Case Study #2
Mission and Values
The work to be done
In this assignment, the group must meet and work to define their overall mission statement and code of
values. The mission should be a clear and succinct representation of your groups’ purpose for existence.
It should incorporate socially meaningful and measurable criteria addressing concepts such as the
moral/ethical position of the enterprise, public image, the target market, products/services, the
geographic domain and expectations of growth and profitability.
The code of values needs to be a definitive set of performance standards that direct the implementation
of the mission. What behaviors are specifically sought and why? What behaviors are specifically
prohibited and why.
The deliverables
1. Group Deliverable: Each group shall turn in an overall group mission statement and code of
ethics next week. See attached for specific examples.
2. Individual Deliverable: Each member of the group shall submit an individual analysis of the
following:
a. What process was used for the group to arrive at a mission statement? How did it work?
How difficult was it to arrive at the results?
b. Does the mission statement specifically align with what you believe is important? If not,
how does it differ?
c. What process was used for the group to arrive at the code of values? How did it work?
How difficult was it to arrive at the results?
d. How well do the group ethics match with your own, personal values? Are there any
discrepancies? If so, what are they and how did the group arrive at a something different
from what you felt?
e. How has your perception of your individual group mates changed from what you
originally perceived?
Grading
20% of the individual’s grade will be tied the overall group deliverable. 80% will be driven by the
individual analysis.
Chapter
1
What is
Organizational
Behavior?
Slide
1-1
Copyright © 2011 by The McGraw-Hill Companies, Inc. All rights reserved.
McGraw-Hill/Irwin
Copyright © 2011 by the McGraw-Hill Companies, Inc. All rights reserved.
Learning Goals
▪ What is the definition of “organizational behavior”
(OB)?
▪ What are the two primary outcomes in studies of
OB?
▪ What factors affect the two primary OB outcomes?
▪ Why might firms that are good at OB tend to be
more profitable?
▪ What is the role of theory in the scientific method?
▪ How are correlations interpreted?
Slide
1-2
Discussion Questions
▪ Think of the worst coworker you've ever had.
What did that person do that was so bad?
▪ Think of the best coworker you've ever had.
What did that person do that was so good?
Slide
1-3
Table 1-1
The Best of Coworkers, the Worst of
Coworkers
Slide
1-4
Organizational Behavior Defined
▪ Organizational behavior (OB) is the field of study
devoted to understanding, explaining, and ultimately
improving the attitudes and behaviors of individuals
and groups in organizations.
▪ Human resource management takes the theories
and principles studies in OB and explores the “nutsand-bolts” applications of those principles in
organizations.
▪ Strategic management focuses on the product
choices and industry characteristics that affect an
organization's profitability.
Slide
1-5
OB Foundations
▪ Theories and concepts in OB are drawn from a
wide variety of disciplines
➢Industrial and organizational psychology
❖Job performance and individual characteristics
➢Social psychology
❖Satisfaction, emotions, and team processes
➢Sociology
❖Team characteristics and organizational structure
➢Economics
❖Motivation, learning, and decision making
Slide
1-6
Integrative Model of Organizational
Behavior
▪ Individual Outcomes
➢Job performance (Chapter 2)
➢Organizational commitment (Chapter 3)
▪ Individual Mechanisms
➢Job satisfaction (Chapter 4)
➢Stress (Chapter 5)
➢Motivation (Chapter 6)
➢Trust, justice, and ethics (Chapter 7)
➢Learning and decision making (Chapter 8)
Slide
1-7
Integrative Model of Organizational Behavior,
cont’d
▪ Individual Characteristics
➢ Personality and cultural values (Chapter 9)
➢ Ability (Chapter 10)
▪ Group Mechanisms
➢ Teams: characteristics and diversity (Chapter 11)
➢ Teams: processes and communication (Chapter 12)
➢ Leadership: power and negotiation (Chapter 13)
➢ Leadership: styles and behaviors (Chapter 14)
▪ Organizational Mechanisms
➢ Organizational structure (Chapter 15)
➢ Organizational culture (Chapter 16)
Slide
1-8
Figure 1-1
Integrative Model of OB
Slide
1-9
Does Organizational Behavior Matter?
▪ Resource-based view
➢Financial resources (revenue, equity)
➢Physical resources (buildings, machines,
technology)
➢Knowledge, decision-making, culture, ability,
wisdom
➢Image, culture, goodwill
Slide
1-10
Discussion Question
▪ Is it really the people that make some
companies more profitable than others?
Slide
1-11
What Makes a Resource Valuable?
▪ Rare
➢ Resources, people
▪ Inimitable
➢ History
❖A collective pool of experience, wisdom, and knowledge that
benefits the organization
➢ Numerous small decisions
❖People make many small decisions day-in and day-out, week-in
and week-out
➢ Socially complex resources
❖Culture, teamwork, trust, reputation
Slide
1-12
Figure 1-2
What Makes a Resource Valuable?
Slide
1-13
Research Evidence
▪ OB practices were associated with better firm
performance
▪ Firms that valued OB had a 19% higher survival rate than
firms that did not value OB
▪ Good people comprise a valuable resource for companies
▪ There is no “magic bullet” OB practice – one thing that,
in-and-of itself, can increase profitability
➢ Rule of one-eighth
➢ OB on Screen
❖Office Space
Slide
1-14
Table 1-2
Survey Questions Designed to Assess High
Performance Work Practices
Slide
1-15
Table 1-3
Some of the “100 Best Companies to Work
For” in 2009
Slide
1-16
How Do We Know
▪ Method of Experience – People hold firmly to some belief
because it is consistent with their own experience and
observations.
▪ Method of Intuition – People hold firmly to some belief
because it “just stands to reason”—it seems obvious or selfevident.
▪ Method of Authority – People hold firmly to some belief
because some respected official, agency, or source has said it
is so.
▪ Method of Science – People accept some belief because
scientific studies have tended to replicate that result using a
series of samples, settings, and methods.
Slide
1-17
Scientific Studies
▪ Theory
➢ A collection of assertions—both verbal and symbolic—
that specify how and why variables are related, as well
as the conditions in which they should (and should
not) be related
➢ Tells a story and supplies the familiar who, what,
where, when, and why elements found in any
newspaper or magazine article
▪ Hypotheses
➢ Written predictions that specify relationships between
variables
Slide
1-18
Figure 1-3
The Scientific Method
Slide
1-19
Scientific Studies, cont’d
▪ Correlation (r)
➢Describes the statistical relationship between two
variables
➢Can be positive or negative and range from 0 (no
statistical relationship) to ± 1 (a perfect statistical
relationship)
Slide
1-20
Figure 1-4
Different Correlation Sizes
Slide
1-21
Social Recognition & Job Performance
▪ How often does social recognition lead to higher job
performance?
➢ Burger King study
➢ Correlation between social recognition
and job performance was .28
❖Restaurants that received training in social
recognition averaged 44 seconds of drivethrough time nine months later versus 62
seconds for the control group locations.
➢ Correlation between social recognition and retention rates
was .20
❖Restaurants that received training in social recognition had a 16
percent better retention rate than the control group locations nine
months later.
Slide
1-22
Establishing Relationships
▪ It turns out that making causal inferences —
establishing that one variable really does
cause another — requires establishing three
things.
➢The two variables are correlated.
➢The presumed cause precedes the presumed
effect in time.
➢No alternative explanation exists for the
correlation.
Slide
1-23
Table 1-4
Notable Correlations
Slide
1-24
Meta-analysis
▪ The best way to test a theory is to conduct many
studies, each of which is as different as possible from
the ones that preceded it.
▪ Meta-analysis takes all of the correlations found in
studies of a particular relationship and calculates a
weighted average (such that correlations based on
studies with large samples are weighted more than
correlations based on studies with small samples).
➢ .50 correlation is considered “strong,” a .30 correlation is
considered “moderate,” and a .10 correlation is considered
“weak.”
➢ Form the foundation for evidence-based management —
a perspective that argues that scientific findings should
form the foundation for management education, much as
they do for medical education.
Slide
1-25
THE FOUR FOLD PATH
Slide
1-26
Copyright © 2011 by The McGraw-Hill Companies, Inc. All rights reserved.
Four Questions To Answer
1. What Do You Love?
2. What bugs you?
3. What are you great at?
4. What do you need to develop & grow?
Slide
1-27
On The Card
▪
▪
▪
▪
▪
▪
Your name as it appears in my roster
Your preferred name, if applicable
Best way to contact you (e.g., phone number)
You job or occupation, if applicable
Your direction
Group Project: Are you in?
Slide
1-28
Takeaways
▪ Organizational behavior is a field of study devoted to
understanding and explaining the attitudes and
behaviors of individuals and groups in organizations.
More simply, it focuses on why individuals and
groups in organizations act the way they do.
▪ The two primary outcomes - job performance and
organizational commitment.
➢ A number of factors affect performance and commitment,
including individual mechanisms, individual characteristics,
group mechanisms, and organizational mechanisms.
Slide
1-29
Takeaways, Cont’d
▪ The effective management of organizational behavior
can help a company become more profitable
because good people are a valuable resource.
➢ Rare
➢ Hard to imitate
➢ History that cannot be bought or copied
➢ Make numerous small decisions that cannot be observed
by competitors
➢ Create socially complex resources such as culture,
teamwork, trust, and reputation.
Slide
1-30
Takeaways, Cont’d
▪ A theory is a collection of assertions, both verbal and
symbolic, that specifies how and why variables are
related, as well as the conditions in which they should
(and should not) be related. Theories about organizational
behavior are built from a combination of interviews,
observation, research reviews, and reflection. Theories
form the beginning point for the scientific method and
inspire hypotheses that can be tested with data.
▪ A correlation is a statistic that expresses the strength of a
relationship between two variables (ranging from 0 to ±
1). In OB research, a .50 correlation is considered
“strong,” a .30 correlation is considered “moderate,” and a
.10 correlation is considered “weak.”
Slide
1-31
Chapter
2
Job
Performance
Slide
2-1
Copyright © 2011 by The McGraw-Hill Companies, Inc. All rights reserved.
McGraw-Hill/Irwin
Copyright © 2011 by the McGraw-Hill Companies, Inc. All rights reserved.
Learning Goals
▪ What is job performance?
▪ What is task performance?
▪ How do organizations identify the behaviors that
underlie task performance?
▪ What is citizenship behavior?
▪ What is counterproductive behavior?
▪ What workplace trends are affecting job performance in
today’s organizations?
▪ How can organizations use job performance information
to manage employee performance?
Slide
2-2
What is Job Performance?
▪ Job performance is the value of the set of
employee behaviors that contribute, either
positively or negatively, to organizational goal
accomplishment.
➢Includes behaviors that are within the control of
the employees.
➢Places a boundary on which behaviors are (and
are not) relevant to job performance.
Slide
2-3
What Does It Mean to be a “Good
Performer?”
▪ Task performance includes employee
behaviors that are directly involved in the
transformation of organizational resources
into the goods or services that the
organization produces.
▪ Citizenship behavior
▪ Counterproductive behavior
Slide
2-4
Task Performance
▪ Routine task performance involves well-known
responses to demands that occur in a normal, routine,
or otherwise predictable way.
➢ Starting a car
▪ Adaptive task performance, or more commonly
“adaptability,” involves employee responses to task
demands that are novel, unusual, or, at the very least,
unpredictable.
➢ Avoiding a stalled vehicle
▪ Creative task performance is the degree to which
individuals develop ideas or physical outcomes that
are both novel and useful.
Slide
2-5
Adapted from Table 2-1
Behaviors Involved in Adaptability
Slide
2-6
Job Analysis
▪ Many organizations identify task performance
behaviors by conducting a job analysis.
➢ A list of the activities involved in a job is generated.
❖Observation, interview, survey
➢ Each activity on this list is rated by “subject matter
experts” according to things like the importance and
frequency of the activity.
➢ The activities that are rated highly in terms of their
importance and frequency are retained and used to define
task performance.
Slide
2-7
Performance Review Form
Table 2-2
Men’s Wearhouse
Slide
2-8
Occupational Information Network
▪ The Occupational Information Network (or O*NET)
is an online database that includes, among other
things, the characteristics of most jobs in terms of
tasks, behaviors, and the required knowledge, skills,
and abilities (http://online.onetcenter.org).
➢ Task information from the database should be
supplemented with information regarding behaviors that
support the organization’s values and strategy.
Slide
2-9
Figure 2-1
Flight Attendant O*NET
Slide
2-10
Task Performance Behaviors
▪ Task performance behaviors are not simply
performed versus not performed.
▪ Although poor performers often fail to
complete required behaviors, it is just as true
that the best performers often exceed all
expectations for those behaviors.
➢Going the “extra mile”
Slide
2-11
Discussion Questions
▪ How important is it to organizations that
employees go “above and beyond” their
actual job duties?
▪ Is this what separates truly exceptional
employees from those we might consider
“average”?
Slide
2-12
Citizenship Behavior
▪ Voluntary employee activities that may or may not
be rewarded but that contribute to the
organization by improving the overall quality of
the setting in which work takes place.
➢Interpersonal
❖Helping, courtesy, sportsmanship
➢Organizational
❖Voice, civic virtue, boosterism
Slide
2-13
Figure 2-2
Types of Citizenship Behaviors
Slide
2-14
Interpersonal Citizenship Behavior
▪ Behaviors that benefit coworkers and colleagues and
involve assisting, supporting, and developing other
organizational members in a way that goes beyond
normal job expectations.
➢ Helping involves assisting coworkers who have heavy
workloads, etc.
➢ Courtesy refers to keeping coworkers informed about
matters that are relevant to them.
➢ Sportsmanship involves maintaining a good attitude with
coworkers, even when they’ve done something annoying.
Slide
2-15
Organizational Citizenship Behaviors
▪ Behaviors that benefit the larger organization by
supporting and defending the company, working to
improve its operations, and being especially loyal to
it.
➢ Voice involves speaking up and offering constructive
suggestions for change.
➢ Civic virtue requires participating in the company’s
operations at a deeper-than-normal level.
➢ Boosterism means representing the organization in a
positive way when out in public, away from the office, and
away from work.
Slide
2-16
Citizenship Behaviors
▪ Relevant in virtually any job, regardless of the
particular nature of its tasks, and there are
clear benefits of these behaviors in terms of
the effectiveness of work units and
organizations.
▪ Become even more vital during organizational
crises, when beneficial suggestions, deep
employee involvement, and a positive “public
face” are critical.
Slide
2-17
Counterproductive Behaviors
▪ Counterproductive behaviors are employee behaviors
that intentionally hinder organizational goal
accomplishment.
➢ Property deviance refers to behaviors that harm the
organization’s assets and possessions.
➢ Production deviance is also directed against the
organization but focuses specifically on reducing the
efficiency of work output.
➢ Political deviance refers to behaviors that intentionally
disadvantage other individuals rather than the larger
organization.
➢ Personal aggression refers to hostile verbal and physical
actions directed toward other employees.
Slide
2-18
Figure 2-3
Types of Counterproductive Behaviors
Slide
2-19
Property Deviance
▪ Sabotage represents the purposeful destruction of
physical equipment, organizational processes, or
company products.
➢ Laser discs, restaurants
▪ Theft represents another form of property deviance
and can be just as expensive as sabotage (if not
more).
➢ Costs organizations approximately $14.6 billion per year
Slide
2-20
Production Deviance
▪ Wasting resources is the most common form
of production deviance, when employees use
too many materials or too much time to do
too little work.
➢Working too slowly, taking too many breaks
▪ Substance abuse is the abuse of drugs or
alcohol before coming to work or while on the
job.
➢Compromises efficiency
Slide
2-21
Political Deviance
▪ Gossiping is having casual conversations
about other people in which the facts are not
confirmed as true.
➢Undermines morale
▪ Incivility represents communication that is
rude, impolite, discourteous, and lacking in
good manners.
Slide
2-22
Personal Aggression
▪ Harassment occurs when employees are
subjected to unwanted physical contact or
verbal remarks from a colleague.
▪ Abuse occurs when an employee is assaulted
or endangered in such a way that physical and
psychological injuries may occur.
Slide
2-23
Counterproductive Behavior, Cont’d
▪ There is evidence that people who engage in one form of
counterproductive behavior also engage in others.
➢ Represent a pattern of behavior rather than isolated incidents
▪ Counterproductive behavior is relevant to any job. It
doesn’t matter what the job entails; there are going to be
things to steal, resources to waste, and people to be
uncivil toward.
▪ It is often surprising which employees engage in
counterproductive behavior.
▪ OB on Screen
➢ Hancock
Slide
2-24
Discussion Question
▪ How much “counterproductive” behavior
should a company have to put up with?
➢Where should the line be drawn?
Slide
2-25
What Does It Mean to Be a Good
Performer?
▪ Good at the particular job tasks that fall within
job description.
▪ Engages in citizenship behaviors directed at
both coworkers and the larger organization.
▪ Refrains from engaging in the
counterproductive behaviors that can so badly
damage the climate of an organization.
Slide
2-26
Figure 2-4
What Does it
Mean to be a
“Good
Performer?”
Slide
2-27
Workplace Trends and Job Performance
▪ Statistics from the U.S. Department of Labor confirm the
rise of knowledge work, in that jobs involving cognitive
activity are becoming more prevalent than jobs involving
physical activity.
▪ Service work involves work that provides non-tangible
goods to customers through direct electronic, verbal, or
physical interaction.
➢ Projections suggest that almost 20 percent of the new jobs created
between now and 2012 will be service jobs.
➢ Costs of bad task performance are more immediate and more
obvious.
➢ Maintaining a positive work environment therefore becomes even
more vital.
Slide
2-28
Application: Performance Management
▪ Management by objectives (MBO) is a management
philosophy that bases an employee’s evaluations on
whether the employee achieves specific
performance goals.
➢ Best suited for managing the performance of employees
who work in contexts in which objective measures of
performance can be quantified.
▪ Behaviorally anchored rating scales (BARS) assess
performance by directly assessing job performance
behaviors.
Slide
2-29
Figure 2-5
BARS Example for Managerial Job
Performance
Slide
2-30
Performance Management, cont’d
▪ The 360 degree feedback approach involves
collecting performance information not just from the
supervisor but from anyone else who might have
firsthand knowledge about the employee’s
performance behaviors.
➢ Best suited to improving or developing employee talent.
▪ Forced ranking forces managers to rank all of their
people into one of three categories: the top 20
percent (A players), the vital middle 70 percent (B
players), or the bottom 10 percent (C players).
Slide
2-31
Figure 2-6
Jack Welch’s Vitality Curve
Slide
2-32
Performance Management, cont’d
▪ Social networking systems, such as Facebook
and Twitter, have recently been applied in
organizational contexts for the purposes of
developing and evaluating employee job
performance.
➢ These types of systems provide performance information
that is much more timely, relative to traditional practices
that measure performance quarterly or even yearly.
Slide
2-33
Discussion Questions
▪ Has anyone here been through a 360-degree
appraisal process?
➢How did it make you feel?
▪ How do you like the idea of your peers
evaluating your performance?
Slide
2-34
Takeaways
▪ Job performance is the set of employee behaviors that
contribute to organizational goal accomplishment. Job
performance has three dimensions: task performance,
citizenship behavior, and counterproductive behavior.
▪ Task performance includes employee behaviors that are
directly involved in the transformation of organizational
resources into the goods or services that the organization
produces. Examples of task performance include routine
task performance, adaptive task performance, and
creative task performance.
Slide
2-35
Takeaways, Cont’d
▪ Organizations gather information about
relevant task behaviors using job analysis and
O*NET.
▪ Citizenship behaviors are voluntary employee
activities that may or may not be rewarded but
that contribute to the organization by
improving the overall quality of the setting in
which work takes place.
Slide
2-36
Takeaways, Cont’d
▪ Counterproductive behaviors are employee behaviors
that intentionally hinder organizational goal
accomplishment.
▪ A number of trends have affected job performance in
today’s organizations, including the rise of knowledge
work and the increase in service jobs.
▪ The MBO, BARS, 360 degree feedback, and forced
ranking practices are four ways that organizations can
use job performance information to manage
employee performance.
Slide
2-37
Chapter
3
Organizational
Commitment
Slide
3-1
Copyright © 2011 by The McGraw-Hill Companies, Inc. All rights reserved.
McGraw-Hill/Irwin
Copyright © 2011 by the McGraw-Hill Companies, Inc. All rights reserved.
Learning Goals
▪ What is organizational commitment? What is withdrawal
behavior? How are the two connected?
▪ What are the three types of organizational commitment,
and how do they differ?
▪ What are the four primary responses to negative events
at work?
▪ What are some examples of psychological withdrawal?
Of physical withdrawal? How do the different forms of
withdrawal relate to each other?
▪ What workplace trends are affecting organizational
commitment in today’s organizations?
▪ How can organizations foster a sense of commitment
among employees?
Slide
3-2
Organizational Commitment
▪ Organizational commitment is defined as the desire
on the part of an employee to remain a member of
the organization.
➢ Organizational commitment influences whether an
employee stays a member of the organization (is retained)
or leaves to pursue another job (turns over).
▪ Employees who are not committed to their
organizations engage in withdrawal behavior,
defined as a set of actions that employees perform
to avoid the work situation— behaviors that may
eventually culminate in quitting the organization.
Slide
3-3
Figure 3-1
Organizational Commitment and Employee
Withdrawal
Slide
3-4
Discussion Question
▪ What creates a desire to remain a
member of an organization?
Slide
3-5
Types of Commitment
▪ Affective commitment – a desire to remain a member of an
organization due to an emotional attachment to, and
involvement with, that organization.
➢ You stay because you want to.
▪ Continuance commitment - a desire to remain a member of an
organization because of an awareness of the costs associated
with leaving it.
➢ You stay because you need to.
▪ Normative commitment - a desire to remain a member of an
organization due to a feeling of obligation.
➢ You stay because you ought to.
▪ Focus of commitment refers to the various people, places, and
things that can inspire a desire to remain a member of an
organization.
Slide
3-6
Table 3-1
Three Types of Organizational
Commitment
Slide
3-7
Figure 3-2
Drivers of Overall Organization
Commitment
Slide
3-8
Affective Commitment
▪ Employees who feel a sense of affective
commitment identify with the organization,
accept that organization’s goals and values,
and are more willing to exert extra effort on
behalf of the organization.
➢“She’s committed”
➢“He’s loyal”
Slide
3-9
A Social Network Diagram
The erosion model suggests that
employees with fewer bonds will
be most likely to quit the
organization.
The social influence model
suggests that employees who
have direct linkages with
“leavers” will themselves
become more likely to leave.
Figure 3-3
Slide
3-10
Continuance Commitment
▪ Continuance commitment exists when there is
a profit associated with staying and a cost
associated with leaving.
▪ Tends to create a more passive form of loyalty.
➢Increases to continuance commitment:
❖Total amount of investment (in terms of time, effort,
energy, etc.) an employee has made in mastering his
work role or fulfilling his organizational duties.
❖Lack of employment alternatives
Slide
3-11
Embeddedness and Continuance
Commitment
▪ Embeddedness summarizes a person’s links to the
organization and the community, his sense of fit with
that organization and community, and what he
would have to sacrifice for a job change.
➢ Strengthens continuance commitment by providing more
reasons why a person needs to stay in his or her current
position (and more sources of anxiety if he or she were to
leave).
▪ OB on Screen
➢The Incredibles
Slide
3-12
Table 3-2
Embeddedness and Continuance
Commitment, Cont’d
Slide
3-13
Normative Commitment
▪ Normative commitment exists when there is a sense
that staying is the “right” or “moral” thing to do.
▪ The sense that people should stay with their current
employers may result from personal work philosophies
or more general codes of right and wrong developed
over the course of their lives.
▪ Build a sense of obligation-based commitment among
employees:
➢ Create a feeling that the employee is in the organization’s
debt
➢ Becoming a particularly charitable organization
Slide
3-14
Discussion Questions
▪ Which type of organizational commitment
(affective, continuance, or normative) do you
think is most important to the majority of
employees?
▪ Which do you think is most important to you?
Slide
3-15
Withdrawal Behaviors
▪ Exit - active, destructive response by which an
individual either ends or restricts organizational
membership.
▪ Voice - an active, constructive response in which
individuals attempt to improve the situation.
▪ Loyalty - a passive, constructive response that
maintains public support for the situation while the
individual privately hopes for improvement.
▪ Neglect - defined as a passive, destructive response
in which interest and effort in the job declines.
Slide
3-16
Four Types of Employees
Task Performance
Low
Stars
Citizens
Lone wolves
Apathetics
High
Low
Organizational Commitment
High
Table 3-3
Slide
3-17
Task Performance and Organizational
Commitment
▪ Stars possess high commitment and high
performance and are held up as role models for
other employees.
➢ Likely respond to negative events with voice
▪ Citizens possess high commitment and low task
performance but perform many of the voluntary
“extra-role” activities that are needed to make the
organization function smoothly.
➢ Likely to respond to negative events with loyalty
Slide
3-18
Task Performance and Organizational
Commitment, Cont’d
▪ Lone wolves possess low levels of organizational
commitment but high levels of task performance and
are motivated to achieve work goals for themselves,
not necessarily for their company.
➢ Likely to respond to negative events with exit
▪ Apathetics possess low levels of both organizational
commitment and task performance and merely exert
the minimum level of effort needed to keep their jobs.
➢ Respond to negative events with neglect
Slide
3-19
Discussion Questions
▪ How big of a problem is psychological
withdrawal?
▪ Is withdrawal always bad?
Slide
3-20
Psychological Withdrawal
▪ Psychological withdrawal consists of actions that provide a
mental escape from the work environment. (“warm-chair
attrition”)
➢ Daydreaming - when an employee appears to be working but is
actually distracted by random thoughts or concerns.
➢ Socializing - verbal chatting about non-work topics that goes on in
cubicles and offices or at the mailbox or vending machines.
➢ Looking busy - intentional desire on the part of the employee to
look like he or she is working, even when not performing work
tasks.
➢ Moonlighting - using work time and resources to complete
something other than their job duties, such as assignments for
another job.
➢ Cyberloafing - using Internet, e-mail, and instant messaging access
for their personal enjoyment rather than work duties.
Slide
3-21
Physical Withdrawal
▪ Physical withdrawal consists of actions that provide
a physical escape, whether short term or long term,
from the work environment.
➢ Tardiness - the tendency to arrive at work late (or leave
work early).
➢ Long breaks involve longer-than-normal lunches, soda
breaks, coffee breaks, and so forth that provide a physical
escape from work.
➢ Missing meetings - employees neglect important work
functions while away from the office.
➢ Absenteeism occurs when employees miss an entire day of
work.
➢ Quitting - voluntarily leaving the organization.
Slide
3-22
Figure 3-4
Psychological and Physical Withdrawal
Slide
3-23
Psychological and Physical Withdrawal,
Cont’d
▪ Independent forms model of withdrawal argues that
the various withdrawal behaviors are uncorrelated
with one another, occur for different reasons, and
fulfill different needs on the part of employees.
➢ “I can’t stand my job, so I do what I can to get by.
Sometimes I’m absent, sometimes I socialize, sometimes I
come in late. There’s no real rhyme or reason to it; I just do
whatever seems practical at the time.”
Slide
3-24
Psychological and Physical Withdrawal,
Cont’d
▪ Compensatory forms model of withdrawal argues
that the various withdrawal behaviors negatively
correlate with one another—that doing one means
you’re less likely to do another.
➢ “I can’t handle being around my boss. I hate to miss work,
so I do what’s needed to avoid being absent. I figure if I
socialize a bit and spend some time surfing the Web, I
don’t need to ever be absent. But if I couldn’t do those
things, I’d definitely have to stay home . . . a lot.”
Slide
3-25
Psychological and Physical Withdrawal,
Cont’d
▪ Progression model of withdrawal argues that the
various withdrawal behaviors are positively
correlated: The tendency to daydream or socialize
leads to the tendency to come in late or take long
breaks, which leads to the tendency to be absent or
quit.
➢ “I just don’t have any respect for my employer anymore. In
the beginning, I’d daydream a bit during work or socialize
with my colleagues. As time went on, I began coming in
late or taking a long lunch. Lately I’ve been staying home
altogether, and I’m starting to think I should just quit my
job and go somewhere else.”
Slide
3-26
Figure 3-5
What Does It Mean to Be a “Committed”
Employee?
Slide
3-27
Trends that Affect Commitment
▪ Diversity of the workforce
➢ By 2012, minority groups will make up one-third of the
workforce
➢ 47 percent of the jobs are filled by women
➢ The workforce is aging
❖The percentage of members of the workforce who are 60
years or older is expected to grow to 10 percent in 2012
➢ More and more employees are foreign-born
❖Half of the Ph.D.s working in the United States are foreignborn, as are 45 percent of the physicists, computer
scientists, and mathematicians
Slide
3-28
Trends that Affect Commitment,
Cont’d
▪ The change in employee–employer relationships brought
about by a generation of downsizing makes it more
challenging to retain valued employees.
➢ Psychological contracts reflect employees’ beliefs about what
they owe the organization and what the organization owes
them.
❖ Shaped by the recruitment and socialization activities
➢ Some employees develop transactional contracts that are
based on a narrow set of specific monetary obligations.
➢ Other employees develop relational contracts that are based on
a broader set of open-ended and subjective obligations.
Slide
3-29
Application: Commitment Initiatives
▪ Perceived organizational support reflects the
degree to which employees believe that the
organization values their contributions and
cares about their well-being.
➢From an affective commitment perspective,
employer strategies could center on increasing the
bonds that link employees together.
➢From a continuance commitment perspective, the
priority should be to create a salary and benefits
package that creates a financial need to stay.
Slide
3-30
Commitment Initiatives, Cont’d
▪ From a normative commitment perspective,
the employer can provide various training and
development opportunities for employees.
➢IBM
▪ If withdrawal behaviors occur, stop the
progression in its early stages by trying to root
out the source of the reduced commitment.
Slide
3-31
Takeaways
▪ Commitment and withdrawal are negatively related to
each other—the more committed an employee is, the
less likely he or she is to engage in withdrawal.
▪ There are three types of organizational commitment.
➢ Affective commitment occurs when an employee wants to stay
and is influenced by the emotional bonds between employees.
➢ Continuance commitment occurs when an employee needs to
stay and is influenced by salary and benefits and the degree to
which he or she is embedded in the community.
➢ Normative commitment occurs when an employee feels that he
or she ought to stay and is influenced by an organization
investing in its employees or engaging in charitable efforts.
Slide
3-32
Takeaways, Cont’d
▪ Employees can respond to negative work events in
four ways.
➢ Exit is a form of physical withdrawal in which the employee
either ends or restricts organizational membership.
➢ Voice is an active and constructive response by which
employees attempt to improve the situation.
➢ Loyalty is passive and constructive; employees remain
supportive while hoping the situation improves on its own.
➢ Neglect is a form of psychological withdrawal in which
interest and effort in the job decreases.
Slide
3-33
Takeaways, Cont’d
▪ Consistent with the progression model, withdrawal behaviors
tend to start with minor psychological forms before escalating
to more major physical varieties.
➢ Psychological withdrawal examples include daydreaming, socializing,
looking busy, moonlighting, and cyberloafing.
➢ Physical withdrawal examples include tardiness, long breaks, missing
meetings, absenteeism, and quitting.
▪ The increased diversity of the workforce can reduce
commitment if employees feel lower levels of affective
commitment or less embedded in their current jobs. The
employee–employer relationship can reduce affective and
normative commitment, making it more of a challenge to
retain talented employees.
Slide
3-34
Chapter
4
Job
Satisfaction
Slide
4-1
Copyright © 2011 by The McGraw-Hill Companies, Inc. All rights reserved.
McGraw-Hill/Irwin
Copyright © 2011 by the McGraw-Hill Companies, Inc. All rights reserved.
Learning Goals
▪ What is job satisfaction?
▪ What are values, and how do they affect job
satisfaction?
▪ What specific facets do employees consider
when evaluating their job satisfaction?
▪ Which job characteristics can create a sense of
satisfaction with the work itself?
▪ How is job satisfaction affected by day-to-day
events?
Slide
4-2
Learning Goals, Cont’d
▪ What are mood and emotions, and what
specific forms do they take?
▪ How does job satisfaction affect job
performance and organizational commitment?
How does it affect life satisfaction?
▪ What steps can organizations take to assess
and manage job satisfaction?
Slide
4-3
Discussion Questions
▪ Think about the worst job you have ever held
in your life.
➢How do you feel during the course of the day?
➢How do those feelings influence the way you
behaved?
Slide
4-4
Job Satisfaction
▪ Job satisfaction is a pleasurable emotional
state resulting from the appraisal of one’s job
or job experiences.
➢It represents how you feel about your job and
what you think about your job.
➢49 percent of Americans are satisfied with their
jobs, down from 58 percent a decade ago.
Slide
4-5
Why Are Some Employees More Satisfied
than Others?
▪ At a general level, employees are satisfied
when their job provides the things that they
value.
▪ Values are those things that people
consciously or subconsciously want to seek or
attain.
Slide
4-6
Table 4-1
Commonly Assessed Work Values
Slide
4-7
Value-Percept Theory
▪ Value-percept theory argues that job satisfaction
depends on whether you perceive that your job
supplies the things that you value.
▪ People evaluate job satisfaction according to specific
“facets” of the job.
Dissatisfaction = (Vwant - Vhave) (Vimportance)
➢ Vwant reflects how much of a value an employee wants
➢ Vhave indicates how much of that value the job supplies
➢ Vimportance reflects how important the value is to the
employee
Slide
4-8
Figure 4-1
The ValuePercept
Theory of Job
Satisfaction
Slide
4-9
Value-Percept Theory, Cont’d
▪ Pay satisfaction refers to employees’ feelings
about their pay, including whether it is as
much as they deserve, secure, and adequate
for both normal expenses and luxury items.
▪ Promotion satisfaction refers to employees’
feelings about the company’s promotion
policies and their execution, including
whether promotions are frequent, fair, and
based on ability.
Slide
4-10
Value-Percept Theory, Cont’d
▪ Supervision satisfaction reflects employees’ feelings
about their boss, including whether the boss is
competent, polite, and a good communicator.
➢ “Can they help me attain the things that I value?”
➢ “Are they generally likable?”
▪ Coworker satisfaction refers to employees’ feelings
about their fellow employees, including whether
coworkers are smart, responsible, helpful, fun, and
interesting as opposed to lazy, gossipy, unpleasant,
and boring.
➢ “Can they help me do my job?”
➢ “Do I enjoy being around them?”
Slide
4-11
Value-Percept Theory, Cont’d
▪ Satisfaction with the work itself reflects
employees’ feelings about their actual work
tasks, including whether those tasks are
challenging, interesting, respected, and make
use of key skills rather than being dull,
repetitive, and uncomfortable.
Slide
4-12
Figure 4-2
Correlations Between Satisfaction Facets
and Overall Job Satisfaction
Slide
4-13
Critical Psychological States
▪ Meaningfulness of work reflects the degree to which
work tasks are viewed as something that “counts” in
the employee’s system of philosophies and beliefs.
▪ Responsibility for outcomes captures the degree to
which employees feel that they are key drivers of the
quality of the unit’s work.
▪ Knowledge of results reflects the extent to which
employees know how well (or how poorly) they are
doing.
What type of tasks create these psychological states?
Slide
4-14
Figure 4-3
Job Characteristics Theory
Slide
4-15
Job Characteristics Theory, Cont’d
▪ Variety is the degree to which the job requires a
number of different activities that involve a number
of different skills and talents.
▪ Identity is the degree to which the job requires
completing a whole, identifiable, piece of work from
beginning to end with a visible outcome.
▪ Significance is the degree to which the job has a
substantial impact on the lives of other people,
particularly people in the world at large.
Slide
4-16
Job Characteristics Theory, Cont’d
▪ Autonomy is the degree to which the job
provides freedom, independence, and
discretion to the individual performing the
work.
▪ Feedback is the degree to which carrying out
the activities required by the job provides the
worker with clear information about how well
he or she is performing.
➢Reflects feedback obtained directly from the job as
opposed to feedback from coworkers or supervisors.
Slide
4-17
Job Characteristic Moderators
▪ Knowledge and skill
▪ Growth need strength
➢Captures whether employees have strong needs
for personal accomplishment or developing
themselves beyond where they currently are.
Both of these increase the strength of the
relationships within the model
Slide
4-18
Figure 4-4
Growth Need Strength as a Moderator of Job
Characteristic Effects
Slide
4-19
Job Enrichment
▪ Job enrichment is the process of using the five
items in the job characteristics model to
create more satisfaction
➢ Duties and responsibilities associated with a job are
expanded to provide more variety, identity, autonomy, and
so forth.
➢ Enrichment efforts can indeed boost job satisfaction levels,
and heighten work accuracy and customer satisfaction,
though training and labor costs tend to rise as a result of
such changes.
Slide
4-20
Moods and Emotions
▪ Job satisfaction reflects what you think and
feel about your job.
➢Rational
➢Emotional
▪ A satisfied employee feels good about his or
her job on average.
Slide
4-21
Moods and Emotions, Cont’d
▪ Moods are states of feeling that are often mild in
intensity, last for an extended period of time, and are
not explicitly directed at or caused by anything.
➢ Pleasant
➢ Activated
➢ “I’m feeling grouchy”
▪ According to the affective events theory, workplace
events can generate affective reactions—reactions
that then can go on to influence work attitudes and
behaviors.
Slide
4-22
Figure 4-5
Hour-by-Hour Fluctuations in Job
Satisfaction during the Workday
Slide
4-23
Figure 4-6
Different Kinds of Mood
Slide
4-24
Moods and Emotions, Cont’d
▪ Emotions are states of feeling that are often intense,
last for only a few minutes, and are clearly directed
at (and caused by) someone or some circumstance.
➢ Positive emotions include joy, pride, relief, hope, love, and
compassion.
➢ Negative emotions include anger, anxiety, fear, guilt,
shame, sadness, envy, and disgust.
➢ “I’m feeling angry at my boss”
➢ Emotions are always about something.
Slide
4-25
Table 4-2
Different Kinds of Emotions
Slide
4-26
Discussion Questions
▪ What emotion do you think an employee
experiences reading a disrespectful e-mail
from their boss?
▪ What emotion do you think an employee
enjoys during a funny conversation with a
friend?
Slide
4-27
Moods and Emotions, Cont’d
▪ Emotional labor is the need to manage
emotions to complete job duties successfully.
➢Flight attendants
▪ Emotional contagion shows that one person
can “catch” or “be infected by” the emotions
of another person.
➢Customer service representative
Slide
4-28
Figure 4-7
Why Are
Some
Employees
More
Satisfied than
Others?
Slide
4-29
How Important is Satisfaction?
▪ Job satisfaction does influence job performance.
➢ It is moderately correlated with task performance.
Satisfied employees do a better job of fulfilling the duties
described in their job descriptions.
▪ Job satisfaction is correlated moderately with
citizenship behavior.
➢ Satisfied employees engage in more frequent “extra mile”
behaviors to help their coworkers and their organization.
▪ Job satisfaction influences organizational
commitment.
➢ Job satisfaction is strongly correlated with affective
commitment, so satisfied employees are more likely to
want to stay with the organization.
Slide
4-30
Figure 4-8
Effects of Job Satisfaction on Performance
and Commitment
Slide
4-31
Life Satisfaction
▪ Job satisfaction is strongly related to life
satisfaction, or the degree to which employees
feel a sense of happiness with their lives.
➢People feel better about their lives when they feel
better about their jobs
➢Increases in job satisfaction have a stronger impact on
life satisfaction than do increases in salary or income.
▪ OB on Screen
➢Michael Clayton
Slide
4-32
Table 4-3
How We Spend Our Days
Slide
4-33
Application: Tracking Satisfaction
▪ Several methods assess the job satisfaction of rank-andfile employees, including focus groups, interviews, and
attitude surveys.
➢ Attitude surveys can provide a “snapshot” of how satisfied the
workforce is and, if repeated over time, reveal trends in
satisfaction levels.
❖Job Descriptive Index (JDI)
➢ Attitude surveys ideally should be a catalyst for some kind of
improvement effort.
▪ An organization that struggles with satisfaction with the
work itself could attempt to redesign key job tasks or, if
that proves too costly, train supervisors in strategies for
increasing the five core job characteristics on a more
informal basis.
Slide
4-34
Table 4-4
Excerpts from the Job Descriptive Index
and the Job in General Scale
Slide
4-35
Takeaways
▪ Job satisfaction is a pleasurable emotional state
resulting from the appraisal of one’s job or job
experiences. It represents how you feel about your
job and what you think about your job.
▪ Values are things that people consciously or
subconsciously want to seek or attain. According
to value-percept theory, job satisfaction depends
on whether you perceive that your job supplies
those things that you value.
Slide
4-36
Takeaways, Cont’d
▪ Employees consider a number of specific facets
when evaluating their job satisfaction. These
facets include pay satisfaction, promotion
satisfaction, supervision satisfaction, coworker
satisfaction, and satisfaction with the work itself.
▪ Job characteristics theory suggests that five “core
characteristics”—variety, identity, significance,
autonomy, and feedback—combine to result in
particularly high levels of satisfaction with the
work itself.
Slide
4-37
Takeaways, Cont’d
▪ Apart from the influence of supervision, coworkers,
pay, and the work itself, job satisfaction levels
fluctuate during the course of the day. Rises and falls
in job satisfaction are triggered by positive and
negative events that are experienced. Those events
trigger changes in emotions that eventually give way
to changes in mood.
Slide
4-38
Takeaways, Cont’d
▪ Moods are states of feeling that are often mild in intensity,
last for an extended period of time, and are not explicitly
directed at anything. Intense positive moods include being
enthusiastic, excited, and elated. Intense negative moods
include being hostile, nervous, and annoyed. Emotions are
states of feeling that are often intense, last only for a few
minutes, and are clearly directed at someone or some
circumstance. Positive emotions include joy, pride, relief,
hope, love, and compassion. Negative emotions include
anger, anxiety, fear, guilt, shame, sadness, envy, and
disgust.
Slide
4-39
Takeaways, Cont’d
▪ Job satisfaction has a moderately positive relationship with
job performance and a strong positive relationship with
organizational commitment. It also has a strong positive
relationship with life satisfaction.
▪ Organizations can assess and manage job satisfaction using
attitude surveys such as the Job Descriptive Index (JDI),
which assesses pay satisfaction, promotion satisfaction,
supervisor satisfaction, coworker satisfaction, and
satisfaction with the work itself. It can be used to assess the
levels of job satisfaction experienced by employees, and its
specific facet scores can identify interventions that could be
helpful.
Slide
4-40
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