Case Study Write Up

User Generated

iebpx

Business Finance

Description

Please complete the following case study by utilizing the nine powerpoint slides attached to answer the questions. YOU MUST USE THE VOCABULARY AND CONCEPTS FROM THE POWERPOINTS WHEN ANSWERING THE QUESTIONS! Please write lengthy intellectual responses to each question. Attached are chapters 1-5. I will send 6-9 in the private message. (6-9 will probably be the most useful).

Unformatted Attachment Preview

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
Purchase answer to see full attachment
User generated content is uploaded by users for the purposes of learning and should be used following Studypool's honor code & terms of service.

Explanation & Answer

Find the attached completed work, If you have another one, please invite me to bid. Kindly give me a 5 star review to build my profile.

Last Name 1
Last Name and First Name
Professor
Course
October 15, 2018
Group Mission and Values Development
Question a
During the meeting, the group brainstormed on some of the possible mission statements
for the team based on its objectives. One of the team members wrote down all the suggestions
after which, with a clear v...


Anonymous
Really useful study material!

Studypool
4.7
Trustpilot
4.5
Sitejabber
4.4

Similar Content

Related Tags