Robbins: Organizational Behavior

Chapter Three

VALUES, ATTITUDES, AND JOB SATISFACTION

LEARNING OBJECTIVES After studying this chapter, students should be able to: 1. 2. !. #. $. '. (. *. Contrast terminal and instrumental values List the dominant values in todays wor force "dentify the five value dimensions of national culture Contrast the three components of an attitude %ummari&e the relationship between attitudes and behavior "dentify the role that consistency plays in attitudes %tate the relationship between )ob satisfaction and behavior "dentify four employee responses to dissatisfaction

CHAPTER OVERVIEW +hy is it important to now an individuals values, Although they do not have a direct impact on behavior, values strongly influence a persons attitudes. -nowledge of an individuals value system can provide insight into his.her attitudes. /iven that peoples values differ, managers can use the 0o each 1alue %urvey to assess potential employees and determine if their values align with the dominant values of the organi&ation. An employees performance and satisfaction are li ely to be higher if his.her values fit well with the organi&ation. 2or instance, the person who places high importance on imagination, independence, and freedom is li ely to be poorly matched with an organi&ation that see s conformity from its employees. 3anagers are more li ely to appreciate, evaluate positively, and allocate rewards to employees who 4fit in,5 and employees are more li ely to be satisfied if they perceive that they do fit. 6his argues for management to strive during the selection of new employees to find )ob candidates who not only have the ability, e7perience, and motivation to perform, but also a value system that is compatible with the organi&ations. 3anagers should be interested in their employees attitudes because attitudes give warnings of potential problems and because they influence behavior. %atisfied and committed employees, for instance, have lower rates of turnover and absenteeism. /iven that managers want to eep resignations and absences down8 especially among their more productive employees8they will want to do those things that will generate positive )ob attitudes. 3anagers should also be aware that employees will try to reduce cognitive dissonance. 3ore importantly, dissonance can be managed. "f employees are re9uired to engage in activities that appear inconsistent to them or are at odds with their attitudes, the pressures to reduce the resulting dissonance are lessened when the employee perceives that the dissonance is e7ternally imposed and is beyond his.her control or if the rewards are significant enough to offset the dissonance. WEB EXERCISES At the end of each chapter of this instructors manual, you will find suggested e7ercises and ideas for researching the +++ on :; topics. 6he e7ercises 4<7ploring :; 6opics on the +eb5 are set up so that you can simply photocopy the pages, distribute them to your class, ma e assignments accordingly. =ou may want to assign the e7ercises as an out>of>class activity or as lab activities with your class. +ithin the lecture notes the graphic will note that there is a +++ activity to support this material. The chapter opens introducing Marge Savage, a Microsoft marketing anal st !ho is gathering information about the "#e$ters% generation&people born after '())* The are the first group of people to never kno! a !orld !ithout computers and the +nternet* She found that this group values integrit , team!ork, moral support, responsibilit , and freedom to pursue their dreams* The !ant to !ork for a compan that supports their needs, and !here the can have significant influence in shaping societ * The see technolog and the +nternet as a ma,or force for changing the !orld&good ne!s for Microsoft* 47

Robbins: Organizational Behavior CHAPTER OUTLINE 1alues 1. 1alues represent basic convictions that 4a specific mode of conduct or end> state of e7istence is personally or socially preferable to an opposite or converse mode of conduct or end>state of e7istence.5 2. 6here is a )udgmental element of what is right, good, or desirable. !. 1alues have both content and intensity attributes. 6he content attribute says that a mode of conduct or end>state of e7istence is important. 6he intensity attribute specifies how important it is. 0an ing an individuals values in terms of their intensity e9uals that persons value system. #otes:

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#. 1alues are not generally fluid and fle7ible. 6hey tend to be relatively stable and enduring. A significant portion of the values we hold is established in our early years 8from parents, teachers, friends, and others. 6he process of 9uestioning our values, of course, may result in a change, but more often, our 9uestioning acts to reinforce the values we hold.

-* +mportance of .alues 1. 1alues lay the foundation for the understanding of attitudes and motivation because they influence our perceptions. 2. "ndividuals enter organi&ations with notions of what is right and wrong with which they interpret behaviors or outcomes8at times this can cloud ob)ectivity and rationality. !. 1alues generally influence attitudes and behavior. B* T pes of .alues 1. 0o each 1alue %urvey /0$hibit 12'3 "t consists of two sets of values, with each set containing 1* individual value items. :ne set8terminal values8refers to desirable end>states of e7istence, the goals that a person would li e to achieve during his.her lifetime. 6he other8instrumental values8refers to preferable modes of behavior, or means of achieving the terminal values.

2. %everal studies confirm that the 01% values vary among groups. ?eople in the same occupations or categories tend to hold similar values.

Contemporary +or Cohorts 1. 6he uni9ue value of different cohorts is that the @.%. wor force can be segmented by the era they entered the wor force. A<7hibit !>!B

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Robbins: Organizational Behavior Contemporary +or Cohorts /cont*3 2. 1eterans8+or ers who entered the wor force from the early 1C#Ds through the early 1C'Ds "nfluenced by the /reat Eepression and +orld +ar "" ;elieve in hard wor 6end to be loyal to their employer 6erminal values: Comfortable life and family security !. ;oomers8<mployees who entered the wor force during the 1C'Ds through the mid>1C*Ds "nfluenced heavily by Fohn 2. -ennedy, the civil rights and feminist movements, the ;eatles, the 1ietnam +ar, and baby>boom competition Eistrust authority, but have a high emphasis on achievement and material success :rgani&ations who employ them are vehicles for their careers 6erminal values: sense of accomplishment and social recognition #otes:

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#. Gers8began to enter the wor force from the mid>1C*Ds %haped by globali&ation, two>career parents, 361, A"E%, and computers 1alue fle7ibility, life options, and achievement of )ob satisfaction 2amily and relationships are important and en)oy team>oriented wor 3oney is important, but will trade off for increased leisure time Less willing to ma e personal sacrifices for employers than previous generations 6erminal values: true friendship, happiness, and pleasure

$. He7ters8most recent entrants into the wor force. /rew up in prosperous times, have high e7pectation, believe in themselves, and confident in their ability to succeed Hever>ending search for ideal )obI see nothing wrong with )ob>hopping %ee financial success <n)oy team wor , but are highly self>reliant 6erminal values: freedom and comfortable life

$. "ndividuals values differ, but tend to reflect the societal values of the period in which they grew up. 6his can be a valuable aid in e7plaining and predicting behavior. <mployees in their 'Ds, for instance, are more li ely to accept authority than cowor ers 1$ years younger. (. +or ers under !$ are more li ely than the other groups to bal at having to wor overtime or wee ends, and are more prone to leave a )ob in mid>career to pursue another that provides more leisure time.

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Robbins: Organizational Behavior OB IN THE NEWS J -merican 4orkers Rethink 5riorities

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1alues are relatively permanent, but dramatic shoc s can realign them. 2or e7ample, the terrorists attac s on %eptember 11 may have significantly reprioriti&ed many Americans values. 6he initial response to the terrorist attac s for many people was a reevaluation of choices related to )obs, family, and career success. "n some cases, this led to a rethin ing of career paths, cutting bac on grueling schedules, and deciding to pursue wor that might pay less but seem more meaningful. 2or instance, in California, young wor ers who once tal ed of dot>com millions are now as ing: 4"s it worth it,5 %ome employees appear less concerned about putting in face time, ma ing deadlines, and getting on the fast trac . 6hey seem more concerned about family and worry less about time at the office. C<:s say some of their employees are tal ing more earnestly about wor .life balance, mortality, and other 9uestions once considered taboo in the office. %aid one consultant, 46he event de>emphasi&ed what most people value8the money and the lu7uries. ?eople are 9uestioning whats really importantI theyre 9uestioning wor . "ts happening across the board.5 "t has now been more than a year since the terrorist attac s on Hew =or and +ashington E.C. 6hat provides a more meaningful perspective on whether this event has had long>term implications on wor place values, or whether any reprioriti&ing was merely a nee>)er reaction to a traumatic event, followed by a return to 4business as usual.5 Eo you thin a significant portion of Americans have permanently reprioriti&ed their values as a result of C>11, Class Exercise 1. Kave students brea into small groups to discuss the 9uestion: 4Eo you thin a significant portion of Americans have permanently reprioriti&ed their values as a result of C>11,5 As them to list e7amples of why or why not they thin the way they do. 2. As a class, share what was discussed in the small groups. !. As if they thin Americas values have changed, or were they )ust reawa ened, #. As if they thin organi&ations values have changed or reprioriti&ed as a result of the events. $. As them to relate this 9uestion to themselves. Kave they reprioriti&ed their lives as a result of the C>11 events, A6hey may not want to share this information with the entire class8its purpose is )ust to get them thin ing.B

-* .alues, 6o alt , and 0thical Behavior 1. 3any people thin there has been a decline in business ethics since the late 1C(Ds. 6he four>stage model of wor cohort values might e7plain this perception. A<7hibit !>2B 2. 3anagers consistently report the action of bosses as the most important factor influencing ethical and unethical behavior in the organi&ation. !. 6hrough the mid>1C(Ds, the managerial ran s were dominated by 1eterans whose loyalty was to their employerI their decisions were made in terms of what was best for the employer. #. ;oomers entered the wor force at this time and by the 1CCDs had risen into the ma)ority of management positions. Loyalty was to their careers. %elf> centered values would be consistent with a decline in ethical values. Eid this really happen, $. 0ecent entrants to the wor force8Gers8are now moving into middle management. Loyalty is to relationships, therefore they may be more li ely to consider the ethical implications of their actions on others around them.

#otes:

I!s"r#c"$r N$"e At this point in the lecture you may want to introduce the <thical Eilemma: +s it a Bribe or a 7ift8 <7ercise found in the te7t. 6he purpose of the e7ercise is to provide the opportunity for students to understand that ethical situations are not always blac or white and must be given consideration as business decisions are made. 50

Robbins: Organizational Behavior B* .alues -cross Cultures 1. 1alues differ across cultures, therefore, understanding these differences helps to e7plain and to predict behavior of employees from different countries. :ne of the most widely referenced approaches for analy&ing variations among cultures has been done by /eert Kofstede. 2. Kofstedes A framewor for assessing culturesI five value dimensions of national culture A<7hibit !>#B: a. ?ower distance: 6he degree to which people in a country accept that power in institutions and organi&ations is distributed une9ually. "ndividualism is the degree to which people in a country prefer to act as individuals rather than as members of groups. Collectivism e9uals low individualism. #otes:

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b. "ndividualism versus collectivism: c.

Luantity of life versus 9uality of life: Luantity of life is the degree to which values such as assertiveness, the ac9uisition of money and material goods, and competition prevail. Luality of life is the degree to which people value relationships and show sensitivity and concern for the welfare of others. 6he degree to which people in a country prefer structured over unstructured situations. Long>term orientations loo to the future and value thrift and persistence. %hort>term orientation values the past and present and emphasi&es respect for tradition and fulfilling social obligations. Asian countries were more collectivist than individualistic. @% ran ed highest on individualism. /erman and Kong -ong ran ed highest on 9uality of lifeI 0ussia and 6he Hetherlands were low. China and Kong -ong had a long>term orientationI 2rance and @% were low.

d. @ncertainty avoidance:

e. Long>term versus short>term orientation: f.

Conclusions:

!. Kofstedes wor is the basic framewor for assessing cultures. Kowever, it is nearly !D years old. "n 1CC!, the /lobal Leadership and :rgani&ational ;ehavior <ffectiveness A/L:;<B has begun updating this research with date from *2$ organi&ations and '2 countries. a. /L:;< 2ramewor for Assessing Cultures: -ssertiveness: 6he e7tent to which a society encourages people to be tough, confrontational, assertive, and competitive versus modest and tender 9uture Orientation: 6he e7tent to which a society encourages and rewards future>oriented behaviors such as planning, investing in the future and delaying gratification 7ender differentiation: 6he e7tent to which a society ma7imi&ed gender role differences

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Robbins: Organizational Behavior

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B. .alues -cross Cultures /cont*3

:ncertainl avoidance: %ocietys reliance on social norms and procedures to alleviate the unpredictability of future events 5o!er distance: 6he degree to which members of a society e7pect power to be une9ually shared +ndividualism;Collectivism: 6he degree to which individuals are encouraged by societal institutions to be integrated into groups within organi&ations and society +n2group collectivism: 6he e7tent to which societys members ta e pride in membership in small groups such as their families and circles of close friends, and the organi&ations where they are employed 5erformance orientation: 6he degree to which society encourages and rewards group members for performance improvement and e7cellence <umane orientation: 6he degree to which a society encourages and rewards individuals for being fair, altruistic, generous, caring, and ind to others

b. Conclusion: 6he /L:;< study had e7tended Kofstedes wor rather than replaced it. "t confirms Kofstedes five dimensions are still valid and provides updated measures of where countries are on each dimension. 2or e7ample, the @.%. in the (Ds led the world in individualism8today, it is in the mid>ran s of countries. I!s"r#c"$r N$"e At this point in the lecture you may want to introduce the 6eam <7ercise: Challenges in #egotiating !ith Chinese 0$ecutives found in the te7t. 6he purpose of this e7ercise is to give the students an opportunity to develop awareness of how to effectively wor with another culture when doing business. C* +mplications for OB 1. Americans have developed organi&ational behavior within domestic conte7ts8 more than *D percent of the articles published in )ournals were by Americans. 2. 2ollow>up studies continue to confirm the lac of cross>cultural considerations in management and :; research. 2rom a cultural perspective this means: Hot all :; theories and concepts are universally applicable. =ou should ta e into consideration cultural values when trying to understand the behavior of people in different countries.

Attitudes 1. Attitudes are evaluative statements that are either favorable or unfavorable concerning ob)ects, people, or events. 2. Attitudes are not the same as values, but the two are interrelated. !. 6hree components of an attitude: Cognition Affect ;ehavior

#. 6he belief that 4discrimination is wrong5 is a value statement and an e7ample of the cognitive component of an attitude.

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Robbins: Organizational Behavior Attitudes Acont.B $. 1alue statements set the stage for the more critical part of an attitude8its affective component. -ffect is the emotional or feeling segment of an attitude. <7ample: 4" dont li e Fon because he discriminates again minorities.5 '. 6he behavioral component of an attitude refers to an intention to behave in a certain way toward someone or something. <7ample: 4" chose to avoid Fon because he discriminates.5 (. 1iewing attitudes as made up of three components helps with understanding of the potential relationship between attitudes and behavior, however, when we refer to attitude essentially we mean the affect part of the three components. *. "n contrast to values, your attitudes are less stable. Advertisements are directed at changing your attitudes and are often successful. C. "n organi&ations, attitudes are important because they affect )ob behavior. -* T pes of -ttitudes 1. :; focuses our attention on a very limited number of )ob>related attitudes. 3ost of the research in :; has been concerned with three attitudes: )ob satisfaction, )ob involvement, and organi&ational commitment. 2. Fob satisfaction De%i!i"i$!: "t is an individuals general attitude toward his.her )ob. A high level of )ob satisfaction e9uals positive attitudes toward the )ob and vice versa. <mployee attitudes and )ob satisfaction are fre9uently used interchangeably. :ften when people spea of 4employee attitudes5 they mean 4employee )ob satisfaction.5 A wor able definition: the measure of the degree to which a person identifies psychologically with his.her )ob and considers his.her perceived performance level important to self>worth. Kigh levels of )ob involvement is thought to result in fewer absences and lower resignation rates. Fob involvement more consistently predicts turnover than absenteeism. #otes: #otes:

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!. Fob involvement

#. :rgani&ational commitment De%i!i"i$!: A state in which an employee identifies with a particular organi&ation and its goals, and wishes to maintain membership in the organi&ation. 0esearch evidence demonstrates negative relationships between organi&ational commitment and both absenteeism and turnover. An individuals level of organi&ational commitment is a better indicator of turnover than the far more fre9uently used )ob satisfaction predictor because it is a more global and enduring response to the organi&ation as a whole than is )ob satisfaction. 6his evidence, most of which is more than two decades old, needs to be 9ualified to reflect the changing employee>employer relationship. 53

Robbins: Organizational Behavior -* T pes of -ttitudes /cont*3 :rgani&ational commitment is probably less important as a )ob>related attitude than it once was because the unwritten 4loyalty5 contract in place when this research was conducted is no longer in place. "n its place, we might e7pect 4occupational commitment5 to become a more relevant variable because it better reflects todays fluid wor force. #otes:

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I!s"r#c"$r N$"e At this point in the lecture you may want to introduce the e7ercise ?oint>Counter ?oint: Mangers Can Create Satisfied 0mplo ees e7ercise found in the te7t. 6he purpose of the e7ercise is to replace popularly held notions with research>based conclusions. B* -ttitudes and Consistenc 1. ?eople sometimes change what they say so it does not contradict what they do. 2. 0esearch has generally concluded that people see consistency among their attitudes and between their attitudes and their behavior. !. "ndividuals see to reconcile divergent attitudes and align their attitudes and behavior so they appear rational and consistent. #. +hen there is an inconsistency, forces are initiated to return the individual to an e9uilibrium state where attitudes and behavior are again consistent, by altering either the attitudes or the behavior, or by developing a rationali&ation for the discrepancy. C* Cognitive =issonance Theor 1. Leon 2estinger, in the late 1C$Ds, proposed the theory of cognitive dissonance, see ing to e7plain the lin age between attitudes and behavior. Ke argued that any form of inconsistency is uncomfortable and that individuals will attempt to reduce the dissonance. 2. =issonance means 4an inconsistency.5 !. Cognitive dissonance refers to 4any incompatibility that an individual might perceive between two or more of his.her attitudes, or between his.her behavior and attitudes.4 #. Ho individual can completely avoid dissonance. #otes:

a. 6he desire to reduce dissonance would be determined by:

6he importance of the elements creating the dissonance. 6he degree of influence the individual believes he.she has over the elements. 6he rewards that may be involved in dissonance.

$. "mportance: "f the elements creating the dissonance are relatively unimportant, the pressure to correct this imbalance will be low. '. "nfluence: "f the dissonance is perceived as an uncontrollable result, they are less li ely to be receptive to attitude change. +hile dissonance e7ists, it can be rationali&ed and )ustified. (. 0ewards: 6he inherent tension in high dissonance tends to be reduced with high rewards. *. 3oderating factors suggest that individuals will not necessarily move to reduce dissonance8or consistency. 54

Robbins: Organizational Behavior C* Cognitive =issonance Theor /cont*3 C. :rgani&ational implications /reater predictability of the propensity to engage in attitude and behavioral change 6he greater the dissonance8after it has been moderated by importance, choice, and rewards factors8the greater the pressures to reduce it.

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=* Measuring the -2B Relationship 1. <arly research on attitudes and common sense assumed a causal relationship to behavior. "n the late 1C'Ds, this assumed relationship between attitudes and behavior AA>;B was challenged. 0ecent research has demonstrated that attitudes significantly predict future behavior. 2. 6he most powerful moderators: "mportance %pecificity Accessibility %ocial pressures Eirect e7perience

!. "mportance: 0eflects fundamental values, self>interest, or identification with individuals or groups that a person values. #. %pecificity: 6he more specific the attitude and the more specific the behavior, the stronger the lin between the two. $. Accessibility: Attitudes that are easily remembered are more li ely to predict behavior than attitudes that are not accessible in memory. '. %ocial pressures: Eiscrepancies between attitudes and behavior are more li ely to occur where social pressures to behave in certain ways hold e7ceptional power. (. Eirect e7perience: 6he attitude>behavior relationship is li ely to be much stronger if an attitude refers to an individuals direct personal e7perience. 0* Self2perception theor 1. 0esearchers have achieved still higher correlations by pursuing whether or not behavior influences attitudes. 2. %elf>perception theory argues that attitudes are used to ma e sense out of an action that has already occurred rather than devices that precede and guide action. <7ample: "ve had this )ob for 1D years, no one has forced me to stay, so " must li e itM !. Contrary to cognitive dissonance theory, attitudes are )ust casual verbal statementsI they tend to create plausible answers for what has already occurred. #. +hile the traditional attitude>behavior relationship is generally positive, the behavior>attitude relationship is stronger particularly when attitudes are vague and ambiguous or little thought has been given to it previously.

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Robbins: Organizational Behavior 9* -n -pplication: -ttitude Surve s 1. 6he most popular method for getting information about employee attitudes is through attitude surveys. /See 0$hibit 12>3 2. @sing attitude surveys on a regular basis provides managers with valuable feedbac on how employees perceive their wor ing conditions. 3anagers present the employee with set statements or 9uestions to obtain specific information. !. ?olicies and practices that management views as ob)ective and fair may be seen as ine9uitable by employees in general or by certain groups of employees and can lead to negative attitudes about the )ob and the organi&ation. #. <mployee behaviors are often based on perceptions, not reality. :ften employees do not have ob)ective data from which to base their perceptions. $. 6he use of regular attitude surveys can alert management to potential problems and employees intentions early so that action can be ta en to prevent repercussions. 7* -ttitudes and 4orkforce =iversit 1. A survey of @.%. organi&ations with 1DD or more employees found that #( percent or so of them sponsored some sort of diversity training. 2. 6hese diversity programs include a self>evaluation phase where people are pressed to e7amine themselves and to confront ethnic and cultural stereotypes they might hold. 6his is followed by discussion with people from diverse groups. !. Additional activities designed to change attitudes include arranging for people to do volunteer wor in community or social service centers in order to meet face to face with individuals and groups from diverse bac grounds, and using e7ercises that let participants feel what it is li e to be different. Fob %atisfaction -* Measuring ?ob Satisfaction 1. Fob satisfaction is 4an individuals general attitude toward his.her )ob.5 2. Fobs re9uire interaction with co>wor ers and bosses, following organi&ational rules and policies, meeting performance standards, living with wor ing conditions that are often less than ideal, and the li e. 6his means that an employees assessment of how satisfied or dissatisfied he or she is with his.her )ob is a comple7 summation of a number of discrete )ob elements. !. 6he two most widely used approaches are a single global rating and a summation score made up of a number of )ob facets. a. 6he single global rating method is nothing more than as ing individuals to respond to one 9uestion, such as 4All things considered, how satisfied are you with your )ob,5

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Robbins: Organizational Behavior -* Measuring ?ob Satisfaction /cont*3 b. A summation of )ob facets is more sophisticated: "t identifies ey elements in a )ob and as s for the employees feelings about each one ran ed on a standardi&ed scale. 6ypical factors that would be included are the nature of the wor , supervision, present pay, promotion opportunities, and relations with co>wor ers. #otes:

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#. Comparing these approaches, simplicity seems to wor as well as comple7ity. Comparisons of one>9uestion global ratings with the summation>of>)ob>factors method indicate both are valid. B* <o! Satisfied -re 5eople in Their ?obs8 1. 3ost people are satisfied with their )obs in the developed countries surveyed. 2. Kowever, there has been a decline in )ob satisfaction since the early 1CCDs. "n the @% nearly an eight percent drop in the CDs. %urprisingly those last years were ones of growth and economic e7pansion. !. +hat factors might e7plain the decline despite growth: "ncreased productivity through heavier employee wor loads and tighter deadlines <mployees feeling they have less control over their wor

#. +hile some segments of the mar et are more satisfied than others, they tend to be higher paid, higher s illed )obs which gives wor ers more control and challenges. I!s"r#c"$r N$"e At this point in the lecture you may want to introduce the e7ercise found in the 3=6K :0 %C"<HC<: <o! Satisfied -re 5eople in Their ?obs8 bo7 found in the te7t. 6he purpose of the e7ercise is to replace popularly held notions with research>based conclusions.

&'TH OR SCIENCE( J "<app 4orkers -re 5roductive 4orkers% 6his statement is generally false. 6he myth that 4happy wor ers are productive wor ers5 developed in the 1C!Ds and 1C#Ds, due to the Kawthorne studies at +estern <lectric. A careful review of the research indicates that, if there is a positive relationship between happiness Ai.e., satisfactionB and productivity, the correlations are lowI no more than two percent of the variance in output can be accounted for by employee satisfaction. 6he evidence, however, is for the reverse8productive wor ers are li ely to be happy wor ers. 6hat is, productivity leads to satisfaction rather than the other way around. "f the organi&ation rewards productivity, these rewards, in turn, increase your level of satisfaction with the )ob. Class Exercise 1. ;rainstorm with students about situations where they new wor ers.employees were unhappy with the company or their )obs, but still did a reasonably good )ob. ?erhaps have them share insights into their own feelings about their school, or a particular class they disli ed but still tried very hard. 2. Eiscuss why someone who is unhappy with his.her )ob might wor hard at it and do good wor . !. +hy would someone who is happy with his.her )ob not perform at a higher level than the disgruntled wor er, #. %tudents should come to reali&e that most effort comes from internal drive, not e7ternal motivation. As a result, a highly internally motivated individual might perform well in any circumstance whereas his.her organi&ational environment would not positively affect a non>internally motivated individual.

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Robbins: Organizational Behavior C* The 0ffect of ?ob Satisfaction on 0mplo ee 5erformance 1. 3anagers interest in )ob satisfaction tends to center on its effect on employee performance. 3uch research has been done on the impact of )ob satisfaction on employee productivity, absenteeism, and turnover. 2. %atisfaction and productivity: Kappy wor ers are not necessarily productive wor ers8the evidence suggests that productivity is li ely to lead to satisfaction. At the organi&ation level, there is renewed support for the original satisfaction>performance relationship. "t seems organi&ations with more satisfied wor ers as a whole are more productive organi&ations. +e find a consistent negative relationship between satisfaction and absenteeism. 6he more satisfied you are, the less li ely you are to miss wor . "t ma es sense that dissatisfied employees are more li ely to miss wor , but other factors have an impact on the relationship and reduce the correlation coefficient. 2or e7ample, you might be a satisfied wor er, yet still ta e a 4mental health day5 to head for the beach now and again. %atisfaction is also negatively related to turnover, but the correlation is stronger than what we found for absenteeism. :ther factors such as labor mar et conditions, e7pectations about alternative )ob opportunities, and length of tenure with the organi&ation are important constraints on the actual decision to leave ones current )ob. <vidence indicates that an important moderator of the satisfaction>turnover relationship is the employees level of performance. #otes:

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!. %atisfaction and absenteeism

#. %atisfaction and turnover

I!s"r#c"$r N$"e At this point in the lecture you may want to introduce the Case "ncident: Trilog Soft!are found in the te7t. =* <o! 0mplo ees Can 0$press =issatisfaction 1. 6here are a number of ways employees can e7press dissatisfaction A0$hibit 12@3: <7it 1oice Loyalty Heglect

2. 0$it: ;ehavior directed toward leaving the organi&ation, including loo ing for a new position as well as resigning. !. .oice: Actively and constructively attempting to improve conditions, including suggesting improvements, discussing problems with superiors, and some forms of union activity. #. Loyalty: ?assively but optimistically waiting for conditions to improve, including spea ing up for the organi&ation in the face of e7ternal criticism, and trusting the organi&ation and its management to 4do the right thing.5

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Robbins: Organizational Behavior =* <o! 0mplo ees Can 0$press =issatisfaction /cont*3 1. #eglect: ?assively allowing conditions to worsen, including chronic absenteeism or lateness, reduced effort, and increased error rate. 2. <7it and neglect behaviors encompass our performance variables8 productivity, absenteeism, and turnover. !. 1oice and loyalty are constructive behaviors allow individuals to tolerate unpleasant situations or to revive satisfactory wor ing conditions. "t helps us to understand situations, such as those sometimes found among unioni&ed wor ers, where low )ob satisfaction is coupled with low turnover. 0* ?ob Satisfaction and OCB 1. "t seems logical to assume that )ob satisfaction should be a ma)or determinant of an employees organi&ational citi&enship behavior. 3ore recent evidence, however, suggests that satisfaction influences :C;, but through perceptions of fairness. 2. 6here is a modest overall relationship between )ob satisfaction and :C;. !. ;asically, )ob satisfaction comes down to conceptions of fair outcomes, treatment, and procedures. +hen you trust your employer, you are more li ely to engage in behaviors that go beyond your formal )ob re9uirements. 9* ?ob Satisfaction and Customer Satisfaction 1. <vidence indicates that satisfied employees increase customer satisfaction and loyalty. 2. Customer retention and defection are highly dependent on how front>line employees deal with customers. %atisfied employees are more li ely to be friendly, upbeat, and responsive. Customers appreciate that. !. Eissatisfied customers can also increase an employees dissatisfaction. 6he more employees wor with rude and thoughtless customers, the more li ely they are to be dissatisfied. #otes:

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Robbins: Organizational Behavior )UESTIONS FOR REVIEW

Chapter Three

'* Contrast the .eteran, Boomers, Aers, and #e$ters classifications !ith the terminal values identified in the Rokeach .alue Surve * A!s*er J 6he author has integrated a number of recent analyses of wor values into a four>stage model. <7hibit !>! segments employees by the era in which they entered the wor force. +or ers who entered the wor force from the early 1C#Ds through the early 1C'Ds: 6heir terminal values are a comfortable life and family security. <mployees who entered the wor force during the 1C'Ds through the mid>1C(Ds: 6heir terminal values are freedom and e9uality. "ndividuals who entered the wor force from the mid>1C(Ds through the late 1C*Ds: 6heir terminal values are a sense of accomplishment and social recognition. 6he He7ters: 6heir terminal values are true friendship, happiness, and pleasure. An understanding that individuals values differ but tend to reflect the societal values of the period in which they grew up can be a valuable aid in e7plaining and predicting behavior. B* Contrast the cognitive and affective components of an attitude* A!s*er J Attitudes are evaluative statements that are either favorable or unfavorable concerning ob)ects, people, or events. A belief is a value statement and the cognitive component of an attitude. "t sets the stage for the more critical part of an attitude8its affective component. -ffect is the emotional or feeling segment of an attitude. Attitude essentially refers to the affect part of the three components. "n contrast to values, attitudes are less stable. "n organi&ations, attitudes are important because they affect )ob behavior. 1* 4hat is cognitive dissonance, and ho! is it related to attitudes8 A!s*er J Leon 2estinger, in the late 1C$Ds, proposed the theory of cognitive dissonance, see ing to e7plain the lin age between attitudes and behavior. Cognitive dissonance refers to any incompatibility that an individual might perceive between two or more of his.her attitudes, or between his.her behavior and attitudes. 2estinger argued that any form of inconsistency is uncomfortable and that individuals will attempt to reduce the dissonance. 6he organi&ational implications are a greater predictability of the propensity to engage in attitude and behavioral change. 6he greater the dissonance8after it has been moderated by importance, choice, and rewards factors8the greater the pressures to reduce it. C* 4hat is self2perception theor 8 <o! does it increase our abilit to predict behavior8 A!s*er J %elf>perception theory argues that attitudes are used to ma e sense out of an action. Contrary to cognitive dissonance theory, attitudes are )ust casual verbal statements. 0esearchers achieve higher correlations by pursuing whether or not behavior influences attitudes. +hen as ed about an attitude toward some ob)ect, individuals recall their behavior relevant to that ob)ect and then infer their attitude from their past behavior. +hile the traditional attitude>behavior relationship is generally positive, the behavior>attitude relationship is stronger. >* 4hat contingenc factors can improve the statistical relationship bet!een attitudes and behavior8 A!s*er J Fob satisfaction is an individuals general attitude toward his.her )ob. Fobs re9uire interaction with co>wor ers and bosses, following organi&ational rules and policies, meeting performance standards, living with wor ing conditions that are often less than ideal, and the li e. 6his means that an employees assessment of how satisfied or dissatisfied he or she is with his.her )ob is a comple7 summation of a number of discrete )ob elements. 0ecent research has demonstrated that attitudes significantly predict future behavior. 6he most powerful moderators are: 6he importance of the attitude reflects fundamental values, self>interest, or identification with individuals or groups that a person values. "ts specificity. 6he more specific the attitude and the more specific the behavior, the stronger the lin between the two. "ts accessibility. Attitudes that are easily remembered are more li ely to predict behavior than attitudes that are not accessible in memory. +hether there e7ist social pressures. Eiscrepancies between attitudes and behavior are more li ely to occur where social pressures to behave in certain ways hold e7ceptional power. +hether a person has direct e7perience with the attitude. 6he attitude>behavior relationship is li ely to be much stronger if an attitude refers to an individuals direct personal e7perience. 60

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@* 4hat e$plains the recent declines in emplo ee ,ob satisfaction8 A!s*er J 6here has been a decline in )ob satisfaction since the early 1CCDs8nearly an eight percent drop in the @% alone. 6his happened despite that fact that those years were ones of growth and economic e7pansion. 2actors that might e7plain the decline despite growth: "ncreased productivity through heavier employee wor loads and tighter deadlines and the general feeling by employees that they have less control over their wor . +hile some segments of the mar et are more satisfied than others, they tend to be higher paid, have higher s illed )obs, which gives wor ers more control and challenges. )* -re happ !orkers productive !orkers8 A!s*er J Hot necessarily. +hile happy wor ers are not necessarily productive wor ers, the evidence suggests that productivity is li ely to lead to satisfaction. :rgani&ations with more satisfied employees tend to be more effective than organi&ations with less satisfied employees. "t might be true that happy organi&ations are more productive. D* 4hat is the relationship bet!een ,ob satisfaction and absenteeism8 Turnover8 4hich is the stronger relationship8 A!s*er J 3anagers interest in )ob satisfaction tends to center on its effect on employee performance. 0esearch shows a consistent negative relationship between satisfaction and absenteeism. "t ma es sense that dissatisfied employees are more li ely to miss wor , but other factors have an impact on the relationship and reduce the correlation coefficient. %atisfaction is also negatively related to turnover, but the correlation is stronger than what we found for absenteeism. Again, other factors such as labor mar et conditions, e7pectations about alternative )ob opportunities, and length of tenure with the organi&ation are important constraints on the actual decision to leave ones current )ob. <vidence indicates that an important moderator of the satisfaction>turnover relationship is the employees level of performance. (* <o! can managers get emplo ees to more readil accept !orking !ith colleagues !ho are different from themselves8 A!s*er J 3anagers can initiate diversity programs that include a self>evaluation phase. ?eople are pressed to e7amine themselves and to confront ethnic and cultural stereotypes they might hold. Additional activities designed to change attitudes include arranging for people to do volunteer wor in community or social service centers in order to meet face to face with individuals and groups from diverse bac grounds and using e7ercises that let participants feel what it is li e to be different. 'E* Contrast e$it, voice, lo alt , and neglect as emplo ee responses to ,ob dissatisfaction* A!s*er J <7hibit !>' reviews these four responses and how they differ from one another along two dimensions: constructiveness.destructiveness and activity.passivity. 0$it: ;ehavior directed toward leaving the organi&ation, including loo ing for a new position as well as resigning. .oice: Actively and constructively attempting to improve conditions, including suggesting improvements, discussing problems with superiors, and some forms of union activity. 6o alt : ?assively but optimistically waiting for conditions to improve, including spea ing up for the organi&ation in the face of e7ternal criticism and trusting the organi&ation and its management to 4do the right thing.5 #eglect: ?assively allowing conditions to worsen, including chronic absenteeism or lateness, reduced effort, and increased error rate. <7it and neglect behaviors encompass our performance variables8productivity, absenteeism, and turnover. 1oice and loyalty constructive behaviors allow individuals to tolerate unpleasant situations or to revive satisfactory wor ing conditions.

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Robbins: Organizational Behavior )UESTIONS FOR CRITICAL THIN+ING

Chapter Three

'* "Thirt 2five ears ago, oung emplo ees !e hired !ere ambitious, conscientious, hard!orking, and honest* Toda Fs oung !orkers do not have the same values*% =o ou agree or disagree !ith this managerFs comments8 Support our position* A!s*er J 6his 9uestion represents the differences in perception and opinion among cohorts. "ncluding nontraditional students or guests in this discussion will create an enlightening e7perience for both sides. %tudents should note the different influences on each of the cohorts and how those influences are demonstrated in their behavior. An understanding that individuals values differ but tend to reflect the societal values of the period in which they grew up can be a valuable aid in e7plaining and predicting behavior. <mployees in their late !Ds and 'Ds, for instance, are more li ely to be conservative and accepting of authority than their e7istential cowor ers in their early $Ds. +or ers under !$ are more li ely than the other groups to bal at having to wor overtime or wee ends and more prone to leave a )ob in mid>career to pursue another that provides more leisure time. %ee <7hibit !>!. B* =o ou think there might be an positive and significant relationship bet!een the possession of certain personal values and successful career progression in organizations like Merrill 6 nch, the -962C+O, and the cit of ClevelandFs police department8 =iscuss* A!s*er J 6he position of your te7t is yes, you would, for several reasons. ?eople tend to gravitate toward )obs that are compatible with their interests, values, and abilities. 1alues lay the foundation for the understanding of attitudes and motivation and because they influence our perceptions. 1alues generally influence attitudes and behavior. !. "Managers should do ever thing the can to enhance the ,ob satisfaction of their emplo ees*% =o ou agree or disagree8 Support our position* A!s*er J %tudents will probably argue for yes, however, the reality is there may not be any productivity or bottom line positive reason for doing so. "n the real world, managers interest in )ob satisfaction tends to center on its effect on employee performance. Kappy wor ers are not necessarily productive wor ers, but evidence suggests that productivity is li ely to lead to satisfaction. Also, organi&ations with more satisfied employees tend to be more effective than organi&ations with less satisfied employees. "t might be true that happy organi&ations are more productive. Also, it ma es sense that dissatisfied employees are more li ely to miss wor , but other factors have an impact on the relationship and reduce the correlation coefficient. 0eference the %ears, 0oebuc study in the te7t.

C* =iscuss the advantages and disadvantages of using regular attitude surve s to monitor emplo ee ,ob satisfaction* A!s*er J @sing attitude surveys on a regular basis provides managers with valuable feedbac on how employees perceive their wor ing conditions. ?olicies and practices that management views as ob)ective and fair may be seen as ine9uitable by employees in general or by certain groups of employees. <mployee behaviors are often based on perceptions, not reality. 6he use of regular attitude surveys can alert management to potential problems and employees intentions early so that action can be ta en to prevent repercussions. :n the other hand, the use of surveys may create an e7pectation for change that may or may not actually come about. >* 4hen emplo ees are asked !hether the !ould again choose the same !ork or !hether the !ould !ant their children to follo! in their footsteps, t picall less than half ans!er in the affirmative* 4hat, if an thing, do ou think this implies about emplo ee ,ob satisfaction8 A!s*er J 6his could indicate something relevant, such as attitude survey results are not accurateI it could reflect something totally irrelevant to what is being measured, i.e., parents desire for the children to 4do better5 than they are, so they wish for a better professional career for their children. :r it could reflect that, while the parents li e their )obs, they now that their careers are not good matches for them. 6his 9uestion is too broad to draw accurate conclusions.

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Robbins: Organizational Behavior POINT,COUNTERPOINT - Managers Can Create Satisfied 0mplo ees

Chapter Three

P$i!" A review of the evidence has identified four factors conducive to high levels of employee )ob satisfaction: 3entally challenging wor <9uitable rewards %upportive wor ing conditions %upportive colleagues %tudies generally find that employee satisfaction is increased when the immediate supervisor is understanding and friendly, offers praise for good performance, listens to employees opinions, and shows a personal interest in them. C$#!"er P$i!" 6he notion that managers and organi&ations can control the level of employee )ob satisfaction is inherently attractive. 6here is a growing body of evidence that challenges that idea. <vidence seems to show that employee )ob satisfaction is largely genetically determined. =ou either have happy genes, or you do nt. Appro7imately *D percent of peoples differences in happiness, or sub)ective well>being, have been found to be attributable to their different genes. Analysis of satisfaction data for a selected sample of individuals over a $D>year period found consistently stable results over time. 6his and other research suggests that an individuals disposition toward life is established by his.her genetic ma eup, holds over time, and carries over into his.her disposition toward wor . /iven these findings, there is probably little that most managers can do to influence employee satisfaction. 6he only place where managers will have any significant influence will be through their control of the selection process. Class Exercise Eo this e7ercise before having the students read ?oint>Counter ?oint. 1. Kave students thin about two to three )obs they have had, outside of family chores. N+or ing for a family business is o ay.O 2. As them to list the )obs at the top of the sheet of paper. !. He7t have them list what they really li ed about the )obs and what they disli ed about the )obs. #. As five>to>ten volunteers to write their )ob titles on the board and list !J$ things they really li e.disli ed about each )ob. $. +ith the class, loo for commonalties across )obs and consolidate them into a list of things people li e and do not li e about wor . '. Kave students then discuss what managers or supervisors could do to increase the li es and decrease the disli es. (. As if these changes would cause them or others to wor harder. Kave them e7plain why it would or would not. *. Lead the students to draw conclusions about how much their supervisors or managers control things that would increase their li e or disli e, motivation or demotivation for the )ob.
N<.A. Loc e, 46he Hature and Causes of Fob %atisfaction,5 in 3.E. Eunnette Aed.B, <andbook of +ndustrial and Organizational 5s cholog AChicago: 0and 3cHallyB, 1C(', pp. 1!1CJ2*. %ee, for instance, 6.A. Fudge and %. +atanabe, 4Another Loo at the Fob %atisfaction>Life %atisfaction 0elationship,5 ?ournal of -pplied 5s cholog , Eecember 1CC!, pp. C!CJ#*I 0.E. Arvey, ;.?. 3cCall, 6.F. ;ouchard, Fr., and ?. 6aubman, 4/enetic "nfluences on Fob %atisfaction and +or 1alues,5 5ersonalit and +ndividual =ifferences, Fuly 1CC#, pp. 21J!!I and E. Ly en and A. 6ellegen, 4Kappiness is a %tochastic ?henomenon,5 5s chological Science, 3ay 1CC', pp. 1*'J*C.O

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Robbins: Organizational Behavior TEA& EXERCISE - Challenges in #egotiating !ith Chinese 0$ecutives P#r.$se J 6o demonstrate the power of power and negative reinforcement Ti/e re0#ire1 J Appro7imately $D>'D minutes Par"ici.a!" r$les - 6eam members developing strategy T2e Tas3

Chapter Three

2orm into teams of three to five members each. All your teams members wor for a company in the 3idwestern part of the @nited %tates that manufactures bathroom fi7tures such as sin s, toilets, and bathtubs. =our companys senior management has decided to ma e a serious effort to e7pand sales of its fi7tures into the Chinese mar et. 6o begin the process, your team has been chosen to ma e a 1D>day trip to ;ei)ing and %hanghai to meet with purchasing e7ecutives at half>a>do&en Chinese residential and commercial real estate construction developers. =our team will be leaving for its trip in a wee . =ou will have a translator in both cities, but your team wants to do whatever it can to ma e a good impression on the Chinese e7ecutives they will be meeting. @nfortunately, the members of your team have a relatively limited nowledge of Chinese culture. 6o help with the trip, one of your team members has found a brochure that summari&es some of the uni9ue characteristics of the Chinese and that might prove valuable in opening negotiations. 6he highlights of that brochure included: China is a group>oriented society and any negotiations must cover the interests of many different parties. <mphasis is placed on trust and mutual connections. 6he Chinese are interested in long>term benefits. 6he Chinese seem to have a compelling need to dwell on the sub)ect of friendship. "nitial business meetings are devoted to pleasantries, such as serving tea and chit chat. %o as not to lose face, Chinese prefer to negotiate through an intermediary. Chinese e7pect reciprocal invitations8if a ban9uet is given in the honor of your team, they e7pect you to give a ban9uet for their team. 6he Chinese are sensitive about foreigners comments on Chinese politics. 6he Chinese are punctual and e7pect others will arrive promptly on time for each meeting. 6he Chinese are well aware of Americans reputation for impatience. 6hey will often ta e their time in decision ma ing to gain an advantage in negotiations. 6he Chinese do not li e to be touched or slapped on the bac or even to sha e hands. A slight bow and a brief sha e of the hands are more appropriate. 6he Chinese generally believe that foreign business persons will be highly 9ualified technically in their specific area of e7pertise. Chinese posture becomes rigid whenever they feel their goals are being compromised. 1ery often, several visits are necessary to consummate any business transaction. 2oreigners should not focus on the individual Chinese person but rather on the group of individuals who are wor ing for a particular goal. 6elephone calls and fa7 machines are a vital part of Chinese business, but they thin important business is conducted only face to face. "n negotiations with the Chinese, nothing should be considered final until it has been actually reali&ed.

=our team has !D minutes to rough out a strategy for meeting with the Chinese purchasing e7ecutives. ;e as specific as possible. +hen finished, be prepared to present your strategy to the entire class.
6his e7ercise is based on information in 0. Karris and 0. 6.3oran, Managing Cultural =ifferences, #th ed. AKouston, 6G: /ulf ?ublishing, 1CC'B, pp. 2$2J$(.

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Robbins: Organizational Behavior ETHICAL DILE&&A - +s +t a Bribe or a 7ift8

Chapter Three

6he 2oreign Corrupt ?ractices Act prohibits @.%. firms from ma ing payments to foreign government officials with the aim of gaining or maintaining business, but payments are acceptable if they do not violate local laws. 2or instance, payments to officers wor ing for foreign corporations are legal. 3ost other countries do not have such legal guidelines. ;ribery is a common way of doing business in many underdeveloped countries. /overnment )obs there often do nDt pay very well, so its tempting for officials to supplement their income with bribes. "n addition, in many countries, the penalties for demanding and receiving bribes is little or none7istent. =ou are an American who wor s for a large <uropean multinational computer manufacturer. =ou are currently wor ing to sell a P! million system to a government agency in Higeria. 6he Higerian official who heads up the team that will decide who gets this contract has as ed you for a payment of P2D,DDD. Ke said this payment will not guarantee you get the order, but without it he could not be very encouraging. =our companys policy is very fle7ible on the issue of 4gifts5 to facilitate sales. =our boss says that it is fine to pay the P2D,DDD, but only if you can be relatively assured of the order. =ou are not sure what you should do. 6he Higerian official has told you specifically that any payment to him is not to be mentioned to anyone else on the Higerian team. =ou now for certain that three other companies are also negotiating to get this contract. =ou have heard through the grapevine, but its unconfirmed, that two of those companies have turned down the payment re9uest. +hat would you do, 6his e7ercise is based on 3. Allen, 4Kere Comes the ;ribe,5 0ntrepreneur, :ctober 2DDD, p. #*. I!s"r#c"$r N$"e 6here are several ways to approach the topic to this case. %ome ideas are: 1. As students to interview three people about the scenario presented in this case. As them to 9uestion people with different bac grounds or beliefs than their own. 2or e7ample, a manager or supervisor at wor who is older or more e7perienced, an e7change student or other foreign national, a priest, rabbi or other religious official, a young child, etc. As them to write a short paper comparing their thoughts on how this should be handled and compare it with those they interviewed. 2. As them to write a memo to the supervisor mentioned in this scenario as to the pros and cons of paying the official and as ing for specific direction as how to proceed. Eiscuss these memos in class. Eid different students have different ideas as to the pros and cons, !. Eevelop a list of pros and cons of paying the official on the board while discussing the issue as a class. +ho in the class will pay the P2D,DDD, and who will not, %tudents responses to this e7ercise will vary, however, you may want to discuss the following 9uestions when discussing the case. 1. 2. !. #. "s the payment unethical if there is no law forbidding it, "f so, who is the unethical party, the firm, the official, or both, "snt a payment li e this the cost of doing business, +hat are viable alternatives to paying the P2D,DDD that would be acceptable to secure the contract,

CASE INCIDENT - Trilog Soft!are 2ew industries have undergone as much turbulence in the past few years as those in "nternet>related businesses. :ne of the leaders in this industry is 6rilogy %oftware, based in Austin, 6e7as. 6rilogy, founded in 1C*C, creates software to help e>businesses handle procurement, customer service, relationship management, and data integration. "ts 1$DD employees serve an impressive client base that includes 2ord, 2ed<7, Lands <nd, Charles %chwab, and 3otorola. 65

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6rilogys president and C<:, Foe Liemandt, see s to hire and eep employees who can flourish in a chaotic environment, who are willing to ta e ris s, and are not afraid of wor ing long hours. Liemandt has fashioned a strategy for 6rilogy that encompasses maintaining the high energy of a start>up with the e7perience of an established company. An important part of that strategy is continually recruiting 4only the best58bright, dynamic individuals from the best universities, business schools, and industries. ;y hiring great people and giving them significant responsibilities from day one, Liemandt hopes his firm will be able to respond to competitive challenges, eep its entrepreneurial spirit alive, and achieve its goal of being a high>impact company. Hew recruits are wooed to Austin with dinners, cultural and recreational outings, and competitive salaries. :nce there, the recruits go through 4boot camp58an intensive training program conducted to turn roo ies into 6rilogians. "n classes led by Liemandt and other 6rilogy veterans, the first wee is spent learning about programming languages, product plans, and mar eting. Classes start at * A.3. and, in the first month at least, last until midnight. Euring the second wee , the new hires are divided into small teams and given three wee s to complete pro)ects, ranging from ma ing an e7isting 6rilogy product run faster to creating new products from scratch. 6heir performance on these pro)ects will affect where the new hires are eventually placed and also determines whether they will be rewarded with a trip to Las 1egas at the end of boot camp. 6his boot camp introduction to 6rilogy is designed to instill the companys values and shape new employees e7pectations. 0ecruits are told that effort will not be enough. "n a presentation given by Liemandt about the team pro)ects, the recruits are shown a slide that says, 4Ho 0eward for 6rying.5 Ke flatly states, 4"f you set a hard goal and do not ma e it, you do not win any points.5 %ome recruits fall out during this boot camp. ;ut for those who survive, life at 6rilogy can be very rewarding and satisfying. 6he companys atmosphere combines wor and play. 6rilogy gives employees ambitious responsibilities and the freedom and resources to fulfill them. 6he firms culture encourages ma7imi&ing employee passion, energy, and commitment. 6he company generously rewards its employees for their performance. Company benefits are intended to eep employees motivated and e7cited. 2or instance, it offers fully stoc ed itchens, company trips, discounted memberships at local gyms, the use of company s i boats on two Austin la es, and an on>site concierge service to ta e care of personal errands. )#es"i$!s N$"e "$ I!s"r#c"$r %tudent answers will vary, but could include the elements bulleted below each 9uestion. 1. Eesign an employee attitude survey that 6rilogys managers might use. 0emember to tailor it to tap the attitudes that 6rilogy is loo ing for in its employees. %tudents should begin by identifying attitudes. %ome might be: hard wor ing, passionate, level of involvement, commitment, etc. 2. +hat predictions, if any, could you ma e about )ob satisfaction at 6rilogy, Kow might )ob satisfaction affect wor outcomes at 6rilogy, %tudents may believe this is great place once the program is completed, and may be for those who do. Kowever, what are the implications for those who have other responsibilities outside of wor Ae.g. familiesB or come from different cultures, Could this program be discriminatory even though on the face it does not appear to be so, Could there be a case made that burn>out may cause high turnover rates and a drop in satisfaction, !. Kow might the collapse of many dot>com businesses since 2DDD affect the attitudes of 6rilogy employees, +hat, if anything, could management do to shape those attitudes positively, "t could be demorali&ing. Kowever, management could communicate the companys financial status and mar et outloo to reassure employees. +hen times do get hard, they would need to be honest and up front as well.
;ased on ***4"ril$564c$/, 3arch ', 2DD2I <. 0amstad, 4Kigh 0ollers,5 4all Street ?ournal, %eptember 21, 1CC*,p. A1I and H. 3. 6ichy, 4Ho :rdinary ;oot Camp,5 <arvard Business Revie!, April 2DD1, pp. '!>(D.

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Ex.l$ri!5 OB T$.ics $! "2e W$rl1 Wi1e We7

%earch <ngines are our navigational tool to e7plore the +++. %ome commonly used search engines are: www.e7cite.com www.google.com www.yahoo.com www.lycos.com www.hotbot.com www.loo smart.com 1. Feff 1an Eu&er wrote an e7cellent piece on ethics in business which can be accessed at http:..www.ethi7.org.essay.html . +rite a two page paper relating his three pragmatic factors Aspeed, spin and stuffB to your life as a student or employee. Kave you felt the pressure he tal s about, Eo you thin they are contributors to ethical lapses as he suggests, Eo you thin the strategies he recommends are ones you could apply to your life as a student or employee, 2or e7ample, you might find donating money at this time unpractical, but maybe you are donating time as a tutor or at other campus activities. 2. Kow satisfied are you with your )ob Aor a )ob you had in the pastB, 6a e a )ob satisfaction 9ui& at http:..www.humanlin s.com.orgsn.)obQsatisfaction.htm . !. Fob satisfaction8what are people saying about their )ob satisfaction, 6ry these web sites to find out more about what American wor ers are saying: http:..www.inc.com.maga&ine.1CC*D'D1.C#'.html http:..www.computerworld.com.careertopics.careers.story.D,1D*D1,'1(#2,DD.html http:..www.humanlin s.com.orgsn.)obQsatisfaction.htm Are you surprised at what you read, +rite a paragraph or two on the three most important facts you learned from these web sites. ;ring to class for further discussion.
4.

+hat do American wor ers value, At +or force.com you will find several articles on the topic. A=ou will need to complete a free registration.B Kere is one article that gives an overview of what wor ers value: http:..www.wor force.com.archive.article.21.C(.!C.php . 6he article states that values are changing and gives new trends. Are they really changes, or are we )ust more aware of them now, +rite a paragraph or two stating why you agree or disagree with the article. +hat is the state of employee loyalty, Eo organi&ations even care if employees are loyal, +hat are the conse9uences if they are not, Conduct a web search on employee loyalty and write a two page paper answering the above 9uestions. www.wor force.com has several e7cellent articles on the topic Ayou will need to complete a free registration to access them.B

5.

'. :rgani&ations often conduct attitude surveys of their employees. +hat is it that they want to now, /o to: http:..www.hr>survey.com.<mployeeAttitude.htm to learn more about employee
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attitude surveys. +rite a paragraph or two on what you thin would be the three most important topics would be to include on an attitude survey and why.

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