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    3 views25 pages

    Behaviour

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    bn bnnv jbjjmbb kj b

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    © All Rights Reserved
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    of 25
    pesto L aV10r Ce chapter, we'll discuss how rewards shape behaviors like atten= dance through learning. First, however, we'll look at how bio- graphical characteristics (such as gencler and age) and ability ef fect employee performance and satistaction, BIOGRAPHICAL CHARACTERISTICS As discussed in. Chaptes 1, this textbook is essentially concerned ‘with Finding anal aralyzing the employee productivity, absence, ‘of those variables -as shown int Exhibit 1-7—is long and contains complicated concepts. Many of the concepts—motivation, say, oF power and polities or organizational culture—are hard to assess. It might be valuable, then, to begin by looking at factors that are easily definable and readily available; data that can be ob- tained, for the most part, simply from information available in an employee's personnel file, What factors would these be? Obvious characteristics would be an employee's age, gender, marital status, and length of service with an organization, Fortunately, the sizabl these Biographical c sabes that have an impact on umover, and satisfaction Thi amount ot research the has specifically analyzed Age the vel ween age an gob performance is lkely to be aan issue of inereasing importance during the next decade. Why? There are at least tive reasons, Hirst, there is a widespread belief that job performance declines with increasing age. Regardless of whetlier it's true or not, a iot ot people believe it and act or 1, Define the key bingraphic! characteristics. 3 2. Mentifywo ype of ability 3, Shape the bebavir of obese = = Ef. itinguish between the four Scdles cf reinforcement 5, Canty the role af punishment in Tearing. 6, Practice self-management at SSord Sneed in Chapter 1 the ety that he workoxe gig. Wokey mes Saale ae cent the lastest growing sector of the labor fare Tey Peron hres forallintents and purposes, outlaws mandates eharape seh 2 of 70, mrt sstrent re CBlecave nd ty cbse trom peromal iene t workers becatise longer paid vaca. ‘gains labor cost then Zahedi on with the ghee mee! Scere Mies ofthe resent sas th age and fees fosance ai ST Mower ant 1 Be gsr for amos ane ae eng Ey ional snd nonpoieniseal Mee 2, conclusion is that the demands of most f Jobs, even those with heavy manual labor i treme enough for tates to.age to have an impact on productivity; or, if there Is some decay due to age, itis offset by gains due to experience? : : ‘Our final concern is the relationship between ageand job satisfaction. On this issue, the evidence fs mixed, Most studies indicate a postive association between age and satisfaction, at least up to age 60." Other studies, however, have found a U-shaped relationship." Several explanations could clear up these results, the most plausible being that these studies are intermixing professional and nonpro- fessional employees. When the two types are separated, satisfaction tends to con tinually increase among professionals as they age, whereas it falls among nonpro- fessionals during middle age and then rises again in the later years. Gender Few issues initiate more debates, misconceptions, whether women perform as well on jobs as men do. In this secti and unsupported opinions than jon, we review the research on that issue “The evidence suggests that the best place to begin is with the recognition that there are few, if any, important differences between men and women that will affect their job performance. There are, forinstance, no consistent male-female difereress in problem-solving ability, analytical skill, competitive drive, motivation, soclab- oe earring ability." Psychological studies have found that women are more will ing to conform to authority and that men are mote aggressive and more likely than women to have expectations of success, but those differences are minor. Given the Significant changes that have taken place in the past 30 yeats in terms of increasing female participation rates in the workforce and rethinking what constitutes male dnd female roles, you should operate on the assumption that there is no significant difference in job productivity between men and women. Similarly, there is no evi ence indicating that arremployee's gender affects job satisfaction." ‘One issue that does seem to differ between genders, especially when the em- ployee has preschool-age children, is prefereuce for work schedules."! Working. Prothers are more likely to prefer part-time work, flexible work schedules, and telecommuting in order to accommodate their family responsibilities But what about absence and turnover rates? Are women less stable employees than men? Firs, on the question of turnover, the evidence indicates no significant differerices."* Women’s quit rates are similar to those for men. The research on ab- sence, however, consistently indicates that women have higher rates of absen-, teeism than nien do. The most logical explanation for this finding is that the re- search was conducted in North America, and North American culture bas historically placed home and family responsibilities on the woman. When a child is ill or someone needs to stay home to wait for the plumber, it has been the woman who has traditionally taken time off from work. However, this research is Undoubtedly time-bound.' The historical role of the woman in caring for children and as secondary breadivinner has definitely changed in the past generation, and ‘large proportion of men nowadays are as interested in day care and the problems associated with chiid care in generat as are women. Marital Status ‘There are not enough studies 40 draw any conclusions about tie effect of fi status on productivity. but research consistently indicates that married employ have fewer abserices, undergo less turnover, and are mire satisfied with their jobs than ate their unmarried coworkers.” Martiage imposes increased responsibilities thot arital ay make a steady job more ible and ianportant., But the question of causation is not clear. It may very well Chapter 7 Foundations of Individual Sehavior ETE: ability Aa indvideats capac to Derform the various kein * Knowing et RPI fein tems of ets They clesey do. Thesssue is / be that conscientious and satisfied employees are more likely to be martied. Another offshoot of this issue is that research has not pursued statuses other than single or martied. Does being divorced of widowed have an impact on an em: DPloyee’s performance and satisfaction? What about couples who live together ‘without being married? These are questions in need of investigation. Tenure . Tay Est blographical characteristic wel look at is tenure, With the exception of Re sue of male-female differences, probably no isu is more subject to niger j ceptions and speculations than the impact of seniority on job performance ANN {eviews ofthe seniorty-productivty relationship have been con: ducted we define senioriyastimeon a particular job, we ean say that the most pratanidence demonstrates a positive relationship between seniority and job Piaget: $0 tenure, expressed as work experience, appears torte a 00d pre- dictor of employee productivity, sent research relating tenure to absence is quite straightforward, Studies con. jitently demonstrate seniority to be negatively relate to absenteeism.” In fact, gle mont eat equency of absence and total days lost st work, tenure is the sin. ‘le most important explanatory variable? Tenute also a potent variable in expl ing turnover. The longer a person is tray Jobs the less likely the or she ig to quit. Moteover, consistent with research inat s¥eBess that past behavior isthe best edie future behiavior,22 evidence incates that tenure on an employee's previoan job is a powerful predictor of that employee's future turnover” EN In grade schoo, we were’ ll created coun Nostofararrothe lta ee tome ormalyditrbated abi cate SENT hy gl swe anger oc ne at ve cds, wate honor stones ors : ca nhs Wty Han er ONS 3 wearer st ened ot PEODIC differ in abilities anal an sath ties and using that kne=ledge to incr, : Te ho0d that an employee al per a a ca What does abitity mean? As we win S2P8CHY 0 pero ras telat one ear do. aes ts Of faut Ati an oh. 1184 cient assessment oy M abilities are essen nye ai HlsHY made-up of ino Se Sane * Dimensi E ct Ube “abet of ems t ‘Ablicy to understand what is read or | Plant manager: Following corporate heard and the rebtionhip of words“ 2 lies == oe foeadoners é ‘Abii to ident vil snares and. Fe ives tor Menihing dues ferences quilly and aeurately = > suppor’ charge of axon £ Abit ie legal seqinden 9 Markee ree problem and hen see protle : Sie i ogc nd eaknoal perme Gat {Choosing betncen evo ferent sgpestionsoflered by == SiG eae meee graduate admission tess in business (GMAT), law (LSAT), and medicine (MCAT). ‘The seven most frequently cited dimensions making up_ intelectual abilities are ruber aptitude, verbal comprehension, perceptual speed, inductive reasoning, deductive reasoning, spatial visualization, and memory.” Exhibit 2-1 describe: those dimensions. ~~~ 4 “jobs diferin the demands they place on incurnbents to use their intellectual abilities. Generally speaking, the moreinformation-processing demands that exist ina job, the more general intelligence and verbal abilities will be necessary to per- fore the job successfully” Ofcourse, a high IQis nota prerequisite forall jobs In : fact, for inany jots—in which employee behavior is highly routine and there ae Jide or no opportunities to exercise discretion—a high IQ may be unrelated to per formance. Or the other hand, careful review ofthe evidence demonstrates that tests that assess verbal, aursercal, spatial, and perceptual abilities are valid pze- dicts of job proficiency at all levels of jobs.* Therefore, tests that measure spe- tific dimensions of intelligence have been found to be strong predictors of future job performance. This explains why a company like Microsoft emphasizes assess- ‘ Ing candidates intelligence 2s a key element in its interview process “The major ailemma faced by employers who use mental ability tests for se promotion, training, and similar pessonnel decisions is thet they se=y ative impact on racial and ethnic groups.” The evidence indicates th sioups score, on the average, as much as one standard deviation, | ioncr tan witeson verbal, umes} and spat aby tet In the past decade, researchers have begun to expand the meaning of intlll= ‘gence beyond mental abilities. The most recent evidence suggests that intelligence ‘can be better understood by, breaking it down into four subparts: cognitive, soca, ‘Chap? multiple intelligences Inttigence contains four subpart: copie, socal ‘emotional and cura. physteat ability ‘The capncy to do sks ermanding stamina, dexterity, strength, and similar characteris, Pern Two The Tndividay ‘emotional, and cultutal>” Cognitive intelligence encompasses the aptitudes that have long been tapped by traditional intelligence tests. Socal intelligence isa per- son's ability to clate effectively to others. Emotional intelligence is the ability to {entify, understand, and manage emotions. And cultural intelligence is awareness of cross-cultural differences and the ability to function successfully in cross-cultural situations. Although this line of inquiry—toward multiple intelligences—is in its infancy, it does hold considerable promise. For instance, it may be able to help Us explain why so-called smart people—those with high cognitive intelligence— don’t necessarily adapt well to everyday life, work well with others, or succeed ‘when placed in leadership roles Physical Abilities To the same degree that intellectual abilities play a larger role in complex jobs with Gemanding information-processing requirements, specific physical abilities gain Importance for successfully doing lestilled and more-standardized jobs. For ex. ample, jobs in which success demands stamina, manual dexterity, leg strength, of similar talents require management to identify an employee's physical eapabilities esearch on the requirements needed in hundreds of jobs has identified nine ba, sic abilities involved in the performance of physical tasks These are described in Exhibit 2-2. ndviduals differ in the extent to which they have each of these abilities, "Not suprisingly, there Is als ite relationship between them: A high score on one iy ‘no assurance of high score on otkers High employee peforniance is likely to be achieve when management has ascertained the extent to which a job requires eath ‘of the nae abilities and then ensures thet employees in that job hve thove abilities 7H ja ewe at oer ere lady > continuously over tine: ety 2. Tk eng «Rb rere slr seg ing te a parti sina see 3. sae str Abn to eet oceans real obj : 4. Expl seer Abity expend» mentum of ehergy ene o ‘ses eferplonve aes Fleabty Factors 5 Gren erty, yo moe he eka bck pb 6: Dynan eiiy ___Abity make rapt erence ear Other Factors 7, oly oudncten bi to coordinate the smutaneou clon Aire prs oft ay ©, ole ‘Abst torah ear espe oes pug avtbainee 9 Stamina ‘AbLIY to cortinde maximum effort requiring protenged ” ‘tort overtime The Ability-Job Fit ; ‘ur concern swith explaining and predicting the behavior of peor! this section, we have “Temonstratd that jobs Make fring demands 9 POD. and that peot pities they passes: Tere mance is visa high ability-700 #. The spe formance depend on the I requiten pilots need stone spatil-visualzation Prong, spatia-visualization abilities. steed verbal abilities; MBH-ARS cons nee peak reasoning aves cor kel have alc) bering ig nN ies oF OIF race standards. Directing iy hie employee’s30 “hat employee rewrormane eat work. eve, employes Peter: genio executives ore nec balances ane journalists sanded to presion if you are hited 382 word eg requteents YO sitive attude oF YOU high syne because te employee has peaicions would Pe very ey bat tere Will BE eganizational nisfaction. Giver ss, if an employee to. Abilities sign isfaction Wh! dan i ost EARNING pre ban, wee ‘i complex behavior fs A adrian TON peepee) wo Tearing theories 374 describe ow 1 | | | A Definition of Learning ably broader than the wnat is learning? © psychologist Tayperson’s wiew that 1 what Fat to scoot” 1 cl 0 \ Securs alt the te. atively permanett laypers us 1s continuously AG Serefore, a general accepted defin Tge in bein tna Oc er peepee.” WON we can say that pace anda 608 82 ct bear inicate SE eaunang has wker) ‘change in behavior 1 uy, foregone ANTS 3 suggests th stcarning,” We ea” 88 CHATTY fui ace but ot the Fae iteclf, The Com Te ptis theoretical and HENS we giectly ObserNabIe at west never se SOMEONE ‘you nave seen people st EPS “or teanming, you Bave seer Pe You nea ia patcuat oS) ak eeu and 3000 9 Mitac, guessthe ion oF as Have earned” at some in yout dee tatiee words Tet yon) rng has tke ind Mes Mpa, fe: PON 1 ero experience 1 3 HINT “hiferent from the way BE Formerly behaved caper Pomme stor orin earning ‘any relay Pe ange nbetior of experience ——— Our definition has several components that deserve clarification, Firs, learning involves change. Change may be good or bad from an organizational Point of view. eople can learn unfavorable behaviors—to hold prejudices o Réstrict thelr output, for example—as well as favorable beliaviors. Second, the change must be relatively permanent. Temporary changes may be only reflex- ive and may not represent learning. Therefore, the requirement that leatning Trust be relatively permanent tules out behavioral changes caused by fatigue ot (emPorary adaptations. Third, our definition is concerned with behavior Learning takes place when thete fs a change in actions. A change in an individ, Tas thought processes or attitudes, i nt accompanied by a change in behave [Re would nol be leaning, Finally, some form of experience is necessary for {eaming, Experience may be acquired directly through obsewvation at practice, maine Doce wae inet, a8 through reading. The erucal teat ail Fares Ls experience result in a relatively permanent change in betiay- ‘or? Ifthe answers Yes, we can say that learning hos token lace. been offered to explain the process Fitters of behavior. These are classical condition '®8 operant conditioning, and social learning, Ivan Pavlov a accurately the ted the dog with 4 noticeable increase in salvation the presentation of meat and men ° 'y a dog. When Paviov present 8 Picce of meat, the dog exhibited When Pavlov withheld ly rg bal ; UR flee didnot salvate, Then Pavlov pr ‘ded to tink : homremtaina anos ihe bt Ar escan nc betng the foe a aig eter elt cnar eens aati ‘aoe cee nang ofthe een a the doe ‘0 some stimulus that would - = ces saat to he beh nero pts in classical conditio i con a tims; it invariably cased Une dog to react ice whénever the unconditioned stin. re i anditionel response (or the noticeable ine sought tas 3 artificial stimulus, or what we etna nally neutral, after the bell was palted it eventually produced a response Hone. The last key concept is the condifatna response, Tals de. pelling and ihe oth toned stimulus and, ing. For example, fom the head office —aowenn arene me conaitionint ‘aagpe of constant aR desired UMA “paior tends £22 05 teevents 3 punistine operant nfo reitfor therelor teat wit Be PE ea cgay Benaiet 1 jstityoot oe ina — Trae avior ¢ Harvard psychologist What Pavlov did for classical conditioning, the ; 1.1. Skluet dil for operant conditioning." Huilding on € iia tietes J, Sktinner’s research extensively expanded ou ledge of operant ening. Wen tis staunchest critics, whi represent a sizable group, admit that his op pts wou a ae assumed (o be determined from without—-that is, learned —rather : than from within teflexive, oF unleartied, Skinner argued that creating pleasing Consequences to follow spel ot would increase the frequency of (hat behavior. Peopte will most tkely engige in desired behaviors if they are posi- [Yely telntoreed for doing so, Rewards ane most effective Uthey immediately tol- {oh the destted response. tn addition, behavior that ie age rewarded, or is pun- 'shed is less likely to be repeated, eget Msteations of operant conditioning everywhere. For example, AY situation tn whieh Hts either expliitty state mplicitly suggested that openareeaents ate contingent on some action on your PALL involves the use of churn yacatting. Your instructor says that It yon wan high grade in the soma, ZOU MUSE Supply correct ansivers on the test A commissioned salesper- on anting to carn a sizable come finns thet da ng So is contingent on gen. Tey Hh sates tn her tertitory. Of course te also work to teach {he individual ( engage in behaviors three against the best interests of the dieingation. Assume that your boss tells you et You will work overtime egité the next thece-weck busy season, you aie compensated for it at the {At Petformance appraisal. However, sehen Performance appraisal time comes, you find that you are © Positive reinforcement for your overtime Jour, THE EXC time your boss asks you to we overtime, what will you do? Toul Probably decline! Your behavior eon e explained by operant condi. Honing: Ifa behavior fails to be Positively reinforced, the probability that the behavior will be repeated declines Soclal Learning individuals ean als people and just by ben So, for example, m '8 what happens to other hing, as well as by ditect experiences comes from waiching models. les, bosses, and so and direct experience s0clal-tearning theory People canteen theough ‘observation and die p Meory is ar assumes that behavior is f ‘experience, cdges the existence of observational lea *xtension of operant conditioning — hction of consequetices-—It also ackuo a 'gand the tnportance of perception in (aR: People respond to how they perceteean define consequences, not tothe objective ing viewpoint. Tour Influence that a modet will have on tes en il show ltrin this chapter the eh ae following 1 crnrieies wen management sels up, emnplonera « Cantly prove the Uikelthoodt that tne f Meationd roceses, Veople leas enn a uve! om sod i Than are tach El Keates, We tml to be mat aan cae by models i ca ates epee vase, nj ar 10 Ws no sstimation, . inal tn ee individ ‘ Stet enact ater the meas nee eau , p BL ea "You Can't Teachan Oia D “This statement is fs: Ie reflects the widely held BY eFedtype" thie older workers have difiuties in “Adapting t8° new ethods and techniques, Studios onsistently demonstrate that older, employees are perceived as: being relatively inflexible; resistant to change, and tess trainable than their younger coun. fexparts, partway with respect to information pec ehow neeitete oltea 3. Motor reproduction processes. After a person has seen a new behavior by observing the mode the watching must be converted to doing, This process then demon. strates that the inividual can performa the modeled activities. 4. Reinforcement processes. Individuals will he motivated to exhibit the modeled be- havior if positive incentives or rewards are provided. Behaviors that are positively ‘enforces will be given more attention learned better, and performed more often, Shaping: A Managerial Tool ‘Because learning takes place on the job as well as prior toi, managers will be con- etnedl with how they can teach employees to behave in ways that most benefit the organization, When we attempt to mold individuals by guiding their learning. in graduaied steps, we are shaping behavior Consider the situation in whieh an ferent from that sought by manay iployee's behavior Is significantly dif igement. If management rewaided the individual aU. sehen hie or she showed! desirable responses, there might be very little ein- forcement taking place. tn such a ease, shaping offers a logieal approach toward achieving the desired behavior. Ne ae behavior by systematically reinforcing each successive step that Target, dividual closer to the desired response. If an employee wivo has chronically been a half-hour late for k comes in only 20 minutes late, we can, Thaler that improverient, Reinforcement would increase 25 responses more Closely approximated the sesited behavior Methods of Shaping Behavior There are (our ways in which te shape behav. Satine Postive reinforcement, negative reinforcement punishinea aed extinction Teuerri.afesponse with something peasant is ealled postive enforcement Mone sang tetbe fr instance, the bass who praises an employee fer te one, Following a tesponse by the tetinination or withuliny ple nit Ey ‘asa i called negative reinforce Hof something un. ur college instructor asks » question Chapter 7 Bot once trained, they perform at levels eo} to those of younger workers #21757 The ability ti acquire the kil hhvior necessary to perform a that is, trainability= has been the subject of ih search, And the evidence indicates that; there ae oe Sa Be shaping behavior Systemaccaly reaforcing each successive step that ‘moves an individual closer to the desired response. Elem Attitudes, Se BELGE eae} y) [etistartes we look at values, how they've changed fom generation to generation, and what these changes mean for ‘managing people of different ages. We'll also review research on the topic of atitudes, demonstrate the link between attitudes and behavior, and look at factors that shape employees’ stistac. tion with ther jobs. Qwatues The intensity atibute species how importants, When we rank A fa ade pea ae meas ene een 7 i em forms our value system. ‘This system is identified by the relative Satisfaction and bebo Import assign to values such as freedom, pleasure, sell 8. ldenily four employee responsts len Hoiede’s fee value dimensions of naoal air 5. Summarite the relationship ~ between attudes-and.bebavir. values ‘Ate vale th Uavie convictions that a ely i a Hhextbte? Genera ‘ Moe Mable ering A te eae Ne Values Ler be el Shed tn ou eaily ye portion of the values we old i estab preferable to an opposite or Able. ‘Thete were few gray areas value aystem moe nes hla and nda eo sn exms ofthele tater, . spec mode of Conduct or fund state of existence i x K - WUpwfortance of Values Vales ate important to the study of on foundation for the understanding of attitudes and motivation and because they. Influence our perceptions. Individuals enter an exganization with preconceived hhotions of what “ought” and what “ought not” to be. OF course, these notions are ot value free. On the contrary, they contaln intespretations of right and wrong. Hurthermore, they Imply that eettala behaviors or outcomes are preferred over oth= Js. Asa tesult, values clowud objectivity and rationally, ‘Values generally lnfluence atttudes and behavior.* Suppose that you enter an organization with the view that allocating, pay on the basis of performance Is right, awhile allocathyg pay on the basl of seniority is wong, or inferior. How are {you going to react if you fin! that the organization you have just joined rewards Senlonity and not performance? You're likely to be disappointed—and this can. Tead to job dissatistaction and the decision not to exert a high level of effort since it's probably not going to lead to more money, anyway.” Would your attitudes und behavior be different Hf your values allgried with the organtzatlon’s pay poll- cles? Most Ikely, (Types of Values Gan we classy values? The answer Is: Yes. In this sectlon, we review (wo ap proaches to developing value typologies Rokeach Value Survey Milton Rokeach created (WVS). The RVS consists of two sets of values, with rokeach Value Survey fa sot euntaining 18 indi= ni c (ers to desirable end-states terminal values Vila value items. One st, called terminal values, refers to desirabl Desirable Srentstence, These are the goals that a person would Like to achieve during his or Dental en saten ol. ce Metin. The other set, called dusteuaental values, refs fo pyclevie 2 og modes of behavior, or means of achieving the terminal values. Exhibit 3-1 gives nor examples for each of these sets. Sevetal studies conifirns that the RVS values instrumental values ‘occupations of GateZores (¢., corporate ion members, parents, Fraterable modes of ehevor uydents) tend Ho ok similae values. For iustance, ene study compared compere Domeans of sclewing ne"* Executives, mombers ofthe stecworkery union, and members of cornenatly As terial vales {bt moun. Although a good deal of overlap was found among the three groups, to gon AM nea erences aint 32) The activists ad Salue preterences that were quite different from those of tv ter wn BrOuS Tey ranked! "tapas thelr est inpostant vermin wale executives aed unten person would lke to a luring his or her fete, among, groups.“ People in the Tare Two The ted idval Ru Roe —————— Esau oe Peng eo Riis Gsmmianencoeis) Anse of accomplishment (sting contribitior) 2 [eAWorkdacpeace (hee of warand Geta \ World of beauty (beauty-of nature.and ihe arts) ay (besthrliood equal opportuni for al) Ey ace tamecn Seale Momieivadec cons spits (contancecness) Broad-minded (open-minded) © Capable (competent, ofective) £ Cheertul(lahtheatted, joyful) Clean (eat E =.» COuragebus (standing wp for your belies) Forgiving (wing to pardoh others) Heft (working for the welfare of others) Hones (seer, ert) 5 Int arinony (Feedom fom inner cof) Matrlore (Gexual and spiral into) ficient) onal seturity (protection from ateack). peat inteligent; reflective) { aPlkiore Ge Srsistent jaiona © Salation (saved: exer if) Basa ee : pSelbrespect(ielhesteery) oe 6 - sf Obedient Pee recognition Sspect admiration) Pls (esriais elEmatinerad) cil capentablas nabs) led (restrained sel-dseipiied) <> Raat ean ‘Tive friendship (close compariossip), ES Wilder emus Sure: Rohech, Teo Haman Yl (New Yr: The res Pes, 1973, members ranked this value 12 and 13, respet their second-highest instrumental value, The other two groups both tanked it Li, These differences are important, because executives, unicn members, and activists all have a vested interest in what corporations do. “When corporations and critical stakeholder groups such as these {other} two come together in negotiations or con- fend with one another over economic and social policies, they are likey to begin with these built-in differences in personal value preferences. .. . Reaching agree. lues are importantly lively. Activists ranked “helpful” as ‘ment on any specific issue or policy where these personal val implicated might prove to be quite difficult.”" ee Roe Exeeutives Union tembers Activists Terminal“ Irstrumental__Terminal Instrumental “Terminal Instrumental 1, Seltrespeet<1."Honest |, Fanly security 1. Responsie 1. Equality 1. Honest 2. Family surity, 2Responsile 2. Freedom 2 Honest. «2. Aworldof 2. Helpal Reps ny 3. Freedom 3./Capable. 3. Happiness 3. Courageous 3, Family Security. Courageots A-Agense of "A Ambitious 4. Selfrespece 4, Independent "4 Sellrespect 4. Responsible accomplishment 5, Happiness "5. Independent 5, Mature love §. Capable. 5, Freedom 5, Capable Source nad on W.C.Frecrchand Weber. "The as Corporate Hanger an The Cre An Empl Oncriton nd Norma ngeaonin WC Fede ard E Preston (edt) ues Er Retr he nd Epil ee (orecaah CT; JhcssWoDpop teas Chapter T Value Areitudes, ana Job Sea) ema ea ‘Success, achievement, : ‘ Scoreery : Snot oa cde Workilifetalnce, tam. oriented, csike of rules. _lojy 0 eationsips © 2000 xo present Contemporary Work Cohorts I have integrated several receat analyses of work values into four groups that attempt to capture the unique values of differ- tnt eoherts or generations in the US. workforce? (No assumption is made that this “The mos | framecork would apply universally acrossallcutures.*) Exhibit 33 preposes that pruspeoes te | employees can be segmented by tie er in which they entered the workforce. Be eng are contd ase most people start work between the ages of 18 and 23, he era also corcate ening search closely with the chronological age of employees Sesame ‘Workers who grew up influenced by the Great Depression, World War I, the ty and are th Andrews Sisters, andthe Berlin blockade entered the workforce through the 1950s most of their and early 1960s believing in hard work, the status quo, and authority figures. We This geneatio | tall them Veterans. Once hited, Veterans tended tobe foal to their employer. In canbuy. They terms of the terrainal valees on the RVS, thse employees are liksly to place the - vs Seo highipact freatest importance on a comfortable Ife and family secuty anda comfort oomers entered the Workforce from the mid-1960s through the mid-1960s. ‘An unders “Tis cotirt were infhienced heavily by the cil rights movement, women's values ofthe p. ihe Beatles, the Vietnam wat, and baby-boom competition, They brought with predicting eh | tHema large measure ofthe “hippie thie" and distrust of authority. But they place eithodtty than | 2 great deal of emphasis on achievement and material success. They're pragmatists eeaeal iu beeve that ends can justify means, Boomers sce the organizations that em- more prone t ploy them merely as vehicles for their careers. Terminal values such as a sense of rewore ume ‘Accomplishment and social recognition rank high with them. 'Xers lives have been shaped by globalization, iwo-career parents, MTV, AIDS, and computers. They value flexibitity life options, and the achievement of job sat- Values, Lo: 1s there beet eae rely od latonships re very important otis cohort They 30 6h people ink sated ansngd work Moneys important san indicator of ee performance, reine inet 1a ne tale olf lay incense, tes, secur, angpromotionsior Gee EMR | eee re tane and expandea este option. search of alance i hee tiacane ac | lives, Xers are less willing to make personal sacrifices for the sake of their employer unethicai beh happiness and pease, mle oe ‘Workers meamericanstvahies.. BESS SESE Rat repo to hetero Sees Tey peorte Bis Fea nt pf shioices related tO jobs; family: ‘The most recent entrants to the workforce, the Nexters, grew up during prosperous times. They tend to have high expectations, believe in themselves, and are confident about their ability to succeed. They seem to be on a never tending search for the ideal job, see nothing wrong with constant job hopping, and continually look for meaning in theic work. Nexters are at ease with diver- sity and are the first generation to take technology for granted. They've lived most of their lives with CD players, VCRs, celtular phones, and the Internet. This generation is very money-oriented and desirous of the things that money. can buy. They seek financial success. Like Xers, they enjoy teamwork but they're also highly self-reliant. They tend to emphasize terminal values such as freedom, and a comfortable life. ‘ ‘An understanding that individuals’ values differ but tend to retlect the societal values of the period in which they grew up can be a valuable aid in explaining and predicting behavior. Employee: in their 60s, for instance, are more likely to accept authority than their coworkers who are 10 or 15 years younger. And workers in their 30s are more likely than their parents to balk at having to work weekends and more prone to leave a job in mid-career to pursue another that provides more leisure time. Values, Loyalty, and Ethical Behavior Has there been a decline in business ethics? While the issue is debatable, a lot of people think ethical standards began to erode in the la:e 1970s." If there has been ‘a decline in ethical standards, perhaps we shiould look to our work cohorts model (see Exhibit 3-3) for a possibie explanation. After all, managers consistently report taat the action of theit bosses is the most important factor influencing ethical and unethical behavior in thelr organizations.” Given this fact, the values of those in middle and upper management should have a significant bearing on the entire ethical climate within an organization. Chapter 3 Valugee A ae Jeb Satvisccos Se >_> Through the mid-1970s, the managerial ranks were dominated by Veterans, whose loyalties were to thelr employers., When faced with ethical dilemmas, their decisions were made in terms of ‘what was best for their organization. Beginning in 2 the mid-to-late 1970s, Boomers began to rise into ue the upper levels of management. By the early poe 1990s, a large portion of middle and top manage- ment positions in business organizations were held by Boomers. ‘The loyalty of Boomers Is to thelr careers. ‘Theie focus is inward and their primary concern is with looking out for “Number One.” Such self- centered values would be consistent with a de- ~~ ‘line in ethical standards. Could this help explain the alleged decline in business ethics beginning in Never underestimate the Pei ‘Tite potential good news in this analysis is importance of local knowledge. |» that Xers ate now in the process of moving into HSBC 4xp | midetesmanagement slots and soon will be tsing ouch SEC ing Two ak Into top management, Since thei loyalty is torelationships they ae more likey 0 con- Site the ethical implications of thelr ace tions on others around them. The result? We might look forward to an uplifting of ethical standards in business over the next decade .s within the managerial ranks. power distance ‘or two merely as a result of changing val: A national culure attribute descrbingthe oxenttowhich yalnes Across Cultures ‘a sodieryaccops thst power in ee In Chapter 1, we described the new global village and said “managers have to be- from different cultures.” Because values dif- insertions and organizations is darrbueed unequally come capable of working with people fer across cultures, an understanding of these differences should be helpful in ¢x- plaining and predicting behavior of employees ftom diferent counttles. inant cee sete te fetede’s Framework for Assessing Cultures One of the most widely ref- soi people prefer to tas Indivdints rather than as \-/"C srofstede. He surveyed more than 116,000 15M employees in 40 coun- tries about their work-related values. He found that managers and employees sember of groups. collectivism vary on five value dimensions of national culture. They are fisted and cefined ‘A national culture agtihute as follows: ‘hat deteribes 3 ght social ftaneworkin which people» Power distance. The degree to which people in a country accept that power in expect others in groups of institutions and organizations is distributed unequally. Ranges from relatively “which they ares pareto look equal (lor= power distance) to extremely unequal (high power distance). ‘m versus collectivism. Individualism Is the degree to which Individual titer them and protect them, people in a country prefer to act as individuals rather thar. as rmembers of groups. quantity of life aan Collectivism isthe equivalent of low individualism a eee” x Quantity of life versus quality of life, Qcantly of ie Is the depee te Ser aeeraicake ara _ihich values such as assertiveness, she acquisition of money and material goods, ceeeitcdby userdveess\ “and competition prevail. Quality of life isthe degree to which people value rela- and raters tionships, and show sensitivity and concern for the welfare of others."* F The Individual 7 Two a country prefer " Uncertainty avoidance. The degree to which people structured over unstructured situations. In countries that score high on uncertainty avoidance, people have an increased level of anxiety, which manifests itself in sreater nervousness, stress, and aggressiveness, * Long-term versus short-term orientation. People in cultures with long- {erm orientations look to the future and value thrift and persistence. A short- term orientation values the past and present and emphasizes respect for tradi- tion and fulfilling social obligations. What did Hofstede’s research conclude? Here are afew highlights. China and West Africa scored high on power distance; the United States and the Netherlands {cored low. Most Asian countries were more collectivist than individualistic; the Pitted States ranked highest among all countries on individualism. Germany and Hong Kong rated high on quantity of life; Russia and the Netherlands tated iow. Gh uncertainty avoidance, France and Russia were high; Hong Kong and the United States were low. And China and Hong Kong had a long-term orientation, ‘Whereas France and the United states had a short-term otientation The GLOBE Framework for Assessing Cultures Hofstede's cultural dimensi have become the basic framework for differentiating among national cultures, is in spite of the fact thatthe data on which its based comes from a single comfany and Is neatly 30 years old. Since these data were originally gathered, alot hee hap. pened on the world scene. Some of the most abvious include the fal of Union, the merging of East and West Germany, the end of apartheid in, and the rise of China as a global power. All this suggests the need for 4/updated as, sessment of cultural dimensions. The GLOBE study provides such ay/update."® Begun in 1993, the Global Leadership and Organizational BehatorEifectiveness is tion of leadership (GLOBE) research program is an ongoing cross-cultural investi and national culture. Using data from 825 organizations in 62 ¢ountries, the GLOBE. team identified nine dimensions on which rearatigg ifr (see Exhibit 3-4 on ‘nsions), ‘Page 70 for examples of county ratings on each of the di 1 Assestiveness. The extent ta which 3 society encou frontational, assertive, and competitive versus m Ually equivalent to Hofstede’s quantity-of Ife dinfension. The extent t0 which 2 socigty erscourages and rewards future- = Future orientation, oriented behaviors such as planning, investingin the futur, and dela tion, Thisis essentially equivalent to Hofstegeslong-teri/shor-term Gender differentiation. ‘The extent to whieh a society maximizes gender role Hofstede, the GLOBE team defined this forms and procedures to alleviate the unpre- differences. Uncertainty avoidance. As identified y term asa society's teliance op social dictabilty of future events. / Power distunce. As did Hofstede, the GLOBE team wich members uf society expect power tobe unequally shared. © Individualisn/colictvisn. -Rg3in, this term was de%ned 33 was Hofstede's as the de-

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