 If you want to understand a

person’s behavior, you must

understand his or her
values.
 Values are basic convictions
(notions) about what is right and
wrong.
Values
Values
Basic convictions that a specific
mode of conduct or end-state of
existence is personally or socially
preferable to an opposite or
converse mode of conduct or
end-state of existence.

Value System
A hierarchy based on a ranking
of an individual’s values in terms
of their intensity.
 Importance of Values
 Provide understanding of the attitudes,
motivation, and behaviors of individuals and
cultures.
 Influence our perception of the world around us.
 Represent interpretations of “right” and
“wrong.”
 Imply that some behaviors or outcomes are
preferred over others.
 Values differ between generations.
 Values differ between regions.
 Values differ between cultures.
Types of Values –- Rokeach
Value Survey
Terminal Values
Desirable end-states of
existence; the goals that a
person would like to achieve
during his or her lifetime.

Instrumental Values
Preferable modes of behavior
or means of achieving one’s
terminal values.
Values in the Rokeach Survey
Values are formed based on :

FAMILY SOCIAL PERSONAL CULTURAL

FACTOR FACTOR FACTOR FACTOR

Sources of values

RELIGIOUS LIFE
FACTOR ROLE EXPERIENCE
Dominant Work Values in
Today’s Workforce
Hofstede's cultural
framework
 Hofstede's cultural dimensions theory is a
framework for cross-cultural communication,
developed by “Geert Hofstede”
 It describes the effects of a society's culture on
the values of its members and how these values
relate to behavior.
 Hofstede developed his original model as a
result of using factor analysis to examine the
results of a world-wide survey of values of
1,17,000 employees of IBM between 1967 and
1973.
 The original theory proposed four dimensions along
which cultural values could be analyzed: individualism-
collectivism; uncertainty avoidance; power distance
(strength of social hierarchy) and masculinity-femininity
(task orientation versus person-orientation).
 Independent research in Hong Kong led Hofstede to
add a fifth dimension, long-term orientation.
 In 2010 Hofstede added a sixth dimension, indulgence
versus self-restraint.
Hofstede’s Framework for
Assessing Cultures
Power Distance
The extent to which a society accepts that
power in institutions and organizations is
distributed unequally.
low distance: relatively equal distribution (e.g.,
Austria, Finland, Ireland)
high distance: extremely unequal distribution
(e.g., Mexico, South Korea, India)
Hofstede’s Framework
(cont’d)
Collectivism
Individualism
A tight social framework in
The degree to which which people expect
people prefer to act as others in groups of which
individuals rather than they are a part to look
a member of groups. after them and protect
(e.g., U.S., Canada, them.
Sweden) (e.g., Indonesia, Pakistan)
Hofstede’s Framework
(cont’d)
Uncertainty Avoidance
The degree to which people in a country prefer
structured over unstructured situation defines
their power avoidance.
High uncertainty avoidance countries: high need
for security, strong belief in experts and their
knowledge; structure organizational activities, more
written rules, less managerial risk taking
(e.g., Germany, Japan, Spain)
Low uncertainty avoidance countries: people
more willing to accept risks of the unknown, less
structured organizational activities, fewer written
rules, more managerial risk taking, higher
employee turnover, more ambitious employees
(e.g., Denmark and Great Britain)
 Hofstede’s Framework (cont’d)
This typology measures a society’s
devotion to traditional values.

Long-term Orientation
People in this culture look to the
future and value thrift, persistence
and tradition.

Short-term Orientation
People value the here and now; they accept change more
readily and don’t see commitments as impediments to
change.
 Masculine or Feminine values

 This dimension of the Hofstede model defines the

cultural preference for masculine or feminine values.
Societies that score high on masculinity demonstrate
a preference for achievement, heroism,
assertiveness as well as material rewards for
success. Such societies are more competitive. On
the other hand societies that score high on femininity
foster values like modesty, cooperation, care of the
weak as well as the quality of life.
Attitudes

Attitudes Cognitive component

The opinion or belief segment
Evaluative of an attitude.
statements or
judgments Affective Component
concerning The emotional or feeling segment
objects, of an attitude.
people, or
events. Behavioral Component
An intention to behave in a certain
way toward someone or something.
The Three Components of Attitude
Stimuli: Job design
Work environment Managerial style
factors Company policies
Technology
Salary
Fringe benefits

“My supervisor is unfair.”

Cognition Beliefs and values
“Having a fair supervisor
is important to me.”

Affect Feelings and

emotions “I don’t like my supervisor.”

Behavior Intended behavior “I’m going to request

a transfer or quit my job.”
Formation of Attitudes

 Direct experience with object

 Family and Peer groups
 Neighbourhood
 Economic status
 Mass Communication
The three basic attitudes in the working world.

1 Spectators with neutral attitudes. They watch life

happen and observe others. They play it safe and
avoid risks. Spectators are afraid of change. They
often are tired or detached. Their defining word is
"maybe." Typical phrases: "I doubt it," "I might," "I
don’t know" and "I don’t want to.“

2. Critics with negative attitudes. They comment on life

and complain. They critique after the fact, imposing
their "expertise" and finding fault in others. Critics
are annoyed about change. They often appear
frustrated or pessimistic. Their defining word is
"No!" Typical phrases: "I can’t," "I won’t," "No way"
and "You made me."
 3.Players with positive attitudes. They actively
participate in life and embrace opportunities. They take
risks and are willing to make mistakes. Players enjoy
learning and change. They usually are confident and
optimistic. Their defining word is "Yes!" Typical phrases:
"I can," "I will," "I’m sure" and "I choose to."
Most of us have some of each type and attitude in us.
Often, though, one general attitude predominates.
A study of success factors by Telemetric International
found one significant difference between high and low
achievers was not education or intelligence but attitude.
We can’t control everything that happens to
us, but we can control how we react !!
Theory of Cognitive Dissonance

Cognitive Dissonance
Any incompatibility between two or more attitudes
or between behavior and attitudes.

Ex:
--- Grasim industries effluents are discharged into river
in Harihar. You are an employee of the company and
an environmentalist also.
--- You do not brush your teeth twice a day but insist
on others
 Changing Attitudes :Two fronts:
Changing Attitudes of self
 Be aware of positive
attitude
 Realizing no benefits for
negative attitudes
 Keep an open mind
 Get into continuous
education
 Build positive self esteem
 Stay away from negative
influences
Changing Attitudes of employees
 Give feedback
 Accentuate the positive
conditions
 Positive role model
 Providing new information
 Use of fear
 Influence of friends and
peers
 The co-opting approach
Types of Work Attitudes

Job Satisfaction
A collection of positive and/or negative feelings that
an individual holds toward his or her job.

Job Involvement
Identifying with the job, actively participating in it,
and considering performance important to self-worth.

Organizational Commitment
Identifying with a particular organization and its
goals, and wishing to maintain membership in the
organization.