CHAPTER ONE

 Understanding OB
 Introduction and back ground

 Definition

 Models of OB
 DEFINITION
 Organizational behavior, is “… a study and application of
knowledge about human behavior – as individuals and in groups –
in organizations – strives to identify ways in which people can act
more effectively.”
 “The understanding, prediction and management of human
behavior in organizations.”
 Is an applied science- best practices in one orgn can be communicated
to others
WHAT IS ORGANIZATIONAL BEHAVIOR?
 CONT’D
 Organizational Behavior studies encompass the study of organizations
from multiple viewpoints, methods, and levels of analysis.
 Provides a set of useful tools;

 at the individual level- interpersonal relations,

 at the group level – group dynamics – formal teams and informal

groups – inter-group relations,
 at the organization level – inter-organizational gaps.
WHY STUDY ORGANIZATIONAL BEHAVIOR
 GOALS
 Understand why people behave as they do
 Describe how people behave under a variety of conditions

 Predict future employee behavior

 Control and develop human activity at work to improve productivity,

skill improvement, team effort, etc
CONTRIBUTING DISCIPLINES

Many behavioral sciences

have contributed to the Psychology
development of
Organizational
Behavior
Social
Psychology

Anthropolog
Sociology
y

1-7
PSYCHOLOGY
The science that seeks to measure, explain, and
sometimes change the behavior of humans and other
animals.

Unit of Analysis:
 Individual

Contributions to OB:
 Learning, motivation, personality, emotions, perception
 Training, leadership effectiveness, job satisfaction
 Individual decision making, performance appraisal attitude
measurement
 Employee selection, work design, and work stress 1-8
SOCIAL PSYCHOLOGY
An area within psychology that blends concepts from
psychology and sociology and that focuses on the
influence of people on one another.

Unit of Analysis:
 Group

Contributions to OB:
 Behavioral change
 Attitude change
 Communication
 Group processes
1-9
 Group decision making
SOCIOLOGY
The study of people in relation to their fellow human
beings.

Unit of Analysis:
 -- Organizational System  -- Group

 Contributions to OB:
 Group dynamics  Formal organization theory
 Work teams  Organizational technology
 Communication  Organizational change
 Power  Organizational culture
 Conflict
 Intergroup behavior 1-10
ANTHROPOLOGY
The study of societies to learn about human beings and
their activities.

Unit of Analysis:
 -- Organizational System  -- Group

 Contributions to OB:
 Organizational culture  Comparative values
 Organizational environment  Comparative attitudes
 Cross-cultural analysis

1-11
FEW ABSOLUTES IN OB
Situational factors that make the main relationship
between two variables change—e.g., the relationship may
hold for one condition but not another.

publishing as Prentice Hall

Copyright © 2011 Pearson Education, Inc.
Contingency Variable (Z) Independent Variable (X) Dependent Variable (Y)

In American Culture Boss Gives “Thumbs Up” Sign Understood as Complimenting

Understood as Insulting - “Up

In Iranian or Australian Cultures Boss Gives “Thumbs Up” Sign Yours!”
1-12
 CHALLENGES AND OPPORTUNITIES FOR
OB
 Responding to Economic Pressures
 Responding to Globalization

 Managing Workforce Diversity

 Improving Quality and Productivity

 Improving Customer Service

 Improving People Skills

 Stimulating Innovation and Change

 Coping with “Temporariness”

 Working in Networked Organizations

 Helping Employees Balance Work-Life Conflicts

 Creating a Positive Work Environment

1-13
 Improving Ethical Behavior
RESPONDING TO ECONOMIC
PRESSURES
 What do you do during difficult
economic times?
 Effective management is critical
during hard economic times.

publishing as Prentice Hall

Copyright © 2011 Pearson Education, Inc.
 Managers need to handle difficult
activities such as firing
employees, motivating employees
to do more with less and working
through the stress employees feel
when they are worrying about
their future.
 OB focuses on issues such as
stress, decision making, and
coping during difficult times. 1-14
RESPONDING TO GLOBALIZATION
 Increased foreign assignments

 Working with people from

different cultures

 Overseeing movement of jobs

to countries with low-cost
labor

1-15
MANAGING WORKFORCE DIVERSITY
 The people in organizations are becoming more
heterogeneous demographically
 Embracing diversity
 Changing U.S. demographics
 Changing management philosophy
 Recognizing and responding to differences

Disability
Domestic Partners Gender

Race Age

Religion National Origin

1-16
See
SeeEEXXHHIIBBIITT 1–4
1–4
DEVELOPING AN OB MODEL
 A model is an abstraction of reality – a simplified
representation of some real-world phenomenon.
 Our OB model has three levels of analysis
 Each level is constructed on the prior level

1-17
EEXXHHIIBBIITT 1-4
1-4
TYPES OF STUDY VARIABLES
Independent (X)
 The presumed cause of the
change in the dependent
variable (Y).
 This is the variable that OB
researchers manipulate to
observe the changes in Y.
X Y
Dependent (Y)
 This is the response to X (the
independent variable).
 It is what the OB researchers
want to predict or explain.
 The interesting variable!
Predictive
Ability
1-18
INTERESTING OB DEPENDENT
VARIABLES
 Productivity
 Transforming inputs to outputs at lowest cost. Includes the
concepts of effectiveness (achievement of goals) and
efficiency (meeting goals at a low cost).
 Absenteeism
 Failure to report to work – a huge cost to employers.
 Turnover
 Voluntary and involuntary permanent withdrawal from an
organization.
 Deviant Workplace Behavior
 Voluntary behavior that violates significant organizational
norms and thereby threatens the well-being of the organization 1-19
and/or any of its members.
MORE INTERESTING OB DEPENDENT
VARIABLES
 Organizational Citizenship Behavior (OCB)
 Discretionary behavior that is not part of an employee’s formal
job requirements, but that nevertheless promotes the effective
functioning of the organization.
 Job Satisfaction
 A general attitude (not a behavior) toward one’s job; a positive
feeling of one's job resulting from an evaluation of its
characteristics.

1-20
THE INDEPENDENT VARIABLES
The independent variable (X) can be at any of these three
levels in this model:
Individual
 Biographical characteristics, personality and emotions,
values and attitudes, ability, perception, motivation,
individual learning, and individual decision making
Group
 Communication, group decision making, leadership and trust,
group structure, conflict, power and politics, and work teams
Organization System
 Organizational culture, human resource policies and
practices, and organizational structure and design 1-21
OB MODEL
Dependent
Variables (Y)
Three Levels

Independent
Variables (X)

1-22
EEXXHHIIBBIITT 1–5
1–5
SUMMARY AND MANAGERIAL
IMPLICATIONS
 Managers need to develop their interpersonal skills to be
effective.
 OB focuses on how to improve factors that make
organizations more effective.
 The best predictions of behavior are made from a
combination of systematic study and intuition.
 Situational variables moderate cause-and-effect
relationships, which is why OB theories are contingent.
 There are many OB challenges and opportunities for
managers today.
 The textbook is based on the contingent OB model.
1-23
 CHAPTER TWO
 Foundations of Individual Behavior
 Perception,
 Attribution and Decision-making,
 Learning,
 Motivation (self- study),
 Personality,
 Values and Attitudes.
 PERCEPTION DEFINED
 Perception is the process by which individuals select, organize, and
interpret their sensory impressions in order to give meaning to
their environment.
 However, what we perceive can be substantially different from
objective reality.
 We often disagree about what is real?

 Why is perception important in the study of organizational behavior

(OB)?
 Simply because people’s behavior is based on their perception of
what reality is, not on reality itself.
.
FACTORS INFLUENCING PERCEPTION
 How do we explain that individuals may look at the same thing, yet
perceive it differently, and both be right?
 A number of factors affect perception.

 These factors can be found in the perceiver, in the object or target

being perceived, or in the context of the situation in which the
perception is made.
 A. THE PERCEIVER
 When an individual (“the perceiver”) looks at something (“the target”)
and tries to interpret what he or she sees, that interpretation is heavily
influenced by the perceiver’s personal characteristics.
 Our attitudes and motives, interests, and past experiences all shape
the way we perceive an event.
 We often interpret others’ behaviors based on our own
characteristics.
 People who take an optimistic approach to life act as if others will be
just as upbeat,
 While those who are dishonest suspect others are equally dishonest.
 CONT’D
 Expectations can also distort our perceptions
 We see what we expect to see.

 For example, if you expect police officers to be authoritarian, young

people to have no ambitions, human resource directors to like people,
or politicians to be unethical, you may perceive individuals from
these categories in this way, regardless of their actual traits.
 Finally, perceptions are likely to vary cross-culturally.

 Thus, something that you do in a friendly way may be viewed as too

aggressive, or too informal, by someone from another country.
 B. THE TARGET
 A target’s characteristics can affect what is perceived.
 Loud people are more likely to be noticed in a group than are quiet
ones.
 So, too, are extremely attractive or unattractive individuals.

 Novelty, motion, sound, size, and other attributes of a target shape the
way we see it.
 Because targets are not looked at in isolation, the relationship of a
target to its background influences perception.
CONT’D
 Objects that are close to each other will tend to be perceived together
rather than separately.
 Events that are close in time may also be seen as related, even if they are
not.
 Employees in a particular department are seen as a group.

 If two people in a four-member department suddenly resign, we tend to

assume that their departures were related when, in fact, they may be totally
unrelated.
 Timing may also imply dependence when, for example, a new sales
manager is assigned to a territory and, soon after, sales in that territory
skyrocket.
 The assignment of the new sales manager and the increase in sales may
not be related
 The increase may be due to the introduction of a new product line or to one
of many other reasons-but people would tend to see the two occurrences as
related.
 C. THE SITUATION
 The context in which we see objects or events is important.
 Elements in the surrounding environment influence our perceptions.

 For instance, it might be entirely appropriate to wear shorts and T-

shirts in a social setting, but not appropriate in a work setting.
 Therefore, your interpretation of the same clothes will vary with the
context.
 The time at which an object or event is seen can influence attention, as
can location, light, heat, or any number of situational factors.
 CONT’D
 Thus, it is possible to say that truth is often in the eye of the
perceiver, rather than some objective fact.
 For instance, a recent study compared how women managers were
perceived, depending upon whether they were wearing flat shoes,
slacks, and a turtleneck or high heels, a tight skirt, and a low-cut
blouse.
 Businesswomen wearing the sexy clothes were viewed as less
competent.
 “A female manager whose appearance emphasized her sexiness
elicited less positive emotions, more negative emotions, and
perceptions of less competence on a subjective rating scale.
 PERCEPTUAL ERRORS
 Some of the errors that distort the perception process include
attribution, selective perception, the halo effect, contrast effects,
projection, and stereotyping.
 Attribution Theory:- suggests that when we observe an individual’s
behavior, we try to determine whether the individual is responsible for
the behavior (the cause is internal), or whether something outside the
individual caused the behavior (the cause is external).
 Whether we realize it or not, we use attribution theory whenever we
try to come up with explanations for why people behaved the way
they did.
 ATTRIBUTION THEORY
 In trying to understand another person’s behavior, then, we consider
whether the behavior was internally or externally caused.
 Internally caused behavior is believed to be under the personal control
of the individual; that is, the person chooses to engage in the behavior.
 Externally caused behavior is believed to result from outside causes;
that is, the person does not have control over his or her actions and is
forced into the behavior by the situation.
 CONT’D
 For example, while waiting for one of your team members who is late
for a meeting, you could imagine either an internal or an external
reason for the lateness.
 An internal reason might be that the team member must have partied
into the wee hours of the morning and then overslept.
 An external attribution might be that there was a major automobile
accident that tied up traffic.
RULES FOR DETERMINING ATTRIBUTION
 In trying to determine whether behavior is internally or externally
caused, we rely on three rules about the behavior: (1) distinctiveness,
(2) consensus, and (3) consistency.
 Distinctiveness refers to whether an individual acts similarly across a
variety of situations.
 Is the student always underperforming (being late for class, goofing
off in team meetings, not answering urgent emails) or is the student’s
behavior in one situation unusual from what he shows in other
situations?
 If the behavior is unusual, the observer is likely to make an external
attribution.
 If this action is not unusual, the observer will probably judge it as
internally caused.
 CONT’D
 Consensus considers how an individual’s behavior compares with
others in the same situation.
 If everyone who is faced with a similar situation responds in the same
way, we can say the behavior shows consensus.
 When consensus is high, an external attribution is given to an
individual’s behavior.
 But if an individual’s behavior is different from everyone else’s, you
would conclude the cause for that individual’s behavior was internal.
 Finally, an observer looks for consistency in an action that is
repeated over time.
 If a student is almost always late, the observer is likely to attribute
lateness to internal causes.
 If the student is almost never late, then lateness will be attributed to
external causes.
 HOW ATTRIBUTIONS GET DISTORTED
 Fundamental attribution error:- putting more emphasis on internal
or personal factors and less emphasis on external factors.
 A sales manager is prone to attribute the poor performance of his or
her sales agents to laziness rather than to the innovative product line
introduced by a competitor.
 self-serving bias:- when we are successful, we are more likely to
believe it was because of internal factors, such as ability or effort.
 When we fail, however, we blame external factors, such as luck.
 2. SELECTIVE PERCEPTION
 Because it is impossible for us to absorb everything we see, we engage
in selective perception.
 Any characteristic that makes a person, object, or event stand out will
increase the probability that we see that characteristic, rather than the
whole package of characteristics.
 How does selectivity work as a shortcut in judging other people?

 Suppose there is a rumor going around the office that your company’s
sales are down and that large layoffs may be coming soon.
 If a senior executive from head office makes a routine visit around this
time, it might be interpreted as management’s first step in identifying
which people to lay off.
 In reality, such an action might be the furthest thing from the senior
executive’s mind.
3. Halo Effect:- When we draw a general impression about an
individual on the basis of a single characteristic, such as intelligence,
likeability, or appearance.
4. Contrast Effects:- We don’t evaluate a person in isolation. Our
reaction to one person is often influenced by other people we have
recently encountered.
5. Projection:- People who engage in projection tend to perceive others
according to what they themselves are like rather than perceiving others
as they really are. Because they always judge people as similar to
themselves, when they observe someone who is actually like them their
perceptions are naturally correct. But when they observe others who are
not like them, their perceptions are not so accurate.
 6. STEREOTYPING
 When we judge someone on the basis of our perception of the group to
which he or she belongs, we are using the shortcut called
stereotyping.
 In organizations, we frequently hear comments that represent
stereotypes based on gender, age, race, ethnicity, and even weight:
 “Women won’t relocate for a promotion”; “men aren’t interested in
child care”; “older workers are more reliable”
 PERSONALITY
 Personality is the stable patterns of behavior and consistent internal
states that determine how an individual reacts to and interacts with
others.
 When psychologists talk of personality, they mean a dynamic concept
describing the growth and development of a person’s whole
psychological system. Rather than looking at parts of the person,
personality looks at the whole person.
 What determines personality?
 An adult’s personality is generally considered to be made up of both
hereditary and environmental factors
 If personality characteristics were completely dictated by heredity,
they would be fixed at birth and no amount of experience could alter
them.
 Among the factors that exert pressures on our personality formation
are the culture in which we are raised; our early conditioning; the
norms among our family, friends, and social groups; and other
influences that we experience.
 The environment we are exposed to plays a substantial role in shaping
our personalities.
 For instance, North Americans have had the themes of industriousness,
success, competition, independence, and the Protestant work ethic
constantly drilled into them through books, the school system, family,
and friends.
 North Americans, as a result, tend to be ambitious and aggressive
compared with individuals raised in cultures that have emphasized
getting along with others, cooperation, and the priority of family over
work and career.
PERSONALITY TRAITS
 Enduring characteristics that describe an individual’s behavior.
 Popular characteristics include shy, aggressive, submissive, lazy,
ambitious, loyal, and timid.
 Those characteristics, when they are exhibited in a large number of
situations, are called personality traits.
 The “Myers-Briggs Type Indicator” and “the Big Five Model,” are
two methods that have been used to determine personality traits.
THE MYERS-BRIGGS TYPE INDICATOR (MBTI)
 The MBTI classifies people based on how they prefer to focus their
attention, collect information, process and evaluate information, and
orient themselves to the outer world.
 These classifications are then combined into 16 personality types.

 Personality is classified along the following dimensions

 CONT’D

 Extroversion/Introversion (E or I). This dimension refers to how

people focus themselves: inside (introversion) or outside
(extroversion).
 Sensing/Intuiting (S or N). This dimension refers to how people
gather information: very systematically (sensing) or relying on
intuition (intuiting).
 Thinking/Feeling (T or F). This dimension refers to how people
prefer to make decisions: objectively and impersonally (thinking) or
subjectively and interpersonally (feeling).
 Judging/Perceiving (J or P). This dimension refers to how people
order their daily lives: being decisive and planned (judging) or
spontaneous and flexible (perceiving).
THE MYERS-BRIGGS TYPE INDICATOR
 Most widely used instrument in the world.
 Participants are classified on four axes to determine one of
16 possible personality types, such as ENTJ.

Sociable and Quiet and

Assertive Shy

Practical and Unconscious

Orderly Processes

Use Reason Uses Values

and Logic & Emotions

Want Order Flexible and

& Structure Spontaneous

5-47
LET’S TAKE A LOOK AT THREE EXAMPLES OF
MBTI PERSONALITY TYPES
 INTJs are visionaries. They usually have original minds and great
drive for their own ideas and purposes. They are characterized as
skeptical, critical, independent, determined, and often stubborn.
 ESTJs are organizers. They are realistic, logical, analytical, decisive,
and have a natural head for business or mechanics. They like to
organize and run activities.
 ENTPs are conceptualizers. They are innovative, individualistic,
versatile, and attracted to entrepreneurial ideas. They tend to be
resourceful in solving challenging problems but may neglect routine
assignments.
 THE BIG FIVE MODEL
 The most widely accepted model of personality is the five-factor
model of personality—more typically called the “Big Five.”
 Extroversion. This dimension captures a person’s comfort level with
relationships. Extraverted individuals are sociable, talkative, and
assertive.
 Agreeableness. This dimension refers to how readily a person will go
along with others. Highly agreeable people are good-natured,
cooperative, warm, and trusting.
 Conscientiousness. This dimension is a measure of a person’s
reliability. People who score high on conscientiousness are
responsible, dependable, persistent, and achievement-oriented.
 CONT’D
 Emotional stability. This dimension taps a person’s ability to
withstand stress. People high on emotional stability are calm,
self-confident, and secure.
 Openness to experience. The final dimension addresses a
person’s range of interests and fascination with novelty. People
high on openness to experience are imaginative, artistically
sensitive, and intellectual.
 In addition to providing a unifying personality framework,
research on the Big Five has found important relationships
between these personality dimensions and job performance.
 Characteristics for the high and low dimensions of
each Big Five personality factor.
OTHER PERSONALITY TRAITS RELEVANT TO OB

1. Locus of Control:- Some people believe that they are in control of

their own destinies.
 Other people see themselves as pawns of fate, believing that what
happens to them in their lives is due to luck or chance.
 The first type, those who believe that they control their destinies, have
been labeled internals, whereas the latter, who see their lives as being
controlled by outside forces, have been called externals.
 A person’s perception of the source of his or her fate is termed locus of
control.
CONT’D
 A large amount of research has compared internals with externals.
 Internals show greater motivation, believe that their efforts will result
in good performance, and get higher salaries and greater salary
increases than externals.
 Externals are less satisfied with their jobs, have higher absenteeism
rates, are more alienated from the work setting, and are less involved
in their jobs than are internals, likely because they feel they have little
control over organizational outcomes.
 2. MACHIAVELLIANISM

 The personality characteristic of machiavellianism (Mach) is named

after Niccolò Machiavelli, who wrote in the sixteenth century on how
to gain and use power.
 An individual high in machiavellianism is highly practical, maintains
emotional distance, and believes that ends can justify means.
 “If it works, use it” is consistent with a high-Mach perspective.

 A considerable amount of research has been directed toward relating

high- and low Mach personalities to certain behavioral outcomes.
 High Machs manipulate more, win more, are persuaded less, and
persuade others more than do low Machs.
 3. SELF-ESTEEM
 People differ in the degree to which they like or dislike themselves.
This trait is called self-esteem.
 Self-esteem is directly related to expectations for success.

 High SEs believe that they have the ability to succeed at work.

 Individuals with high self-esteem will take more risks in job selection
and are more likely to choose unconventional jobs than are people
with low self-esteem.
 High SEs also tend to emphasize the positive when confronted with
failure.
 The most generalizable finding on self-esteem is that low SEs are
more easily influenced by external factors than are high SEs.
 Low SEs are dependent on the receipt of positive evaluations from
others.
 CONT’D
 Not surprisingly, self-esteem has also been found to be related to job
satisfaction.
 A number of studies confirm that high SEs are more satisfied with
their jobs than are low SEs.
4. SELF-MONITORING
 Some people are better able to pay attention to the external
environment and respond accordingly, a characteristic known as self-
monitoring.
 Individuals high in self-monitoring show considerable ability to adjust
and adapt their behavior to the situations they are in.
 They are highly sensitive to external cues and can behave differently
in different situations.
 Low self-monitors cannot disguise themselves in the same way.

 They tend to display their true dispositions and attitudes in every

situation; hence, there is high behavioral consistency between who
they are and what they do.
 TYPE A AND TYPE B PERSONALITIES

 Do you know any people who are excessively competitive and always
seem to be pushed for time?
 If you do, it’s a good bet that those people have a Type A personality.

 Are always moving, walking, and eating rapidly

 Feel impatient with the rate at which most events take place

 Strive to think or do two or more things at once

 Cannot cope with leisure time

 Are obsessed with numbers, measuring their success in terms of how

many or how much of everything they acquire
 CONT’D
 Type Bs are “rarely harried by the desire to obtain a wildly increasing
number of things or participate in an endless growing series of events
in an ever-decreasing amount of time.
 Never suffer from a sense of time urgency with its accompanying
impatience
 Feel no need to display or discuss either their achievements or
accomplishments unless such exposure is demanded by the situation
 Play for fun and relaxation, rather than to exhibit their superiority at
any cost
 Can relax without guilt
 CONT’D

 Type As are fast workers because they emphasize quantity over

quality.
 In managerial positions, Type As demonstrate their competitiveness
by working long hours and, not infrequently, making poor decisions
because they make them too fast.
 Stressed Type As are also rarely creative.

 Because of their concern with quantity and speed, they rely on past
experiences when faced with problems.
 They will not allocate the time that is necessary to develop unique
solutions to new problems.
 They seldom vary in their responses to specific challenges in their
environment, and so their behavior is easier to predict
than that of Type Bs.
CONT’D

 Are Type As or Type Bs more successful in organizations?

 Despite the hard work of Type As, Type Bs are the ones who appear to
make it to the top.
 Great salespeople are usually Type As; senior executives are usually Type
Bs.
 Why? The answer lies in the tendency of Type As to trade off quality of
effort for quantity.
 Type B individuals did not suffer negative health consequences from jobs
with psychological complexity.
 Type A workers who faced high job complexity had higher death rates
from heart-related disorders than Type Bs who faced lower job complexity.
 EMOTIONS
 Emotions are intense feelings that are directed at someone or
something.
 Emotions are different from moods, which are feelings that tend to be
less intense than emotions and that lack a contextual stimulus.
 Emotions are reactions to an object; they are not lasting personality
traits.
 You show your emotions when you are “happy about something,
angry at someone, afraid of something.”
 Moods, on the other hand, are not directed at an object.

 Emotions can turn into moods when you lose focus on the contextual
object.
 CONT’D
 So when a colleague criticizes you for the way you spoke to a client,
you might become angry at him.
 That is, you show emotion (anger) toward a specific object (your
colleague).
 But later in the day, you might find yourself just generally dispirited.

 You cannot attribute this feeling to any single event; you are just not
your normal, upbeat self.
 This state describes a mood.
 CONT’D
 Research has identified six universal emotions: anger, fear, sadness,
happiness, disgust, and surprise.
 Researchers tended to look for universally identified facial expressions
and then convert them into categories.
 Emotions that could not be identified readily by others through facial
expressions were not selected.
IDENTIFIED FACIAL EXPRESSIONS
 CHOOSING EMOTIONS
 Sometimes individuals are required to manage their emotions.
 For instance, you may be very angry with a co-worker or manager, but
you may choose to suppress that anger in the interest of keeping the
peace and/or your job.
 The display of emotions is governed somewhat by workplace norms
and the demands of particular situations.
 For instance, crying is generally viewed as inappropriate in the
workplace, particularly when it is a response to being criticized.
 Recent research suggests that negative emotions, even when
controlled, generally lead to poorer performance.
 EMOTIONAL LABOR
 Refers to the requirement that employees express particular emotions
at work to maximize organizational productivity.
 The concept of emotional labor originally developed in relation to
service jobs.
 Flight attendants, for instance, are expected to be cheerful, funeral
counselors sad, and doctors emotionally neutral.
 Studies of emotional labor have explored how smiling flight
attendants, cheerful grocery clerks, gossipy hairdressers, and nasty bill
collectors are expected to control their emotional expression to
improve productivity, customer satisfaction, efficiency, and even
profitability
 But today, the concept of emotional labor seems relevant to almost
every job.
 What do you think of the effect of Emotional labor?
 EMOTIONAL INTELLIGENCE
 Emotional intelligence (EI) refers to an assortment of non-cognitive
skills, capabilities, and competencies that influence a person’s ability
to succeed in coping with environmental demands and pressures.
 It’s composed of five dimensions:

 Self-awareness. Being aware of what you are feeling. It is exhibited

by self-confidence, realistic self-assessment, and a self-deprecating
sense of humor.
 Self-management. The ability to manage your own emotions and
impulses. It is exhibited by trustworthiness and integrity, comfort
with ambiguity, and openness to change.
 CONT’D
 Self-motivation. The ability to persist in the face of setbacks and
failures. It is exhibited by a strong drive to achieve, optimism, and
high organizational commitment.
 Empathy. The ability to sense how others are feeling. It is exhibited
by expertise in building and retaining talent, cross-cultural
sensitivity, and service to clients and customers.
 Social skills. The ability to handle the emotions of others. It is
exhibited by persuasiveness, and expertise in building and leading
groups and teams.
 What is the difference b/n EI and Emotional Labor?
 VALUES
 Is capital punishment right or wrong?
 If a person likes power, is that good or bad?
 Values are concepts or beliefs that guide how we make decisions about
and evaluations of behaviors and events.
 An individual’s values can be ranked according to importance.
 Values tend to be relatively stable and enduring.
 Most of our values are formed in our early years-with input from
parents, teachers, friends, and others.
 As children, we are told that certain behaviors or outcomes are always
desirable or always undesirable.
 CONT’D
 We examine two frameworks for understanding values: Milton
Rokeach’s terminal and instrumental values and Kent Hodgson’s
general moral principles.
 Milton Rokeach classified the values that people hold into two sets,
with each set containing 18 individual value items.
 One set, called terminal values, refers to desirable end-states of
existence.
 These are the goals that individuals would like to achieve during their
lifetime, such as a comfortable life, or happiness.
 The other set, called instrumental values, refers to preferable ways of
behaving, such as being courageous or helpful.
 CONT’D
 Several studies confirm that these sets of values vary among groups.
 People in the same occupations or categories (e.g., corporate
managers, union members, parents, students) tend to hold similar
values.
 one study compared corporate executives, members of the
steelworkers’ union, and members of a community activist group.
 Although a good deal of overlap was found among the three groups,
there were also some very significant differences that were quite
different from those of the other two groups.
 They ranked “equality” as their most important terminal value;
executives and union members ranked this value 12 and 13,
respectively.
 Activists ranked “helpful” as their second-highest instrumental value.
The other two groups both ranked it 14.
 ETHICAL VALUES
 Ethics is the study of moral values or principles that guide our
behaviour and inform us whether actions are right or wrong.
 Thus ethical values are related to moral judgments about right and
wrong.
 Management consultant Kent Hodgson has identified seven general
moral principles that individuals should follow when making decisions
about behaviour.
 He calls these “the Magnificent Seven” and suggests that they are
universal values that managers should use to make principled,
appropriate, and defensible decisions
 CONT’D
 GLOBE) research project identified nine dimensions on which
national cultures differ.
1. Assertiveness. The extent to which a society encourages people to
be tough, confrontational, assertive, and competitive vs. modest and
tender.
2. Future orientation. The extent to which a society encourages and
rewards future-oriented behaviours such as planning, investing in
the future, and delaying gratification. This is essentially equivalent
to Hofstede’s longterm/short-term orientation.
 CONT’D

3. Gender differentiation. The extent to which a society maximizes

gender role differences. This is essentially equivalent to Hofstede’s
masculinity/femininity dimension.
4. Uncertainty avoidance. As identified by Hofstede, the GLOBE team
defined this term as a society’s reliance on social norms and procedures
to alleviate the unpredictability of future events.