CHAPTER 3 VALUES, ATTITUDES STUDY DIVISION 2

AND EMOTIONS PART 2

IOPP 613
ORGANISATIONAL BEHVIOUR
LEARNING OUTCOMES OF STUDY
DIVISION 2

After completion of study
division 2 the student should
demonstrate the following
competence:
Demonstrate deep insight into
the main components that
influence individual behaviour
of people in organisations.
Analyse real business
Advise on the effect of values,
scenarios and advise on how
attitudes and emotions on
they may influence
Organisational Behaviour.
organisational behaviour.

Discuss, analyse and compare

Discuss in detail the elements Compare, select and apply the
various personality theories
of the self-concept and how motivational theories to advise
and deliberate how they
these relate to individual work business on how to increase
influence individual dynamics
processes. motivation amongst staff.
in organisations.
 How can values, attitudes
and emotions influence the
workplace?
 VALUES
Previously shaped by tradition & religion

Nowadays object of personal autonomy, pursuit of personal fulfillment

More diverse societies – more options and alternatives

Values = Standards or criteria for choosing goals or guiding actions, principles of behavior
based on what we consider is important – relatively stable over time
Content of values: what values are important?

Intensity of values: how important are these values?

Value system = organization of beliefs regarding preferable modes of conduct or end-states of

existence along a continuum of relative importance.
VALUES

Where do values
Are values come from?
inborn? (process of
socialization)
 Terminal values Instrumental
Instrumental and terminal values
Desirable goals a
values are connected and Desirable ways or
person want to
work together to help modes of conduct
reach during
people reach their desired to reach some kind
his/her life
goals through desirable of desirable goal
ways of conduct

Moral values

Terminal social Terminal personal Competence values Instrumental values

values that have
values intrapersonal instrumental values interpersonal focus
Society centered Self-centered that lead to feelings of guilt or and that lead to
Interpersonal personal inadequacy when feelings of guilt and
(world at peace) Intrapersonal (inner violated wrongdoing when
peace)
violated
THE BASIC HUMAN VALUES MODEL

 Schwartz
 10 value types grouped
according to the overall
focus of the impact they
have on people’s lives
 Four overall directions
WORK VALUES

Expressions of Guiding principles What you want Types of work Value congruence Influence
basic values in the for evaluating out of work in values (Schwartz): between personal perceptions,
work setting work outcomes & general & organizational motivation, ethics,
settings, choosing values (conflict?) etc.
work alternatives
Intrinsic – openness to
change values
(autonomy, growth)
Extrinsic – conservation
values (job security,
income)
Social – self-
transcendence values
(social relations,
contribute to society)
Prestige (power) – self-
enhancement values
(authority, influence,
achievement)
ATTITUDES

YAY or NAY?
ATTITUDES
 Attitude is defined as “a learned predisposition
to respond in a consistently favorable or
unfavorable manner with respect to a given
object”

 Beliefs & feelings about ideas, situations,

people, etc.

 How do attitudes affect our behaviour?

 Cognitive component

• Refers to the beliefs, opinions, cognitions

or knowledge someone has about a certain
object, situation or person.

Affective component
ATTITUDES • Refers to the feelings, moods and emotions
a person has about something or someone.

Behavioural component

• Refers to how a person intends or expects

to act towards something or someone.
STABILITY OF
ATTITUDES
 Attitudes can change

 Attitudes are more susceptible to change during early and

late adulthood than during middle adulthood

 Cognitive dissonance occurs when different attitudes are in

conflict with each other or when people behave
inconsistently with their attitudes
ATTITUDES AFFECT BEHAVIOUR VIA INTENTIONS
Figure 3.2 Ajzen’s Theory of Planned Behaviour
WORK-RELATED
ATTITUDES

 Organisational commitment

 The extent to which an employee identifies him-/herself with the organisation

and is committed to its goals (affective, normative, continuance)
 Job involvement

 The extent to which the employee is personally involved with his or her work
role.
 Job satisfaction

 General attitude the employee has towards his or her job.

EMOTIO
NS
EMOTIONS
 Is an emotion-free organisation possible?

 Emotions = feelings directed at an object/person/

situation (object specific)

 Moods = not directed at specific object, less intense

 Affect = Moods + emotions (overall feelings)

 Felt emotions vs displayed emotions

 EMOTIONS

Figure 3.3
Positive and Negative
Emotions

Positive affectivity
vs.
Negative affectivity
EMOTIONS

 Positive affectivity – positive emotional

state, optimistic, upbeat

 Negative affectivity – negative state,

pessimistic, downbeat

 Relatively stable – not considering

specific events
EMOTIONAL
INTELLIGENCE
Definition:
 EI is the ability to manage your own
emotions and those of others in mature
and constructive ways

Controversy:
 EI may involve too many constructs,
rendering it ‘preposterously all-
encompassing’
DEVELOPIN
G PERSONAL
AND SOCIAL
COMPETENC
E THROUGH
EI
 Emotional contagion

 Tendency to automatically mimic and synchronise facial

expressions, vocalisations, postures & movements with those of
another person and, consequently, to converge emotionally
 Catch bad/good mood based on who express emotions the
strongest

EMOTIONAL
 Ripple effect of emotions – in organisations? (friendly staff have
satisfied customers, etc.)

INFLUENCIN
G  5 competencies for effective use of emotions (emotional
contagion): improve organisational behaviour and performance

 Influencing
 Communication
 Conflict management
 Leadership
 Change management
 EMOTIONAL INFLUENCING
Emotional labour
 Effort, planning & control needed to express organizationally desired emotions during social
interactions
 Expressing positive emotions, handling negative emotions, being sensitive to emotions of clients,
showing empathy
 Formal/informal display rules (desirable vs undesirable emotions) – smile at customers

 Fake/mask true emotions

Which jobs would require more intense emotional labour?

Which emotion is the hardest to hide?

 EMOTIONAL
INFLUENCING
Emotional dissonance

 The conflict between felt (true) and displayed (required) emotions

 True emotions tend to leak out – especially anger

 Cultural differences exist

 Women are more emotionally expressive than men

FLOW IN THE
WORKPLACE
 Subjective psychological state when completely involved in an activity and you feel cognitively efficient,
motivated & happy

 So immersed that nothing seems to matter

 Best flow experiences = high challenge matched with high skills

 High concentration and focus

 Essential to maximize flow (Csikszentmihalyi):

 Clarity – clear goals

 Centre – ability to focus

 Choice – believe you have choices

 Commitment

 Challenge – balanced with skill

FLOW IN THE WORKPLACE