Organizational Behavior15th EdPersonality and ValuesCopy.docx

Organizational Behavior
15th Ed
Personality and Values
Copyright © 2013 Pearson Education, Inc. publishing as
Prentice Hall
5-1
Robbins and Judge
Chapter 5
Chapter 5 introduces us the the concepts of personality and
values and their effects on Organizational Behavior. These are
concepts that have only recently received increased attention in
research and practice. Here we will see the results of study and
new applications to help make the work place more successful.
1
Chapter 5 Learning Objectives
After studying this chapter you should be able to:
Define personality, describe how it is measured, and explain the
factors that determine an individual’s personality.
Describe the Myers-Briggs Type Indicator personality
framework and assess its strengths and weaknesses.
Identify the key traits in the Big Five personality model.
Demonstrate how the Big Five traits predict behavior at work.
Identify other personality traits relevant to OB.
Define values, demonstrate the importance of values, and
contrast terminal and instrumental values.

Compare generational differences in values and identify the
dominant values in today’s workforce.
Identify Hofstede’s five value dimensions of national culture
Prentice Hall
5-2
We begin this chapter with a definition of the seven learning
objectives defined for chapter’s contents. We will discuss each
of these in some detail.
2
Define personality, describe how
it is measured, and explain the factors
that determine an individual’s personality
Prentice Hall
5-3
LO 1
Personality is a dynamic concept describing the growth and
development of a person’s whole psychological system;
It looks at some aggregate whole that is greater than the sum of
the parts.
Defining Personality
Personality as the sum total of ways in which an individual
reacts to and interacts with others.
We begin by defining personality. This is a concept that has a
lot of preconceived ideas in people. So we want to ensure we
are all using the same basic definition to describe a very
complex topic. Personality is a dynamic concept, meaning it is
changing all the time, an that is is the total of growth and

development of a psychological system for the individual. This
suggests it includes all of the components of the psyche and
their aggregate becomes greater than any of the parts. So the
text definition is that personality if the sum total of ways in
which an individual reacts to and interacts with others.
3
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LO 1
Managers can use personality tests because they are useful in
hiring decisions and help managers forecast who is best for a
job.
The most common means of measuring personality is through
self-report surveys.
Observer-ratings surveys provide an independent assessment of
personality.
One of the greatest challenges in the study of personality has
been “How we measure it.” The most important reason this is
needed is that accurately measuring personality gives managers
advantage in the recruitment and hiring processes. It is difficult
since most measurement of personality is accrued through self-
report surveys filled out by the individuals themselves.
However, strides have been made to put personality
measurement into observation by others making the
determination of personality more independent.
4

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LO 1
Heredity refers to those factors that were determined at
conception.
The heredity approach argues that the ultimate explanation of an
individual’s personality is the molecular structure of the genes,
located in the chromosomes.
Popular characteristics include shy, aggressive, submissive,
lazy, ambitious, loyal, and timid. These are personality traits.
Early efforts to identify the primary traits that govern behavior
often resulted in long lists that were difficult to generalize from
and provided little practical guidance to organizational decision
makers.
An early argument centered on whether or not personality was
the result of heredity or of environment. Personality appears to
be a result of both influences. Heredity refers to those factors
that were determined at conception. The heredity approach
argues that the ultimate explanation of an individual’s
personality is the molecular structure of the genes, located in
the chromosomes. Researchers have studied thousands of sets
of identical twins that were separated at birth.
Popular characteristics include shy, aggressive, submissive,
lazy, ambitious, loyal, and timid. These are personality traits.
Early efforts to identify the primary traits that govern behavior
often resulted in long lists that were difficult to generalize from
and provided little practical guidance to organizational decision
makers.

5
framework and assess
its strengths and weaknesses
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5-6
LO 2
One of the most widely used personality frameworks is the
Myers-Briggs Type Indicator (MBTI).
Individuals are classified as:
Extroverted or introverted (E or I).
Sensing or intuitive (S or N).
Thinking or feeling (T or F).
Perceiving or judging (P or J).
One of the most widely used personality frameworks is the
Myers-Briggs Type Indicator (MBTI). Individuals are classified
as Extroverted or introverted (E or I), Sensing or intuitive (S or
N), Thinking or feeling (T or F) Perceiving or judging (P or J).
These classifications are then combined into sixteen personality
types.
6
framework and assess
its strengths and weaknesses
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LO 2
INTJs are visionaries.
ESTJs are organizers.
ENTPs are conceptualizers.
For example:
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.
The ENTP type is a conceptualizer. He or she is innovative,
individualistic, versatile, and attracted to entrepreneurial ideas.
This person tends to be resourceful in solving challenging
problems but may neglect routine assignments.
MBTI is widely used in practice. Some organizations using it
include Apple Computer, AT&T, Citigroup, GE, 3M Co. and
others.
7
Identify the key traits in the
Big Five personality model
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5-8
LO 3
Extraversion,
Agreeableness,
Conscientiousness,
Emotional stability,

Openness to experience.
An impressive body of research supports that five basic
dimensions underlie all other personality dimensions. The five
basic dimensions are Extraversion, Agreeableness,
Conscientiousness, Emotional stability, Openness to experience.
Let’s look at each of these for a minute.
Extraversion is a comfort level with relationships. Extroverts
tend to be gregarious, assertive, and sociable. Introverts tend to
be reserved, timid, and quiet. Agreeableness is Individual’s
propensity to defer to others. High agreeableness people are
cooperative, warm, and trusting. Low agreeableness people are
cold, disagreeable, and antagonistic. Conscientiousness is a
measure of reliability. A high conscientious person is
responsible, organized, dependable, and persistent. Those who
score low on this dimension are easily distracted, disorganized,
and unreliable. Emotional stability describes a person’s ability
to withstand stress. People with positive emotional stability
tend to be calm, self-confident, and secure. Those with high
negative scores tend to be nervous, anxious, depressed, and
insecure. And lastly, Openness to experience suggests the range
of interests and fascination with novelty. Extremely open people
are creative, curious, and artistically sensitive. Those at the
other end of the openness category are conventional and find
comfort in the familiar.
8
Demonstrate how the Big Five
traits predict behavior at work
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5-9

LO 4
The Big Five Traits predict behavior at work as shown in
Exhibit 5-1. Research has shown relationships between these
personality dimensions and job performance. Employees who
score higher for example in conscientiousness develop higher
levels of job knowledge. Conscientiousness is as important for
managers as for front-line employee. The study found
conscientiousness—in the form of persistence, attention to
detail, and setting of high standards—was more important than
other traits. These results attest to the importance of
conscientiousness to organizational success. Although
conscientiousness is the Big Five trait most consistently related
to job performance, there are other traits are related to aspects
of performance in some situations.
9
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5-10
LO 4
All five traits also have other implications for work and for life.
Let’s look at these one at a time. Exhibit 5-2 summarizes the
points.
Of the Big Five traits, emotional stability is most strongly
related to life satisfaction, job satisfaction, and low stress

levels. This is probably true because high scorers are more
likely to be positive and optimistic and experience fewer
negative emotions. They are happier than those who score low.
People low on emotional stability are hypervigilant (looking for
problems or impending signs of danger) and are especially
vulnerable to the physical and psychological effects of stress.
Extraverts tend to be happier in their jobs and in their lives as a
whole. They experience more positive emotions than do
introverts, and they more freely express these feelings. They
also tend to perform better in jobs that require significant
interpersonal interaction, perhaps because they have more social
skills—they usually have more friends and spend more time in
social situations than introverts. Finally, extraversion is a
relatively strong predictor of leadership emergence in groups;
extraverts are more socially dominant, “take charge” sorts of
people, and they are generally more assertive than introverts.
One downside is that extraverts are more impulsive than
introverts; they are more likely to be absent from work and
engage in risky behavior such as unprotected sex, drinking, and
other impulsive or sensation-seeking acts. One study also found
extraverts were more likely than introverts to lie during job
interviews.
Individuals who score high on openness to experience are more
creative in science and art than those who score low. Because
creativity is important to leadership, open people are more
likely to be effective leaders, and more comfortable with
ambiguity and change. They cope better with organizational
change and are more adaptable in changing contexts. Recent
evidence also suggests, however, that they are especially
susceptible to workplace accidents. You might expect agreeable
people to be happier than disagreeable people. They are, but
only slightly. When people choose romantic partners, friends, or
organizational team members, agreeable individuals are usually
their first choice. Agreeable individuals are better liked than

disagreeable people, which explains why they tend to do better
in interpersonally oriented jobs such as customer service. They
also are more compliant and rule abiding and less likely to get
into accidents as a result.
People who are agreeable are more satisfied in their jobs and
contribute to organizational performance by engaging in
citizenship behavior. They are also less likely to engage in
organizational deviance. One downside is that agreeableness is
associated with lower levels of career success (especially
earnings).
10
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5-11
LO 4
The five factors appear in almost all cross-cultural studies.
Differences are complex but seem to depend on whether
countries are predominantly individualistic or collectivistic.
They appear to predict a bit better in individualistic than in
collectivist cultures.
The five personality factors identified in the Big Five model
appear in almost all cross-cultural studies. These studies have
included a wide variety of diverse cultures—such as China,
Israel, Germany, Japan, Spain, Nigeria, Norway, Pakistan, and
the United States. Differences are complex but tend to be
primarily about whether countries are predominantly
individualistic or collectivistic. And the Big Five appear to
predict a bit better in individualistic rather than in collectivist

cultures.
11
Identify other personality
traits relevant to OB
Prentice Hall
5-12
LO 5
Core Self-Evaluation (Self-perspective)
Machiavellianism (Machs)
Narcissism
Self-Monitoring
Risk Taking
Proactive Personality
Other-orientation
Some other Personality Traits Relevant to OB include Core
Self-Evaluation, Machiavellianism, Narcissism, Self-
Monitoring, Risk Taking, Proactive Personality, and Other
orientation. Let’s look at each of these.
People who have a positive core self-evaluation see themselves
as effective, capable, and in control. People who have a
negative core self-evaluation tend to dislike themselves. Some
can be too positive. In this case, someone can think he or she is
capable, but he or she is actually incompetent?
An individual high in Machiavellianism is pragmatic, maintains
emotional distance, and believes that ends can justify means.
High Machs manipulate more, win more, are persuaded less, and
persuade others more. High Mach outcomes are moderated by
situational factors and flourish when they interact face-to-face

with others, rather than indirectly, and when the situation has a
minimum number of rules and regulations, thus allowing
latitude for improvisation. High Machs make good employees
in jobs that require bargaining skills or that offer substantial
rewards for winning.
Narcissism describes a person who has a grandiose sense of
self-importance. They “think” they are better leaders. Often
they are selfish and exploitive.
Self-Monitoring refers to an individual’s ability to adjust his or
her behavior to external, situational factors. Individuals high in
self-monitoring show considerable adaptability. They are highly
sensitive to external cues, can behave differently in different
situations, and are capable of presenting striking contradictions
between their public persona and their private self.
The propensity to assume or avoid risk has been shown to have
an impact on how long it takes managers to make a decision and
how much information they require before making their choice.
High risk-taking managers make more rapid decisions and use
less information in making their choices. Managers in large
organizations tend to be risk averse; especially in contrast with
growth-oriented entrepreneurs.
Proactive Personality is a person who actively takes the
initiative to improve hiss or her current circumstances while
others sit by passively Proactives identify opportunities, show
initiative, take action, and persevere.
Some people just naturally just seem to think about other people
a lot, being concerned about their well-being and feelings while
others behave like “economic actors,” primarily rational and
self-interested. Those who are other-oriented feel more
obligated to help others who have helped them (pay me back),
whereas those who are more self-oriented will help others when

they expect to be helped in the future (pay me forward).
Employees high in other-orientation also exert especially high
levels of effort when engaged in helping work or prosocial
behavior.
12
Define values, demonstrate the importance
of values, and contrast terminal
and instrumental values
Prentice Hall
5-13
LO 6
Importance of Values
Values lay the foundation for the understanding of attitudes and
motivation.
Values generally influence attitudes and behaviors.
We can predict people’s reactions based on understanding
values.
Values represent basic convictions in a person. 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. Values have both content and intensity
attributes. An individual’s set of values ranked in terms of
intensity is considered the person’s value system. Values have
the tendency to be stable.
The importance of values lay the foundation for the
understanding of attitudes and motivation. Values generally
influence attitudes and behaviors. We can predict reaction
based on understanding values.

13
Define values, demonstrate the importance
of values, and contrast terminal
and instrumental values
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5-14
LO 6
Terminal versus Instrumental Values are seen in the results
from the Rokeach Value Survey (Exhibit 5–3). This instrument
contains two sets of value.; Each set has 18 value items.
Terminal Values refer to desirable end states of existence.
These are the goals that a person would like to achieve during
his or her lifetime. Instrumental Values refer to preferable
modes of behavior. That is, the means of achieving the terminal
values.
14
Compare generational
differences in values and identify
the dominant values in today’s workforce
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5-15
LO 7
First, admit there are some limitations of this analysis of
generational differences. One, we make no assumption that the

framework applies across all cultures. Two, despite a steady
stream of press coverage, there is very little rigorous research
on generational values, so we have to rely on an intuitive
framework. Finally, these are imprecise categories. There is no
law that someone born in 1985 can’t have values similar to
those of someone born in 1955. Despite these limitations,
values do change over generations, and we can gain some useful
insights from analyzing values this way.
Different generations hold different work values. Boomers
(Baby Boomers)—entered the workforce during the 1960s
through the mid-1980s. Xers—entered the workforce beginning
in the mid-1980s. The most recent entrants to the workforce, the
Millennials (also called Netters, Nexters, Generation Yers, and
Generation Nexters) Though it is fascinating to think about
generational values, remember these classifications lack solid
research support. Generational classifications may help us
understand our own and other generations better, but we must
also appreciate their limits.
15
Linking an Individual’s
Personality and Values to the Workplace
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5-16
LO 7
The concept of Person-Job Fit is best articulated in John
Holland’s personality-job fit theory. Holland presents six
personality types and proposes that satisfaction and the
propensity to leave a job depends on the degree to which

individuals successfully match their personalities to an
occupational environment. He identifies six personality types.
They are realistic, investigative, social, conventional,
enterprising, and artistic .
16
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5-17
LO 7
Each one of the six personality types has a congruent
occupational environment. The Vocational Preference Inventory
questionnaire contains 160 occupational titles. Respondents
indicate which of these occupations they like or dislike. Their
answers are used to form personality profiles. The theory argues
that satisfaction is highest and turnover lowest when personality
and occupation are in agreement. The key points of this model
are that there do appear to be intrinsic differences in personality
among individuals, there are different types of jobs, and people
in jobs congruent with their personality should be more satisfied
and less likely to voluntarily resign than people in incongruent
jobs.
17

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5-18
People high on extraversion fit well with aggressive and team-
oriented cultures,
People high on agreeableness match up better with a supportive
organizational climate than one focused on aggressiveness,
People high on openness to experience fit better in
organizations that emphasize innovation rather than
standardization.
LO 7
The Person-Organization Fit is most important for an
organization facing a dynamic and changing environment. Such
organizations require employees who are able to readily change
tasks and move fluidly between teams It argues that people
leave jobs that are not with their personalities. Using the Big
Five terminology, for instance, we could expect that people high
on extraversion fit well with aggressive and team-oriented
cultures, that people high on agreeableness match up better with
a supportive organizational climate than one focused on
aggressiveness, and that people high on openness to experience
fit better in organizations that emphasize innovation rather than
standardization. Research on person–organization fit has also
looked at whether people’s values match the organization’s
culture. This match predicts job satisfaction, commitment to the
organization, and low turnover.
18
Identify Hofstede’s five value
dimensions of national culture
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5-19

LO 8
Five value dimensions of national culture:
Power distance
Individualism versus collectivism
Masculinity versus femininity
Uncertainty avoidance
Long-term versus short-term orientation
Hofstede’s Framework for Assessing Cultures suggests five
value dimensions of national culture. First is Power distance,
which is the degree to which people in a country accept that
power in institutions and organizations is distributed unequally.
In Individualism versus collectivism, Individualism is the
degree to which people in a country prefer to act as individuals
rather than as members of groups. Collectivism equals low
individualism. Masculinity versus femininity describes
Masculinity as the degree to which values such as the
acquisition of money and material goods prevail. Femininity is
the degree to which people value relationships and show
sensitivity and concern for others. Uncertainty avoidance is he
degree to which people in a country prefer structured over
unstructured situations. Long-term versus short-term orientation
define Long-term orientations look to the future and value thrift
and persistence. Short-term orientation values the past and
present and emphasizes respect for tradition and fulfilling social
obligations.
19
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5-20

LO 8
Hofstede Research Findings shown in Exhibit 5-7 classify
countries on the five dimensions. For example, Asian countries
were more collectivist than individualistic. United States ranked
highest on individualism. German and Hong Kong rated high
on masculinity. Russia and The Netherlands were low on
masculinity. China and Hong Kong had a long-term orientation.
France and the United States had short-term orientation.
Hofstede’s culture dimensions have been enormously influential
on OB researchers and managers, but his research has been
criticized. First, although the data have since been updated, the
original work is more than 30 years old and was based on a
single company (IBM). A lot has happened on the world scene
since then. Some of the most obvious changes include the fall of
the Soviet Union, the transformation of central and eastern
Europe, the end of apartheid in South Africa, and the rise of
China as a global power. Second, few researchers have read the
details of Hofstede’s methodology closely and are therefore
unaware of the many decisions and judgment calls he had to
make (for example, reducing the number of cultural values to
just five). Some results are unexpected. Japan, which is often
considered a highly collectivist nation, is considered only
average on collectivism under Hofstede’s dimensions. Despite
these concerns, Hofstede has been one of the most widely cited
social scientists ever, and his framework has left a lasting mark
on OB.
20

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5-21
LO 8
The Global Leadership and Organizational Behavior
Effectiveness (GLOBE) began updating Hofstede’s research
with data from 825 organizations and 62 countries.
Variables similar to Hofstede
Assertiveness
Future orientation (similar to Long-term vs Short-term
orientation)
Gender differentiation (similar to Masculinity vs Femininity)
The Global Leadership and Organizational Behavior
Effectiveness (GLOBE) began updating Hofstede’s research
with data from 825 organizations and 62 countries. It uses
variables similar to Hofstede including Assertiveness, Future
orientation (similar to Long-term vs Short-term orientation),
Gender differentiation (similar to Masculinity vs Femininity).
There are more.
21
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5-22
LO 8
Uncertainly avoidance
Power distance
Individualism/collectivism
In-group collectivism
Performance orientation

Humane orientation
Additional variables included in GLOBE are Uncertainly
avoidance, Power distance, Individualism/collectivism, In-group
collectivism, Performance orientation (the degree to which a
society encourages and rewards group members for performance
improvement and excellence), and Humane orientation (which is
the degree to which a society encourages and rewards group
members for performance improvement and excellence).
22
Summary and Implications
for Managers
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5-23
Big Five provides a meaningful way for managers to examine
personality
Managers’ keys
Screening job candidates for high conscientiousness
Factors such as job demands, the degree of required interaction
with others, and the organization’s culture are examples of
situational variables that moderate the personality–job
performance relationship.
LO 8
Under the category of Personality, we looked at the Big Five
Traits. The Big Five provides a meaningful way for managers to
examine personality Managers’ key for the application of the
Big Five include Screening job candidates for high
conscientiousness, as well as the other Big Five traits
depending on the criteria an organization finds most important,

should pay dividends. Of course, managers still need to take
situational factors into consideration. Factors such as job
demands, the degree of required interaction with others, and the
organization’s culture are examples of situational variables that
moderate the personality–job performance relationship.
23
for Managers
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5-24
You need to evaluate the job, the work group, and the
organization to determine the optimal personality fit.
Other traits, such as core self-evaluation or narcissism, may be
relevant in certain situations, too.
Although the MBTI has been widely criticized, it may have a
place in organizations.
LO 8
You need to evaluate the job, the work group, and the
organization to determine the optimal personality fit. Other
traits, such as core self-evaluation or narcissism, may be
relevant in certain situations, too. Although the MBTI has been
widely criticized, it may have a place in organizations. In
training and development, it can help employees better
understand themselves, help team members better understand
each other, and open up communication in work groups and
possibly reduce conflicts.
24
for Managers

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5-25
Knowledge of an individual’s value system can provide insight
into what makes the person “tick.”
Employees’ performance and satisfaction are likely to be higher
if their values fit well with the organization.
The person who places great importance on imagination,
independence, and freedom is likely to be poorly matched with
an organization that seeks conformity from its employees.
LO 8
Our discussion of Values found that knowledge of an
individual’s value system can provide insight into what makes
the person “tick.” Employees’ performance and satisfaction are
likely to be higher if their values fit well with the organization.
The person who places great importance on imagination,
independence, and freedom is likely to be poorly matched with
an organization that seeks conformity from its employees.
25
for Managers
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5-26
Managers are more likely to appreciate, evaluate positively, and
allocate rewards to employees who fit in, and employees are
more likely to be satisfied if they perceive they do fit in.
This argues for management to seek job candidates who have
not only the ability, experience, and motivation to perform but
also a value system compatible with the organization’s.
LO 8

Managers are more likely to appreciate, evaluate positively, and
allocate rewards to employees who fit in, and employees are
more likely to be satisfied if they perceive they do fit in. This
argues for management to seek job candidates who have not
only the ability, experience, and motivation to perform but also
a value system compatible with the organization’s.
26
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5-27
27
The lab will consist of building a state machine that counts from
0 to 9 and wraps back around to 0 -- a BCD (decimal) counter.
.

Lab #4:
Part A) Required: Design and simulate a decimal counter using
the VHDL test bench file genericclocktest.vhw above. Design
and simulate your decimal (BCD) counter schematic in a
separate project. You should then load and test each of your
labs 2, 3 and BCD counter schematic designs in the logic board
by themselves. Then create a new, hierarchical project design.
First create a top level schematic. You could start from the
"wires" project, and add schematics to the design by using the
"add source" in ISE. Then use the design utility to make each of
the designs into a schematic symbol. The top level schematic
will be your block diagram, and each block will be the symbol
corresponding to a given schematic. Once your BCD counter
simulation is working, add the BCD to seven segment decoder
from lab #2 to this project to display the count on the seven
segment LED: 0 1 2 3 4 5 6 7 8 9 0 1 2 3 4 5... You can test
your counter using the 2Hz clock from the clock divider in the
HelloWorld project to drive the clock input of your decimal
counter. The final part of the Lab 4 design will be your BCD
counter feeding your BCD to Red ID converter feeding your
BCD to seven segment decoder. When the combination runs in
the board, it will display your Red ID number continuously, one
digit at a time.
I have the seven segment decoder and the bcd counter designs.
i have also the test bench file.
15th Ed
Emotions and Moods
Prentice Hall

4-1
Robbins and Judge
Chapter 4
Chapter 4 introduces us the the concepts of emotions and moods
and their effects on Organizational Behavior. These are
concepts that have only recently received increased attention in
research and practice. Here we will see the results of study and
new applications to help make the work place more successful.
1
Differentiate emotions from moods and list the basic emotions
and moods.
Discuss whether emotions are rational and what functions they
serve.
Identify the sources of emotions and moods.
Show the impact emotional labor has on employees.
Describe affective events theory and identify its applications.
Contrast the evidence for and against the existence of emotional
intelligence.
Be able to identify strategies for emotion regulation and their
likely effects.
Apply concepts about emotions and moods to specific OB
issues.
Prentice Hall
4-2

We begin this chapter with a definition of the seven learning
objectives defined for chapter’s contents. We will discuss each
of these in some detail.
2
Differentiate Emotions from Moods,
List the Basic Emotions and Moods
Prentice Hall
4-3
LO 1
The “Myth of Rationality”
Emotions were seen as irrational
Managers worked to make emotion-free environments
View of Emotionality
Emotions were believed to be disruptive
Emotions interfered with productivity
Only negative emotions were observed
Now we know emotions can’t be separated from the workplace
Why Were Emotions Ignored in OB?
As mentioned, emotions and moods were dismissed by OB for a
long time. One of the primary reasons was the “Myth of
Rationality” that suggested that OB comprised rational concepts
and applications and emotions and moods were seen as highly
irrational. Emotions were thought to be disruptive of
organizational activity and decreased productivity. Because they
were perceived as irrational the belief was that they were
unpredictable and therefore not easily influenced. We now know
this is untrue.
3

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4-4
LO 1
Insert Exhibit 4-1
Affect is a generic term that covers a broad range of feelings
people experience. This includes both emotions and moods.
Emotions are intense feelings that are directed at someone or
something. Moods are the feelings that tend to be less intense
than emotions and that lack a contextual stimulus.
4
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4-5
LO 1
While not universally accepted, there appear to be six basic
emotions:
Anger
Fear
Sadness
Happiness
Disgust
Surprise

Not all psychologists agree; however, there do seem to be six
basic emotions that emerge in studies: anger, fear, sadness,
happiness, disgust, surprise. All other emotions fall under these
six. So, sometimes as many as twelve emotions are identified.
5
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4-6
LO 1
May even be placed in a spectrum of emotion:
Happiness
Surprise
Fear
Sadness
Anger
Disgust
Some psychologists even place these basic six on a spectrum of
emotion. These range from Happiness to Surprise to Fear to
Sadness to Anger and to Disgust. This continuum suggests that
a person moves from left to right and back as he or she
experiences emotions during the day. And the emotions
transition from one to the next. For example, a person can feel
Happiness. Or may feel Surprise/Happiness or may be merely
Surprised.
6
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4-7

LO 2
Insert Exhibit 4-2
Discuss Whether Emotions Are Rational
and What Functions They Serve
Our basic moods carry positive and negative affects, they
cannot be neutral. Emotions are grouped into general mood
states. These states impact how employees perceive reality and
thereby the moods can impact the work of employees.
7
Prentice Hall
4-8
LO 2
Discuss Whether Emotions Are Rational
and What Functions They Serve
Decision-Making
Thinking
Feeling
There are some who think that emotions are linked to
irrationality and that expressing emotions in public may be
damaging to your career or status. However, research has
shown that emotions are necessary for rational thinking. They
help us make better decisions and help us understand the world
around us. If we are going to make decisions, we need to
incorporate both thinking and feeling.

8
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4-9
LO 3
Personality
There is a trait component – affect intensity
Day and Time of the Week
There is a common pattern for all of us
Happier in the midpoint of the daily awake period
Happier toward the end of the week
Identify the Sources of
Emotions and Moods
There are many things that impact our mood and emotions.
Personality is a key component and will definitely impact the
intensity of the emotions we feel. The day and time of the week
is a common pattern for all of us. Many are happier toward the
end of the week.
9
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4-10
LO 3
Emotions and Moods
Insert Exhibit 4-3
In Exhibit 4-3 we can see what research has found as the effect

of the day of the week on emotions. As the day week
progresses, positive affects of emotions increases while
negative affects decrease. So positive emotions are considerable
higher toward the end of the week than they are at the
beginning.
10
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4-11
LO 3
Emotions and Moods
Insert Exhibit 4-4
Exhibit 4-4 shows the results of research that has found patters
in the daily experience in emotional changes. Positive emotions
have their greatest affect during the afternoon before decreasing
into the evening. This suggests that afternoon activity can be
the most productive as affected by emotions.
11
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4-12
LO 3
Weather
Illusory correlation – no effect
Stress
Even low levels of constant stress can worsen moods
Social Activities
Physical, informal, and dining activities increase positive

moods
Emotions and Moods
Weather is thought to have an impact on our emotions, but there
is no proven effect. Stress is an important factor and even at
low levels it can cause our mood to change. It is important to
maintain a low level of stress to help us control our
psychological as well as our physical health. Social activities
have been shown to have a positive impact on our moods. This
could be physical outlets such as playing in a basketball league
or it can be going out to dinner with friends. These types of
activities are found to have a positive impact on our mood.
12
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4-13
LO 3
Sleep
Poor sleep quality increases negative affect
Exercise
Does somewhat improve mood, especially for depressed people
Emotions and Moods
Some additional sources of emotion and mood include such
factors as sleep and exercise. It is important to get enough and
high-quality levels of sleep. Physical activity can also aid in
keeping our moods upbeat.
13

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LO 3
Age
Older folks experience fewer negative emotions
Sex
Women tend to be more emotionally expressive, feel emotions
more intensely, have longer-lasting moods, and express
emotions more frequently than do men
Due more to socialization than to biology
Emotions and Moods
Some characteristics that are beyond our control can impact our
moods, such as age and sex. Elderly people tend to have fewer
negative emotions. And, women tend to express their emotions
readily and their moods tend to last longer. Research has shown
that this is due more to cultural socialization than to biology.
14
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4-15
LO 4
Emotional Labor-An employee’s expression of organizationally
desired emotions during interpersonal transactions at work.
Emotional Dissonance:
Employees have to project one emotion while simultaneously
feeling another

Can be very damaging and lead to burnout
Show the Impact Emotional Labor Has on Employees
In many jobs there is an implied agreement on the types of
emotions that should be expressed. For example, waitresses are
supposed to be friendly and cheerful, whether they are currently
feeling that emotion or not. When employees don’t feel the
emotion they are required to express, they may experience
emotional dissonance. This can lead to burnout and frustration
with the job.
15
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4-16
LO 4
Types of Emotions:
Felt: the individual’s actual emotions
Displayed: required or appropriate emotions
Surface Acting: Hiding one’s inner feelings and forgoing
emotional expressions in response to display rules.
Deep Acting: Trying to modify one’s true inner feelings based
on display rules.
Show the Impact Emotional Labor Has on Employees
An employee’s actual emotions are their felt emotions and this
is in contrast to the emotions that are required or deemed
appropriate, which are called displayed emotions. There are
two levels of displayed emotions that can be expressed. They
are both appropriately called acting. Surface acting is when an

employee displays the appropriate emotions even when they
don’t feel those emotions. Deep acting is when the employee
actually changes their internal feelings to match displayed
rules; this level of acting can be very stressful.
16
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4-17
LO 5
Describe Affective Events Theory and Identify Its Applications
Insert Exhibit 4-5
Affective Events Theory demonstrates that employees react
emotionally to things that happen to them at work and this can
influence their job performance and job satisfaction. The
intensity of these responses will be based on emotion and mood.
17
Describe Affective Events Theory
and Identify Its Applications
An emotional episode is actually the result of a series of
emotional experiences triggered by a single event
Current and past emotions affect job satisfaction
Emotional fluctuations over time create variations in job
performance
Emotion-driven behaviors are typically brief and variable
Both negative and positive emotions can distract workers and
reduce job performance
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4-18

LO 5
AET has a number of implications. When an employee has an
emotional episode, it is actually the result of a series of
emotional experiences that are triggered by a single event. Your
job satisfaction is impacted by current and past emotions. As
your emotions fluctuate over time, it will create variations in
job performance. Behaviors that are driven by emotions are
typically brief and variable. Both positive and negative
emotions can distract workers and reduce job performance.
18
Describe Affective Events Theory
and Identify Its Applications
Emotions provide valuable insights about behavior
Emotions, and the events that cause them, should not be ignored
at work; they accumulate
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4-19
LO 5
In summary, emotions do provide very valuable information and
predict factors about behavior. In addition, it is important not
to ignore minor events as they will accumulate over time.
19
Contrast the Evidence
For and Against the Existence
of Emotional Intelligence
Emotional Intelligence is a person’s ability to:
Be self-aware
Recognizing own emotions when experienced

Detect emotions in others
Manage emotional cues and information
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4-20
LO 6
Emotional Intelligence is a person’s ability to be self–aware,
that is, recognizing his or her own experienced emotions and to
understand them. More significantly is the ability to observe
and detect emotion in others. And to regulate the emotions in a
cascading relationship.
20
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4-21
LO 6
Insert Exhibit 4-6
Exhibit 4-6 illustrates the “Cascading Model of Emotional
Intelligence.” Here we see the suggested relationship between
Conscientiousness. Cognitive, and Emotional Affects and the
outcomes of detecting others’ emotions, understanding what
they mean, and regulating the emotions successfully.
21

EI is controversial and not wholly accepted
Case for EI:
Intuitive appeal;
Predicts criteria that matter;
Is biologically-based.
Prentice Hall
4-22
LO 6
Although Emotional Intelligence (EI) is a growing area of study
and is becoming increasingly important in the understanding of
individual behavior, it remains controversial. In a case For EI
and its importance can be summarized as having intuitive appeal
for its significance, that it and predict behavior, and that it is
biologically-based.
22
EI is controversial and not wholly accepted
Case against EI:
Too vague a concept;
Can’t be measured;
Its personality by a different name.
Prentice Hall
4-23
LO 6

On the other hand, the case against EI as a distinct area of study
includes the vagueness as a concept, the difficulty in find direct
measures or adequate surrogates to define it, and that to many
detractors, it appears that EI is merely personality
characteristics by a different name.
23
Be Able to Identify Strategies
for Emotion Regulation
and Their Likely Effects
Emotion regulation is to identify and modify the emotions you
feel.
Strategies to change your emotions include thinking about more
pleasant things, suppressing negative thoughts, distracting
yourself, reappraising the situation, or engaging in relaxation
techniques.
Prentice Hall
4-24
LO 6
A newly defined process is Emotional Regulation. This is
described as the process of indentifying and modifying emotions
you feel. Strategies to change your emotions include trying to
think about more pleasant things different from the situation,
distracting yourself with some other activity. Consciously
reappraising the situation or engaging in relaxation techniques,
such a yoga or exercise.
24
Apply Concepts About Emotions
and Moods to Specific OB Issue
Selection

EI should be a hiring factor, especially for social jobs.
Decision Making
Positive emotions can lead to better decisions.
Creativity
Positive mood increases flexibility, openness, and creativity.
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4-25
LO 7
One of the reasons that the study of emotions and moods is its
applications to specific OB issues. These include the personnel
selection processes where EI should be a hiring factor to ensure
employee fit. EI and its control can lead to better decisions for
the organization. And positive Emotions can open up innovation
and creativity in applications for organizational productivity.
25
Motivation
Positive mood affects expectations of
success; feedback amplifies this effect.
Leadership
Emotions are important to acceptance of
messages from organizational leaders.
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4-26
LO 7

Positive mood affects expectations of success by all people
which contributes to their motivation for performance.
Leadership is affected by mood and emotion as those in positive
emotional state are found to be more receptive of messages from
leaders.
26
Negotiation
Emotions, skillfully displayed, can
affect negotiations
Customer Services
Emotions affect service quality delivered to
customers which affects customer relationships
Emotional Contagion: “catching” emotions
Job Attitudes
Can carry over to home, but dissipate overnight
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4-27
LO 7
Emotions, both those held and those displayed, are effective
contributors to negotiation as the potential impact of displayed
emotion on negotiation is large. Emotions affect customer
service in a number of ways ranging from attitude of employee,
communication effectiveness with customer, to overall feeling
about the outcome. Research has found that people who are on
an emotional high at the end of a day take the positive feelings
home with them.
27

Deviant Workplace Behaviors
Negative emotions lead to employee deviance
(actions that violate norms and
threaten the organization)
Safety and Injury at Work
Don’t do dangerous work when in a bad mood
Manager’s Influence
Leaders who are in a good mood, use humor, and
praise employees increase positive moods
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4-28
LO 7
Negative emotions can lead to Deviant Workplace Behaviors.
These are actions that violate norms and threaten the
organization. In addition, research has found that workers asked
to do dangerous work while in negative emotional states are
more likely to have accidents. And lastly, managers who are in
a good mood tend to use humor and praise to employees that
results in increased positive mood among employees.
28
Managerial Implications
Emotions and moods are a natural part of an
individual’s makeup.
Ignoring co-workers’ and employees’ emotions and
assessing others’ behavior as if they were
completely rational is wrong.
“You can’t divorce emotions from the workplace
because you can’t divorce emotions from people.”
Managers who understand the roles of emotions and
moods will significantly improve their ability

to explain co-workers’ and employees’ behaviors.
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4-29
To summarize the managerial implications of this chapter, we
can say that emotions and moods are a natural part of an
individual’s makeup. Managers who ignore some workers’
emotions while addressing others creates a sense of unfair
treatment that has implications for job productivity. One
observer said, “You can’t divorce emotions from the workplace
because you can’t divorce emotions from people.” So, managers
who understand the roles of emotions and moods will find their
abilities to explain and predict coworker behaviors more
effectively.
29
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30
15th Ed
Attitudes and Job Satisfaction
Prentice Hall
3-1
Robbins and Judge
Chapter 3
Chapter 3 is a focus on Attitudes and Job Satisfaction.
Managers should be interested in their employees’ attitudes
because attitudes give warnings of potential problems and
influence behavior. Creating a satisfied workforce is hardly a
guarantee of successful organizational performance, but
evidence strongly suggests that whatever managers can do to
improve employee attitudes will likely result in heightened
organizational effectiveness. Let’s begin with the Learning
Objectives of this chapter.
1
Contrast the three components of an attitude.

Summarize the relationship between attitudes and behavior.
Compare and contrast the major job attitudes.
Define job satisfaction and show how it can be measured.
Summarize the main causes of job satisfaction.
Identify four employee responses to dissatisfaction.
Prentice Hall
3-2
The first chapter entitled “What Is Organizational Behavior,”
begins by defining eight learning objectives for the chapter.
These lay a foundation understanding for the origins of OB and
its applications in management and organizational existence.
You should focus on this chapter to ground yourself effectively
as a starting place for the more complex and significant
concepts through the book. We will take each of these
objectives and concentrate on its presentation to ensure your
acquisition of base knowledge and competencies in OB.
2
Contrast the Three
Components of an Attitude
Prentice Hall
3-3
Evaluative statements or judgments concerning objects, people,
or events
Three components of an attitude:
The emotional or feeling segment of an attitude
The opinion or belief segment of an attitude
An intention to behave in a certain way toward someone or
something

LO 1
Attitudes are evaluative statements or judgments concerning
objects, people, or events. Attitudes are made up of three
components. The cognitive component is made up of the belief
in the way things are. The affective component is the more
critical part of the attitude as it is calls upon the emotions or
feelings. The behavioral component describes the intention to
behave in a certain way toward someone or something. These
three components work together to aid in our understanding of
the complexity of an attitude.
3
Affective
Cognitive
Behavioral
Attitude
Summarize the Relationship
Between Attitudes and Behavior
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3-4
LO 2
The attitudes people hold determine what they do.
Festinger proposed that cases of attitude following behavior
illustrate the effects of cognitive dissonance.
Cognitive Dissonance is incompatibility an individual might
perceive between two or more attitudes or between behavior and
attitudes.
Research has generally concluded that people seek consistency
among their attitudes and between their attitudes and their
behavior.
Sometimes we observe people who will change what they say so
it doesn’t contradict their behavior. When attitudes and
behaviors don’t line up, individuals will experience cognitive
dissonance. This incongruity is uncomfortable and individuals
will seek to reduce the dissonance to find consistency.
People are willing to live with some discomfort but the degree
to which this is true depends upon the importance of the
elements, how much influences the individual has in the
situation, and the rewards available.
4
Summarize the Relationship
Between Attitudes and Behavior
Prentice Hall
3-5
LO 2

Attitude
Predicts
Behavior
Mitigating Variables
Importance of the attitude
Its correspondence to behavior
Its accessibility
The presence of social pressure
Whether or not a person has had direct experience with the
behavior
The attitude/behavior relationship is stronger if it refers to
something in our direct personal experience
Some variables do moderate the relationship between attitude
and behavior. These factors include the importance of the
attitude to the person, the correspondence of the attitude to the
behavior, the accessibility of the attitude, the existence of
social pressures on behavior, and the personal and direct
experience of the attitude.
These mitigating variables will affect the ability to predict how
a certain attitude will predict behavior. The mitigating variables
must be considered in the analysis process to alter what might
be considered standard response as behavior to a specific
attitude.
5
Compare and Contrast
the Major Job Attitudes
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3-6
LO 3

Job Satisfaction
A positive feeling about the job resulting from an evaluation of
its characteristics
Job Involvement
Degree of psychological identification with the job where
perceived performance is important to self-worth
Psychological Empowerment
Belief in the degree of influence over the job, competence, job
meaningfulness, and autonomy
OB focuses our attention on a very limited number of job-
related attitudes. Most of the research in OB has been concerned
with three attitudes: job satisfaction, job involvement, and
organizational commitment. The field of Organizational
Behavior focuses on how attitudes will influence the workplace.
There are several major job attitudes we will look at throughout
the book. The first is job satisfaction, which is the positive
feeling about the job resulting from an evaluation of its
characteristics. The second is job involvement. Job
involvement looks at the degree of psychological identification
with the job. An additional job attitude is logical
empowerment, the belief in the degree of influence their work
environment, their competence, the meaningfulness of their job,
and their perceived autonomy.
6
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LO 3
Organizational Commitment
Identifying with a particular organization and its goals, while
wishing to maintain membership in the organization.
Three dimensions:
Affective – emotional attachment to organization
Continuance – economic value of staying
Normative – moral or ethical obligations
A very important job attitude is organizational commitment or
identifying with a particular organization and its goals. There
are three dimensions to this job attitude – affective, continuance
commitment, and normative.
7
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3-8
LO 3
Organizational Commitment (cont)
Has some relation to performance, especially for new
employees.
Theoretical models propose that employees who are committed
will be less likely to engage in work withdrawal even if they are
dissatisfied, because they have a sense of organizational
loyalty.

Organizational commitment has been found to have some
relationship to performance and in particular for new
employees. One distinct benefit to organizational commitment is
the likelihood that an employee will engage in work withdrawal
even if they are dissatisfied to a tolerable level, because in spite
of a feeling of dissatisfaction, the employee feels a sense of
organization loyalty.
8
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3-9
LO 3
Perceived Organizational Support (POS)
Degree to which employees believe the organization values their
contribution and cares about their well-being.
Higher when rewards are fair, employees are involved in
decision making, and supervisors are seen as supportive.
High POS is related to higher OCBs and performance.
Perceived Organizational Support is the degree to which
employees believe the organization values their contribution
and cares about their well-being. The perception of fairness in
the employees mind is a key factor in determining employees’
willingness to work hard for the organization. In addition,
employees have a higher POS when they perceive they have
some input to decision-making processes. Employees with
strong POS perceptions have been found more likely to have
higher levels of organizational citizenship behaviors, lower
levels of tardiness, and better customer service.

9
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3-10
LO 3
Employee Engagement
The degree of involvement with, satisfaction with, and
enthusiasm for the job.
Engaged employees are passionate about their work and
company.
Employee Engagement goes beyond just job satisfaction and
includes involvement and enthusiasm for the job. Highly
engaged employees have a passion for their work and feel a
deep connection to their company. Disengaged employees have
essentially checked out—putting time but not energy or
attention into their work. Engagement becomes a real concern
for most organizations because surveys indicate that few
employees—between 17 percent and 29 percent—are highly
engaged by their work. Engagement is a very general concept,
perhaps broad enough to capture the intersection of the other
variables we’ve discussed. In other words, it may be what these
attitudes have in common.
10

Prentice Hall
3-11
LO 3
Are These Job Attitudes Really Distinct?
No: these attitudes are highly related
Variables may be redundant (measuring the same thing under a
different name)
While there is some distinction, there is also a lot of overlap
Overlap may cause confusion
There is a high degree of overlap between the different job
attitudes. If a worker has higher job satisfaction, they tend to
be more engaged and show a stronger commitment to the
organization. Researchers are looking into trying to find ways
to measure the different attitudes to get at their distinctiveness.
This overlap can cause considerable confusion when trying to
assess them.
11
Define Job Satisfaction
and Show How It Can Be Measured
Prentice Hall
3-12
LO 4
Job satisfaction
A positive feeling about a job resulting from an evaluation of
its characteristics

Two approaches for measuring Job Satisfaction are popular:
The single global rating
The summation of job facets
Job satisfaction is defined as a positive feeling about a job
resulting from an evaluation of its characteristics. This is an
important job attitude because it incorporates so many of the
other measures. There are multiple ways to measure job
satisfaction, but the most accurate way is to ask the question if
people are satisfied in their jobs and provide them with a scale
to report their degree of satisfaction. The single global rating is
a response to one question, such as “All things considered, how
satisfied are you with your job?” Respondents circle a number
between 1 and 5 on a scale from “highly satisfied” “highly
dissatisfied.” The second method, the summation of job facets,
is more sophisticated. It identifies key elements in a job such as
the nature of the work, supervision, present pay, promotion
opportunities, and relations with coworkers.
12
Define Job Satisfaction
and Show How It Can Be Measured
Prentice Hall
3-13
LO 4
Insert Exhibit 3.2

Most people are satisfied with their jobs in the developed
countries surveyed. Research shows that over the past 30 years,
the majority of U.S. workers have been satisfied with their jobs.
As shown in Exhibit 3-2, people have typically been more
satisfied with their jobs overall, with the work itself, and with
their supervisors and co-workers than they have been with their
pay and with promotion opportunities. Workers do seem to be
less satisfied with their pay and promotion opportunities.
13
Summarize the Main
Causes of Job Satisfaction
Prentice Hall
3-14
LO 5
Pay influences job satisfaction only to a point.
After about $40,000 per year (in the U.S.), there is no
relationship between amount of pay and job satisfaction.
Money may bring happiness, but not necessarily job
satisfaction.
Pay has an influence on job satisfaction but not as much as one
might think. Typically, once a worker exceeds $40,000 per
year, pay has limited impact on the level of satisfied workers.
14
Summarize the Main

Prentice Hall
3-15
LO 5
Insert Exhibit 3-22
Insert Exhibit 3-3
Interesting jobs that provide training, variety, independence,
and control satisfy most employees. There is also a strong
correspondence between how well people enjoy the social
context of their workplace and how satisfied they are overall.
Interdependence, feedback, social support, and interaction with
co-workers outside the workplace are strongly related to job
satisfaction even after accounting for characteristics of the work
itself.
15
Summarize the Main
Prentice Hall
3-16
LO 5
Insert Exhibit 3-22
Insert Exhibit 3-4
For people who are poor or who live in poor countries, pay does

correlate with job satisfaction and overall happiness. But once
an individual reaches a level of comfortable living (in the
United States, that occurs at about $40,000 a year, depending on
the region and family size), the relationship between pay and
job satisfaction virtually disappears. Money does motivate
people, as we will discover in Chapter 6. But what motivates us
is not necessarily the same as what makes us happy. Maybe your
goal isn’t to be happy. But if it is, money’s probably not going
to do much to get you there.
16
Summarize the Main
Personality also plays a role in Job Satisfaction.
People who have positive core self-evaluations, who believe in
their inner worth and basic competence are more satisfied with
their jobs than those with negative core self-evaluations.
Those with negative core self-evaluations set less ambitious
goals and are more likely to give up when confronting
difficulties.
Prentice Hall
3-17
LO 5
Insert Exhibit 3-22
Personality also plays a role in Job Satisfaction. Research has
shown that people who have positive core self-evaluations who
believe in their inner worth and basic competence—are more
satisfied with their jobs than those with negative core self-
evaluations. Not only do they see their work as more fulfilling

and challenging, they are more likely to gravitate toward
challenging jobs in the first place. Those with negative core
self-evaluations set less ambitious goals and are more likely to
give up when confronting difficulties.
17
Identify Four Employee
Responses to Dissatisfaction
Prentice Hall
3-18
LO 6
Insert Exhibit 3-22
Insert Exhibit 3-5
There are a number of ways employees can express job
dissatisfaction. These include Exit: a Behavior directed toward
leaving the organization, including looking for a new position
as well as resigning. Additionally Voice is actively and
constructively attempting to improve conditions, including
suggesting improvements, discussing problems with superiors,
and some forms of union activity. Loyalty is passively, but
optimistically, waiting for conditions to improve, including
speaking up for the organization in the face of external
criticism, and trusting the organization and its management to
“do the right thing.” Lastly, Neglect involves passively
allowing conditions to worsen, including chronic absenteeism or
lateness, reduced effort, and increased error rate. Exit and
neglect behaviors encompass our performance variables—

productivity, absenteeism, and turnover. Voice and loyalty are
constructive behaviors allow individuals to tolerate unpleasant
situations or to revive satisfactory working conditions. It helps
us to understand situations, such as those sometimes found
among unionized workers, where low job satisfaction is coupled
with low turnover.
18
for Managers
Satisfied and committed employees have lower rates of
turnover, absenteeism, and withdrawal behaviors.
Managers will also want to measure job attitudes effectively so
they can tell how employees are reacting to their work.
The most important thing managers can do to raise employee
satisfaction is focus on the intrinsic parts of the job, such as
making the work challenging and interesting.
Although paying employees poorly will likely not attract high-
quality employees to the organization or keep high performers,
managers should realize that high pay alone is unlikely to create
a satisfying work environment.
Prentice Hall
3-19
Insert Exhibit 3-22
Some take-away ideas from this chapter on Attitudes and Job
Satisfaction can be excellent guidelines for management skill
development. Understanding these dimensions of Attitudes and
Job Satisfaction will permit a manger’s focus on the skills to
apply them to the employee/employer relationship. First,

satisfied and committed employees have lower rates of turnover,
absenteeism, and withdrawal behaviors. They also perform
better on the job. Second, given that managers want to keep
resignations and absences down—especially among their most
productive employees—they’ll want to do things that generate
positive job attitudes. Third, managers will also want to
measure job attitudes effectively so they can tell how employees
are reacting to their work. As one review put it, “A sound
measurement of overall job attitude is one of the most useful
pieces of information an organization can have about its
employees.” The most important thing managers can do to raise
employee satisfaction is focus on the intrinsic parts of the job,
such as making the work challenging and interesting. Lastly,
paying employees poorly will likely not attract high-quality
employees to the organization or keep high performers,
managers should realize that high pay alone is unlikely to create
a satisfying work environment.
19
Prentice Hall
3-20

20
15th Ed
Diversity in Organizations
Prentice Hall
2-1
Robbins and Judge
Chapter 2
Chapter 2 of Organizational Behavior, the 15th Edition focuses
on diversity in organizations. As the American workforce has
grown older, increased in women, opened to ethnic and cultural
differences, and embraced religious variance, the challenges to
managers and members of an organization recognize the
differences and incorporate them into more effective
relationships for greater productivity and success of the
organization. In this chapter we will learn about the types of
diversity in today’s workforce and how to prosper with it as an
important component of our responsibilities.
1

Describe the two major forms of workforce diversity
Identify the key biographical characteristics and describe how
they are relevant to OB
Recognize stereotypes and understand how they function in
organizational settings
Define intellectual ability and demonstrate its relevance to OB
Contrast intellectual from physical ability
Describe how organizations manage diversity effectively
Prentice Hall
2-2
The learning objectives of Chapter 2 can be defined in six
concepts. First is to describe the major forms or workplace
diversity. Second to identify characteristics of people and how
they are relevant to OB. Third is to recognize stereotypes and
understand how they effect organizational relationships . Fourth
is to learn a definition for intellectual ability and to understand
its relevance to OB. Fifth is to define and appreciate the
differences between intellectual and physical ability as elements
of OB concepts. And last, to describe how diversity issues are
effectively managed in organizations.
2
Describe the Two Major Forms
of Workforce Diversity
Prentice Hall
2-3
LO 1

Surface-Level Diversity
Deep-Level Diversity
Diversity Management
Everybody brings differences to an organization where they
work. These differences can create energy and excitement in
the workplace, but they can also cause conflict. So it is
important that we have an understanding of how diversity works
in organizations.
When we look at the workplace we can recognize two levels of
diversity. Surface-level diversity represents the characteristics
that are easily observed such as race, gender, age etc. Deep-
level diversity represents the aspects that are more difficult to
see at first glance such as values, personality, and work
preferences.
3
Describe the Two Major Forms
of Workforce Diversity
Prentice Hall
2-4
LO 1
Insert Exhibit 2.1
Exhibit 2-1 lists definitions and examples of different types of
discrimination (page 43). Under increasing legal scrutiny and

social disapproval, most forms have faded. This observation
and attention may have resulted in an increase in covert forms
such as incivility or exclusion. Some forms are difficult to
affect because they are unobservable. Whether intentional or
not, serious negative consequences may arise for employers.
Diversity is a broad term, and workplace diversity can describe
any characteristic that makes one person different from another.
4
Biographical Characteristics
and How Are They Relevant to OB
Age
Belief is widespread that job performance declines with
increasing age.
The workforce is aging.
U.S. legislation that, for all intents and purposes, outlaws
mandatory retirement.
Prentice Hall
2-5
LO 2
Those readily available in a personnel file
Biographical characteristics represent many of the surface-level
aspects of diversity. These are characteristics that are very easy
to identify. Biographical characteristics typically include age,
gender, and race. They can also include tenure, religion, sexual
orientation, and gender identity. Let’s look at the first, AGE.
Age is an increasingly relevant characteristic as the workforce
is aging. Older workers bring with them a wealth of knowledge
and experience, but the perception is that productivity often

declines with age. Whether this is true or not, it is a perception
people act upon and will affect the workplace. And recent
legislative actions have basically done away with mandatory
retirement at any age.
5
Sex
Few issues initiate more debates, misconceptions, and
unsupported opinions than whether women perform as well on
jobs as men do.
Few, if any, important differences between men and women
affect job performance.
Psychological studies have found women are more agreeable
and willing to conform to authority, whereas men are more
aggressive and more likely to have expectations of success, but
those differences are minor.
Prentice Hall
2-6
LO 2
The second of the biological characteristics is sex. In studying
gender in the workplace, it has been found that there are very
few differences between men and women that impact job
performance. However, women, especially those with pre-
school age children, do prefer flexible work schedules and will
seek an employer who offers options in their schedules.

6
Race and Ethnicity
Employees tend to favor colleagues of their own race in
performance evaluations, promotion decisions, pay raises.
Attitudes towards Affirmative Action
African-Americans generally do worse than whites in
employment decisions.
No statistical difference between Whites and African-Americans
in observed absence rates, applied social skills at work, or
accident rates.
Prentice Hall
2-7
LO 2
Race and Ethnicity offers little explanation for differentials in
workplace outcomes. It has been shown, however, that people
in the workplace do identify more with people like themselves
so in some cases there may be opportunities given to people
based on the fact that they are like their supervisor. In general,
research has found no significant differences in race or ethnic
backgrounds related to absence rates, applied social skills or
accident rates.
7

Disability
A person is disabled who has any physical or mental impairment
that substantially limits one or more major life activities.
The reasonable accommodation is problematic for employers.
Strong biases exist against those with mental impairment.
Prentice Hall
2-8
LO 2
A person with a disability is one who has a physical or mental
impairment that limits one or more major life activities. The
Americans with Disabilities Act of 1990 requires employers to
make “reasonable accommodation” for disabilities. Because of
its vagueness, this provision is problematic for employers. The
result is the existence of string biases against those with
disabilities, particularly mental.
8
Tenure
The issue of the impact of job seniority on job performance has
been subject to misconceptions and speculations.
Religion
Although employees are protected by U.S. federal law regarding
their religion, it is still an issue in the workplace.

Prentice Hall
2-9
LO 2
Tenure refers to the length of time people have been on the job
and is tied to seniority. Often, tenure is seen as a positive as it
signifies that people are happy with their employment because
they have remained in their job for a long period of time.
Therefore, employees with long tenure tend to be more
productive, call in sick less frequently, and don’t leave the
organization as readily.
Religion may also impact work outcomes due to religious
restrictions, such as dress and grooming. Schedules may also
conflict with the way work is typically done, such as a Muslim
worker adhering to the prayer schedule outlined in Islam.
9
Sexual orientation
Federal law does not protect employees against discrimination
based on sexual orientation.
Gender identity
Often referred to as transgender employees, this topic
encompasses those individuals who change genders.

Prentice Hall
2-10
LO 2
Those not readily available in a personnel file…
Sexual Orientation and Gender Identity are not protected by
federal law and as a result they are handled differently by most
employers. Often, these characteristics are dealt with just as if
they were protected characteristics in order to discourage
discriminatory behavior, whether it is covered by the law or not.
10
Stereotypes and How They
Function in Organizational Settings
“Discrimination” is to note a difference between things.
Unfair discrimination is assuming stereotypes about groups and
refusing to recognize individual differences.
Prentice Hall
2-11
LO 3
The concept of “discrimination” is to note differences between
things. A person who believes in differences between pizzas
made by one firm and another, and believes the differences are
significant is discriminating. Stereotyping is when differences

between things are reduced in importance and similarities are
over emphasized. For example, considering a young person as
an individual with personal likes, dislikes, attitudes and
behaviors is discriminating. Considering him or her as a
drunken, dope smoking college kid is negative stereotyping.
Stereotyping by preexisting beliefs and ideas associated with
the physical characteristics leads to unfair discrimination and
negative attitudes and feelings among workers. Recognizing
people for their abilities rather than assumptions of stereotypes
is an important part of OB and its application to the work
environment.
11
Define Intellectual Ability and
Demonstrate Its Relevance to OB
Two types
Intellectual abilities
Physical abilities
Prentice Hall
2-12
LO 4
Ability is an individual’s current capacity to perform various
tasks in a job
Ability is an individual’s capacity to perform job tasks. In
discriminating between people, two types of abilities can be
assessed. First is Intellectual abilities and second it physical

ABILITIES
12
Intellectual abilities are abilities needed to perform mental
activities—thinking, reasoning, and problem solving.
Most societies place a high value on intelligence, and for good
reason.
Prentice Hall
2-13
LO 4
Intellectual abilities are those needed to perform mental
activities. These would include abilities in critical thinking,
reasoning and problem solving. In most cultures high value is
placed on intelligence and it is easy to see why. These skills
provide solutions and actions that are positive in a culture or
society’s development.
13
Prentice Hall

2-14
LO 4
Intellectual Ability
Number Aptitude
Verbal Comprehension
Perceptual Speed
Inductive Reasoning
Deductive Reasoning
Spatial Visualization
Memory
Exhibit 2.2
The seven most frequently cited dimensions making up
intellectual abilities are number aptitude, verbal comprehension,
perceptual speed, inductive reasoning, deductive reasoning,
spatial visualization, and memory. Exhibit 2.2 describes these
dimensions. If you score high on verbal comprehension, you’re
more likely to also score high on spatial visualization. Evidence
strongly supports the idea that the structures and measures of
intellectual abilities generalize across cultures.
14
Contrast Intellectual
from Physical Ability
Physical Abilities
The capacity to do tasks demanding stamina, dexterity, strength,
and similar characteristics.
The three main categories of physical ability are…
Strength
Flexibility

And Other characteristics
Prentice Hall
2-15
LO 5
Physical abilities are needed when performance requires
physical activity to complete a task. People must have the
capacity to do tasks that demand stamina, dexterity, strength,
and similar physical abilities. There are three main categories of
physical ability – strength, flexibility and other characteristics.
15
Prentice Hall
2-16
LO 5
Insert Exhibit 2.3
.
Strength factors include dynamic strength, trunk strength, static
strength, and explosive strength. Flexibility factors include both

components of extent flexibility and dynamic flexibility. Other
strength factors include body coordination, balance, and
stamina.
16
Importance of ability at work increases difficulty in formulating
workplace policies that recognize disabilities.
Recognizing that individuals have different abilities that can be
taken into account when making hiring decisions is not
problematic.
It is also possible to make accommodations for disabilities.
Prentice Hall
2-17
LO 5
When an organization discusses abilities, it can cause difficulty
when developing policies that recognize diversity in terms of
disabilities. While it is important for the organization to strive
for diversity in the hiring process, it is important to be careful
to avoid discriminatory practices during hiring by making
generalizations about people with disabilities.

17
Describe How Organizations
Manage Diversity Effectively
Prentice Hall
2-18
LO 6
Attracting, Selecting, Developing, and Retaining Diverse
Employees
Diversity in Groups
Effective Diversity Programs
Knowing that people are different is not enough for
organizations to operate effectively with differences. Managers
must work to develop strategies to develop ways to utilize
differences to achieve work outcomes. Managers start by
attracting, selecting, developing, and retaining employees who
can operate and excel in a workplace with diverse individuals,
viewpoints, and ideas. Gaining a diverse workforce through the
selection process and developing that workforce through
organizational training and development programs will help to
provide for an environment that fosters creativity and
effectiveness by tapping into the potential of all employees.
More and more organizations are requiring employees to work

in groups. Diversity can aid in group effectiveness and it can
diminish it. Organizations must provide the tools to leverage
the differences to obtain superior performance.
Effective workforce programs that encourage diversity contain
three components. Let’s look more closely at these.
18
Describe How Organizations
Manage Diversity Effectively
Prentice Hall
2-19
LO 6
Effective Diversity Programs
Teach Legal Framework
Teach the Market Advantages
Foster the Skills and Abilities of All Workers
Effective Diversity programs have three components. They
teach managers about the legal framework for equal
employment opportunity and encourage fair treatment of all
people regardless of their demographic characteristics. They
teach managers how a diverse workforce will be better able to

serve a diverse market of customers and clients. They foster
personal development practices that bring out the skills and
abilities of all workers, acknowledging how differences in
perspective can be a valuable way to improve performance for
everyone.
Effective workforce programs that encourage diversity contain
three components. First, they teach managers about the laws
they need to follow and equal employment opportunity
requirements. Second, they help managers and employees to
see that a diverse workforce is better able to serve diverse
markets. Third, they take into account personal differences and
approach the differences as strengths that can be utilized to
enhance performance.
19
Managerial Implications and Summary
Prentice Hall
2-20
This chapter looked at diversity from many perspectives paying
particular attention to three variables—
biographical characteristics,
ability, and
diversity programs.
This chapter examines the issue of diversity in organizations by
focusing on three areas of concern…biographical
characteristics, ability and diversity programs themselves.
These three areas provide a foundation for building an
understanding of the effects that diversity has or organizations

and the people that comprise them. By acquiring an
understanding of these issues, a manager can be a more
effective leader achieving greater outcomes because of the
unifying effects of diversity applications.
20
Managerial Implications and Summary
Prentice Hall
2-21
Diversity programs
Selection
An effective selection process will improve the fit between
employees and job requirements.
Diversity Management
Diversity management must be an ongoing commitment that
crosses all levels of the organization.
Diversity programs includes emphasis on the areas of
recruitment, selection, and retention of employees. Strong
diversity programs will ensure that employees fit the
organization and its job requirements to provide a basis for
more effective job satisfaction and productivity. But the fit
must be determined equally and fairly to ensure the solid
relationship among employees.
IN order to accomplish this, the diversity management in the
organization must by a commitment of all levels of management
and across all functions of the organization. Lead by example to
get the best from your organizational situation.
21

Prentice Hall
1-22
22
15th Ed
What Is Organizational Behavior?
Prentice Hall
1-1
Robbins and Judge
Chapter 1

Welcome to this Organizational Behavior course that uses the
15th edition of the textbook, Organizational Behavior by
Robbins and Judge. This is considered among the most widely
used OB textbooks in the world. Robbins and Judge are
recognized as definitive aggregators of OB concepts,
applications and practices. The course and this book will
provide you with a resource that will benefit you throughout
your degree program and your professional life.
1
Demonstrate the importance of interpersonal skills in the
workplace.
Describe the manager’s functions, roles and skills.
Define organizational behavior (OB).
Show the value to OB of systematic study.
Identify the major behavioral science disciplines that contribute
to OB.
Demonstrate why few absolutes apply to OB.
Identify the challenges and opportunities managers have in
applying OB concepts.
Compare the three levels of analysis in this book’s OB model.
Prentice Hall
1-2
The first chapter entitled “What is Organizational behavior,”
begins by defining eight learning objectives for the chapter.
These lay a foundation understanding for the origins of OB and

its applications in management and organizational existence.
You should focus on this chapter to ground yourself effectively
as a starting place for the more complex and significant
concepts through the book. We will take each of these
objectives and concentrate on its presentation to ensure your
acquisition of base knowledge and competencies in OB.
2
Demonstrate the Importance of
Interpersonal Skills in the Workplace
Understanding OB helping to determine manager effectiveness
Leadership and communication skills that are critical as a
person progresses in a career
Lower turnover of quality employees
Higher quality applications for recruitment
Better financial performance
Prentice Hall
1-3
LO 1
Interpersonal Skills Result In…
Managers need a whole cadre of skills to create a productive
workplace, including technical and quantitative skills.
However, leadership and communication skills are critical to
organizational success. When managers have solid
interpersonal skills, there are positive work outcomes for the
organization. These outcomes include lower turnover of strong
employees, improved recruitment pools for filling employment
positions, and a better bottom line.
3

Describe the Manager’s
Functions, Roles And Skills
Manager: Someone who gets things done through other people
in organizations.
Organization: A consciously coordinated social unit composed
of two or more people that functions on a relatively continuous
basis to achieve a common goal or set of goals.
Planning, organizing, leading, and controlling are the most
often studied.
Mintzberg concluded that managers perform ten different,
highly interrelated roles or sets of behaviors attributable to their
jobs.
Prentice Hall
LO 2
i1-4
A Manager is someone in the organization who gets things done
through the efforts of other people. It is important to keep in
mind that an organization is defined as a social entity comprised
of two or more people and can be found at any level within the
organization. Henri Fayol of France originally defined the
functions of management that became the cornerstone for
management study for almost 100 years. These functions are
currently defined as planning, organizing, leading and
controlling. When thinking about these functions one realization
comes forward. They all involve the interpersonal skills of
communication for their effective implementation. And. Henry
Mintzberg, no you do not have to be named Henry to be a
management theorist, looked at management differently when he
defined the 10 roles of managers. Again, think on these roles
and you will find that they again involve implementation
through the interpersonal skills of communication.

4
Prentice Hall
1-5
LO 2
Insert Exhibit 1.1
In fact, if you look at the three categories of roles suggested by
Mintzberg following his research, you’ll note the distribution of
communication and interpersonal skills such as tact, diplomacy,
and the like, focusing on both internal and external audiences in
the role’s activities. For this reason, developing the
interpersonal skills introduced in this course are essential to the
professional development of young professionals. It is essential
to managerial success.
5
Management Skills
Technical Skills--The ability to apply specialized knowledge or
expertise. All jobs require some specialized expertise, and many
people develop their technical skills on the job.
Human Skills--Ability to work with, understand, and motivate
other people, both individually and in groups, describes human
skills.
Conceptual Skills--The mental ability to analyze and diagnose
complex situations.

Prentice Hall
LO 2
1-6
A study published in the Harvard Business Review in 1960 and
in continuing studies throughout the 1980s, three types of skills
were attributed to managerial activity. These skills were found
to be applied in different ratios depending on the managerial
level in the organization. The underlying message here is that
young professionals are hired for what they do and veteran
professionals are hired for what they think. This is why we have
the phenomenon of a CEO from one industry’s company being
hired as the CEO of a company in a completely different
industry.
6
Effective Versus
Successful Managerial Activities
Luthans and associates found that all managers engage in four
managerial activities.
Traditional management.
Communication.
Human resource management.
Networking.
Prentice Hall
LO 2
1-7
Luthans and his research associates found the managers engage
in four managerial activities. The activities are defined as

Traditional management which is decision making, planning,
and controlling. The average manager spent 32 percent of his or
her time performing this activity. Communication is exchanging
in routine information and processing paperwork. The average
manager spent 29 percent of his or her time performing this
activity. Human resource management includes motivating,
disciplining, managing conflict, staffing, and training. The
average manager spent 20 percent of his or her time performing
this activity. Networking is socializing, politicking, and
interacting with outsiders. The average manager spent 19
percent of his or her time performing this activity
7
Effective Versus
Successful Managerial Activities
Prentice Hall
LO 2
1-8
Insert Exhibit 1.2
Managers who were high performing in these activities were
found to be fast- tracked through organizational promotion.
8
Define
“Organizational Behavior” (OB)
OB is a field of study that investigates the impact that
individuals, groups, and structure have on behavior within
organizations for the purpose of applying such knowledge
toward improving an organization’s effectiveness.

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