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MBA 635 chapter 4
1.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 4 ©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Attitude, Emotions, and Ethics
2.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objectives ©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 1 Explain the ABC model of an attitude. 2 Describe how attitudes are formed. 3 Identify sources of job satisfaction and commitment and suggest tips for managers to help build these two attitudes among their employees. 4 Distinguish between organizational citizenship and workplace deviance behaviors. 5 Identify the characteristics of the source, target, and message that affect persuasion. 2
3.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. Learning Objectives continued ©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. 6 Discuss the definition and importance of emotions at work. 7 Justify the importance of emotional contagion at work. 8 Contrast the effects of individual and organizational influences on ethical behavior. 9 Discuss how value systems, locus of control, Machiavellianism, and cognitive moral development influence ethical behavior. 3
4.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Attitude • Attitude: a psychological tendency expressed by evaluating a particular entity with some degree of favor or disfavor • Attitudes are linked to behavior • Individuals do not have an attitude until they respond to an entity on an affective, cognitive, or behavioral basis 4
5.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ The ABC Model • The emotional component of attitude Affect • The intent to behave in a certain way toward an object or person Behavioral intention • A person’s thoughts, perceptions, or beliefs Cognition 5
6.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ 6
7.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Attitude Formation Direct experience Social learning Attitudes 7
8.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Social Learning • In social learning the family, peer groups, religious organizations, and culture shape an individual’s attitudes indirectly • Substantial social learning occurs through modeling when • The learner focuses attention on the model • The learner retains what was observed through a verbal code or symbolic rehearsal • The learner practices the behavior • The learner is motivated to learn from the model 8
9.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Attitudes and Behavior The degree to which attitude predicts behavior depends on • Attitude specificity • Attitude relevance • Timing of measurement • Personality factors • Social constraints Cognitive dissonance: the tension produced when attitudes and behavior conflict 9
10.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Work Attitudes • Directly or indirectly, attitudes affect work behavior • Key attitudes of interest to managers include • Job satisfaction • Organizational commitment 10
11.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Job Satisfaction Job satisfaction: a pleasurable or positive emotional state resulting from the appraisal of one’s job or job experiences 11 Pay The work Promotion opportunities Supervision Coworkers
12.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Organizational Citizenship Behavior • Organizational citizenship behavior (OCB): voluntary behavior above and beyond the call of duty • Satisfied workers are more likely to want to give something back to the organization • Individuals who identify strongly with the organization are more likely to perform OCBs 12
13.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Workplace Deviance Behavior • Workplace deviance behavior (WDB): counterproductive behavior that violates organizational norms and causes harm to others or the organization • Layoffs or a perception of unfairness at work can cause WDB • Positive attitudes about the work environment lead to reduced deviance 13
14.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Organizational Commitment Organizational commitment: the strength of an individual’s identification with an organization 14 Affective Continuance Normative
15.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Affective Commitment • Affective commitment: an employee’s intention to remain in an organization because of a strong desire to do so • This consists of three factors: • A belief in the goals and values of the organization • A willingness to put forth effort on behalf of the organization • A desire to remain a member of the organization 15
16.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Continuance and Normative Commitment • Continuance commitment: an employee’s tendency to remain in an organization because he or she cannot afford to leave • Normative commitment: a perceived obligation to remain with the organization 16
17.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Changing Attitudes: Persuasion Through persuasion, one individual (the source) tries to change the attitude of another person (the target) 17 THE SOURCE INFLUENCES THE ATTITUDE OF THE TARGET
18.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ The Persuasion Process Certain characteristics of the source, target, and message affect the persuasion process 18 Source Characteristics • Expertise • Trustworthiness • Attractiveness Target Characteristics • Self-esteem • Attitudes • Mood Message Characteristics • Intent • Emotional tone • Nonverbal cues
19.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ 19
20.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Emotions and Moods at Work • Emotions: discrete and fairly short-lived feelings with a specific, known cause • Moods: feeling states that are more enduring than emotions and have no clear cause • Moods, emotions, and cognitions are intertwined and all three are normal parts of human functioning and decision making 20
21.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Emotions • Employees have to cope with both positive and negative events at work daily; these events, in turn, lead to emotions • Positive emotions produce • Better cognitive functioning • Physical and psychological health • Coping mechanisms • Overall, people who experience positive emotions are more successful and report higher life satisfaction 21
22.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Moods Moods are generally regarded as either positive or negative 22 Positive Mood • Better work performance • Organizational citizenship behavior • Decrease in deviance Negative Mood • More turnover • Higher absenteeism • Increase in altruistic behavior
23.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Emotions in the Workplace • Emotional contagion: a dynamic process through which the emotions of one person are transferred to another either consciously or unconsciously through nonverbal channels • Emotional intelligence: the ability to recognize and manage emotion in oneself and in others • Emotional labor: the work employees do to control their feelings and expression of emotions at work 23
24.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Ethical Behavior Ethics • The study of moral values and moral behavior Ethical behavior • Acting in ways consistent with one’s personal values and the commonly held values of the organization and society 24
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All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ 25
26.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ 26
27.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Ethical Decision Making Ethical decision making requires three qualities: • The competence to identify ethical issues and evaluate the consequences of alternative courses of action • The self-confidence to seek out different opinions about the issue and decide what is right in that situation • Tough-mindedness and the willingness to make decisions when all that needs to be known cannot be known and when the ethical issue has no established, unambiguous solution 27
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©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Values Values: enduring beliefs that a specific mode of conduct or end state of existence is personally or socially preferable to an opposite or converse mode of conduct or end state of existence Because values are general beliefs about right and wrong, they form the basis for ethical behavior 28
29.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Instrumental and Terminal Values 29 Terminal values – values that represent the goals to be achieved, or the end states of existence Examples: ambition, honesty, self-sufficiency, courage Examples: happiness, love, pleasure, self-respect, freedom Instrumental values – values that represent the acceptable behaviors to be used in achieving some end state
30.
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All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ 30
31.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Work Values • Achievement (career advancement) • Concern for others (compassionate behavior) • Honesty (providing accurate information) • Fairness (impartiality) 31
32.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Managing Diverse Values • Learn more about the values of other peoples • Avoid prejudging the business customs of others as immoral or corrupt • Find legitimate ways to operate within others’ ethical points of view and don’t demand that they operate within your value system • Avoid rationalizing “borderline” actions • Refuse to do business when stakeholder actions violate or compromise laws or fundamental organizational values • Conduct relationships as openly and aboveboard as possible 32
33.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Locus of Control • People with an internal locus of control believe that they control events in their lives and they are responsible for what happens to them • People with an external locus of control believe that outside forces such as fate, chance, or other people control what happens to them • Internals make more ethical decisions than externals 33
34.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Machiavellianism • Machiavellianism: a personality characteristic indicating a willingness to do whatever it takes to get one’s own way • It is better to be feared than loved • The ends justify the means • More likely to engage in ethically questionable behavior 34
35.
©2013 Cengage Learning.
All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ Cognitive Moral Development •Stage 1: obeys rules to avoid punishment •Stage 2: follows rules if it is in one’s best interest Premoral level •Stage 3: tries to live up to expectations •Stage 4: recognizes laws of larger society Conventional level •Stage 5: acts based on principles of justice and rights •Stage 6: follows self- selected ethical principles Principled level 35
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All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part.©2013 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. ^ ^ ^ Chapter 4: Reflect & Discuss The Emperor’s Club Video Clip • Does William Hundert describe a specific type of life that one should lead? If so, what are its elements? • Does Sedgewick Bell lead that type of life? At what level of cognitive moral development do you perceive Sedgwick Bell? Support your response with specific moments in the film scene. • What consequences or effects do you predict for Sedgewick Bell because of the way he chooses to live his life? 36