MBA 635 chapter 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.
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

Learning Objectives
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

Learning Objectives continued
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

©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

^
^
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

^
^
Attitude Formation
Direct
experience
Social
learning
Attitudes
7

^
^
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

^
^
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

^
^
Work Attitudes
• Directly or indirectly, attitudes affect work
behavior
• Key attitudes of interest to managers include
• Job satisfaction
• Organizational commitment
10

^
^
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

^
^
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

^
^
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

^
^
Organizational Commitment
Organizational commitment: the strength of
an individual’s identification with an
organization
14
Affective Continuance Normative

^
^
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

^
^
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

^
^
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

^
^
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

^
^
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

^
^
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

^
^
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

^
^
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

^
^
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

^
^
25

^
^
26

^
^
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

^
^
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

^
^
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

^
^
Work Values
• Achievement (career advancement)
• Concern for others (compassionate
behavior)
• Honesty (providing accurate information)
• Fairness (impartiality)
31

^
^
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

^
^
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

^
^
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

^
^
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

^
^
^
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

MBA 635 chapter 4

Recommended

Recommended

More Related Content

Viewers also liked

Viewers also liked (18)

Similar to MBA 635 chapter 4

Similar to MBA 635 chapter 4 (16)

More from BHUOnlineDepartment

More from BHUOnlineDepartment (20)

Recently uploaded

Recently uploaded (20)

MBA 635 chapter 4