1114 Anxious Youth, Then and Now - NYTimes.comwww.nytime

1/1/14 Anxious Youth, Then and Now - NYTimes.com
www.nytimes.com/2014/01/01/opinion/anxious-youth-then-and-
now.html?hp&rref=opinion&pagewanted=print 1/3
December 31, 2013
Anxious Youth, Then and Now
By JON GRINSPAN
FOR years now, we’ve heard the gripes by and about
millennials, the offspring of the Great Recession, caught
between
childhood and adulthood. Their plight seems so very 21st
century: the unstable careers, the confusion of technologies, the
delayed romance, parenthood and maturity.
Many of the same concerns and challenges faced the children of
the industrial revolution, as the booms and busts of America’s
wild 19th century tore apart the accepted order.
Each New Year’s, young men and women filled their diaries
with worries that seem very familiar today: They found living
with
their parents “humiliating indeed” and felt “qualified for
nothing.” Others moaned: “I am twenty-five and not in love
yet.”
Gathering over beer or cigars, they complained about how far
they were from marriage, how often they switched jobs.
The idea that millennials are uniquely “stuck” is nonsense.
Young Victorians grasped for maturity as well, embarrassed by

the
distance between their lives and society’s expectations.
These Americans were born into an earthquake. During the
1800s America’s population exploded from 5 million to 75
million. By 1900 nearly as many people lived in New York City
as had lived in the entire country during the Revolution. The
nation went from a rural backwater to an industrial behemoth —
producing more than Britain, Germany and France combined
— but every decade the economy crashed. America saw the kind
of wild change we see today in China, and in a new society
with little to stabilize it.
For rootless 20-somethings, each national shock felt intimate,
rattling their love lives and careers. Many young adults could
not accept that their personal struggles were just ripples of a
large-scale social dislocation. So each New Year’s, they blamed
themselves. In a Jan. 1, 1859, entry in her journal, 19-year-old
Mollie Sanford, stuck on a Nebraska homestead in the middle of
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a recession, castigated herself for not being “any better than I
was one year ago.”
Romance worried them above all. Today some fret about the
changing institution of marriage, but we are used to such
adjustments; 19th-century Americans were blindsided when the
average age of marriage rose precipitously, to 26 — a level
America didn’t return to until 1990. In a world where life
expectancy hovered below age 50, delaying marriage until 26
was
revolutionary.
Cities brimmed with bachelors and unmarried ladies in their
mid-20s, once a rare sight. In their New Year’s reflections, men
and women noted that their parents had had children by their
age. One typical Union Army soldier wrote home wondering,
“Do you think I will be married before I am thirty?”
This social change brought personal turmoil, especially for
young women. Marriage meant love and family, but in a society
that discouraged ladies from working, young women were
dependent on their husbands. Remaining single meant economic
and legal instability, and the perception of childishness. When
the mother of one diarist, Emily Gillespie, scolded the
Midwestern farm girl by saying, “you are twenty years old and

not married yet,” it hardly mattered that Emily was in line with
her generation.
While some looked for love, others looked for jobs. Before the
modern era, young people found work within family networks,
laboring at home or on a farm, pausing for “elevenses” (a late-
morning whiskey break) or an afternoon nap. The industrial
economy changed that.
The good news was that there were more jobs; the bad news was
that they were isolating and temporary. Work now meant
small factories or lumber camps or railroad crews of strangers.
They were monitored like machines, with pressure to increase
productivity replacing the slower pace of preindustrial labor.
For young people this meant chronic instability. A young man
might brag about his new job one week and find himself
begging
for money from his father the next. Frustrated youths worried
that their jobs did not reflect their age or ability: One brilliant
young speaker complained about working in a cramped
Philadelphia boot factory, nailing soles when he should have
been
climbing a soapbox.
While 19th-century young adults faced many of the anxieties
that trouble 23-year-olds today, they found novel solutions. The
first was to move. Young men and women were notoriously

transient, heading out on “wander years” when life at home
seemed stalled. In one Wisconsin county, 90 percent of those
present in 1870 were gone by 1880. Most set out with no plan,
few connections and a small carpetbag of personal possessions.
Another solution was to find like-minded young adults, to share,
as one later put it in his memoir, their “baffling
discouragements and buoyant hopes.” Nineteenth-century young
people were compulsive joiners. Political movements,
literary societies, religious organizations, dancing clubs and
even gangs proliferated. The men and women who joined cared
about the stated cause, but also craved the community these
groups created. They realized that while instability was
inevitable, isolation was voluntary.
Today’s young adults are constantly rebuked for not following
the life cycle popular in 1960. But a quick look at earlier eras
shows just how unusual mid-20th-century young people were. A
society in which people married out of high school and held
the same job for 50 years is the historical outlier. Some of that
era’s achievements were enviable, but they were not the norm.
The anxieties that 19th-century young people poured into their
New Year’s diary entries are more common. Americans
considered young adulthood the most dangerous part of life, and
struggled to find a path to maturity. Those who did best
tended to accept change, not to berate themselves for breaking
with tradition. Young adults might do the same today. Stop
worrying about how they appear from the skewed perspective of
the mid-20th century and find a new home, a new stability
and a new community in the new year.
Jon Grinspan, a postdoctoral fellow at the Smithsonian Instituti
on, is writing a book on young people and 19th-century America
n
politics.

CHAPTER 2
Values and Attitudes
©McGraw-Hill Education. All rights reserved. Authorized only
for instructor use in the classroom. No reproduction or further
distribution permitted without the prior written consent of
McGraw-Hill Education.
1
VALUES AND ATTITUDES
Outline
Personal Values
Personal Attitudes and Their Impact on Behavior and Outcomes
Key Workplace Attitudes
The Causes of Job Satisfaction
Major Correlates and Consequences of Job Satisfaction
©McGraw-Hill Education.
2

Major Questions You Should
Be Able to Answer
2.1 What role do values play in influencing my behavior?
2.2 How do personal attitudes affect workplace behavior and
work-related outcomes?
2.3 Why should management pay attention to workplace
attitudes?
2.4 How can changes in the workplace improve job satisfaction?
2.5 What work-related outcomes are associated with job
satisfaction?
Personal Values Are…
Abstract ideals that guide one’s thinking
and
behavior across all situations
Values are abstract ideals that guide one’s thinking and
behavior across all situations.
They are strongly influenced by our religious or spiritual
beliefs, the values of our parents, experiences during childhood,
and events occurring throughout the communities and societies
in which we live.
Managers need to understand an employee’s values because they
encompass concepts, principles, or activities for which people

are willing to work hard.
All workers need an understanding of values to work effectively
with others and manage themselves.
4
Schwartz’s Value Theory
Values are motivational
&
Represent broad goals over time
Bipolar values are incongruent
while
Adjacent values are complementary
Jump to Appendix 1 for description
Source: S.H. Schwartz, “An Overview of the Schwartz Theory
of Basic Values,” Online Readings in Psychology and Culture
2(1), December 1, 2012, http//dx.doi.org/10.9707/2307-
0919.116.
Schwartz believes that values are motivational in that they
“represent broad goals that apply across contexts and time.”
Not only have these 10 values been found to predict behavior as
outlined in the theory, but they also generalize across cultures.
The model organizes values by showing the patterns of conflict
and congruity among them. In general, adjacent values like self-
direction and universalism are positively related, whereas
values that are farther apart (like self-direction and power) are
less strongly related. Taking this one step further, Schwartz

proposes that values that are in opposing directions from the
center conflict with each other.
5
What Do We Know About Values?
A person’s values are stable over time but personal values vary
across generations and cultures.
Attracting employees whose personal values align with those of
the organization yields many benefits.
Lower employee turnover
Higher employee retention
Higher employee engagement
Increased customer satisfaction
Implications of Schwartz’s
Value Theory
Workplace Application
Managers can better manage their employees when they
understand an employees' values and motivation
Pursuit of incongruent goals may lead to conflicting employee
actions and behaviors
Personal Application
Employees will derive more meaning from work by pursuing
goals that are consistent with their values

Managers can better supervise workers by using Schwartz’s
model to understand their values and motivation. For example,
if a manager knows that an employee values universalism and
benevolence, then it would be wise to assign this employee to
projects or tasks that have social value.
This model can help you determine if your values are consistent
with your goals and whether you are spending your time in a
meaningful way.
In general, values are relatively stable across time and
situations. This means that positive employee attitudes and
motivation are greatest when the work environment is consistent
with employee values.
Values tend to vary across generations because they are
influenced by events occurring during childhood.
7
Test Your OB Knowledge (1 of 6)
Which of the following statements is NOT true about personal
values?
In general, values are relatively stable across time and
situations.
Values tend to vary across generations.
Schwartz’s value theory can be generalized across cultures.
Values are not motivational in nature.
Not all values are compatible.

The answer is (D). Values are motivational in nature in that
they represent broad goals that apply across contexts and time.
8
Personal Attitudes
Encompass our feelings or opinions about people, places, and
objects
Comprised of theses three components:
Affective — Feelings
Cognitive — Beliefs
Behavioral — Intentions
Attitudes represent our feelings or opinions about people,
places, and objects, and range from positive to negative.
They are important because they impact our behavior.
In a work setting, workplace attitudes are positively related to
performance and negatively to indicators of withdrawal –
lateness, absenteeism, and turnover.
9
When Attitudes and Reality Collide
We experience Cognitive Dissonance
We can reduce it by
Changing an attitude or behavior or both
Belittling the importance of the inconsistent behavior

Finding consonant elements that outweigh dissonant ones
Cognitive dissonance represents the psychological discomfort a
person experiences when simultaneously holding two or more
conflicting cognitions (ideas, beliefs, values, or emotions).
People are motivated to maintain consistency (and avoid
dissonance) among their attitudes and beliefs, and how they
resolve inconsistencies that drive cognitive dissonance. From
observation, Festinger theorized that if you are experiencing
cognitive dissonance, or psychological tension, you can reduce
it in one of three ways:
Change your attitude or behavior or both.
Belittle the importance of the inconsistent behavior.
Find consonant elements that outweigh dissonant ones.
10
Our Personal Attitudes Affect
Behavior via Our Intentions
Ajzen’s Theory of
Planned Behavior
Source: I. Ajzen, “The Theory of Planned Behavior,”
Organizational Behavior and Human Decision Processes,Vol.
50, No. 2, Copyright 1991.

Three key general motives predict or at least influence intention
and behavior.
1. Attitude toward the behavior. The degree to which a person
has a favorable or unfavorable evaluation or appraisal of the
behavior in question.
2. Subjective norm. A social factor representing the perceived
social pressure for or against the behavior.
3. Perceived behavioral control. The perceived ease or difficulty
of performing the behavior, assumed to reflect past experience
and anticipated obstacles.
According to the Ajzen model, someone’s intention to engage in
a given behavior is a strong predictor of that behavior.
So if we want to change behavior we should look at intentions
and how we might modify them by working on the three general
motives shown in Figure 2.2.
Managers may be able to influence behavioral change by doing
or saying things that affect the three determinants of employees’
intentions to exhibit a specific behavior: attitude
toward the behavior, subjective norms, and perceived behavioral
control
In the workplace, one of the simplest levers managers can use to
change behavior is information. Management provides
information to employees daily. Standard organizational
information that can affect motivation includes
• Reports on the organization’s culture.
• Announcements of new training programs.
• News on key managers.
• Updates to human resource programs and policies.
• Announcements of new rewards of working for the company.
All such messages reinforce certain beliefs, and managers may

consciously use them to influence behavior.
11
José is considering volunteering to help his company with its
annual food drive. Which of the following is NOT an indicator
of whether he will do so?
José thinks the food bank is a great way to help his community.
José is already volunteering at the animal shelter.
José’s boss expects him to volunteer.
José’s company gives employees a day off to volunteer.
The food bank is located close to José’s home.
The answer is (B). The other answers are determinants of
intentions:
Attitude toward the behavior
Subjective norm
Perceived behavioral control
12
Key Workplace Attitudes
Some workplace attitudes are more potent than others. The
following four are especially powerful:
Organizational Commitment
Employee Engagement
Perceived Organizational Support
Job Satisfaction

Savvy managers will track four key workplace attitudes:
1. Organizational commitment
2. Employee engagement
3. Perceived organizational support
4. Job satisfaction
These attitudinal measures serve a dual purpose:
First, they represent important outcomes that managers may be
working to enhance directly.
They link to other significant outcomes that managers will want
to improve where possible.
Organizational commitment reflects the extent to which an
individual identifies with an organization and commits to its
goals.
13
Organizational Commitment (1 of 2)
The extent to which an employee identifies with an organization
and is committed to its goals.
And it leads to
Greater employee retention
Greater motivation in pursuit of organizational goals
Committed individuals tend to display two outcomes:

• Likely continuation of their employment with the
organization.
• Greater motivation toward pursuing organizational goals and
decisions.
14
Organizational Commitment (2 of 2)
Increasing Employee Commitment
Hire those whose personal values most align with those of the
organization.
Guard against managerial breaches of psychological contracts.
Build the level of trust.
Organizational commitment exists to the degree that your
personal values generally match the values that undergird a
company’s organizational culture. For example, if you value
achievement and your employer rewards people for
accomplishing goals, you are more likely to be committed to the
company.
Commitment depends on the quality of an employee’s
psychological contracts.
Psychological contracts represent an individual’s perception
about the terms and conditions of a reciprocal exchange
between him- or herself and another party.
In a work environment, the psychological contract represents an
employee’s beliefs about what he or she is entitled to receive in

return for what he or she provides to the organization.
Research shows that an employer breach of the psychological
contract is associated with lower organizational commitment,
job satisfaction, and performance, and greater intentions to quit.
15
What Is Employee Engagement?
The extent to which employees give it their all to their work
roles.
And includes the feeling of
Urgency
Being Focused
Intensity
Enthusiasm
Employee engagement is defined as “the harnessing of
organization members’ selves to their work roles; in
engagement, people employ and express themselves physically,
cognitively, and emotionally during role performance.”
The essence of this definition is the idea that engaged
employees “give it their all” at work. Further study identified
its components as four feelings:
• Urgency
• Being focused
• Intensity
• Enthusiasm

16
What Contributes to Employee Engagement?
A mix of
Organizational Level Factors,
Person Factors, and
Environmental Characteristics
Person Factors:
Positive or optimistic personalities
Proactive personality
Conscientiousness
Environmental Characteristics
Job characteristics. These represent the motivating potential of
the tasks we complete at work. For example, people are engaged
when their work contains variety and when they receive timely
feedback.
Leadership. People are more engaged when their manager is
charismatic and when a positive, trusting relationship exists
between managers and employees.
Stressors. Stressors are environmental characteristics that cause
stress. Finally, engagement is higher when employees are not
confronted with a lot of stressors.
Organizational Level Factors
Career opportunities
Managing performance

Organization reputation
Communication
Recognition
17
Employee Engagement
Increases in Employee Engagement has been linked to
Increased Customer Loyalty and Satisfaction
Increased Employee Performance
Increased Employee Well-being
Greater Financial Performance
One way to increase employee engagement is to make sure that
the inputs in the Organizing Framework are positively oriented.
Organizations do this by measuring, tracking, and responding to
surveys of employee engagement.
Other ideas include the creation of career and developmental
opportunities for employees, recognizing people for good work,
effectively communicating and listening, effective use of
performance management practices allowing people to exercise
during the work day, creating a physically attractive and
stimulating work environment, and giving people meaningful
work to do.

18
It is the extent to which employees believe that the organization
Values their contributions
Genuinely cares about their well-being
Perceived organizational support (POS) reflects the extent to
which employees believe their organization values their
contributions and genuinely cares about their well-being.
Perceptions of support can either be positive or negative. For
example, your POS would be negative if you worked for a bad
boss and a company that did not provide good health benefits or
career opportunities.
19
Associated with
Increased organizational commitment
Job satisfaction
Organizational citizenship behavior
Task performance
Lower turnover

We are more likely to reciprocate with hard work and dedication
when our employer treats us favorably.
The outcomes associated with POS include increased
organizational commitment, job satisfaction, organizational
citizenship behavior, and task performance. POS also is related
to lower turnover.
POS can be increased by treating employees fairly, by avoiding
political behavior, by providing job security, by giving people
more autonomy, by reducing stressors in the work environment,
and by eliminating abusive supervision.
20
Sandra manages the marketing department for the Greener Grass
Corporation. In an effort to increase employee engagement,
Sandra could try all the following EXCEPT
Redesign jobs so that workers have variety and feedback.
Take a class to learn how to be a charismatic leader.
Try to limit the stressors in the workplace.
As staff leave, replace them with new hires who score high in
pessimism on a personality test.
Provide recognition to employees who perform well.

The answer is (D). The other answers are ways to increase
employee engagement.
21
Job Satisfaction Is…
An affective or emotional response toward various facets of
one’s job
In other words, it is the extent to which
an individual likes his or her job
Job satisfaction essentially reflects the extent to which an
individual likes his or her job.
Formally defined, job satisfaction is an affective or emotional
response toward various facets of one’s job.
This definition implies job satisfaction is not a unitary concept.
Rather, a person can be relatively satisfied with one aspect of
her or his job and dissatisfied with one or more other aspects.
22
Models Job SatisfactionModelHow Management Can Boost Job
SatisfactionNeed fulfillmentUnderstand and meet employees’
needs.Met expectationsMeet expectations of employees about
what they will receive from job.Value attainmentStructure the

job and its rewards to match employee values.EquityMonitor
employee’ perceptions of fairness and interact with them so
they feel fairly treated.Disposition/genetic componentsHire
employees with an appropriate disposition.
The interactional perspective states that behavior is a function
of interdependent person and environmental factors.
Environments present various types of rewards and
opportunities that people achieve or realize with diverse
knowledge, skills, abilities, and motivations.
Different people may perceive similar situations in different
ways and similar people may perceive different situations in the
same way.
23
David, an accountant with Brighter Future Corporation, is
experiencing job dissatisfaction due to comparing how hard he
works and how much he gets paid versus his perception of a
coworker’s effort and reward. David’s dissatisfaction can be
explained by ______ model.
disposition/genetic components
equity
need fulfillment
value attainment
met expectations

The answer is (B). David is comparing his outcomes/inputs
ratio with a co-worker and perceiving it to be less favorable.
24
Outcomes Linked with
Job Satisfaction
Attitudes
Motivation
Job Involvement
Withdrawal Cognitions
Perceived Stress
Behaviors
Job Performance
Organizational Citizenship Behavior (OCB)
Counterproductive Work Behavior (CWB)
Turnover
People bring their abilities, goals, and experiences to each and
every situation, which often changes the situation.
Conversely, because situations have unique characteristics, such
as opportunities and rewards, they change people.
It also is true that the current job market and employer
expectations differ from those at the height of the technology
bubble in the late 1990s or at the depths of the Great Recession

in 2007–2009. In the first scenario, you changed, and in the
second the environment changed.
Finally, your manager—an environmental characteristic—can
change what you do, how you do it, and your effectiveness. You
in turn can impact these same characteristics in your manager.
25
Job Satisfaction & Job Performance
Research tells us that job satisfaction and performance
Are moderately related
Indirectly influence each other
Better to consider the relationship at the business unit level
versus at the individual level
One of the biggest controversies within OB research centers on
the relationship between job satisfaction and job performance.
This is more complicated than it might first appear, and OB
experts have identified at least eight different ways in which
these variables are related.
The dominant theories are either that satisfaction causes
performance or performance causes satisfaction.
Two key research findings:
Job satisfaction and performance were moderately related,
supporting the belief that employee job satisfaction is a key
workplace attitude which managers should consider when

attempting to increase employees’ job performance.
The relationship is complex. It is not that one directly
influences the other or vice versa. Rather, researchers now
believe both variables indirectly influence each other through a
host of person factors and environmental characteristics.
Researchers now believe that incomplete measures of
individual-level of performance understate the relationship
between satisfaction and performance. To solve this problem,
researchers examined the relationship between aggregate
measures of job satisfaction and organizational performance.
It thus appears managers indirectly or directly can positively
affect a variety of important organizational-level outcomes such
as job performance and customer satisfaction by increasing
employee job satisfaction.
26
Job Satisfaction & Organizational Citizenship Behaviors
Organizational citizenship behavior (OCB)
Represents discretionary individual behaviors that are:
Typically not directly or explicitly recognized by the formal
reward system
And can, in the aggregate, promote effective functioning of the
organization
Organizational citizenship behavior (OCB) is defined as
“individual behavior that is discretionary, not directly or
explicitly recognized by the formal reward system, and that in
the aggregate promotes the effective functioning of the
organization.”

This definition highlights two key points:
OCBs are voluntary.
OCBs help work groups and the organization to effectively
achieve goals.
27
OCB’s are linked to many benefits
For the Individual
Improved job satisfaction
Improved performance ratings
Reduced intention to quit
Lower absenteeism
Lower turnover
For the Organization
Higher productivity/efficiency
Lower costs
Improved customer satisfaction
Higher unit-level satisfaction
Lower turnover
OCBs have a moderately positive correlation with job
satisfaction.
OCBs are significantly related to both individual-level
consequences and organizational-level outcomes.

This is important for two reasons.
Exhibiting OCBs is likely to create positive impressions about
you among your colleagues and manager. In turn, these
impressions affect your ability to work with others, your
manager’s evaluation of your performance, and ultimately your
promotability.
The aggregate amount of employees’ OCBs affects important
organizational outcomes.
It thus is important for managers to foster an environment that
promotes OCBs.
28
Job Satisfaction & Counterproductive Behavior
Counterproductive work behavior (CWB) are behaviors that
harm other employees, the organization as a whole, or
organizational stakeholders such as customers and shareholders.
CWBs represent a particularly negative work-related outcome.
In contrast to the helping nature of OCBs, counterproductive
work behavior (CWB) represents behavior that harms other
employees, the organization as a whole, or organizational
stakeholders such as customers and shareholders.
Examples of CWBs include bullying, theft, gossiping,
backstabbing, drug and alcohol abuse, destroying organizational
property, violence, purposely doing bad or incorrect work,

surfing the Internet for personal use, excessive socializing,
tardiness, sabotage, and sexual harassment.
29
Job Satisfaction & Turnover
Turnover is harmful when high-performing employees
voluntarily leave the organization.
To reduce voluntary turnover
Hire people who “fit” with the organization’s culture.
Spend time fostering employee engagement.
Provide effective onboarding.
Recognize and reward high-performing employees.
Job satisfaction has a moderately strong, negative relationship
with turnover.
This finding suggests that managers are well served to reduce
turnover by trying to enhance employees’ job satisfaction. This
recommendation is even more important for high performers.
Practical steps employers can take to tackle a turnover problem.
Managers can reduce voluntary turnover if they
Hire people who “fit” within the organization’s culture.
Spend time fostering employee engagement. Engaged employees
are less likely to quit.
Provide effective onboarding. Onboarding programs help
employees to integrate, assimilate, and transition to new jobs by
making them familiar with corporate policies, procedures,
culture, and politics by clarifying work-role expectations and

responsibilities.
Recognize and reward high performers because they are more
likely to quit than average performers.
30
Catherine is walking through the employee parking lot on her
way to her office. She notices someone left an empty fast-food
bag in the parking lot. Catherine goes out of her way to pick it
up and dispose of it. What behavior is Catherine exhibiting?
psychological contract
green behavior
withdrawal cognitions
CWB
OCB
The answer is (E). Catherine’s voluntary act is demonstrating
care for the organization’s property, a component of
organizational citizenship behavior (OCB).
31
Values and Attitudes: Putting
It All in Context
Figure 2.4 Organizing Framework for Understanding and
Applying OB
© 2014 by Angelo Kinicki and Mel Fugate. All rights reserved.

Reproduction prohibited without express permission of the
authors.
Another lens through which OB sees the world relies on
organizational levels.
OB distinguishes among three: individual, group, and
organizational.
The distinction between levels is fundamental to OB.
Understanding and considering levels increases problem solving
effectiveness.
32
The organizing framework for understanding and applying OB
is based upon
a systems approach.
using person and environmental factors as inputs.
processes including individual level, group/tea m level, and
organizational level.
outcomes organized into individual level, group/team level, and
organizational level.
The framework is based on all of these.
The answer is (E). All the statements describe the organizing
framework.

33
Appendix 1 Schwartz’s Value Theory
Jump back to slide with original image
This graphic depicts the values and motives in Schwartz’s
theory, as in Figure 2.2 of the text.
The graphic is a pie divided into quarters: openness to change,
self-transcendence, conservation, and self-enhancement.
In openness to change it is broken into self-direction,
stimulation, with hedonism changed with self-enhancement.
In self-transcendence is universalism and benevolence.
In conservation is conformity, tradition, and security.
In self-enhancement is power, achievement, and hedonism,
which is shared with openness to change.
Appendix 2 Our Personal Attitudes Affect
Behavior via Our Intentions
This graphic shows Ajzen’s theory of planned behavior, with
intentions being the key link between attitudes and planned
behavior. The three key general motives, attitude toward the
behavior, the subjective norm, and perceived behavioral control,
predict or at least influence intention and behavior.
Appendix 3 Values and Attitudes: Putting
It All in Context
The graphic is Figure 2.4 the Organizing framework for
understanding and applying OB.
Inputs

Person Factors
Values
Personal attitudes
Intentions
Situation Factors
Processes
Individual level
Group, team level
Organizational level
Outcomes
Individual level
Task performance
Workplace attitudes
Well-being, flourishing
Citizenship behavior, counter-productive behavior
Turnover
Group, team level
Organizational level
Accounting, financial performance
Customer service, satisfaction
Inputs lead to processes and processed to outcomes. Outcomes
relate back to both processes and inputs.
CHAPTER 1
Making OB Work for Me
©McGraw-Hill Education. All rights reserved. Authorized only
for instructor use in the classroom. No reproduction or further
distribution permitted without the prior written consent of

McGraw-Hill Education.
1
Major Questions You Should
Be Able to Answer
1.1 How can I use knowledge of OB to enhance my job
performance and career?
1.2 Why do people engage in unethical behavior, even
unwittingly, and what lessons can I learn from applying that?
1.3 How can I apply OB in practical ways to increase my
effectiveness?
1.4 How could I explain to a fellow student the practical
relevance and power of OB to help solve problems?
1.5 How can the Organizing Framework help me understand
and apply OB knowledge to solve problems?
1.6 How can I use my knowledge about OB to help me achieve
professional and personal effectiveness?
2
What Is OB?
OB draws upon multiple fields to enhance our understanding
and managing of people in the workplace.
OB attempts to overcome the pitfalls of relying on common
sense by
Relying on a systematic science-based approach

Based on a contingency perspective as
No one best way to manage people, teams, or organizations
The best course of action often will depend upon the interplay
of multiple person and situational factors.
3
The Three Levels in OB
In OB, we are concerned with three levels at work.
Individual
Group/Team
Organization
4
The Value of OB to My Job and Career (1 of 2)
Soft skills are among the most valued skill by employers.
In this course you will be exposed to numerous interpersonal
(soft) skills.
Personal Attributes
Attitude
Personality
Teamwork

Leadership
Interpersonal Skills
Active listening
Positive attitudes
Effective communication
5
The Value of OB to My Job and Career (2 of 2)
What criteria determine which applicant is hired?
Technical skills
Nuts and bolts of doing a job
Ability to get the job done
Based on job or function specific knowledge
What criteria determine which employee is promoted?
Ability to manage people
Strong team skills
Ability to build and manage relationships
6
The contingency approach to OB calls for all of the following

EXCEPT
relying on one best way to manage situations.
using OB concepts and tools as situationally appropriate.
using a pragmatic approach.
not relying on simple common sense.
being systematic and scientific.
The contingency approach to OB is based upon all these items
except A.
7
Ethics and My Performance
The Importance of Ethics
Employees are confronted with ethical challenges throughout
their careers.
Unethical behavior can damage relationships, making it difficult
to conduct business.
Unethical behavior reduces cooperation, loyalty, and
performance.
The legal system cannot always be relied upon to assure work
conduct that is ethical.

8
Ethical Dilemmas...No Perfect
Solution
Situations arise where no clear ethical resolution arises.
Not always a pure choice between right and wrong
Places people in an uncomfortable position
9
Causes of Unethical BehaviorIll-Conceived GoalsMotivated
BlindnessIndirect BlindnessThe slippery slopeOvervaluing
outcomesOne’s personal motivation to performPressure from a
supervisorReward systems that incentivize bad

behaviorEmployees perception of no consequences for crossi ng
the line
10
Dealing With Unethical Behavior
What you can do
It’s business, treat it that way.
Accept that confronting ethical concerns is part of your job.
Challenge the rationale.
Use your lack of seniority or status as an asset.
Consider and explain long-term consequences.
Focus on solutions—not just complaints.

11
Which of the following statement about ethics is NOT true?
Ethical dilemmas occur when neither of two choices ethically
resolves a situation.
Most people working in organizations are good people with
good intentions.
If something is unethical it is also illegal.
Our conduct is shaped by our environment.
Reward systems can cause unethical behavior.
The answer is C. It is often the case that unethical situations
are legal in nature.
12
Applying OB to Solve Problems

Problems frequently arise and may be viewed as a gap between
an actual and desired outcome.
Closing the Gap: A Three-Step Approach
Stop 1: Define The Problem.
Stop 2: Identify OB Concepts to Solve the Problem.
Stop 3: Make Recommendations and Take Action.
13
Which one of these is NOT true about defining a problem?
Managers usually do not spend enough time on defining the
problem.
It is advisable to skip this stop and proceed to making
recommendations.
After defining the problem, OB concepts or theories can be used
to solve the problem.

People often make assumptions.
Once problems are defined, OB knowledge can produce better
performance for an organization.
The answer is B.

1114 Anxious Youth, Then and Now - NYTimes.comwww.nytime

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