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1. ORGANIZATIONAL BEHAVIOR
S T E P H E N P. R O B B I N S
E L E V E N T H E D I T I O N
W W W . P R E N H A L L . C O M / R O B B I N S
© 2005 Prentice Hall Inc.
All rights reserved.
PowerPoint Presentation
by Charlie Cook
Chapter 3
Values, Attitudes,
and Job Satisfaction

2. © 2005 Prentice Hall Inc. All rights reserved. 3–2
Attitudes
Attitudes
Evaluative
statements or
judgments
concerning
objects,
people, or
events.They reflect how we
feel about something. When I
say “I like my job,” I am expressing my
attitude about work.
Affective Component
The emotional or feeling segment
of an attitude.
Cognitive component
The opinion or belief segment
of an attitude.
Behavioral Component
An intention to behave in a certain
way toward someone or something.

3. © 2005 Prentice Hall Inc. All rights reserved. 3–3

4. Does Behavior Always Follow from Attitudes?
© 2005 Prentice Hall Inc. All rights reserved. 3–4
the attitudes people hold determine what they do.
Behavior=f(Attitude)
Do employees try to avoid assignments they find distasteful?
They avoid purchasing food that they dislike
Research has generally concluded that people do seek consistency among
their attitudes and between their attitudes and their behavior. They either
alter the attitudes or the behavior, or they develop a rationalization for the
discrepancy.

5. © 2005 Prentice Hall Inc. All rights reserved. 3–5
There are many types of employee attitudes in organizations, but here are some of the
most commonly discussed ones:
1.Job satisfaction: This refers to an employee's overall level of contentment with their
job, including factors such as pay, work environment, job security, and opportunities for
advancement.
2.Job involvement refers to the degree to which an employee is emotionally invested
in their work, including their sense of purpose and engagement in their job tasks.
3.Organizational commitment: This refers to an employee's loyalty and dedication to
their organization, including their willingness to go above and beyond their job
responsibilities and their alignment with the company's values and goals.
4.Work ethic: This refers to an employee's values and beliefs about the importance of
hard work, discipline, and dedication to their job.
5.Emotional intelligence: This refers to an employee's ability to recognize and
manage their own emotions and to empathize with and respond effectively to the
emotions of others in the workplace.
6.Workplace trust: This refers to an employee's belief in the reliability, honesty, and
integrity of their colleagues and their organization as a whole.
7.Job stress: This refers to the level of stress and pressure that an employee
experiences in their job, including factors such as workload, deadlines, and
interpersonal conflicts.
8.Job burnout: This refers to a state of physical, emotional, and mental exhaustion
that can result from prolonged stress and overwork.
Understanding and managing these different types of employee attitudes is important
for promoting a positive and productive work environment and for maintaining a
motivated and engaged workforce.

6. © 2005 Prentice Hall Inc. All rights reserved. 3–6
The Theory of Cognitive Dissonance
Desire to reduce dissonance
• Importance of elements creating dissonance
• Degree of individual influence over elements
• Rewards involved in dissonance
Cognitive Dissonance
Any incompatibility between two or more attitudes
or between behavior and attitudes.

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Measuring the A-B Relationship
 Recent research indicates that attitudes (A)
significantly predict behaviors (B) when
Contextual factors are taken into account.
• Importance of the attitude
• Specificity of the attitude
• Accessibility of the attitude
• Social pressures on the individual
• Direct experience with the attitude

8. Measuring the A-B Relationship
 The following are ways in which these factors may affect the
attitude-behavior relationship:
 Importance of the attitude: The more important an attitude is to an
individual, the more likely it is that the individual will act in
accordance with that attitude. For example, if an individual
strongly values environmental sustainability, they are more likely
to engage in behaviors that align with that attitude, such as
recycling or using public transportation.
 Specificity of the attitude: The more specific an attitude is, the
more likely it is to predict behavior. For example, if an individual
has a specific attitude toward a particular brand of product, they
are more likely to purchase that brand than a competing brand,
even if their overall attitude toward the product category is
positive.
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9.  Accessibility of the attitude: Attitudes that are more easily accessible in an
individual's memory are more likely to predict behavior. For example, if an
individual has a positive attitude toward healthy eating, but is frequently
exposed to advertisements for unhealthy foods, their behavior may be
influenced by the more accessible attitude of indulging in unhealthy foods.
 Social pressures on the individual: Social pressures, such as peer
pressure or social norms, can influence the attitude-behavior relationship.
For example, if an individual has a positive attitude toward safe driving,
but their friends engage in reckless driving, the individual may be more
likely to engage in reckless driving due to social pressure.
 Direct experience with the attitude: Direct experience with an attitude can
strengthen the attitude-behavior relationship. For example, if an individual
has a positive attitude toward volunteering, but has never volunteered
before, they may be less likely to actually engage in volunteering than
someone who has direct experience with volunteering.
© 2005 Prentice Hall Inc. All rights reserved. 3–9

10. Predicting Behavior from Attitudes
– Important attitudes have a strong relationship to
behavior.
– The closer the match between attitude and
behavior, the stronger the relationship:
• Specific attitudes predict specific behavior
• General attitudes predict general behavior
– The more frequently expressed an attitude, the
better predictor it is.
– High social pressures reduce the relationship and
may cause dissonance.
– Attitudes based on personal experience are
stronger predictors.
© 2009
Prentice-
Hall Inc.
All rights
reserved.
3-10

11. © 2005 Prentice Hall Inc. All rights reserved. 3–11
Self-Perception Theory
Attitudes are used after the fact, to make sense
of an action that has already occurred.
Self-perception theory is a psychological theory
that suggests that people infer their attitudes and
beliefs from their own behavior and the context in
which the behavior occurred. In other words,
instead of having pre-existing attitudes that drive
our behavior, we look at our own actions and
draw conclusions about our attitudes based on
them.

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Attitude Surveys
Attitude Surveys
The most important data that any organization can
have is to have information about how they feel about
their jobs, work groups, supervisors, and the
organization.

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Attitudes and Workforce Diversity
 Training activities that can reshape employee
attitudes concerning diversity:
– Participating in diversity training that provides for self-
evaluation and group discussions.
– Volunteer work in the community and social service
centers with individuals of diverse backgrounds.
– Exploring print and visual media that recount and
portray diversity issues.

14. © 2005 Prentice Hall Inc. All rights reserved. 3–14
Job Satisfaction
 Measuring Job Satisfaction
– Single global rating
– Summation score
 How Satisfied Are People in Their Jobs?
– Job satisfaction declined to 50.4% in 2002
– Decline attributed to:
• Pressures to increase productivity and meet tighter
deadlines
• Less control over work

15. © 2005 Prentice Hall Inc. All rights reserved. 3–15
The Effect of Job Satisfaction on Employee
Performance
 Satisfaction and Productivity
– Satisfied workers aren’t necessarily more productive.
– Worker productivity is higher in organizations with
more satisfied workers.
 Satisfaction and Absenteeism
– Satisfied employees have fewer avoidable absences.
 Satisfaction and Turnover
– Satisfied employees are less likely to quit.
– Organizations take actions to retain high performers
and to weed out lower performers.

16.  Exit. The exit response directs behavior toward leaving the
organization, including looking for a new position as well as resigning.
 Voice. The voice response includes actively and constructively
attempting to improve conditions, including suggesting improvements,
discussing problems with superiors, and undertaking some forms of
union activity.
 Loyalty. The loyalty response means 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.”
 Neglect. The neglect response passively allows conditions to worsen
and includes chronic absenteeism or lateness, reduced effort, and
increased error rate.
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17. © 2005 Prentice Hall Inc. All rights reserved. 3–17
How Employees Can Express Dissatisfaction
Exit
Behavior directed toward
leaving the organization.
Voice
Active and constructive
attempts to improve
conditions.
Neglect
Allowing conditions to
worsen.
Loyalty
Passively waiting for
conditions to improve.

18. © 2005 Prentice Hall Inc. All rights reserved. 3–18
Job Satisfaction and OCB
 Satisfaction and Organizational Citizenship
Behavior (OCB)
– Satisfied employees who feel fairly treated by and are
trusting of the organization are more willing to engage
in behaviors that go beyond the normal expectations of
their job.

19. © 2005 Prentice Hall Inc. All rights reserved. 3–19
Job Satisfaction and Customer Satisfaction
 Satisfied employees increase customer
satisfaction because:
– They are more friendly, optimistic, and responsive.
– They are less likely to turnover which helps build long-
term customer relationships.
– They are experienced.
 Dissatisfied customers increase employee job
dissatisfaction.