This document summarizes key concepts from chapters 6 and 7 of an organizational behavior textbook. It discusses Schwartz's values theory and causes of work-family conflict. It also covers the components of attitudes, Ajzen's theory of planned behavior, and models of organizational commitment and job satisfaction. Stereotyping and self-fulfilling prophecies are explained. Attribution theory and biases are summarized. The document concludes with counterproductive work behaviors and ways to prevent them.

1. 1. Which of Schwartz’s ten values are driving the behavior of
managers at Bain & Co., Home Depot, and Best Buy? Provide
examples to support your conclusions.
2. How would you describe Steve Ellis’s affective, cognitive,
and behavioral components of his attitude toward managing in a
recession? Be specific.
3. How are Home Depot and Best Buy trying to increase
employee involvement?
4. Use Ajzen’s theory of planned behavior (Figure 6-3) to
analyze how managers can increase employee performance
during a recession. Be sure to explain what managers can do to
affect each aspect of the theory.
5. Based on what you learned in this chapter, what advice would
you give to managers trying increase employees’ organizational
commitment and job satisfaction in a recession? Be specific.
Go to pages 176-177 of your textbook and read
OB IN ACTION CASE STUDY: Companies Are Trying to
Improve Employee Attitudes during the Recession
© 2013 The McGraw-Hill Companies, Inc. All rights reserved.
Chapter
Seven
7-2
Learning
Objec3ves

2. LO.1 Describe perception in terms of the
information-processing model.
LO.2 Summarize the key managerial implications of
social perception.
LO.3 Discuss the process of stereotype formation.
LO.4 Summarize the managerial challenges and
recommendations of sex role, age, racial,
ethnic, and disability stereotypes.
7-3
Learning
Objec3ves
(cont.)
LO.5 Describe and contrast the Pygmalion effect,
the Galatea effect, and the Golem effect.
LO.6 Discuss how the model of the self-fulfilling
prophecy is expected to work.
LO.7 Explain, according to Kelley’s model, how
external and internal causal attributions are
formulated.
LO.8 Contrast the fundamental attribution bias and
the self-serving bias.

3. 7-4
An
Informa3on
Processing
Model
of
Percep3on
! Perception
process
that
enables
us
to
interpret
and
understand
our
surroundings
7-5

4. Percep3on:
An
Informa3on--‐
Processing
Model
7-6
Stage
1:
Selec3ve
AEen3on/
Comprehension
! Attention
something or someone
People pay attention to salient stimuli
! Salient
out from context
7-7
Stage
2:
Encoding
and

5. Simplifica3on
! Schema
summary of a particular event or type of
stimulus
7-8
Restaurant
Schema
7-9
Stage
3:
Storage
and
Reten3on
! Event memory
events
! Semantic memory

6. dictionary of concepts
! Person memory
or groups
of people
7-10
Stage
4:
Retrieval
and
Response
! Decisions are based on:
integrating categorical information stored in
long-term memory
dgment that was
already made
7-11
Managerial
Implica3ons:
Hiring

7. ! Interviewers make hiring decisions based
on their impression of how an applicant fits
the perceived requirements of a job and on
the basis of implicit cognition
! Implicit cognition
automatically activated from memory without our
conscious awareness.
7-12
Managerial
Implica3ons:
Performance
Appraisal
! Important for managers to accurately
identify the behavioral characteristics and
results indicative of good performance
! Characteristics serve as the benchmarks for
evaluating employee performance
7-13
Managerial
Implica3ons:

8. Leadership
! Good leaders exhibit the following
behaviors:
7-14
Stereotypes:
Percep3ons
about
Groups
of
People
! Stereotype
ual’s set of beliefs about the
characteristics or attributes of a group
! Not always negative
! May or may
not be accurate
7-15

9. Stereotypes:
Percep3ons
about
Groups
of
People
! It is important to remember that stereotypes are a
fundamental component of the perception process
and we use them to help process the large amount
of information that bombards us daily.
! It is not immoral or bad to possess stereotypes
! Inappropriate use of stereotypes can lead to poor
decisions
7-16
Stereotyping
Process
1. Categorize people into groups according
to various criteria
2. Infer that all people within a category
possess the same traits
3. Form expectations of others and interpret
their behavior according to our stereotypes

10. 7-17
Stereotyping
Process
4. Stereotypes are maintained by:
– Overestimating the frequency of stereotypic
behavior exhibited by others
– Incorrectly explaining expected and
unexpected behaviors
– Differentiating minority individuals from oneself
7-18
Commonly
Found
Perceptual
Errors
7-19
Sex-­‐Role
Stereotypes
! Sex-role stereotype

11. men and women particularly well suited to
different roles
7-20
Sex-­‐Role
Stereotypes
1. People often prefer male bosses
2. Women have a hard time being perceived
as an effective leader
3. Women of color are more negatively
affected by sex-role stereotypes than white
women or men in general
7-21
Age
Stereotypes
! Age stereotypes reinforce age
discrimination because of their negative
orientation.
! Long-standing age stereotypes depict older
workers as less satisfied, not as involved

12. with their work, less motivated, not as
committed
7-22
Age
Stereotypes
! Research shows that as age increases so
does employees’ job satisfaction, job
involvement, internal work motivation, and
organizational commitment.
! Moreover, older workers are not more
accident prone.
7-23
Racial
and
Ethnic
Stereotypes
! Micro aggressions
feelings” that exist at an unconscious level
! Stereotype threat
in which members of

13. a social group ‘must deal with the possibility of
being judged or treated stereotypically, or of
doing something that would confirm the
stereotype.’”
7-24
Managerial
Challenges
and
Recommenda3ons
! An organization first needs to inform its
workforce about the problem of stereotyping
through employee education and training
! Managers need to identify valid individual
differences that differentiate between
successful and unsuccessful performers.
! Remove promotional barriers for men and
women, people of color, and persons with
disabilities
7-25
Self-­‐Fulfilling
Prophecy:
The

14. Pygmalion
Effect
! Self-fulfilling prophecy
person result in high performance for that
person
7-26
A
Model
of
the
Self-­‐Fulfilling
Prophecy
7-27
Self-­‐Fulfilling
Prophecy
! Galatea effect
-

15. expectations for him- or herself lead to high
performance
! Golem effect
expectations
7-28
PuTng
the
Self-­‐Fulfilling
Prophecy
to
Work
1. Recognize that everyone has the potential to
increase his or her performance.
2. Set high performance goals.
3. Positively reinforce employees for a job well
done.
4. Provide frequent feedback that conveys a belief
in employees’ ability to complete their tasks.
5. Give employees the opportunity to experience
increasingly challenging tasks and projects.

16. 7-29
PuTng
the
Self-­‐Fulfilling
Prophecy
to
Work
6. Communicate by using facial expressions, voice
intonations, body language, and encouraging
comments that reflect high expectations.
7. Provide employees with the input, information, and
resources they need to achieve their goals.
8. Introduce new employees as if they have
outstanding potential.
9. Encourage employees to stay focused on the
present moment and not to worry about negative
past events.
10. Help employees master key skills and tasks.
7-30
Causal
AEribu3ons

17. ! Causal Attributions
or
inferred
causes
of
behavior
7-31
Performance
Charts
7-32
Kelley’s
Model
of
AEribu3on
Behavior can be attributed either to:
! Internal factors within a person (such as
ability) or to:
! External behavior within the environment
(such as a difficult task)

18. 7-33
Kelley’s
Model
of
AEribu3on
! Consensus
behavior with that of his peers.
! Distinctiveness
task with the behavior from other tasks.
! Consistency
performance on a given task is consistent over
time.
7-34
AEribu3onal
Tendencies
! Fundamental attribution bias
another
person’s behavior to his or her personal
characteristics, as opposed to situational

19. factors.
! Self-serving bias
personal responsibility for success than for
failure.
7-35
Managerial
Implica3ons
! One study revealed that managers gave
employees more immediate, frequent, and
negative feedback when they attributed their
performance to low effort.
! A second study indicated that managers
tended to transfer employees whose poor
performance was attributed to a lack of
ability.
7-36
Managerial
Implica3ons
! Men and women have different attributions
regarding the causes of being promoted

20. ! Managers tend to disproportionately
attribute behavior to internal causes that
can result in inaccurate evaluations of
performance, leading to reduced employee
motivation
© 2013 The McGraw-Hill Companies, Inc. All rights reserved.
Chapter
Six
6-2
Learning
Objec3ves
LO.1 Explain Schwartz’s value theory, and describe
three types of value conflict.
LO.2 Describe the values model of work–family conflict,
and specify at least three practical lessons from
work–family conflict research.
LO.3 Identify the three components of attitudes and
discuss cognitive dissonance.
LO.4 Explain how attitudes affect behavior in terms of
Ajzen’s theory of planned behavior.

21. LO.5 Describe the model of organizational commitment.
6-3
Learning
Objec3ves
(cont.)
LO.6 Define the work attitudes of employee engagement
and job satisfaction.
LO.7 Identify and briefly describe five alternative causes
of job satisfaction.
LO.8 Identify eight important correlates/consequences of
job satisfaction, and summarize how each one
relates to job satisfaction.
LO.9 Identify the causes of counterproductive work
behaviors and the measures used to prevent
them.
6-4
Schwartz’s
Value
Theory
! Schwartz’s Value Theory

22. broad goals that apply across contexts and
time
6-5
Defini3on
of
Values
and
Mo3ves
in
Schwartz’s
Theory
6-6
Rela3onship
among
Schwartz’s
Values
6-7

23. Value
Conflicts
6-8
A
Values
Model
of
Work–Family
Conflict
6-9
A
Values
Model
of
Work–Family
Conflict
! Family values involve enduring beliefs
about the importance of family and who
should play key family roles (e.g., child

24. rearing, housekeeping, and income
earning).
! Work values center on the relative
importance of work and career goals in
one’s life.
6-10
A
Values
Model
of
Work–Family
Conflict
! Value similarity
to
the
degree
of
consensus
among
family
members
about
family

25. values.
! Value congruence
of value agreement
between employee
and employer.
6-11
Prac3cal
Research
Insights
about
Work–Family
Conflict
! Work–family balance begins at home
! An employer’s family-supportive philosophy
is more important than specific programs.
! Informal flexibility in work hours and in
allowing people to work at home is essential
to promoting work–family balance.
6-12

26. Prac3cal
Research
Insights
about
Work–Family
Conflict
! The importance of work–family balance
varies across generations.
! Take a proactive approach to managing
work–family conflict.
6-13
Organiza3onal
Response
to
Work–family
Issues
! Organizations have implemented a variety of
family-friendly programs and services aimed at
helping employees balance the interplay
between their work and personal lives.
! Experts now believe that such efforts are
partially misguided because they focus on
balancing work – family issues rather than

27. integrating them.
6-14
The
Nature
of
ARtudes
! Attitude
position to respond in a
consistently favorable or unfavorable manner
with respect to a given object
6-15
The
Nature
of
ARtudes
! Affective component
object or situation
! Cognitive component
or situation

28. ! Behavioral component
someone or something
6-16
When
ARtudes
and
Reality
Collide:
Cogni3ve
Dissonance
! Cognitive dissonance
when his or her attitudes or beliefs are
incompatible with his or her behavior
6-17
Cogni3ve
Dissonance
How people reduce dissonance
1. Change your attitude or behavior, or both

29. 2. Belittle the importance of the inconsistent
behavior
3. Find consonant elements that outweigh the
dissonant ones
6-18
How
Stable
are
ARtudes?
Three factors accounted for middle-age
attitude stability:
(1) greater personal certainty
(2) perceived abundance of knowledge
(3) a need for strong attitudes
6-19
Determinants
of
Inten3on
! Attitude toward the behavior

30. or unfavorable evaluation or appraisal of the
behavior in question.
! Subjective norm
perform or not to perform the behavior
6-20
Determinants
of
Inten3on
! Degree of perceived behavior control
perceived ease or difficulty of performing the
behavior and it is assumed to reflect past
experience as well as anticipated impediments
and obstacles
6-21
Ajzen’s
Theory
of
Planned
Behavior

31. 6-22
Organiza3onal
Commitment
! Organizational commitment
identifies with an organization and is committed
to its goals.
6-23
A
Model
of
Organiza3onal
Commitment
6-24
Cul3va3ng
Employee
Engagement
! Employee engagement

32. selves to their work roles; in engagement,
people employ and express themselves
physically, cognitively, and emotionally during
role performance.”
6-25
What
Contributes
to
Employee
Engagement?
Employee engagement is caused by a host of
variables that can be separated into two
categories:
! Personal factors
! Contextual or
work-environment
factors.
6-26
What
Contributes
to
Employee

33. Engagement?
! Personal characteristics found or thought to
influence employee engagement include
positive or optimistic personalities, proactive
personality, conscientiousness, PE fit, and
being present or mindful.
6-27
What
Contributes
to
Employee
Engagement?
! Contextual factors include organizational
culture, job security and feelings of
psychological safety, leader behavior
6-28
Causes
of
Job
Sa3sfac3on
! Job satisfaction

34. affec3ve
or
emo3onal
response
toward
various
facets
of
one’s
job
6-29
Causes
of
Job
Sa3sfac3on
! Need fulfillment
an individual to fulfill his or her needs
! Discrepancies
! Value attainment

35. work values
6-30
Causes
of
Job
Sa3sfac3on
! Equity: satisfaction
nction of how “fairly” an individual is
treated at work
! Dispositional/Genetic Components
traits and genetic factors
6-31
Correlates
of
Job
Sa3sfac3on
6-32
Correlates

36. of
Job
Sa3sfac3on
! Organizational citizenship behavior
-role
requirements
6-33
Correlates
of
Job
Sa3sfac3on
! Withdrawal
cognitions
an
individual’s
overall
thoughts
and
feelings
about
quiRng

37. 6-34
Counterproduc3ve
Work
Behavior
! Counterproductive work behavior
employees, the organization as a whole, or
organizational stakeholders such as customers
and shareholders.
6-35
Counterproduc3ve
Work
Behavior
6-36
Causes
and
Preven3on
of
CWBs

38. ! Diagnosis of conduct disorder in
adolescence was associated with CWBs
! Personality traits and job conditions also
could make CWBs more likely
! Employees are less likely to engage in
CWBs if they had satisfying jobs that offered
autonomy—and more likely to engage in
CWBs if they had more resource power
6-37
Causes
and
Preven3on
of
CWBs
! Organizations can limit CWBs by hiring
individuals who are less prone to engage in
this type of behavior
! Organizations should ensure they are
motivating desired behaviors and not CWBs
! If an employee does engage in CWBs, the
organization should respond quickly and
appropriately