Posted: February 26th, 2023

Ads for Management or Executive Positions

 

Find two ads for management or executive positions (Copy and paste them).

Follow the instructions for this assignment carefully. The DQ is asking you to select Two Ads related to the 8 attributes. DO NOT address all the 8 attributes, focus and concentrate only the attributes discussed in the Two Ads.

• What leadership attributes (competencies) are mentioned in these ads? (There are eight [8] listed in Chapter 12, p. 460).

1. Personality
2. Self-concept
3. Leadership Motivation
4. Drive
5. Integrity
6. Knowledge of the Business
7. Cognitive Intelligence (IQ) and Practical Intelligence
8. Emotional Intelligence (E.Q.)

If you were on the selection panel, what methods (or questions) would you use to identify these specific leadership attributes (competencies) in job applicants? (For example, what questions would you ask the applicant to decipher his or her leadership competencies? BE SPECIFIC).

Organizational Behavior McShane | Von Glinow fifth edition emerging knowledge and practice for the real world O rg anizatio nal B ehavio r ISBN 978-0-07-338123-7 MHID 0-07-338123-3 www.mhhe.com E A N em erg ing kno w led g e and p ractice fo r the real w o rld fifth edition McShane Von Glinow In their new Fifth Edition, McShane and Von Glinow continue the trailblazing innovations that made previous editions of Organizational Behavior recognized and adopted by the new generation of organizational behavior (OB) instructors. McShane and Von Glinow 5e is acclaimed for: Readability, presentation of current knowledge » Strong International/Global orientation » Contemporary Theory Foundation (without the jargon) » Active Learning and Critical Thinking Support » Textbook’s philosophy-OB knowledge is for everyone, not just traditional managers. » The reality is that everyone needs OB knowledge to successfully thrive in and around organizations, from sales representatives to production employees to physicians. The authors’ ability to engage students by introducing cutting-edge OB topics while providing relevancy to OB concepts through the ‘linking theory with reality’ approach, is the reason OB 5e remains unparalleled in its ability to engage students. Delivering what we’ve come to expect from this exceptional author team, McShane/Von Glinow 5e helps everyone make sense of OB, and provides the conceptual tools to work more effectively in the workplace. To learn more, visit www.mhhe.com/mcshane5e M D D A L IM 1011736 3/25/09 C Y A N M A G Y E L O B L A C K Organizational Behavior mcs81233_fm_i-xxxiv.indd Page i 3/13/09 9:33:10 PM user-s173mcs81233_fm_i-xxxiv.indd Page i 3/13/09 9:33:10 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Emerging Knowledge and Practice for the Real World mcs81233_fm_i-xxxiv.indd Page ii 3/13/09 9:33:13 PM user-s173mcs81233_fm_i-xxxiv.indd Page ii 3/13/09 9:33:13 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Organizational Behavior Steven L. McShane The University of Western Australia Mary Ann Von Glinow Florida International University 5th Edition Boston Burr Ridge, IL Dubuque, IA New York San Francisco St. Louis Bangkok Bogotá Caracas Kuala Lumpur Lisbon London Madrid Mexico City Milan Montreal New Delhi Santiago Seoul Singapore Sydney Taipei Toronto mcs81233_fm_i-xxxiv.indd Page iii 3/14/09 11:11:25 AM usermcs81233_fm_i-xxxiv.indd Page iii 3/14/09 11:11:25 AM user /Users/user/Desktop/Users/user/Desktop ORGANIZATIONAL BEHAVIOR: EMERGING KNOWLEDGE AND PRACTICE FOR THE REAL WORLD Published by McGraw-Hill/Irwin, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY, 10020. Copyright © 2010 , 2008 , 2005 , 2003 , 2000 by The McGraw-Hill Companies, Inc. All rights reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 0 DOW/DOW 0 9 ISBN 978-0-07-338123-7 MHID 0-07-338123-3 Vice president and editor-in-chief: Brent Gordon Publisher: Paul Ducham Executive editor: John Weimeister Senior development editor: Christine Scheid Marketing manager: Natalie Zook Lead project manager: Christine A. Vaughan Production supervisor: Gina Hangos Senior photo research coordinator: Lori Kramer Photo researcher: Jennifer Blankenship Lead media project manager: Brian Nacik Cover and interior design: Pam Verros/pvdesign Cover image: ©Veer Typeface: 10/12 Berthold Baskerville Compositor: Aptara®, Inc. Printer: R. R. Donnelley Library of Congress Cataloging-in-Publication Data McShane, Steven Lattimore. Organizational behavior : emerging knowledge and practice for the real world / Steven L. McShane, Mary Ann Von Glinow. — 5th ed. p. cm. Includes bibliographical references and index. ISBN-13: 978-0-07-338123-7 (alk. paper) ISBN-10: 0-07-338123-3 (alk. paper) 1. Organizational behavior. I. Von Glinow, Mary Ann Young, 1949- II. Title. HD58.7.M42 2010 658—dc22 2009005753 www.mhhe.com mcs81233_fm_i-xxxiv.indd Page iv 3/13/09 9:33:15 PM user-s173mcs81233_fm_i-xxxiv.indd Page iv 3/13/09 9:33:15 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM http://www.mhhe.com about the authors Steven L. McShane Steven L. McShane is Pro- fessor of Management in the Business School at the University of Western Australia (UWA), where he receives high teaching ratings from students in Perth, Singapore, Manila, and other cities where UWA offers its programs. He is also an Honorary Professor at Universiti Tunku Abdul Rahman (UTAR) in Malaysia and previously taught in the business faculties at Simon Fraser University and Queen’s University in Canada. Steve has conducted executive programs with Nokia, TÜV-SÜD, Wesfarmers Group, Main Roads WA, McGraw-Hill, ALCOA World Alumina Australia, and many other organi- zations. He is also a popular visiting speaker, having given presentations to faculty and students in almost a dozen countries over the past four years. Steve earned his Ph.D. from Michigan State University in organizational behavior, human resource management, and labor relations. He also holds a Master of Industrial Relations from the University of Toronto, and an under- graduate degree from Queen’s University in Canada. Steve has served as President of the Administrative Sciences Association of Canada (the Canadian equivalent of the Academy of Management) and Director of Graduate Pro- grams in the business faculty at Simon Fraser University. Along with coauthoring Organizational Behavior, Fifth Edition, Steve coauthors with Mary Ann Von Glinow on Organizational Behavior: Essentials, Second Edition (2009). He is also the coauthor with Sandra Steen (University of Regina) of Canadian Organizational Behaviour, Seventh Edition (2009), with Tony Travaglione (Curtin University) of Organisational Behaviour on the Pacific Rim, Second Edi- tion (2007), and with Charles Hill (University of Washington) of Principles of Management, First Edition (2008). Steve is also coauthor of Indian, Chinese, and Taiwanese editions or translations of his OB book. Steve has published several dozen articles and conference papers on workplace values, training transfer, organizational learning, exit-voice-loyalty, employee socialization, wrongful dismissal, media bias in business magazines, and other diverse topics. Steve enjoys spending his leisure time swimming, body board surfing, canoeing, skiing, and traveling with his wife and two daughters. Mary Ann Von Glinow Dr. Von Glinow is Director of the Center for Interna- tional Business Education and Research (CIBER) and is Research Professor of Management and Inter- national Business at Florida International University. She also is the 2006 Vice President of the Academy of International Business (AIB) and an editor of JIBS. Previously on the Marshall School faculty of the University of Southern California, she has an MBA and Ph.D. in Management Science from The Ohio State Univer- sity. Dr. Von Glinow was the 1994–95 President of the Acad- emy of Management, the world’s largest association of academicians in management, and is a Fellow of the Academy and the Pan-Pacific Business Association. She sits on eleven editorial review boards and numerous international panels. She teaches in executive programs in Latin America, Central America, the Caribbean region, Asia, and the U.S. Dr. Von Glinow has authored over 100 journal articles and 11 books. Her most recent books include Managing Multi- national Teams (Elsevier, 2005) and Organizational Learning Capability (Oxford University Press, 1999; in Chinese and Spanish translation), which won a Gold Book Award from the Ministry of Economic Affairs in Taiwan in 2002. She has also coauthored the popular Organizational Behavior, Fifth Edition textbook and Organizational Behavior: Essentials, Second Edition (McGraw-Hill/Irwin, 2009). She heads an international consortium of researchers delving into “Best International Human Resource Management Practices,” and her research in this arena won an award from the American Society for Competitiveness’ Board of Trustees. She also received an NSF grant to study globally distributed work. Dr. Von Glinow is the 2005 Academy of Management recipient of the Distinguished Service Award, one of the Academy’s three highest honors bestowed. Mary Ann consults to a number of domestic and multi- national enterprises, and serves as a mayoral appointee to the Shanghai Institute of Human Resources in China. Since 1989, she has been a consultant in General Electric’s “Work- out” and “Change Acceleration Program” including “Coach- ing to Management.” Her clients have included Asia Development Bank, American Express, Diageo, Knight- Ridder, Burger King, Pillsbury, Westinghouse, Southern California Edison, The Aetna, State of Florida, Kaiser Per- manente, TRW, Rockwell Int’l, Motorola, N.Y. Life, Amoco, Lucent, and Joe’s Stone Crabs, to name a few. She is on the Board of Friends of WLRN, Fielding University, Friends of Bay Oaks, Pan-Pacific Business Association, and Animal Al- liance in Los Angeles. She is actively involved in several animal welfare organizations and received the 1996 Hu- manitarian Award of the Year from Miami’s Adopt-a-Pet. mcs81233_fm_i-xxxiv.indd Page v 3/13/09 9:33:17 PM user-s173mcs81233_fm_i-xxxiv.indd Page v 3/13/09 9:33:17 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Dedicated with love and devotion to Donna, and to our wonderful daughters, Bryton and Madison — S.L.M. Dedicated to Zack, Emma, and Googun! —M.A.V.G. mcs81233_fm_i-xxxiv.indd Page vi 3/13/09 9:33:17 PM user-s173mcs81233_fm_i-xxxiv.indd Page vi 3/13/09 9:33:17 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Preface xvi Glossary 525 References 531 Photo Credits 589 Organization Index 591 Name Index 595 Subject Index 616 URL Index 633 PART 1 Introduction 1 Chapter 1 Introduction to the Field of Organizational Behavior 2 PART 2 Individual Behavior and Processes 31 Chapter 2 Individual Behavior, Personality, and Values 32 Chapter 3 Perception and Learning in Organizations 66 Chapter 4 Workplace Emotions, Attitudes, and Stress 96 Chapter 5 Foundations of Employee Motivation 130 Chapter 6 Applied Performance Practices 164 Chapter 7 Decision Making and Creativity 196 PART 3 Team Processes 231 Chapter 8 Team Dynamics 232 Chapter 9 Communicating in Teams and Organizations 268 Chapter 10 Power and Influence in the Workplace 298 Chapter 11 Conflict and Negotiation in the Workplace 326 Chapter 12 Leadership in Organizational Settings 358 PART 4 Organizational Processes 383 Chapter 13 Organizational Structure 384 Chapter 14 Organizational Culture 414 Chapter 15 Organizational Change 442 Additional Cases 469 Case 1: A Mir Kiss? 469 Case 2: Arctic Mining Consultants 471 Case 3: Big Screen’s Big Failure 473 Case 4: Bridging the Two Worlds—The Organizational Dilemma 478 Case 5: Fran Hayden Joins Dairy Engineering 479 Case 6: From Lippert-Johanson Incorporated to Fenway Waste Management 482 Case 7: Glengarry Regional Medical Center 484 Case 8: High Noon at Alpha Mills 488 Case 9: Keeping Suzanne Chalmers 490 Case 10: Northwest Canadian Forest Products Limited 492 Case 11: Perfect Pizzeria 494 Case 12: Simmons Laboratories 495 Case 13: Treetop Forest Products 500 Video Cases 502 Appendix A Theory Building and Systematic Research Methods 507 Appendix B Scoring Keys for Self-Assessment Activities 514 brief contents mcs81233_fm_i-xxxiv.indd Page vii 3/13/09 9:33:17 PM user-s173mcs81233_fm_i-xxxiv.indd Page vii 3/13/09 9:33:17 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM contents Preface xvi Part 1 Introduction 1 Chapter 1 Introduction to the Field of Organizational Behavior 2 The Field of Organizational Behavior 4 Organizational Behavior’s Foundations 5 Why Study Organizational Behavior? 5 Perspectives of Organizational Effectiveness 7 Open-Systems Perspective 7 Global Connections 1.1: Hospitals Take the Lean Journey to Efficiency 10 Organizational Learning Perspective 10 High-Performance Work Practices Perspective 12 Stakeholder Perspective 13 Types of Individual Behavior 16 Task Performance 17 Organizational Citizenship 17 Counterproductive Work Behaviors 18 Joining and Staying with the Organization 18 Maintaining Work Attendance 18 Contemporary Challenges for Organizations 19 Globalization 20 Increasing Workforce Diversity 20 Emerging Employment Relationships 22 Anchors of Organizational Behavior Knowledge 23 The Multidisciplinary Anchor 23 The Systematic Research Anchor 24 Part 2 Individual Behavior and Processes 31 Chapter 2 Individual Behavior, Personality, and Values 32 MARS Model of Individual Behavior and Performance 34 Employee Motivation 34 Ability 35 Role Perceptions 36 Situational Factors 37 Personality in Organizations 38 Personality Determinants: Nature versus Nurture 39 Five-Factor Model of Personality 39 Jungian Personality Theory and the Myers-Briggs Type Indicator 41 Caveats about Personality Testing in Organizations 42 The Contingency Anchor 24 The Multiple Levels of Analysis Anchor 24 Chapter Summary 25 Key Terms 25 Critical Thinking Questions 26 Case Study 1.1: Jersey Dairies, Inc. 26 Case Study 1.2: Working from Home—It’s in the Details 28 Team Exercise 1.3: Human Checkers 28 Class Exercise 1.4: Diagnosing Organizational Stakeholders 29 Self-Assessment 1.5: It All Makes Sense? 30 Self-Assessment 1.6: Is Telecommuting for You? 30 mcs81233_fm_i-xxxiv.indd Page viii 3/13/09 9:33:18 PM user-s173mcs81233_fm_i-xxxiv.indd Page viii 3/13/09 9:33:18 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Contents ix Self-Concept: The “I” in Organizational Behavior 43 Self-Enhancement 44 Self-Verification 44 Self-Evaluation 44 Global Connections 2.1: Feeling Valued Adds Value at Johnson & Johnson 45 The Social Self 46 Self-Concept and Organizational Behavior 47 Values in the Workplace 47 Types of Values 48 Values and Individual Behavior 49 Value Congruence 49 Values across Cultures 50 Individualism and Collectivism 50 Power Distance 51 Uncertainty Avoidance 51 Achievement-Nurturing Orientation 52 Ethical Values and Behavior 52 Three Ethical Principles 53 Moral Intensity, Ethical Sensitivity, and Situational Influences 53 Supporting Ethical Behavior 54 Chapter Summary 56 Key Terms 56 Critical Thinking Questions 57 Case Study 2.1: SK Telecom Goes Egalitarian in a Hierarchical Society 57 Case Study 2.2: Pushing Paper Can Be Fun 58 Case Study 2.3: The Trouble with Business Ethics 59 Class Exercise 2.4: Test Your Knowledge of Personality 60 Team Exercise 2.5: Comparing Cultural Values 61 Team Exercise 2.6: Ethics Dilemma Vignettes 62 Self-Assessment 2.7: Are You Introverted or Extroverted? 63 Self-Assessment 2.8: What Are Your Dominant Values? 64 Self-Assessment 2.9: Individualism-Collectivism Scale 64 Self-Assessment 2.10: Estimating Your Locus of Control 64 Self-Assessment 2.11: Identifying Your General Self-Efficacy 64 Chapter 3 Perception and Learning in Organizations 66 The Perceptual Process 68 Perceptual Organization and Interpretation 70 Social Identity and Stereotyping 71 Stereotyping in Organizations 72 Global Connections 3.1: “Your Name Says Everything in France” 74 Attribution Theory 75 Attribution Errors 76 Self-Fulfilling Prophecy 76 Contingencies of Self-Fulfilling Prophecy 77 Other Perceptual Errors 78 Improving Perceptions 79 Awareness of Perceptual Biases 79 Improving Self-Awareness 79 Meaningful Interaction 81 Learning in Organizations 82 Behavior Modification: Learning through Reinforcement 82 Social Learning Theory: Learning by Observing 85 Learning through Experience 86 From Individual to Organizational Learning 87 Chapter Summary 88 Key Terms 89 Critical Thinking Questions 89 Case Study 3.1: Hy Dairies, Inc. 90 Case Study 3.2: How Failure Breeds Success 91 Class Exercise 3.3: The Learning Exercise 91 Web Exercise 3.4: Stereotyping in Corporate Annual Reports 92 Self-Assessment 3.5: How Much Perceptual Structure Do You Need? 92 Self-Assessment 3.6: Assessing Your Perspective Taking (Cognitive Empathy) 94 Self-Asssessment 3.7: Assessing Your Emotional Empathy 94 Chapter 4 Workplace Emotions, Attitudes, and Stress 96 Emotions in the Workplace 98 Types of Emotions 99 Emotions, Attitudes, and Behavior 100 mcs81233_fm_i-xxxiv.indd Page ix 3/13/09 9:33:21 PM user-s173mcs81233_fm_i-xxxiv.indd Page ix 3/13/09 9:33:21 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM x Contents Managing Emotions at Work 103 Emotional Display Norms across Cultures 103 Emotional Dissonance 104 Emotional Intelligence 105 Global Connections 4.1: GM Holden Revs Up Emotional Intelligence 107 Improving Emotional Intelligence 107 Job Satisfaction 108 Job Satisfaction and Work Behavior 109 The Ethics of Job Satisfaction 112 Organizational Commitment 112 Consequences of Organizational Commitment 112 Building Organizational Commitment 113 Work-Related Stress and Its Management 114 General Adaptation Syndrome 114 Consequences of Distress 115 Stressors: The Causes of Stress 116 Individual Differences in Stress 118 Managing Work-Related Stress 118 Chapter Summary 122 Key Terms 122 Critical Thinking Questions 123 Case Study 4.1: Riding the Emotional Roller Coaster 123 Case Study 4.2: Dispatches from the War on Stress 124 Class Exercise 4.3: Strength-Based Coaching 125 Team Exercise 4.4: Ranking Jobs on Their Emotional Labor 126 Team Exercise 4.5: Stage Fright! 126 Self-Assessment 4.6: School Commitment Scale 127 Self-Assessment 4.7: Dispositional Mood Scale 129 Self-Assessment 4.8: Work Addiction Risk Test 129 Self-Assessment 4.9: Perceived Stress Scale 129 Self-Assessment 4.10: Stress Coping Preference Scale 129 Chapter 5 Foundations of Employee Motivation 130 Employee Engagement 132 Employee Drives and Needs 134 Individual Differences in Needs 134 Maslow’s Needs Hierarchy Theory 135 Global Connections 5.1: Shining the Spotlight on Employee Recognition 137 What’s Wrong with Needs Hierarchy Models? 138 Learned Needs Theory 138 Four-Drive Theory 140 Expectancy Theory of Motivation 143 Expectancy Theory in Practice 144 Goal Setting and Feedback 145 Balanced Scorecard 147 Characteristics of Effective Feedback 148 Sources of Feedback 149 Evaluating Goal Setting and Feedback 151 Organizational Justice 151 Equity Theory 152 Procedural Justice 155 Chapter Summary 156 Key Terms 157 Critical-Thinking Questions 157 Case Study 5.1: Vêtements Ltée 158 Case Study 5.2: Motivating Staff When the Money Is Tight 159 Class Exercise 5.3: Needs Priority Exercise 159 Team Exercise 5.4: A Question of Feedback 160 Self-Assessment 5.5: Need-Strength Questionnaire 161 Self-Assessment 5.6: Measuring Your Growth-Need Strength 163 Self-Assessment 5.7: Your Equity Sensitivity 163 Chapter 6 Applied Performance Practices 164 The Meaning of Money in the Workplace 166 Financial Reward Practices 167 Membership- and Seniority-Based Rewards 167 Job Status–Based Rewards 168 Competency-Based Rewards 169 Performance-Based Rewards 170 Connections 6.1: Nucor Rewards the Team 171 Improving Reward Effectiveness 172 Connections 6.2: When Rewards Go Wrong 174 mcs81233_fm_i-xxxiv.indd Page x 3/13/09 9:33:21 PM user-s173mcs81233_fm_i-xxxiv.indd Page x 3/13/09 9:33:21 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Contents xi Job Design Practices 175 Job Design and Work Efficiency 175 Job Design and Work Motivation 177 Job Design Practices That Motivate 180 Empowerment Practices 182 Supporting Empowerment 182 Self-Leadership Practices 183 Self-Leadership Strategies 184 Effectiveness of Self-Leadership 186 Self-Leadership Contingencies 186 Chapter Summary 187 Key Terms 188 Critical Thinking Questions 188 Case Study 6.1: The Regency Grand Hotel 188 Case Study 6.2: How to Make a Microserf Smile 190 Team Exercise 6.3: Is Student Work Enriched? 191 Self-Assessment 6.4: What Is Your Attitude toward Money? 193 Self-Assessment 6.5: Assessing Your Self-Leadership 194 Self-Assessment 6.6: Student Empowerment Scale 195 Chapter 7 Decision Making and Creativity 196 Rational Choice Paradigm of Decision Making 198 Problems with the Rational Choice Paradigm 200 Identifying Problems and Opportunities 200 Problems with Problem Identification 201 Identifying Problems and Opportunities More Effectively 202 Evaluating and Choosing Alternatives 203 Problems with Goals 203 Problems with Information Processing 204 Problems with Maximization 206 Evaluating Opportunities 206 Emotions and Making Choices 207 Intuition and Making Choices 208 Making Choices More Effectively 209 Implementing Decisions 209 Chapter 8 Team Dynamics 232 Teams and Informal Groups 234 Informal Groups 235 Advantages and Disadvantages of Teams 236 The Challenges of Teams 237 Part 3 Team Processes 231 Evaluating Decision Outcomes 210 Escalation of Commitment 210 Evaluating Decision Outcomes More Effectively 212 Employee Involvement in Decision Making 213 Benefits of Employee Involvement 213 Contingencies of Employee Involvement 214 Creativity 215 Characteristics of Creative People 216 Connections 7.1: Going for WowWow at Nottingham- Spirk 217 Organizational Conditions Supporting Creativity 218 Activities That Encourage Creativity 219 Chapter Summary 221 Key Terms 222 Critical Thinking Questions 222 Case Study 7.1: Employee Involvement Cases 223 Case Study 7.2: P&G’s Designer Thinking 224 Team Exercise 7.3: Where in the World Are We? 224 Team Exercise 7.4: Winter Survival Exercise 227 Class Exercise 7.5: The Hopping Orange 228 Class Exercise 7.6: Creativity Brainbusters 228 Self-Assessment 7.7: Measuring Your Creative Personality 229 Self-Assessment 7.8: Testing Your Creative Bench Strength 230 Self-Assessment 7.9: Decision-Making Style Inventory 230 mcs81233_fm_i-xxxiv.indd Page xi 3/13/09 9:33:22 PM user-s173mcs81233_fm_i-xxxiv.indd Page xi 3/13/09 9:33:22 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM xii Contents A Model of Team Effectiveness 238 Organizational and Team Environment 239 Team Design Elements 240 Task Characteristics 240 Team Size 242 Team Composition 242 Global Connections 8.1: Royal Dutch Shell Finds Team Players in Gourami 243 Team Processes 245 Team Development 245 Team Norms 249 Team Cohesion 250 Team Trust 251 Self-Directed Teams 253 Success Factors for Self-Directed Teams 254 Virtual Teams 255 Success Factors for Virtual Teams 255 Team Decision Making 256 Constraints on Team Decision Making 256 Team Structures to Improve Decision Making 258 Chapter Summary 260 Key Terms 261 Critical Thinking Questions 261 Case Study 8.1: The Shipping Industry Accounting Team 262 Case Study 8.2: Philanthropic Team Building 263 Case Study 8.3: Seagate’s Morale-athon 264 Team Exercise 8.4: Team Tower Power 265 Self-Assessment 8.5: What Team Roles Do You Prefer? 265 Self-Assessment 8.6: Are You a Team Player? 267 Self-Assessment 8.7: How Trusting Are You? 267 Chapter 9 Communicating in Teams and Organizations 268 The Importance of Communication 270 A Model of Communication 271 Influences on Effective Encoding and Decoding 271 Communication Channels 272 Computer-Mediated Communication 273 Connections 9.1: About-Face on Workplace E-mail 274 Nonverbal Communication 276 Choosing the Best Communication Channel 277 Social Acceptance 278 Media Richness 278 Communication Channels and Persuasion 281 Communication Barriers (Noise) 281 Information Overload 282 Cross-Cultural and Cross-Gender Communication 283 Nonverbal Differences across Cultures 284 Gender Differences in Communication 285 Improving Interpersonal Communication 285 Getting Your Message Across 285 Active Listening 286 Improving Communication throughout the Hierarchy 287 Workspace Design 287 Web-Based Organizational Communication 288 Direct Communication with Top Management 288 Communicating through the Grapevine 289 Grapevine Characteristics 289 Grapevine Benefits and Limitations 290 Chapter Summary 290 Key Terms 291 Critical Thinking Questions 291 Case Study 9.1: Communicating with the Millennials 292 Case Study 9.2: It’s All about the Face-to-Face 293 Team Exercise 9.3: Analyzing the Blogosphere 294 Team Exercise 9.4: Active Listening Exercise 294 Team Exercise 9.5: Cross-Cultural Communication Game 295 Self-Assessment 9.6: Active Listening Skills Inventory 296 Chapter 10 Power and Influence in the Workplace 298 The Meaning of Power 300 A Model of Power in Organizations 301 Sources of Power in Organizations 301 Legitimate Power 302 Reward Power 302 Coercive Power 303 Expert Power 303 mcs81233_fm_i-xxxiv.indd Page xii 3/13/09 9:33:23 PM user-s173mcs81233_fm_i-xxxiv.indd Page xii 3/13/09 9:33:23 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Contents xiii Referent Power 303 Information and Power 304 Contingencies of Power 305 Substitutability 305 Centrality 306 Discretion 306 Visibility 307 Social Networking and Power 307 Global Connections 10.1: Powered by the Social Network 308 Consequences of Power 309 Influencing Others 309 Types of Influence Tactics 310 Consequences and Contingencies of Influence Tactics 314 Influence Tactics and Organizational Politics 315 Conditions Supporting Organizational Politics 316 Personal Characteristics 316 Chapter Summary 317 Key Terms 317 Critical Thinking Questions 318 Case Study 10.1: The Rise and Fall of WorldCom 318 Case Study 10.2: Rhonda Clark: Taking Charge at the Smith Foundation 319 Case Study 10.3: Shaking Up Oxford 322 Team Exercise 10.4: Budget Deliberations 322 Self-Assessment 10.5: Guanxi Orientation Scale 323 Self-Assessment 10.6: Machiavellianism Scale 324 Self-Assessment 10.7: Perceptions of Politics Scale (POPS) 324 Chapter 11 Conflict and Negotiation in the Workplace 326 Is Conflict Good or Bad? 328 The Emerging View: Constructive and Relationship Conflict 329 Connections 11.1: Constructive Confrontation inside Intel 331 Conflict Process Model 331 Structural Sources of Conflict in Organizations 332 Incompatible Goals 333 Differentiation 333 Global Connections 11.2: Conflict Overdrive at VW and Porsche 334 Interdependence 334 Scarce Resources 335 Ambiguous Rules 335 Communication Problems 335 Interpersonal Conflict-Handling Styles 336 Choosing the Best Conflict-Handling Style 337 Cultural and Gender Differences in Conflict-Handling Styles 339 Structural Approaches to Conflict Management 340 Emphasizing Superordinate Goals 340 Reducing Differentiation 340 Improving Communication and Understanding 341 Reducing Interdependence 341 Increasing Resources 341 Clarifying Rules and Procedures 341 Resolving Conflict through Negotiation 342 Bargaining-Zone Model of Negotiations 343 Situational Influences on Negotiations 343 Negotiator Skills 345 Third-Party Conflict Resolution 346 Choosing the Best Third-Party Intervention Strategy 347 Chapter Summary 349 Key Terms 349 Critical Thinking Questions 349 Case Study 11.1: Tamarack Industries 350 Case Study 11.2: The New Heat at Ford 351 Class Exercise 11.3: The Contingencies of Conflict Handling 352 Team Exercise 11.4: Ugli Orange Role Play 356 Self-Assessment 11.5: The Dutch Test for Conflict Handling 357 Chapter 12 Leadership in Organizational Settings 358 What Is Leadership? 360 Shared Leadership 360 Competency Perspective of Leadership 361 Competency Perspective Limitations and Practical Implications 363 mcs81233_fm_i-xxxiv.indd Page xiii 3/13/09 9:33:23 PM user-s173mcs81233_fm_i-xxxiv.indd Page xiii 3/13/09 9:33:23 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM xiv Contents Behavioral Perspective of Leadership 364 Choosing Task- versus People-Oriented Leadership 364 Contingency Perspective of Leadership 365 Path-Goal Theory of Leadership 365 Other Contingency Theories 368 Leadership Substitutes 370 Transformational Perspective of Leadership 371 Transformational versus Transactional Leadership 371 Transformational versus Charismatic Leadership 372 Elements of Transformational Leadership 373 Evaluating the Transformational Leadership Perspective 374 Implicit Leadership Perspective 375 Prototypes of Effective Leaders 375 The Romance of Leadership 376 Cross-Cultural and Gender Issues in Leadership 376 Chapter Summary 378 Key Terms 379 Critical Thinking Questions 379 Case Study 12.1: Profitel Inc. 379 Case Study 12.2: Mack Attack 381 Team Exercise 12.3: Leadership Diagnostic Analysis 381 Self-Assessment 12.4: What Is Your Boss’s Preferred Leadership Style? 382 Elements of Organizational Structure 390 Span of Control 390 Centralization and Decentralization 393 Formalization 393 Mechanistic versus Organic Structures 394 Forms of Departmentalization 395 Simple Structure 396 Functional Structure 396 Divisional Structure 397 Team-Based Structure 400 Matrix Structure 401 Network Structure 403 Contingencies of Organizational Design 405 External Environment 406 Organizational Size 407 Technology 407 Organizational Strategy 408 Chapter Summary 408 Key Terms 409 Critical Thinking Questions 409 Case Study 13.1: Macy’s Gets Personal 410 Case Study 13.2: More Than Cosmetic Changes at Avon 411 Team Exercise 13.3: The Club Ed Exercise 412 Self-Assessment 13.4: What Organizational Structure Do You Prefer? 412 Chapter 14 Organizational Culture 414 Elements of Organizational Culture 416 Content of Organizational Culture 418 Organizational Subcultures 419 Deciphering Organizational Culture through Artifacts 420 Organizational Stories and Legends 420 Rituals and Ceremonies 421 Organizational Language 422 Physical Structures and Symbols 422 Is Organizational Culture Important? 423 Contingencies of Organizational Culture and Effectiveness 424 Organizational Culture and Business Ethics 426 Part 4 Organizational Processes 383 Chapter 13 Organizational Structure 384 Division of Labor and Coordination 386 Division of Labor 386 Coordinating Work Activities 387 mcs81233_fm_i-xxxiv.indd Page xiv 3/13/09 9:33:24 PM user-s173mcs81233_fm_i-xxxiv.indd Page xiv 3/13/09 9:33:24 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Contents xv Merging Organizational Cultures 426 Bicultural Audit 427 Strategies for Merging Different Organizational Cultures 427 Changing and Strengthening Organizational Culture 429 Actions of Founders and Leaders 429 Aligning Artifacts 430 Introducing Culturally Consistent Rewards 431 Attracting, Selecting, and Socializing Employees 431 Organizational Socialization 432 Socialization as a Learning and Adjustment Process 433 Stages of Organizational Socialization 433 Improving the Socialization Process 435 Chapter Summary 436 Key Terms 437 Critical Thinking Questions 437 Case Study 14.1: Hillton’s Transformation 438 Case Study 14.2: Merck’s New Cultural Cure 439 Class Exercise 14.3: Diagnosing Corporate Culture Proclamations 440 Self-Assessment 14.4: What Are Your Corporate Culture Preferences? 441 Chapter 15 Organizational Change 442 Lewin’s Force Field Analysis Model 444 Restraining Forces 445 Connections 15.1: The FBI Meets Its Own Resistance 448 Unfreezing, Changing, and Refreezing 449 Creating an Urgency for Change 450 Reducing the Restraining Forces 451 Refreezing the Desired Conditions 454 Change Agents, Strategic Visions, and Diffusing Change 455 Change Agents and Strategic Visions 455 Diffusion of Change 455 Four Approaches to Organizational Change 456 Action Research Approach 456 Appreciative Inquiry Approach 458 Large-Group Interventions 460 Parallel Learning Structure Approach 461 Cross-Cultural and Ethical Issues in Organizational Change 461 Organizational Behavior: The Journey Continues 462 Chapter Summary 462 Key Terms 463 Critical Thinking Questions 463 Case Study 15.1: TransAct Insurance Corporation 464 Case Study 15.2: Inside Intel 465 Team Exercise 15.3: Strategic Change Incidents 466 Self-Assessment 15.4: Are You Tolerant of Change? 467 Additional Cases 469 Case 1: A Mir Kiss? 469 Case 2: Arctic Mining Consultants 471 Case 3: Big Screen’s Big Failure 473 Case 4: Bridging the Two Worlds—The Organizational Dilemma 478 Case 5: Fran Hayden Joins Dairy Engineering 479 Case 6: From Lippert-Johanson Incorporated to Fenway Waste Management 482 Case 7: Glengarry Regional Medical Center 484 Case 8: High Noon at Alpha Mills 488 Case 9: Keeping Suzanne Chalmers 490 Case 10: Northwest Canadian Forest Products Limited 492 Case 11: Perfect Pizzeria 494 Case 12: Simmons Laboratories 495 Case 13: Treetop Forest Products 500 Video Cases 502 Appendix A Theory Building and Systematic Research Methods 507 Appendix B Scoring Keys for Self-Assessment Activities 514 Glossary 525 References 531 Photo Credits 589 Organization Index 591 Name Index 595 Subject Index 616 URL Index 633 mcs81233_fm_i-xxxiv.indd Page xv 3/13/09 9:33:29 PM user-s173mcs81233_fm_i-xxxiv.indd Page xv 3/13/09 9:33:29 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Welcome to the emerging knowledge and practice of organizational behavior! Social networks and virtual teams are replacing committee meetings. Knowledge is replac- ing infrastructure. Values and self-leadership are replacing command-and-control management. Companies are looking for employees with emotional intelligence and team competencies, not just technical smarts. Diversity and globalization have be- come challenges as well as competitive opportunities for organizations. Co-workers aren’t down the hall; they’re at the other end of an Internet connection located some- where else on the planet. Organizational Behavior, Fifth Edition, is written in the context of these emerging workplace realities. This edition explains how emotions guide employee motivation, attitudes, and decisions; how self-concept influences employee motivation and be- havior, team cohesion, and leadership; how social networks are gaining importance as a source of personal power and organizational effectiveness; and how appreciative inquiry has become an important strategy for changing organizations. This book also presents the new reality that organizational behavior is not just for managers; it is relevant and useful to anyone who works in and around organizations. Linking Theory with Reality Every chapter of Organizational Behavior , Fifth Edition, is filled with examples that make OB knowledge more meaningful and reflect the relevance and excitement of this field. These stories about real people and organizations translate academic theo- ries into relevant knowledge. For example, you will read how Whole Foods Market and La-Z-Boy have discovered the advantages of teamwork; how Sony Europe has improved employee motivation through the positive organizational behavior practice of strengths-based feedback; how Raytheon and other companies have mapped out informal social networks throughout the organization; and how Ernst & Young, Procter & Gamble, and several other firms are sending employees to overseas social responsibility assignments to improve their global mindset and other perceptual capabilities. These real-life stories appear in many forms. Every chapter of Organizational Behavior, Fifth Edition , offers several detailed photo captions and many more in-text anecdotes. Lengthier stories are distinguished in a feature we call Connections, because it “connects” OB concepts with real organizational incidents. Case studies in each chapter and video case studies for each part of this book also connect OB concepts to the emerging workplace realities. These stories provide representation across the United States and around the planet. They also cover a wide range of industries—from software to government, and from small businesses to the Fortune 500. Global Orientation One of the first things you might notice about this book is its strong global orienta- tion. This goes beyond the traditional practice of describing how U.S. companies operate in other parts of the world. Organizational Behavior, Fifth Edition, takes a truly global approach by illustrating how organizational behavior concepts and practices are relevant to companies in every part of the world. For example, you will read how Mina Ishiwatari faced resistance to change as she transformed sleepy Tokyo-based Hoppy Beverage Co. into a high-profile brand; how Volkswagen and Porsche xvi preface mcs81233_fm_i-xxxiv.indd Page xvi 3/13/09 9:33:29 PM user-s173mcs81233_fm_i-xxxiv.indd Page xvi 3/13/09 9:33:29 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Preface xvii executives are wrapped up in high-stakes conflict over how Volkswagen should be run; how Air New Zealand CEO Rob Fyfe relies on a hands-on approach to improve his and others’ perceptions; how Sweden’s Svenska Handelsbanken relies on em- ployee empowerment and organizational rewards rather than centralized budgets to manage the business; and how Mott MacDonald’s oil and gas team improves emo- tions and camaraderie through desert safari treks in Abu Dhabi. This global orientation is also apparent in our discussion of many organizational behavior topics. The first chapter of Organizational Behavior, Fifth Edition , introduces the concept of globalization. Global issues are then highlighted throughout the book, such as cross-cultural values and ethics, development of a global mindset, job satisfac- tion and display of emotions in different societies, cross-cultural issues in the success of self-directed work teams, problems with cross-cultural communication, cultural values and expectations as a factor in preferred influence tactics, the handling of con- flict differently across cultures, and preferred leadership styles across cultures. Contemporary Theory Foundation Vivid real-world examples and practices are only valuable if they are connected to good theory. Organizational Behavior has developed a reputation for its solid founda- tion of contemporary and classic research and writing. You can see this in the refer- ences. Each chapter is based on dozens of articles, books, and other sources. The most recent literature receives thorough coverage, resulting in what we believe is the most up-to-date organizational behavior textbook available. These references also reveal that we reach out to marketing, information management, human resource management, and other disciplines for new ideas. At the same time, this textbook is written for students, not the scholars whose work is cited. So, although this book pro- vides new knowledge and its practical implications, it rarely names researchers and their university affiliations. It focuses on organizational behavior knowledge rather than “who’s who” in the field. One of the driving forces for writing Organizational Behavior was to provide a con- duit whereby emerging OB knowledge more quickly reaches students, practitioners, and fellow scholars. This objective is so important that we state it in the subtitle of this book. To its credit, Organizational Behavior was the first textbook to discuss work- place emotions, social identity theory, four-drive theory, appreciative inquiry, affec- tive events theory (but without the jargon), somatic marker theory (also without the jargon), virtual teams, future-search events, Schwartz’s value model, resilience, employee engagement, learning orientation, workaholism, and several other ground- breaking topics. This edition introduces additional emerging OB concepts and prac- tices, including social networking communication, the competencies of effective team members, exceptions to media richness theory, the importance of self-concept in organizational behavior, the globally integrated enterprise, the global mindset, and strengths-based feedback. Organizational Behavior Knowledge for Everyone Another distinctive feature of Organizational Behavior, Fifth Edition, is that it is written for everyone in organizations, not just managers. The philosophy of this book is that everyone who works in and around organizations needs to understand and make use of organizational behavior knowledge. The contemporary reality is that people throughout the organization—systems analysts, production employees, accounting professionals—are assuming more responsibilities as companies remove layers of mcs81233_fm_i-xxxiv.indd Page xvii 3/13/09 9:33:29 PM user-s173mcs81233_fm_i-xxxiv.indd Page xvii 3/13/09 9:33:29 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM xviii Preface management and give the rest of us more autonomy over our work. This book helps everyone to make sense of organizational behavior and provides the conceptual tools needed to work more effectively in the workplace. Active Learning and Critical Thinking Support We teach organizational behavior, so we understand how important it is to use a text- book that offers deep support for active learning and critical thinking. The fact that business school accreditation associations also emphasize the importance of the learn- ing experience further reinforces our attention to classroom activities. Organizational Behavior, Fifth Edition, includes more than two dozen case studies in various forms and levels of complexity. It offers three dozen self-assessments, most of which have received construct validation. This book is also a rich resource for in-class activities, some of which are not available in other organizational behavior textbooks, such as “Test Your Knowledge of Personality,” “Where in the World Are We?” and “Cross- Cultural Communication Game.” Changes to the Fifth Edition Organizational Behavior, Fifth Edition, has benefited from reviews by several dozen organizational behavior teachers and researchers in several countries over the past two years. The most significant structural change is that we have reduced the book to 15 chapters so that it more closely parallels the number of weeks in a typical OB course. This edition also continues to update current knowledge in every chapter and provides fresh examples to illustrate theories and concepts. The most notable im- provements to this edition are described below: • Chapter 1: Introduction to the Field of Organizational Behavior. This chapter has been substantially revised and updated. It introduces four perspectives of orga- nizational effectiveness (the ultimate dependent variable in OB), so students now have an excellent macro-OB foundation for topics throughout this book. The organizational effectiveness section also provides better organization for open systems, organizational learning, high-performance work practices, and values and ethics. The five types of individual behavior are also described in this chapter as a natural micro-OB flow from the organizational effectiveness discussion. The topic of workforce diversity now distinguishes surface from deep-level diversity. Discussion of the systematic research anchor now includes the concept of evidence-based management. • Chapter 2: Individual Behavior, Personality, and Values. This edition provides im- portant new knowledge about self-concept, including its main components (self- enhancement, self-verification, self-evaluation, and social identity) and their relevance for organizational behavior. This edition also has a rewritten and ex- panded discussion of personality in line with the topic’s increasing importance in OB. The MARS model now includes a fuller conceptual background. • Chapter 3: Perception and Learning in Organizations. This edition updates the sec- tion on selective attention, organization, and interpretation on the basis of the rapidly developing research on this topic. It also introduces the increasingly popular concept of global mindset in the context of perception and learning. The chapter adds discussion about false-consensus effect as well as the implicit association test. It also reorganizes into one section the discussion about prac- tices that minimize perceptual problems. Positive organizational behavior, mcs81233_fm_i-xxxiv.indd Page xviii 3/13/09 9:33:29 PM user-s173mcs81233_fm_i-xxxiv.indd Page xviii 3/13/09 9:33:29 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Preface xix which was introduced in previous editions, is described in this chapter and mentioned again in subsequent chapters of this book. • Chapter 4: Workplace Emotions, Attitudes, and Stress. This chapter now incorpo- rates the topic of stress, which is closely related to workplace emotions. It contin- ues to present a clearer explanation of the dual (cognitive and emotional) processes of attitudes and provides a fuller understanding about the dimensions of emo- tional intelligence. This chapter also discusses “shock events” in job satisfaction. • Chapter 5: Foundations of Employee Motivation. The previous edition was appar- ently the first OB book to discuss employee engagement. This edition moves the topic to this chapter, so employee engagement is more closely connected to employee motivation as well as the MARS model. The balanced scorecard has also been moved to this chapter, because of its emphasis on goal setting more than rewards. The chapter also distinguishes drives from needs and explains how drives and emotions are the prime movers of human motivation. It de- scribes Maslow’s contribution to the field of human motivation. Organizational Behavior was the first OB textbook to introduce four-drive theory, and this edi- tion further refines the description of that model and its practical implications. Finally, this chapter introduces the positive organizational behavior concept and practice called strengths-based feedback. • Chapter 6: Applied Performance Practices. This edition adds emerging information about the situational and personal influences on self-leadership. It also updates information about the meaning of money and reward practices. • Chapter 7: Decision Making and Creativity. This edition introduces three of the de- cision heuristic biases discovered and popularized by Kahneman and Tversky. The chapter also revises and updates the discussion of problems with problem identification, the section on the influence of emotions on making choices, and the section on characteristics of creative people. It also has a more dedicated overview of the rational choice concept of subjective expected utility. • Chapter 8: Team Dynamics. This edition combines the two chapters on teams found in previous editions. It summarizes types of teams and more fully dis- cusses the potential benefits and problems with teams. Furthermore, this edition introduces new information on the competencies of effective team members, re- vises the writing on self-directed teams and virtual teams, and provides emerg- ing knowledge about two key processes in team development: team identity and team competence. • Chapter 9: Communicating in Teams and Organizations. The previous edition was apparently the first OB textbook to discuss the role of blogs and wikis in organi- zations. This edition continues this leadership with new information about so- cial networking communication. Other new knowledge in this chapter includes the topic of multicommunicating, social acceptance as a contingency in the se- lection of communication channels, conditions that offset the effects of media richness, and four factors that influence the effectiveness of the communication process (i.e., encoding and decoding). • Chapter 10: Power and Influence in the Workplace. This chapter further develops the section on social networking as a source of power. It also adds a separate section on the consequences of power. • Chapter 11: Conflict and Negotiation in the Workplace. This edition offers a more detailed look at the contingencies of conflict handling. It also revises and mcs81233_fm_i-xxxiv.indd Page xix 3/13/09 9:33:30 PM user-s173mcs81233_fm_i-xxxiv.indd Page xix 3/13/09 9:33:30 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM xx Preface updates the development of thinking about whether conflict is good or bad. This description includes the emerging model of constructive versus relation- ship conflict and the ways to allow the former while suppressing the latter. The discussion of negotiation now includes more specific advice regarding making concessions. • Chapter 12: Leadership in Organizational Settings. In this edition, the competency perspective of leadership has been rewritten to incorporate new information about personality, self-concept, practical intelligence, and other specific compe- tencies. The topic of implicit leadership has also been revised to incorporate the distinction between leadership prototypes and the romance of leadership. The topic of shared leadership has been expanded. • Chapter 13: Organizational Structure. This edition describes the globally integrated enterprise in the section on forms of departmentalization. The liability of new- ness is now discussed in the section on organic structures. The chapter also revises writing on span of control and tall/flat structures and introduces concurrent engineering practices in the context of informal coordinating mecha- nisms. The (dis)advantages of tall versus flat structures also receive more precise discussion. • Chapter 14: Organizational Culture. This edition more specifically (than in past editions) critiques the “integration” perspective of organizational culture by re- ferring to the alternative differentiation and fragmentation views of this topic. It also describes attraction-selection-attrition theory as well as the Organizational Culture Profile model. The section on organizational culture and performance and the section on changing and strengthening organizational culture have been substantially rewritten. • Chapter 15: Organizational Change. In this edition, the topic of resistance to change is further updated regarding the three functions of resistance. We added a new section on large-group interventions as a distinct fourth approach to orga- nizational change. The topics of urgency for change and future-search confer- ences also received minor updates. mcs81233_fm_i-xxxiv.indd Page xx 3/13/09 9:33:30 PM user-s173mcs81233_fm_i-xxxiv.indd Page xx 3/13/09 9:33:30 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM supporting the learning process The changes described previously refer only to the text material. Organizational Behavior, Fifth Edition, also has improved technology supplements, cases, videos, team exercises, and self- assessments. One of Robert Iger’s first tasks as Walt Disney Co.’s new CEO was to acquire Pixar Animation Studios and put its leaders—John Lasseter (shown in this photo) and Ed Catmull—in charge of Disney’s own animation unit, Walt Disney Animation Studios. The studio that brought us Mickey Mouse and The Lion King had become moribund over the past decade, eclipsed by Pixar’s award-winning productions. Disney already had lucrative distribution rights to Pixar’s first five films, including any sequels, but Iger wanted something much more valuable. He wanted the organizational behavior practices that have made Pixar a powerhouse filmmaker, from Toy Story to y Wall-E .EE Pixar’s success is founded on the notion that companies depend on the quality of their employees and how well they collaborate with each other. “From the very beginning, we recognized we had to get the best people, technically, from the computer science world, and from the artistic filmmaking animation world, and get them working together,” explains John Lasseter, who is now chief creative officer of both Pixar and Disney Animation Studios. “That, right there, is probably the secret to Pixar.” Pixar enables people to work together in several ways. First, the company relies on long-term employment relationships rather than short-term project contracts. These long-term relationships improve team development and social networks. “The problem with the Hollywood model is that it’s generally the day you wrap production that you realize you’ve finally figured out how to work together,” says Randy Nelson, head of Pixar University. “We’ve made the leap from an idea-centered business to a people-centered business.” Pixar’s campus in Emeryville, California, is another reason why employees work well together. The buildings were designed to cluster people into teams yet also to encourage chance encounters with people from other projects. “When people run into each other and make eye contact, innovative things happen,” says Pixar director Brad Bird. Pixar’s egalitarian, no-nonsense, perfectionist culture is a third reason why the animation studio’s staff members work effectively. The company gives power to its production teams rather than to senior executives, but these teams are also ruthless at writing and rendering scenes several times until they look right. All employees—from entry-level newcomers to the CEO—are encouraged to be creative and offer candid feedback about work in progress. Production teams have regular “sweatbox” sessions at which problems are discussed openly. Even the most successful films receive a “postmortem” to discover how they could have been improved. “Our job is to address problems even when we’re successful,” explains Pixar/Disney Animation president Ed Catmull, whose leadership is identified as the foundation of Pixar’s unique culture. 1 Several organizational behavior practices have helped Pixar Animation Studios become the world’s most successful animation studio. Yasmeen Youssef’s self-confidence was a bit shaky when she and her husband moved from Egypt to Canada a few years ago. “I was worried no one would take a chance on me, would believe in me,” she recalls. But any self-doubts slowly disappeared after taking an entry-level job with Fairmont Hotels & Resorts corporate offices in Toronto. “Everything changed when I started working at Fairmont,” says Youssef, who is now on Fairmont’s human resource team and recently trained new staff in Cairo. “I can’t believe the amount of value, care, respect everyone has extended to me.” As North America’s largest luxury hotel operator, Fairmont discovered long ago that one of the secret ingredients for employee performance and well-being is supporting the individual’s self-concept. “People want to feel valued and they stay where they feel valued,” says Carolyn Clark, Fairmont’s senior vice president of human resources. Clark also points out that Fairmont is able to nurture this talent by selecting the best, which means hiring people with the right values and personality for superb customer service. “We believed that we could train the technical skills—that’s the easy part,” Clark explained a few years ago. “What we can’t train is the service orientation. We just can’t put people in the training program and say they are going to come out smiling if that is not inherent in them.” Along with hiring people with the right values and personality and nurturing their self-concept, Fairmont is developing staff to work effectively in a multicultural world. Sean Billing is a case in point. The economics graduate had been working as Fairmont’s director of rooms in Chicago when he casually asked his boss whether the hotel chain could use his skills and knowledge elsewhere. Soon after, Billing was offered a position in Kenya, bringing Fairmont’s new properties in the African country up to world-class standards through training and technology without losing the distinctive Kenyan character. Billing jumped at the opportunity, but he also recognizes the challenge of inculcating Fairmont’s deep values of customer service, environmentalism, and empowerment into another culture. “It’s a little bit of hotel culture shock . . . things are quite different here,” he says. 1 Fairmont Hotels has excelled as North America’s largest luxury hotel operator by hiring people such as Yasmeen Youssef (shown here) with the right values and personality and then nurturing their self-concept and cross-cultural competencies. mcs81233_ch02_031-065.indd Page 32 1/12/09 9:00:11 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02 OPENING VIGNETTE Each chapter begins with an engaging opening vignette that sets the stage for the chapter. These brief but interesting case studies introduce students to critical issues, challenge their preconceptions, and highlight some of today’s hottest companies. xxi mcs81233_fm_i-xxxiv.indd Page xxi 3/13/09 9:33:30 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxi 3/13/09 9:33:30 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM LEARNING OBJECTIVES A topical guide for the student, a list of Learning Objectives not only can be found at the beginning of each chapter, but correspondingly throughout chapter. 1. Define organizational behavior and r organizations and discuss the importance of this field of inquiry. 2. Diagram an organization from an open-systems perspective. 3. Define intellectual capital and describe the l organizational learning perspective of organizational effectiveness. 4. Diagnose the extent to which an organization or one of its work units applies high-performance work practices. 5. Explain how the stakeholder perspective emphasizes the importance of values, ethics, and corporate social responsibility. 6. Summarize the five types of individual behavior in organizations. 7. Debate the organizational opportunities and challenges of globalization, workforce diversity, and virtual work. 8. Discuss how employment relationships are changing and explain why these changes are occurring. 9. Discuss the anchors on which organizational behavior knowledge is based. 1 Introduction to the Field of Organizational Behavior LEARNING OBJECTIVES After reading this chapter, you should be able to: xxii Supporting the Learning Process After reading the next two sections, you should be able to: 2. Diagram an organization from an open-systems perspective. 3. Define intellectual capital and describe the organizational learning perspective of organizational effectiveness. 4. Diagnose the extent to which an organization or one of its work units applies high-performance work practices. 5. Explain how the stakeholder perspective emphasizes the importance of values, ethics, and corporate social responsibility. 6. Summarize the five types of individual behavior in organizations. Learning Objectives mcs81233_ch01_001-030.indd Page 7 1/10/09 7:33:57 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE mcs81233_fm_i-xxxiv.indd Page xxii 3/13/09 9:33:36 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxii 3/13/09 9:33:36 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Google Attracts and Keeps Talent through “Cool” Campuses Google is ranked by college students in many countries as one of the top 10 places to work. One reason why the Internet technology company is able to attract so many applicants is that its workplaces look like every student’s dream of a college campus and dorm. Google’s headquarters (called Googleplex) in Mountain View, California, is outfitted with lava lamps, exercise balls, casual sofas, foosball, pool tables, workout rooms, video games, slides, and a restaurant with free gourmet meals. Google’s new EMEA engineering hub in Zurich, Switzerland, also boasts a fun, campuslike environment. These photos show a few areas of Google’s offices in Zurich, including private temporary workspaces in beehives and ski gondolas. Google’s offices are so comfortable that executives occasionally remind staff of building code regulations against making Google’s offices their permanent home.59 mcs81233_ch01_001-030.indd Page 19 1/10/09 7:34:07 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE CAPTIONS BEYOND CURSORY Going beyond the simple caption, richly detailed photos are accompanied by more in-depth narrative. Hospitals Take the Lean Journey to Efficiency Building Nissan automobiles seems unrelated to serving surgical patients, but staff at Sunderland Royal Hospital can see the similarities. The hospital in northern England recently borrowed several lean management ideas from the nearby Nissan factory, one of the most efficient car plants in Europe, to improve its day surgery unit. “We took [Sunderland hospital staff] on a tour of our plant, showing them a variety of lean processes in action, and let them decide which ones could be applied back at the hospital,” says a training manager at Nissan’s factory in Sunderland. Sunderland’s day surgery staff members were actively in- volved in applying lean management to their work unit. After attending Nissan’s two-day workshop on lean thinking, they mapped out the work processes, questioned assumptions about the value or relevance of some activities, and discov- ered ways to reduce the lengthy patient wait times (which were up to three hours). There was some initial resistance and skepticism, but the hospital’s day surgery soon realized sig- nificant improvements in efficiency and service quality. “By working with Nissan’s staff, we have streamlined the patient pathway from 29 to 11 discrete stages,” says Anne Fleming (shown in photo), who oversees Sunderland’s 32-bed day-case unit and its 54 employees. “We have done this by reducing duplication, halving the time that patients spend in the unit to three hours by giving them individual appointment times, and introducing the just-in-time approach to the patient pathway.” Fleming also reports that Sunderland’s operating rooms are now much more efficient. Sunderland Royal Hospital is one of many health care cen- ters around the world that are improving efficiency through lean thinking. After receiving training in Japan on lean prac- tices, several teams of doctors, nurses, and other staff from Virginia Mason Medical Center in Seattle, Washington, rede- signed workflows to cut out 34 miles of unnecessary walking each day. Park Nicollet Health Services in Minneapolis, Min- nesota, improved efficiency at its ambulatory clinic to such an extent that the unit does not require a patient waiting area. One Park Nicollet team worked with orthopedic surgeons to reduce by 60 percent the variety of instruments and supplies they ordered for hip and knee surgery. The trauma team at Bolton Hospitals NHS Trust in the United Kingdom reduced av- erage wait times for patients with fractured hips by 38 percent (from 2.4 to 1.7 days), which also resulted in a lower mortality rate for these patients. By smoothing out the inflow of work orders and rearranging the work process, Bolton’s pathology department cut the time required to process samples, previ- ously 24 to 30 hours, to just 2 to 3 hours and reduced the space used by 50 percent. “We know that our case for extra funding will fall on deaf ears unless we cut out waste in the system,” explains Dr. Gill Morgan, chief executive of the U.K.’s NHS Confederation. “Lean works because it is based on doctors, nurses, and other staff leading the process and telling us what adds value and what doesn’t. They are the ones who know.”25 Global Connections 1.1 Sunderland Royal Hospital learned from the nearby Nissan factory how to implement lean management in its new day surgery unit. mcs81233_ch01_001-030.indd Page 10 1/12/09 7:15:05 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01 CONNECTIONS Connections boxes connect OB con cepts with real organizational incidents. Periodi cally, these boxes highlight organiza tional behavior issues around the world and are entitled Global Connections. Supporting the Learning Process xxiii mcs81233_fm_i-xxxiv.indd Page xxiii 3/13/09 9:33:39 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxiii 3/13/09 9:33:39 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM end-of-chapter material geared toward application TEAM EXERCISES AND SELF-ASSESSMENTS Experiential exercises and self-assessments represent an important part of the active learning process. Organizational Behavior, Fifth Edition, supports that learning process by offering team and class exercises in every chapter. Many of these learning activities are not available in other organizational behavior textbooks—for example, “Test Your Knowledge of Personality” (Chapter 2), “Cross-Cultural Communication Game” (Chapter 9), and “Contingencies of Conflict Handling” (Chapter 11). This edition also has three dozen self-assessments in the book or at the Online Learning Center. Self- assessments personalize the meaning of several organizational behavior concepts, such as extroversion/ introversion, self-leadership, empathy, stress, creative disposition, and tolerance of change. An example of a self-assessment found on the Online Learning Center. Team Exercise 2.6 ETHICS DILEMMA VIGNETTES PURPOSE This exercise is designed to make you aware of the ethical dilemmas people face in various business situations, as well as the competing princi- ples and values that operate in these situations. INSTRUCTIONS (SMALL CLASS) The instructor will form teams of four or five students. Team mem- bers will read each case below and discuss the extent to which the company’s action in each case was ethi- cal. Teams should be prepared to justify their evalu- ation using ethics principles and the perceived moral intensity of each incident. INSTRUCTIONS (LARGE CLASS) Working alone, read each case below and determine the extent to which the company’s action in each case was ethical. The instructor will use a show of hands to determine the extent to which students believe the case repre- sents an ethical dilemma (high or low moral intensity) and the extent to which the main people or company in each incident acted ethically. CASE ONE An employee who worked for a major food retailer wrote a Weblog (blog) and, in one of his writings, complained that his boss wouldn’t let him go home when he felt sick and that his district manager refused to promote him because of his dreadlocks. His blog named the employer, but the employee didn’t use his real name. Although all blogs are on the Internet, the employee claims that his was low- profile and that it didn’t show up in a Google search of his name or the company. Still, the employer some- how discovered the blog, figured out the employee’s real name, and fired him for “speaking ill-will of the company in a public domain.” CASE TWO Computer printer manufacturers usu- ally sell printers at a low margin over cost and gener- ate much more income from subsequent sales of the high-margin ink cartridges required for each printer. One global printer manufacturer now designs its print- ers so that they work only with ink cartridges made in the same region. Ink cartridges purchased in the United States will not work with the same printer model sold in Europe, for example. This “region cod- ing” of ink cartridges does not improve performance. Rather, it prevents consumers and gray marketers from buying the product at a lower price in another region. The company says this policy allows it to maintain stable prices within a region rather than con- tinually changing prices due to currency fluctuations. CASE THREE For the past few years, the design de- partment of a small (40-employee) company has been using a particular software program, but the three em- ployees who use the software have been complaining for more than a year that the software is out of date and is slowing down their performance. The department agreed to switch to a competing software program, costing several thousand dollars. However, the next version won’t be released for six months and buying the current version will not allow much discount on the next version. The company has put in advance orders for the next version. Meanwhile, one employee was able to get a copy of the current version of the software from a friend in the industry. The company has al- lowed the three employees to use this current version of the software even though they did not pay for it. CASE FOUR Judy Price is a popular talk-show ra- dio personality and opinionated commentator on the morning phone-in show of a popular radio station in a large U.S. city. Price is married to John Tremble, an attorney who was recently elected mayor of the city even though he had no previous experience in public office. The radio station’s board of directors is very concerned that the station’s perceived objectivity will be compromised if Price remains on air as a commen- tator and talk-show host while her husband holds such a public position. For example, the radio station man- ager believes that Price gave minimal attention to an incident in which environmental groups criticized the city for its slow progress on recycling. Price denied that her views are biased and stated that the incident didn’t merit as much attention as other issues that par- ticular week. To ease the board’s concerns, the station manager transferred Price from her talk-show host and commentator position to the hourly news report- ing position, where most of the script is written by oth- ers. Although the reporting job is technically a lower position, Price’s total salary package remains the same. Price is now seeking professional advice to determine whether the radio station’s action represents a form of discrimination on the basis of marital status. mcs81233_ch02_031-065.indd Page 62 1/10/09 1:34:45 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE xxiv model. Which personality traits would you consider to be the most important for this type of job? Explain your answer. 5. An important aspect of self-concept is the idea that almost everyone engages in self-enhancement. What problems tend to occur in organizations as a result of the self-enhancement phenomenon? What can orga- nizational leaders do to make use of a person’s inher- ent drive for self-enhancement? 6. This chapter discussed value congruence mostly in the context of an employee’s personal values versus the organization’s values. But value congru- ence also relates to the juxtaposition of other pairs of value systems. Explain how value congruence is relevant with respect to organizational versus pro- fessional values (i.e., values of a professional occu- pation, such as physician, accountant, pharmacist). 7. People in a particular South American country have high power distance and high collectivism. What does this mean, and what are the implications of this information when you (a senior executive) visit em- ployees working for your company in that country? 8. “All decisions are ethical decisions.” Comment on this statement, particularly by referring to the con- cepts of moral intensity and ethical sensitivity. 1. An insurance company has high levels of absenteeism among the office staff. The head of office administra- tion argues that employees are misusing the compa- ny’s sick leave benefits. However, some of the mostly female staff members have explained that family responsibilities interfere with work. Using the MARS model, as well as your knowledge of absenteeism behavior, discuss some of the possible reasons for absenteeism here and how it might be reduced. 2. As the district manager responsible for six stores in a large electronics retail chain, you have had difficulty with the performance of some sales employees. Al- though they are initially motivated and generally have good interpersonal skills, many have difficulty with the complex knowledge of the wide variety of store prod- ucts, ranging from computers to high-fidelity sound systems. Describe three strategies you might apply to improve the match between the competencies of new sales employees and the job requirements. 3. Studies report that heredity has a strong influence on an individual’s personality. What are the implications of this in organizational settings? 4. Suppose that you give all candidates applying for a management trainee position a personality test that measures the five dimensions in the five-factor Critical Thinking Questions mcs81233_ch02_031-065.indd Page 57 1/10/09 1:34:42 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE CRITICAL THINKING QUESTIONS Self-Assessment 2.7 ARE YOU INTROVERTED OR EXTROVERTED? PURPOSE This self-assessment is designed to help you estimate the extent to which you are introverted or extroverted. INSTRUCTIONS The statements in the scale be- low refer to personal characteristics that might or might not be characteristic of you. Mark the box in- dicating the extent to which the statement accurately or inaccurately describes you. Then use the scoring key in Appendix B at the end of this book to calcu- late your results. This exercise should be completed alone so that you can assess yourself honestly with- out concerns of social comparison. Class discussion will focus on the meaning and implications of extro- version and introversion in organizations. How accurately does each of the statements listed below describe you? 1. I feel comfortable around people. Moderately accurate Very accurate description of me Neither accurate nor inaccurate Moderately inaccurate Very inaccurate description of me 2. I make friends easily. 3. I keep in the background. 4. I don’t talk a lot. 5. I would describe my experiences as somewhat dull. 6. I know how to captivate people. 7. I don’t like to draw attention to myself. 8. I am the life of the party. 9. I am skilled in handling social situations. 10. I have little to say. IPIP Introversion-Extroversion Scale Source: Adapted from instruments described and/or presented in L. R. Goldberg, J. A. Johnson, H. W. Eber, R. Hogan, M. C. Ashton, C. R. Cloninger, and H. C. Gough, “The International Personality Item Pool and the Future of Public-Domain Personality Measures,” Journal of Research in Personality 40 (2006), pp. 84–96. mcs81233_ch02_031-065.indd Page 63 1/10/09 1:34:45 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE mcs81233_fm_i-xxxiv.indd Page xxiv 3/13/09 9:33:43 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxiv 3/13/09 9:33:43 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM BUSINESSWEEK CASE STUDIES Found at the end of each chapter, BusinessWeek case studies introduce the online full-text article and provide critical thinking questions for class discussion or assignments. These cases encourage students to understand and diagnose real-world issues using organizational behavior knowledge. For example, one case study challenges students to identify and evaluate the strategies that Merck CEO Richard Clark has applied to transform the culture of the pharmaceutical company. Another case study asks students to explain design thinking at Procter & Gamble and to relate design thinking to the decision-making process in organizations. Case Study 2.3 THE TROUBLE WITH BUSINESS ETHICS Business ethics may have risen to the top of most executive agendas, but Wal-Mart Stores has learned that practicing ethics can also present ethical dilemmas. A few months after going through a new employee training session with a heavy em- phasis on ethics, Chalace Epley Lowry acted on the guidance to report any activity that seemed the least bit suspicious. Lowry told the company’s ethics of- fice about possible insider trading by one of her su- pervisors. Wal-Mart’s investigation concluded that the supervisor had done nothing wrong, but Lowry soon discovered that her identity as the whistle- blower had been revealed to the supervisor she ac- cused of wrongdoing. Now Lowry is looking for another job, but there’s no guarantee she’ll get trans- ferred at Wal-Mart. This BusinessWeek case study examines the chal- lenges of supporting ethics hotlines and whistle- blowing, and it discusses the reasons why employees are reluctant to communicate ethical wrongdoing. Read the full text of this BusinessWeek article at www. mhhe.com/mcshane5e , and prepare for the discus- sion questions below. Discussion Questions 1. In an organization’s efforts to maintain ethical standards, how important is it to encourage and support employees who report possible incidents of ethical wrongdoing (i.e., engage in whistle- blowing)? Why? What can companies do to sup- port whistle-blowers? 2. What actions are described in this case study that companies have taken to improve ethical stan- dards in their organizations? Are these actions substantive changes or mostly symbolic? Why? Source: P. Gogoi, “The Trouble with Business Ethics,” BusinessWeek Online, 22 June 2007. mcs81233_ch02_031-065.indd Page 59 1/10/09 1:34:43 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Case Study 3.1 HY DAIRIES, INC. Syd Gilman read the latest sales figures with a great deal of satisfaction. The vice president of marketing at Hy Dairies, Inc., a large midwestern milk prod- ucts manufacturer, was pleased to see that the mar- keting campaign to improve sagging sales of Hy’s gourmet ice-cream brand was working. Sales vol- ume and market share of the product had increased significantly over the past two quarters compared with the previous year. The improved sales of Hy’s gourmet ice cream could be credited to Rochelle Beauport, who was assigned to the gourmet ice-cream brand last year. Beauport had joined Hy less than two years ago as an assistant brand manager after leaving a similar job at a food products firm. She was one of the few women of color in marketing management at Hy Dairies and had a promising career with the com- pany. Gilman was pleased with Beauport’s work and tried to let her know this in the annual perfor- mance reviews. He now had an excellent opportu- nity to reward her by offering her the recently vacated position of market research coordinator. Al- though technically only a lateral transfer with a modest salary increase, the marketing research coor- dinator job would give Beauport broader experience in some high-profile work, which would enhance her career with Hy Dairies. Few people were aware that Gilman’s own career had been boosted by working as marketing research coordinator at Hy several years earlier. Rochelle Beauport had also seen the latest sales figures on Hy’s gourmet ice cream and was expect- ing Gilman’s call to meet with her that morning. Gilman began the conversation by briefly mention- ing the favorable sales figures and then explained that he wanted Beauport to take the marketing re- search coordinator job. Beauport was shocked by the news. She enjoyed brand management and par- ticularly the challenge involved with controlling a product that directly affected the company’s profit- ability. Marketing research coordinator was a techni- cal support position—a “backroom” job—far removed from the company’s bottom-line activities. Market- ing research was not the route to top management in most organizations, Beauport thought. She had been sidelined. After a long silence, Beauport managed a weak “Thank you, Mr. Gilman.” She was too be- wildered to protest. She wanted to collect her thoughts and reflect on what she had done wrong. Also, she did not know her boss well enough to be openly critical. Gilman recognized Beauport’s surprise, which he naturally assumed was her positive response to hear- ing of this wonderful career opportunity. He, too, had been delighted several years earlier about his temporary transfer to marketing research to round out his marketing experience. “This move will be good for both you and Hy Dairies,” said Gilman as he escorted Beauport from his office. Beauport was preoccupied with several tasks that afternoon, but she was able to consider the day’s events that evening. She was one of the top women and few minorities in brand management at Hy Dairies and feared that she was being side- lined because the company didn’t want women or people of color in top management. Her previous employer had made it quite clear that women “couldn’t take the heat” in marketing management and tended to place women in technical support positions after a brief term in lower brand manage- ment jobs. Obviously Syd Gilman and Hy Dairies were following the same game plan. Gilman’s com- ment that the coordinator job would be good for her was just a nice way of saying that Beauport couldn’t go any further in brand management at Hy Dairies. Beauport now faced the difficult decision of whether to confront Gilman and try to change Hy Dairies’ sexist and possibly racist practices or to leave the company. Discussion Questions 1. Apply your knowledge of stereotyping and so- cial identity theory to explain what went wrong here. 2. What other perceptual error is apparent in this case study? 3. What can organizations do to minimize misper- ceptions in these types of situations? mcs81233_ch03_066-095.indd Page 90 1/10/09 2:15:22 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE CHAPTER CASES AND ADDITIONAL END-OF-TEXT CASE S Every chapter includes at least one short case study that challenges students to diagnose issues and apply ideas from that chapter. One dozen additional cases appear at the end of the book. Several cases are new to this book and are written by instructors around the United States and from other countries. Other cases, such as Arctic Mining Consultants, are classics that have withstood the test of time. Perception involves selecting, organizing, and interpret- ing information to make sense of the world around us. Perceptual organization engages categorical thinking—the mostly nonconscious process of organizing people and objects into preconceived categories that are stored in our long-term memory. Mental models—internal representa- tions of the external world—also help us to make sense of incoming stimuli. Social identity theory explains how we perceive people through categorization, homogenization, and differentiation. Stereotyping is a derivative of social identity theory, in which people assign traits to others based on their member- ship in a social category. Stereotyping economizes mental effort, fills in missing information, and enhances our self- perception and social identity. However, it also lays the foundation for prejudice and systemic discrimination. The attribution process involves deciding whether an observed behavior or event is caused mainly by the person (internal factors) or the environment (external factors). Attributions are decided by perceptions of the consistency, distinctiveness, and consensus of the behav- ior. This process helps us to link together the various pieces of our world in cause-effect relationships, but it is also subject to attribution errors, including fundamental attribution error and self-serving bias. Self-fulfilling prophecy occurs when our expectations about another person cause that person to act in a way that is consistent with those expectations. Essentially, our expec- tations affect our behavior toward the target person, which then affects that employee’s opportunities and attitudes, which then influences his or her behavior. Self- fulfilling prophecies tend to be stronger when the relationship begins (such as when employees first join the department), when several people hold the expectations toward the employee, and when the employee has a history of low achievement. Four other perceptual errors commonly noted in orga- nizations are the halo effect, primacy effect, recency ef- fect, and false-consensus effect. We can minimize these Chapter Summary and other perceptual problems through awareness of per- ceptual bias, self-awareness, and meaningful interaction. Learning is a relatively permanent change in behavior (or behavior tendency) that occurs as a result of a per- son’s interaction with the environment. Much of what we learn is tacit knowledge, which is embedded in our actions without conscious awareness. The behavior modification perspective of learning states that behavior change occurs by altering its antecedents and consequences. Antecedents are environmental stimuli that provoke (not necessarily cause) behavior. Consequences are events following behavior that influence its future occurrence. Consequences include positive reinforcement, punishment, negative reinforcement, and extinction. The schedules of reinforcement also influence behavior. Social learning theory states that much learning occurs by observing others and then modeling the behaviors that seem to lead to favorable outcomes and avoiding behaviors that lead to punishing consequences. It also recognizes that we often engage in self-reinforcement. Behavior modeling is effective because it transfers tacit knowledge and enhances the observer’s confidence in performing the task. Many companies now use experiential learning be- cause employees do not acquire tacit knowledge through formal classroom instruction. Experiential learning be- gins with concrete experience, followed by reflection on that experience, formation of a theory from that experi- ence, and then testing of that theory in the environment. Organizational learning is any structured activity that improves an organization’s capacity to acquire, share, and use knowledge in ways that improve its survival and success. Organizations acquire knowledge through indi- vidual learning and experimentation. Knowledge sharing occurs mainly through various forms of communication and training. Knowledge use occurs when employees re- alize that the knowledge is available and that they have enough freedom to apply it. mcs81233_ch03_066-095.indd Page 88 1/10/09 2:15:21 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE attribution process, p. 75 behavior modification, p. 82 categorical thinking, p. 70 contact hypothesis, p. 81 empathy, p. 82 false-consensus effect, p. 79 fundamental attribution error, p. 76 global mindset, p. 68 halo effect, p. 78 Johari Window, p. 80 learning, p. 82 learning orientation, p. 86 mental models, p. 71 perception, p. 68 positive organizational behavior, p. 77 primacy effect, p. 78 recency effect, p. 78 selective attention, p. 68 self-fulfilling prophecy, p. 76 self-reinforcement, p. 86 self-serving bias, p. 76 social learning theory, p. 85 stereotyping, p. 72 tacit knowledge, p. 82 Key Terms mcs81233_ch03_066-095.indd Page 89 1/12/09 9:54:12 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-03 End-of-Chapter Material Geared Toward Application xxv mcs81233_fm_i-xxxiv.indd Page xxv 3/13/09 9:33:48 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxv 3/13/09 9:33:48 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM http://www.mhhe.com/mcshane5e http://www.mhhe.com/mcshane5e instructor support materials Organizational Behavior, Fifth Edition, includes a variety of supplemental materials to help instructors prepare and present the material in this textbook more effectively. INSTRUCTOR’S CD-ROM The Instructor’s CD-ROM contains the Instructor’s Manual, the Test Bank, PowerPoint presentation slides, and additional downloads of art from the text. INSTRUCTOR’S MANUAL This is one of the few textbooks for which the authors write the Instructor’s Manual. This ensures that the instructor materials represent the textbook’s content and support instructor needs. Each chapter includes the learning objectives, glossary of key terms, a chapter synopsis, complete lecture outline with thumbnail images of corresponding PowerPoint slides, and suggested answers to the end-of-chapter discussion questions. Also included are teaching notes for the chapter case(s), team exercises, and self-assessments. The Instructor’s Manual also provides complete teaching notes for the additional cases. TEST BANK AND EZ TEST Revised by Floyd Ormsbee of Clarkson University, the Test Bank includes more than 2,400 multiple-choice, true/ false, and essay questions. Each question identifies the relevant page reference and difficulty level. Assurance of Learning Ready Educational institutions are often focused on the notion of assurance of learning, an important element of many accreditation standards. Organizational Behavior is designed specifically to support your assurance-of-learning initiatives with a simple, yet powerful, solution. We’ve aligned our Test Bank questions with Bloom’s Taxonomy and AACSB guidelines, tagging each question according to its knowledge and skill areas. Each Test Bank question for Organizational Behavior also maps to a specific chapter learning objective listed in the text. You can use our Test Bank software, EZ Test, to easily query for learning objectives that directly relate to the learning objectives for your course. You can use the reporting features of EZ Test to aggregate student results in a similar fashion, making the collection and presentation of assurance-of-learning data quick and easy. AACSB Statement McGraw-Hill Companies is a proud corporate member of AACSB International. Understanding the importance and value of AACSB accreditation, the authors of Organizational Behavior have sought to recognize the curricular guidelines detailed in the AACSB standards for business accreditation by connecting selected questions in the Test Bank to the general knowledge and skill guidelines found in the AACSB standards. xxvi mcs81233_fm_i-xxxiv.indd Page xxvi 3/13/09 9:33:52 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxvi 3/13/09 9:33:52 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM The statements contained in Organizational Behavior are provided only as a guide for the users of this text. The AACSB leaves content coverage and assessment clearly within the realm and control of individual schools, the mission of the school, and the faculty. The AACSB also charges schools with the obligation of doing assessment against their own content and learning goals. While Organizational Behavior and the teaching package make no claim of any specific AACSB qualification or evaluation, we have, within Organizational Behavior, labeled selected questions according to the six general knowledge and skill areas. The labels or tags within Organizational Behavior are as indicated. There are, of course, many more within the Test Bank, the text, and the teaching package that may be used as a standard for your course. EZ Test Online McGraw-Hill’s EZ Test Online is a flexible and easy-to-use electronic testing program. The program allows instructors to create tests from book-specific items, accommodates a wide range of question types, and enables instructors to even add their own questions. Multiple versions of a test can be created, and any test can be exported for use with course management systems such as WebCT and BlackBoard or with any other course management system. EZ Test Online is accessible to busy instructors virtually anywhere via the Web, and the program eliminates the need for them to install test software. Utilizing EZ Test Online also allows instructors to create and deliver multiple-choice or true/false quiz questions using iQuiz for iPod. For more information about EZ Test Online, please see the Web site at www.eztestonline.com . POWERPOINT PRESENTATION SLIDES Organizational Behavior has received considerable praise for its professional-looking PowerPoint slides. Each PowerPoint file has more than two dozen slides relating to the chapter, including two or more photographs from the textbook. Instructor Support Materials xxvii MBTI at Southwest Airlines Southwest Airlines uses the Myers-Briggs Type Indicator (MBTI) to help staff understand and respect co-workers’ different personalities. “You can walk by and see someone's four-letter [MBTI type] posted up in their cube,” says Southwest’s leadership development director, Elizabeth Bryant (shown here). McShane/Von Glinow OB 5e 1 © 2010 The McGraw-Hill Companies, Inc. All rights reserved Functions of Strong Corporate Cultures Functions ofFunctions of Strong CulturesStrong Cultures • Control system • Social glue • Sense-making OrganizationalOrganizational OutcomesOutcomes • Org performance • Employee well-being Culture strengthCulture strength advantages depend on:advantages depend on: • Environment fit • Not cult-like • Adaptive culture McShane/Von Glinow OB 5e 1 © 2010 The McGraw-Hill Companies, Inc. All rights reserved mcs81233_fm_i-xxxiv.indd Page xxvii 3/13/09 9:33:53 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxvii 3/13/09 9:33:53 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM http://www.eztestonline.com MCGRAW-HILL’S ASSET GALLERY—NEW! McGraw-Hill/Irwin Management is excited to now provide a one-stop shop for our wealth of assets, making it super quick and easy for instructors to locate specific materials to enhance their course. The Asset Gallery includes all our non–text- specific management resources (Self- Assessments, Test Your Knowledge exercises, videos and information, additional group and individual exercises) along with supporting PowerPoint and Instructor’s Manual materials. Additionally, to help incorporate the assets in the classroom, a guide is provided specific to McGraw-Hill/Irwin texts. Instructors can reach the Asset Gallery through a link from the instructor area of the Online Learning Center. GROUP AND VIDEO RESOURCE MANUAL: An Instructor’s Guide to an Active Classroom (in print 0073044342 or online through the OLC) This manual created for instructors contains everything needed to successfully integrate activities into the classroom. It includes a menu of items to use as teaching tools in class. All of our self-assessment exercises, Test Your Knowledge quizzes, group exercises, and Manager’s HotSeat exercises are located in this one manual along with teaching notes and PowerPoint slides to use in class. Group exercises include everything you would need to use the exercise in class—handouts, figures, etc. This manual is organized into 25 topics such as ethics, decision- making, change, and leadership for easy inclusion in your lecture. A matrix is included at the front of the manual that references each resource by topic. Students access all of the exercises and self-assessments on their textbook’s Web site. MANAGER’S HOT SEAT ONLINE: www.mhhe.com/MHS In today’s workplace, managers are confronted daily with issues such as ethics, diversity, working in teams, and the virtual workplace. The Manager’s Hot Seat is interactive software that allows students to watch video of 15 real managers as they apply their years of experience to confront these issues. xxviii Instructor Support Materials mcs81233_fm_i-xxxiv.indd Page xxviii 3/13/09 9:33:55 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxviii 3/13/09 9:33:55 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM http://www.mhhe.com/MHS Students assume the role of the manager as they watch the video and answer multiple-choice questions that pop up, forcing them to make decisions on the spot. They learn from the manager’s mistakes and successes, and then prepare a report that evaluates and critiques the manager’s approach and justification of that approach. Reports can be e-mailed or printed out for credit. These video segments are a powerful tool for your course that truly immerses your students in the learning experience. Students can obtain access through the Online Learning Center by purchasing the Premium Content for an additional $10.00. Ask your sales representative for more information. VIDEO POSSIBILITIES Organizational Behavior, Fifth Edition, provides a full complement of videos to liven up the classroom experience. Video DVD (ISBN: 0077338928; 13-digit ISBN: 9780077338923) The new video case collection features PBS, NBC, BWTV, and original productions that relate to examples and cases in the text. It includes segments such as: • Wal-Mart’s Public Image Campaign • Clockless Office: Best Buy’s ROWE Program • Team Work: Team Activities for Co-Workers Management in the Movies DVD (ISBN: 0073317713; 13-digit ISBN: 9780073317717) Management in the Movies is available exclusively to adopters of McGraw-Hill textbooks and contains a collection of “Big Screen” Hollywood films that students will recognize. Each movie has been clipped to highlight a specific scene (each is less than two and a half minutes) and is linked to specific topics. Some of the topics include: • Groups—13 Going On 30 • Ethics—John Q • Diversity—Inside Man • Attitudes, values, culture—Hoosiers • Control and change—Gung Ho Along with the DVD, McGraw-Hill provides an instructor manual (at the Online Learning Center) with suggestions for usage of the video clips, clip summaries, and discussion questions to accompany each segment. Ask your McGraw-Hill sales representative how to obtain a copy. Instructor Support Materials xxix mcs81233_fm_i-xxxiv.indd Page xxix 3/13/09 9:33:56 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxix 3/13/09 9:33:56 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM ONLINE LEARNING CENTER Organizational Behavior offers a comprehensive and user-friendly Online Learning Center (OLC). The site includes practice questions in a format similar to that found in the Test Bank, links to relevant external Web sites, additional cases, and other valuable resources for students, such as: • Self-scoring self-assessments. The three dozen self-assessments summarized in this book are available at the OLC, which allows for rapid self-scoring results, complete with detailed feedback. • Additional cases. In addition to the cases provided in this textbook, the OLC offers many others that instructors might assign for class or home assignments. • Additional self-assessments. From the Build Your Management Skills collection, these assessments are for students who want to delve deeper into self-awareness and for professors who’d like to choose additional exercises, along with a matrix to identify the appropriate topic. • Manager’s Hot Seat Online. www.mhhe.com/mhs. xxx Instructor Support Materials TEGRITY CAMPUS Tegrity Campus is a service that makes class time available all the time by automatically capturing every lecture in a searchable format for students to review when they study and complete assignments. With a simple one-click start and stop process, you capture all computer screens and corresponding audio. Students replay any part of any class with easy-to-use browser-based viewing on a PC or Mac. Educators know that the more students can see, hear, and experience class resources, the better they learn. With Tegrity Campus, students quickly recall key moments by using Tegrity Campus’s unique search feature. This search helps students efficiently find what they need, when they need it, across an entire semester of class recordings. Help turn all your students’ study time into learning moments immediately supported by your lecture. To learn more about Tegrity, watch a 2-minute Flash demo at http://tegritycampus.mhhe.com. mcs81233_fm_i-xxxiv.indd Page xxx 3/13/09 9:33:56 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxx 3/13/09 9:33:56 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM http://www.mhhe.com/mhs http://tegritycampus.mhhe.com acknowledgments Have you ever worked on a high-performance team where everything just seems to “click”? We have—on this fifth edition of Organizational Behavior! Sure, we spent plenty of time alone writing and researching for this book, and of course there were chal- lenges along the way. But it is always amazing how teamwork really does make a dif- ference. Several people provided valued expertise to smooth out the rough spots of writing, search out the most challenging photos, create a fantastic design, develop the various forms of student and instructor support, and pull together these many pieces into a comprehensive textbook. This teamwork is even more amazing when you consider that most of the team members live throughout the United States and one of the authors (Steve) spends most of his time on the other side of the world. Executive editor John Weimeister led the way with unwavering enthusiasm and foresight. Senior developmental editor Christine (Chipper) Scheid demonstrated super- human skills at coordinating the volumes of e-mails and files that produced this edi- tion. Sue Gottfried was an amazing copy editor, catching the most subtle errors and improving the authors’ writing. Christine Vaughan, our lead project manager, was another true professional as she guided the book through its production schedule. Jennifer Blankenship, our photo researcher, continued to raise the bar at finding the best photos, including obscure images that we thought no one could possibly track down. Pam Kontopoulos created a design that represents the philosophy and style of this book. The eye-catching cover particularly captures the “dynamic flow” of well- performing contemporary organizations. Finally, marketing manager Natalie Zook created information packages and marketing materials to help McGraw-Hill/Irwin’s superb sales team. These professionals help instructors to discover that this book re- ally does deliver the content and support needed for an excellent learning experi- ence. Thanks to you all. This has been an exceptional team effort! As was mentioned earlier, several dozen instructors around the world reviewed parts or all of Organizational Behavior, Fifth Edition, or related editions in Canada, the Pacific Rim, and elsewhere over the past two years. Their compliments were energiz- ing, and their suggestions significantly improved the final product. The following people from U.S. colleges and universities provided the most recent feedback for improvements specifically for Organizational Behavior, Fifth Edition: Forrest Aven University of Houston—Downtown Prasad Balkundi State University of New York—Buffalo Kathleen Bates California State University—San Marcos Lehman Benson University of Arizona Sandra Deacon-Carr Boston University Diane Galbraith Slippery Rock University of Pennsylvania Nathan Goates Shippensburg University of Pennsylvania Kanata Jackson Hampton University Gary Kohut University of North Carolina—Charlotte Jerry Kopf Radford University Karthik Namasivayam Pennsylvania State University—University Park Howard Rudd College of Charleston We also extend our sincere thanks to Floyd Ormsbee, Clarkson University, for his exceptional work on revision of the Test Bank. We also extend our gratitude to the xxxi mcs81233_fm_i-xxxiv.indd Page xxxi 3/13/09 9:33:57 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxxi 3/13/09 9:33:57 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM xxxii Acknowledgments many instructors in the United States and abroad who contributed cases and exercises to this edition of Organizational Behavior . Steve would also like to extend special thanks to his students in Perth, Manila, and Singapore for sharing their learning experiences and assisting with the development of the three organizational behavior textbooks in the United States, Canada, and the Pacific Rim. Along with working with Mary Ann, Steve is honored to work with co- authors on other editions and translations of this book, including Professor Mara Olekalns at the University of Melbourne and Professor Tony Travaglione at Curtin University for the Pacific Rim edition, Sandra Steen at the University of Regina for the Canadian edition, Professor Radha Sharma at MDI for the Indian edition, Profes- sor Runtian Jing at UESTC for the Chinese edition, and Professor Charles Benabou at UQAM for the Quebec French edition. Steve is also very grateful to his colleagues at the University of Western Australia for their support during changing times. But more than anything else, Steve is forever indebted to his wife Donna McClement and to their wonderful daughters, Bryton and Madison. Their love and support give spe- cial meaning to Steve’s life. Mary Ann would also like to acknowledge the many professionals at McGraw-Hill/ Irwin who have worked to make the Fifth Edition a reality. In addition, she would like to thank the many, many students who have used and hopefully enjoyed this book. Student appreciation of this book is apparent by the number of times Mary Ann has been stopped on various campuses all over the world by students who say that they recognize her picture and want to thank her! There are a few who have actu- ally asked for Mary Ann’s autograph, and that did not happen when she was presi- dent of the Academy of Management! Thus, it is to the students that Mary Ann says thank you, particularly for making this learning venture fun and exciting. She would also like to thank the faculty and staff at Florida International University, as well as her CIBER staff: Sonia, Juan, and Kranthi. By far and away, Mary Ann thanks coau- thor Steve McShane for his tireless efforts. Finally, Mary Ann would like to thank her family, starting with the immediate ones—Emma, Zack, and Googun—but also John, Rhoda, Lauren, Lindsay, and Christy. She also wants to acknowledge the critical role that some very special people play in her life: Janet, Peter, Bill, Karen, Alan, Danny, Debra, Mary, and Linda. I thank you all! mcs81233_fm_i-xxxiv.indd Page xxxii 3/13/09 9:33:57 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxxii 3/13/09 9:33:57 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Organizational Behavior mcs81233_fm_i-xxxiv.indd Page xxxiii 3/13/09 9:33:57 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxxiii 3/13/09 9:33:57 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Emerging Knowledge and Practice for the Real World mcs81233_fm_i-xxxiv.indd Page xxxiv 3/13/09 9:33:58 PM user-s173mcs81233_fm_i-xxxiv.indd Page xxxiv 3/13/09 9:33:58 PM user-s173 /Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM/Users/user-s173/Desktop/TEMPWORK/MARCH/13:03:09/MHBR089/MHBR089-FM Part One Introduction Chapter 1 Introduction to the Field of Organizational Behavior mcs81233_ch01_001-030.indd Page 1 1/19/09 4:21:10 PM user-s174mcs81233_ch01_001-030.indd Page 1 1/19/09 4:21:10 PM user-s174 /Users/user-s174/Desktop/MHBR089-SAMP/MHBR089-01/Users/user-s174/Desktop/MHBR089-SAMP/MHBR089-01 One of Robert Iger’s first tasks as Walt Disney Co.’s new CEO was to acquire Pixar Animation Studios and put its leaders—John Lasseter (shown in this photo) and Ed Catmull—in charge of Disney’s own animation unit, Walt Disney Animation Studios. The studio that brought us Mickey Mouse and The Lion King had become moribund over the past decade, eclipsed by Pixar’s award-winning productions. Disney already had lucrative distribution rights to Pixar’s first five films, including any sequels, but Iger wanted something much more valuable. He wanted the organizational behavior practices that have made Pixar a powerhouse filmmaker, from Toy Story to Wall-E . Pixar’s success is founded on the notion that companies depend on the quality of their employees and how well they collaborate with each other. “From the very beginning, we recognized we had to get the best people, technically, from the computer science world, and from the artistic filmmaking animation world, and get them working together,” explains John Lasseter, who is now chief creative officer of both Pixar and Disney Animation Studios. “That, right there, is probably the secret to Pixar.” Pixar enables people to work together in several ways. First, the company relies on long-term employment relationships rather than short-term project contracts. These long-term relationships improve team development and social networks. “The problem with the Hollywood model is that it’s generally the day you wrap production that you realize you’ve finally figured out how to work together,” says Randy Nelson, head of Pixar University. “We’ve made the leap from an idea-centered business to a people-centered business.” Pixar’s campus in Emeryville, California, is another reason why employees work well together. The buildings were designed to cluster people into teams yet also to encourage chance encounters with people from other projects. “When people run into each other and make eye contact, innovative things happen,” says Pixar director Brad Bird. Pixar’s egalitarian, no-nonsense, perfectionist culture is a third reason why the animation studio’s staff members work effectively. The company gives power to its production teams rather than to senior executives, but these teams are also ruthless at writing and rendering scenes several times until they look right. All employees—from entry-level newcomers to the CEO—are encouraged to be creative and offer candid feedback about work in progress. Production teams have regular “sweatbox” sessions at which problems are discussed openly. Even the most successful films receive a “postmortem” to discover how they could have been improved. “Our job is to address problems even when we’re successful,” explains Pixar/Disney Animation president Ed Catmull, whose leadership is identified as the foundation of Pixar’s unique culture. 1 Several organizational behavior practices have helped Pixar Animation Studios become the world’s most successful animation studio. mcs81233_ch01_001-030.indd Page 2 1/12/09 7:14:38 PM s-206mcs81233_ch01_001-030.indd Page 2 1/12/09 7:14:38 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01 1. Define organizational behavior and organizations and discuss the importance of this field of inquiry. 2. Diagram an organization from an open-systems perspective. 3. Define intellectual capital and describe the organizational learning perspective of organizational effectiveness. 4. Diagnose the extent to which an organization or one of its work units applies high-performance work practices. 5. Explain how the stakeholder perspective emphasizes the importance of values, ethics, and corporate social responsibility. 6. Summarize the five types of individual behavior in organizations. 7. Debate the organizational opportunities and challenges of globalization, workforce diversity, and virtual work. 8. Discuss how employment relationships are changing and explain why these changes are occurring. 9. Discuss the anchors on which organizational behavior knowledge is based. 1 Introduction to the Field of Organizational Behavior LEARNING OBJECTIVES After reading this chapter, you should be able to: mcs81233_ch01_001-030.indd Page 3 1/10/09 7:33:56 AM user-s175mcs81233_ch01_001-030.indd Page 3 1/10/09 7:33:56 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 4 Part One Introduction Collaboration, motivation, communication, creativity, empowerment, organiza- tional learning, leadership—these are some of the organizational behavior concepts behind the success of Pixar Animation Studios and other companies. They are also some of the topics featured in this book. Our main objective is to help you under- stand behavior in organizations and to work more effectively in organizational set- tings. We begin in this chapter by introducing the field of organizational behavior and explaining why knowledge of this field is important to organizations as well as to your career. Next, the chapter describes the four main perspectives of organiza- tional effectiveness, which is considered the “ultimate dependent variable” in orga- nizational behavior. This is followed by an overview of the five main types of individual behavior in organizations. This chapter also describes three challenges facing organizations—globalization, increasing workforce diversity, and emerging employment relationships—and highlights the anchors that guide organizational be- havior knowledge development. After reading this section, you should be able to: 1. Define organizational behavior and organizations and discuss the importance of this field of inquiry. The Field of Organizational Behavior Organizational behavior (OB) is the study of what people think, feel, and do in and around organizations. Its focus is on employee behavior, decisions, perceptions, and emotional responses. It looks at how individuals and teams in organizations re- late to each other and to their counterparts in other organizations. OB also encom- passes the study of how organizations interact with their external environments, particularly in the context of employee behavior and decisions. OB researchers sys- tematically study these topics at multiple levels of analysis, namely, the individual, team (including interpersonal), and organization. 2 The definition of organizational behavior begs the question: What are organizations? Organizations are groups of people who work interdependently toward some pur- pose. 3 Notice that organizations are not buildings or government-registered entities. In fact, many organizations exist without either physical walls or government docu- mentation to confer their legal status. Organizations have existed for as long as peo- ple have worked together. 4 Massive temples dating back to 3500 BC were constructed through the organized actions of multitudes of people. Craftspeople and merchants in ancient Rome formed guilds, complete with elected managers. More than 1,000 years ago, Chinese factories were producing 125,000 tons of iron each year. Throughout history, organizations have consisted of people who communicate, coordinate, and collaborate with each other to achieve common objectives. One key feature of organizations is that they are collective entities. They consist of human beings (typically, but not necessarily, employees), and these people interact with each other in an organized way. This organized relationship requires some minimal level of communication, coordination, and collaboration to achieve organizational ob- jectives. As such, all organizational members have degrees of interdependence with each other; they accomplish goals by sharing materials, information, or expertise with co-workers. A second key feature of organizations is that their members have a collective sense of purpose. There is some debate among OB experts about whether all organizations Learning Objectives organizational behavior (OB) The study of what people think, feel, and do in and around organizations. organizations Groups of people who work interdependently toward some purpose. mcs81233_ch01_001-030.indd Page 4 1/10/09 7:33:56 AM user-s175mcs81233_ch01_001-030.indd Page 4 1/10/09 7:33:56 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 1 Introduction to the Field of Organizational Behavior 5 really have a collective sense of purpose. The collective purpose isn’t always well defined or agreed on. Furthermore, although most companies have vision and mis- sion statements, these documents are sometimes out of date or don’t describe what employees and leaders try to achieve in reality. These points may be true, but imag- ine an organization without goals: It would consist of a mass of people wandering around aimlessly without any sense of direction. So, whether they are producing ani- mated feature films at Pixar Animation Studios or designing and building auto- mobiles at General Motors, organizational members do have some sense of collective purpose. “A company is one of humanity’s most amazing inventions,” says Steven Jobs, CEO of Apple, Inc. (and former CEO of Pixar Animation Studios). “It’s totally abstract. Sure, you have to build something with bricks and mortar to put the people in, but basically a company is this abstract construct we’ve invented, and it’s incredibly powerful.” 5 Organizational Behavior’s Foundations Organizational behavior emerged as a distinct field around the 1940s, but organizations have been stud- ied by experts in other fields for many centuries. 6 For example, the Greek philosopher Plato wrote about the essence of leadership. Around the same time, the Chinese philosopher Confucius extolled the virtues of ethics and leadership. In 1776, Adam Smith advocated a new form of organizational struc- ture based on the division of labor. One hundred years later, German sociologist Max Weber wrote about rational organizations, the work ethic, and charismatic leadership. Soon after, industrial engi- neer Frederick Winslow Taylor proposed new ways to organize employees and motivate them through goal setting and rewards. In the 1920s, Elton Mayo and his colleagues reported on how formal and in- formal group dynamics operate in the workplace. During that same time, Mary Parker Follett pio- neered new ways of thinking about several OB top- ics, including constructive conflict, team dynamics, organizational democracy, power, and leadership. A decade later, Chester Barnard wrote insightful views regarding individual behavior, motivation, commu- nication, leadership and authority, and team dynam- ics in organizational settings. This brief historical tour indicates that OB has been around for a long time; it just wasn’t organized into a unified discipline until after World War II. Why Study Organizational Behavior? Organizational behavior instructors face a chal- lenge: On the one hand, students just beginning Mary Parker Follett and Chester Barnard were pioneers of contemporary organizational behavior thinking a decade or two before OB became a distinct field of inquiry. Follett was a Boston social worker and political science scholar who suggested that conflict can be “constructive” when the parties gain a better understanding of each other. She was also a strong advocate of employee involvement and organizational democracy. Chester Barnard was a career executive (including president of New Jersey Bell Telephone Company and, later, head of two foundations), who wrote several influential books on management and organizations. He emphasized that organizations depend on effective communication and that a manager’s formal authority depends on the employee’s willingness to accept that power. He also discussed norms of informal groups as well as a rational perspective of employee motivation. Both Barnard and Follett described organizations as holistic cooperative organisms. This was a refreshing contrast to the machinelike metaphor of organizations that dominated management theory and practice in those days.7 mcs81233_ch01_001-030.indd Page 5 1/13/09 10:48:02 AM user-s175mcs81233_ch01_001-030.indd Page 5 1/13/09 10:48:02 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/13.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/13.01.09/MHBR089:210:MCSHANE 6 Part One Introduction their careers tend to value courses related to specific jobs, such as accounting and marketing. 8 However, OB doesn’t have a specific career path—there is no “vice president of OB”—so these students sometimes have difficulty recognizing the value that OB knowledge can offer to their future. On the other hand, students with sev- eral years of work experience place OB near the top of their list of important courses. Why? Because they have directly observed that OB does make a difference to their career success. To begin with, they have learned that OB theories help us to make sense of the workplace. These theories also give us the opportunity to question and rebuild our personal mental models that have developed through observation and experience. Thus, OB is important because it helps to fulfill our need to understand and predict the world in which we live. 9 But the main reason why people with work experience value OB knowledge is that they have discovered how it helps them to get things done in organizations. This practical side of organizational behavior is, according to some experts, a critical feature of the best OB theories. 10 Everyone in the organization needs to work with other people, and OB provides the knowledge and tools for working with and through others. Building a high-performance team, motivating co-workers, handling workplace conflicts, influencing your boss, and changing employee be- havior are just a few of the areas of knowledge and skills offered in organizational behavior. No matter what career path you choose, you’ll find that OB concepts play an important role in performing your job and working more effectively within organizations. Organizational Behavior Is for Everyone Our explanation of why organiza- tional behavior is important for your career success does not assume that you are, or intend to be, a manager. In fact, this book pioneered the notion that OB knowl- edge is for everyone. Whether you are a geologist, financial analyst, customer service representative, or chief executive officer, you need to understand and apply the many organizational behavior topics that are discussed in this book. Yes, organizations will continue to have managers, but their roles have changed and the rest of us are increasingly expected to manage ourselves in the workplace. In the words of one forward-thinking OB writer many years ago: Everyone is a manager. 11 OB and the Bottom Line So far, our answer to the question “Why study OB?” has focused on how OB knowledge benefits you as an individual. But organiza- tional behavior knowledge is just as important for the organization’s financial health. This was apparent in the opening story about Pixar Animation Studios, which has benefited from several OB concepts and practices. According to one estimate, firms that apply performance-based rewards, employee communication, work–life balance, and other OB practices have three times the level of financial success that companies have where these practices are absent. Another study con- cluded that companies that earn “the best place to work” awards have significantly higher financial and long-term stock market performance. Essentially, these firms leverage the power of OB practices, which translate into more favorable employee attitudes, decisions, and performance. The benefits of OB are well known to Warren Buffett and other financial gurus; they consider the organization’s leader- ship and quality of employees as two of the best predictors of the firm’s financial potential. 12 mcs81233_ch01_001-030.indd Page 6 1/10/09 7:33:56 AM user-s175mcs81233_ch01_001-030.indd Page 6 1/10/09 7:33:56 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 1 Introduction to the Field of Organizational Behavior 7 After reading the next two sections, you should be able to: 2. Diagram an organization from an open-systems perspective. 3. Define intellectual capital and describe the organizational learning perspective of organizational effectiveness. 4. Diagnose the extent to which an organization or one of its work units applies high-performance work practices. 5. Explain how the stakeholder perspective emphasizes the importance of values, ethics, and corporate social responsibility. 6. Summarize the five types of individual behavior in organizations. organizational effectiveness A broad concept repre- sented by several perspectives, including the organization’s fit with the external environment, internal-subsystems configuration for high per formance, emphasis on organizational learn- ing, and ability to satisfy the needs of key stake- holders. open systems A perspective which holds that organizations depend on the external environment for re- sources, affect that en- vironment through their output, and consist of internal subsystems that transform inputs to outputs. Learning Objectives Perspectives of Organizational Effectiveness Almost all organizational behavior theories have the implicit or explicit objective of making organizations more effective. 13 Indeed, organizational effectiveness is consid- ered the “ultimate dependent variable” in organizational behavior. 14 The first chal- lenge, however, is to define organizational effectiveness . Experts agree that this topic is burdened with too many labels—organizational performance, success, good- ness, health, competitiveness, excellence, and so on—with no consensus on the mean- ing of each label. Long ago, organizational effectiveness was defined as the extent to which an organization achieved its stated goals. 15 According to this view, Pixar is effective because it achieves its stated objective of producing animation features on time, on budget, and on target regarding box office sales. The goal attainment view is no longer accepted, however, because a company can be considered effective simply by establishing easily achievable goals. Also, some goals—such as social responsibil- ity to the community—are so abstract that it is difficult to know how well the orga- nization has achieved them. A third flaw with the goal attainment definition is that a company’s stated objectives might threaten its long-term survival. For example, some corporate leaders receive incentives (such as stock options) to maximize short- term profits. Some accomplish this objective by slashing expenditures, including funds for marketing and product development. The result is often a lack of new products and deterioration in the company’s brand value in the long run. In ex- treme cases, the company achieves its short-term profitability targets but eventually goes out of business. How is organizational effectiveness defined today? The answer is that there are several perspectives of effectiveness, so this concept is defined in terms of all of these perspectives . 16 Organizations are considered effective when they have a good fit with their external environment, when their internal subsystems are configured for a high- performance workplace, when they are learning organizations, and when they satisfy the needs of key stakeholders. Over the next few pages, we will discuss each of these four perspectives of organizational effectiveness in some detail. Open-Systems Perspective The open-systems perspective of organizational effectiveness is one of the earliest and deeply entrenched ways of thinking about organizations. In fact, the other major organizational effectiveness perspectives might be considered detailed extensions of mcs81233_ch01_001-030.indd Page 7 1/10/09 7:33:57 AM user-s175mcs81233_ch01_001-030.indd Page 7 1/10/09 7:33:57 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 8 Part One Introduction the open-systems model. 17 As depicted in Exhibit 1.1 , the open-systems perspective views organizations as complex organisms that “live” within an external environment. The word open describes this permeable relationship, whereas closed systems can exist without dependence on an external environment. As open systems, organizations depend on the external environment for resources, including raw materials, employees, financial resources, information, and equipment. Pixar, Disney, and other companies could not survive without employees, raw mate- rials, knowledge, and so forth. The open-systems perspective also describes numer- ous subsystems within the organization, such as processes (communication and reward systems), work units (production, marketing), and social dynamics (informal networks, power relationships). With the aid of technology (such as equipment, work methods, and information), these subsystems transform inputs into various outputs. Some outputs (e.g., products and services) may be valued by the external environ- ment, whereas other outputs (e.g., employee layoffs, pollution) have adverse effects. The organization receives feedback from the external environment regarding the value of its outputs and the availability of future inputs. According to the open-systems perspective, successful organizations monitor their environments and are able to maintain a close fit with changing conditions. 18 One way they do this is by finding new opportunities to secure essential inputs. For instance, many fast-food restaurants struggle to find enough employees. To ensure that it has enough qualified staff, McDonald’s restaurants were among the first to recruit retirees. More recently, McDonald’s UK introduced the “family contract,” an employment ar- rangement that allows members of the employee’s family (spouses, grandparents, and children over the age of 16) to swap shifts without notifying management. 19 Successful organizations also redesign outputs so that they remain compatible with demands from the external environment. Food manufacturers have changed their ingredients to satisfy more health-conscious consumers. Automobile manufacturers have redesigned cars to Inputs • Raw materials • Human resources • Information • Financial resources • Equipment Outputs • Products/services • Employee behaviors • Profits/losses • Waste/pollution FeedbackFeedback FeedbackFeedback External Environment Organization Subsystem Subsystem Subsystem Sub- system Sub- system Subsystem Transforming inputs to outputs Exhibit 1.1 Open-Systems Perspective of Organizations mcs81233_ch01_001-030.indd Page 8 1/10/09 7:33:57 AM user-s175mcs81233_ch01_001-030.indd Page 8 1/10/09 7:33:57 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 1 Introduction to the Field of Organizational Behavior 9 satisfy demands for more fuel efficiency and safety, while also continually adapting to customer preferences in models and styling. Internal-Subsystems Effectiveness The open-systems perspective considers more than an organization’s fit with the external environment. It also examines how well the organization operates internally, that is, how well it transforms inputs into outputs. The most common indicator of this internal transformation process is organizational efficiency (also called productivity ), which is the amount of outputs relative to inputs. 20 Companies that produce more goods or services with less labor, materials, and energy are more efficient. A popular strategy for improving efficiency in the transformation process is lean management . 21 Based on practices developed by Toyota Motor Company, lean management involves continuously reducing waste, unevenness, and overburden in the production process. Waste (called muda ) takes many forms, such as excess travel of the product or service through the production process, too much time during which the work is sitting idle (waiting for the next step in production), too much in- ventory, too much employee physical movement, and too much finished product without a buyer. Lean management also involves minimizing situations in which peo- ple and equipment are overloaded (too much demand per unit time) and smoothing out the production process (e.g., reducing bottlenecks). The “lean” movement origi- nated in manufacturing, but it is now being adopted by hospitals, government, ac- counting firms, and other service providers. 22 Global Connections 1.1 describes how British and American hospitals have improved efficiency and effectiveness through various lean practices. Keep in mind that efficiency does not necessarily translate into effectiveness. Effi- ciency is about doing things right, whereas effectiveness is about doing the right things. A company might be highly efficient at making a product or providing a service, but it will be ineffective if no one wants that product or service, for example. Also, effi- ciency often requires standardization, whereas companies operating in rapidly chang- ing environments need to remain nimble and responsive. Organizations often need more adaptive and innovative transformation processes, not just more efficient ones. For example, German engineering conglomerate Siemens AG has an effective trans- formation process because its subsystems are innovative and responsive, not neces- sarily the most efficient. “Whether I have additional costs or not doesn’t matter as much as the speed to market and the quality of the design,” says a Siemens executive. “We’re not talking about a pure cost game.” 23 Another important issue in the transformation process is how well the organiza- tion’s subsystems coordinate with each other. The more each subsystem depends on other subsystems, the higher the risk of problems that undermine the transformation process. 24 Information gets lost, ideas are not shared, materials are hoarded, commu- nication messages are misinterpreted, resources and rewards are distributed unfairly, and so forth. These coordination challenges are amplified as organizations grow, such as when employees are clustered into several departments and when departments are clustered into several organizational divisions. That’s why even the best-laid plans are paved with unintended consequences. A slight change in work practices in one sub- system may ripple through the organization and affect other subsystems in adverse ways. For example, an adjustment in accounting procedures might have the unin- tended effect of motivating sales staff to sell more products with lower profit margin or discouraging administrative staff from accurately completing documents that are vital for executive decisions. organizational efficiency The amount of outputs relative to inputs in the organization’s transfor- mation process. lean management A cluster of practices to improve organizational efficiency by continu- ously reducing waste, unevenness, and over- burden in the produc- tion process. mcs81233_ch01_001-030.indd Page 9 1/10/09 7:33:59 AM user-s175mcs81233_ch01_001-030.indd Page 9 1/10/09 7:33:59 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Hospitals Take the Lean Journey to Efficiency Building Nissan automobiles seems unrelated to serving surgical patients, but staff at Sunderland Royal Hospital can see the similarities. The hospital in northern England recently borrowed several lean management ideas from the nearby Nissan factory, one of the most efficient car plants in Europe, to improve its day surgery unit. “We took [Sunderland hospital staff] on a tour of our plant, showing them a variety of lean processes in action, and let them decide which ones could be applied back at the hospital,” says a training manager at Nissan’s factory in Sunderland. Sunderland’s day surgery staff members were actively in- volved in applying lean management to their work unit. After attending Nissan’s two-day workshop on lean thinking, they mapped out the work processes, questioned assumptions about the value or relevance of some activities, and discov- ered ways to reduce the lengthy patient wait times (which were up to three hours). There was some initial resistance and skepticism, but the hospital’s day surgery soon realized sig- nificant improvements in efficiency and service quality. “By working with Nissan’s staff, we have streamlined the patient pathway from 29 to 11 discrete stages,” says Anne Fleming (shown in photo), who oversees Sunderland’s 32-bed day-case unit and its 54 employees. “We have done this by reducing duplication, halving the time that patients spend in the unit to three hours by giving them individual appointment times, and introducing the just-in-time approach to the patient pathway.” Fleming also reports that Sunderland’s operating rooms are now much more efficient. Sunderland Royal Hospital is one of many health care cen- ters around the world that are improving efficiency through lean thinking. After receiving training in Japan on lean prac- tices, several teams of doctors, nurses, and other staff from Virginia Mason Medical Center in Seattle, Washington, rede- signed workflows to cut out 34 miles of unnecessary walking each day. Park Nicollet Health Services in Minneapolis, Min- nesota, improved efficiency at its ambulatory clinic to such an extent that the unit does not require a patient waiting area. One Park Nicollet team worked with orthopedic surgeons to reduce by 60 percent the variety of instruments and supplies they ordered for hip and knee surgery. The trauma team at Bolton Hospitals NHS Trust in the United Kingdom reduced av- erage wait times for patients with fractured hips by 38 percent (from 2.4 to 1.7 days), which also resulted in a lower mortality rate for these patients. By smoothing out the inflow of work orders and rearranging the work process, Bolton’s pathology department cut the time required to process samples, previ- ously 24 to 30 hours, to just 2 to 3 hours and reduced the space used by 50 percent. “We know that our case for extra funding will fall on deaf ears unless we cut out waste in the system,” explains Dr. Gill Morgan, chief executive of the U.K.’s NHS Confederation. “Lean works because it is based on doctors, nurses, and other staff leading the process and telling us what adds value and what doesn’t. They are the ones who know.”25 Global Connections 1.1 Sunderland Royal Hospital learned from the nearby Nissan factory how to implement lean management in its new day surgery unit. 10 Organizational Learning Perspective The open-systems perspective has traditionally focused on physical resources that enter the organization and are processed into physical goods (outputs). This was representative of the industrial economy but not the “new economy,” where the most valued input is knowledge. Knowledge is the driver of competitive advantage, mcs81233_ch01_001-030.indd Page 10 1/12/09 7:15:05 PM s-206mcs81233_ch01_001-030.indd Page 10 1/12/09 7:15:05 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01 Chapter 1 Introduction to the Field of Organizational Behavior 11 however, in the organizational learning perspective (also called knowledge manage- ment ). Through this lens, organizational effectiveness depends on the organization’s capacity to acquire, share, use, and store valuable knowledge. 26 Knowledge acquisition occurs when information is brought into the organization from the external environment. This can include hiring people, acquiring companies, and scanning the environment for the latest trends. It also includes the process of creative insight—experimenting and discovering new ideas. 27 Knowledge sharing refers to the distribution of knowledge throughout the organization. For example, Pixar Animation Studios deliberately centralized its cafeteria, mailroom, and restroom fa- cilities so that employees would “bump into” and coincidentally share knowledge with people from other areas of the organization rather than just their own team members. Knowledge sharing also occurs through electronic whiteboards, wikis, blogs, and other computer-mediated technology. Knowledge use is the application of knowledge to organizational processes in ways that improve the organization’s effec- tiveness. Essentially, new work activities involve knowledge use because they require the application of new knowledge to break out of past routines and practices. Storage refers to ways that companies retain valuable knowledge. They retain employees, document best practices, record experiments (including those that didn’t work out), and keep samples of past products. To understand knowledge acquisition, sharing, use, and storage, consider how Google engages in organizational learning. The company that brought us the ubiqui- tous Internet search engine acquires knowledge by hiring the best talent, buying en- tire companies (such as Keyhole, Inc., whose knowledge created Google Earth), and encouraging employees to try out new ideas. Employees are expected to devote 20 per- cent of their time to discovering new knowledge of their choosing. Google encour- ages knowledge sharing in many ways. It has a team-oriented project culture that encourages staff to share information as part of their job. Its campuslike environment (called the Googleplex) increases the chance that employees from different parts of the organization will mingle and casually share information, whether dining at the company’s subsidized gourmet restaurant or playing a game of volleyball in the sports area. Google also relies on sophisticated information technologies—wikis, blogs, and intranet repositories—to support knowledge sharing. Along with promoting knowledge acquisition and sharing, Google encourages knowledge use by giving em- ployees the freedom to apply their newfound knowledge and encouraging them to experiment with that knowledge. “Google is truly a learning organization,” says Google’s chief financial officer, George Reyes. 28 An interesting dilemma in organizational learning is that the ability to acquire, share, and use new knowledge is limited by the company’s existing store of knowl- edge. To recognize the value of new information, assimilate it, and use it for value- added activities, organizations require sufficient absorptive capacity . 29 For example, many companies were slow to develop online marketing practices because no one in the organization had enough knowledge about the Internet to fathom its potential or apply that knowledge to the company’s business. In some cases, companies had to acquire entire teams of people with the requisite knowledge to realize the potential of this marketing channel. Entire countries also suffer from a lack of absorptive capacity. Without sufficient knowledge, a society is slow or completely unable to adopt new information that may improve social and economic conditions. 30 Intellectual Capital: The Stock of Organizational Knowledge Knowledge acquisition, sharing, and use represent the flow of knowledge. The organi zational absorptive capacity The ability to recognize the value of new infor- mation, assimilate it, and use it for value- added activities. organizational learning A perspective which holds that organizational effectiveness depends on the organization’s capacity to acquire, share, use, and store valuable knowledge. mcs81233_ch01_001-030.indd Page 11 1/10/09 7:34:03 AM user-s175mcs81233_ch01_001-030.indd Page 11 1/10/09 7:34:03 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 12 Part One Introduction learning perspective also considers the company’s stock of knowledge, called its intellectual capital . 31 The most obvious form of intellectual capital is human capital —the knowledge, skills, and abilities that employees carry around in their heads. This is an important part of a company’s stock of knowledge, and it is a huge risk in companies where knowledge is the main competitive advantage. When key people leave, they take with them some of the knowledge that makes the company effective. Even if every employee left the organization, intellectual capital would still remain in the form of structural capital . This includes the knowledge captured and retained in an organization’s systems and structures, such as the documentation of work proce- dures and the physical layout of the production line. Structural capital also includes the organization’s finished products because knowledge can be extracted by taking them apart to discover how they work and are constructed (i.e., reverse engineering). Finally, intellectual capital includes relationship capital, which is the value derived from an organization’s relationships with customers, suppliers, and others who pro- vide added mutual value for the organization. Organizational Memory and Unlearning Corporate leaders need to recognize that they are the keepers of an organizational memory . 32 This unusual metaphor refers to the storage and preservation of intellectual capital. It includes knowledge that employees possess as well as knowledge embedded in the organization’s systems and structures. It includes documents, objects, and anything else that provides mean- ingful information about how the organization should operate. How do organizations retain intellectual capital? One way is by keeping good employees. Progressive companies achieve this by adapting their employment prac- tices to become more compatible with emerging workforce expectations, including work–life balance, an egalitarian hierarchy, and a workspace that generates more fun. A second organizational memory strategy is to systematically transfer knowledge to other employees. This occurs when newcomers apprentice with skilled employees, thereby acquiring knowledge that is not documented. A third strategy is to transfer knowledge into structural capital. This includes bringing out hidden knowledge, or- ganizing it, and putting it in a form that can be available to others (such as written instructions or a video clip showing the task being performed). The organizational learning perspective states not only that effective organizations learn but also that they unlearn routines and patterns of behavior that are no longer appropriate. 33 Unlearning removes knowledge that no longer adds value and, in fact, may undermine the organization’s effectiveness. Some forms of unlearning involve replacing dysfunctional policies, procedures, and routines. Other forms of unlearning erase attitudes, beliefs, and assumptions. For instance, employees rethink the “best way” to perform a task and how to serve clients. High-Performance Work Practices Perspective Although the open-systems perspective states that successful companies are good at transforming inputs into outputs, it does not identify the most important subsystem characteristics of effective organizations. Consequently, an entire field of research has blossomed around the objective of determining specific “bundles” of organizational practices that offer competitive advantage. This research has had various labels over the years, but it is now most widely called high-performance work practices (HPWP) . 34 The HPWP perspective begins with the idea that human capital —the knowledge, skills, and abilities that employees possess—is an important source of competitive organizational memory The storage and preser- vation of intellectual capital. high-performance work practices (HPWP) A perspective which holds that effective organizations incorporate several workplace practices that leverage the potential of human capital. human capital The stock of knowledge, skills, and abilities among employees that provides economic value to the organization. intellectual capital A company’s stock of knowledge, including human capital, struc- tural capital, and rela- tionship capital. mcs81233_ch01_001-030.indd Page 12 1/10/09 7:34:03 AM user-s175mcs81233_ch01_001-030.indd Page 12 1/10/09 7:34:03 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 1 Introduction to the Field of Organizational Behavior 13 advantage for organizations. 35 Human capital helps the organization realize opportu- nities or minimize threats in the external environment. Furthermore, human capital is neither widely available nor easily duplicated. For instance, a newly formed com- pany cannot instantly develop a workforce identical to a workforce at an established company. Nor can technology replace the capabilities that employees bring to the workplace. In short, human capital is valuable, rare, difficult to imitate, and nonsub- stitutable. 36 Therefore, organizations excel by introducing a bundle of systems and structures that leverage the potential of their workforce. Many high-performance work practices have been studied over the years.37 Four practices with strong research support are employee involvement, job autonomy, employee competence, and performance- and/or skill-based rewards. As you will learn later in this book, employee involvement and job autonomy tend to strengthen employee motivation as well as improve decision making, organizational responsive- ness, and commitment to change. In high-performance workplaces, employee in- volvement and job autonomy often take the form of self-directed teams, which are discussed in Chapter 8. Another key variable in the HPWP model is employee competence. Specifically, organizations are more effective when they recruit and select people with relevant skills, knowledge, values, and other personal characteristics. Furthermore, successful companies invest in their employees by supporting further competency development (see Chapter 2). A fourth characteristic of high-performance organizations is that they link performance and skill development to various forms of financial and nonfinan- cial rewards valued by employees. We discuss reward systems in Chapter 6 as one of several practices to improve employee performance. The HPWP perspective is currently popular among OB experts and practitioners, but it also has its share of critics. One concern is that many studies try to find out which practices predict organizational performance without understanding why those practices should have this effect. 38 In other words, some of the practices identified as HPWPs lack theoretical foundation; the causal connection between work practices and organizational effectiveness is missing. Without this explanation, it is difficult to be confident that the practice will be valuable in the future and in other situations. A second concern with the HPWP perspective is that it may satisfy shareholder and customer needs at the expense of employee well-being. 39 Some experts point out that HPWPs increase work stress and that management is reluctant to delegate power or share the financial benefits of productivity improvements. If high-performance work practices improve organizational performance at a cost to employee well-being, then this perspective (along with the open-systems and organizational learning perspec- tives) offers an incomplete picture of organizational effectiveness. The remaining gaps are mostly filled by the stakeholder perspective of organizational effectiveness. Stakeholder Perspective The three organizational effectiveness perspectives described so far mainly consider processes and resources, yet they only minimally recognize the importance of relations with stakeholders . Stakeholders include individuals, organizations, and other entities that affect, or are affected by, the organization’s objectives and actions. They include anyone with a stake in the company—employees, shareholders, suppliers, labor unions, government, communities, consumer and environmental interest groups, and so on. The essence of the stakeholder perspective is that companies must take into account how their actions affect others, and this requires that they understand, manage, and stakeholders Individuals, organiza- tions, and other entities that affect, or are affected by, the organi- zation’s objectives and actions. mcs81233_ch01_001-030.indd Page 13 1/12/09 7:15:15 PM s-206mcs81233_ch01_001-030.indd Page 13 1/12/09 7:15:15 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01 14 Part One Introduction satisfy the interests of their stakeholders. 40 The stakeholder perspective personalizes the open-systems perspective; it identifies specific people and social entities in the external and internal environment. It also recognizes that stakeholder relations are dynamic; they can be negotiated and managed, not just taken as a fixed condition. 41 Consider the troubles that Wal-Mart has faced in recent years. 42 For decades, the world’s largest retailer concentrated on customers by providing the lowest possible prices and on shareholders by generating healthy financial returns. Yet emphasizing these two stakeholders exposed the company to increasing hostility from other groups in society. Some interest groups accused Wal-Mart of destroying America’s manufacturing base and tacitly allowing unethical business practices (such as child labor) in countries where it purchased goods. Other groups pointed out that Wal-Mart had a poor record of environmental and social responsibility. Still other groups lobbied to keep Wal-Mart out of their communities because the giant retailer typically builds in outlying suburbs where land is cheap, thereby fading the vibrancy of the community’s downtown area. These stakeholder pressure points existed for some time, but Wal-Mart mostly ignored them until they became serious threats. In fact, Wal-Mart recently created the position “senior director of stakeholder engagement” to ensure that it pays more attention to most stake- holders and to proactively manage stakeholder relationships. Understanding, managing, and satisfying the interests of stakeholders is more chal- lenging than it sounds because stakeholders have conflicting interests and organizations don’t have the resources to satisfy every stakeholder to the fullest. Therefore, organiza- tional leaders need to decide how much priority to give to each group. One commonly cited factor is to favor stakeholders with the most power. 43 This makes sense when one considers that the most powerful stakeholders hold the greatest threat and opportunity to the company’s survival. Yet stakeholder power should not be the only criterion for determining organizational strategy and resource allocation. Ignoring less powerful stakeholders might motivate them to become more powerful by forming coalitions or seeking government support. It might also irritate more powerful stakeholders if ignor- ing weaker interests violates the norms and standards of society. Values, Ethics, and Corporate Social Responsibility This brings us to one of the key strengths of the stakeholder perspective, namely, that it incorporates values, ethics, and corporate social responsibility into the organizational effectiveness equa- tion. 44 The stakeholder perspective states that to manage the interests of diverse stakeholders, leaders ultimately need to rely on their personal and organizational values for guidance. Values are relatively stable, evaluative beliefs that guide our preferences for outcomes or courses of action in a variety of situations. 45 Values help us to know what is right or wrong, or good or bad, in the world. Chapter 2 explains how values are an important part of our self-concept and, as such, motivate our ac- tions. Although values exist within individuals, groups of people often hold similar values, so we tend to ascribe these shared values to the team, department, organization, profession, or entire society. For example, Chapter 14 discusses the importance and dynamics of organizational culture, which includes shared values across the company or within subsystems. Values have become a popular topic in corporate boardrooms because leaders are discovering that the values-driven organizational approach to guiding employee be- havior is potentially more effective, as well as more popular, than the old command- and-control approach (i.e., top-down decisions with close supervision of employees). Bank of Montreal (BMO) is a case in point. A few years ago, in a series of meetings, values Relatively stable, evalu- ative beliefs that guide a person’s preferences for outcomes or courses of action in a variety of situations. mcs81233_ch01_001-030.indd Page 14 1/10/09 7:34:03 AM user-s175mcs81233_ch01_001-030.indd Page 14 1/10/09 7:34:03 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 1 Introduction to the Field of Organizational Behavior 15 BMO’s top executives reflected on the financial institution’s history and had deep conversations to identify the values on which the Canadian financial institution was built. Out of this dialogue emerged four value statements that were distributed to employees and built into a revised reward system. Why did BMO go to such trouble to identify and communicate its shared values? “[BMO’s values] provide a stable base for guiding employee decisions and actions in an otherwise rapidly changing workplace,” explains a BMO executive who attended the meetings. “Simply put, values matter and employees care that the organizations they work for and represent are ethical and walk the talk of their values.” 47 By incorporating values into organizational effectiveness, the stakeholder perspec- tive also provides the strongest case for ethics and corporate social responsibility. In fact, the stakeholder perspective emerged out of earlier writing on ethics and corpo- rate social responsibility. Ethics refers to the study of moral principles or values that determine whether actions are right or wrong and outcomes are good or bad. We rely on our ethical values to determine “the right thing to do.” Ethical behavior is driven Focus on Stakeholders Makes Lockheed Martin “Ideal” When choosing a future employer, college graduates look beyond salary and career opportunities. These factors are important, but recent surveys indicate that the company’s ethical standards, values, and corporate social responsibility (CSR) are also top considerations. Based on its reputation for ethics, diversity, and CSR, Lockheed Martin Corporation is ranked by American undergraduate engineering students as one of the top companies for an ideal career and is among the top 60 companies identified by all undergraduate students. “Students have always been impressed with Lockheed Martin’s commitment to diversity and social responsibility,” says the CEO of Universum Communications, the company that surveys more than 37,000 students annually. “The company is well known for its charitable contributions and strong values.” For example, this photo shows a team of Lockheed Martin employees assisting cleanup of New Orleans following Hurricane Katrina.46 ethics The study of moral principles or values that determine whether actions are right or wrong and outcomes are good or bad. mcs81233_ch01_001-030.indd Page 15 1/10/09 7:34:04 AM user-s175mcs81233_ch01_001-030.indd Page 15 1/10/09 7:34:04 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 16 Part One Introduction by the moral principles we use to make decisions. These moral principles represent fundamental values. Chapter 2 provides more detail about ethical principles and re- lated influences on moral reasoning. Corporate social responsibility (CSR) consists of organizational activities in- tended to benefit society and the environment beyond the firm’s immediate financial interests or legal obligations. 48 It is the view that companies have a contract with soci- ety, in which they must serve stakeholders beyond shareholders and customers. In some situations, the interests of the firm’s shareholders should be secondary to those of other stakeholders. 49 As part of CSR, many companies have adopted the triple-bottom-line philosophy: They try to support or “earn positive returns” in the economic, social, and environmental spheres of sustainability. Firms that adopt the triple bottom line aim to survive and be profitable in the marketplace (economic), but they also intend to main- tain or improve conditions for society (social) as well as the physical environment. 50 Not everyone agrees with the idea that organizations are more effective when they cater to a wide variety of stakeholders. More than 30 years ago, economist Milton Friedman pronounced that “there is one and only one social responsibility of business— to use its resources and engage in activities designed to increase its profits.” Although few writers take this extreme view today, some point out that companies can benefit other stakeholders only if those with financial interests in the company receive first priority. Yet four out of five Americans say that a company’s commitment to a social issue is an important factor in deciding whether to work for the company and whether to buy its products or services. In another survey, more than two-thirds of North Amer- ican students said they would not apply for a job if the company is considered irrespon- sible. Most American and European MBA students also claim they would accept lower financial rewards to work for an organization with a better ethical/CSR reputation. However, another recent survey indicated that while most American MBA students believe socially responsible companies have a better repu tation, less than half of these respondents believe CSR improves revenue, employee loyalty, customer satisfaction, community well-being, or the company’s long-term viability. 51 Capgemini recently discovered the importance of corporate social responsibility when the Netherlands-based information technology (IT) consulting firm tried to fill 800 IT and management consulting positions in that country. Rather than offer- ing a T-shirt for completing the 30-minute online survey on recruitment issues, Capgemini advised respondents (IT and management consultants) that for each completed survey it would provide funding for a street kid in Kolkata, India, to have one week of schooling and accommodation. The survey included an option for respondents to find out more about employment with the consulting firm. Far beyond its expectations, Capgemini received more than 10,000 completed surveys and 2,000 job inquiries from qualified respondents. The company filled its 800 jobs and developed a waiting list of future prospects. Furthermore, media attention about this initiative raised Capgemini’s brand reputation for corporate social responsibility. The consulting firm supported 10,400 weeks of housing and education for children in Kolkata. 52 Types of Individual Behavior The four perspectives described over the past few pages—open systems, organiza- tional learning, high-performance work practices, and stakeholder—provide a multi- dimensional view of what makes companies effective. Within these models, however, are individual behaviors that enable companies to interact with their environments; corporate social responsibility (CSR) Organizational activities intended to benefit soci- ety and the environment beyond the firm’s imme- diate financial interests or legal obligations. mcs81233_ch01_001-030.indd Page 16 1/12/09 7:15:22 PM s-206mcs81233_ch01_001-030.indd Page 16 1/12/09 7:15:22 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01 Chapter 1 Introduction to the Field of Organizational Behavior 17 acquire, share, and use knowledge to the best advantage; process inputs to outputs efficiently and responsively; and meet the needs of various stakeholders. While orga- nizational effectiveness is the ultimate dependent variable, these employee behaviors are the individual-level dependent variables found in most OB research. Exhibit 1.2 highlights the five types of behavior discussed most often in the organizational behav- ior literature: task performance, organizational citizenship, counterproductive work behaviors, joining and staying with the organization, and work attendance. Task Performance Task performance refers to goal-directed behaviors under the individual’s control that support organizational objectives. Task performance behaviors transform raw materi- als into goods and services or support and maintain technical activities. 53 For exam- ple, foreign exchange traders at Wachovia make decisions and take actions to exchange currencies. Employees in most jobs have more than one performance di- mension. Foreign exchange traders must be able to identify profitable trades, work cooperatively with clients and co-workers in a stressful environment, assist in training new staff, and work on special telecommunications equipment without error. Some of these performance dimensions are more important than others, but only by consider- ing all of them can we fully evaluate an employee’s contribution to the organization. Organizational Citizenship Companies could not effectively compete, transform resources, or serve the needs of their stakeholders if employees performed only their formal job duties. Employees also need to engage in organizational citizenship behaviors (OCBs) —various forms of cooperation and helpfulness to others that support the organization’s social and psychological context. 54 In other words, companies require contextual perfor- mance (i.e., OCBs) along with task performance. Types of work-related behavior Task performance Joining/staying with the organization M ai nt ai ni ng w or k at te nd an ce O rganizational citizenship Counter- producti ve work behavio rs Exhibit 1.2 Types of Work- Related Behavior organizational citizenship behaviors (OCBs) Various forms of cooper- ation and helpfulness to others that support the organization’s social and psychological context. mcs81233_ch01_001-030.indd Page 17 1/10/09 7:34:05 AM user-s175mcs81233_ch01_001-030.indd Page 17 1/10/09 7:34:05 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 18 Part One Introduction Organizational citizenship behaviors take many forms. Some are directed toward individuals, such as assisting co-workers with their work problems, adjusting your work schedule to accommodate co-workers, showing genuine courtesy toward co- workers, and sharing your work resources (supplies, technology, staff) with co-workers. Other OCBs represent cooperation and helpfulness toward the organization in general. These include supporting the company’s public image, taking discretionary action to help the organization avoid potential problems, offering ideas beyond those required for your own job, attending voluntary functions that support the organization, and keeping up with new developments in the organization. 55 Counterproductive Work Behaviors Organizational behavior is interested in all workplace behaviors, including those on the “dark side,” collectively known as counterproductive work behaviors (CWBs) . CWBs are voluntary behaviors that have the potential to directly or indirectly harm the organization. They include abuse of others (e.g., insults and nasty com- ments), threats (threatening harm), work avoidance (e.g., tardiness), work sabotage (doing work incorrectly), and overt acts (theft). CWBs are not minor concerns. One recent study found that units of a fast-food restaurant chain with higher CWBs had a significantly worse performance, whereas organizational citizenship had a relatively minor benefit. 56 Joining and Staying with the Organization Task performance, organizational citizenship, and the lack of counterproductive work behaviors are obviously important, but if qualified people don’t join and stay with the organization, none of these performance-related behaviors will occur. Attracting and retaining talented people is particularly important as worries about skill short- ages heat up. For instance, a shortage of qualified truck drivers is the main factor re- stricting growth at Contract Freighters in Joplin, Missouri. “We have plenty of freight; we have plenty of trucks,” says company president Herb Schmidt, but the “severe shortage” of qualified drivers is making it impossible to satisfy the growing customer base. Hotels in many parts of the United States are also struggling to find enough staff to keep up with demand. “We’re woefully understaffed,” says the owner of a St. Petersburg, Florida, resort that employs 265 people and still has 40 unfilled vacan- cies. “It’s horrible. 57 ” Companies survive and thrive not just by hiring people with talent or potential; they also need to ensure that these employees stay with the company. Organizations with high turnover suffer because of the high cost of replacing people who leave. More important, as mentioned earlier in this chapter, much of an organization’s intellectual capital is the knowledge carried around in employees’ heads. When people leave, some of this vital knowledge is lost, often resulting in inefficiencies, poorer customer service, and so forth. This threat is not trivial: Between one-third and one-half of employees say they would change companies if offered a compa- rable job. 58 Maintaining Work Attendance Along with attracting and retaining employees, organizations need everyone to show up for work at scheduled times. Situational factors—such as severe weather or car breakdown—explain some work absences. Motivation is another factor. Employees counterproductive work behaviors (CWBs) Voluntary behaviors that have the potential to directly or indirectly harm the organization. mcs81233_ch01_001-030.indd Page 18 1/10/09 7:34:07 AM user-s175mcs81233_ch01_001-030.indd Page 18 1/10/09 7:34:07 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 1 Introduction to the Field of Organizational Behavior 19 who experience job dissatisfaction or work-related stress are more likely to be absent or late for work because taking time off is a way to temporarily withdraw from stressful or dissatisfying conditions. Absenteeism is also higher in organizations with generous sick leave because this benefit limits the negative financial impact of taking time away from work. Studies have found that absenteeism is also higher in teams with strong absence norms, meaning that team members tolerate and even expect co-workers to take time off. 60 Google Attracts and Keeps Talent through “Cool” Campuses Google is ranked by college students in many countries as one of the top 10 places to work. One reason why the Internet technology company is able to attract so many applicants is that its workplaces look like every student’s dream of a college campus and dorm. Google’s headquarters (called Googleplex) in Mountain View, California, is outfitted with lava lamps, exercise balls, casual sofas, foosball, pool tables, workout rooms, video games, slides, and a restaurant with free gourmet meals. Google’s new EMEA engineering hub in Zurich, Switzerland, also boasts a fun, campuslike environment. These photos show a few areas of Google’s offices in Zurich, including private temporary workspaces in beehives and ski gondolas. Google’s offices are so comfortable that executives occasionally remind staff of building code regulations against making Google’s offices their permanent home.59 Learning Objectives After reading the next two sections, you should be able to: 7. Debate the organizational opportunities and challenges of globaliza- tion, workforce diversity, and virtual work. 8. Discuss how employment relationships are changing, and explain why these changes are occurring. 9. Discuss the anchors on which organizational behavior knowledge is based. Contemporary Challenges for Organizations Throughout the earlier discussion on organizational effectiveness was an underlying theme that organizations are deeply affected by the external environment. They need to maintain a good fit with their external environment by continuously monitoring and adjusting to changes in that environment. This external environment is continuously mcs81233_ch01_001-030.indd Page 19 1/10/09 7:34:07 AM user-s175mcs81233_ch01_001-030.indd Page 19 1/10/09 7:34:07 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 20 Part One Introduction changing, but some changes, over the past decade and in the decade to come, are more profound than others. These changes require that corporate leaders and all other employees adjust to new realities. In this section, we highlight three of the ma- jor challenges facing organizations: globalization, increasing workforce diversity, and emerging employment relationships. Globalization You might not have heard of Fonterra, but chances are that you have purchased or eaten one of its products recently. The New Zealand–based company is the world’s largest dairy exporting business and the world’s lowest-cost dairy ingredient pro- ducer. It operates in 140 countries, employs 20,000 people, and represents 40 per- cent of the global dairy trade. In many countries, it forms joint partnerships, such as those with the Dairy Farmers of America, SanCor in Argentina, and Aria in Europe. Fonterra’s current position on the world stage is quite different from the situ- ation a decade ago, when three New Zealand dairy companies joined forces. They realized that globalization was shaking up the industry and that forming a global en- terprise was essential to their survival. The merged company was so globally focused from the outset that it was temporarily called GlobalCo until the name Fonterra was chosen. Fonterra’s adjustment to a global operation was not easy. Executives were replaced as the company needed to adopt a different mindset. “A lot of people in the [pre-merger companies] were very New Zealand–centric and culturally did not un- derstand the global challenges of the teams offshore and the different operating companies,” acknowledges a Fonterra executive. 61 Fonterra is a rich example of the globalization of business over the past few decades. Globalization refers to economic, social, and cultural connectivity with people in other parts of the world. Fonterra and other organizations globalize when they ac- tively participate in other countries and cultures. Although businesses have traded goods across borders for centuries, the degree of globalization today is unprecedented because information technology and transportation systems allow a much more in- tense level of connectivity and interdependence across the planet. 62 Globalization offers numerous benefits to organizations in terms of larger markets, lower costs, and greater access to knowledge and innovation. At the same time, there is considerable debate about whether globalization benefits developing nations and whether it is primarily responsible for increasing work intensification, as well as reduc- ing job security and work–life balance in developed countries. 63 Globalization is now well entrenched, so the real issue in organizational behavior is how corporate leaders and employees alike can lead and work effectively in this emerging reality. 64 OB re- searchers are turning their attention to this topic. In Project GLOBE, for example, dozens of experts are studying leadership and organizational practices worldwide. 65 Increasing Workforce Diversity Walk into the offices of Verizon Communications and you can quickly see that the communications service giant reflects the communities it serves. Minorities make up 35 percent of Verizon’s 230,000 employees and 29 percent of management positions. Women represent 42 percent of its workforce and 38 percent of management posi- tions. Verizon’s inclusive culture has won awards from numerous organizations and publications representing Hispanics, African-Americans, gays and lesbians, people with disabilities, and other groups. “A commitment to diversity is as much about good business as it is about doing the right thing,” says Magda Yrizarry, vice president globalization Economic, social, and cultural connectivity with people in other parts of the world. mcs81233_ch01_001-030.indd Page 20 1/10/09 7:34:08 AM user-s175mcs81233_ch01_001-030.indd Page 20 1/10/09 7:34:08 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 1 Introduction to the Field of Organizational Behavior 21 of workplace culture, diversity and compliance for Verizon. “As a company, we serve some of the most diverse markets; so from our leadership to our frontline employees, we understand and value diversity.” 66 Verizon Communications is a model employer and a reflection of the increasing diversity of people living in the United States and in many other countries. The de- scription of Verizon’s diversity refers to surface-level diversity —the observable de- mographic and other overt differences in people, such as their race, ethnicity, gender, age, and physical capabilities. Surface-level diversity has changed considerably in the United States over the past few decades. People with nonwhite or Hispanic origin represent one-third of the American population, and the percentage is projected to increase substantially over the next few decades. Within the next 50 years, one in four Americans will be Hispanic, 14 percent will be African American, and 8 percent will be of Asian descent. By 2060, people with European non-Hispanic ethnicity will be a minority. 67 Many other countries are also experiencing increasing levels of racial and ethnic diversification. Diversity also includes differences in the psychological characteristics of employ- ees, including personalities, beliefs, values, and attitudes. 68 We can’t directly see this deep-level diversity , but it is evident in a person’s decisions, statements, and actions. One illustration of deep-level diversity is the different attitudes and expectations held by employees across generational cohorts. 69 Baby boomers —people born between 1946 and 1964—seem to expect and desire more job security and are more intent on im- proving their economic and social status. In contrast, Generation-X employees—those born between 1965 and 1979—expect less job security and are motivated more by workplace flexibility, the opportunity to learn (particularly new technology), and egal- itarian and “fun” organizations. Meanwhile, some observers suggest that Generation-Y employees (those born after 1979) are noticeably self- confident, optimistic, multitask- ing, and more independent than even Gen-X co-workers. These statements certainly don’t apply to everyone in each cohort, but they do reflect the dynamics of deep-level diversity and shifting values and expectations across generations. Consequences of Diversity Diversity presents both opportunities and challenges in organizations. 70 In some circumstances and to some degree, diversity can become a competitive advantage by improving decision making and team performance on complex tasks. Studies suggest that teams with some forms of diversity (particularly occupational diversity) make better decisions on complex problems than do teams whose members have similar backgrounds. A few studies also report that companies that win diversity awards have higher financial returns, at least in the short run. 71 This is consistent with anecdotal evidence from many corporate leaders, namely, that having a diverse workforce improves customer service and creativity. For instance, PepsiCo estimates that one-eighth of its revenue growth is directly attributable to new products inspired by diversity efforts. 72 Based on this evidence, the popular refrain is that workforce diversity is a sound business proposition. Unfortunately, it’s not that simple. There is growing evidence that most forms of diversity offer both advantages and disadvantages. 73 Teams with diverse employees usually take longer to perform effectively. Diversity brings numer- ous communication problems as well as “faultlines” in informal group dynamics. Diversity is also a source of conflict, which can lead to lack of information sharing and, in extreme cases, morale problems and higher turnover. Whether or not workforce diversity is a business advantage, companies need to make it a priority because surface-level diversity is a moral and legal imperative. surface-level diversity The observable demo- graphic or physiological differences in people, such as their race, eth- nicity, gender, age, and physical disabilities. deep-level diversity Differences in the psychological charac- teristics of employees, including personalities, beliefs, values, and attitudes. mcs81233_ch01_001-030.indd Page 21 1/10/09 7:34:08 AM user-s175mcs81233_ch01_001-030.indd Page 21 1/10/09 7:34:08 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 22 Part One Introduction Ethically, companies that offer an inclusive workplace are, in essence, making fair and just decisions regarding employment, promotions, rewards, and so on. Fairness is a well-established influence on employee loyalty and satisfaction. “Diversity is about fairness; we use the term inclusive meritocracy,” says Ann M. Limberg, presi- dent of Bank of America New Jersey. “What it does for our workforce is build trust and assures that individual differences are valued.” 74 Our main point here is that workforce diversity is the new reality and that organizations need to adjust to this re- ality both to survive and to experience its potential benefits for organizational success. Emerging Employment Relationships Combine globalization with emerging workforce diversity, and add in new informa- tion technology. The resulting concoction has created incredible changes in employ- ment relationships. A few decades ago, most (although not all) employees in the United States and similar cultures would finish their workday after eight or nine hours and could separate their personal time from the workday. There were no BlackBerrys and no Internet connections to keep staff tethered to work on a 24/7 schedule. Even business travel was more of an exception due to its high cost. Most competitors were located in the same country, so they had similar work practices and labor costs. To- day, work hours are longer (although arguably less than they were 100 years ago), employees experience more work-related stress, and there is growing evidence that family and personal relations are suffering. Little wonder that one of the emerging issues in this new century is for more work–life balance —minimizing conflict be- tween work and nonwork demands. 75 Another employment relationship trend is virtual work , in which employees use information technology to perform their jobs away from the traditional physical workplace. The most common form of virtual work, called telecommuting or telework- ing, involves working at home rather than commuting to the office. In another form of virtual work, employees are connected to the office while on the road or at clients’ offices. For instance, nearly 50 percent of employees at Sun Microsystems complete some of their work from home, cafés, drop-in centers, or clients’ offices. More than two-thirds of the employees at Agilent Technologies engage in virtual work some days or all the time. 76 virtual work Work performed away from the traditional physical workplace by means of information technology. work–life balance The degree to which a person minimizes con- flict between work and nonwork demands. Welcome to My Office! One of Ray Ackley’s first decisions each workday is where to put his office. The chief creative officer for Tipping Point Services, a metro Detroit–based marketing and communications firm, sometimes chooses a popular bakery or café. Other times, he sets up shop in a nearby library (Ackley is shown here at Southfield Public Library). As long as the location has a good Wi-Fi connection and comfortable surroundings, Ackley can get on with his work, which includes communicating with co-workers located elsewhere in Detroit as well as in Delhi, India, and Shanghai, China. Tipping Point Services doesn’t even have an official office, although it might eventually establish one. For now, Ackley and his co-workers prefer the virtual work arrangement. “We made a commitment to be a virtual office because we can,” says Ackley. “I can work anywhere, which means I travel less and I can spend more time at home.”77 mcs81233_ch01_001-030.indd Page 22 1/10/09 7:34:09 AM user-s175mcs81233_ch01_001-030.indd Page 22 1/10/09 7:34:09 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 1 Introduction to the Field of Organizational Behavior 23 Some research suggests that virtual work, particularly telecommuting, potentially reduces employee stress by offering better work–life balance and dramatically reduc- ing time lost through commuting to the office. Nortel Networks reports that 71 per- cent of its U.K. staff feels more empowered through virtual work arrangements. AT&T estimates that its telecommuters reduce pollution and are about 10 percent more productive than before they started working from home. IBM’s virtual work program annually saves the company $400 million a year globally, mostly in real estate costs. 78 Against these potential benefits, virtual workers face a number of real or potential challenges. Family relations may suffer rather than improve if employees lack sufficient space and resources for a home office. Some virtual workers complain of social isolation and reduced promotion opportunities. Virtual work is clearly better suited to people who are self-motivated and organized, can work effectively with contemporary information technologies, and have sufficient fulfillment of social needs elsewhere in their life. It also works better in organizations that evaluate em- ployees by their performance outcomes rather than “face time.” 79 Anchors of Organizational Behavior Knowledge Globalization, increasing workforce diversity, and emerging employment relation- ships are just a few of the trends that challenge organizations and make OB knowl- edge more relevant than ever before. To understand these and other topics, the field of organizational behavior relies on a set of basic beliefs or knowledge structures (see Exhibit 1.3 ). These conceptual anchors represent the principles on which OB knowl- edge is developed and refined. The Multidisciplinary Anchor Organizational behavior is anchored around the idea that the field should develop from knowledge in other disciplines, not just from its own isolated research base. For instance, psychological research has aided our understanding of individual and inter- personal behavior. Sociologists have contributed to our knowledge of team dynamics, organizational socialization, organizational power, and other aspects of the social sys- tem. OB knowledge has also benefited from knowledge in emerging fields such as communications, marketing, and information systems. Some OB experts have re- cently argued that the field suffers from a “trade deficit”—importing far more knowledge Multidisciplinary anchor OB should import knowledge from many disciplines. Systematic research anchor OB should study organizations using systematic research methods. Contingency anchor OB theory should recognize that the effects of actions often vary with the situation. Multiple levels of analysis anchor OB knowledge should include three levels of analysis: individual, team, and organization. Exhibit 1.3 Anchors of Organizational Behavior Knowledge mcs81233_ch01_001-030.indd Page 23 1/10/09 7:34:09 AM user-s175mcs81233_ch01_001-030.indd Page 23 1/10/09 7:34:09 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 24 Part One Introduction from other disciplines than is exported to other disciplines. Although this may be a concern, organizational behavior has thrived through its diversity of knowledge from other fields of study. 80 The Systematic Research Anchor A critical feature of OB knowledge is that it should be based on systematic research, which typically involves forming research questions, systematically collecting data, and testing hypotheses against those data. Appendix A at the end of this book details some of the features of the systematic research process, including hypotheses, sampling, research design, and qualitative methods research. When research is founded on theory and conducted systematically, we can be more confident that the results are meaningful and useful for practice. This is known as evidence-based management —making decisions and taking actions based on research evidence. Evidence-based management makes sense, yet OB experts are often amazed at how frequently corporate leaders embrace fads, consulting models and their own pet beliefs without bothering to find out if they actually work! 81 There are many reasons that people have difficulty applying evidence-based management. One explanation is that corporate decision makers are bombarded with so many ideas from newspapers, books, consultant reports, and other sources that they have difficulty figuring out which ones are based on good evidence. Another reason why people ignore evidence and embrace fads is that good OB research is necessarily generic; it is rarely described in the context of a specific problem in a specific organization. Managers therefore have the difficult task of figuring out which theories are relevant to their unique situ- ation. A third reason is that many consultants and popular book writers are rewarded for marketing their concepts and theories, not for testing to see if they actually work. Indeed, some management concepts have become popular (and are even found in some OB textbooks!) because of heavy marketing, not because of any evidence that they are valid. Finally, as you will learn in Chapter 3, people form perceptions and beliefs quickly and tend to ignore evidence that their beliefs are inaccurate. The Contingency Anchor People and their work environments are complex, and the field of organizational behavior recognizes this by stating that a particular action may have different conse- quences in different situations. In other words, no single solution is best in all circum- stances. 82 Of course, it would be so much simpler if we could rely on “one best way” theories, in which a particular concept or practice has the same results in every situation. OB experts do search for simpler theories, but they also remain skeptical about “surefire” recommendations; an exception is somewhere around the corner. Thus, when faced with a particular problem or opportunity, we need to understand and diagnose the situation and select the strategy most appropriate under those conditions . 83 The Multiple Levels of Analysis Anchor This textbook divides organizational behavior topics into three levels of analysis: in- dividual, team, and organization. The individual level includes the characteristics and behaviors of employees as well as the thought processes that are attributed to them, such as motivation, perceptions, personalities, attitudes, and values. The team level of analysis looks at the way people interact. This includes team dynamics, communication, power, organizational politics, conflict, and leadership. At the organizational level, we evidence-based management The practice of making decisions and taking actions based on research evidence. mcs81233_ch01_001-030.indd Page 24 1/12/09 7:15:29 PM s-206mcs81233_ch01_001-030.indd Page 24 1/12/09 7:15:29 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01 focus on how people structure their working relationships and on how organizations interact with their environments. Although an OB topic is typically pegged into one level of analysis, it usually re- lates to multiple levels. 84 For instance, communication is located in this book as a team (interpersonal) process, but we also recognize that it includes individual and organizational processes. Therefore, you should try to think about each OB topic at the individual, team, and organizational levels, not just at one of these levels. Organizational behavior is the study of what people think, feel, and do in and around organizations. Organi- zations are groups of people who work interdependently toward some purpose. Although OB doesn’t have a spe- cific career path, it offers knowledge and skills that are vitally important to anyone who works in organizations. OB knowledge also has a significant effect on the success of organizations. This book takes the view that OB is for everyone, not just managers. Organizational effectiveness is a multidimensional concept represented by four perspectives: open systems, organizational learning, high-performance work prac- tices, and stakeholder. The open-systems perspective says that organizations need to adapt to their external environ- ment and configure their internal subsystems to maxi- mize efficiency and responsiveness. For the most part, the other perspectives of organizational effectiveness are de- tailed extensions of the open-systems model. The organi- zational learning perspective states that organizational effectiveness depends on the organization’s capacity to acquire, share, use, and store valuable knowledge. Intel- lectual capital is knowledge that resides in an organiza- tion, including its human capital, structural capital, and relationship capital. Effective organizations also “un- learn,” meaning that they remove knowledge that no longer adds value. The high-performance work practices (HPWP) perspec- tive states that effective organizations leverage the human capital potential of their employees. Specific HPWPs have Chapter Summary been identified, and experts in this field suggest that they need to be bundled together for maximum benefit. The stakeholder perspective states that effective organizations take into account how their actions affect others, and this requires them to understand, manage, and satisfy the inter- ests of their stakeholders. This perspective incorporates values, ethics, and corporate social responsibility into the organizational effectiveness equation. The five main types of workplace behavior are task performance, organizational citizenship, counterproduc- tive work behaviors, joining and staying with the orga- nization, and work attendance. These represent the individual-level dependent variables found in most OB research. Three environmental shifts that are challenging orga- nizations include globalization, increasing workforce diversity, and emerging employment relationships. Globalization refers to economic, social, and cultural con- nectivity with people in other parts of the world. Work- force diversity includes both surface-level and deep-level diversity. Two emerging employment relationship chan- ges are demands for work–life balance and virtual work. Several conceptual anchors represent the principles on which OB knowledge is developed and refined. These anchors include beliefs that OB knowledge should be multidisciplinary and based on systematic research, that organizational events usually have contingencies, and that organizational behavior can be viewed from three levels of analysis (individual, team, and organization). Chapter 1 Introduction to the Field of Organizational Behavior 25 absorptive capacity, p. 11 corporate social responsibility (CSR), p. 16 counterproductive work behaviors (CWBs), p. 18 deep-level diversity, p. 21 Key Terms ethics, p. 15 evidence-based management, p. 24 globalization, p. 20 high-performance work practices (HPWPs), p. 12 human capital, p. 12 intellectual capital, p. 12 lean management, p. 9 open systems, p. 7 organizational behavior (OB), p. 4 organizational citizenship behaviors (OCBs), p. 17 mcs81233_ch01_001-030.indd Page 25 1/10/09 7:34:09 AM user-s175mcs81233_ch01_001-030.indd Page 25 1/10/09 7:34:09 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Case Study 1.1 JERSEY DAIRIES, INC. Jersey Dairies, Inc. faced increasing competition that threatened its dominant market share in the Pacific Northwest. Senior management at the 300- employee dairy food processing company decided that the best way to maintain or increase market share was to take the plunge into a quality manage- ment (QM) program. Jersey hired consultants to educate management and employees about the QM process, and sent several managers to QM seminars. A steering team of managers and a few employees visited other QM companies through- out North America. To strengthen the company’s QM focus, Jersey president Tina Stavros created a new position called vice-president of quality, and hired James Alder into that position. Alder, who previously worked as a QM consultant at a major consulting firm, was en- thusiastic about implementing a complete QM program. One of Alder’s first accomplishments was convincing management to give every employee in 4. A common refrain among executives is “People are our most important asset.” Relate this statement to any two of the four perspectives of organizational effectiveness presented in this chapter. Does this statement apply better to some perspectives than to others? Why or why not? 5. Corporate social responsibility is one of the hottest issues in corporate boardrooms these days, partly because it is becoming increasingly important to employees and other stakeholders. In your opinion, why have stakeholders given CSR more attention recently? Does abiding by CSR standards potentially cause companies to have conflicting objectives with some stakeholders in some situations? 6. Look through the list of chapters in this textbook, and discuss how globalization could influence each organizational behavior topic. 7. “Organizational theories should follow the contin- gency approach.” Comment on the accuracy of this statement. 8. What does evidence-based management mean? Describe situations you have heard about in which companies have practiced evidence-based management, as well as situations in which companies have relied on fads that lacked sufficient evidence of their worth. 1. A friend suggests that organizational behavior courses are useful only to people who will enter man- agement careers. Discuss the accuracy of your friend’s statement. 2. A number of years ago, employees in a city water dis- tribution department were put into teams and encour- aged to find ways to improve efficiency. The teams boldly crossed departmental boundaries and areas of management discretion in search of problems. Em- ployees working in other parts of the city began to complain about these intrusions. Moreover, when some team ideas were implemented, the city managers discovered that a dollar saved in the water distribution unit may have cost the organization two dollars in higher costs elsewhere. Use the open-systems perspec- tive to explain what happened here. 3. After hearing a seminar on organizational learning, a mining company executive argues that this perspective ignores the fact that mining companies cannot rely on knowledge alone to stay in business. They also need physical capital (such as digging and ore-processing equipment) and land (where the minerals are located). In fact, these two may be more important than what employees carry around in their heads. Evaluate the mining executive’s comments. Critical Thinking Questions organizational effectiveness, p. 7 organizational efficiency, p. 9 organizational learning, p. 11 organizational memory, p. 12 organizations, p. 4 stakeholders, p. 13 surface-level diversity, p. 21 values, p. 14 virtual work, p. 22 work–life balance, p. 22 26 mcs81233_ch01_001-030.indd Page 26 1/12/09 7:51:12 PM s-206mcs81233_ch01_001-030.indd Page 26 1/12/09 7:51:12 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01 27 the organization several days of training in quality measurement (e.g., Pareto diagrams), structured problem solving, and related QM practices. Jersey’s largely unskilled workforce had difficulty learning this material, so the training took longer than ex- pected and another round was required one year later. Alder worked with production managers to form continuous improvement (CI) teams—groups of em- ployees who looked for ways to cut costs, time, and space throughout the work process. Although Alder was enthusiastic about CI teams, most supervisors and employees were reluctant to get involved. Supervisors complained that the CI teams were “asking too many questions” about activities in their department. Less than one-quarter of the produc- tion areas formed CI teams because employees thought QM was a fancy way for management to speed up the work. This view was reinforced by some of management’s subsequent actions, such as setting higher production targets and requiring employees to complete the tasks of those who were absent from work. To gain more support for QM, Jersey president Tina Stavros spoke regularly to employees and su- pervisors about how QM was their answer to beat- ing the competition and saving jobs. Although these talks took her away from other duties, she wanted every employee to know that their primary objec- tive was to improve customer service and produc- tion efficiency in the company. To encourage more involvement in the CI teams, Stavros and Alder warned employees that they must support the QM program to save their jobs. To further emphasize this message, the company placed large signs throughout the company’s production facilities that said, “Our Jobs Depend on Satisfied Customers” and “Quality Management: Our Competitive Advantage.” Alder and Stavros agreed that Jersey’s suppliers must have a strong commitment toward the QM philosophy, so Jersey’s purchasing manager was told to get suppliers “on board” or find alternative sources. Unfortunately, the purchasing manager pre- ferred a more collegial and passive involvement with suppliers, so he was replaced a few months later. The new purchasing manager informed suppliers that they should begin a QM program immediately because Jersey would negotiate for lower prices in the next contracts and would evaluate their bids partly based on their QM programs. Twenty months after Jersey Dairies began its QM journey, Tina Stavros accepted a lucrative job offer from a large food products company in the Midwest. Jersey Dairies promoted its vice-president of finance, Thomas Cheun, to the president’s job. The board of directors was concerned about Jersey’s falling profits over the previous couple of years and wanted Cheun to strengthen the bottom line. Although some CI teams did find cost savings, these were mostly offset by higher expenses. The company had nearly tripled its training budget and had significantly higher paid-time-off costs as em- ployees took these courses. A considerable sum was spent on customer surveys and focus groups. Employee turnover was higher, mainly due to dissat- isfaction with the QM program. Just before Stavros left the company, she received word that several employees had contacted the Commercial Food Workers Union about organizing Jersey’s nonunion production workforce. A group of suppliers asked for a confidential meeting in which they told Cheun to reconsider the QM demands on them. They complained that their long-term relationships with Jersey were being dam- aged and that other dairies were being more realistic about price, quality, and delivery requirements. Two major suppliers bluntly stated that they might decide to end their contracts with Jersey rather than agree to Jersey’s demands. Almost two years after Jersey Dairies began QM, Thomas Cheun announced that James Alder was leav- ing Jersey Dairies, that the position of vice-president of quality would no longer exist, and that the com- pany would end several QM initiatives begun over the previous two years. Instead, Jersey Dairies, Inc. would use better marketing strategies and introduce new technologies to improve its competitive position in the marketplace. Discussion Questions 1. What perspective of organizational effectiveness did Tina Stavros and James Alder attempt to ap- ply in this case? Describe how specific elements of that perspective related to their interventions. 2. Explain what went wrong in this case, using one or more of the other perspectives of organiza- tional effectiveness. Source: Steven L. McShane, © 1995. mcs81233_ch01_001-030.indd Page 27 1/10/09 7:34:10 AM user-s175mcs81233_ch01_001-030.indd Page 27 1/10/09 7:34:10 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Case Study 1.2 WORKING FROM HOME—IT’S IN THE DETAILS Roads leading to Microsoft’s headquarters in Redmond, Washington, simply weren’t de- signed to handle the 35,000 commuters who report for work there each day. The daily gridlock has be- come so acute that it nearly caused Washington State’s governor to miss his own speech at the software maker on a recent morning. Microsoft has figured out how to tackle the commuter crisis: it has intro- duced a program to get more staff telecommuting, either working from home or other off-site locales. About 14% of the U.S. workforce gets its job done at a home office more than two days per week. That’s up from 11% in 2004, and will be around 17% in an- other year or two. But the growth of telecommuting has also awakened many companies to the reality that not everyone is ready for virtual work. Companies also need to make adjustments to the way they operate in order for telecommuting to have lasting benefits. This BusinessWeek case study discusses the issues that companies are facing with the rising tide of telecommuting, as well as the strategies these orga- nizations are applying to overcome these obstacles. Read the full text of this BusinessWeek article at www.mhhe.com/mcshane5e , and prepare for the discussion questions below. Discussion Questions 1. Identify and discuss the main problems or con- cerns mentioned in this case study regarding telecommuting. In your opinion, do most of these problems originate with the company or the employee? 2. Describe the characteristics of people who adjust more easily to telecommuting. How can compa- nies identify these employees or develop others to be better prepared for telecommuting? Source: R. King, “Working from Home: It’s in the Details,” BusinessWeek, 12 February 2007, p. 9. Team Exercise 1.3 HUMAN CHECKERS PURPOSE This exercise is designed to help stu- dents understand the importance and application of organizational behavior concepts. MATERIALS None, but the instructor has more in- formation about the team’s task. INSTRUCTIONS 1. Form teams with eight students. If possible, each team should have a private location where team members can plan and practice the required task without being observed or heard by other teams. 2. All teams receive special instructions in class about their assigned task. All teams have the same task and have the same amount of time to plan and practice the task. At the end of this planning and practice, each team will be timed while completing the task in class. The team that completes the task in the least time wins. 3. No special materials are required or allowed (see rules below) for this exercise. Although the 28 mcs81233_ch01_001-030.indd Page 28 1/12/09 7:51:19 PM s-206mcs81233_ch01_001-030.indd Page 28 1/12/09 7:51:19 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-01 http://www.mhhe.com/mcshane5e task is not described here, students should learn the follow ing rules for planning and implement- ing the task: a. You cannot use any written form of commu- nication or any props to assist in the planning or implementation of this task. b. You may speak to other students on your team at any time during the planning and imple- mentation of this task. c. When performing the task, you can move only forward, not backward. (You are not al- lowed to turn around.) d. When performing the task, you can move for- ward to the next space, but only if it is vacant. In Exhibit 1 , the individual (dark circle) can move directly into an empty space (light circle). e. When performing the task, you can move for- ward two spaces if that space is vacant. In other words, you can move around a person who is one space in front of you to the next space if that space is vacant. (In Exhibit 2 , two people occupy the dark circle, and the light circle is an empty space. A person can move around the person in front to the empty space.) 4. When all teams have completed their task, the class will discuss the implications of this exercise for organizational behavior. DISCUSSION QUESTIONS 1. Identify organizational behavior concepts that the team applied to complete this task. 2. What personal theories of people and work teams were applied to complete this task? 3. What organizational behavior problems oc- curred, and what actions were (or should have been) taken to solve them? Exhibit 1 Exhibit 2 Class Exercise 1.4 DIAGNOSING ORGANIZATIONAL STAKEHOLDERS PURPOSE This exercise is designed to help you understand how stakeholders influence organiza- tions as part of the open-systems anchor. MATERIALS Students need to select a company and, prior to class, retrieve and analyze publicly available information over the past year or two about that company. This may include annual re- ports, which are usually found on the Web sites of publicly traded companies. Where possible, students should also scan full-text newspaper and magazine databases for articles published over the previous year about the company. INSTRUCTIONS The instructor may have stu- dents work alone or in groups for this activity. Stu- dents will select a company and investigate the relevance and influence of various stakeholder groups on the organization. Stakeholders can be identified from annual reports, newspaper articles, Web site statements, and other available sources. Stakeholders should be rank-ordered in terms of their perceived importance to the organization. Students should be prepared to present or discuss their rank ordering of the organization’s stakehold- ers, including evidence for this ordering. DISCUSSION QUESTIONS 1. What are the main reasons why certain stake- holders are more important than others for this organization? 2. On the basis of your knowledge of the organi- zation’s environmental situation, is this rank order of stakeholders in the organization’s best interest, or should specific other stakeholders be given higher priority? 3. What societal groups, if any, are not mentioned as stakeholders by the organization? Does this lack of reference to these unmentioned groups make sense? 29 mcs81233_ch01_001-030.indd Page 29 1/10/09 1:31:02 PM user-s180mcs81233_ch01_001-030.indd Page 29 1/10/09 1:31:02 PM user-s180 /Users/user-s180/Desktop/MCSHANE/MHBR089-01/Users/user-s180/Desktop/MCSHANE/MHBR089-01 30 Self-Assessment 1.5 IT ALL MAKES SENSE? PURPOSE This exercise is designed to help you comprehend how organizational behavior knowledge can help you to understand life in organizations. INSTRUCTIONS ( Note: This activity may be done as a self-assessment or as a team activity.) Read each of the statements below and circle whether each state- ment is true or false, in your opinion. The class will consider the answers to each question and discuss the implications for studying organizational behavior. Due to the nature of this activity, the instructor will provide the answers to these questions. There is no scoring key in Appendix B. 1. True False A happy worker is a produc- tive worker. 2. True False Decision makers tend to con- tinue supporting a course of action even though informa- tion suggests that the decision is ineffective. 3. True False Organizations are more effec- tive when they prevent conflict among employees. 4. True False It is better to negotiate alone than as a team. 5. True False Companies are more success- ful when they have strong corporate cultures. 6. True False Employees perform better without stress. 7. True False The best way to change peo- ple and organizations is by pinpointing the source of their current problems. 8. True False Female leaders involve em- ployees in decisions to a greater degree than do male leaders. 9. True False The best decisions are made without emotion. 10. True False If employees feel they are paid unfairly, nothing other than changing their pay will reduce their feelings of injustice. Self-Assessment 1.6 IS TELECOMMUTING FOR YOU? Some employees adapt better than others to tele- commuting (also called teleworking ) and other forms of virtual work. This self-assessment measures per- sonal characteristics that seem to relate to telecom- muting, and therefore it provides a rough indication of how well you would adapt to telework. The in- strument asks you to indicate how much you agree or disagree with each of the statements pro- vided. You need to be honest with yourself to get a reasonable estimate of your telework disposition. Please keep in mind that this scale con- siders only your personal characteristics. Other fac- tors, such as organizational, family, and technological systems support, must also be taken into account. After reading this chapter, if you feel that you need additional tips on managing your anxiety, see www.mhhe.com/mcshane5e for more in-depth information and interactivities that correspond to this chapter. mcs81233_ch01_001-030.indd Page 30 3/12/09 4:29:21 PM user-s172mcs81233_ch01_001-030.indd Page 30 3/12/09 4:29:21 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-01/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-01 http://www.mhhe.com/mcshane5e Part Two Individual Behavior and Processes Chapter 2 Individual Behavior, Personality, and Values Chapter 3 Perception and Learning in Organizations Chapter 4 Workplace Emotions, Attitudes, and Stress Chapter 5 Foundations of Employee Motivation Chapter 6 Applied Performance Practices Chapter 7 Decision Making and Creativity mcs81233_ch02_031-065.indd Page 31 1/19/09 4:21:37 PM user-s174mcs81233_ch02_031-065.indd Page 31 1/19/09 4:21:37 PM user-s174 /Users/user-s174/Desktop/MHBR089-SAMP/MHBR089-02/Users/user-s174/Desktop/MHBR089-SAMP/MHBR089-02 Yasmeen Youssef’s self-confidence was a bit shaky when she and her husband moved from Egypt to Canada a few years ago. “I was worried no one would take a chance on me, would believe in me,” she recalls. But any self-doubts slowly disappeared after taking an entry-level job with Fairmont Hotels & Resorts corporate offices in Toronto. “Everything changed when I started working at Fairmont,” says Youssef, who is now on Fairmont’s human resource team and recently trained new staff in Cairo. “I can’t believe the amount of value, care, respect everyone has extended to me.” As North America’s largest luxury hotel operator, Fairmont discovered long ago that one of the secret ingredients for employee performance and well-being is supporting the individual’s self-concept. “People want to feel valued and they stay where they feel valued,” says Carolyn Clark, Fairmont’s senior vice president of human resources. Clark also points out that Fairmont is able to nurture this talent by selecting the best, which means hiring people with the right values and personality for superb customer service. “We believed that we could train the technical skills—that’s the easy part,” Clark explained a few years ago. “What we can’t train is the service orientation. We just can’t put people in the training program and say they are going to come out smiling if that is not inherent in them.” Along with hiring people with the right values and personality and nurturing their self-concept, Fairmont is developing staff to work effectively in a multicultural world. Sean Billing is a case in point. The economics graduate had been working as Fairmont’s director of rooms in Chicago when he casually asked his boss whether the hotel chain could use his skills and knowledge elsewhere. Soon after, Billing was offered a position in Kenya, bringing Fairmont’s new properties in the African country up to world-class standards through training and technology without losing the distinctive Kenyan character. Billing jumped at the opportunity, but he also recognizes the challenge of inculcating Fairmont’s deep values of customer service, environmentalism, and empowerment into another culture. “It’s a little bit of hotel culture shock . . . things are quite different here,” he says. 1 Fairmont Hotels has excelled as North America’s largest luxury hotel operator by hiring people such as Yasmeen Youssef (shown here) with the right values and personality and then nurturing their self-concept and cross-cultural competencies. mcs81233_ch02_031-065.indd Page 32 1/12/09 9:00:11 PM s-206mcs81233_ch02_031-065.indd Page 32 1/12/09 9:00:11 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02 Individual Behavior, Personality, and Values LEARNING OBJECTIVES After reading this chapter, you should be able to: 1. Describe the four factors that directly influence voluntary individual behavior and performance. 2. Define personality and discuss what determines an individual’s personality characteristics. 3. Summarize the “Big Five” personality traits in the five-factor model and discuss their influence on organizational behavior. 4. Describe self-concept in terms of self- enhancement, self-verification, and self-evaluation. 5. Explain how social identity theory relates to a person’s self-concept. 6. Distinguish personal, shared, espoused, and enacted values and explain why value congruence is important. 7. Summarize five values commonly studied across cultures. 8. Explain how moral intensity, ethical sensitivity, and the situation influence ethical behavior. 2 mcs81233_ch02_031-065.indd Page 33 1/10/09 1:34:05 PM user-s175mcs81233_ch02_031-065.indd Page 33 1/10/09 1:34:05 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 34 Part Two Individual Behavior and Processes Learning Objectives What makes Fairmont Hotels & Resorts a successful company? There is no single explanation, but this opening vignette reveals that North America’s largest luxury hotel company applies many of the theories and practices discussed in this chapter. It hires people with the right personality traits and values, trains them well, and nur- tures their self-concept. As a global enterprise, Fairmont also ensures that its staff members develop cross-cultural competencies. This chapter concentrates our attention on the role of the individual in organiza- tions. We begin by presenting the MARS model, which outlines the four direct driv- ers of individual behavior and results. Next, we introduce the most stable aspect of individuals—personality—including personality development, personality traits, and how personality relates to organizational behavior. We then look at the individual’s self-concept, including self-enhancement, self-verification, self-evaluation, and social identity. The latter part of this chapter examines another relatively stable characteris- tic of individuals: their personal values. We look at types of values, issues of value congruence in organizations, cross-cultural values, and ethical values and practices. After reading this section, you should be able to: 1. Describe the four factors that directly influence voluntary individual behavior and performance. MARS Model of Individual Behavior and Performance For most of the past century, experts in psychology, sociology, and, more recently, organizational behavior have investigated the direct predictors of individual behavior and performance. 2 One of the earliest formulas was performance � person � situation, where person includes individual characteristics and situation represents external influences on the individual’s behavior. Another frequently mentioned formula is performance � ability � motivation. Sometimes known as the “skill-and-will” model, this formula elaborates two specific characteristics within the person that influence individual performance. Ability, motivation, and situation are by far the most com- monly mentioned direct predictors of individual behavior and performance, but in the 1960s researchers identified a fourth key factor: role perceptions (the individual’s expected role obligations). 3 Exhibit 2.1 illustrates these four variables—motivation, ability, role perceptions, and situational factors—which are represented by the acronym MARS. 4 All four factors are critical influences on an individual’s voluntary behavior and perfor- mance; if any one of them is low in a given situation, the employee would perform the task poorly. For example, motivated salespeople with clear role perceptions and sufficient resources (situational factors) will not perform their jobs as well if they lack sales skills and related knowledge (ability). Let’s look at each of these four factors in more detail. Employee Motivation Motivation represents the forces within a person that affect his or her direction, in- tensity, and persistence of voluntary behavior. 5 Direction refers to the path along which people engage their effort. People have choices about where they put their effort; they have a sense of what they are trying to achieve and at what level of qual- ity, quantity, and so forth. In other words, motivation is goal-directed, not random. motivation The forces within a person that affect his or her direction, inten- sity, and persistence of voluntary behavior. mcs81233_ch02_031-065.indd Page 34 1/10/09 1:34:05 PM user-s175mcs81233_ch02_031-065.indd Page 34 1/10/09 1:34:05 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 2 Individual Behavior, Personality, and Values 35 People are motivated to arrive at work on time, finish a project a few hours early, or aim for many other targets. The second element of motivation, called intensity, is the amount of effort allocated to the goal. Intensity is all about how much people push themselves to complete a task. For example, two employees might be motivated to finish their project a few hours early (direction), but only one of them puts forth enough effort (intensity) to achieve this goal. Finally, motivation involves varying levels of persistence, that is, continuing the ef- fort for a certain amount of time. Employees sustain their effort until they reach their goal or give up beforehand. Remember that motivation exists within individuals; it is not their actual behavior. Thus, direction, intensity, and persistence are cognitive (thoughts) and emotional conditions that directly cause us to move. Ability Employee abilities also make a difference in behavior and task performance. Ability includes both the natural aptitudes and the learned capabilities required to success- fully complete a task. Aptitudes are the natural talents that help employees learn spe- cific tasks more quickly and perform them better. There are many physical and mental aptitudes, and our ability to acquire skills is affected by these aptitudes. For example, finger dexterity is an aptitude by which individuals learn more quickly and potentially achieve higher performance at picking up and handling small objects with their fingers. Employees with high finger dexterity are not necessarily better than others at first; rather, their learning tends to be faster and performance potential tends to be higher. Learned capabilities are the skills and knowledge that you currently possess. These capabilities include the physical and mental skills and knowledge you have acquired. Learned capabilities tend to wane over time when not in use. Values Individual characteristics MARS model Personality Perceptions Emotions and attitudes Stress Motivation Ability Role perceptions Situational factors Behavior and results Exhibit 2.1 MARS Model of Individual Behavior and Results ability The natural aptitudes and learned capabilities required to successfully complete a task. mcs81233_ch02_031-065.indd Page 35 1/10/09 1:34:05 PM user-s175mcs81233_ch02_031-065.indd Page 35 1/10/09 1:34:05 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 36 Part Two Individual Behavior and Processes Aptitudes and learned capabilities are closely related to competencies, which has become a frequently used term in business. Competencies are characteristics of a person that result in superior performance. 6 Many experts describe these characteris- tics as personal traits (i.e., knowledge, skills, aptitudes, personality, self-concept, val- ues). Others suggest that competencies represent actions produced by a person’s traits, such as serving customers, coping with heavy workloads, and providing cre- ative ideas. With either definition, the challenge is to match a person’s competencies with the job’s task requirements. A good person-job match not only produces higher performance; it also tends to increase the employee’s well-being. Person-Job Matching Strategies One way to match a person’s competencies with the job’s task requirements is to select applicants who already demonstrate the required competencies. For example, companies ask applicants to perform work samples, provide references for checking their past performance, and complete various selection tests. A second strategy is to provide training so that employees develop required skills and knowledge. Research indicates that training has a strong influence on individual performance and organizational effectiveness. 7 The third person-job matching strategy is to redesign the job so that employees are given tasks only within their current learned capabilities. For example, a complex task might be simplified—some aspects of the work are transferred to others—so that a new employee performs only tasks that he or she is currently able to perform. As the employee becomes more competent at these tasks, other tasks are added back into the job. Role Perceptions Motivation and ability are important influences on individual behavior and perfor- mance, but employees also require accurate role perceptions to perform their jobs well. Role perceptions are the extent to which people understand the job duties (roles) assigned to them or expected of them. These perceptions are critical because they guide the employee’s direction of effort and improve coordination with co-workers, suppliers, and other stakeholders. Unfortunately, many employees do not have clear role perceptions. According to one large-scale survey, most employees understand their organization’s business goals, but only 39 percent know what to do in their own jobs to achieve those goals. 8 The role perceptions concept has three components. First, employees have accu- rate role perceptions when they understand the specific tasks assigned to them, that is, when they know the specific duties or consequences for which they are account- able. This may seem obvious, but employees have been (unjustly) fired for failing to perform tasks that they didn’t even know were part of their job duties. Second, peo- ple have accurate role perceptions when they understand the priority of their various tasks and performance expectations. This includes the quantity versus quality di- lemma, such as how many customers to serve in an hour (quantity) versus how well the employee should serve each customer (quality). It also refers to properly allocat- ing time and resources to various tasks, such as how much time a manager should spend coaching employees in a typical week. The third component of role percep- tions is understanding the preferred behaviors or procedures for accomplishing the assigned tasks. This refers to situations in which more than one method could be fol- lowed to perform the work. Employees with clear role perceptions know which of these methods is preferred by the organization. competencies Skills, knowledge, apti- tudes, and other per- sonal characteristics that lead to superior performance. role perceptions The extent to which people understand the job duties (roles) assigned to or expected of them. mcs81233_ch02_031-065.indd Page 36 1/10/09 1:34:08 PM user-s175mcs81233_ch02_031-065.indd Page 36 1/10/09 1:34:08 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 2 Individual Behavior, Personality, and Values 37 Situational Factors Employees’ behavior and performance also depend on how much the situation sup- ports or interferes with their task goals. Situational factors include conditions beyond the employee’s immediate control that constrain or facilitate behavior and perfor- mance. 10 Some situational characteristics—such as consumer preferences and eco- nomic conditions—originate from the external environment and, consequently, are beyond the employee’s and organization’s control. However, other situational factors— such as time, people, budget, and physical work facilities—are controlled by people within the organization. Therefore, corporate leaders need to carefully arrange these conditions so that employees can achieve their performance potential. The four elements of the MARS model—motivation, ability, role perceptions, and situational factors—affect all voluntary workplace behaviors and their performance outcomes. These elements are themselves influenced by other individual differences. Best Buy Sorts Out Role Perceptions for Black Friday It’s 5 a.m. on Black Friday, and hundreds of eager shoppers are pouring through the doors of the Best Buy retail outlet in Columbia, Maryland, to grab up the advertised bargains. Fortunately, Best Buy’s 225 employees in Columbia know what is expected of them on this extremely busy day after Thanksgiving. A huge floor plan in the back office has color-coded stickers marking where every staff member will be located; six green dots indicate where employees will stand outside to monitor and support customers who have lined up for hours. Many Best Buy stores held special rehearsals—complete with acting customers—during the week before Black Friday to help employees understand their roles and hone their customer service skills. For example, this photo shows customer assistance supervisor Aaron Sanford orchestrating a Black Friday practice run at a Best Buy store in Denver. “If you do it right, you’re very profitable,” advises Kevin McGrath, Best Buy’s store manager in Columbia. McGrath explains that clear role perceptions are just as important for a retail outlet as for a winning sports team. “The [Baltimore] Ravens are successful because [the players] know what is expected of them,” he says.9 mcs81233_ch02_031-065.indd Page 37 1/10/09 1:34:08 PM user-s175mcs81233_ch02_031-065.indd Page 37 1/10/09 1:34:08 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 38 Part Two Individual Behavior and Processes Learning Objectives In the remainder of this chapter, we introduce three of the most stable individual characteristics: personality, self-concept, and values. After reading the next two sections, you should be able to: 2. Define personality and discuss what determines an individual’s per- sonality characteristics. 3. Summarize the “Big Five” personality traits in the five-factor model and discuss their influence on organizational behavior. 4. Describe self-concept in terms of self-enhancement, self-verification, and self-evaluation. 5. Explain how social identity theory relates to a person’s self-concept. Personality in Organizations Brian McHale carefully screens job applicants to find those who will take his com- pany to the next level of success. “We look for people with passion about our busi- ness, a drive to understand consumers and what motivates them, and have a pervasive curiosity,” says the president of Empower MediaMarketing in Cincinnati. McHale emphasizes that his 150 employees are good at selecting applicants from interviews and résumés, but he also asks candidates to complete a personality test indicating whether they are the right fit. “A personality profile is just one more data point, one more window into the person you’re thinking about hiring,” McHale says. “It’s obvi- ously not something that we depend on solely or even primarily when making a decision. But it can help complete a picture.” 11 Personality is an important individual characteristic, which explains why Empower MediaMarketing and many other companies are increasingly testing the personality traits of job applicants and employees. Personality is the relatively enduring pattern of thoughts, emotions, and behaviors that characterize a person, along with the psy- chological processes behind those characteristics. 12 It is, in essence, the bundle of characteristics that make us similar to or different from other people. We estimate an individual’s personality by what he or she says and does, and we infer the person’s internal states—including thoughts and emotions—from these observable behaviors. A basic premise of personality theory is that people have inherent characteristics or traits that can be identified by the consistency or stability of their behavior across time and situations. 13 For example, you probably have some friends who are more talkative than others. You might know some people who like to take risks and others who are risk-averse. This consistency is an essential requirement for personality theory because it attributes a person’s behavior to something within him or her—the individual’s personality—rather than to purely environmental influences. Of course, people do not act the same way in all situations; in fact, such consis- tency would be considered abnormal because it indicates a person’s insensitivity to social norms, reward systems, and other external conditions. 14 People vary their be- havior to suit the situation, even if the behavior is at odds with their personality. For example, talkative people remain relatively quiet in a library where “no talking” rules are explicit and strictly enforced. People typically exhibit a wide range of behaviors, yet within that variety are discernible patterns that we refer to as personality traits . Traits are broad concepts that allow us to label and understand individual differences. Furthermore, traits predict an individual’s behavior far into the future. For example, personality The relatively enduring pattern of thoughts, emotions, and behav- iors that characterize a person, along with the psychological processes behind those characteristics. mcs81233_ch02_031-065.indd Page 38 1/10/09 1:34:15 PM user-s175mcs81233_ch02_031-065.indd Page 38 1/10/09 1:34:15 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 2 Individual Behavior, Personality, and Values 39 studies report that an individual’s personality in childhood predicts various behaviors and outcomes in adulthood, including educational attainment, employment success, marital relationships, illegal activities, and health-risk behaviors. 15 Personality Determinants: Nature versus Nurture What determines an individual’s personality? Most experts now agree that personal- ity is shaped by both nature and nurture, although the relative importance of each continues to be debated and studied. Nature refers to our genetic or hereditary origins— the genes that we inherit from our parents. Studies of identical twins, particularly those separated at birth, reveal that heredity has a very large effect on personality; up to 50 percent of variation in behavior and 30 percent of temperament preferences can be attributed to a person’s genetic characteristics. 16 In other words, genetic code not only determines our eye color, skin tone, and physical shape but also has a sig- nificant effect on our attitudes, decisions, and behavior. Some similarities of identical twins raised apart are surreal. Consider Jim Springer and Jim Lewis, twins who were separated when only four weeks old and didn’t meet each other until age 39. In spite of being raised in different families and communities in Ohio, the “Jim twins” held similar jobs, smoked the same type of cigarettes, drove the same make and color of car, spent their vacations on the same Florida beach, had the same woodworking hobby, gave their first sons almost identical names, and had been married twice. Both their first and second wives also had the same first names! 17 Although personality is heavily influenced by heredity, it is also affected to some degree by nurture —the person’s socialization, life experiences, and other forms of in- teraction with the environment. Studies have found that the stability of an individual’s personality increases up to at least age 30 and possibly to age 50, indicating that some personality development and change occurs when people are young. 18 The main ex- planation of why personality becomes more stable over time is that people form clearer and more rigid self-concepts as they get older. The executive function—the part of the brain that manages goal-directed behavior—tries to keep our behavior consistent with our self-concept. 19 As self-concept becomes clearer and more stable with age, behavior and personality therefore also become more stable and consistent. We discuss self-concept in more detail later in this chapter. The main point here is that personality is not completely determined by heredity; life experiences, particu- larly early in life, also shape each individual’s personality traits. Five-Factor Model of Personality One of the most important elements of personality theory is that people possess spe- cific personality traits. Traits such as sociable, depressed, cautious, and talkative rep- resent clusters of thoughts, feelings, and behaviors that allow us to identify, differentiate, and understand people. 20 The most widely respected model of personal- ity traits is the five-factor model (FFM). Several decades ago, personality experts identified more than 17,000 words in Roget’s thesaurus and Webster’s dictionary that describe an individual’s personality. These words were aggregated into 171 clusters and then further reduced to five abstract personality dimensions. Using more sophis- ticated techniques, recent investigations identified the same five personality dimen- sions. Analyses of trait words in several other languages have produced strikingly similar results, although they also lend support for the notion of six or possibly seven dimensions of personality. Generally, though, the five-factor model is fairly robust five-factor model (FFM) The five abstract dimen- sions representing most personality traits: conscientiousness, emotional stability, openness to experi- ence, agreeableness, and extroversion. mcs81233_ch02_031-065.indd Page 39 1/10/09 1:34:15 PM user-s175mcs81233_ch02_031-065.indd Page 39 1/10/09 1:34:15 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 40 Part Two Individual Behavior and Processes across cultures. 21 These “Big Five” dimensions, represented by the handy acronym CANOE, are outlined in Exhibit 2.2 and described below: • Conscientiousness . Conscientiousness characterizes people who are careful, dependable, and self-disciplined. Some scholars argue that this dimension also includes the will to achieve. People with low conscientiousness tend to be careless, less thorough, more disorganized, and irresponsible. • Agreeableness . This dimension includes the traits of being courteous, good-natured, empathic, and caring. Some scholars prefer the label “friendly compliance” for this dimension, with its opposite being “hostile noncompliance.” People with low agreeableness tend to be uncooperative, short-tempered, and irritable. • Neuroticism . Neuroticism characterizes people with high levels of anxiety, hostility, depression, and self-consciousness. In contrast, people with low neuroticism (high emotional stability) are poised, secure, and calm. • Openness to experience . This dimension is the most complex and has the least agreement among scholars. It generally refers to the extent to which people are imaginative, creative, curious, and aesthetically sensitive. Those who score low on this dimension tend to be more resistant to change, less open to new ideas, and more conventional and fixed in their ways. • Extroversion . Extroversion characterizes people who are outgoing, talkative, sociable, and assertive. The opposite is introversion, which characterizes those who are quiet, shy, and cautious. Extroverts get their energy from the outer world (people and things around them), whereas introverts get their energy from the internal world, such as personal reflection on concepts and ideas. In- troverts do not necessarily lack social skills. Rather, they are more inclined to direct their interests to ideas than to social events. Introverts feel quite comfort- able being alone, whereas extroverts do not. These five personality dimensions are not independent of each other. Some experts suggest that conscientiousness, agreeableness, and low neuroticism (high emotional Personality dimension People with a high score on this dimension tend to be more: Conscientiousness Agreeableness Neuroticism Openness to experience Extroversion Exhibit 2.2 Five-Factor Model’s Big Five Personality Dimensions conscientiousness A personality dimension describing people who are careful, dependable, and self-disciplined. neuroticism A personality dimension describing people with high levels of anxiety, hostility, depression, and self-consciousness. extroversion A personality dimension describing people who are outgoing, talkative, sociable, and assertive. mcs81233_ch02_031-065.indd Page 40 1/10/09 1:34:15 PM user-s175mcs81233_ch02_031-065.indd Page 40 1/10/09 1:34:15 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 2 Individual Behavior, Personality, and Values 41 stability) represent a common underlying characteristic broadly described as “getting along”; people with these traits are aware of and more likely to abide by rules and norms of society. The other two dimensions share the common underlying factor called “getting ahead”; people with high scores on extroversion and openness to ex- perience exhibit more behaviors aimed at achieving goals, managing their environ- ment, and advancing themselves in teams. 22 Studies report fairly strong associations between personality and several work- place behaviors and outcomes, even when employee ability and other factors are taken into account. Conscientiousness and emotional stability (low neuroticism) stand out as the personality traits that best predict individual performance in almost every job group. 23 Both are motivational components of personality because they energize a willingness to fulfill work obligations within established rules (conscien- tiousness) and to allocate resources to accomplish those tasks (emotional stability). Various studies have reported that conscientious employees set higher personal goals for themselves, are more motivated, and have higher performance expecta- tions than do employees with low levels of conscientiousness. They also tend to have higher levels of organizational citizenship and work better in organizations that give employees more freedom than is found in traditional command-and-control workplaces. 24 The other three personality dimensions predict more specific types of employee behavior and performance. Extroversion is associated with performance in sales and management jobs, where employees must interact with and influence people. Agree- ableness is associated with performance in jobs where employees are expected to be cooperative and helpful, such as working in teams, customer relations, and other conflict-handling situations. People high on the openness-to-experience personality dimension tend to be more creative and adaptable to change. Finally, personality influences employee well-being in various ways. Studies report that personality influ- ences a person’s general emotional reactions to her or his job, how well the person copes with stress, and what type of career paths make that person happiest. 25 Jungian Personality Theory and the Myers-Briggs Type Indicator The five-factor model of personality is the most respected and supported in research, but it is not the most popular in practice. That distinction goes to Jungian personality theory, which is measured through the Myers-Briggs Type Indicator (MBTI). Nearly a century ago, Swiss psychiatrist Carl Jung proposed that personality is pri- marily represented by the individual’s preferences regarding perceiving and judging information. 26 Jung explained that perceiving, which involves how people prefer to gather information or perceive the world around them, occurs through two competing orientations: sensing (S) and intuition (N). Sensing involves perceiving information directly through the five senses; it relies on an organized structure to acquire factual and preferably quantitative details. Intuition, on the other hand, relies more on insight and subjective experience to see relationships among vari- ables. Sensing types focus on the here and now, whereas intuitive types focus more on future possibilities. Jung also proposed that judging—how people process information or make deci- sions based on what they have perceived—consists of two competing processes: think- ing (T) and feeling (F). People with a thinking orientation rely on rational cause-effect logic and systematic data collection to make decisions. Those with a strong feeling Myers-Briggs Type Indicator (MBTI) An instrument designed to measure the elements of Jungian personality theory, particularly preferences regarding perceiving and judging information. mcs81233_ch02_031-065.indd Page 41 1/12/09 9:21:36 PM s-206mcs81233_ch02_031-065.indd Page 41 1/12/09 9:21:36 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02 42 Part Two Individual Behavior and Processes orientation, on the other hand, rely on their emotional responses to the options pre- sented, as well as to how those choices affect others. Jung noted that along with differing in the four core processes of sensing, intuition, thinking, and feeling, people also dif- fer in their degrees of extroversion-introversion, which was introduced earlier as one of the Big Five personality traits. In addition to measuring the personality traits identified by Jung, the MBTI mea- sures Jung’s broader categories of perceiving and judging . People with a perceiving orientation are open, curious, and flexible; prefer to adapt spontaneously to events as they unfold; and prefer to keep their options open. Judging types prefer order and structure and want to resolve problems quickly. The MBTI is one of the most widely used personality tests in work settings as well as in career counseling and executive coaching. 28 Still, evidence regarding the effec- tiveness of the MBTI and Jung’s psychological types is mixed. 29 On the one hand, MBTI does a reasonably good job of measuring Jung’s psychological types and seems to improve self-awareness for career development and mutual understanding. On the other hand, it poorly predicts job performance and is generally not recommended for employment selection or promotion decisions. Furthermore, MBTI overlaps with the five-factor personality model, yet it does so less satisfactorily than existing measures of the Big Five personality dimensions. 30 Caveats about Personality Testing in Organizations Personality is clearly an important concept for understanding, predicting, and chang- ing behavior in organizational settings. However, there are a few problems that con- tinue to hound personality testing. 31 One concern is that most tests are self-report scales, which allow applicants or employees to fake their answers. Rather than mea- suring a person’s personality, many test results might identify the traits that people believe the company values. This concern is compounded by the fact that test takers Flying High with MBTI Southwest Airlines is a people- friendly place, but even strangers can quickly discover the personalities of some of its employees. That’s because many staff at the Dallas-based airline post their Myers-Briggs Type Indicator (MBTI) results in their offices. “You can walk by and see someone’s four-letter [MBTI type] posted up in their cube,” says Elizabeth Bryant, shown in photo, Southwest’s director of leadership development. Southwest began using the MBTI a decade ago to help staff understand and respect co-workers’ different personalities and thinking styles. The MBTI also helps leaders work more effectively with individu- als and teams. For example, Bryant recalls a session at which employees and the manager in one department developed more trust and empathy by discovering their MBTI scores. “We saw a lot of ‘aha’ moments,” Bryant recalls about em- ployee reactions when they saw each other’s MBTI score. “Behaviors that might have once caused misunderstanding and frustration now are viewed through a different filter.”27 mcs81233_ch02_031-065.indd Page 42 1/12/09 9:00:48 PM s-206mcs81233_ch02_031-065.indd Page 42 1/12/09 9:00:48 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02 Chapter 2 Individual Behavior, Personality, and Values 43 often don’t know what personality traits the company is looking for and may not know which statements are relevant to each trait. Thus, the test scores might not rep- resent the individual’s personality or anything else meaningful. A second issue is that personality is a relatively weak predictor of a person’s perfor- mance. Some experts dispute this claim, pointing to strong associations between a few personality traits and specific types of performance. Still, the effect of personality on a person’s behavior and performance is generally low, and thus personality testing could cause companies to wrongly reject applicants who would have performed well. Finally, some companies have discovered that personality testing does not convey a favorable image of the company. For example, the British operations of PricewaterhouseCoopers (PwC) required that applicants complete an online personality test early in the selec- tion process. The accounting firm learned that the test discouraged female applicants from applying because the process was impersonal and the test could be faked. “Our personality test was seen to alienate women and so we had to respond to that,” says PwC’s head of diversity. 32 Overall, we need to understand personality in the workplace but also to be cautious about measuring and applying it too precisely. Self-Concept: The “I” in Organizational Behavior To more fully understand individual behavior in organizations, we need to realize that people develop, nurture, and act in ways that maintain and enhance their self- concept. Self-concept refers to an individual’s self-beliefs and self-evaluations. It is the “Who am I?” and “How do I feel about myself?” that people ask themselves and that guide their decisions and actions. Self-concept has not received much attention in organizational behavior research, but scholars in psychology, social psychology, and other disciplines have discovered that it is a critically important concept for un- derstanding individual perceptions, attitudes, decisions, and behavior. Indeed, as the opening vignette to this chapter illustrated, managers at Fairmont Hotels & Resorts have known for years that nurturing an employee’s self-concept can be a powerful way to strengthen his or her motivation and well-being. People do not have a single unitary self-concept. 33 Rather, they think of them- selves in several ways in various situations. For example, you might think of yourself as a creative employee, a health-conscious vegetarian, and an aggressive skier. A person’s self-concept has higher complexity when it consists of many categories. Along with varying in complexity, self-concept varies in the degree of its consistency. People have high consistency when similar personality traits and values are required across all aspects of self-concept. Low consistency occurs when some aspects of self require personal characteristics that conflict with the characteristics required for other aspects of self. A third structural feature of self-concept is clarity, that is, the degree to which a person’s self-conceptions are clearly and confidently described, internally consis- tent, and stable across time. A clear self-concept necessarily requires a consistent self- concept. Generally, people develop a clearer self-concept as they get older. These three structural dimensions of self-concept—complexity, consistency, and clarity—influence an individual’s adaptability and well-being. People function better when their self-concept has many elements (high complexity) that are compatible with each other (high consistency) and are relatively clear. In contrast, people are more rigid and inflexible, and therefore less adaptable, when their self-view consists of only a few similar characteristics (low complexity). People also have poorer psychological adjust- ment when their self-concept is less clear and includes conflicting elements. self-concept An individual’s self- beliefs and self- evaluations. mcs81233_ch02_031-065.indd Page 43 1/12/09 9:01:08 PM s-206mcs81233_ch02_031-065.indd Page 43 1/12/09 9:01:08 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02 44 Part Two Individual Behavior and Processes Self-Enhancement A key ingredient in self-concept is the desire to feel valued. People are inherently motivated to promote and protect a self-view of being competent, attractive, lucky, ethical, and important. 34 This self-enhancement is observed in many ways. Individuals tend to rate themselves above average, selectively recall positive feedback while for- getting negative feedback, attribute their successes to personal motivation or ability while blaming the situation for their mistakes, and believe that they have a better than average probability of success. People don’t see themselves as above average in all circumstances, but this bias is apparent for conditions that are common rather than rare and that are important to them. 35 Self-enhancement has both positive and negative consequences in organizational settings. 36 On the positive side, research has found that individuals have better per- sonal adjustment and experience better mental and physical health when they view their self-concept in a positive light. On the negative side, self-enhancement can re- sult in bad decisions. For example, studies report that self-enhancement causes man- agers to overestimate the probability of success in investment decisions. 37 Generally, though, successful companies, such as Fairmont Hotels & Resorts, strive to help em- ployees feel they are valued and integral members of the organization. Global Connections 2.1 describes how Johnson & Johnson, Inc.’s businesses worldwide also support employees’ self-concept by making them feel valued and by aligning their career plans with their self-view. Self-Verification Along with being motivated by self-enhancement, people are motivated to verify and maintain their existing self-concept. 38 Self-verification stabilizes an individual’s self- concept, which, in turn, provides an important anchor that guides his or her thoughts and actions. Self-verification differs from self-enhancement because people usually prefer feedback that is consistent with their self-concept even when that feedback is unflattering. Self-verification has several implications for organizational behavior. 39 First, it affects the perceptual process because employees are more likely to remem- ber information that is consistent with their self-concept. Second, the more confident employees are in their self-concept, the less they will accept feedback—positive or negative—that is at odds with their self-concept. Third, employees are motivated to interact with others who affirm their self-concept, and this affects how well they get along with their boss and with co-workers in teams. Self-Evaluation Almost everyone strives to have a positive self-concept, but some people have a more positive evaluation of themselves than do others. This self-evaluation is mostly de- fined by three concepts: self-esteem, self-efficacy, and locus of control. 40 Self-Esteem Self-esteem —the extent to which people like, respect, and are satisfied with themselves—represents a global self-evaluation. People with high self-esteem are less influenced by others, tend to persist in spite of failure, and think more rationally. Self-esteem regarding specific aspects of self (e.g., a good student, a good driver, a good parent) predicts specific thoughts and behaviors, whereas a person’s overall self-esteem predicts only large bundles of thoughts and behaviors. 41 mcs81233_ch02_031-065.indd Page 44 3/12/09 5:19:00 PM user-s172mcs81233_ch02_031-065.indd Page 44 3/12/09 5:19:00 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02 Self-Efficacy Self-efficacy refers to a person’s belief that he or she can successfully complete a task. 43 Those with high self-efficacy have a “can do” attitude. They believe they possess the energy (motivation), resources (situational factors), understanding of the correct course of action (role perceptions), and competencies (ability) to perform the task. In other words, self-efficacy is an individual’s perception regarding the MARS model in a specific situation. Although originally defined in terms of specific tasks, self-efficacy is also a general trait related to self-concept. 44 General self-efficacy is a perception of one’s competence to perform across a variety of situations. The higher the person’s general self-efficacy, the higher is his or her overall self-evaluation. Locus of Control Locus of control, the third concept related to self-evaluation, is defined as a person’s general belief about the amount of control he or she has over personal life events. Individuals with more of an internal locus of control believe that their personal characteristics (i.e., motivation and competencies) mainly influence life’s outcomes. Those with more of an external locus of control believe that events in their life are due mainly to fate, luck, or conditions in the external environment. Lo- cus of control is a generalized belief, so people with an external locus can feel in control in familiar situations (such as performing common tasks). However, their un- derlying locus of control would be apparent in new situations in which control over self-efficacy A person’s belief that he or she has the ability, motivation, correct role perceptions, and favorable situation to complete a task successfully. locus of control A person’s general belief about the amount of control he or she has over personal life events. Feeling Valued Adds Value at Johnson & Johnson Every Saturday, Vikas Shirodkar takes his daughter to dance lessons and pops into his office at Johnson & Johnson’s Indian headquarters in Mumbai, which is located next door to the dance class. Doing work at the office saves Shirodkar the trouble of driving home and back again to pick up his daughter after class. After three weeks, Shirodkar received a call from J&J’s managing director, Narendra Ambwani, asking if he was overburdened and needed additional staff. Shirodkar was sur- prised by the question, until Ambwani explained that he no- ticed the executive’s name on the register every Saturday and was concerned about his workload. The managing director’s call was a defining moment for Shirodkar because it reflected J&J’s value system, in which every employee “must be considered as an individual” and the company “must respect [employees’] dignity and recognize their merit.” The credo recognizes employees, customers, communities, and the environment, as well as shareholders. In India, where job-hopping has become the norm, the average J&J employee has more than 15 years of service. Asked about J&J’s success at attracting and retaining talented workers, India managing director Narendra Ambwani answers: “We make them feel the company belongs to them.” J&J also supports each employee’s self-concept through day-to-day coaching. For example, J&J’s Pharmaceutical Re- search & Development division in the United States discovered that a key ingredient of employee motivation and well-being is to have managers ensure that employees feel valued as con- tributors to the company’s success. The European operations of J&J’s Global Pharmaceutical Supply Group also introduced a new career program that takes into account employees’ self- concept by matching their personal values with corresponding job preferences.42 Global Connections 2.1 Johnson & Johnson is one of the world’s most respected employers because it recognizes the value of supporting each employee’s self-concept. “We make them feel the company belongs to them,” says Narendra Ambwani (shown here), the company’s managing director in India. 45 mcs81233_ch02_031-065.indd Page 45 3/12/09 5:19:05 PM user-s172mcs81233_ch02_031-065.indd Page 45 3/12/09 5:19:05 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02 46 Part Two Individual Behavior and Processes events is uncertain. People with a more internal locus of control have a more positive self-evaluation. They also tend to perform better in most employment situations, are more successful in their careers, earn more money, and are better suited for leader- ship positions. Internals are also more satisfied with their jobs, cope better in stressful situations, and are more motivated by performance-based reward systems. 45 The Social Self A person’s self-concept can be organized into two fairly distinct categories: personal identity characteristics and social identity characteristics. 46 Personal identity consists of characteristics that make us unique and distinct from people in the social groups to which we have a connection. For instance, an unusual achievement that distinguishes you from other people typically becomes a personal identity characteristic. Personal identity refers to something about you as an individual without reference to a larger group. At the same time, human beings are social animals; they have an inherent drive to be associated with others and to be recognized as part of social communities. This drive to belong is reflected in self-concept by the fact that all individuals define themselves to some degree by their association with others. 47 This social element of self-concept is described by social identity theory . Ac- cording to social identity theory, people define themselves by the groups to which they belong or have an emotional attachment. For instance, someone might have a social identity as an American, a graduate of the University of Massachusetts, and an employee at IBM (see Exhibit 2.3 ). Social identity is a complex combination of many memberships arranged in a hierarchy of importance. One factor determining impor- tance is how easily we are identified as a member of the reference group, such as by our gender, age, and ethnicity. It is difficult to ignore your gender in a class where most other students are the opposite gender, for example. In that context, gender tends to become a stronger defining feature of your social identity than it is in social settings where there are many people of the same gender. Along with our demographic characteristics, a group’s status is typically an impor- tant influence on whether we include the group in our social identity. We identify with groups that have high status or respect because this aids the self-enhancement of IBM employee Live in the United States C t ti Employees at other firms People living in other countries Graduates from other schools An Individual's Social Identity University of Massachusetts graduate Exhibit 2.3 Social Identity Theory Example social identity theory A theory that explains self-concept in terms of the person’s unique characteristics (per- sonal identity) and membership in various social groups (social identity). mcs81233_ch02_031-065.indd Page 46 1/10/09 1:34:23 PM user-s175mcs81233_ch02_031-065.indd Page 46 1/10/09 1:34:23 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 2 Individual Behavior, Personality, and Values 47 our self-concept. Medical doctors usually define themselves by their profession be- cause of its high status, whereas people in low-status jobs tend to define themselves by nonjob groups. Some people define themselves in terms of where they work be- cause their employer has a positive reputation in the community. In contrast, other people never mention where they work because their employer is noted for poor re- lations with employees and has a poor reputation in the community. 48 Self-Concept and Organizational Behavior We began this section by stating that self-concept is an important topic for under- standing individual perceptions, attitudes, decisions, and behavior. In fact, self-concept may eventually be recognized as one of the more useful ways to understand and improve an employee’s performance and well-being. Some aspects of self-concept, such as self-efficacy and locus of control, already are known influences on job perfor- mance. Self-concept also affects how people select and interpret information, as well as their biases in judgments (such as probability of success). Furthermore, as you will learn in future chapters, the social identity component of self-concept influences team dynamics, organizational commitment, and other OB concepts. After reading the next three sections, you should be able to: 6. Distinguish personal, shared, espoused, and enacted values and explain why value congruence is important. 7. Summarize five values commonly studied across cultures. 8. Explain how moral intensity, ethical sensitivity, and the situation influence ethical behavior. Values in the Workplace A person’s self-concept is connected to his or her personal values. 49 Values are stable, evaluative beliefs that guide our preferences for outcomes or courses of action in a variety of situations. They are perceptions about what is good or bad, right or wrong. Values tell us what we “ought” to do. They serve as a moral compass that directs our motivation and, potentially, our decisions and actions. Values are related to self- concept because they partly define who we are as individuals and as members of groups with similar values. People arrange values into a hierarchy of preferences, called a value system . Some individuals value new challenges more than they value conformity. Others value gen- erosity more than frugality. Each person’s unique value system is developed and re- inforced through socialization from parents, religious institutions, friends, personal experiences, and the society in which he or she lives. As such, a person’s hierarchy of values is stable and long-lasting. For example, one study found that value systems of a sample of adolescents were remarkably similar 20 years later when they were adults. 50 Notice that our description of values has focused on individuals, whereas execu- tives often describe values as though they belong to the organization. In reality, val- ues exist only within individuals—we call them personal values . However, groups of people might hold the same or similar values, so we tend to ascribe these shared values to the team, department, organization, profession, or entire society. The values shared by people throughout an organization (organizational values) receive fuller discussion Learning Objectives mcs81233_ch02_031-065.indd Page 47 1/10/09 1:34:25 PM user-s175mcs81233_ch02_031-065.indd Page 47 1/10/09 1:34:25 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 48 Part Two Individual Behavior and Processes in Chapter 14 because they are a key part of corporate culture. The values shared across a society (cultural values) receive attention later in this chapter. Types of Values Values come in many forms, and experts on this topic have devoted considerable atten- tion to organizing them into clusters. Several decades ago, social psychologist Milton Rokeach developed two lists of values, distinguishing means (instrumental values) from end goals (terminal values). Although Rokeach’s lists are still mentioned in some organi- zational behavior sources, they are no longer considered acceptable representations of personal values. The instrumental-terminal values distinction was neither accurate nor useful, and experts have identified values that were excluded from Rokeach’s lists. Today, by far the most respected and widely studied set of values is the model developed and tested by social psychologist Shalom Schwartz and his colleagues. 51 Schwartz’s list of 57 values builds on Rokeach’s earlier work but does not distinguish instrumental from terminal values. Instead, through painstaking empirical research, Schwartz reported that human values are organized into the circular model (circum- plex) shown in Exhibit 2.4 . 52 The model organizes values into 10 broad categories, each representing several specific values. For example, conformity consists of four values: politeness, honoring parents, self-discipline, and obedience. e Se enhanc Universalism Tradition Benevolence Conformity Security Power Achievement Hedonism Stimulation Self-direction rvation onism Exhibit 2.4 Schwartz’s Values Circumplex Sources: S. H. Schwartz, “Universals in the Content and Structure of Values: Theoretical Advances and Empirical Tests in 20 Countries,” Advances in Experimental Social Psychology, 25 (1992), pp. 1–65; S. H. Schwartz and G. Sagie, “Value Consensus and Importance: A Cross-National Study,” Journal of Cross-Cultural Psychology, 31 (July 2000), pp. 465–497. mcs81233_ch02_031-065.indd Page 48 1/10/09 1:34:25 PM user-s175mcs81233_ch02_031-065.indd Page 48 1/10/09 1:34:25 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 2 Individual Behavior, Personality, and Values 49 These 10 categories of values are further reduced to two bipolar dimensions. One dimension has the opposing value domains of openness to change and conservation. Openness to change refers to the extent to which a person is motivated to pursue inno- vative ways. It includes the value domains of self-direction (creativity, independent thought) and stimulation (excitement and challenge). Conservation is the extent to which a person is motivated to preserve the status quo. This dimension includes the value clusters of conformity (adherence to social norms and expectations), security (safety and stability), and tradition (moderation and preservation of the status quo). The other bipolar dimension in Schwartz’s model has the opposing value domains of self-enhancement and self-transcendence. Self-enhancement —how much a person is motivated by self-interest—includes the value categories of achievement (pursuit of per- sonal success) and power (dominance over others). The opposite of self-enhancement is self-transcendence, which refers to motivation to promote the welfare of others and na- ture. Self-transcendence includes the values of benevolence (concern for others in one’s life) and universalism (concern for the welfare of all people and nature). Values and Individual Behavior Personal values guide our decisions and actions to some extent, but this connection isn’t always as strong as some would like to believe. Habitual behavior tends to be consistent with our values, but our everyday conscious decisions and actions apply our values much less consistently. The main reason for the “disconnect” between personal values and individual behavior is that values are abstract concepts that sound good in theory but are less easily followed in practice. Three conditions strengthen the linkage between personal values and behavior. 53 First, we are more likely to apply values when we are reminded of them. For exam- ple, co-workers tend to treat each other with much more respect and consideration immediately after a senior executive gives a speech on the virtues of benevolence in the workplace. Second, we tend to apply our values only when we can think of spe- cific reasons for doing so. In other words, we need logical reasons for applying a specific value in a specific situation. Third, we tend to apply our values in situations that facilitate doing so. Work environments shape our behavior, at least in the short term, so they necessarily encourage or discourage value-consistent behavior. Value Congruence Personal values not only define the person’s self-concept; they also affect how com- fortable that person is with being associated with the organization and working with specific people. The key concept here is value congruence, which refers to how similar a person’s value hierarchy is to the value hierarchy of the organization, a co-worker, or another source of comparison. Person-organization value congruence occurs when the employee’s and organization’s dominant values are similar. Values are guideposts, so employees whose values are similar to the dominant organizational values are more likely to make decisions compatible with the organization’s value-based mission and objectives. Person-organization value congruence also leads to higher job satisfaction, loyalty, and organizational citizenship as well as lower stress and turnover. “The most difficult but rewarding accomplishment in any career is ‘living true’ to your values and finding companies where you can contribute at the highest level while being your authentic self,” says Cynthia Schwalm, president of the U.S. commercial divi- sion of biopharmaceutical company Eisai Co., Ltd. “There is nothing more important in my estimation.” 54 mcs81233_ch02_031-065.indd Page 49 1/10/09 1:34:25 PM user-s175mcs81233_ch02_031-065.indd Page 49 1/10/09 1:34:25 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 50 Part Two Individual Behavior and Processes Do the most successful organizations have the highest possible levels of person- organization value congruence? Not at all! While a comfortable degree of value con- gruence is necessary for the reasons just noted, organizations also benefit from some level of value incongruence. Employees with diverse values offer different perspec- tives, which potentially lead to better decision making. Also, too much congruence can create a “corporate cult” that potentially undermines creativity, organizational flexibility, and business ethics. A second type of value congruence involves how consistent the values apparent in our actions (enacted values) are with what we say we believe in (espoused values). This espoused-enacted value congruence is especially important for people in leadership positions because any obvious gap between espoused and enacted values undermines their perceived integrity, a critical feature of effective leaders. One global survey re- ported recently that 55 percent of employees believe senior management behaves consistently with the company’s core values. 55 Meyners & Co., the Albuquerque, New Mexico, accounting firm, tries to maintain high levels of espoused-enacted value congruence by surveying subordinates and peers about whether managers’ decisions and actions are consistent with the company’s espoused values. 56 A third type of value congruence involves the compatibility of an organization’s dominant values with the prevailing values of the community or society in which it conducts business. 57 For example, an organization headquartered in one country that tries to impose its value system on employees and other stakeholders located in an- other culture may experience higher employee turnover and have more difficult rela- tions with the communities in which the company operates. Thus, globalization calls for a delicate balancing act: Companies depend on shared values to maintain consistent standards and behaviors, yet they need to operate within the values of different cul- tures around the world. Let’s look more closely at how values vary across cultures. Values across Cultures Fairmont Hotels & Resorts operates world-class hotels in several countries and is rapidly expanding its operations into the Middle East, Africa, and other regions. As the opening story in this chapter described, Fairmont actively develops cross-cultural competencies in its staff through work experience and formal training. Sean Billing and other Fairmont staff soon realize that they need to be sensitive to the fact that cultural differences exist and, although often subtle, can influence decisions, behav- ior, and interpersonal relations. Individualism and Collectivism Many values have been studied in the context of cross-cultural differences, but the two most commonly mentioned are individualism and collectivism. Individualism is the extent to which we value independence and personal uniqueness. Highly indi- vidualist people value personal freedom, self-sufficiency, control over their own lives, and appreciation of the unique qualities that distinguish them from others. As shown in Exhibit 2.5 , Americans and Italians generally exhibit high individualism, whereas Taiwanese tend to have low individualism. Collectivism is the extent to which we value our duty to groups to which we belong and to group harmony. Highly collectiv- ist people define themselves by their group memberships and value harmonious rela- tionships within those groups. 58 Americans generally have low collectivism, whereas Italians and Taiwanese have relatively high collectivism. individualism A cross-cultural value describing the degree to which people in a culture emphasize independence and personal uniqueness. collectivism A cross-cultural value describing the degree to which people in a culture emphasize duty to groups to which people belong and to group harmony. mcs81233_ch02_031-065.indd Page 50 1/10/09 1:34:26 PM user-s175mcs81233_ch02_031-065.indd Page 50 1/10/09 1:34:26 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 2 Individual Behavior, Personality, and Values 51 Contrary to popular belief, individualism is not the opposite of collectivism. In fact, an analysis of previous studies reports that the two concepts are unrelated. 59 Some cultures that highly value duty to one’s group do not necessarily give a low priority to personal freedom and self-sufficiency. The distinction between individual- ism and collectivism makes sense when we realize that people across all cultures define themselves in terms of both their uniqueness (personal identity) and their rela- tionship to others (social identity). Some cultures clearly reflect one more than the other, but both have a place in a person’s values and self-concept. Power Distance A third frequently mentioned cross-cultural value is power distance —the extent to which people accept unequal distribution of power in a society. 60 Those with high power distance accept and value unequal power. They value obedience to authority and are comfortable receiving commands from their superiors without consultation or debate, and they prefer to resolve differences indirectly through formal procedures rather than directly. In contrast, people with low power distance expect relatively equal power sharing. They view the relationship with their boss as one of interdepen- dence, not dependence; that is, they believe their boss is also dependent on them, so they expect power sharing and consultation before decisions affecting them are made. People in India tend to have high power distance, whereas people in Denmark gener- ally have low power distance. Uncertainty Avoidance Uncertainty avoidance is the degree to which people tolerate ambiguity (low uncer- tainty avoidance) or feel threatened by ambiguity and uncertainty (high uncertainty avoidance). Employees with high uncertainty avoidance value structured situations in which rules of conduct and decision making are clearly documented. They usually prefer direct rather than indirect or ambiguous communications. Uncertainty avoid- ance tends to be high in Italy and Taiwan and very high in Japan. It is generally low in Denmark. Exhibit 2.5 Five Cross-Cultural Values in Selected Countries Power Uncertainty Achievement Country Individualism Collectivism distance avoidance orientation United States High Low Medium low Medium low Medium high Denmark Medium Medium low Low Low Low India Medium high Medium High Medium low Medium high Italy High High Medium High High Japan Medium high Low Medium High High Taiwan Low High Medium High Medium Sources: Individualism and collectivism results are from the meta-analysis reported in D. Oyserman, H. M. Coon, and M. Kemmelmeier, “Rethinking Individualism and Collectivism: Evaluation of Theoretical Assumptions and Meta-Analyses,” Psychological Bulletin, 128 (2002), pp. 3–72. The other results are from G. Hofstede, Culture’s Consequences, 2d ed (Thousand Oaks, CA: Sage, 2001). power distance A cross-cultural value describing the degree to which people in a culture accept unequal distribution of power in a society. uncertainty avoidance A cross-cultural value describing the degree to which people in a culture tolerate ambi- guity (low uncertainty avoidance) or feel threatened by ambiguity and uncertainty (high uncertainty avoidance). mcs81233_ch02_031-065.indd Page 51 1/10/09 1:34:26 PM user-s175mcs81233_ch02_031-065.indd Page 51 1/10/09 1:34:26 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 52 Part Two Individual Behavior and Processes Achievement-Nurturing Orientation Achievement-nurturing orientation reflects a competitive versus cooperative view of relations with other people. 62 People with a high achievement orientation value assertiveness, competitiveness, and materialism. They appreciate people who are tough, and they favor the acquisition of money and material goods. In contrast, peo- ple in nurturing-oriented cultures emphasize relationships and the well-being of oth- ers. They focus on human interaction and caring rather than competition and personal success. People in Sweden, Norway, and Denmark score very low on achievement orientation (i.e., they have a high nurturing orientation). In contrast, very high achievement orientation scores have been reported in Japan and Hungary, with fairly high scores in the United States and Italy. Before leaving this topic, we need to point out two concerns about cross-cultural val- ues. 63 One concern is that country scores on power distance, uncertainty avoidance, and achievement-nurturing orientation are based on a survey of IBM staff worldwide more than a quarter century ago. More than 100,000 IBM employees in dozens of countries completed that survey, but IBM employees might not represent the general population. There is also evidence that values have since changed considerably in some countries. A second concern is the assumption that everyone in a society has similar cultural values. This may be true in a few countries, but multiculturalism —in which sev- eral microcultures coexist in the same country—is becoming the more common trend. By attributing specific values to an entire society, we are engaging in a form of stereo- typing that limits our ability to understand the more complex reality of that society. Ethical Values and Behavior When employees are asked to list the most important characteristic they look for in a leader, the top factor isn’t intelligence, courage, or even being inspirational. Although these characteristics are important, the most important factor in most surveys is honesty/ ethics. 64 Ethics refers to the study of moral principles or values that determine whether actions are right or wrong and outcomes are good or bad. People rely on their ethical values to determine “the right thing to do.” achievement-nurturing orientation A cross-cultural value describing the degree to which people in a culture emphasize competitive versus cooperative relations with other people. You’re the CEO? So What! As a senior manager throughout Asia, Stephen Roberts rarely received questions or critiques from staff about his proposals or ideas. “I spent nine years in Asia and man- aging in Asia was a relatively easy process because no one pushed back,” he recalls. The high power distance in Asian coun- tries motivated staff to defer to Roberts’s judgment. In contrast, Roberts experienced very low power distance when he trans- ferred to Australia. Even though he was now a chief executive of- ficer at Citibank, his ideas were quickly, and sometimes brutally, questioned. “I remember arriving in Australia and I was asked to present to an executive committee of our equities team, and it felt like a medical examination,” recalls Roberts, who was born and raised in Australia. “I walked out battered and bruised. So to be pushed, challenged all the time, is more Australian than most other [cultures].”61 mcs81233_ch02_031-065.indd Page 52 1/12/09 9:01:36 PM s-206mcs81233_ch02_031-065.indd Page 52 1/12/09 9:01:36 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02 Chapter 2 Individual Behavior, Personality, and Values 53 Unfortunately, incidents involving corporate wrongdoing continue to raise serious questions about the ethical values of many corporate leaders. Scandals at Enron, WorldCom, Tyco, and other companies led to the Sarbanes-Oxley Act in 2002, which put more controls on U.S. companies and auditing firms to minimize conflict of inter- est and disclose the company’s financial picture more fully. This legislation might reduce some unethical conduct, but wrongdoing is unlikely to disappear completely. Three Ethical Principles To better understand business ethics, we need to consider three distinct types of ethi- cal principles: utilitarianism, individual rights, and distributive justice. 65 While you might prefer one principle more than the others on the basis of your personal values, all three should be actively considered to put important ethical issues to the test. • Utilitarianism . This principle advises us to seek the greatest good for the greatest number of people. In other words, we should choose the option that provides the highest degree of satisfaction to those affected. This is sometimes known as a con- sequential principle because it focuses on the consequences of our actions, not on how we achieve those consequences. One problem with utilitarianism is that it is almost impossible to evaluate the benefits or costs of many decisions, particularly when many stakeholders have wide-ranging needs and values. Another problem is that even if the objective of our behavior is ethical according to utilitarianism, the means to achieving that objective is sometimes considered unethical. • Individual rights . This principle reflects the belief that everyone has entitlements that let her or him act in a certain way. Some of the most widely cited rights are freedom of movement, physical security, freedom of speech, fair trial, and free- dom from torture. The individual-rights principle includes more than legal rights; it also includes human rights that everyone is granted as a moral norm of society. One problem with individual rights is that certain individual rights may conflict with others. The shareholders’ right to be informed about corporate ac- tivities may ultimately conflict with an executive’s right to privacy, for example. • Distributive justice . This principle suggests that people who are similar to each other should receive similar benefits and burdens; those who are dissimilar should receive different benefits and burdens in proportion to their dissimilar- ity. For example, we expect that two employees who contribute equally in their work should receive similar rewards, whereas those who make a lesser contribu- tion should receive less. A variation of the distributive justice principle says that inequalities are acceptable when they benefit the least well off in society. Thus, employees in risky jobs should be paid more if their work benefits others who are less well off. One problem with the distributive justice principle is that it is difficult to agree on who is “similar” and what factors are “relevant.” Moral Intensity, Ethical Sensitivity, and Situational Influences Along with ethical principles and their underlying values, three other factors influ- ence ethical conduct in the workplace: the moral intensity of the issue, the individu- al’s ethical sensitivity, and situational factors. Moral intensity is the degree to which an issue demands the application of ethical principles. Decisions with high moral in- tensity are more important, so the decision maker needs to more carefully apply ethical principles to resolve it. Several factors influence the moral intensity of an issue, including those listed in Exhibit 2.6 . Keep in mind that this list represents the moral intensity The degree to which an issue demands the application of ethical principles. mcs81233_ch02_031-065.indd Page 53 1/10/09 1:34:34 PM user-s175mcs81233_ch02_031-065.indd Page 53 1/10/09 1:34:34 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 54 Part Two Individual Behavior and Processes factors people tend to think about; some of them might not be considered morally acceptable when people are formally making ethical decisions. 66 Even if an issue has high moral intensity, some employees might not recognize its ethical importance because they have low ethical sensitivity . Ethical sensitivity is a personal characteristic that enables people to recognize the presence of an ethical issue and determine its relative importance. 67 Ethically sensitive people are not necessarily more ethical. Rather, they are more likely to recognize whether an issue requires ethical consideration; that is, they can more accurately estimate the moral intensity of the issue. Ethically sensitive people tend to have higher empathy. They also have more information about the specific situation. For example, accoun- tants would be more ethically sensitive regarding the appropriateness of specific accounting procedures than would someone who has not received training in this profession. The third important factor explaining why good people engage in unethical deci- sions and behavior is the situation in which the conduct occurs. Employees say they regularly experience pressure from top management that motivates them to lie to customers, breach regulations, or otherwise act unethically. 68 Situational factors do not justify unethical conduct. Rather, we need to recognize these factors so that orga- nizations can reduce their influence in the future. Supporting Ethical Behavior Most large and medium-size organizations in the United States, United Kingdom, and several other countries apply one or more strategies to improve ethical conduct. Exhibit 2.6 Factors Influencing Perceived Moral Intensity* Moral intensity factor Moral intensity question Moral intensity is higher when: Magnitude of consequences How much harm or benefit will occur to The harm or benefit is larger. others as a result of this action? Social consensus How many other people agree that this Many people agree. action is ethically good or bad? Probability of effect (a) What is the chance that this action The probability is higher. will actually occur? (b) What is the chance that this action will actually cause good or bad consequences? Temporal immediacy How long after the action will the The consequences are immediate consequences occur? rather than delayed. Proximity How socially, culturally, psychologically, Those affected are close rather and/or physically close to me are the than distant. people affected by this decision? Concentration of effect (a) How many people are affected Many people are affected. by this action? (b) Are the people affected by this action Those affected are easily easily identifiable as a group? identifiable as a group. *These are factors people tend to ask themselves about when determining the moral intensity of an issue. Whether some of these questions should be relevant is itself an ethical question. Source: Based on information in T. J. Jones, “Ethical Decision Making by Individuals in Organizations: An Issue Contingent Model,” Academy of Management Review 16 (1991), pp. 366–395. ethical sensitivity A personal characteris- tic that enables people to recognize the presence of an ethical issue and determine its relative importance. mcs81233_ch02_031-065.indd Page 54 1/10/09 1:34:34 PM user-s175mcs81233_ch02_031-065.indd Page 54 1/10/09 1:34:34 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 2 Individual Behavior, Personality, and Values 55 Creating ethical codes of conduct is the most common. Almost all Fortune 500 com- panies in the United States and the majority of the 500 largest U.K. companies now have codes of ethics. These statements communicate the organization’s ethical stan- dards and signal to employees that the company takes ethical conduct seriously. However, critics point out that ethics codes alone do little to reduce unethical con- duct. After all, Enron had a well-developed code of ethics, but that document didn’t prevent senior executives from engaging in wholesale accounting fraud, resulting in the energy company’s bankruptcy. 69 To supplement ethics codes, many firms provide ethics training. At Texas Instru- ments, employees learn to ask the following questions as their moral compass: “Is the action legal? Does it comply with our values? If you do it, will you feel bad? How would it look in the newspaper? If you know it’s wrong, don’t do it! If you’re not sure, ask. Keep ask- ing until you get an answer.” Molson Coors devel- oped an award-winning online training program set up as an expedition: Employees must resolve ethics violations at each “camp” as they ascend a moun- tain. The first few camps present real scenarios with fairly clear ethical violations of the company’s ethics code; later camps present much fuzzier dilemmas requiring more careful thought about the company’s underlying values. 70 Some companies have also introduced procedures whereby employees can communicate possible ethi- cal violations in confidence. Food manufacturer H. J. Heinz Co. has an ethics hotline that operates around the clock and in 150 languages for its global workforce. Heinz’s director of ethics says that the hotline “has provided an early warning signal of problems we were not aware of.” Rogers Cable Communications Inc. also has an anonymous “star hotline” as well as a Web link that employees can use to raise ethical issues or concerns about ethical conduct. Rogers employees can even call back to find out what actions have been taken to resolve an ethical issue. 71 These additional measures support ethical con- duct to some extent, but the most powerful foundation is a set of shared values that reinforce ethical con- duct. “If you don’t have a culture of ethical decision making to begin with, all the controls and compli- ance regulations you care to deploy won’t necessar- ily prevent ethical misconduct,” warns a senior executive at British communications giant Vodafone. This culture is supported by the ethical conduct and vigilance of corporate leaders. By acting with the highest standards of moral conduct, leaders not only gain support and trust from followers; they role- model the ethical standards that employees are more likely to follow. 73 Protecting E&Y’s Brand with Value-Based Ethics Training As a leading accounting and professional services firm, Ernst & Young (E&Y) has a lot at stake in maintaining its reputation for ethical conduct. “We can’t ever be in a position to have our ethics challenged,” says Michael Hamilton, E&Y’s chief learning and development officer for the Americas. Although the financial world has become very rule-based, the rules still leave gaps where ethical missteps can occur. To minimize this risk, E&Y invests heavily in values-based ethics training. “Ethics training and value training are about providing all of our people with a clear message and some guiding principles about what to do when the rules don’t address a situation or area,” Hamilton explains. All E&Y staff members are required to complete a two-hour Web-based ethics course called “Living Our Core Values” in which they learn about the company’s values and ethical principles, followed by analysis of several specific case situations. Ethical topics are also being integrated throughout E&Y’s professional development courses. “We’re trying to bake ethics training into all of our curriculum,” says Jeffrey Hoops, ethics and compliance officer for the Americas and chief privacy officer. “It’s about continually reminding people that doing the right thing and speaking up when you see the wrong thing is not just accepted—it is the expected way we do things at Ernst & Young.”72 mcs81233_ch02_031-065.indd Page 55 1/10/09 1:34:34 PM user-s175mcs81233_ch02_031-065.indd Page 55 1/10/09 1:34:34 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 56 Individual behavior is influenced by motivation, ability, role perceptions, and situational factors (MARS). Motiva- tion consists of internal forces that affect the direction, intensity, and persistence of a person’s voluntary choice of behavior. Ability includes both the natural aptitudes and the learned capabilities required to successfully com- plete a task. Role perceptions are a person’s beliefs about what behaviors are appropriate or necessary in a particu- lar situation. Situational factors are environmental condi- tions that constrain or facilitate employee behavior and performance. Personality is the relatively enduring pattern of thoughts, emotions, and behaviors that characterize a per- son, along with the psychological processes behind those characteristics. Most experts now agree that personality is shaped by both nature and nurture. Most personality traits are represented within the five-factor model, which in- cludes conscientiousness, agreeableness, neuroticism, openness to experience, and extroversion. Another set of traits, measured by the Myers-Briggs Type Indicator, repre- sents how people prefer to perceive and judge information. Conscientiousness and emotional stability (low neuroti- cism) stand out as the personality traits that best predict in- dividual performance in almost every job group. The other three personality dimensions predict more specific types of employee behavior and performance. Self-concept includes an individual’s self-beliefs and self-evaluations. It has three structural dimensions: com- plexity, consistency, and clarity. People are inherently motivated to promote and protect their self-concept; this is self-enhancement. At the same time, people are moti- vated to verify and maintain their existing self-concept; this is self-verification. Self-evaluation, an important aspect of self-concept, consists of self-esteem, self-efficacy, and locus of control. Chapter Summary Self-esteem is the extent to which people like, respect, and are satisfied with themselves. Self-efficacy is a per- son’s belief that he or she has the ability, motivation, correct role perceptions, and favorable situation to com- plete a task successfully; general self-efficacy is a percep- tion of one’s competence to perform across a variety of situations. Locus of control is defined as a person’s gen- eral belief about the amount of control he or she has over personal life events. Self-concept consists of both personality identity and social identity. Social identity theory explains how people define themselves in terms of the groups to which they belong or have an emo- tional attachment. Values are stable, evaluative beliefs that guide our preferences for outcomes or courses of action in a variety of situations. People arrange values into a hierarchy of preferences, called a value system. Espoused values—what we say and think we use as values—are different from en- acted values, which are values evident from our actions. Values have been organized into a circle with 10 clusters. Value congruence is the similarity of value systems be- tween two entities. Five values that differ across cultures are individual- ism, collectivism, power distance, uncertainty avoid- ance, and achievement-nurturing orientation. Three values that guide ethical conduct are utilitarianism, indi- vidual rights, and distributive justice. Three factors that influence ethical conduct are the extent to which an is- sue demands ethical principles (moral intensity), the person’s ethical sensitivity to the presence and impor- tance of an ethical dilemma, and situational factors that cause people to deviate from their moral values. Com- panies improve ethical conduct through a code of eth- ics, ethics training, ethics hotlines, and the conduct of corporate leaders. ability, p. 35 achievement-nurturing orientation, p. 52 collectivism, p. 50 competencies, p. 36 conscientiousness, p. 40 ethical sensitivity, p. 54 extroversion, p. 40 five-factor model (FFM), p. 39 individualism, p. 50 locus of control, p. 43 moral intensity, p. 53 motivation, p. 34 Myers-Briggs Type Indicator (MBTI), p. 41 neuroticism, p. 40 personality, p. 38 power distance, p. 51 role perceptions, p. 36 self-concept, p. 43 self-efficacy, p. 45 social identity theory, p. 46 uncertainty avoidance, p. 52 Key Terms mcs81233_ch02_031-065.indd Page 56 1/12/09 9:21:50 PM s-206mcs81233_ch02_031-065.indd Page 56 1/12/09 9:21:50 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-02 model. Which personality traits would you consider to be the most important for this type of job? Explain your answer. 5. An important aspect of self-concept is the idea that almost everyone engages in self-enhancement. What problems tend to occur in organizations as a result of the self-enhancement phenomenon? What can orga- nizational leaders do to make use of a person’s inher- ent drive for self-enhancement? 6. This chapter discussed value congruence mostly in the context of an employee’s personal values versus the organization’s values. But value congru- ence also relates to the juxtaposition of other pairs of value systems. Explain how value congruence is relevant with respect to organizational versus pro- fessional values (i.e., values of a professional occu- pation, such as physician, accountant, pharmacist). 7. People in a particular South American country have high power distance and high collectivism. What does this mean, and what are the implications of this information when you (a senior executive) visit em- ployees working for your company in that country? 8. “All decisions are ethical decisions.” Comment on this statement, particularly by referring to the con- cepts of moral intensity and ethical sensitivity. 1. An insurance company has high levels of absenteeism among the office staff. The head of office administra- tion argues that employees are misusing the compa- ny’s sick leave benefits. However, some of the mostly female staff members have explained that family responsibilities interfere with work. Using the MARS model, as well as your knowledge of absenteeism behavior, discuss some of the possible reasons for absenteeism here and how it might be reduced. 2. As the district manager responsible for six stores in a large electronics retail chain, you have had difficulty with the performance of some sales employees. Al- though they are initially motivated and generally have good interpersonal skills, many have difficulty with the complex knowledge of the wide variety of store prod- ucts, ranging from computers to high-fidelity sound systems. Describe three strategies you might apply to improve the match between the competencies of new sales employees and the job requirements. 3. Studies report that heredity has a strong influence on an individual’s personality. What are the implications of this in organizational settings? 4. Suppose that you give all candidates applying for a management trainee position a personality test that measures the five dimensions in the five-factor Critical Thinking Questions Case Study 2.1 SK TELECOM GOES EGALITARIAN IN A HIERARCHICAL SOCIETY Until recently, Hur Jae-hoon could end debate with junior staff members just by declaring that the dis- cussion was over. Employed at the fourth tier in SK Telecom Co.’s five-tier management/professional hi- erarchy, the 33-year-old strategist held the corre- sponding title of “Hur Daeri” and received plenty of respect from people in lower positions. No one be- low Hur was allowed to question his decisions, and Hur was expected to silently comply with requests from above. South Korea’s culture of deferring to people in higher positions was deeply ingrained in the telecommunications company. In some South Korean companies, such as Samsung, junior staff members aren’t even allowed to initiate conversa- tions with anyone above their boss. Now, in spite of South Korea’s strong hierarchical culture, SK Telecom wants to support more egalitar- ian values. It has already removed its five manage- ment ranks and their differentiated titles and status. The English word Manager is now used to address anyone employed throughout the five former ranks. (Hur Jae-hoon’s title has changed from Hur Daeri to “Hur Manager”). Only vice presidents and above retain their previous status titles. People in charge of projects or people are also called “Team Leader.” Furthermore, the company is assigning project 57 mcs81233_ch02_031-065.indd Page 57 1/10/09 1:34:42 PM user-s175mcs81233_ch02_031-065.indd Page 57 1/10/09 1:34:42 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 58 leadership responsibilities to employees in their twenties, whereas these roles were previously held only by older staff with much more seniority. As an added change, the company is allowing a more ca- sual dress code at work. Through this dramatic shift in values and practices, SK Telecom’s senior executives hope that junior staff will speak up more freely, thereby improving creativ- ity and decision making. They particularly want to avoid incidents such as one that occurred several years ago in which an excellent idea from younger employees was initially shot down by their bosses. The junior staff suggested that allowing customers to change their cell phone ringtones to music chosen by the friend they’ve phoned would generate revenue through music licensing. Fortunately, the idea was in- troduced several months later, after a few persistent employees proposed the idea again. SK Telecom’s initiative is not completely new to South Korea. Small high-tech companies already em- brace egalitarian values and flatter corporate structures. But SK Telecom is among the first large firms in the country to attempt this culture shift, and it has met with resistance along the way. SK Telecom executives were initially divided over how quickly and to what extent the company should distance itself from South Korea’s traditional hierarchical culture. “There were ideas for gradual versus all-out reforms,” recalls chief executive Kim Shin-bae. “But the word ‘gradually’ means ‘not now’ to some people. So we decided to go all-out.” According to a company survey, 80 percent of emp- loyees support the changes. However, even with the changes in titles, many still look for subtle evidence of who has higher status and, therefore, should receive more deference. Some also rely on what positions managers held under the old five-tier hierarchy. “I know what the old titles were,” says an LG Electronics Co. manager who supplies cell phones to SK Telecom. “So unconsciously, I keep that in mind.” Hur Jae-hoon admits there are times when he prefers a more hierarchical culture, but he believes that SK Telecom’s more egalitarian values and prac- tices are already showing favorable results. In one recent meeting, a younger colleague sparred with Hur over the better way to complete a strategy proj- ect. “For a moment, I wished it was back in the old days when I could have shut that guy down,” Hur recalls. “But I had to admit his opinion was better than mine, and I adjusted. So the system worked.” Discussion Questions 1. SK Telecom is attempting to distance itself from which South Korean cultural value? What indi- cators of this value are identified in this case study? What other artifacts of this cultural value would you notice while visiting a South Korean company that upheld this national culture? 2. In your opinion, why is this hierarchical value so strong in South Korea? What are the advantages and disadvantages of this value in societies? 3. Do you think SK Telecom will be successful in integrating a more egalitarian culture, even though it contrasts with South Korea’s culture? What are some of the issues that may compli- cate or support this transition? Source: Based on E. Ramstad, “Pulling Rank Gets Harder at One Korean Company,” Wall Street Journal , 20 August 2007, p. B1. Case Study 2.2 PUSHING PAPER CAN BE FUN A large city government was putting on a number of seminars for managers of various departments throughout the city. At one of these sessions, the topic discussed was motivation—how we can get public servants motivated to do a good job. The plight of a police captain became the central focus of the discussion: I’ve got a real problem with my officers. They come on the force as young, inexperienced rookies, and we send them out on the street, either in cars or on a beat. They seem to like the contact they have with the public, the action involved in crime prevention, and the apprehension of criminals. They also like helping people out at fires, accidents, and other emergencies. The problem occurs when they get back to the sta- tion. They hate to do the paperwork, and because they dislike it, the job is frequently put off or done inade- quately. This lack of attention hurts us later on when we get to court. We need clear, factual reports. They must mcs81233_ch02_031-065.indd Page 58 1/10/09 1:34:43 PM user-s175mcs81233_ch02_031-065.indd Page 58 1/10/09 1:34:43 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 59 be highly detailed and unambiguous. As soon as one part of a report is shown to be inadequate or incorrect, the rest of the report is suspect. Poor reporting probably causes us to lose more cases than any other factor. I just don’t know how to motivate them to do a bet- ter job. We’re in a budget crunch and I have absolutely no financial rewards at my disposal. In fact, we’ll prob- ably have to lay some people off in the near future. It’s hard for me to make the job interesting and challeng- ing because it isn’t—it’s boring, routine paperwork, and there isn’t much you can do about it. Finally, I can’t say to them that their promotions will hinge on the excellence of their paperwork. First of all, they know it’s not true. If their performance is adequate, most are more likely to get promoted just by staying on the force a certain number of years than for some specific outstanding act. Second, they were trained to do the job they do out in the streets, not to fill out forms. All through their career it is the arrests and interventions that get noticed. Some people have suggested a number of things, like using conviction records as a performance crite- rion. However, we know that’s not fair—too many other things are involved. Bad paperwork increases the chance that you lose in court, but good paper- work doesn’t necessarily mean you’ll win. We tried setting up team competitions based upon the excel- lence of the reports, but the officers caught on to that pretty quickly. No one was getting any type of reward for winning the competition, and they figured why should they bust a gut when there was no payoff. I just don’t know what to do. Discussion Questions 1. What performance problems is the captain try- ing to correct? 2. Use the MARS model of individual behavior and performance to diagnose the possible causes of the unacceptable behavior. 3. Has the captain considered all possible solutions to the problem? If not, what else might be done? Source: T. R. Mitchell and J. R. Larson, Jr., People in Organizations , 3d ed. (New York: McGraw-Hill, 1987), p. 184. Reproduced with per- mission from The McGraw-Hill Companies. Case Study 2.3 THE TROUBLE WITH BUSINESS ETHICS Business ethics may have risen to the top of most executive agendas, but Wal-Mart Stores has learned that practicing ethics can also present ethical dilemmas. A few months after going through a new employee training session with a heavy em- phasis on ethics, Chalace Epley Lowry acted on the guidance to report any activity that seemed the least bit suspicious. Lowry told the company’s ethics of- fice about possible insider trading by one of her su- pervisors. Wal-Mart’s investigation concluded that the supervisor had done nothing wrong, but Lowry soon discovered that her identity as the whistle- blower had been revealed to the supervisor she ac- cused of wrongdoing. Now Lowry is looking for another job, but there’s no guarantee she’ll get trans- ferred at Wal-Mart. This BusinessWeek case study examines the chal- lenges of supporting ethics hotlines and whistle- blowing, and it discusses the reasons why employees are reluctant to communicate ethical wrongdoing. Read the full text of this BusinessWeek article at www. mhhe.com/mcshane5e , and prepare for the discus- sion questions below. Discussion Questions 1. In an organization’s efforts to maintain ethical standards, how important is it to encourage and support employees who report possible incidents of ethical wrongdoing (i.e., engage in whistle- blowing)? Why? What can companies do to sup- port whistle-blowers? 2. What actions are described in this case study that companies have taken to improve ethical stan- dards in their organizations? Are these actions substantive changes or mostly symbolic? Why? Source: P. Gogoi, “The Trouble with Business Ethics,” BusinessWeek Online, 22 June 2007. mcs81233_ch02_031-065.indd Page 59 3/12/09 5:19:13 PM user-s172mcs81233_ch02_031-065.indd Page 59 3/12/09 5:19:13 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02 http://www.mhhe.com/mcshane5e http://www.mhhe.com/mcshane5e Class Exercise 2.4 TEST YOUR KNOWLEDGE OF PERSONALITY PURPOSE This exercise is designed to help you think about and understand the effects of the Big Five personality dimensions on individual prefer- ences and outcomes. INSTRUCTIONS (LARGE CLASS) Below are several questions relating to the Big Five personal- ity dimensions and various preferences or out- comes. Answer each of these questions relying on your personal experience or best guess. Later, the instructor will show you the answers based on scholarly results. You will not be graded on this ex- ercise, but it may help you to better understand the effect of personality on human behavior and preferences. INSTRUCTIONS (SMALL CLASS) 1. The instructor will organize students into teams. Members of each team work together to answer each of the questions below relating to the Big Five personality dimensions and various prefer- ences or outcomes. 2. The instructor will reveal the answers based on scholarly results. ( Note: The instructor might cre- ate a competition to see which team has the most answers correct.) PERSONALITY AND PREFERENCES QUESTIONS 1. Which two Big Five personality dimensions are positively associated with enjoyment of work- place humor? 2. Listed below are several jobs. Please check no more than two personality dimensions that you believe are positively associated with preferences for each occupation. 60 Personality Dimension Conscien- Openness to Job Extroversion tiousness Agreeableness Neuroticism experience Budget analyst Corporate executive Engineer Journalist Life insurance agent Nurse Physician Production supervisor Public relations director Research analyst Schoolteacher Sculptor mcs81233_ch02_031-065.indd Page 60 1/10/09 1:34:44 PM user-s175mcs81233_ch02_031-065.indd Page 60 1/10/09 1:34:44 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 61 3. Rank order (1 � highest, 5 � lowest) the Big Five personality dimensions in terms of how much you think they predict a person’s degree of life satisfaction. ( Note: Personality dimen- sions are ranked by their absolute effect, so ignore the negative or positive direction of association.) ___ Conscientiousness ___ Agreeableness ___ Neuroticism ___ Openness to experience ___ Extroversion Team Exercise 2.5 COMPARING CULTURAL VALUES PURPOSE This exercise is designed to help you determine the extent to which students hold similar assumptions about the values that dominate in other countries. INSTRUCTIONS (SMALL CLASS) The terms in the left column represent labels that a major consult- ing project identified with businesspeople in a par- ticular country, based on its national culture and values. These terms appear in alphabetical order. In the right column are the names of countries, also in alphabetical order, corresponding to the labels in the left column. 1. Working alone, connect the labels with the coun- tries by relying on your perceptions of these countries. Each label is associated with only one country, so each label should be connected to only one country, and vice versa. Draw a line to connect the pairs, or put the label number be- side the country name. 2. The instructor will form teams of four or five members. Members of each team will compare their results and try to reach consensus on a common set of connecting pairs. 3. Teams or the instructor will post the results so that all can see the extent to which students hold common opinions about businesspeople in other cultures. Class discussion can then consider the reasons why the results are so similar or differ- ent, as well as the implications of these results for working in a global work environment. INSTRUCTIONS (LARGE CLASS) 1. Working alone, connect the labels with the coun- tries by relying on your perceptions of these countries. Each label is associated with only one country, so each label should be connected to only one country, and vice versa. Draw a line to connect the pairs, or put the label number be- side the country name. 2. Asking for a show of hands, the instructor will find out which country is identified by most stu- dents with each label. The instructor will then post the correct answers. Source: Based on R. Rosen, P. Digh, M. Singer, and C. Phillips, Global Literacies (New York: Simon & Schuster, 2000). Value label Country name (alphabetical) (alphabetical) 1. Affable humanists Australia 2. Ancient modernizers Brazil 3. Commercial catalysts Canada 4. Conceptual strategists China 5. Efficient manufacturers France 6. Ethical statesmen Germany 7. Informal egalitarians India 8. Modernizing traditionalists Netherlands 9. Optimistic entrepreneurs New Zealand 10. Quality perfectionists Singapore 11. Rugged individualists Taiwan 12. Serving merchants United Kingdom 13. Tolerant traders United States Value Labels and Country Names mcs81233_ch02_031-065.indd Page 61 1/10/09 1:34:44 PM user-s175mcs81233_ch02_031-065.indd Page 61 1/10/09 1:34:44 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 62 Team Exercise 2.6 ETHICS DILEMMA VIGNETTES PURPOSE This exercise is designed to make you aware of the ethical dilemmas people face in various business situations, as well as the competing princi- ples and values that operate in these situations. INSTRUCTIONS (SMALL CLASS) The instructor will form teams of four or five students. Team mem- bers will read each case below and discuss the extent to which the company’s action in each case was ethi- cal. Teams should be prepared to justify their evalu- ation using ethics principles and the perceived moral intensity of each incident. INSTRUCTIONS (LARGE CLASS) Working alone, read each case below and determine the extent to which the company’s action in each case was ethical. The instructor will use a show of hands to determine the extent to which students believe the case repre- sents an ethical dilemma (high or low moral intensity) and the extent to which the main people or company in each incident acted ethically. CASE ONE An employee who worked for a major food retailer wrote a Weblog (blog) and, in one of his writings, complained that his boss wouldn’t let him go home when he felt sick and that his district manager refused to promote him because of his dreadlocks. His blog named the employer, but the employee didn’t use his real name. Although all blogs are on the Internet, the employee claims that his was low- profile and that it didn’t show up in a Google search of his name or the company. Still, the employer some- how discovered the blog, figured out the employee’s real name, and fired him for “speaking ill of the company in a public domain.” CASE TWO Computer printer manufacturers usu- ally sell printers at a low margin over cost and gener- ate much more income from subsequent sales of the high-margin ink cartridges required for each printer. One global printer manufacturer now designs its print- ers so that they work only with ink cartridges made in the same region. Ink cartridges purchased in the United States will not work with the same printer model sold in Europe, for example. This “region cod- ing” of ink cartridges does not improve performance. Rather, it prevents consumers and gray marketers from buying the product at a lower price in another region. The company says this policy allows it to maintain stable prices within a region rather than con- tinually changing prices due to currency fluctuations. CASE THREE For the past few years, the design de- partment of a small (40-employee) company has been using a particular software program, but the three em- ployees who use the software have been complaining for more than a year that the software is out of date and is slowing down their performance. The department agreed to switch to a competing software program, costing several thousand dollars. However, the next version won’t be released for six months and buying the current version will not allow much discount on the next version. The company has put in advance orders for the next version. Meanwhile, one employee was able to get a copy of the current version of the software from a friend in the industry. The company has al- lowed the three employees to use this current version of the software even though they did not pay for it. CASE FOUR Judy Price is a popular talk-show ra- dio personality and opinionated commentator on the morning phone-in show of a popular radio station in a large U.S. city. Price is married to John Tremble, an attorney who was recently elected mayor of the city even though he had no previous experience in public office. The radio station’s board of directors is very concerned that the station’s perceived objectivity will be compromised if Price remains on air as a commen- tator and talk-show host while her husband holds such a public position. For example, the radio station man- ager believes that Price gave minimal attention to an incident in which environmental groups criticized the city for its slow progress on recycling. Price denied that her views are biased and stated that the incident didn’t merit as much attention as other issues that par- ticular week. To ease the board’s concerns, the station manager transferred Price from her talk-show host and commentator position to the hourly news report- ing position, where most of the script is written by oth- ers. Although the reporting job is technically a lower position, Price’s total salary package remains the same. Price is now seeking professional advice to determine whether the radio station’s action represents a form of discrimination on the basis of marital status. mcs81233_ch02_031-065.indd Page 62 3/12/09 5:19:19 PM user-s172mcs81233_ch02_031-065.indd Page 62 3/12/09 5:19:19 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02 63 Self-Assessment 2.7 ARE YOU INTROVERTED OR EXTROVERTED? PURPOSE This self-assessment is designed to help you estimate the extent to which you are introverted or extroverted. INSTRUCTIONS The statements in the scale be- low refer to personal characteristics that might or might not be characteristic of you. Mark the box in- dicating the extent to which the statement accurately or inaccurately describes you. Then use the scoring key in Appendix B at the end of this book to calcu- late your results. This exercise should be completed alone so that you can assess yourself honestly with- out concerns of social comparison. Class discussion will focus on the meaning and implications of extro- version and introversion in organizations. How accurately does each of the statements listed below describe you? 1. I feel comfortable around people. Moderately accurate Very accurate description of me Neither accurate nor inaccurate Moderately inaccurate Very inaccurate description of me 2. I make friends easily. 3. I keep in the background. 4. I don’t talk a lot. 5. I would describe my experiences as somewhat dull. 6. I know how to captivate people. 7. I don’t like to draw attention to myself. 8. I am the life of the party. 9. I am skilled in handling social situations. 10. I have little to say. IPIP Introversion-Extroversion Scale Source: Adapted from instruments described and/or presented in L. R. Goldberg, J. A. Johnson, H. W. Eber, R. Hogan, M. C. Ashton, C. R. Cloninger, and H. C. Gough, “The International Personality Item Pool and the Future of Public-Domain Personality Measures,” Journal of Research in Personality 40 (2006), pp. 84–96. mcs81233_ch02_031-065.indd Page 63 1/10/09 1:34:45 PM user-s175mcs81233_ch02_031-065.indd Page 63 1/10/09 1:34:45 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 64 Self-Assessment 2.8 WHAT ARE YOUR DOMINANT VALUES? Values have taken center stage in organizational be- havior. Increasingly, OB experts are realizing that our personal values influence our motivation, decisions, and attitudes. This self-assessment is designed to help you estimate your personal values and value system. The instrument consists of several words and phrases, and you are asked to indicate whether each word or phrase is highly opposite or highly similar to your personal values or is at some point be- tween these two extremes. As with all self- assessments, you need to be honest with yourself when completing this activity in order to get the most accurate results. Self-Assessment 2.9 INDIVIDUALISM-COLLECTIVISM SCALE Two of the most important concepts in cross-cultural organizational behavior are individualism and col- lectivism. This self-assessment measures your levels of individualism and collectivism with one of the most widely adopted measures. This scale consists of several statements, and you are asked to indicate how well each statement describes you. You need to be honest with yourself to receive a reasonable estimate of your level of individualism and collectivism. Self-Assessment 2.10 ESTIMATING YOUR LOCUS OF CONTROL This self-assessment is designed to help you estimate the extent to which you have an internal or external locus-of-control personality. The instrument asks you to indicate the degree to which you agree or dis- agree with each of the statements provided. As with all self-assessments, you need to be honest with yourself when completing this activity to get the most accurate results. The results show your relative position on the internal-external locus continuum and the general meaning of this score. Self-Assessment 2.11 IDENTIFYING YOUR GENERAL SELF-EFFICACY Self-efficacy refers to a person’s belief that he or she has the ability, motivation, and resources to com- plete a task successfully. Self-efficacy is usually conceptualized as a situation-specific belief. You may believe that you can perform a cer- tain task in one situation but may be less mcs81233_ch02_031-065.indd Page 64 3/12/09 8:44:47 PM user-s172mcs81233_ch02_031-065.indd Page 64 3/12/09 8:44:47 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02 65 After reading this chapter, if you feel that you need additional tips on managing your anxiety, see www.mhhe.com/mcshane5e for more in-depth information and interactivities that correspond to this chapter. confident with that task in another situation. How- ever, there is evidence that people develop a more general self-efficacy. This exercise helps you esti- mate your general self-efficacy. Read each of the statements in this self- assessment and select the re- sponse that best fits your personal belief. This self- assessment should be completed alone so that you rate yourself honestly without concerns of social com- parison. Class discussion will focus on the meaning and importance of self-efficacy in the workplace . mcs81233_ch02_031-065.indd Page 65 3/12/09 5:23:12 PM user-s172mcs81233_ch02_031-065.indd Page 65 3/12/09 5:23:12 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-02 http://www.mhhe.com/mcshane5e In his regular job, John Leiter helps American companies carry out internal investigations into financial wrongdoing. But the Boston-based Ernst & Young senior manager found himself in a completely different environment as a participant in the accounting firm’s corporate social responsibility fellows program. For three months, Leiter was transplanted to Montevideo, Uruguay, assisting Infocorp, a young information technology company, with its first real five-year strategic plan. Leiter was performing different work in a different country with a different culture and language. “I worked out of my comfort zone the entire time,” he recalls. Leiter particularly noticed that he had to adjust his fast-paced American business style to the more personal approach in Uruguay, which included traditional quarter-hour chitchats before meetings. The experience gave him a different perspective of the world and his approach to working with clients. “Oftentimes, we have such a myopic focus, and it doesn’t allow us to take a large view of the issue,” says Leiter, who now spends more time learning about the client’s needs before launching into the work. International corporate volunteering is more than an important form of corporate social responsibility; it is also a valuable tool to help employees at Ernst & Young and other companies develop more cosmopolitan perceptions of the world. “We need people with a global mindset, and what better way to develop a global mindset, and what more realistic way, than for somebody to have an immersion experience with just enough safety net,” says Deborah K. Holmes, Ernst & Young Americas director of corporate responsibility. Ernst & Young has sent John Leiter and two dozen other high-performing employees to work with entrepreneurs in South America. At Pfizer, the world’s largest pharmaceutical company, between 25 and 45 employees work up to six months in Africa and elsewhere each year to combat HIV-AIDS and other illnesses. Through its Project Ulysses program, PricewaterhouseCoopers sends 25 partners each year to developing countries, where they spend eight weeks working with nongovernmental organizations (NGOs) on community projects. IBM has also made international corporate volunteering part of its global leadership development curriculum through its recently launched Corporate Service Corps program. John Leiter (second from left) and other employees at Ernst & Young are developing more cosmopolitan perceptions of the world by assisting entrepreneurs in other cultures, such as this information technology company in Uruguay. mcs81233_ch03_066-095.indd Page 66 1/12/09 9:52:59 PM s-206mcs81233_ch03_066-095.indd Page 66 1/12/09 9:52:59 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-03/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-03 Perception and Learning in Organizations LEARNING OBJECTIVES After reading this chapter, you should be able to: 1. Outline the perceptual process. 2. Explain how social identity and stereotyping influence the perceptual process. 3. Describe the attribution process and two attribution errors. 4. Summarize the self-fulfilling-prophecy process. 5. Explain how halo, primacy, recency, and false-consensus effects bias our perceptions. 6. Discuss three ways to improve social perception, with specific application to organizational situations. 7. Describe the A-B-C model of behavior modification and the four contingencies of reinforcement. 8. Describe the three features of social learning theory. 9. Outline the elements of organizational learning and ways to improve each element. 3 IBM CEO Sam Palmisano explains that these corporate social responsibility initiatives will develop its global leaders because participants “work in these other kinds of environments, so they can get a perspective and learn . . . how to think about problems from another perspective, from another point of view.” 1 mcs81233_ch03_066-095.indd Page 67 1/10/09 2:14:19 PM user-s175mcs81233_ch03_066-095.indd Page 67 1/10/09 2:14:19 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 68 Part Two Individual Behavior and Processes Learning Objectives International corporate volunteering programs have become a key component of global leadership development because they nurture a global mindset . 2 They help employees develop a superior awareness of and openness to different “spheres of meaning and action,” that is, the various ways that others perceive their environ- ment. Global mindset is gaining interest among organizational behavior experts. It is also a fitting topic to begin this chapter because it encompasses the dynamics of perceptions and learning. From a perceptual view, global mindset begins with self-awareness—understanding our own beliefs, values, and attitudes. Through self- awareness, we are more open-minded and nonjudgmental when receiving and processing complex information for decision making. Having a global mindset also relates to learning because employees working in a global environment need to quickly absorb large volumes of information about the diverse environments in which they work. Furthermore, people with a global mindset have a strong learning orientation. They welcome new situations as learning opportunities rather than view them as threats, and they continually question rather than quickly confirm what they know. This chapter describes these two related topics of perceptions and learning in organizations. We begin by describing the perceptual process, that is, the dynam- ics of selecting, organizing, and interpreting external stimuli. Next, we examine the perceptual processes of social identity and stereotyping, attribution, and self- fulfilling prophecy, including biases created within these processes. Four other perceptual biases—halo, primacy, recency, and false consensus—are also briefly in- troduced. We then identify potentially effective ways to improve perceptions, in- cluding practices similar to corporate volunteering. The latter part of this chapter looks at three perspectives of learning: behavior modification, social learning the- ory, and experiential learning, followed by the key elements in organizational learning. After reading the next two sections, you should be able to: 1. Outline the perceptual process. 2. Explain how social identity and stereotyping influence the perceptual process. The Perceptual Process Perception is the process of receiving information about and making sense of the world around us. It entails determining which information to notice, how to catego- rize this information, and how to interpret it within the framework of our existing knowledge. This perceptual process is far from perfect, as you will learn in this chap- ter, but it generally follows the steps shown in Exhibit 3.1 . Perception begins when environmental stimuli are received through our senses. Most stimuli that bombard our senses are screened out; the rest are organized and interpreted. The process of attending to some information received by our senses and ignoring other information is called selective attention. Selective attention is influenced by characteristics of the person or object being perceived, particularly size, intensity, motion, repetition, and novelty. For example, a small, flashing red light on a nurse station console is immediately noticed because it is bright (intensity), flashing (motion), a rare event global mindset The capacity for complex perceiving and thinking characterized by supe- rior awareness of and openness to different ways that others per- ceive their environment. perception The process of receiving information about and making sense of the world around us. selective attention The process of attending to some information received by our senses and ignoring other information. mcs81233_ch03_066-095.indd Page 68 1/10/09 2:14:19 PM user-s175mcs81233_ch03_066-095.indd Page 68 1/10/09 2:14:19 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 3 Perception and Learning in Organizations 69 (novelty), and has symbolic meaning that a patient’s vital signs are failing. Notice that selective attention is also influenced by the context in which the target is perceived. The selective attention process is triggered by things or people who might be out of context, such as hearing someone with a foreign accent in a setting where most peo- ple have American accents. Characteristics of the perceiver play an important role in selective attention, much of it without the perceiver’s awareness. 3 When information is received through the senses, our brain quickly and nonconsciously assesses whether it is relevant or irrelevant to us and then attaches emotional markers (worry, happiness, boredom) to that information. The emotional markers help us to store information in memory; they also reproduce the same emotions when we are subsequently thinking about this information. 4 The selective attention process is far from perfect. As mentioned in Chapter 2, we have a natural and usually nonconscious tendency to seek out information that supports our self-concept or puts us in a favorable light and to ignore or undervalue information that is contrary to our self-concept. This confirmation bias also screens out information that is contrary to our values and assumptions. 5 Several studies have found that people fail to perceive (or soon forget) statements and events that undermine political parties that they support. One recent study examined how people perceived and accepted stories during the first weeks of the Iraq War that were subsequently retracted (acknowledged by the media as false stories). The study found that most of the Germans and Australians surveyed dismissed the retracted events, whereas a significantly large percentage of Americans continued to believe these false stories, even though many of them recalled that the stories had been retracted by the media. In essence, people in the American sample were reluctant to reject and forget about information that supported their beliefs about the Iraq War. 6 Finally, selective attention is influenced by our assumptions and conscious antici- pation of future events. You are more likely to notice a co-worker’s e-mail among the daily bombardment of messages when you expect to receive that e-mail (particularly Perceptual organization and interpretation Environmental stimuli Feeling Hearing Seeing Selective attention and emotional marker response Attitudes and behavior Smelling Tasting Exhibit 3.1 Model of the Perceptual Process mcs81233_ch03_066-095.indd Page 69 1/10/09 2:14:19 PM user-s175mcs81233_ch03_066-095.indd Page 69 1/10/09 2:14:19 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 70 Part Two Individual Behavior and Processes when it is important to you). Unfortunately, expecta- tions and assumptions also cause us to screen out potentially important information. In one study, stu- dents were asked to watch a 30-second video clip in which several people passed around two basketballs. Students who were asked just to watch the video clip easily noticed someone dressed in a gorilla suit walk- ing among the players for nine seconds and stopping to thump its chest. But only half of the students who were asked to carefully count the number of times one basketball was passed around noticed the in- truding gorilla. 7 This perceptual blindness also occurs when we form an opinion or theory about something, such as a consumer trend or an employee’s potential. The preconception causes us to select information that is consistent with the theory and to ignore con- trary or seemingly irrelevant information. Studies have reported that this faulty selective attention occurs when police detectives and other forensic experts quickly form theories about what hap- pened. 8 These experts are now increasingly aware of the need to avoid selective attention traps by keeping an open mind, absorbing as much infor- mation as possible, and avoiding theories too early in the investigation. Perceptual Organization and Interpretation People make sense of information even before they become aware of it. This sense making partly in- cludes categorical thinking —the mostly noncon- scious process of organizing people and objects into preconceived categories that are stored in our long- term memory. 10 Categorical thinking relies on a va- riety of automatic perceptual grouping principles. Things are often grouped together on the basis of their similarity or proximity to others. If you notice that a group of similar-looking people includes several profes- sors, for instance, you will likely assume that the others in that group are also pro- fessors. Another form of perceptual grouping is based on the need for cognitive closure, such as filling in missing information about what happened at a meeting that you didn’t attend (e.g., who was there, where it was held). A third form of grouping occurs when we think we see trends in otherwise ambiguous information. Several studies have found that people have a natural tendency to see patterns that really are random events, such as presumed winning streaks among sports stars or in gambling. 11 The process of “making sense” of the world around us also involves interpret- ing incoming information. This happens quickly as selecting and organizing be- cause the previously mentioned emotional markers are tagged to incoming categorical thinking Organizing people and objects into precon- ceived categories that are stored in our long- term memory. Detectives Avoid Tunnel Vision with Art Appreciation Good detective work involves more than forming a good theory about the crime. It also involves not forming a theory too early in the investigation. “The longer it goes, the more theories there are,” warns FBI special agent Mark MacKizer when describing a six-year-old investigation in which a family was murdered in Henry County, Virginia. “We’re very careful to let the evidence drive the investigation, not theories. All the investigators on this case are cognizant of not having tunnel vision.” Keith Findley, codirector of the Wisconsin Innocence Project, advises that becoming preoccupied with a single theory “leads investigators, prosecutors, judges, and defense lawyers alike to focus on a particular conclusion and then filter all evidence in a case through the lens provided by that conclusion.” To minimize this selective attention problem, officers in the New York Police Department are attending art classes, where they learn to be more mindful and take multiple perspectives of all information. “[The class] reminded me to stop and take in the whole scene and not just have tunnel vision,” says NYPD captain David Grossi, adding that the class helped him to discover evidence outside the area he normally would have investigated.9 mcs81233_ch03_066-095.indd Page 70 1/12/09 9:53:47 PM s-206mcs81233_ch03_066-095.indd Page 70 1/12/09 9:53:47 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-03/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-03 Chapter 3 Perception and Learning in Organizations 71 stimuli, which are essentially quick judgments about whether that information is good or bad for us. To give you an idea of how quickly and systematically this nonconscious perceptual interpretation process occurs, consider the following study: 12 After viewing video clips of university instructors teaching an undergrad- uate class, eight observers rated the instructors on several personal characteristics (optimistic, likable, anxious, active, etc.). The observers, who had never seen the instructors before, were similar to each other on how they rated the instructors, even though they completed their ratings alone. Equally important, these ratings were very similar to the ratings completed by students who attended the actual class. These results may be interesting, but they become extraordinary when you realize that the observers formed their perceptions from as little as six seconds of video—three segments of two seconds each selected randomly from the one-hour class! Further- more, the video didn’t have any sound. In other words, people form similar percep- tions and judgments on the basis of very thin slices of information. Other studies have reported similar findings for observations of high school teachers, courtroom judges, and physicians. Collectively, these “thin slice” studies reveal that selective attention, as well as perceptual organization and interpretation, operates very quickly and to a large extent without our awareness. Mental Models To achieve our goals with some degree of predictability and san- ity, we need road maps of the environments in which we live. These road maps, called mental models, are internal representations of the external world. 13 They consist of visual or relational images in our mind, such as what the classroom looks like or, conceptually, what happens when we submit an assignment late. We rely on mental models to make sense of our environment through perceptual grouping; the models fill in the missing pieces, including the causal connection among events. For example, you have a mental model about attending a class lecture or seminar, including assumptions or expectations about where the instructor and students arrange them- selves in the room, how they ask and answer questions, and so forth. We can create a mental image of a class in progress. Mental models play an important role in sense making, yet they also make it dif- ficult to see the world. For example, accounting professionals tend to see corporate problems in terms of accounting solutions, whereas marketing professionals see the same problems from a marketing perspective. Mental models also block our recog- nition of new opportunities. How do we change mental models? That’s a tough challenge. After all, we developed models from several years of experience and reinforcement. The most important way to minimize the perceptual problems with mental models is to constantly question them. We need to ask ourselves about the assumptions we make. Working with people from diverse backgrounds is another way to break out of existing mental models. Colleagues from different cultures and areas of expertise tend to have different mental models, so working with them makes our own assumptions more obvious. Social Identity and Stereotyping In the previous chapter, you learned that social identity is an important compo- nent of a person’s self-concept. We define ourselves to a large extent by the groups to which we belong or have an emotional attachment. Along with shaping our mental models Visual or relational images in our mind that represent the external world. mcs81233_ch03_066-095.indd Page 71 1/10/09 2:14:28 PM user-s175mcs81233_ch03_066-095.indd Page 71 1/10/09 2:14:28 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 72 Part Two Individual Behavior and Processes self-concept, social identity theory explains the dynamics of social perception —how we perceive others. 14 Social perception is influenced by three activities in the pro- cess of forming and maintaining our social identity: categorization, homogeniza- tion, and differentiation. • Categorization. Social identity is a comparative process, and the comparison be- gins by categorizing people into distinct groups. By viewing someone (including yourself) as a Texan, for example, you remove that person’s individuality and, instead, see him or her as a prototypical representative of the group “Texans.” This categorization then allows you to distinguish Texans from people who live in, say, California or New Hampshire. • Homogenization. To simplify the comparison process, we tend to think that people within each group are very similar to each other. For instance, we think Texans collectively have similar attitudes and characteristics, whereas Californians collectively have their own set of characteristics. Of course, every individual is unique, but we tend to lose sight of this fact when think- ing about our social identity and how we compare to people in other social groups. • Differentiation. Social identity fulfills our inherent need to have a distinct and positive self-concept. To achieve this, we do more than categorize people and homogenize them; we also differentiate groups by assigning more favorable characteristics to people in our groups than to people in other groups. This differentiation is often subtle, but it can escalate into a “good-guy–bad-guy” contrast when groups are in conflict with each other. 15 Stereotyping in Organizations Stereotyping is an extension of social identity theory and a product of our natural process of organizing information through categorical thinking. 16 Stereotyping has three elements. First, we develop social categories and assign traits that are difficult to observe. For instance, students might form the stereotype that professors are both intelligent and absentminded. Personal experiences shape stereotypes to some ex- tent, but stereotypes are mainly provided to us through cultural upbringing and me- dia images (e.g., movie characters). Second, we assign people to one or more social categories on the basis of easily observable information about them, such as their gender, appearance, or physical location. Third, people who seem to belong to the stereotyped group are assigned nonobservable traits associated with the group. For example, if we learn that someone is a professor, we implicitly tend to assume the person is also intelligent and absentminded. One reason why people engage in stereotyping is that, as a form of categorical thinking, it is a natural and mostly nonconscious “energy-saving” process that simpli- fies our understanding of the world. It is easier to remember features of a stereotype than the constellation of characteristics unique to everyone we meet. 17 A second rea- son is that we have an innate need to understand and anticipate how others will be- have. We don’t have much information when first meeting someone, so we rely heavily on stereotypes to fill in the missing pieces. People with a strong need for cog- nitive closure have a higher tendency to rely on stereotypes. A third reason is that stereotyping enhances our self-concept. As mentioned earlier, the social identity pro- cess includes differentiation—we have more favorable views of members of our own groups than we do of people in other groups. When out-group members threaten our stereotyping The process of assigning traits to people on the basis of their member- ship in a social category. mcs81233_ch03_066-095.indd Page 72 1/10/09 2:14:28 PM user-s175mcs81233_ch03_066-095.indd Page 72 1/10/09 2:14:28 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 3 Perception and Learning in Organizations 73 self-concept, we are particularly motivated (often without our awareness) to assign negative stereotypes to them. 18 Problems with Stereotyping Stereotypes are not completely fictional, but nei- ther do they accurately describe every person in a social category. For instance, the widespread “bean counter” stereotype of accountants views people in this pro- fession as “single-mindedly preoccupied with precision and form, methodical and conservative, and a boring joyless character.” 19 Although this may be true of some accountants, it is certainly not characteristic of all—or even most—people in this profession. Even so, once we categorize someone as an accountant, the features of accountants in general rather than the features of the specific person get recalled, even when the person does not possess many of the stereotypic traits. Another problem with stereotyping is that it lays the foundation for discrimina- tory attitudes and behavior. Most of this perceptual bias occurs as unintentional (sys- temic) discrimination, whereby decision makers rely on stereotypes to establish notions of the “ideal” person in specific roles. A person who doesn’t fit the ideal tends to re- ceive a less favorable evaluation. This subtle discrimination often shows up in age discrimination claims, such as the case in which Ryanair’s recruitment advertising said it was looking for “young dynamic” employees. Recruiters at the Irish discount airline probably didn’t intentionally discriminate against older people, but the tribu- nal concluded that systemic discrimination did occur because none of the job appli- cants were over 40 years old. 20 The more serious form of stereotype bias is intentional discrimination or prejudice, in which people hold unfounded negative attitudes toward people belonging to a particular stereotyped group. 21 Overt prejudice seems to be less common today than a few decades ago, but it still exists. Over each of the past four years, for in- stance, more than one-quarter of Americans say they overhead racial slurs in the workplace. 22 In one recent case, three female advisers in California successfully sued their employer, Smith Barney, on the grounds that their male co-workers were deliberately assigned more lucrative clients (and therefore received higher pay) and more administrative support. These complaints were raised less than a decade after Smith Barney was ordered to correct discriminatory practices in its New York of- fices, where female employees complained of sexist and discriminatory behavior. A tribunal in Quebec was shocked to discover that one of Canada’s largest vegetable farms prevented black employees from eating in the regular cafeteria. Instead, they were relegated to a “blacks only” eating area that lacked heat, running water, proper toilets, and refrigeration. 23 As Global Connections 3.1 describes, France is also coming to terms with both intentional and unintentional discrimination against non-Caucasian job applicants. If stereotyping is such a problem, shouldn’t we try to avoid this process alto- gether? Unfortunately, it’s not that simple. Most experts agree that categorical think- ing (including stereotyping) is an automatic and nonconscious process. Intensive training can minimize stereotype activation to some extent, but for the most part the process is hardwired in our brain cells.24 Also remember that stereotyping helps us in several valuable (although fallible) ways described earlier: minimizing mental ef- fort, filling in missing information, and supporting our social identity. The good news is that while it is very difficult to prevent the activation of stereotypes, we can minimize the application of stereotypic information. Later in this chapter, we identify ways to minimize stereotyping and other perceptual biases. mcs81233_ch03_066-095.indd Page 73 1/10/09 2:14:28 PM user-s175mcs81233_ch03_066-095.indd Page 73 1/10/09 2:14:28 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE “Your Name Says Everything in France” Hamid Senni wears a shirt and tie whenever he strolls along the Champs Elysées in Paris. The reason for this formality? “If I’m in jeans, people think I’m a shoplifter,” he says. What makes this misperception even worse is that Senni, the son of Moroccan immigrants, was born and raised in France. And in spite of his education (three degrees in economics) and fluent language skills, Senni was told more than once that he would never find a job in France. A well-intentioned high school teacher once told him that he should replace Hamid with a more traditional French name. Incensed by the daily discrimination he experienced in his own country, Senni moved to Sweden and now lives in London, where he advises companies on ethnic diversity and has written a book on his experience. “Going abroad was like an exorcism,” he says bluntly. “In the U.K., diversity is seen as an opportunity. In France it’s still seen as a problem.” Senni’s perception of racial and ethnic discrimination in France is supported by a recent study conducted jointly by the French government and the International Labour Organization (ILO). Researchers submitted two nearly identical job applica- tions to 2,440 help-wanted ads. The main difference was that the candidate in one application had a French-sounding name whereas the individual in the other application had a North African or sub-Saharan African name. Almost 80 percent of employers preferred the applicant with the French-sounding name. Furthermore, when applicants personally visited human resource staff, those who had foreign names seldom received job interviews; instead, they were often told that the job had been filled or that the company would not be hiring after all. The report concluded that “almost 90 percent of overall dis- crimination occurred before the employer had even bothered to interview both test candidates.” One young black resident near Paris who calls himself Billy Fabrice knows about the undercurrents of racial discrimina- tion. “Your name says everything in France,” says Fabrice. “If you are called Diallo or Amir, that’s all they want to know. If you are called Jean-Pierre, you show up for a job and they take you.” Some employers specifically ask hiring agencies for applicants who are “BBR.” This acronym for the colors of the French flag (bleu, blanc, rouge) is apparently a well-known employment code to hire only white French people. In one re- cent court case, prosecutors claimed that Garnier, a division of L’Oréal, tried to hire mostly white staff for in-store promo- tions. Garnier sent its temporary recruitment agency a fax specifying that those hired should be within a specific age range (18 to 22), have a certain clothing size, and be “BBR.” Initially, 38 percent of candidates sent by the recruitment agency were non-Caucasian. After the fax was sent, this dropped to less than 5 percent. While many French employers, including Garnier, deny prej- udice or even systemic discrimination against non-Caucasian applicants, others are taking steps to make the hiring process more color-blind. Axa SA, the giant French insurance company, introduced anonymous résumés, in which job applicants pro- vide their qualifications but not their names, addresses, gender, or age. Serge Simon, a 20-something French resident with Haitian origins, is hopeful. “I think that with an anonymous résumé, a person will be hired for what they are—for their qual- ifications and not for the color of their skin,” he believes.25 Global Connections 3.1 74 Learning Objectives Hamid Senni was born and raised in France but eventually moved to the United Kingdom because race discrimination in his home country limited job opportunities. After reading the next three sections, you should be able to: 3. Describe the attribution process and two attribution errors. 4. Summarize the self-fulfilling-prophecy process. 5. Explain how halo, primacy, recency, and false-consensus effects bias our perceptions. mcs81233_ch03_066-095.indd Page 74 1/10/09 2:14:28 PM user-s175mcs81233_ch03_066-095.indd Page 74 1/10/09 2:14:28 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 3 Perception and Learning in Organizations 75 Attribution Theory The attribution process involves deciding whether an observed behavior or event is caused mainly by the person (internal factors) or by the environment (external fac- tors). 26 Internal factors include the person’s ability or motivation, whereas external factors include lack of resources, other people, or just luck. If a co-worker doesn’t show up for an important meeting, for instance, we infer either internal attributions (the co-worker is forgetful, lacks motivation, etc.) or external attributions (traffic, a family emergency, or other circumstances prevented the co-worker from attending). People rely on the three attribution rules shown in Exhibit 3.2 to determine whether someone’s behavior mainly has an internal or external attribution. Internal attributions are made when the observed individual behaved this way in the past (high consistency), he or she behaves like this toward other people or in different situ- ations (low distinctiveness), and other people do not behave this way in similar situa- tions (low consensus). On the other hand, an external attribution is made when there is low consistency, high distinctiveness, and high consensus. To illustrate how these three attribution rules operate, suppose that an employee is making poor-quality products one day on a particular machine. We would probably conclude that there is something wrong with the machine (an external attribution) if the employee has made good-quality products on this machine in the past (low consistency), attribution process The perceptual process of deciding whether an observed behavior or event is caused largely by internal or external factors. Behavior is attributed to external factors. External Attribution Behavior is attributed to internal factors. Internal Attribution Exhibit 3.2 Rules of Attribution mcs81233_ch03_066-095.indd Page 75 1/13/09 1:37:39 PM user-s175mcs81233_ch03_066-095.indd Page 75 1/13/09 1:37:39 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/13.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/13.01.09/MHBR089:210:MCSHANE 76 Part Two Individual Behavior and Processes the employee makes good-quality products on other machines (high distinctiveness), and other employees have recently had quality problems on this machine (high consen- sus). We would make an internal attribution, on the other hand, if the employee usually makes poor-quality products on this machine (high consistency), other employees pro- duce good-quality products on this machine (low consensus), and the employee also makes poor-quality products on other machines (low distinctiveness). 27 Attribution is an essential perceptual process because it forms cause-effect relation- ships, which, in turn, affect how we respond to others’ behavior and how we act in the future. How we react to a co-worker’s poor performance depends on our internal or external attribution of that performance. Students who make internal attributions about their poor performance are more likely to drop out of their programs, for instance. 28 Attribution Errors People are far from perfect when making attributions. One bias, called fundamental attribution error, refers to our tendency to see the person rather than the situation as the main cause of that person’s behavior. 29 If an employee is late for work, observers are more likely to conclude that the person is lazy than to realize that external factors may have caused this behavior. Fundamental attribution error occurs because observ- ers can’t easily see the external factors that constrain the person’s behavior. We didn’t see the traffic jam that caused the person to be late, for instance. Research suggests that fundamental attribution error is more common in Western countries than in Asian cul- tures, where people are taught from an early age to pay attention to the context in in- terpersonal relations and to see everything as being connected in a holistic way. 30 Another attribution error, known as self-serving bias, is the tendency to attribute our favorable outcomes to internal factors and our failures to external factors. Simply put, we take credit for our successes and blame others or the situation for our mistakes. Self-serving bias is one of several related biases that maintain a positive self-concept, particularly engaging in self-enhancement to maintain a positive self-evaluation. It is evident in many aspects of work life. In annual reports, for example, executives mainly refer to their personal qualities as reasons for the company’s successes and to external factors as reasons for the company’s failures. 31 Self-Fulfilling Prophecy Self-fulfilling prophecy occurs when our expectations about another person cause that person to act in a way that is consistent with those expectations. In other words, our perceptions can influence reality. Exhibit 3.3 illustrates the four steps in the self- fulfilling-prophecy process using the example of a supervisor and a subordinate. 32 The process begins when the supervisor forms expectations about the employee’s future behavior and performance. These expectations are sometimes inaccurate, be- cause first impressions are usually formed from limited information. The supervisor’s expectations influence his or her treatment of employees. Specifically, high-expectancy employees (those expected to do well) receive more emotional support through non- verbal cues (e.g., more smiling and eye contact), more frequent and valuable feedback and reinforcement, more challenging goals, better training, and more opportunities to demonstrate good performance. The third step in self-fulfilling prophecy includes two effects of the supervisor’s be- havior on the employee. First, through better training and more practice opportunities, a high-expectancy employee learns more skills and knowledge than a low-expectancy fundamental attribution error The tendency to see the person rather than the situation as the main cause of that person’s behavior. self-serving bias The tendency to attribute our favorable outcomes to internal factors and our failures to external factors. self-fulfilling prophecy The perceptual process in which our expecta- tions about another person cause that person to act in a way that is consistent with those expectations. mcs81233_ch03_066-095.indd Page 76 1/10/09 2:14:39 PM user-s175mcs81233_ch03_066-095.indd Page 76 1/10/09 2:14:39 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 3 Perception and Learning in Organizations 77 employee. Second, the employee becomes more self-confident, which results in higher motivation and willingness to set more challenging goals. 33 In the final step, high- expectancy employees have higher motivation and better skills, resulting in better per- formance, while the opposite is true of low-expectancy employees. There are plenty of examples of self-fulfilling prophecies in work and school set- tings. 34 Research has found that women perform less well on math tests after being informed that men tend to perform better on them. Women perform better on these tests when they are not exposed to this negative self-fulfilling prophecy. Similarly, people over 65 receive lower results on memory tests after hearing that mental ability declines with age. Another study reported that the performance of Israeli Defense Force trainees was influenced by their instructor’s expectations regarding the trainee’s potential in the program. Self-fulfilling prophecy was at work here because the in- structor’s expectations were based on a list provided by researchers showing which recruits had high and low potential, even though the researchers had actually listed these trainees randomly. Contingencies of Self-Fulfilling Prophecy Self-fulfilling prophecies are more powerful under some conditions than others. The self-fulfilling-prophecy effect is stronger at the beginning of a relationship, such as when employees are first hired. It is also stronger when several people (rather than just one person) hold the same expectations of the individual. In other words, we might be able to ignore one person’s doubts about our potential but not the collective doubts of several people. The self-fulfilling-prophecy effect is also stronger among people with a history of low achievement. High achievers can draw on their past suc- cesses to offset low expectations, whereas low achievers do not have past successes to support their self-confidence. Fortunately, the opposite is also true: Low achievers respond more favorably than high achievers to positive self-fulfilling prophecy. Low achievers don’t receive this positive encouragement very often, so it probably has a stronger effect on their motivation to excel. 35 The main lesson from the self-fulfilling-prophecy literature is that leaders need to develop and maintain a positive, yet realistic, expectation toward all employees. This recommendation is consistent with the emerging philosophy of positive organizational behavior, which suggests that focusing on the positive rather than negative aspects of becomes consistent with the supervisor's expectations. Supervisor forms expectations about employee. Supervisor's expectations affect his/her behavior toward the employee. Supervisor's behavior affects employee's abilities and self-confidence. Exhibit 3.3 The Self-Fulfilling- Prophecy Cycle positive organizational behavior A perspective of organi- zational behavior that focuses on building positive qualities and traits within individuals or institutions as opposed to focusing on what is wrong with them. mcs81233_ch03_066-095.indd Page 77 1/13/09 10:51:12 AM user-s175mcs81233_ch03_066-095.indd Page 77 1/13/09 10:51:12 AM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/13.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/13.01.09/MHBR089:210:MCSHANE 78 Part Two Individual Behavior and Processes life will improve organizational success and individual well-being. Communicating hope and optimism is so important that it is identified as one of the critical success factors for physicians and surgeons. Unfortunately, training programs that make leaders aware of the power of positive expectations seem to have minimal effect. Instead, gener- ating positive expectations and hope depends on a corporate culture of support and learning. Hiring supervisors who are inherently optimistic toward their staff is another way of increasing the incidence of positive self-fulfilling prophecies. Other Perceptual Errors Self-fulfilling prophecy, attribution, and stereotyping are among the most common perceptual processes and biases in organizational settings, but there are many others. Four others are briefly described below because they can also bias our perception of the world around us. • Halo effect. The halo effect occurs when our general impression of a person, usu- ally based on one prominent characteristic, distorts our perception of other char- acteristics of that person. 36 If a supervisor who values punctuality notices that an employee is sometimes late for work, the supervisor might form a negative image of the employee and evaluate that person’s other traits unfavorably as well. The halo effect is most likely to occur when concrete information about the perceived target is missing or we are not sufficiently motivated to search for it. Instead, we use our general impression of the person to fill in the missing information. • Primacy effect. The primacy effect is our tendency to quickly form an opinion of people on the basis of the first information we receive about them. 37 This rapid perceptual organization and interpretation occurs because we need to make sense of the world around us. The problem is that first impressions—particularly negative first impressions—are difficult to change. After categorizing someone, we tend to select subsequent information that supports our first impression and screen out information that opposes that impression. • Recency effect. The recency effect occurs when the most recent information dominates our perceptions. 38 This perceptual bias is most common when peo- ple (especially those with limited experience) are making an evaluation involv- ing complex information. For instance, auditors must digest large volumes of information in their judgments about financial documents, and the most recent halo effect A perceptual error whereby our general impression of a person, usually based on one prominent characteristic, colors our perception of other characteristics of that person. primacy effect A perceptual error in which we quickly form an opinion of people on the basis of the first information we receive about them. recency effect A perceptual error in which the most recent information dominates our perception of others. mcs81233_ch03_066-095.indd Page 78 1/10/09 2:14:41 PM user-s175mcs81233_ch03_066-095.indd Page 78 1/10/09 2:14:41 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 3 Perception and Learning in Organizations 79 information received prior to the decision tends to get weighted more heavily than information received at the beginning of the audit. Similarly, when super- visors evaluate the performance of employees over the previous year, the most recent performance information dominates the evaluation because it is the most easily recalled. • False-consensus effect. Sometimes called the similar-to-me effect, the false-consensus effect is a widely observed bias in which we overestimate the extent to which others have beliefs and characteristics similar to our own. 39 Employees who are thinking of quitting their jobs believe that a large percentage of their co-workers are also thinking about quitting. This bias occurs to some extent because we associate with others who are similar to us, and we selectively remember informa- tion that is consistent with our own views. We also believe “everyone does it” to reinforce our self-concept regarding behaviors that do not have a positive image (quitting, parking illegally, etc.). After reading this section, you should be able to: 6. Discuss three ways to improve social perception, with specific appli- cation to organizational situations. Improving Perceptions We can’t bypass the perceptual process, but we should make every attempt to mini- mize perceptual biases and distortions. Three potentially effective ways to improve perceptions include awareness of perceptual biases, self-awareness, and meaningful interaction. Awareness of Perceptual Biases One of the most obvious and widely practiced ways to reduce perceptual biases is by knowing that they exist. For example, diversity awareness training tries to minimize discrimination by making people aware of systemic discrimination as well as preju- dices that occur through stereotyping. This training also attempts to dispel myths about people from various cultural and demographic groups. Awareness of per- ceptual biases can reduce these biases to some extent by making people more mind- ful of their thoughts and actions. However, awareness has only a limited effect. 40 For example, trying to correct misinformation about demographic groups has limited effect on people with deeply held prejudices against those groups. Also, self-fulfilling- prophecy training informs managers about this perceptual bias and encourages them to engage in more positive rather than negative self-fulfilling prophecies, yet research has found that managers continue to engage in negative self-fulfilling prophecies after they complete the training program. Improving Self-Awareness A more powerful way to minimize perceptual biases is to help people become more aware of biases in their own decisions and behavior. As mentioned at the beginning of this chapter, self-awareness is a critical foundation for developing a global mindset. We need to understand our beliefs, values, and attitudes to be more open-minded and nonjudgmental toward others. Self-awareness is equally important in other ways. false-consensus effect A perceptual error in which we overestimate the extent to which others have beliefs and characteristics similar to our own. Learning Objectives mcs81233_ch03_066-095.indd Page 79 1/10/09 2:14:43 PM user-s175mcs81233_ch03_066-095.indd Page 79 1/10/09 2:14:43 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 80 Part Two Individual Behavior and Processes The emerging concept of authentic leadership, for instance, emphasizes self-awareness as the first step in a person’s ability to effectively lead others (see Chapter 12). 41 But how do we become more self-aware? One formal procedure, called the Im- plicit Association Test (IAT), detects subtle race, age, and gender bias by associating positive and negative words with specific demographic groups. 42 Many people are much more cautious about their stereotypes and prejudices after discovering that their test results show a personal bias against older people or individuals from differ- ent ethnic backgrounds. For example, Jennifer Smith-Holladay was surprised to learn after taking the IAT that she is biased in favor of white people, a group to which she belongs, and in favor of heterosexuals, a group to which she does not belong. “I dis- covered that I not only have some in-group favoritism lurking in my subconscious, but also possess some internalized oppression in terms of my sexuality,” says Smith- Holladay. She adds that the IAT results will make her more aware of personal biases and help her to minimize their application in decision making. “In the case of my own subconscious in-group favoritism for white people, for example, my charge is to be color conscious, not color blind, and to always explicitly consider how race may affect behaviors and decisions.” 43 More generally, people tend to reduce their perceptual biases by “knowing themselves”—increasing awareness of their own values, beliefs, and prejudices. 44 The Johari Window is a popular model for understanding how co-workers can increase their mutual understanding. 45 Developed by Joseph Luft and Harry Ingram (hence the name “Johari”), this model divides information about you into four “windows”—open, blind, hidden, and unknown—based on whether your own values, beliefs, and experiences are known to you and to others (see Exhibit 3.4 ). The open area includes information about you that is known both to you and to others. The blind area refers to information that is known to others but not to you. For example, your colleagues might notice that you are self-conscious and awkward when meeting the company chief executive, but you are unaware of this fact. Information known to you but unknown to others is found in the hidden area. Finally, the unknown area includes your values, beliefs, and experiences that aren’t known to you or others. Johari Window A model of mutual understanding that encourages disclosure and feedback to increase our own open area and reduce the blind, hidden, and unknown areas. Exhibit 3.4 The Johari Window Model of Self- Awareness and Mutual Understanding Known to others Feedback Known to self Unknown to self Unknown to others D is c lo su re Open area Hidden area Unknown area Blind area Source: Based on J. Luft, Group Processes (Palo Alto, CA: Mayfield, 1984). mcs81233_ch03_066-095.indd Page 80 1/10/09 2:14:43 PM user-s175mcs81233_ch03_066-095.indd Page 80 1/10/09 2:14:43 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 3 Perception and Learning in Organizations 81 The main objective of the Johari Window is to increase the size of the open area so that both you and colleagues are aware of your perceptual limitations. This is partly accomplished by reducing the hidden area through disclosure —informing others of your beliefs, feelings, and experiences that may influence the work relationship. 46 The open area also increases through feedback from others about your behavior. This information helps you to reduce your blind area, because co- workers often see things in you that you do not see. Finally, the combination of disclosure and feedback occasionally produces revelations about information in the unknown area. Meaningful Interaction While the Johari Window relies on dialogue, self-awareness and mutual understand- ing can also improve through meaningful interaction . 47 This statement is based on the contact hypothesis, which states that, under certain conditions, people who interact with each other will be less prejudiced or perceptually biased against each other. Simply spending time with members of other groups can improve your understanding and opinion of those persons to some extent. However, the contact hypothesis effect is much stronger when people have close and frequent interaction working to- ward a shared goal and need to rely on each other (i.e., cooperate rather than compete with each other). Everyone should have equal status in that context and should be engaged in a meaningful task. An hour-long social gathering between executives and frontline employees would not satisfy the con- tact hypothesis conditions. On the other hand, meaningful interaction might occur in many of the international volunteering activities described in the opening vignette to this chapter. In these programs, professionals from developed countries work along- side people from developing countries. Although the volunteers have expertise (and therefore status), they often perform work outside that expertise and in un- familiar environments requiring the expertise of people in the local community. Another potential application of the contact hypothesis occurs when senior executives and other staff from headquarters work in frontline jobs frequently or for an extended time. Everyone at Domino’s head office in Ann Arbor, Michigan, attends Pizza Prep School, where they learn how to make pizzas and run a pizza store. Every new hire at 1-800-GOT-JUNK? (North Amer- ica’s largest rubbish removal company) spends an entire week on a junk removal truck to better under- stand how the business works. “How can you possi- bly empathize with someone out in the field unless you’ve been on the truck yourself?” asks CEO and founder Brian Scudamore. 49 contact hypothesis A theory stating that the more we interact with someone, the less prejudiced or perceptu- ally biased we will be against that person. Air New Zealand Executives Get Meaningful Interaction If the meal service seems a bit slower than usual on your next Air New Zealand flight, it might be that CEO Rob Fyfe is doing the serving while chatting with passengers. Every month, Fyfe and his top executive team fill the roster as flight attendants, check-in counter staff, or baggage handlers. (The executives had to pass tests to work as cabin crew.) The frontline jobs give the Air New Zealand executives a regular reality check while working alongside employees. It also gives employees an opportunity to see that the airline’s leaders are human beings who care about staff and customers. The process is also somewhat reversed; every month one staff member spends a day with the CEO. “That will include sitting in on an executive briefing and possibly even a lunch with a politician,” Fyfe explains. “They go everywhere with me for the entire day.” That program has been extended to other senior executives. The result of this meaningful interaction and many other initiatives to support employees is that morale and customer service at Air New Zealand have soared in recent years.48 mcs81233_ch03_066-095.indd Page 81 1/10/09 2:14:46 PM user-s175mcs81233_ch03_066-095.indd Page 81 1/10/09 2:14:46 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 82 Part Two Individual Behavior and Processes Meaningful interaction does more than reduce our reliance on stereotypes. It also potentially improves empathy toward others, that is, the extent to which we under- stand and are sensitive to the feelings, thoughts, and situations of others. 50 You have empathy when actively visualizing the other person’s situation and feeling that per- son’s emotions in that situation. Empathizing with others improves our sensitivity to the external causes of another person’s performance and behavior, thereby reducing fundamental attribution error. A supervisor who imagines what it’s like to be a single mother, for example, would become more sensitive to the external causes of lateness and other events among such employees. The perceptual process represents the filter through which information passes from the external environment to our memory. As such, it is really the beginning of the learning process, which we discuss next. After reading the next two sections, you should be able to: 7. Describe the A-B-C model of behavior modification and the four contingencies of reinforcement. 8. Describe the three features of social learning theory. 9. Outline the elements of organizational learning and ways to improve each element. Learning in Organizations Learning is a relatively permanent change in behavior (or behavioral tendency) that occurs as a result of a person’s interaction with the environment. Learning occurs when the learner behaves differently. For example, you have “learned” computer skills when you operate the keyboard and software more quickly than before. Learn- ing occurs when interaction with the environment leads to behavior change. This means that we learn through our senses, such as through study, observation, and experience. Some of what we learn is explicit knowledge, such as reading information in this book. However, explicit knowledge is really only the tip of the knowledge iceberg. Most of what we know is tacit knowledge. 51 Tacit knowledge is not documented; rather, it is acquired through observation and direct experience. For example, airline pilots learn to operate commercial jets more by watching experts and practicing on flight simulators than by attending lectures. They acquire tacit knowledge by directly experiencing the complex interaction of behavior with the machine’s response. Three perspectives of learning tacit and explicit knowledge are reinforcement, social learning, and direct experience. Each perspective offers a different angle for understanding the dynamics of learning. Behavior Modification: Learning through Reinforcement One of the oldest perspectives on learning, called behavior modification (also known as operant conditioning and reinforcement theory ), takes the rather extreme view that learning is completely dependent on the environment. Behavior modification does not question the notion that thinking is part of the learning process, but it views human thoughts as unimportant intermediate stages between behavior and the envi- ronment. The environment teaches us to alter our behaviors so that we maximize positive consequences and minimize adverse consequences. 52 empathy A person’s understanding of and sensitivity to the feelings, thoughts, and situations of others. Learning Objectives tacit knowledge Knowledge that is em- bedded in our actions and ways of thinking and is transmitted only through observation and experience. behavior modification A theory that explains learning in terms of the antecedents and conse- quences of behavior. learning A relatively permanent change in behavior (or behavioral tendency) that occurs as a result of a person’s interaction with the environment. mcs81233_ch03_066-095.indd Page 82 1/10/09 2:15:02 PM user-s175mcs81233_ch03_066-095.indd Page 82 1/10/09 2:15:02 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 3 Perception and Learning in Organizations 83 A-B-Cs of Behavior Modification The central objective of behavior modifica- tion is to change behavior (B) by managing its antecedents (A) and consequences (C). This process is nicely illustrated in the A-B-C model of behavior modification, shown in Exhibit 3.5 . 53 Antecedents are events preceding the behavior, informing employees that certain behaviors will have particular consequences. An antecedent may be a sound from your computer signaling that an e-mail has arrived or a request from your supervisor asking you to complete a specific task by tomorrow. Such antecedents let employees know that a particular action will produce specific consequences. Notice that ante- cedents do not cause behaviors. The computer sound doesn’t cause us to open our e-mail. Rather, the sound is a cue telling us that certain consequences are likely to occur if we engage in certain behaviors. In behavior modification, consequences are events following a particular behavior that influence its future occurrence. Generally speaking, people tend to repeat behaviors that are followed by pleasant consequences and are less likely to repeat behaviors that are followed by unpleasant consequences or no consequences at all. Contingencies of Reinforcement Behavior modification identifies four types of consequences, called the contingencies of reinforcement, that increase, maintain, or re- duce the probability that behavior will be repeated. 54 • Positive reinforcement occurs when the introduction of a consequence increases or maintains the frequency or future probability of a specific behavior. Receiving a bonus after successfully completing an important project is considered positive reinforcement because it typically increases the probability that you will use that behavior in the future. • Punishment occurs when a consequence decreases the frequency or future proba- bility of a behavior. This consequence typically involves introducing something that employees try to avoid. For instance, most of us would consider being de- moted or being ostracized by our co-workers as forms of punishment. 55 • Negative reinforcement occurs when the removal or avoidance of a consequence increases or maintains the frequency or future probability of a specific behavior. Supervisors apply negative reinforcement when they stop criticizing employees Antecedents What happens before the behavior Warning light flashes on operator’s console. Example Behavior What the person says or does Operator switches off the machine’s power source. Consequences What happens after the behavior Co-workers thank operator for stopping the machine. Exhibit 3.5 A-B-Cs of Behavior Modification Sources: Adapted from T. K. Connellan, How to Improve Human Performance (New York: Harper & Row, 1978), p. 50; F. Luthans and R. Kreitner, Organizational Behavior Modification and Beyond (Glenview, IL: Scott, Foresman, 1985), pp. 85–88. mcs81233_ch03_066-095.indd Page 83 1/10/09 2:15:02 PM user-s175mcs81233_ch03_066-095.indd Page 83 1/10/09 2:15:02 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 84 Part Two Individual Behavior and Processes whose substandard performance has improved. When the criticism is withheld, employees are more likely to repeat behaviors that improved their performance. Notice that negative reinforcement is not punishment. Whereas punishment extinguishes behavior by introducing a negative consequence, negative rein- forcement actually reinforces behavior by removing the negative consequence. • Extinction occurs when the target behavior decreases because no consequence follows it. In this respect, extinction is a do-nothing strategy. Generally, behav- ior that is no longer reinforced tends to disappear; it becomes extinct. For in- stance, research suggests that performance tends to decline when managers stop congratulating employees for their good work. 56 Which contingency of reinforcement should be used in the learning process? In most situations, positive reinforcement should follow desired behaviors and extinction (do nothing) should follow undesirable behaviors. This approach is preferred because punishment and negative reinforcement generate negative emotions and attitudes toward the punisher (e.g., supervisor) and organization. However, some form of pun- ishment (dismissal, suspension, demotion, etc.) may be necessary for extreme behav- iors, such as deliberately hurting a co-worker or stealing inventory. Indeed, research suggests that, under certain conditions, punishment maintains a sense of fairness. 57 Schedules of Reinforcement Along with the types of reinforcement, the fre- quency and timing of the reinforcers also influence employee behaviors. 58 These re- inforcement schedules can be continuous or intermittent. The most effective reinforcement schedule for learning new tasks is continuous reinforcement —providing positive reinforcement after every occurrence of the desired behavior. Employees learn desired behaviors quickly, and when the reinforcer is removed, extinction also occurs very quickly. The best schedule for reinforcing learned behavior is a variable ratio schedule in which employee behavior is reinforced after a variable number of times. Salespeople experience variable ratio reinforcement because they make a successful sale (the re- inforcer) after a varying number of client calls. They might make four unsuccessful calls before receiving an order on the fifth one, then make 10 more calls before receiving the next order, and so on. The variable ratio schedule makes behavior highly resis- tant to extinction because the reinforcer is never expected at a particular time or after a fixed number of accomplishments. Behavior Modification in Practice Everyone practices behavior modification in one form or another. We thank people for a job well done, are silent when displeased, and sometimes try to punish those who go against our wishes. Behavior modification also occurs in various formal programs to reduce absenteeism, improve task perfor- mance, encourage safe work behaviors, and have a healthier lifestyle. 59 In Arkansas, for example, the North Little Rock School Board introduced an absenteeism reduc- tion plan in which teachers can earn $300 after every six months with perfect atten- dance. Those with no more than one day of absence receive $100. ExxonMobil’s Fawley refinery in the United Kingdom introduced a “Behave Safely Challenge” pro- gram in which supervisors rewarded employees and contractors on the spot when they exhibited good safety behavior or intervened to improve the safe behavior of co-workers. These rewards were a form of positive reinforcement using a variable ratio schedule (safe work behaviors were reinforced after a variable number of times that they occurred). 60 mcs81233_ch03_066-095.indd Page 84 1/10/09 2:15:04 PM user-s175mcs81233_ch03_066-095.indd Page 84 1/10/09 2:15:04 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 3 Perception and Learning in Organizations 85 Although a natural part of human interaction, behavior modification has a num- ber of limitations when applied strategically in organizational settings. One limita- tion is “reward inflation,” in which the reinforcer is eventually considered an entitlement. For this reason, most behavior modification programs must run infre- quently and for a short duration. Another concern is that the variable ratio schedule of reinforcement tends to create a lottery-style reward system, which is unpopular with people who dislike gambling. Probably the most significant problem is behavior modification’s radical view that behavior is learned only through personal interac- tion with the environment. 62 This view is no longer accepted; instead, learning ex- perts recognize that people also learn by observing others and thinking logically about possible consequences. This learning-through-observation process is explained by social learning theory. Social Learning Theory: Learning by Observing Social learning theory states that much learning occurs by observing others and then modeling the behaviors that lead to favorable outcomes and avoiding behaviors that lead to punishing consequences. 63 This form of learning occurs in three ways: behavior modeling, learning behavior consequences, and self-reinforcement. • Behavior modeling. People learn by observing the behaviors of a role model on a critical task, remembering the important elements of the observed behaviors, and then practicing those behaviors. 64 This is a valuable form of learning be- cause tacit knowledge and skills are mainly acquired through observation and practice. As an example, it is difficult to document or explain in a conversation all the steps necessary to bake professional-quality bread. Student chefs also need to observe the master baker’s subtle behaviors. Behavioral modeling also social learning theory A theory stating that much learning occurs by observing others and then modeling the behaviors that lead to favorable outcomes and avoiding behaviors that lead to punishing consequences. Reinforcing the Long (and Healthy) Walk For many of Horton Group’s 350 employees, the best parking spots aren’t closest to the building; they are deep in the outfield. The Chicago-based insurance broker reinforces the healthy lifestyle of walking by rewarding staff who take at least 7,000 steps each day—more than twice the normal daily average. Humana, Inc., has introduced a similar program. Employees at the Kentucky-based health insurance company use a pedometer to count the number of steps, and the results are uploaded from the pedometer to a Web site. The more steps taken, the higher the rewards in the form of cash cards that can be used at popular retail stores. “This program has changed the culture within Humana,” says Phil Smeltzer, Humana’s wellness strategy leader. “People have started paying attention to how many steps they are taking. When it gets late in the day and they haven’t walked enough, they take the long way to their car.”61 mcs81233_ch03_066-095.indd Page 85 1/10/09 2:15:04 PM user-s175mcs81233_ch03_066-095.indd Page 85 1/10/09 2:15:04 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 86 Part Two Individual Behavior and Processes increases self- efficacy because people gain more self-confidence after seeing someone else perform the task. This is particularly true when observers identify with the model, such as someone who is similar in age, experience, gender, and related features. • Learning behavior consequences. People learn the consequences of behavior through logic and observation, not just through direct experience. They logi- cally anticipate consequences after completing a task well or poorly. They also learn behavioral consequences by observing the experiences of other people. Consider the employee who observes a co-worker receiving a stern warning for working in an unsafe manner. This event would reduce the observer’s likeli- hood of engaging in unsafe behaviors because he or she has learned to antici- pate a similar reprimand following those behaviors. 65 • Self-reinforcement. Self-reinforcement occurs whenever an employee has con- trol over a reinforcer but doesn’t “take” it until completing a self-set goal. 66 For example, you might be thinking about having a snack after you finish reading the rest of this chapter. Raiding the refrigerator is a form of self-induced positive reinforcement for completing this reading assignment. Self-reinforcement takes many forms, such as taking a short walk, watching a movie, or simply congratu- lating yourself for completing a task. Learning through Experience Along with behavior modification and social learning, another way that employees learn is through direct experience. In fact, most tacit knowledge and skills are ac- quired through experience as well as observation. Generally, experiential learning begins when we engage with the environment; then we reflect on that experience and form theories about how the world around us works. This is followed by experimen- tation, in which we find out how well the newly formed theories work. 67 Experiential learning requires all these steps, although people tend to prefer one step more than the others. One of the most important ingredients for learning through experience is that the organization and its employees should possess a strong learning orientation. 68 As mentioned at the beginning of this chapter, people with a global mindset have a strong learning orientation, meaning that they welcome new learning opportunities, actively experiment with new ideas and practices, view reasonable mistakes as a nat- ural part of the learning process, and continuously question past practices. This indi- vidual orientation becomes part of the organization’s culture when it is held by many people throughout the organization. Organizations develop and maintain a learning orientation culture by supporting experimentation, acknowledging reasonable mistakes without penalty, and supporting the mindset that employees should engage in continuous learning. They encourage employees to question long-held assumptions or mental models and to actively “unlearn” practices that are no longer ideal. Without a learning orientation, mistakes are hidden and problems are more likely to escalate or reemerge later. It’s not surprising, then, that one of the most frequently mentioned lessons from the best- performing manufacturers is to expect mistakes. “At CIMB we have learnt to admit our mistakes openly,” says Datuk Nazir Razak, chief executive of CIMB Group, Malaysia’s second-largest financial services company. “Some of these mistakes cost us a lot of money,” he adds, but “each mistake is a learning opportunity.” 69 self-reinforcement Reinforcement that oc- curs when an employee has control over a rein- forcer but doesn’t “take” it until completing a self-set goal. learning orientation An individual attitude and organizational cul- ture in which people welcome new learning opportunities, actively experiment with new ideas and practices, view reasonable mistakes as a natural part of the learning process, and continu- ously question past practices. mcs81233_ch03_066-095.indd Page 86 1/10/09 2:15:10 PM user-s175mcs81233_ch03_066-095.indd Page 86 1/10/09 2:15:10 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Chapter 3 Perception and Learning in Organizations 87 From Individual to Organizational Learning One of the most popular contemporary perspectives of organizational effectiveness is organizational learning, which was defined in Chapter 1 as any structured activity that improves an organization’s capacity to acquire, share, and use knowledge in ways that improve its survival and success. Organizational learning is heavily dependent on individual learning, but the “capacity” to acquire, share, and use knowledge means that companies establish systems, structures, and organizational values that support the knowledge management process. 71 • Knowledge acquisition. This includes extracting information and ideas from the external environment as well as through insight. One of the fastest and most powerful ways to acquire knowledge is by hiring individuals or acquiring entire companies. Knowledge also enters the organization when employees learn from external sources, such as by discovering new resources from suppliers or be- coming aware of new trends from clients. A third knowledge acquisition strat- egy is experimentation. Companies receive knowledge through insight as a result of research and other creative processes. • Knowledge sharing. This aspect of organizational learning involves distributing knowledge to others across the organization. Although typically associated with computer intranets and digital repositories of knowledge, knowledge sharing also occurs through informal online or face-to-face communication. 72 Most so- cial learning (such as behavioral modeling) and experiential learning are forms of knowledge sharing because the learning is transferred from one employee to another. Learning from Near Misses If there is one thing more serious than making mistakes in a hospital setting, it would be failing to report and learn from those mis- takes. With that idea in mind, Osaka University Hospital in Japan has developed a “no-blame” Web-based sys- tem whereby staff can anonymously report “near-miss” incidents, thereby enabling the hospital to quickly iden- tify practices that most urgently require better proce- dures or training. For example, when the reporting system identified medication ordering and dispensing as the most common near misses, staff developed new procedures to reduce those errors. Canossa Hospital in Hong Kong also encourages staff to speak up about near misses so that everyone can improve the quality of hospital care. “The hospital believes through staff’s alertness of potential risk and early reporting of near misses, both quality and safety of the hospital could be improved,” explains Terence Chow, Canossa Hospital’s physiotherapy department manager. “The training pro- gram also serves to help employees cultivate a positive attitude towards learning from mistakes.”70 mcs81233_ch03_066-095.indd Page 87 1/10/09 2:15:10 PM user-s175mcs81233_ch03_066-095.indd Page 87 1/10/09 2:15:10 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 88 • Knowledge use. The competitive advantage of knowledge comes from applying it in ways that add value to the organization and its stakeholders. To do this, employees must realize that the knowledge is available and that they have enough freedom to apply it. This requires a culture that supports the learning process. This chapter has introduced two fundamental activities in human behavior in the workplace: perceptions and learning. These activities involve receiving information from the environment, organizing it, and acting on it as a learning process. Our knowledge about perceptions and learning in the workplace lays the foundation for the next chapter, which looks at workplace emotions and attitudes. Perception involves selecting, organizing, and interpret- ing information to make sense of the world around us. Perceptual organization engages categorical thinking—the mostly nonconscious process of organizing people and objects into preconceived categories that are stored in our long-term memory. Mental models—internal representa- tions of the external world—also help us to make sense of incoming stimuli. Social identity theory explains how we perceive people through categorization, homogenization, and differentiation. Stereotyping is a derivative of social identity theory, in which people assign traits to others based on their member- ship in a social category. Stereotyping economizes mental effort, fills in missing information, and enhances our self- perception and social identity. However, it also lays the foundation for prejudice and systemic discrimination. The attribution process involves deciding whether an observed behavior or event is caused mainly by the person (internal factors) or the environment (external factors). Attributions are decided by perceptions of the consistency, distinctiveness, and consensus of the behav- ior. This process helps us to link together the various pieces of our world in cause-effect relationships, but it is also subject to attribution errors, including fundamental attribution error and self-serving bias. Self-fulfilling prophecy occurs when our expectations about another person cause that person to act in a way that is consistent with those expectations. Essentially, our expec- tations affect our behavior toward the target person, which then affects that employee’s opportunities and attitudes, which then influences his or her behavior. Self- fulfilling prophecies tend to be stronger when the relationship begins (such as when employees first join the department), when several people hold the expectations toward the employee, and when the employee has a history of low achievement. Four other perceptual errors commonly noted in orga- nizations are the halo effect, primacy effect, recency ef- fect, and false-consensus effect. We can minimize these Chapter Summary and other perceptual problems through awareness of per- ceptual bias, self-awareness, and meaningful interaction. Learning is a relatively permanent change in behavior (or behavior tendency) that occurs as a result of a per- son’s interaction with the environment. Much of what we learn is tacit knowledge, which is embedded in our actions without conscious awareness. The behavior modification perspective of learning states that behavior change occurs by altering its antecedents and consequences. Antecedents are environmental stimuli that provoke (not necessarily cause) behavior. Consequences are events following behavior that influence its future occurrence. Consequences include positive reinforcement, punishment, negative reinforcement, and extinction. The schedules of reinforcement also influence behavior. Social learning theory states that much learning occurs by observing others and then modeling the behaviors that seem to lead to favorable outcomes and avoiding behaviors that lead to punishing consequences. It also recognizes that we often engage in self-reinforcement. Behavior modeling is effective because it transfers tacit knowledge and enhances the observer’s confidence in performing the task. Many companies now use experiential learning be- cause employees do not acquire tacit knowledge through formal classroom instruction. Experiential learning be- gins with concrete experience, followed by reflection on that experience, formation of a theory from that experi- ence, and then testing of that theory in the environment. Organizational learning is any structured activity that improves an organization’s capacity to acquire, share, and use knowledge in ways that improve its survival and success. Organizations acquire knowledge through indi- vidual learning and experimentation. Knowledge sharing occurs mainly through various forms of communication and training. Knowledge use occurs when employees re- alize that the knowledge is available and that they have enough freedom to apply it. 88 Part Two Individual Behavior and Processes mcs81233_ch03_066-095.indd Page 88 1/10/09 2:15:21 PM user-s175mcs81233_ch03_066-095.indd Page 88 1/10/09 2:15:21 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 89 implications of your answer for your university or college? 4. During a diversity management session, a manager suggests that stereotypes are a necessary part of working with others. “I have to make assumptions about what’s in the other person’s head, and stereotypes help me do that,” she explains. “It’s better to rely on stereotypes than to enter a work- ing relationship with someone from another culture without any idea of what they believe in!” Discuss the merits of and problems with the manager’s statement. 5. Describe how a manager or coach could use the pro- cess of self-fulfilling prophecy to enhance an individ- ual’s performance. 6. Describe a situation in which you used behavior modification to influence someone’s behavior. What specifically did you do? What was the result? 7. Why are organizations moving toward the use of ex- periential approaches to learning? What conditions are required for success? 8. BusNews Corp. is the leading stock market and busi- ness news service. Over the past two years, BusNews has experienced increased competition from other news providers. These competitors have brought in Internet and other emerging computer technologies to link customers with information more quickly. There is little knowledge within BusNews about how to use these computer technologies. On the basis of the knowledge acquisition processes for knowledge management, explain how BusNews might gain the intellectual capital necessary to become more com- petitive in this respect. 1. Several years ago, senior executives at energy company CanOil wanted to acquire an exploration company (HBOG) that was owned by another energy company, AmOil. Rather than face a hos- tile takeover and unfavorable tax implications, CanOil’s two top executives met with the CEO of AmOil to discuss a friendly exchange of stock to carry out the transaction. AmOil’s chief executive was previously unaware of CanOil’s plans, and as the meeting began, the AmOil executive warned that he was there merely to listen. The CanOil executives were confident that AmOil wanted to sell HBOG because energy legislation at the time made HBOG a poor investment for AmOil. AmOil’s CEO remained silent for most of the meeting, which CanOil executives interpreted as an implied agreement to proceed to buy AmOil stock on the market. But when CanOil launched the stock purchase a month later, AmOil’s CEO was both surprised and outraged. He thought he had given the CanOil executives the cold shoulder, remaining silent to show his disinterest in the deal. The misunderstanding nearly bankrupted CanOil because AmOil reacted by protecting its stock. What perceptual problem(s) likely occurred that led to this misunderstanding? 2. What mental models do you have about attending a college or university lecture? Are these mental models helpful? Could any of these mental models hold you back from achieving the full benefit of the lecture? 3. Do you define yourself in terms of the university or college you attend? Why or why not? What are the Critical Thinking Questions attribution process, p. 75 behavior modification, p. 82 categorical thinking, p. 70 contact hypothesis, p. 81 empathy, p. 82 false-consensus effect, p. 79 fundamental attribution error, p. 76 global mindset, p. 68 halo effect, p. 78 Johari Window, p. 80 learning, p. 82 learning orientation, p. 86 mental models, p. 71 perception, p. 68 positive organizational behavior, p. 77 primacy effect, p. 78 recency effect, p. 78 selective attention, p. 68 self-fulfilling prophecy, p. 76 self-reinforcement, p. 86 self-serving bias, p. 76 social learning theory, p. 85 stereotyping, p. 72 tacit knowledge, p. 82 Key Terms mcs81233_ch03_066-095.indd Page 89 1/12/09 9:54:12 PM s-206mcs81233_ch03_066-095.indd Page 89 1/12/09 9:54:12 PM s-206 /Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-03/Users/s-206/Desktop/Tempwork/JANUARY 09/12:01:09/MHBR089-03 90 Case Study 3.1 HY DAIRIES, INC. Syd Gilman read the latest sales figures with a great deal of satisfaction. The vice president of marketing at Hy Dairies, Inc., a large midwestern milk prod- ucts manufacturer, was pleased to see that the mar- keting campaign to improve sagging sales of Hy’s gourmet ice-cream brand was working. Sales vol- ume and market share of the product had increased significantly over the past two quarters compared with the previous year. The improved sales of Hy’s gourmet ice cream could be credited to Rochelle Beauport, who was assigned to the gourmet ice-cream brand last year. Beauport had joined Hy less than two years ago as an assistant brand manager after leaving a similar job at a food products firm. She was one of the few women of color in marketing management at Hy Dairies and had a promising career with the com- pany. Gilman was pleased with Beauport’s work and tried to let her know this in the annual perfor- mance reviews. He now had an excellent opportu- nity to reward her by offering her the recently vacated position of market research coordinator. Al- though technically only a lateral transfer with a modest salary increase, the marketing research coor- dinator job would give Beauport broader experience in some high-profile work, which would enhance her career with Hy Dairies. Few people were aware that Gilman’s own career had been boosted by working as marketing research coordinator at Hy several years earlier. Rochelle Beauport had also seen the latest sales figures on Hy’s gourmet ice cream and was expect- ing Gilman’s call to meet with her that morning. Gilman began the conversation by briefly mention- ing the favorable sales figures and then explained that he wanted Beauport to take the marketing re- search coordinator job. Beauport was shocked by the news. She enjoyed brand management and par- ticularly the challenge involved with controlling a product that directly affected the company’s profit- ability. Marketing research coordinator was a techni- cal support position—a “backroom” job—far removed from the company’s bottom-line activities. Market- ing research was not the route to top management in most organizations, Beauport thought. She had been sidelined. After a long silence, Beauport managed a weak “Thank you, Mr. Gilman.” She was too be- wildered to protest. She wanted to collect her thoughts and reflect on what she had done wrong. Also, she did not know her boss well enough to be openly critical. Gilman recognized Beauport’s surprise, which he naturally assumed was her positive response to hear- ing of this wonderful career opportunity. He, too, had been delighted several years earlier about his temporary transfer to marketing research to round out his marketing experience. “This move will be good for both you and Hy Dairies,” said Gilman as he escorted Beauport from his office. Beauport was preoccupied with several tasks that afternoon, but she was able to consider the day’s events that evening. She was one of the top women and few minorities in brand management at Hy Dairies and feared that she was being side- lined because the company didn’t want women or people of color in top management. Her previous employer had made it quite clear that women “couldn’t take the heat” in marketing management and tended to place women in technical support positions after a brief term in lower brand manage- ment jobs. Obviously Syd Gilman and Hy Dairies were following the same game plan. Gilman’s com- ment that the coordinator job would be good for her was just a nice way of saying that Beauport couldn’t go any further in brand management at Hy Dairies. Beauport now faced the difficult decision of whether to confront Gilman and try to change Hy Dairies’ sexist and possibly racist practices or to leave the company. Discussion Questions 1. Apply your knowledge of stereotyping and so- cial identity theory to explain what went wrong here. 2. What other perceptual error is apparent in this case study? 3. What can organizations do to minimize misper- ceptions in these types of situations? mcs81233_ch03_066-095.indd Page 90 1/10/09 2:15:22 PM user-s175mcs81233_ch03_066-095.indd Page 90 1/10/09 2:15:22 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE Case Study 3.2 HOW FAILURE BREEDS SUCCESS Coca-Cola chairman and for- mer CEO E. Neville Isdell knows that the best companies embrace their mistakes and learn from them. That’s why Isdell doesn’t mind rhyming off the list of Coke’s failures over the years. In fact, he is keen to convince employees and shareholders that he will tolerate the failures that will inevitably result from the bigger risks that he wants Coke to take. At the same time, say analysts, balancing a learning cul- ture with a performance culture is a perennial chal- lenge. Intuit, the tax software company, thinks it has a solution. When one of its marketing strategies recently flopped, the company celebrated the fail- ure and spent a lot of time dissecting it. This BusinessWeek case study describes several ways that companies learn from their mistakes while still maintaining a strong focus on performance and the bottom line. Read the full text of this Business- Week article at www.mhhe.com/mcshane5e , and pre- pare for the discussion questions below. Discussion Questions 1. Describe the experiential learning process that companies mentioned in this case study apply to learn from their mistakes and failures. 2. What perceptual problems do managers need to overcome with failures? How can these percep- tual problems be minimized? Source: J. McGregor, “How Failure Breeds Success,” BusinessWeek, 10 July 2006, p. 42. Class Exercise 3.3 THE LEARNING EXERCISE PURPOSE This exercise is designed to help you understand how the contingencies of reinforcement in behavior modification affect learning. MATERIALS Any objects normally available in a classroom will be acceptable for this activity. INSTRUCTIONS (LARGE OR SMALL CLASS) The instructor will ask for three volunteers, who are then briefed outside the classroom. The instruc- tor will spend a few minutes briefing the remaining students in the class about their duties. Then, one of the three volunteers will enter the room to par- ticipate in the exercise. When completed, the sec- ond volunteer enters the room and participates in the exercise. When completed, the third volunteer enters the class and participates in the exercise. For students to gain the full benefit of this exer- cise, no other information will be provided here. However, the instructor will have more details at the beginning of this fun activity. 91 mcs81233_ch03_066-095.indd Page 91 1/10/09 2:15:22 PM user-s175mcs81233_ch03_066-095.indd Page 91 1/10/09 2:15:22 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE http://www.mhhe.com/mcshane5e Self-Assessment 3.5 HOW MUCH PERCEPTUAL STRUCTURE DO YOU NEED? PURPOSE This self-assessment is designed to help you estimate your personal need for perceptual structure. INSTRUCTIONS Read each of the statements be- low and decide how much you agree with each ac- cording to your attitudes, beliefs, and experiences. Then use the scoring key in Appendix B at the end of this book to calculate your results. It is important for you to realize that there are no right or wrong answers to these questions. This self-assessment should be completed alone so that you can rate yourself honestly without concerns of social com- parison. Class discussion will focus on the meaning of need for structure in terms of how we engage dif- ferently in the perceptual process at work and in other settings. 92 Class Exercise 3.4 STEREOTYPING IN CORPORATE ANNUAL REPORTS PURPOSE This exercise is designed to help you diagnose evidence of stereotyping and identify cor- porate role models that minimize stereotyping in corporate annual reports. MATERIALS Students need to complete their re- search for this activity prior to class, including select- ing a publicly traded company and downloading the past four or more years of its fully illustrated annual reports. INSTRUCTIONS The instructor may have students work alone or in groups for this activity. Students will select a company that is publicly traded and posts its annual reports on the company Web site. Ideally, an- nual reports for at least the past four years should be available, and these reports should be presented in the final illustrated format (typically PDF replicas of the original hard-copy report). Students will closely examine images in the se- lected company’s recent annual reports in terms of how women, visible minorities, and older employ- ees and clients are presented. Specifically, students should be prepared to discuss and provide details in class regarding: 1. The percentage of images showing (i.e., visual representation of) women, visible minorities, and older workers and clients. Students should also be sensitive to the size and placement of these images on the page and throughout the an- nual report. 2. The roles in which women, visible minorities, and older workers and clients are depicted. For example, are women shown more in traditional or nontraditional occupations and nonwork roles in these annual reports? If several years of annual reports are available, students should pick one that is a decade or more old and compare its visual representation of and role depiction of women, visible minorities, and older employees and clients. If possible, students should pick one of the most blatantly stereotypic illustrations they can find in these annual reports to show in class, either as a hard-copy printout or as a computer projection. mcs81233_ch03_066-095.indd Page 92 1/10/09 2:15:23 PM user-s175mcs81233_ch03_066-095.indd Page 92 1/10/09 2:15:23 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE 93 To what extent do you agree or disagree with each of these statements about yourself? 1. It upsets me to go into a situation without knowing what I can expect from it. Moderately agree Strongly agree Slightly agree Slightly disagree Moderately disagree Strongly disagree 2. I’m not bothered by things that interrupt my daily routine. 3. I enjoy being spontaneous. 4. I find that a well-ordered life with regular hours makes my life tedious. 5. I find that a consistent routine enables me to enjoy life more. 6. I enjoy having a clear and structured mode of life. 7. I like to have a place for everything and everything in its place. 8. I don’t like situations that are uncertain. 9. I hate to change my plans at the last minute. 10. I hate to be with people who are unpredictable. 11. I enjoy the exhilaration of being in unpredictable situations. 12. I become uncomfortable when the rules in a situation are not clear. Personal Need for Structure Scale Source: M. M. Thompson, M. E. Naccarato, and K. E. Parker, “Assessing Cognitive Need: The Development of the Personal Need for Structure and the Personal Fear of Invalidity Scales,” paper presented at the annual meeting of the Canadian Psychological Association, Halifax, Nova Scotia, 1989. Reprinted with permission. mcs81233_ch03_066-095.indd Page 93 3/12/09 5:29:52 PM user-s172mcs81233_ch03_066-095.indd Page 93 3/12/09 5:29:52 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-03/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-03 94 Self-Assessment 3.6 ASSESSING YOUR PERSPECTIVE TAKING (COGNITIVE EMPATHY) Empathy is an important perceptual ability in social relations, but the degree to which people empathize varies considerably. This self-assessment provides an estimate of one form of empathy, known as cognitive empathy or perspective taking. That is, it measures the level of your cognitive awareness of another person’s situational and individual circumstances. To com- plete this scale, indicate the degree to which each of the statements presented does or does not describe you very well. You need to be honest with yourself for a reasonable estimate of your level of perspective taking. The results show your relative position along the perspective-taking continuum and the general meaning of this score. Self-Assessment 3.7 ASSESSING YOUR EMOTIONAL EMPATHY Empathy is an important perceptual ability in social relations, but the degree to which people empathize varies considerably. This self-assessment provides an estimate of one form of empathy, known as emotional empathy— the extent that you are able to experience the emotions or feelings of another person. To com- plete this scale, indicate the degree to which each of the statements presented does or does not de- scribe you very well. You need to be honest with yourself for a reasonable estimate of your level of emotional empathy. The results show your relative position along the emotional empathy continuum and the general meaning of this score. After reading this chapter, if you feel that you need additional tips on managing your anxiety, see www.mhhe.com/mcshane5e for more in-depth information and interactivities that correspond to this chapter. mcs81233_ch03_066-095.indd Page 94 3/12/09 5:30:01 PM user-s172mcs81233_ch03_066-095.indd Page 94 3/12/09 5:30:01 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-03/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-03 http://www.mhhe.com/mcshane5e 95 mcs81233_ch03_066-095.indd Page 95 1/10/09 2:15:28 PM user-s175mcs81233_ch03_066-095.indd Page 95 1/10/09 2:15:28 PM user-s175 /Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE/Users/user-s175/Desktop/ANIL KHANNA/09.01.09/MHBR089:210:MCSHANE You know the fun is about to begin at Suntech Optics when employees spot the pineapple wearing sunglasses. The bespectacled fruit is the mascot for the eyewear supplier’s Have Fun Team, which is responsible for creating various forms of workplace levity. Employees at the company’s headquarters in Vancouver, Canada, might discover a puzzle on their desk, with a prize awarded to the person who solves it first. Dozens of stuffed bears are brought to work on Bring Your Teddy Bear to Work Day. Halloween is a special treat as staff dress up for the occasion and show off their pumpkin-carving skills. “We try to infuse having fun into our whole corporate culture,” says Suntech manager Deborah Peck. “It’s one of our core strategies. It’s part of our life.” Fun at work? It sounds like an oxymoron. But to attract and keep talented employees, companies are finding creative ways to generate positive emotions in the workplace. Don’t be surprised if you see staff at John Laing Homes, a construction firm in California, walking around in slippers on one of their crazy-dress days. AstraZeneca’s “Fun Department” set up a mock doctor’s office where employees with “terminal seriousness” receive “prescriptions to play.” The pharmaceutical company is also known for fun pranks, such as surprising an employee on his birthday with a cubicle filled to the brim with colorful peanut-shaped packing material. Employees at Mott MacDonald, a global management, engineering, and development consulting firm, also have plenty of fun. For example, the Abu Dhabi oil and gas team has an annual desert safari, complete with camel rides (shown in photo). Another fun-focused company is Dixon Schwabl, a 75-employee marketing and public relations firm in Rochester, New York. “Fun is not just a word here, it is a way of life!” wrote one employee in a recent survey. Employees enjoy bocce tournaments, softball leagues, golf chipping contests, water balloon toss events, Halloween pumpkin-decorating contests, a padded primal scream room to release tension, and a spiral slide for those who want to descend more quickly to the main floor. “At the end of the day, everyone’s going to be happier and the product will be far better than if they’re not happy,” says Dixon Schwabl CEO Lauren Dixon. 1 Having fun is part of the culture at Mott MacDonald. This photo shows a Mott employee during the Abu Dhabi oil and gas team’s annual desert safari for staff and families. mcs81233_ch04_096-129.indd Page 96 1/25/09 2:16:15 PM user-s175mcs81233_ch04_096-129.indd Page 96 1/25/09 2:16:15 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 4 Workplace Emotions, Attitudes, and Stress LEARNING OBJECTIVES After reading this chapter, you should be able to: 1. Explain how emotions and cognition (conscious reasoning) influence attitudes and behavior. 2. Identify the conditions that require, and the problems associated with, emotional labor. 3. Describe the four dimensions of emotional intelligence. 4. Summarize the consequences of job dissatisfaction in terms of the exit- voice-loyalty-neglect model. 5. Discuss the effects of job satisfaction on job performance and customer service. 6. Distinguish affective and continuance commitment and discuss their influence on employee behavior. 7. Describe five strategies for increasing organizational (affective) commitment. 8. Define stress and describe the stress experience. 9. Explain why a stressor might produce different stress levels in two people. 10. Identify five ways to manage workplace stress. mcs81233_ch04_096-129.indd Page 97 1/25/09 2:16:17 PM user-s175mcs81233_ch04_096-129.indd Page 97 1/25/09 2:16:17 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 98 Part Two Individual Behavior and Processes Dixon Schwabl, Mott MacDonald, AstraZeneca, John Laing Homes, Suntech Optics, and many other companies around the world are discovering that emotions and attitudes make a difference in individual behavior and well-being, as well as in the organization’s performance and customer service. Over the past decade, the field of organizational behavior has experienced a sea change in thinking about work- place emotions, so this chapter begins by introducing the concept and explaining why researchers are so eager to discover how emotions influence attitudes and behavior. Next, we consider the dynamics of emotional labor, followed by the popular topic of emotional intelligence. The specific work attitudes of job satisfac- tion and organizational commitment are then discussed, including their associa- tion with various employee behaviors and work performance. The latter part of this chapter examines work-related stress, beginning with an overview of the stress experience and the consequences of distress. Three major work-related stressors are then described, followed by coverage of five ways to manage stress in the workplace. Learning Objectives After reading this section, you should be able to: 1. Explain how emotions and cognition (conscious reasoning) influence attitudes and behavior. Emotions in the Workplace Emotions have a profound effect on almost everything we do in the workplace. This is a strong statement, and one that you would rarely find a decade ago in organiza- tional behavior research or textbooks. Until recently, OB experts assumed that a person’s thoughts and actions are governed primarily by conscious reasoning (called cognition ). Yet groundbreaking neuroscience discoveries have revealed that our per- ceptions, attitudes, decisions, and behavior are influenced by both cognition and emotion. 2 In fact, emotions may have a greater influence because emotional processes often occur before conscious cognitive processes and, consequently, influence the latter. By ignoring emotionality, many theories have overlooked a large piece of the puzzle about human behavior in the workplace. Emotions are physiological, behavioral, and psycho- logical episodes experienced toward an object, person, or event that create a state of readiness. 3 These “epi- sodes” are very brief events that typically subside or occur in waves lasting from milliseconds to a few min- utes. Emotions are directed toward someone or some- thing. For example, we experience joy, fear, anger, and other emotional episodes toward tasks, customers, or a software program we are using. This differs from moods, which are less intense and longer-term emotional states that are not directed toward anything in particular. 4 Emotions are experiences. They represent changes in our physiological state (e.g., blood pressure, heart rate), psychological state (e.g., ability to think clearly), and behavior (e.g., facial expression). Most of these emotions Physiological, behavioral, and psychological episodes experienced toward an object, person, or event that create a state of readiness. mcs81233_ch04_096-129.indd Page 98 1/25/09 2:16:18 PM user-s175mcs81233_ch04_096-129.indd Page 98 1/25/09 2:16:18 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 99 emotional reactions are subtle and occur without our awareness. This is a particularly important point because people often think about “getting emotional” when the subject of emotions is mentioned. In reality, you experience emotions every minute but aren’t even aware of most of them. Finally, emotions put us in a state of readiness. When we get worried, for example, our heart rate and blood pressure increase to make our body better prepared to engage in fight or flight. Strong emotions also trigger our conscious awareness of a threat or opportunity in the external environment. 5 Types of Emotions People experience many emotions as well as various combinations of emotions, but all of them have two common features. First, emotions generate a global evaluation (called core affect ) that something is good or bad, helpful or harmful, to be approached or to be avoided. Second, all emotions produce some level of activation. However, they vary considerably in this activation, that is, in how much they demand our atten- tion and motivate us to act. These two dimensions of emotions are the foundation of the circumplex model shown in Exhibit 4.1 . 6 Distressed is a negative emotion that generates a high level of activation, whereas relaxed is a pleasant emotion that has fairly low activation. Exhibit 4.1 Circumplex Model of Emotions Source: Adapted from R. J. Larsen, E. Diener, and R. E. Lucas, “Emotion: Models, Measures, and Individual Differences,” in Emotions in the Workplace, ed. R. G. Lord, R. J. Klimoski, and R. Kanfer (San Francisco: Jossey-Bass, 2002), pp. 64–113; J. A. Russell, “Core Affect and the Psychological Construction of Emotion,” Psychological Review 110, no. 1 (2003), pp. 145–172. Aroused Astonished Stimulated Quiet Tranquil Still Negative Low High Positive High-activation negative emotions High-activation positive emotions Low-activation negative emotions Evaluation A ct iv at io n Low-activation positive emotions Unhappy Sad Gloomy Happy Cheerful Delighted Bored Tired Drowsy Relaxed Content Calm Distressed Fearful Jittery Enthusiastic Elated Excited mcs81233_ch04_096-129.indd Page 99 1/25/09 2:16:20 PM user-s175mcs81233_ch04_096-129.indd Page 99 1/25/09 2:16:20 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 100 Part Two Individual Behavior and Processes Emotions, Attitudes, and Behavior To understand how emotions influence our thoughts and behavior in the workplace, we first need to know about attitudes. Attitudes represent the cluster of beliefs, as- sessed feelings, and behavioral intentions toward a person, object, or event (called an attitude object ). 7 Attitudes are judgments, whereas emotions are experiences. In other words, attitudes involve conscious logical reasoning, whereas emotions operate as events, usually without our awareness. We also experience most emotions briefly, whereas our attitude toward someone or something is more stable over time. Until recently, experts described attitudes in terms of the three cognitive components illustrated on the left side of Exhibit 4.2 : beliefs, feelings, and behavioral intentions. Now we have good evidence that a parallel emotional process is also at work, shown on the right side of the exhibit. 8 Using attitude toward mergers as an example, let’s look more closely at this model, beginning with the traditional cognitive perspective of attitudes. • Beliefs. These are your established perceptions about the attitude object—what you believe to be true. For example, you might believe that mergers reduce job secu- rity for employees in the merged firms. Or you might believe that mergers in- crease the company’s competitiveness in this era of globalization. These beliefs are perceived facts that you acquire from past experience and other forms of learning. • Feelings. Feelings represent your positive or negative evaluations of the attitude object. Some people think mergers are good; others think they are bad. Your like or dislike of mergers represents your assessed feelings. According to the tra- ditional cognitive perspective of attitudes (left side of the model), feelings are calculated from your beliefs about mergers. If you believe that mergers typically have negative consequences such as layoffs and organizational politics, you will form negative feelings toward mergers in general or about a specific planned merger in your organization. attitudes The cluster of beliefs, assessed feelings, and behavioral intentions toward a person, object, or event (called an attitude object). Behavior Attitude Emotional episodes Perceived environment Emotional process Behavioral intentions Feelings Beliefs Cognitive process Exhibit 4.2 Model of Emotions, Attitudes, and Behavior mcs81233_ch04_096-129.indd Page 100 1/25/09 2:16:22 PM user-s175mcs81233_ch04_096-129.indd Page 100 1/25/09 2:16:22 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 101 • Behavioral intentions. Intentions represent your motivation to engage in a particu- lar behavior regarding the attitude object. 9 Upon hearing that the company will merge with another organization, you might become motivated to look for a job elsewhere or possibly to complain to management about the merger decision. Your feelings toward mergers motivate your behavioral intentions, and which actions you choose depends on your past experience, self-concept (values, personality), and social norms of appropriate behavior. Exhibit 4.2 also illustrates that behavioral intentions directly predict behavior. However, whether your intentions translate into behavior depends on all four elements of the MARS model, such as opportunity and ability to act. Attitudes are also more likely to influence behavior when they are strong, meaning that they are anchored by strong emotions. How Emotions Influence Attitudes and Behavior As we mentioned, emotions play a central role in forming and changing employee attitudes. 10 The right side of Exhibit 4.2 illustrates this process, which (like the cognitive process) also begins with perceptions of the world around us. The emotional centers of our brain quickly and imprecisely tag emotional markers to incoming sensory information on the basis of whether that information supports or threatens our innate drives. These markers are not calculated feelings; they are automatic and nonconscious emotional responses based on very thin slices of sensory information. 11 Returning to the example of your attitude toward mergers, you might experience excitement, worry, nervousness, or happiness upon learning that your company intends to merge with a competitor. The large dots on the right side of Exhibit 4.2 illustrate the numerous emotional episodes you experience upon hearing the merger announcement, subsequently thinking about the merger, discussing the merger with co-workers, and so on. These emotions are transmitted to the logical reasoning process, where they are logically analyzed along with other information about the attitude object. 12 Thus, while you are consciously evaluating whether the merger is good or bad, your emotions have already formed an opinion, which then sways your conscious evaluation. In fact, we often deliberately “listen in” on our emotions to help us consciously decide whether to support or oppose something. 13 If you experi- ence mainly positive emotions whenever you think about or discuss the merger, these positive emotional episodes will lean your logical reasoning toward positive feelings regarding the merger. The dual cognitive-emotional attitude process helps us to understand why Dixon Schwabl and many other companies want their employees to experience plenty of positive emotional episodes each day. Work attitudes are shaped by the almost con- tinuous bombardment of emotional experiences people have at work. Those who experience more positive emotions tend to have more favorable attitudes toward their jobs and organizations, even when they aren’t consciously aware of many of these emotional experiences. And when they do think about how they feel about their jobs, they listen in on the emotions regenerated from past positive or negative events in the workplace. The influence of both cognitive reasoning and emotions on attitudes is most apparent when they disagree with each other. People occasionally experience this mental tug-of-war, sensing that something isn’t right even though they can’t think of any logical reason to be concerned. This conflicting experience indicates that the person’s logical analysis of the situation (left side of Exhibit 4.2) can’t identify reasons to support the automatic emotional reaction (right side of Exhibit 4.2). 14 Should we mcs81233_ch04_096-129.indd Page 101 1/25/09 2:16:25 PM user-s175mcs81233_ch04_096-129.indd Page 101 1/25/09 2:16:25 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 102 Part Two Individual Behavior and Processes pay attention to our emotional response or our logical analysis? This question is not easy to answer, but some studies indicate that while executives tend to make quick decisions based on their gut feelings (emotional response), the best decisions tend to occur when executives spend time logically evaluating the situation. 15 Thus, we should pay attention to both the cognitive and emotional sides of the attitude model, and hope they agree with each other most of the time! One last comment about Exhibit 4.2: Notice the arrow from the emotional epi- sodes to behavior. It indicates that emotions directly (without conscious thinking) influence a person’s behavior. This occurs when we jump suddenly if someone sneaks up on us. It also occurs in everyday situations because even low-intensity emotions automatically change our facial expressions. These actions are not carefully thought out. They are automatic emotional responses that are learned or hardwired by hered- ity for particular situations. 16 Cognitive Dissonance Emotions and attitudes usually lead to behavior, but the opposite sometimes occurs through the process of cognitive dissonance . 17 Cognitive dissonance occurs when we perceive an inconsistency between our beliefs, feelings, and behavior. When this inconsistency violates our self-concept, it generates emo- tions that motivate us to change one or more of these elements. For example, let’s say that you agreed to accept a foreign posting, even though it didn’t interest you, because you believed it might be necessary for promotion into senior management. However, you later learn that many people become senior managers in the firm without spend- ing any time on foreign assignment. In this situation, you will likely experience cogni- tive dissonance because of the inconsistency between your beliefs and feelings (dislike foreign assignments) and behavior (accepted a foreign posting). Behavior is usually more difficult to change than beliefs and feelings. This is par- ticularly true when the dissonant behavior has been observed by others, was done voluntarily, and can’t be undone. In the foreign assignment example, you experience cognitive dissonance because others know that you accepted the assignment, it was accepted voluntarily (e.g., you weren’t threatened with dismissal if you refused the assignment), and working overseas can’t be undone (although you might be able to change your mind beforehand). Thus, people usually change their beliefs and feel- ings to reduce the inconsistency. For example, you might convince yourself that the foreign posting is not so bad after all because it will develop your management skills. Alternatively, you might downplay the features that previously made the foreign posting less desirable. Over time, a somewhat negative attitude toward foreign assign- ments becomes a more favorable one. Emotions and Personality Our coverage of the dynamics of workplace emotions wouldn’t be complete unless we mentioned that emotions are also partly determined by a person’s personality, not just workplace experiences. 18 Some people experience positive emotions as a natural trait. These people are generally extroverted—outgoing, talkative, sociable, and assertive (see Chapter 2). In contrast, other people have a personality with a tendency to experience more negative emotions. Positive and neg- ative emotional traits affect a person’s attendance, turnover, and long-term work attitudes. For example, several studies report that people with a negative emotional trait have lower levels of job satisfaction and higher levels of job burnout. 19 While positive and negative personality traits have some effect, other research concludes that the actual situation in which people work has a noticeably stronger influence on their attitudes and behavior. 20 cognitive dissonance Condition that occurs when we perceive an inconsistency between our beliefs, feelings, and behavior. mcs81233_ch04_096-129.indd Page 102 1/25/09 2:16:25 PM user-s175mcs81233_ch04_096-129.indd Page 102 1/25/09 2:16:25 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 103 Learning Objectives After reading the next two sections, you should be able to: 2. Identify the conditions that require, and the problems associated with, emotional labor. 3. Describe the four dimensions of emotional intelligence. Managing Emotions at Work The Elbow Room Café is packed and noisy on this Saturday morning. A customer at the Vancouver restaurant half shouts across the room for more coffee. A passing waiter scoffs: “You want more coffee, get it yourself!” The customer only laughs. Another diner complains loudly that he and his party are running late and need their food. This time, restaurant manager Patrick Savoie speaks up: “If you’re in a hurry, you should have gone to McDonald’s.” The diner and his companions chuckle. To the uninitiated, the Elbow Room Café is an emotional basket case, where staff turn rudeness into a fine art. But it’s all a performance—a place where guests can enjoy good food and play out their emotions about dreadful customer service. “It’s almost like coming to a theatre,” says Savoie, who spends much of his time inventing new ways to insult the clientele. 21 Whether giving the most insulting service at Elbow Room Café in Vancouver or the friendliest service at Dixon Schwabl in Rochester, New York, people are expected to manage their emotions in the workplace. They must conceal their frustration when serv- ing an irritating customer, display compassion to an ill patient, and hide their boredom in a long meeting with senior management. These are all forms of emotional labor —the effort, planning, and control needed to express organizationally desired emotions during interpersonal transactions. 22 Almost everyone is expected to abide by display rules —norms requiring us to display specific emotions and to hide other emotions. Emotional labor is higher in jobs requiring a variety of emotions (e.g., anger as well as joy) and more intense emotions (e.g., showing delight rather than smiling weakly), as well as in jobs where interaction with clients is frequent and has a longer duration. Emotional labor also increases when employees must precisely rather than casually abide by the display rules. 23 This particularly occurs in the service industries, where employees have frequent face-to-face interaction with clients. For instance, the Ritz-Carlton Hotel Co.’s motto is “Smile—we are on stage.” To ensure that this stan- dard is maintained at the dozens of properties it manages around the world, the Ritz developed a detailed training program that teaches staff how to look pleasant in front of guests. Its orientation manual even includes two pages on phrases to use and to avoid saying, such as “My pleasure” rather than “OK, sure.” 24 Emotional Display Norms across Cultures How much we are expected to hide or reveal our true emotions in public depends to some extent on the culture in which we live. Cultural values in some countries— particularly Ethiopia, Korea, Japan, and Austria—expect people to subdue their emotional expression and minimize physical contact with others. Even voice intona- tion tends to be monotonic. In other countries—notably Kuwait, Egypt, Spain, and Russia—cultural values allow or encourage open display of one’s true emotions. People are expected to be transparent in revealing their thoughts and feelings, dramatic in their conversational tones, and animated in their use of nonverbal behaviors to get their message across. These cultural variations in emotional display can be quite emotional labor The effort, planning, and control needed to express organizationally desired emotions during interpersonal transactions. mcs81233_ch04_096-129.indd Page 103 1/25/09 2:16:25 PM user-s175mcs81233_ch04_096-129.indd Page 103 1/25/09 2:16:25 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 104 Part Two Individual Behavior and Processes noticeable. One survey reported that 83 percent of Japanese believe it is inappropri- ate to get emotional in a business context, compared with 40 percent of Americans, 34 percent of French, and only 29 percent of Italians. In other words, Italians are more likely to accept or tolerate people who display their true emotions at work, whereas emotional behavior would be considered rude or embarrassing in Japan. 26 Emotional Dissonance Emotional labor can be challenging for most of us because it is difficult to conceal true emotions and to display the emotions required by the job. Joy, sadness, worry, and other emotions automatically activate a complex set of facial muscles that are difficult to prevent and equally difficult to fake. Pretending to be cheerful or concerned requires adjustment and coordination of several specific facial muscles and body positions. Meanwhile, our true emotions tend to reveal themselves as subtle gestures, usually without our awareness. More often than not, observers see when we are faking and sense that we feel a different emotion. 27 All Smiles in Berlin Five months before the World Cup soccer finals arrived in Germany, the country’s national tourist board launched a campaign encouraging Berliners to smile more often for the million visitors attending the wildly popular tournament. The customer service campaign covered a dozen German cities where the games were played, but the tourist board particularly targeted Berlin, a city known for somewhat abrupt and gruff service. “Smiles create more smiles, and in this city we need a bit more smiling,” said Klaus Böger, Berlin’s senator for education and sport. Berlin’s advertising program, called “The Most Beautiful Smile for Our Guests” (Das schönste Lächeln für unsere Gäste), displayed one of a dozen smiling citizens, four of whom are shown in this photo, on hundreds of billboards around the city. “We won’t get this opportunity again for another 50 years, so it’s worth at least smiling for a few weeks,” said German World Cup organizing committee president (and German soccer legend) Franz Beckenbauer, with apparent sympathy for those uncomfortable with displaying friendly emotions to strangers.25 mcs81233_ch04_096-129.indd Page 104 1/25/09 2:16:25 PM user-s175mcs81233_ch04_096-129.indd Page 104 1/25/09 2:16:25 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 105 Emotional labor also creates conflict between required and true emotions, which is called emotional dissonance . The larger the gap between the required and true emo- tions, the more employees tend to experience stress, job burnout, and psychological sep- aration from self. 28 Hiring people with a natural tendency to display the emotions required for the job can minimize emotional dissonance. For example, The Container Store ex- pects employees to display positive emotions on the job, so its unofficial motto is “Grouchy People Need Not Apply.” St. Wilfred’s Hospice in Chichester, England, takes a similar view. “We have standards of behavior,” says chief executive Alison Moorey. “We expect anyone who comes into the hospice to be treated with smiles and courtesy.” 29 Emotional dissonance is also minimized through deep acting rather than surface acting. 30 People engage in surface acting when they try to modify their behavior to be consistent with required emotions but continue to hold different internal feelings. For instance, we force a smile while greeting a customer whom we consider rude. Deep acting involves changing true emotions to match the required emotions. Rather than feeling irritated by a rude customer, you might view your next interaction with that person as an opportunity to test your sales skills. This change in perspective can potentially generate more positive emotions next time you meet that difficult customer, thereby producing friendlier displays of emotion. However, deep acting also requires considerable emotional intelligence, which we discuss next. Emotional Intelligence Exactech, Inc., is growing quickly, so the Gainesville, Florida, orthopedic device man- ufacturer introduced a program to develop future leaders. Two dozen high-potential employees were identified among the staff of 260 and then given intensive yearlong training. This program didn’t focus completely on technical skill development. Rather, participants learned how to improve their self-awareness and interaction with other staff members. “Especially as people rise to higher levels in organizations, their ability to do their job effectively depends on emotional intelligence qualities more than tech- nical qualities,” explains Exactech cofounder Bill Petty. 31 Exactech is one of many organizations discovering that emotional intelligence (EI) can significantly improve individual, team, and organizational effectiveness. Emotional intelligence includes a set of abilities to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in oneself and others. 32 One popular model, shown in Exhibit 4.3 , organizes EI into four dimensions representing the recognition of emotions in ourselves and in others, as well as the regula- tion of emotions in ourselves and in others. 33 These four dimensions are also found in other models of EI, but experts disagree on the definitive list of abilities representing EI. For example, the authors of the model shown here include a list of “abilities” for each cell, emotional intelligence (EI) A set of abilities to perceive and express emotion, assimilate emotion in thought, understand and reason with emotion, and regulate emotion in oneself and others. emotional dissonance The conflict between required and true emotions. Self-Awareness Self-Management Social Awareness Yourself (personal competence) Recognition of emotions Regulation of emotions Other people (social competence) Relationship Management Sources: D. Goleman, R. Boyatzis, and A. McKee, Primal Leadership (Boston: Harvard Business School Press, 2002), chap. 3; D. Goleman, “An EI-Based Theory of Performance,” in The Emotionally Intelligent Workplace, ed. C. Cherniss and D. Goleman (San Francisco: Jossey-Bass, 2001), p. 28. Exhibit 4.3 Dimensions of Emotional Intelligence mcs81233_ch04_096-129.indd Page 105 1/25/09 2:16:26 PM user-s175mcs81233_ch04_096-129.indd Page 105 1/25/09 2:16:26 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 106 Part Two Individual Behavior and Processes but others warn that the list includes personality traits and personal values (e.g., achieve- ment, optimism) as well as task outcomes (e.g., teamwork, inspirational leadership). 34 • Self-awareness. Self-awareness is the ability to perceive and understand the meaning of your own emotions. You are more sensitive to subtle emotional responses to events and understand their message. Self-aware people are better able to eavesdrop on their emotional responses to specific situations and to use this awareness as conscious information. 35 • Self-management. Self-management is the ability to manage your own emotions, something that we all do to some extent. We keep disruptive impulses in check. We try not to feel angry or frustrated when events go against us. We try to feel and express joy and happiness toward others when the occasion calls for these emotional displays. We try to create a second wind of motivation later in the workday. Notice that self-management goes beyond displaying behaviors that represent desired emotions in a particular situation. It includes generating or suppressing emotions. In other words, the deep acting described earlier requires high levels of the self-management component of emotional intelligence. • Social awareness. Social awareness is the ability to perceive and understand the emotions of other people. To a large extent, this ability is represented by empathy — having an understanding of and sensitivity to the feelings, thoughts, and situa- tions of others (see Chapter 3). This includes understanding another person’s situation, experiencing the other person’s emotions, and knowing his or her needs even though unstated. Social awareness extends beyond empathy to include being organizationally aware, such as sensing office politics and understanding social networks. • Relationship management. This dimension of EI involves managing other people’s emotions. This includes consoling people who feel sad, emotionally inspiring your team members to complete a class project on time, getting strangers to feel comfortable working with you, and managing dysfunctional emotions among staff who experience conflict with customers or other employees. Some emotional intelligence experts link this component of EI to a wide variety of interpersonal activities, but we must remember that relationship management is restricted to managing other people’s emotions, whereas working effectively with other people extends to other competencies. These four dimensions of emotional intelligence form a hierarchy. 36 Self-awareness is the lowest level of EI because it is a prerequisite for the other three dimensions but does not require the other dimensions. Self-management and social awareness are necessarily above self-awareness in the EI hierarchy. You can’t manage your own emotions (self-management) if you aren’t good at knowing your own emotions (self- awareness). Relationship management is the highest level of EI because it requires all three other dimensions. In other words, we require a high degree of emotional intel- ligence to master relationship management because this set of competencies requires sufficiently high levels of self-awareness, self-management, and social awareness. Most jobs involve social interaction with co-workers or external stakeholders, so employees need emotional intelligence to work effectively. Research indicates that people with high EI are better at interpersonal relations, perform better in jobs re- quiring emotional labor, are superior leaders, make better decisions involving social exchanges, and are more successful in many aspects of job interviews. Teams whose members have high emotional intelligence initially perform better than teams with mcs81233_ch04_096-129.indd Page 106 1/25/09 2:16:28 PM user-s175mcs81233_ch04_096-129.indd Page 106 1/25/09 2:16:28 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 low EI. 38 However, emotional intelligence does not improve some forms of perfor- mance, such as tasks that require minimal social interaction. 39 Improving Emotional Intelligence Emotional intelligence is associated with some personality traits, as well as with the emotional intelligence of one’s parents. For this reason, some companies have at- tempted to test the levels of EI in applicants. For example, all new pilots at Air Canada receive EI testing. Pilots are team leaders of the on-board crew and need to work effectively with staff on the ground, so they must have the ability to understand and manage their own emotions as well as the emotions of others. “If you have to inter- act well with other people, these [emotional intelligence tests] are instruments that we can use during the selection process to identify people that have these enhanced skills,” says Captain Dave Legge, vice president of Air Canada flight operations. “At the end of the day, we want to have a better idea of who we’re hiring.” 40 Emotional intelligence is not completely innate, however. It can also be learned, which is why Exactech invests in developing EI skills in its future leaders. 41 Sony Europe also incorporates EI training in its executive development program, including an exercise in which leaders keep a journal of their emotional experiences throughout a week of work. One study reported that business students scored higher on emotional intelligence after taking an undergraduate interpersonal skills course. 42 As Global Connections 4.1 describes, employees at GM Holden in Australia also improved their interpersonal relations after completing an emotional intelligence training program. GM Holden Revs Up Emotional Intelligence General Motors carefully selected staff for its new GM Holden production facility at Port Melbourne, Australia, but it wasn’t long before the project unraveled due to infighting and inter- personal tensions. Consultants called in to analyze the prob- lems offered the following solution: Employees need to improve their emotional intelligence. With this advice, the 30 plant de- sign team members and more than 300 other employees com- pleted a detailed assessment of their emotional intelligence. The automaker then introduced a variety of training modules targeting different aspects of emotional intelligence, such as ef- fective self-expression, understanding others, and controlling emotions. Some staff were skeptical about these touchy-feely semi- nars, so GM Holden evaluated the program to see whether employee scores improved and behavior changed. The com- pany discovered that employee scores on the emotional intel- ligence test improved by almost 50 percent and that employees became much more cooperative and diplomatic in their be- havior. “It has greatly improved communication within the team and with other teams outside the plant,” says GM Holden quality systems engineer Vesselka Vassileva. Some employ- ees also note that it has improved their interpersonal behavior outside the workplace. “I’m not so aggressive or assertive,” says manufacturing engineer Alf Moore. “I feel better and it’s helped me at home.”37 Global Connections 4.1 Emotional intelligence training helped employees at GM Holden, the Australian division of General Motors, to get along better. 107 mcs81233_ch04_096-129.indd Page 107 1/25/09 2:16:29 PM user-s175mcs81233_ch04_096-129.indd Page 107 1/25/09 2:16:29 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 108 Part Two Individual Behavior and Processes Personal coaching, plenty of practice, and frequent feedback are particularly effective at developing EI. Emotional intelligence also increases with age; it is part of the process called maturity. Overall, emotional intelligence offers considerable potential, but we also have a lot to learn about its measurement and effects on people in the workplace. So far, this chapter has introduced the model of emotions and attitudes, as well as emotional intelligence as the means by which we manage emotions in the workplace. The next two sections of this chapter introduce the concepts of job satisfaction and organizational commitment. These two attitudes are so important in our understand- ing of workplace behavior that some experts suggest that together they should be called “overall job attitude.” 43 Learning Objectives After reading the next two sections, you should be able to: 4. Summarize the consequences of job dissatisfaction in terms of the exit-voice-loyalty-neglect model. 5. Discuss the effects of job satisfaction on job performance and customer service. 6. Distinguish affective and continuance commitment and discuss their influence on employee behavior. 7. Describe five strategies for increasing organizational (affective) commitment. Job Satisfaction Job satisfaction , a person’s evaluation of his or her job and work context, is proba- bly the most studied attitude in organizational behavior. 44 It is an appraisal of the perceived job characteristics, work environment, and emotional experiences at work. Satisfied employees have a favorable evaluation of their jobs, based on their observa- tions and emotional experiences. Job satisfaction is best viewed as a collection of at- titudes about different aspects of the job and work context. You might like your co-workers but be less satisfied with your workload, for instance. How satisfied are employees at work? The answer depends, of course, on the per- son, the workplace, and the country. Global surveys indicate with some consistency that job satisfaction tends to be highest in the Nordic countries (Denmark, Sweden, Norway, and Finland) as well as in India and the United States. The lowest levels of overall job satisfaction are usually recorded in Hungary and several Asian countries (e.g., China [including Hong Kong] and South Korea). 45 Exhibit 4.4 reveals that more than 85 percent of Americans are moderately or very satisfied with their jobs, a level that has been consistent for the past three decades. 46 Can we conclude from these results that Americans are happy at work? Possibly, but not as much as these statistics suggest. The problem is that surveys often use a single direct question, such as “How satisfied are you with your job?” Many dissatis- fied employees are reluctant to reveal their feelings in a direct question because this is tantamount to admitting that they made a poor job choice and are not enjoying life. For instance, surveys in the United States, Canada, and Malaysia found that although most employees in those countries say they are satisfied with their jobs and work environment, more than half would abandon their employer if offered a comparable job elsewhere. 47 Another indication is that employees rate almost all aspects of the job lower than their overall satisfaction. job satisfaction A person’s evaluation of his or her job and work context. mcs81233_ch04_096-129.indd Page 108 1/25/09 2:16:32 PM user-s175mcs81233_ch04_096-129.indd Page 108 1/25/09 2:16:32 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 109 19 74 19 76 19 78 19 82 19 84 19 86 19 88 19 90 19 93 19 96 20 00 20 04 0 20 40 60 80 100 Survey year P e rc e n ta g e s a ti sf ie d 20 06 Moderately satisfied 19 72 Very satisfied Job Satisfaction and Work Behavior Brad Bird pays a lot of attention to job satisfaction. “In my experience, the thing that has the most significant impact on a budget—but never shows up in a budget—is morale,” advises Bird, who directed Ratatouille and other award-winning films at Pixar Animation Studios. “If you have low morale, for every dollar you spend, you get 25 cents of value. If you have high morale, for every dollar you spend, you get about $3 of value.” 48 Brad Bird’s opinion about the importance of job satisfaction is consistently reflected in the actions of leaders in many companies. Along with their increasing competition to win best-workplace awards, many companies carefully monitor job satisfaction and related employee attitudes. In some firms, executive bonuses depend partly on em- ployee satisfaction ratings. The reason for this attention is simple: Job satisfaction affects many of the individual behaviors introduced in Chapter 1. A useful template for organizing and understanding the consequences of job dissatisfaction is the exit- voice-loyalty-neglect (EVLN) model . As the name suggests, the EVLN model iden- tifies four ways that employees respond to dissatisfaction: 49 • Exit. Exit includes leaving the organization, transferring to another work unit, or at least trying to get away from the dissatisfying situation. The traditional theory is that job dissatisfaction builds over time and is eventually strong enough to motivate employees to search for better work opportunities elsewhere. This is likely true to some extent, but the most recent opinion is that specific “shock events” quickly energize employees to think about and engage in exit behavior. exit-voice-loyalty- neglect (EVLN) model The four ways, as indicated in the name, that employees respond to job dissatisfaction. Exhibit 4.4 Stability of Job Satisfaction in America mcs81233_ch04_096-129.indd Page 109 1/25/09 2:16:33 PM user-s175mcs81233_ch04_096-129.indd Page 109 1/25/09 2:16:33 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 110 Part Two Individual Behavior and Processes For example, the emotional reaction you experience to an unfair management decision or a conflict episode with a co-worker motivates you to look at job ads and speak to friends about job opportunities where they work. This begins the process of redefining your self-concept more in terms of another company than in terms of your current employer. 50 • Voice. Voice is any attempt to change, rather than escape from, the dissatisfying situation. Voice can be a constructive response, such as recommending ways for management to improve the situation, or it can be more confrontational, such as filing formal grievances or forming a coalition to oppose a decision. 51 In the extreme, some employees might engage in counterproductive behaviors to get attention and force changes in the organization. • Loyalty. In the original version of this model, loyalty was not an outcome of dis- satisfaction. Rather, it determined whether people chose exit or voice (i.e., high loyalty resulted in voice; low loyalty produced exit). 52 More recent writers describe loyalty as an outcome, but in various and somewhat unclear ways. Generally, they suggest that “loyalists” are employees who respond to dissatisfaction by patiently waiting—some say they “suffer in silence”—for the problem to work itself out or be resolved by others. 53 • Neglect. Neglect includes reducing work effort, paying less attention to quality, and increasing absenteeism and lateness. It is generally considered a passive activity that has negative consequences for the organization. Which of the four EVLN alternatives do employees use? It depends on the person and situation. 54 One determining factor is the person’s self-concept. Some people avoid the self-image of being a complainer, whereas others view themselves very much as taking action when they dislike a work situation. Self-concept relates to personal and cultural values as well as personality. For example, people with a high- conscientiousness personality are less likely to engage in neglect and more likely to engage in voice. Past experience also influences which EVLN action is applied. Employees who were unsuccessful with voice in the past are more likely to engage in exit or neglect when experiencing job dissatisfaction in the future. Another factor is loyalty, as it was originally intended. Specifically, employees are more likely to quit when they have low loyalty to the company, and they are more likely to engage in voice when they have high loyalty. Finally, the response to dissatisfaction depends on the situation. Employees are less likely to use the exit option when there are few alternative job prospects, for example. Job Satisfaction and Performance For almost a century, OB researchers have challenged the popular belief that “a happy worker is a productive worker.” For most of that time, they concluded that job satisfaction had a minimal effect on job perfor- mance. Now the evidence suggests that the popular saying may be correct after all: There is a moderate relationship between job satisfaction and job performance. In other words, happy workers really are more productive workers to some extent. 55 Even with a moderate association between job satisfaction and performance, there are a few underlying reasons why the relationship isn’t stronger. One argument is that gen- eral attitudes (such as job satisfaction) don’t predict specific behaviors very well. As we learned with the EVLN model, job dissatisfaction can lead to a variety of out- comes other than lower job performance (neglect). Some employees continue to work productively while they complain (voice), look for another job (exit), or patiently wait for the problem to be fixed (loyalty). mcs81233_ch04_096-129.indd Page 110 1/25/09 2:16:33 PM user-s175mcs81233_ch04_096-129.indd Page 110 1/25/09 2:16:33 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 111 A second explanation is that job performance leads to job satisfaction (rather than vice versa), but only when performance is linked to valued rewards. Higher perform- ers receive more rewards and, consequently, are more satisfied than low-performing employees who receive fewer rewards. The connection between job satisfaction and performance isn’t stronger because many organizations do not reward good perfor- mance. The third explanation is that job satisfaction influences employee motivation but doesn’t affect performance in jobs where employees have little control over their job output (such as assembly-line work). Job Satisfaction and Customer Satisfaction Another popular belief is that happy customers are the result of happy employees. This belief is strongly held at Dixon Schwabl, the Rochester, New York, advertising, marketing, and public rela- tions agency described at the beginning of this chapter. “You might think our clients are No. 1, but really it’s our employees,” says Dixon Schwabl CEO Lauren Dixon. “If we make our employees No. 1, they’ll make our clients No. 1.” Ralph Norris, the CEO of Commonwealth Bank of Australia and previously CEO of Air New Zealand, agrees. “I’m not primarily interested in shareholder returns,” says Norris. “If we look after and inspire the staff, they will look after the customers and that will take care of shareholder returns.” 56 These executives are referring to the service profit chain model , which proposes that increasing employee satisfaction and loyalty results in higher customer perceptions of value, thereby improving the company’s profitability. In other words, job satisfaction has a positive effect on customer service. 57 There are two main reasons for this rela- tionship. First, employees are usually in a more positive mood when they feel satis- fied with their jobs and working conditions. Employees in a good mood display friendliness and positive emotions more naturally and frequently, and this causes customers to experience positive emotions. Second, satisfied employees are less likely to quit their jobs, so they have better knowledge and skills to serve clients. Lower turnover also enables customers to have the same employees serve them, so there is more consistent service. Some evidence indicates that customers build their loyalty to specific employees, not to the organization, so keeping employee turnover low tends to build customer loyalty. 58 Employees First, Customers Second Wegmans Food Markets has an unusual motto: “Employees first, customers second.” The grocery chain definitely puts its 33,000 employees in New York and four nearby states on top of the stakeholder list. They enjoy above-average pay, health benefits, and other perks, resulting in labor costs of about 16 percent of sales compared to 12 percent at most supermarkets. Perhaps more important is that employees feel welcome and valued. “You’re not part of a company, you’re part of a family,” says Katie Southard, who works in customer service at a Wegmans store in Rochester, New York. “You’re treated as an individual, not just one of the 350 persons in the store.” Why don’t customers come first? Wegmans’ rationale is that you can’t have happy customers if employees have low morale. The theory seems to work: Wegmans enjoys one of the highest levels of customer loyalty and lowest levels of employee turnover in the industry.59 mcs81233_ch04_096-129.indd Page 111 1/25/09 2:16:33 PM user-s175mcs81233_ch04_096-129.indd Page 111 1/25/09 2:16:33 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 112 Part Two Individual Behavior and Processes The Ethics of Job Satisfaction Before leaving the topic of job satisfaction, we should mention that job satisfaction does more than improve work behaviors and customer satisfaction. Job satisfaction is also an ethical issue that influences the organization’s reputation in the community. People spend a large portion of their time working in organizations, and many societ- ies now expect companies to provide work environments that are safe and enjoyable. Indeed, employees in several countries closely monitor ratings of the best companies to work for, an indication that employee satisfaction is a virtue worth considerable goodwill to employers. This virtue is apparent when an organization has low job satisfaction. The company tries to hide this fact, and when morale problems become public, corporate leaders are usually quick to improve the situation. Organizational Commitment Along with studying job satisfaction, OB researchers have been very interested in an attitude called organizational commitment. Organizational (affective) commitment is the employee’s emotional attachment to, identification with, and involvement in a particular organization. 60 This definition pertains specifically to affective commitment because it is an emotional attachment—our feelings of loyalty—to the organization. Organizational (affective) commitment differs from continuance commitment , which is a calculative attachment. 61 Employees have high continuance commitment when they do not particularly identify with the organization where they work but feel bound to remain there because it would be too costly to quit. In other words, they choose to stay because the calculated (typically financial) value of staying is higher than the value of working somewhere else. You can tell an employee has high calcu- lative commitment when he or she says: “I hate this place but can’t afford to quit!” This reluctance to quit may exist because the employee might lose a large bonus by leaving early or is well established in the community where he or she works. 62 Consequences of Organizational Commitment Organizational (affective) commitment can be a significant competitive advantage. 63 Loyal employees are less likely to quit their jobs and be absent from work. They also have higher work motivation and organizational citizenship, as well as somewhat higher job performance. Organizational commitment also improves customer satis- faction because long-tenure employees have better knowledge of work practices and because clients like to do business with the same employees. One warning is that employees with very high loyalty tend to have high conformity, which results in lower creativity. There are also cases of dedicated employees who violated laws to defend the organization. However, most companies suffer from too little rather than too much employee loyalty. Affective commitment is usually beneficial, whereas continuance commitment tends to be dysfunctional. In fact, employees with high levels of continuance commit- ment tend to have lower performance ratings and are less likely to engage in organiza- tional citizenship behaviors. Furthermore, unionized employees with high continuance commitment are more likely to use formal grievances, whereas employees with high affective commitment engage in more constructive problem solving when employee- employer relations sour. 64 Although some level of financial connection may be neces- sary, employers should not confuse continuance commitment with employee loyalty. Employers still need to win employees’ hearts (affective commitment) beyond tying them financially to the organization (continuance commitment). continuance commitment An employee’s calcula- tive attachment to the organization, whereby the employee is motivated to stay only because leaving would be costly. organizational (affective) commitment The employee’s emo- tional attachment to, identification with, and involvement in a particular organization. mcs81233_ch04_096-129.indd Page 112 1/25/09 2:16:34 PM user-s175mcs81233_ch04_096-129.indd Page 112 1/25/09 2:16:34 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 113 Building Organizational Commitment There are almost as many ways to build organizational loyalty as there are topics in this textbook, but the following list is most prominent in the literature: • Justice and support. Affective commitment is higher in organizations that fulfill their obligations to employees and abide by humanitarian values, such as fairness, cour- tesy, forgiveness, and moral integrity. These values relate to the concept of organi- zational justice, which we discuss in the next chapter. Similarly, organizations that support employee well-being tend to cultivate higher levels of loyalty in return. 65 • Shared values . The definition of affective commitment refers to a person’s identi- fication with the organization, and that identification is highest when employees believe their values are congruent with the organization’s dominant values. Also, employees experience more comfort and predictability when they agree with the values underlying corporate decisions. This comfort increases their motivation to stay with the organization. 66 • Trust. Trust refers to positive expectations one person has toward another person in situations involving risk. 67 Trust means putting faith in the other person or group. It is also a reciprocal activity: To receive trust, you must demonstrate trust. Employees identify with and feel obliged to work for an organization only when they trust its leaders. This explains why layoffs are one of the greatest blows to employee loyalty—by reducing job security, companies reduce the trust employees have in their employer and the employment relationship. 68 • Organizational comprehension. Organizational comprehension refers to how well employees understand the organization, including its strategic direction, social dy- namics, and physical layout. This awareness is a necessary prerequisite to affective commitment because it is difficult to identify with something that you don’t know very well. The practical implication here is to ensure that employees are able to develop a reasonably clear and complete mental picture of the organization. This occurs by giving staff information and opportunities to keep up to date about orga- nizational events, interact with co-workers, discover what goes on in different parts of the organization, and learn about the organization’s history and future plans. 69 • Employee involvement. Employee involvement increases affective commitment by strengthening the employee’s social identity with the organization. Employees feel that they are part of the organization when they participate in decisions that guide the organization’s future. Employee involvement also builds loyalty because giving this power is a demonstration of the company’s trust in its employees. Organizational commitment and job satisfaction represent two of the most often studied and discussed attitudes in the workplace. Each is linked to emotional episodes and cognitive judgments about the workplace and relationship with the company. Emotions also play an important role in another concept that is on everyone’s mind these days: stress. The final section of this chapter provides an overview of work- related stress and how it can be managed. trust Positive expectations one person has toward another person in situations involving risk. Learning Objectives After reading the next section, you should be able to: 8. Define stress and describe the stress experience. 9. Explain why a stressor might produce different stress levels in two people. 10. Identify five ways to manage workplace stress. mcs81233_ch04_096-129.indd Page 113 1/25/09 2:16:34 PM user-s175mcs81233_ch04_096-129.indd Page 113 1/25/09 2:16:34 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 114 Part Two Individual Behavior and Processes Work-Related Stress and Its Management Josh Holmes has fond memories of working at Electronic Arts (EA) but admits that the long hours at the electronic-game company were stressful. “From the minute I joined [EA], I put every waking hour of my day into my work. . . . It definitely took its toll,” says Holmes. After 10 years at EA, Holmes was burned out, so he quit. “We had done a lot of really long grueling hours. I know I was thinking that there’s got to be a way to do things a little differently.” So, in their quest for a less stressful electronic- game company, Holmes and three other senior EA staff members formed Propa- ganda Games (now a creative center within Disney’s video game division), with the unique values of creativity, risk taking, and work–life balance. “We want you to come into the studio, do great work, then get out and live your life,” says Propaganda’s Web site. “We foster a start-up attitude without the start-up stress.” 70 Experts have trouble defining stress , but it is most often described as an adaptive response to a situation that is perceived as challenging or threatening to the person’s well-being. 71 Stress is a physiological and psychological condition that prepares us to adapt to hostile or noxious environmental conditions. Our heart rate increases, muscles tighten, breathing speeds up, and perspiration increases. Our body also moves more blood to the brain, releases adrenaline and other hormones, fuels the system by releas- ing more glucose and fatty acids, activates systems that sharpen our senses, and con- serves resources by shutting down our immune system. One school of thought suggests that stress is a negative evaluation of the external environment. However, critics of this cognitive appraisal perspective point out that the stress experience is an emotional ex- perience, which may occur before or after a conscious evaluation of the situation. 72 Whether stress is a complex emotion or a cognitive evaluation of the environment, it has become a pervasive experience in the daily lives of most people. Three out of four Americans (and a similar percentage of people in Germany, Canada, Australia, and the United Kingdom) say they frequently or sometimes feel stress in their daily lives. Approximately one in every four employees in the United Kingdom feels “very or extremely stressed,” and this condition has become the top cause of absenteeism there. More than one-quarter of Canadians say they experience high levels of stress each day. A survey of 4,700 people across Asia reported that one-third were feeling more stress than they had in the recent past. The percentage of people reporting stress was highest in Taiwan and lowest in Thailand. The Japanese government, which tracks work-related stress every five years, has found that the percentage of Japanese em- ployees who feel “strong worry, anxiety or stress at work or in daily working life” has increased from 51 percent in 1982 to almost two-thirds of the population today. 73 As these surveys imply, stress is typically described as a negative experience. This is known as distress —the degree of physiological, psychological, and behavioral deviation from healthy functioning. However, some level of stress—called eustress —is a necessary part of life because it activates and motivates people to achieve goals, change their en- vironments, and succeed in life’s challenges. 74 Our focus is on the causes and manage- ment of distress, because it has become a chronic problem in many societies. General Adaptation Syndrome More than 500 years ago, people began using the word stress to describe the human response to harsh environmental conditions. However, it wasn’t until the 1930s that Hans Selye (often described as the father of stress research) first documented the stress experience, called the general adaptation syndrome . Selye determined (initially by studying rats) that people have a fairly consistent and automatic physiological stress An adaptive response to a situation that is per- ceived as challenging or threatening to a person’s well-being. general adaptation syndrome A model of the stress experience, consisting of three stages: alarm reaction, resistance, and exhaustion. mcs81233_ch04_096-129.indd Page 114 1/25/09 2:16:34 PM user-s175mcs81233_ch04_096-129.indd Page 114 1/25/09 2:16:34 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 115 response to stressful situations, which helps them to cope with environmental demands. The general adaptation syndrome consists of the three stages shown in Exhi- bit 4.5 . 75 The alarm reaction stage occurs when a threat or challenge activates the phys- iological stress responses that were noted above. The individual’s energy level and coping effectiveness decrease in response to the initial shock. The second stage, resis- tance, activates various biochemical, psychological, and behavioral mechanisms that give the individual more energy and engage coping mechanisms to overcome or remove the source of stress. To focus energy on the source of the stress, the body re- duces resources to the immune system during this stage. This explains why people are more likely to catch a cold or some other illness when they experience prolonged stress. People have a limited resistance capacity, and if the source of stress persists, the individual will eventually move into the third stage, exhaustion . Most of us are able to remove the source of stress or remove ourselves from that source before becoming too exhausted. However, people who frequently reach exhaustion have increased risk of long-term physiological and psychological damage. 76 Consequences of Distress Stress takes its toll on the human body. 77 Many people experience tension headaches, muscle pain, and related problems mainly due to muscle contractions from the stress response. Studies have found that high stress levels also contribute to cardiovascular disease, including heart attacks and strokes, and may be associated with some forms of cancer. Stress also produces various psychological consequences, such as job dis- satisfaction, moodiness, depression, and lower organizational commitment. Further- more, various behavioral outcomes have been linked to high or persistent stress, including lower job performance, poor decision making, and increased workplace accidents and aggressive behavior. Most people react to stress through “fight or flight,” so increased absenteeism is another outcome because it is a form of flight. 78 Job Burnout Job burnout is a particular stress consequence that refers to the pro- cess of emotional exhaustion, cynicism, and reduced feelings of personal accomplish- ment. 79 Emotional exhaustion, the first stage, is characterized by a lack of energy, tiredness, and a feeling that one’s emotional resources are depleted. This is followed by cynicism (also called depersonalization ), which is characterized by an indifferent attitude toward work, emotional detachment from clients, a cynical view of the organization, Source: Adapted from H. Selye, The Stress of Life (New York: McGraw-Hill, 1956). Stage 1 Alarm reaction Stage 2 Resistance Stage 3 Exhaustion Time Ability to cope High Normal state Low Exhibit 4.5 General Adaptation Syndrome job burnout The process of emotional exhaustion, cynicism, and reduced personal accomplishment that results from prolonged exposure to stressors. mcs81233_ch04_096-129.indd Page 115 1/25/09 2:16:35 PM user-s175mcs81233_ch04_096-129.indd Page 115 1/25/09 2:16:35 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 116 Part Two Individual Behavior and Processes and a tendency to strictly follow rules and regulations rather than adapt to the needs of others. The final stage of burnout, called reduced personal accomplishment, entails feel- ings of diminished confidence in one’s ability to perform the job well. In such situa- tions, employees develop a sense of learned helplessness as they no longer believe that their efforts make a difference. Stressors: The Causes of Stress Before identifying ways to manage work-related stress, we must first understand its causes, known as stressors. Stressors include any environmental conditions that place a physical or emotional demand on a person.80 There are numerous stressors in the workplace and in life in general. In this section, we’ll highlight three of the most com- mon stressors: harassment and incivility, workload, and lack of task control. Harassment and Incivility One of the fastest-growing sources of workplace stress is psychological harassment . Psychological harassment includes repeated and hostile or unwanted conduct, verbal comments, actions, and gestures that affect an employee’s dignity or psychological or physical integrity and that result in a harmful work environment for the employee. This covers a broad landscape of behaviors, from threats and bullying to subtle yet persistent forms of incivility. 81 Two-thirds of Americans think people are less civil today than 20 years ago; 10 percent say they witness incivility daily in their workplaces and are targets of that abuse at least once each week. More than half of U.K. human resource managers and Australian lawyers say they have been bullied or intimidated. 82 Sexual harassment is a type of harassment in which a person’s employment or job performance is conditional and depends on unwanted sexual relations (called quid pro quo harassment) and/or the person experiences sexual conduct from others (such as posting pornographic material) that unreasonably interferes with work performance or creates an intimidating, hostile, or offensive working environment (called hostile work environment harassment). The number of charges alleging sexual harassment in the United States has declined steadily from 16,000 in 2000 to less than 13,000 today. Approximately 15 percent of sexual harassment claims are filed by men. 83 The Equal Employment Opportunity Commission attributes the improve- ment to better supervisor training and concerted management action to address harassment issues before they reach litigation. Work Overload A half century ago, social scientists predicted that technology would allow employees to enjoy a 15-hour workweek at full pay by 2030. 84 So far, it hasn’t turned out that way. As the opening vignette to this section on workplace stress described, employees at Electronic Arts and many other companies in the video game industry are experiencing stress due to work overload —working more hours, and more intensely during those hours, than they can reasonably manage. Surveys by the Families and Work Institute report that 44 percent of Americans say they are overworked, up from 28 percent who felt this way three years earlier. Almost 25 percent of Canadian employees work more than 50 hours per week, compared with only 10 percent a decade ago. Work overload is an important predictor of job burnout. It is also a major cause of work–family conflicts, because overworked employees have insufficient time to satisfy their nonwork roles of being a parent, a spouse, and so forth. 85 Why do employees work such long hours? One explanation is the combined effect of technology and globalization. “Everyone in this industry is working harder now because of e-mail, wireless access, and globalization,” says Christopher Lochhead, chief stressors Any environmental conditions that place a physical or emotional demand on a person. psychological harassment Repeated and hostile or unwanted conduct, verbal comments, ac- tions, or gestures that affect an employee’s dignity or psychological or physical integrity and that result in a harmful work environment for the employee. sexual harassment Unwelcome conduct of a sexual nature that detrimentally affects the work environment or leads to adverse job- related consequences for its victims. mcs81233_ch04_096-129.indd Page 116 1/25/09 2:16:35 PM user-s175mcs81233_ch04_096-129.indd Page 116 1/25/09 2:16:35 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 117 marketing officer of Mercury Interactive, a California-based consulting firm. “You can’t even get a rest on the weekend.” A second cause, according to a recent study, is that many people are caught up in consumerism; they want to buy more goods and services, and doing so requires more income through longer work hours. A third reason, called the “ideal worker norm,” is that professionals expect themselves and others to work longer work hours. For many, toiling away far beyond the normal workweek is a badge of honor, a symbol of their superhuman capacity to perform above others. 87 This badge of honor is particularly serious in several (but not all) Asian countries, to the point where “death from overwork” is now part of the common language ( karoshi in Japanese and guolaosi in Chinese). For example, two young faculty members at China’s top engineering school died suddenly, apparently from exhaustion and overwork. 88 Low Task Control An increasingly popular model of job burnout suggests that emotional exhaustion depends on both job demands and job resources. 89 Job demands are aspects of work that require sustained physical or psychological effort. High work- load is one of the more significant job demands in the contemporary workplace. At the same time, the effect of job demands on burnout (or stress in general) depends on the individual’s job resources. Job resources represent aspects of the job that help em- ployees to achieve work goals, reduce job demands, and/or stimulate personal growth and development. An important job resource is autonomy or control over the pace of work. Low task control increases employee exposure to the risk of burnout because they face high workloads without the ability to adjust the pace of the load to their own energy, atten- tion span, and other resources. Furthermore, the degree to which low task control is a stressor increases with the burden of responsibility the employee must carry. 90 Assembly-line workers have low task control, but their stress can be fairly low if their level of responsibility is also low. In contrast, sports coaches are under immense pres- sure to win games (high responsibility), yet they have little control over what happens on the playing field (low task control). BlackBerry Addiction Nick Salaysay (shown in photo) admits that his work routinely gets mixed in with his personal time. “I have a BlackBerry, so I check my e-mail a lot when I’m supposed to be on vacation,” says the lawyer in Calgary, Canada. Salaysay also acknowledges that having work spill over into his time off “really an- noys my girlfriend.” Amy Schulman is another dedicated BlackBerry user. The New York City lawyer recalls that “the BlackBerry was at first a significant intrusion on family life,” but she can’t resist how the device helps her to process several hundred e-mails each day. As a consolation, Schulman says she usually avoids looking at her e-mail while dining with her family, “and I try not to look at it in movie theaters.” Although Nick Salaysay and Amy Schulman are comfortable using their BlackBerries during family time, research indicates that the increased workload and work preoccupation caused by these devices can result in the additional stress of rela- tionship and marital problems. One law report recently warned that employers who issue BlackBerries could also incur liability for stress-related illnesses as the devices keep employees on an “electronic leash.”86 mcs81233_ch04_096-129.indd Page 117 1/25/09 2:16:35 PM user-s175mcs81233_ch04_096-129.indd Page 117 1/25/09 2:16:35 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 118 Part Two Individual Behavior and Processes Individual Differences in Stress Because of unique personal characteristics, people have different stress experiences when exposed to the same stressor. One reason for this is that people have different threshold levels of resistance to the stressor. Those who exercise and have healthy lifestyles have a larger store of energy to cope with high stress levels. A second reason for different stress responses is that people use different coping strategies, some of which are more effective than others. Research suggests that employees who try to ignore or deny the existence of a stressor suffer more in the long run than those who try to find ways to weaken the stressor and seek social support. 91 A third reason why some people experience less stress than others is that some have higher resilience. 92 Resilience is the capability of individuals to cope success- fully in the face of significant change, adversity, or risk. Those with high resilience are able to withstand adversity as well as recover more quickly from it. Resilient people possess personality traits (such as high extroversion and low neuroticism) that generate more optimism, confidence, and positive emotions. Resilience also involves specific competencies and behaviors for responding and adapting more effectively to stress- ors. Research indicates that resilient people have higher emotional intelligence and good problem-solving skills. They also apply productive coping strategies, such as analyzing the sources of stress and finding ways to neutralize these problems. 93 While resilience helps people to withstand stress, another personal characteristic— workaholism—attracts more stressors and weakens the capacity to cope with them. The classic workaholic (also called work addict ) is highly involved in work, feels compelled or driven to work because of inner pressures, and has a low enjoyment of work. Workahol- ics are compulsive and preoccupied with work, often to the exclusion and detriment of personal health, intimate relationships, and family. 94 Classic workaholics are more prone to job stress and have significantly higher scores on depression, anxiety, and anger. 95 Managing Work-Related Stress A few years ago, Koh Ching Hong would dutifully arrive at work around 7:30 in the morning and stay until 10 at night. The managing director of Fuji Xerox in Singapore would continue working at home for a few more hours, sending off e-mail messages list- ing tasks to be completed by employees “first thing in the morning.” Eventually, Koh realized that the relentless pace was defeating a higher purpose. “It came to a point that the people whom I worked so hard to provide for, my family, weren’t getting to see me,” says the father of three children. Today, Koh is out of the office by 6:30 p.m. and shoos his staff out at the same time. Fuji Xerox also gives staff the opportunity to work from home as well as flexibility regarding when they want to begin and end their workday. 96 Koh Ching Hong was fortunate. He was able to change his work habits and im- prove conditions for his 500 employees before matters got worse. Unfortunately, many of us deny the existence of our stress until it is too late. This avoidance strategy creates a vicious cycle because the failure to cope with stress becomes another stressor on top of the one that created the stress in the first place. To prevent this vicious cycle, employers and employees need to apply one or more of the stress management strate- gies described below: remove the stressor, withdraw from the stressor, change stress perceptions, control stress consequences, and receive social support. 97 Remove the Stressor Removing the stressor usually begins by identifying areas of high stress and determining the main causes of the stress. By identifying the specific stressors that adversely affect specific areas of the organization, such “stress audits” resilience The capability of individ- uals to cope successfully in the face of significant change, adversity, or risk. workaholic A person who is highly involved in work, feels compelled to work, and has a low enjoyment of work. mcs81233_ch04_096-129.indd Page 118 1/25/09 2:16:37 PM user-s175mcs81233_ch04_096-129.indd Page 118 1/25/09 2:16:37 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 119 recognize that a one-size-fits-all approach to stress management is ineffective. Ericsson conducts this diagnosis in its North American operations through an annual survey that includes a stress index. Executives at the telecommunications company use the index to identify departments where stress problems may be developing. “We look at those scores and if there appears to be a problem in a particular group, we put in action plans to try and remedy and improve the work situation that may be causing the stress,” explains an Ericsson executive. 98 There are many ways to remove the stressor, but some of the more common actions involve assigning employees to jobs that match their skills and preferences, reducing excessive workplace noise, having a complaint system and taking corrective action against harassment, and giving employees more control over the work process. Another important way that companies can remove stressors is by facilitating better work–life balance. Work–life balance initiatives minimize conflict between the em- ployee’s work and nonwork demands. Five of the most common work–life balance initiatives are flexible and limited work time, job sharing, telecommuting, personal leave, and child care support. 99 • Flexible and limited work time . An important way to improve work–life balance is limiting the number of hours that employees are expected to work and giving them flexibility in scheduling those hours. Propaganda Games, which was described earlier in this chapter, stands out in an overworked industry because it keeps work hours within reasonable limits. Best Buy has become a role model in work–life balance by giving employees very flexible work hours. • Job sharing . Job sharing splits a career position between two people so that they experience less time-based stress between work and family. They typically work different parts of the week, with some overlapping work time in the weekly schedule to coordinate activities. This strategy gives employees the ability to work part-time in jobs that are naturally designed for full-time responsibilities. • Telecommuting . Telecommuting, which was described in Chapter 1, reduces the time and stress of commuting to work and makes it easier to fulfill family obliga- tions, such as temporarily leaving the home office to pick the kids up from school. Research suggests that telecommuters tend to experience better work–life balance. 100 However, telecommuting may increase stress for those who crave social interaction and who lack the space and privacy necessary to work at home. • Personal leave . Employers with strong work–life values offer extended maternity, paternity, and personal leave for employees to care for a new family or take advantage of a personal experience. The U.S. Family and Medical Leave Act gives expecting mothers and anyone considered to have an illness 12 weeks of unpaid, job-protected leave. However, most countries provide 12 to16 weeks of paid leave, with some offering one year or more of fully or partially paid maternity leave. 101 • Child care support . According to one estimate, almost one-quarter of large American companies provide on-site or subsidized child care facilities. Child care support reduces stress because employees are less rushed to drop off children and less worried during the day about how well their children are doing. 102 Withdraw from the Stressor Removing the stressor may be the ideal solution, but it is often not feasible. An alternative strategy is to permanently or temporarily remove employees from the stressor. Permanent withdrawal occurs when employees are transferred to jobs that better fit their competencies and values. Temporarily mcs81233_ch04_096-129.indd Page 119 1/25/09 2:16:37 PM user-s175mcs81233_ch04_096-129.indd Page 119 1/25/09 2:16:37 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 withdrawing from stressors is the most frequent way that employees manage stress. Vacations and holidays are important opportunities for employees to recover from stress and reenergize for future challenges. Approximately 5 percent of U.S. compa- nies offer paid sabbaticals to some of their employees. McDonald’s Corp. has had paid sabbaticals for the past 40 years, offering employees eight weeks of paid time off after every 10 years of service. 104 Some companies have innovative ways to help employees withdraw from stressful work throughout the day. SAS Institute employees in Cary, North Carolina, enjoy live piano recitals at lunch. Consulting firms Segal Co. in New York and Vielife in London have nap rooms where staff can recover with a few winks of sleep. The opening vignette to this chapter mentioned that Dixon Schwabl, the Rochester-based marketing and public ROWEing to Better Work–Life Balance Mark Wells’s work space has an odd assortment of objects: a huge bowl holding 5 pounds of peanuts, an audio turntable, and a trophy with the inscription “Worst Attendance Record.” Wells (shown in photo) works full time as an e-learning specialist, yet he was away from the office 42 days last year attending concerts (including four in Europe), festivals, and other fun events. His employer, Best Buy, didn’t mind because Wells’s productivity increased markedly. Wells and 3,000 other head-office employees are evaluated by their results, not their face time, through the Minneapolis-based retailer’s results-only work environment (ROWE) initiative. For example, Steve Hance is in the office only a few days each month. Most of the time, the Best Buy employee relations manager works 285 miles away from his home in Cedar Rapids, Iowa. Thanks to ROWE, Best Buy promotion manager Dawn Paulson was able to work from home during a complicated pregnancy, an arrange ment that she says “benefited the company . . . and helped keep me from going stir-crazy.” Best Buy strengths coach Christy Runningen also appreciates ROWE’s benefits. “ROWE has helped me to find the right balance in my work and home life, and now I actually have a life,” says Runningen. “I know my family would tell you that I am a lot less stressed out overall than I used to be.”103 120 Part Two Individual Behavior and Processes mcs81233_ch04_096-129.indd Page 120 1/25/09 2:16:37 PM user-s175mcs81233_ch04_096-129.indd Page 120 1/25/09 2:16:37 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Chapter 4 Workplace Emotions, Attitudes, and Stress 121 relations firm, has a scream room where employees can verbalize their daily frustrations. Liggett-Stashower, Inc., the Cleveland-based creative agency, has three theme rooms, including a karaoke room where employees can sing away their stress. “The higher the stress level, the more singing there is going on,” says the company’s art director. 105 Change Stress Perceptions Earlier, we learned that employees experience different stress levels because they have different levels of resilience, including self- confidence and optimism. Consequently, another way to manage stress is to help employees improve their self-concept so that job challenges are not perceived as threatening. One study reported that personal goal setting and self-reinforcement can also reduce the stress that people experience when they enter new work settings. Other research suggests that some (but not all) forms of humor can improve opti- mism and create positive emotions by taking some psychological weight off the situation. 106 Control Stress Consequences Coping with workplace stress also involves con- trolling its consequences. For this reason, many companies have fitness centers or subsidize the cost of membership at off-site centers. Research indicates that physical exercise reduces the physiological consequences of stress by helping employees mod- erate their breathing and heart rate, muscle tension, and stomach acidity. 107 A few firms, such as AstraZeneca, encourage employees to practice relaxation and medita- tion techniques during the workday. Research has found that various forms of medi- tation reduce anxiety, reduce blood pressure and muscle tension, and moderate breathing and heart rate. 108 Along with fitness and relaxation/meditation, wellness programs can also help con- trol the consequences of stress. In the United States, 81 percent of employers with at least 50 employees have wellness programs. Through education and support, these programs help employees to develop better nutrition and fitness, regular sleep, and other good health habits. For example, employees at Pitney Bowes receive up to $200 for completing online wellness surveys three times each year. More than 80 percent of the Minitab, Inc., employees in State College, Pennsylvania, participate in the software developer’s wellness program, which includes annual on-site checkups and medita- tion classes. 109 Many large employers offer employee assistance programs (EAPs) — counseling services that help employees resolve marital, financial, or work-related troubles. EAPs also target specific stressors in the industry (e.g., bank robberies). Receive Social Support Social support occurs when co-workers, supervisors, family members, friends, and others provide emotional and/or informational support to buffer an individual’s stress experience. It potentially improves the person’s resil- ience (particularly her or his optimism and self-confidence) because support makes people feel valued and worthy. Social support also provides information to help the person interpret, comprehend, and possibly remove the stressor. For instance, to reduce a new employee’s stress, co-workers could describe ways to handle difficult customers. Seeking social support is called a “tend and befriend” response to stress, and research suggests that women often follow this route rather than the “fight-or- flight” response mentioned earlier. 110 Employee emotions, attitudes, and stress influence employee behavior mainly through motivation. Recall, for instance, that behavioral intentions are judgments or expectations about the motivation to engage in a particular behavior. The next chapter introduces the prominent theories of employee motivation. mcs81233_ch04_096-129.indd Page 121 1/25/09 2:16:38 PM user-s175mcs81233_ch04_096-129.indd Page 121 1/25/09 2:16:38 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Emotions are physiological, behavioral, and psychological episodes experienced toward an object, person, or event that create a state of readiness. Emotions differ from atti- tudes, which represent a cluster of beliefs, feelings, and behavioral intentions toward a person, object, or event. Beliefs are a person’s established perceptions about the attitude object. Feelings are positive or negative evalua- tions of the attitude object. Behavioral intentions repre- sent a motivation to engage in a particular behavior with respect to the target. Attitudes have traditionally been described as a purely rational process in which beliefs predict feelings, which predict behavioral intentions, which predict behavior. We now know that emotions have an influence on behavior that is equal to or greater than that of cognitions. This dual process is apparent when we internally experience a con- flict between what logically seems good or bad and what we emotionally feel is good or bad in a situation. Emotions also affect behavior directly. Behavior sometimes influences our subsequent attitudes through cognitive dissonance. Emotional labor consists of the effort, planning, and control needed to express organizationally desired emo- tions during interpersonal transactions. It is more common in jobs requiring a variety of emotions and more intense emotions, as well as in jobs where interaction with clients is frequent and has a long duration. Cultures also differ on the norms of displaying or concealing a person’s true emotions. Emotional dissonance occurs when required and true emotions are incompatible with each other. Deep acting can minimize this dissonance, as can the practice of hiring people with a natural tendency to display desired emotions. Emotional intelligence is the ability to perceive and ex- press emotion, assimilate emotion in thought, understand Chapter Summary and reason with emotion, and regulate emotion in oneself and others. This concept includes four components arranged in a hierarchy: self-awareness, self-management, social awareness, and relationship management. Emotional intelligence can be learned to some extent, particularly through personal coaching. Job satisfaction represents a person’s evaluation of his or her job and work context. The exit-voice-loyalty-neglect model outlines four possible consequences of job dissatis- faction. Job satisfaction has a moderate relationship with job performance and with customer satisfaction. Affective organizational commitment (loyalty) is the employee’s emotional attachment to, identification with, and involve- ment in a particular organization. This contrasts with con- tinuance commitment, which is a calculative bond with the organization. Companies build loyalty through justice and support, shared values, trust, organizational compre- hension, and employee involvement. Stress is an adaptive response to a situation that is per- ceived as challenging or threatening to a person’s well- being. The stress experience, called the general adaptation syndrome, involves moving through three stages: alarm, resistance, and exhaustion. Stressors are the causes of stress and include any environmental conditions that place a physical or emotional demand on a person. Three stressors that have received considerable attention are harassment and incivility, work overload, and low task control. Two people exposed to the same stressor may experi- ence different stress levels. Many interventions are avail- able to manage work-related stress, including removing the stressor, withdrawing from the stressor, changing stress perceptions, controlling stress consequences, and receiving social support. 122 attitudes, p. 100 cognitive dissonance, p. 102 continuance commitment, p. 112 emotional dissonance, p. 105 emotional intelligence (EI), p. 105 emotional labor, p. 103 emotions, p. 98 exit-voice-loyalty-neglect (EVLN) model, p. 109 general adaptation syndrome, p. 114 job burnout, p. 115 job satisfaction, p. 108 organizational (affective) commitment, p. 112 psychological harassment, p. 116 resilience, p. 118 sexual harassment, p. 116 stress, p. 114 stressors, p. 116 trust, p. 113 workaholic, p. 118 Key Terms mcs81233_ch04_096-129.indd Page 122 1/25/09 2:16:38 PM user-s175mcs81233_ch04_096-129.indd Page 122 1/25/09 2:16:38 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 123 6. Is being a full-time college or university student a stressful role? Why or why not? Contrast your response with other students’ perspectives. 7. Two recent college graduates join the same major newspaper as journalists. Both work long hours and have tight deadlines for completing their stories. They are under constant pressure to scout out new leads and be the first to report new controversies. One journalist is increasingly fatigued and despon- dent and has taken several days of sick leave. The other is getting the work done and seems to enjoy the challenges. Use your knowledge of stress to explain why these two journalists are reacting differently to their jobs. 8. A senior official of a labor union stated: “All stress management does is help people cope with poor management. [Employers] should really be into stress reduction.” Discuss the accuracy of this statement. 1. A recent study reported that instructors at colleges and universities are frequently required to engage in emotional labor. Identify the situations in which emotional labor is required for this job. In your opinion, is emotional labor more troublesome for college instructors or for telephone operators work- ing at an emergency service? 2. “Emotional intelligence is more important than cog- nitive intelligence in influencing an individual’s suc- cess.” Do you agree or disagree with this statement? Support your perspective. 3. Describe a time when you effectively managed some- one’s emotions. What happened? What was the result? 4. “Happy employees create happy customers.” Explain why this statement might be true, and identify condi- tions in which it might not be true. 5. What factors influence an employee’s organizational loyalty? Critical Thinking Questions to the hospital by transforming a visitors’ lounge into a fiesta-type setting and inviting the patient’s family, friends, and hospital staff to attend the spe- cial event. Lisa Salvatore, a charge nurse at the recently built Leon S. Peters Burn Center in Fresno, California, also recognizes that her job involves supporting patients’ emotional needs, not just their physical problems. “With burns, you don’t just treat some- thing on the outside,” she says. “You treat something on the inside that you can’t see.” Salvatore also experiences the full range of emotions, including the urgency of getting burn patients out of emer- gency within an hour to improve their prospects of recovery. “I like high stress. I like trauma,” she says. Still, she acknowledges the emotional challenges of treating children with burns. “I deal with it and then I cry all the way home. I just sob on my way driving home.” Anil Shandil, a medic from the 328th Combat Sup- port Hospital in Fort Douglas, Utah, has witnessed Case Study 4.1 RIDING THE EMOTIONAL ROLLER COASTER Louise Damiani’s work is an emotional roller coaster most days. The oncology nurse at CentraState Health- care System in Freehold Township, New Jersey, soars with joy as patients beat their cancer into remission. Then there are the low points when one of her pa- tients is given grim news about his or her cancer. She also battles with the frustration of office politics. But even after a long shift, Damiani doesn’t let her negative emotions surface until she gets into her car and heads home. “You have to learn how to pick and choose and not bring that emotion up,” Damiani ad- vises. “You say, ‘OK, I can deal with this. I can focus on the priority, and the priority is the patient.’” As well as managing her own emotions, Damiani has mastered the skill of creating positive emotions in others. She recently received an award in recogni- tion of her extraordinary sensitivity toward patients’ needs and concerns. For example, one of Damiani’s patients wanted to return to her native Mexico but, with an advanced stage of cancer, such a journey wasn’t possible. Instead, Damiani brought “Mexico” 123 mcs81233_ch04_096-129.indd Page 123 1/25/09 2:16:39 PM user-s175mcs81233_ch04_096-129.indd Page 123 1/25/09 2:16:39 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 more severe burns and injuries than most medical professionals. For two years at the Landstuhl Army Regional Medical Center in Germany, he aided sol- diers who had been wounded in Iraq or Afghanistan. The tour of duty was extremely emotionally taxing. “You get a lot of severed limbs, a lot of traumatic brain injuries, a lot of death and dying,” says Shandil. “So the compassion fatigue is rather high.” People who work closely with victims of trauma often suffer com- passion fatigue, also known as secondary traumatic stress disorder. The main symptom is a decreasing ability to feel compassion for others. In spite of the risk of compassion fatigue, Shandil has volunteered for an even more challenging assign- ment. He and 85 other soldiers in the 328th are now in Iraq providing medical care for Iraqi detainees being held there by the U.S. military. So, along with manag- ing emotions from constant exposure to trauma cases, these medics must also show respectful compassion to those who fought against American comrades. Shandil knows it will be hard. “Yes, these are people who were not kind to us. But as a medic, it’s our job to care for them, no matter if that is your friend or your enemy.” Discussion Questions 1. To what extent do the three people featured in this case study manage their own emotions on the job? How do they accomplish this? To what extent do you think they effectively manage emotions under these circumstances? 2. This case study states that nurses and other medical staff need to manage the emotions of their patients. Why is emotions management important in this job? In what ways do medical staff alter the emotions of their patients? 3. Stress is mentioned throughout this case study. How does this stress occur? What stress outcomes occur for people in these types of jobs? How can these people try to minimize high levels of stress? Sources: “Providing Emotional Comfort,” Journeys (CentraState Medical Center Magazine), 4 (Winter 2008), p. 1; M. L. Diamond, “When Job Stress Bubbles Up, Keep a Lid on Your Emotions,” Seattle Times, 4 May 2008, p. H2; B. Anderson, “First Stop on a Long Road,” Fresno Bee, 25 May 2008, p. A1; M. D. LaPlante, “Medics’ Compassion to Be Tested,” Salt Lake Tribune, 17 Sep- tember 2008. Case Study 4.2 DISPATCHES FROM THE WAR ON STRESS Mark Ostermann had been work- ing in the Chicago office of Boston Consulting Group for less than a year when he attracted the attention of the Red Zone police. Ostermann’s infraction: work- ing too hard. He had been putting in 60-plus-hour weeks for a month and a half straight, and his col- leagues were worried he was burning out. Now his bosses were stepping in to get Ostermann the help he needed. This BusinessWeek case study discusses the ongoing battle against workplace stress, including some of its causes and consequences, as well as cor- porate strategies to minimize it. Read the full text of this BusinessWeek article at www.mhhe.com/ mcshane5e, and prepare for the discussion ques- tions below. Discussion Questions 1. This case study describes various ways that com- panies try to manage workplace stress. In terms of the types of stress management strategies described in this chapter, which approaches are applied most and least often? 2. What stress outcomes are mentioned in this case study? What stressors are noted in association with these stress outcomes? 3. Some of the stress problems described in this chapter relate to winning or losing in perfor- mance management. Why would the risk of failing to achieve performance goals result in such serious stress outcomes? Source: J. Goudreau, “Dispatches from the War on Stress,” BusinessWeek, 6 August 2007, p. 74. 124 mcs81233_ch04_096-129.indd Page 124 1/25/09 2:16:39 PM user-s175mcs81233_ch04_096-129.indd Page 124 1/25/09 2:16:39 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 http://www.mhhe.com/ Class Exercise 4.3 STRENGTH-BASED COACHING PURPOSE To help students practice a form of inter personal development built on the dynamics of positive emotions. MATERIALS None. BACKGROUND Several chapters in this book introduce and apply the emerging philosophy of positive organizational behavior, which suggests that focusing on the positive rather than negative aspects of life will improve organizational success and indi- vidual well-being. An application of positive OB is strength-based or appreciative coaching, in which the coach focuses on the person’s strengths rather than weaknesses and helps to realize the person’s potential. As part of any coaching process, the coach listens to the employee’s story and uses questions and suggestions to help that person redefine her or his self-concept and perceptions of the environment. Two important skills in effective coaching are active listening and probing for information (rather than telling the person a solution or direction). The instructions below identify specific information and issues that the coach and coachee will discuss. INSTRUCTIONS (SMALL CLASS) 1. Form teams of four people. One team can have six people if the class does not have multiples of four. For odd-numbered class sizes, one pe rson may be an observer. Divide into pairs in which one person is coach and the other coachee. Ide- ally for this exercise, the coach and coachee should have little knowledge of each other. 2. Coachees will describe something about them- selves in which they excel and for which they like to be recognized. This competency might be work-related, but not necessarily. It would be a personal achievement or ability that is close to their self-concept (how they define themselves). The coach mostly listens, but also prompts more details from the coachee using “probe” questions (“Tell me more about that.” “What did you do next?” “Could you explain that further, please?” “What else can you remember about that event?”). As the coachee’s story develops, the coach will guide the coachee to identify ways to leverage this strength. For example, the pair would explore situational barriers to practicing the coachee’s strength as well as aspects of this strength that require further development. The strength may also be discussed as a foundation for the coachee to develop strengths in other, related ways. The session should end with some discussion of the coachee’s goals and action plans. The first coach- ing session can be any length of time specified by the instructor, but 15 to 25 minutes is typical for each coaching session. 3. After completing the first coaching session, re- group so that each pair consists of different part- ners than those in the first pair (i.e., if pairs were A-B and C-D in session 1, pairs are A-C and B-D in session 2). The coaches become coachees to their new partners in session 2. 4. The class will debrief regarding the emotional experience of discussing personal strengths, the role of self-concept in emotions and attitudes, the role of managers and co-workers in building positive emotions in people, and the value and limitations of strength-based coaching. Note: For further information about strength-based coaching, see Sara L. Orem, Jacqueline Binkert, and Ann L. Clancy, Appreciative Coaching (San Francisco: Jossey-Bass, 2007); Marcus Buckingham and C. Coffman, First, Break All the Rules (New York: Simon & Schuster, 1999). 125 mcs81233_ch04_096-129.indd Page 125 1/25/09 2:16:39 PM user-s175mcs81233_ch04_096-129.indd Page 125 1/25/09 2:16:39 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 126 Team Exercise 4.4 RANKING JOBS ON THEIR EMOTIONAL LABOR PURPOSE This exercise is designed to help you under stand the jobs in which people tend to experi- ence higher or lower degrees of emotional labor. INSTRUCTIONS 1. Individually rank-order the extent to which the jobs listed below require emotional labor. In other words, assign a “1” to the job you believe requires the most effort, planning, and control to express organizationally desired emotions during interpersonal transactions. Assign a “10” to the job you believe requires the least amount of emo- tional labor. Mark your rankings in column 1. 2. The instructor will form teams of four or five members, and each team will rank-order the items on the basis of consensus (not simply aver- aging the individual rankings). These results are placed in column 2. 3. The instructor will provide expert ranking infor- mation. This information should be written in column 3. Then students calculate the differ- ences in columns 4 and 5. 4. The class will compare the results and discuss the features of jobs with high emotional labor. Your score Bartender Cashier Dental hygienist Insurance adjuster Lawyer Librarian Postal clerk Registered nurse Social worker Television announcer (The lower the score, the better.) TOTAL Team score Occupational Emotional Labor Scoring Sheet (1) Individual ranking (2) Team ranking (3) Expert ranking (4) Absolute difference of 1 and 3 (5) Absolute difference of 2 and 3Occupation Team Exercise 4.5 STAGE FRIGHT! PURPOSE This exercise is designed to help you diagnose a common stressful situation and deter- mine how stress management practices apply to this situation. BACKGROUND Stage fright—including the fear of public speaking—is one of the most stressful experiences many people have in everyday life. According to some estimates, nearly three-quarters of us frequently mcs81233_ch04_096-129.indd Page 126 1/25/09 2:16:39 PM user-s175mcs81233_ch04_096-129.indd Page 126 1/25/09 2:16:39 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 Self-Assessment 4.6 SCHOOL COMMITMENT SCALE PURPOSE This self-assessment is designed to help you understand the concept of organizational com- mitment and to assess your commitment to the college or university you are currently attending. OVERVIEW The concept of commitment is as rel- evant to students enrolled in college or university courses as it is to employees working in various organizations. This self-assessment adapts a popular organizational commitment instrument so that it refers to your commitment as a student to the school you are attending. get stage fright, even when speaking or acting in front of a small audience. Stage fright is an excellent topic for this team activity on stress management be- cause the psychological and physiological symptoms of stage fright are really symptoms of stress. In other words, stage fright is the stress experience in a spe- cific context involving a public audience. On the ba- sis of the personal experiences of team members, your team will be asked to identify the symptoms of stage fright and to determine specific stress manage- ment activities that effectively combat stage fright. INSTRUCTIONS 1. Students are organized into teams, typically four to six students per team. Ideally, each team should have one or more people who acknowl- edge that they have experienced stage fright. 2. Each team’s first task is to identify the symptoms of stage fright. The best way to organize these symptoms is to look at the three categories of stress outcomes described in this chapter: physi- ological, psychological, and behavioral. The specific stage fright symptoms may be different from the stress outcomes described in the chapter, but the three broad categories are relevant. Teams should be prepared to identify several symptoms and to present one or two specific examples of stage fright symptoms based on personal experiences of team members. (Please remember that individual students are not required to describe their experiences to the entire class.) 3. Each team’s second task is to identify specific strategies people could or have applied to mini- mize stage fright. The five categories of stress management presented in the chapter will likely provide a useful template for organizing the spe- cific stage fright management activities. Each team should document several strategies for minimizing stage fright and be able to present one or two specific examples to illustrate some of these strategies. 4. The class will congregate to hear each team’s analysis of symptoms of and solutions to stage fright. This information will then be compared to the stress experience and stress management practices, respectively. 127 INSTRUCTIONS Read each of the statements below and circle the response that best fits your personal belief. Then use the scoring key in Appendix B at the end of this book to calculate your results. This self-assessment should be completed alone so that you can rate yourself honestly without concerns of social comparison. However, class discussion will fo- cus on the meaning of the different types of organi- zational commitment and how well this scale applies to the commitment of students toward the college or university they are attending. mcs81233_ch04_096-129.indd Page 127 1/25/09 2:16:39 PM user-s175mcs81233_ch04_096-129.indd Page 127 1/25/09 2:16:39 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 To what extent do you agree or disagree with each of these statements? 1. I would be very happy to complete the rest of my education at this school. Moderately agree Strongly agree Slightly agree Slightly disagree Moderately disagree Strongly disagree Neutral 2. One of the difficulties of leaving this school is that there are few alternatives. 3. I really feel as if this school’s problems are my own. 4. Right now, staying enrolled at this school is a matter of necessity as much as desire. 5. I do not feel a strong sense of belonging to this school. 6. It would be very hard for me to leave this school right now even if I wanted to. 7. I do not feel emotionally attached to this school. 8. Too much of my life would be disrupted if I decided to move to a different school now. 9. I do not feel like part of the “family” at this school. 10. I feel that I have too few options to consider leaving this school. 11. This school has a great deal of personal meaning for me. 12. If I had not already put so much of myself into this school, I might consider completing my education elsewhere. School Commitment Scale Source: Adapted from J. P. Meyer, N. J. Allen, and C. A. Smith, “Commitment to Organizations and Occupations: Extension and Test of a Three- Component Model,” Journal of Applied Psychology 78 (1993), pp. 548–551. Copyright © 1993 by the American Psychological Association. Adapted with permission. No further reproduction or distribution is permitted without written permission from the American Psychological Association. 128 mcs81233_ch04_096-129.indd Page 128 3/14/09 9:56:38 AM usermcs81233_ch04_096-129.indd Page 128 3/14/09 9:56:38 AM user /Users/user/Desktop/Users/user/Desktop Self-Assessment 4.7 DISPOSITIONAL MOOD SCALE This self-assessment is designed to help you under- stand mood states or personality traits of emotions and to assess your own mood or emotional personal- ity. This self-assessment consists of several words representing various emotions that you might have experienced. For each word presented, indicate the extent to which you have felt this way generally across all situations over the past six months. You need to be honest with yourself to receive a rea- sonable estimate of your mood state or per- sonality trait on these scales. The results provide an estimate of your level on two emotional personality scales. This instrument is widely used in research, but it is only an estimate. You should not assume that the results are accurate without a more complete assessment by a trained professional. Self-Assessment 4.8 WORK ADDICTION RISK TEST This self-assessment is designed to help you identify the extent to which you are a workaholic. This instru- ment presents several statements and asks you to indicate the extent to which each statement is true of your work habits. You need to be honest with yourself for a reasonable estimate of your level of workaholism. Self-Assessment 4.9 PERCEIVED STRESS SCALE This self-assessment is designed to help you estimate your perceived general level of stress. The items in this scale ask you about your feelings and thoughts during the last month. In each case, please indicate how often you felt or thought a certain way. You need to be honest with yourself for a reason- able estimate of your general level of stress. Self-Assessment 4.10 STRESS COPING PREFERENCE SCALE This self-assessment is designed to help you iden- tify the type of coping strategy you prefer to use in stressful situations. This scale lists a variety of things you might do when faced with a stressful situation. You are asked how often you tend to react in these ways. You need to be honest with yourself for a reasonable estimate of your preferred coping strategy. 129 After reading this chapter, if you need additional information, see www.mhhe.com/mcshane5e for more in-depth information and interactivities that correspond to this chapter. mcs81233_ch04_096-129.indd Page 129 1/25/09 2:16:39 PM user-s175mcs81233_ch04_096-129.indd Page 129 1/25/09 2:16:39 PM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04/Users/user-s175/Desktop/Temp Work/JAN_2009/25:01:09/MACSHANE/MHBR089-04 http://www.mhhe.com/mcshane5e Founded only a decade ago in San Antonio, Texas, Rackspace Hosting, Inc., already employs more than 2,000 employees and has become one of the best-known brands in enterprise-level Web hosting and the information technology services industry. This success demands highly motivated employees who will deliver fast, reliable service. “To enable us to meet our high service levels, we have to have a very high level of employee engagement, so our staff are extremely important to us,” says Fabio Torlini, Rackspace’s marketing director in the United Kingdom. Rackspace scores in the top 14 percent on employee engagement among 100,000 workplaces worldwide. Rackspace generates this high level of engagement through rewards and fulfillment of personal needs. Rackspace employees—called “Rackers”—receive quarterly bonuses based on meeting companywide goals. Those who receive great customer feedback or perform beyond the call of duty are awarded free restaurant dinners for the entire family, a weekend vacation in the river residence guest house of cofounder Graham Weston, or the key for a week to one of Weston’s BMWs (called the “Rackmobile”). “If you gave somebody a $200 bonus, it wouldn’t mean very much,” observes Weston. “When someone gets to drive my car for a week, they never forget it.” The top-performing Rackers each month receive special treatment; they are tied up in a straitjacket and have a photograph of them in the outfit hung on the Wall of Fanatics. To fulfill their social needs and minimize dysfunctional internal competition, Rackspace organizes employees into teams and has a healthy social budget that funds monthly outings such as dinners, theatrical events, boating trips, and scavenger hunts. In addition, due to plentiful training and career development opportunities, 85 percent of Rackers say that work fulfills their need for personal growth. Rackspace also motivates staff through the power of strength-based coaching. In some offices, every employee’s photograph is posted on a board with a list of his or her five key strengths. “Each Racker is an individual and has unique strengths,” the company’s three founders and CEO recently wrote in an annual letter to investors. “We help them develop their strengths rather than ask them to change who they are. We encourage Rackers to talk about their strengths and to find positions in the company that leverage their inherent talents. This approach creates happier, more engaged Rackers who look forward to coming to work.” 1 Rackspace Hosting motivates its employees through recognition and appreciation of what it takes to make employee engagement central to business operations. mcs81233_ch05_130-163.indd Page 130 1/27/09 11:18:41 AM user-s175mcs81233_ch05_130-163.indd Page 130 1/27/09 11:18:41 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 5 Foundations of Employee Motivation LEARNING OBJECTIVES After reading this chapter, you should be able to: 1. Diagram and discuss the relationship between human drives, needs, and behavior. 2. Summarize Maslow’s needs hierarchy and discuss Maslow’s contribution to the field of motivation. 3. Summarize McClelland’s learned needs theory, including the three needs he studied. 4. Describe four-drive theory and discuss its implications for motivating employees. 5. Diagram the expectancy theory model and discuss its practical implications for motivating employees. 6. Describe the characteristics of effective goal setting and feedback. 7. Summarize equity theory and describe how to improve procedural justice. 8. Identify the factors that influence procedural justice, as well as the consequences of procedural justice. mcs81233_ch05_130-163.indd Page 131 1/27/09 11:18:44 AM user-s175mcs81233_ch05_130-163.indd Page 131 1/27/09 11:18:44 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 132 Part Two Individual Behavior and Processes Rewards, social events, strength-based feedback, and various celebrations for good performance are designed to maintain and improve employee motivation at Rack- space Hosting. This motivation has catapulted the company’s performance in a highly competitive market. Rackspace is also recognized as one of the best places to work. Recall from Chapter 2 that motivation refers to the forces within a person that affect the direction, intensity, and persistence of voluntary behavior. 2 Motivated employees are willing to exert a particular level of effort (intensity), for a certain amount of time (persistence), toward a particular goal (direction). Motivation is one of the four essen- tial drivers of individual behavior and performance. This chapter introduces the core theories of employee motivation. We begin by introducing employee engagement, an increasingly popular concept associated with motivation. Next, we distinguish between drives and needs and explain how needs are shaped through the individual’s self-concept and other personal factors. Three theories that focus on drives and needs—Maslow’s needs hierarchy, McClelland’s learned needs theory, and four-drive theory—are introduced and evaluated. Next, we turn our attention to the popular rational decision model of employee motivation: expectancy theory. This is followed by a discussion of the key elements of goal setting and feedback. In the final section, we look at organizational justice, including the dimensions and dynamics of equity theory and procedural justice. Employee Engagement When Rackspace Hosting executives discuss employee motivation, they are just as likely to use the phrase employee engagement. This concept, which is closely connected to em- ployee motivation, has become so popular in everyday language that we introduce it here. Employee engagement’s popularity far exceeds its conceptual development; its definition varies across studies, and its distinction from job satisfaction, organizational commitment, and other variables is unclear. 3 Even so, there are enough threads of simi- larity that we can cautiously define employee engagement as the employee’s emo- tional and cognitive motivation, self-efficacy to perform the job, perceived clarity of the organization’s vision and his or her specific role in that vision, and belief that he or she has the resources to get the job done. 4 This definition relates to the four cornerstones of individual behavior and performance identified in the MARS model (see Chapter 2): motivation, ability, role perceptions, and situational factors. Employee engagement en- compasses the employee’s beliefs about and emotional responses to these conditions. Additionally, some writers suggest that employee engagement includes a high level of absorption in the work—the experience of “getting carried away” while working. Employee engagement is a hot topic among executives and consultants. One re- port estimates that one in every four large organizations has a formal employee en- gagement program, and three out of five intend to develop plans to improve employee engagement. 5 Some companies even have employee engagement departments or managers. The popularity of employee engagement is partly due to preliminary evi- dence that it improves organizational effectiveness. Royal Bank of Scotland calcu- lated that when its employee engagement scores increase, productivity rises and staff turnover falls. British retailer Marks & Spencer claims that a 1 percent improvement in the engagement levels of its workforce produces a 2.9 percent increase in sales per square foot. JCPenney has calculated that stores with higher employee engagement produce higher sales. Other research indicates that employee engagement is associ- ated with higher organizational citizenship and lower turnover intentions. 6 motivation The forces within a person that affect the direction, intensity, and persistence of voluntary behavior. employee engagement The employee’s emo- tional and cognitive motivation, self-efficacy to perform the job, perceived clarity of the organization’s vision and his or her specific role in that vision, and belief that he or she has the resources to get the job done. mcs81233_ch05_130-163.indd Page 132 1/27/09 11:18:44 AM user-s175mcs81233_ch05_130-163.indd Page 132 1/27/09 11:18:44 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 133 The challenge facing organizational leaders is that most employees aren’t very en- gaged. Several consulting reports estimate that only about one-quarter of American employees are highly engaged, which is slightly above the global average. Less than 60 per cent are somewhat engaged, and approximately one-fifth have low engagement or are actively disengaged. Actively disengaged employees tend to be disruptive at work, not just disconnected from work. Globally, employees in Mexico and Brazil seem to have the highest levels of engagement, whereas several Asian countries (notably Japan, China, and South Korea) and a few European countries (notably Italy, Netherlands, and France) have the lowest levels. 8 Some writers suggest that globalization, informa- tion technology, corporate restructuring, and other changes have potentially under- mined the levels of trust and commitment necessary to motivate employees beyond minimum standards. 9 Others point out that companies have not adjusted to the chang- ing needs and expectations of new workforce entrants. 10 Overall, these reports of low employee engagement imply that many employees are not very motivated to perform their jobs. To create a more motivated workforce, we first need to understand employee drives and needs and how these concepts relate to individual goals and behavior. After reading this section, you should be able to: 1. Diagram and discuss the relationship between human drives, needs, and behavior. 2. Summarize Maslow’s needs hierarchy and discuss Maslow’s con- tribution to the field of motivation. 3. Summarize McClelland’s learned needs theory, including the three needs he studied. 4. Describe four-drive theory and discuss its implications for motivat- ing employees. Getting Engaged at JCPenney In the hypercompetitive retail industry, the number-one ingredient for winning the hearts and pocketbooks of customers is the quality, style, and price of the merchandise. What’s the second most important ingredient? It’s employee engagement, according to executives at JCPenney. “We feel strongly there’s a correlation between engaged associates and store profitability,” says Myron “Mike” Ullman, CEO of the Plano, Texas, retailer. In fact, the company’s internal research revealed that stores with the top-quartile engagement scores generate about 10 percent more in sales per square foot and 36 percent greater operating income than similar-size stores in the lowest quartile. A few years ago, about two-thirds of JCPenney associates were “engaged.” Thanks to improved training, career development, and other management practices, more than three-quarters of employees now are engaged. Per-share earnings have more than doubled since JCPenney management focused on improving employee engagement. “We see a 200 basis-point [increase in] profit when we engage the associates,” Ullman claims. “This isn’t just warm, fuzzy stuff. It’s solid business logic.”7 Learning Objectives mcs81233_ch05_130-163.indd Page 133 1/27/09 11:18:45 AM user-s175mcs81233_ch05_130-163.indd Page 133 1/27/09 11:18:45 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 134 Part Two Individual Behavior and Processes Self-concept, social norms, and past experience Drives (primary needs) and emotions Needs (secondary) Decisions and behavior Exhibit 5.1 Drives, Needs, and Behavior drives Hardwired characteris- tics of the brain that correct deficiencies or maintain an internal equilibrium by produc- ing emotions to energize individuals. needs Goal-directed forces that people experience. Employee Drives and Needs To figure out how to create a more engaged and motivated workforce, we first need to understand the motivational “forces” within people. Unfortunately, many writers conveniently avoid this topic, and the result is a stream of confusing phrases such as innate drives, learned needs, motivations, instincts, secondary drives, and primary needs. 11 We define drives (also called primary needs or innate motives ) as hardwired characteristics of the brain that correct deficiencies or maintain an internal equilibrium by produc- ing emotions to energize individuals. 12 Drives are the “prime movers” of behavior because they generate emotions, which put people in a state of readiness to act on their environment (see Chapter 4). Although typically overlooked in organizational behavior, emotions play a central role in motivation. 13 In fact, both words (emotion and motivation) are derivations of the same Latin word, movere, which means “to move.” Although there is no clear list of human drives, several are consistently identi- fied in research, such as the drives for social interaction, understanding of the envi- ronment, competence or status, and defense of oneself against physiological and psychological harm. 14 We define needs as goal-directed forces that people experience. Needs are the motivational forces of emotions channeled toward particular goals to correct deficien- cies or imbalances. So drives produce emotions, and needs are essentially the emo- tional experience channeled toward goals believed to address the source of emotion. Consider the following example: Everyone has a drive to bond—an inherent need to be associated with other people to some degree. The drive to bond generates nega- tive emotions when we are rejected by others or lack social interaction over time. These negative emotions are experienced as unfulfilled needs; they motivate us to do something that will increase our connectedness to and acceptance by other people. Individual Differences in Needs Even though all people have the same drives, they don’t have the same emotional responses (such as loneliness, curiosity, or anger) or needs in the same situation. Exhibit 5.1 explains why this difference occurs. The left side of the model shows that the individual’s self-concept (including personality and values), social norms, and past experience amplify or suppress drive-based emotions, thereby resulting in stron- ger or weaker needs. 15 People who define themselves as very sociable typically expe- rience a strong need for social interaction if alone for a while, whereas people who view themselves as less sociable would experience a less intense need to socialize over that time. These individual differences also explain, as you shall discover later in this chapter, why needs can be “learned” to some extent. Socialization and reinforce- ment may cause people to alter their self-concept somewhat, resulting in a stronger or weaker need for social interaction, achievement, and so on. Self-concept, social norms, and past experience do more than adjust the emotions generated by our built-in drives. The right side of Exhibit 5.1 shows that these individual mcs81233_ch05_130-163.indd Page 134 1/27/09 11:18:46 AM user-s175mcs81233_ch05_130-163.indd Page 134 1/27/09 11:18:46 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 135 Maslow’s needs hierarchy theory A motivation theory of needs arranged in a hierarchy, whereby people are motivated to fulfill a higher need as a lower one becomes gratified. characteristics also regulate a person’s motivated goals and behavior. Even if you have a strong desire for social interaction, you probably wouldn’t walk up to strangers and start talking to them; this action is contrary to social norms of behavior in most (but not all) cultures. Similarly, suppose that you dislike your boss’s decision to assign you to a par- ticular project. Openly confronting the boss about this assignment is common in some companies and cultures and much less common in other contexts. People regulate their goals and behavior on the basis of these social and cultural norms, as well as their self- concept and reinforcement (or observation of others) in previous situations. Employees are more likely to direct their emotional energy toward speaking up if they view them- selves as being forthright, live in a low power distance culture, and work in a company that encourages constructive debate. We have presented this detail about needs and drives for a few reasons. 16 First, as mentioned, motivation theories use the terms needs, drives, and motivations so loosely that they make it difficult to compare theories, so it is important to settle this confu- sion at the outset. Second, the field of organizational behavior has been woefully slow to acknowledge the central role of emotions in employee motivation, as will be ap- parent when we review most motivation theories in this chapter. Third, Exhibit 5.1 provides a useful template for understanding various motivation theories. In fact, you will see pieces of this theory when we discuss four-drive theory, expectancy theory, goal setting, and other concepts in this chapter. The remainder of this section de- scribes theories that try to explain the dynamics of drives and needs. Later theories in this chapter explain how experiences—such as expectancies, feedback, and work experiences—influence the motivation process. Maslow’s Needs Hierarchy Theory By far, the most widely known theory of human motivation is Maslow’s needs hierarchy theory (see Exhibit 5.2 ). Developed by psychologist Abraham Maslow Exhibit 5.2 Maslow’s Needs Hierarchy Belongingness Safety Physiological Source: Based on information in A. H. Maslow, “A Theory of Human Motivation,” Psychological Review 50 (1943), pp. 370–396. mcs81233_ch05_130-163.indd Page 135 1/27/09 11:18:48 AM user-s175mcs81233_ch05_130-163.indd Page 135 1/27/09 11:18:48 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 136 Part Two Individual Behavior and Processes in the 1940s, the model condenses and integrates the long list of needs that had been studied previously into a hierarchy of five basic categories (from lowest to highest): 17 Physiological. The need for food, air, water, shelter, and the like. Safety. The need for a secure and stable environment and the absence of pain, threat, or illness. Belongingness/love. The need for love, affection, and interaction with other people. Esteem. The need for self-esteem through personal achievement as well as social esteem through recognition and respect from others. Self-actualization. The need for self-fulfillment, realization of one’s potential. Along with developing these five categories, Maslow identified the desire to know and the desire for aesthetic beauty as two innate drives that do not fit within the hierarchy. Maslow’s list represents drives (primary needs) because they are described as innate and universal. According to Maslow, we are motivated simultaneously by several needs but the strongest source is the lowest unsatisfied need at the time. As the person satisfies a lower-level need, the next higher need in the hierarchy becomes the primary motivator and remains so even if never satisfied. Physiological needs are initially the most important, and people are motivated to satisfy them first. As they become gratified, the desire for safety emerges as the strongest motivator. As safety needs are satisfied, belongingness needs become most important, and so forth. The exception to this need fulfillment process is self-actualization; as people experience self-actualization, they desire more rather than less of this need. Thus, while the bottom four groups are deficiency needs because they become activated when unful- filled, self-actualization is known as a growth need because it continues to develop even when fulfilled. Limitations and Contributions of Maslow’s Work In spite of its popularity, Maslow’s needs hierarchy theory has been dismissed by most motivation experts. 18 Maslow developed the theory from only his professional observations, and he was later surprised that it was so widely accepted before anyone tested it. Empirical stud- ies have concluded that people do not progress through the hierarchy as the theory predicts. For example, some people strive more for self-esteem before their belong- ingness needs have been satisfied. The theory also assumes that needs priorities shift over a long time, whereas in reality needs priorities rise and fall far more frequently with the situation. A person’s needs for status, food, social interaction, and so forth, change daily or weekly, not every few years. As Global Connections 5.1 describes, companies around the world routinely motivate all staff through recognition. These examples illustrate that people regularly need—and are motivated to receive—respect and belongingness in the workplace. Although needs hierarchy theory has failed the reality test, Maslow deserves credit for bringing a more holistic, humanistic, and positive approach to the study of human motivation. 19 First, Maslow brought a more holistic perspective by explain- ing that needs and drives should be studied together because human behavior is typically initiated by more than one of them at the same time. Previously, motiva- tion experts had splintered needs or drives into dozens of categories, each studied in isolation. 20 mcs81233_ch05_130-163.indd Page 136 1/27/09 11:18:50 AM user-s175mcs81233_ch05_130-163.indd Page 136 1/27/09 11:18:50 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Shining the Spotlight on Employee Recognition David Gachuru lives by a motto that motivates employees with much more than money: “If an employee’s work calls for a thumbs-up, I will appreciate him or her as many times as pos- sible.” Translating this advice into practice is a daily event for the general manager of Sarova Panafric Hotel in Nairobi, Kenya. In addition to thanking staff personally and through e-mails, Gachuru holds bimonthly meetings at which top-performing em- ployees are congratulated and receive paid holidays with their family. Employee achievements are also celebrated in the hotel’s newsletter, which is distributed to guests as well as to employees. Sarova Panafric Hotel and other firms are returning to good old-fashioned praise and recognition to regularly motivate staff. Good thing, because recent surveys in several countries identify lack of praise, recognition, or appreciation as a major reason why employees are demotivated and disengaged and decide to find work elsewhere. For instance, on the basis of 1,000 exit interviews, Ireland’s Small Firms Association (SMA) recently reported that lack of recognition was a top reason why employees in that country quit their jobs. “Increasingly people need to feel that their contribution is valued,” suggests SMA director Patricia Callan. “If people do not feel important, they are not motivated to stay.” The challenge of recognition is to “catch” employees do- ing extraordinary work or showing organizational citizenship. Peer recognition, in which co-workers identify exemplary per- formers, is an increasingly popular way for companies to iden- tify employees deserving special recognition and reward. At the Ritz-Carlton Hotel in Kuala Lumpur, Malaysia, co-workers write words of appreciation to each other using First Class Cards. “This serves as a motivational aspect of the work envi- ronment,” says an executive at Ritz-Carlton Kuala Lumpur, which is rated as one of the best places to work in Asia. Amgen, the California-based biotechnology company, re- cently introduced globally a more intricate peer recognition pro- gram called Bravo! Tier I recognition is an e-mail–based thank-you sent by co-workers through a special Bravo Web site. Tier II peer recognitions are accompanied by an electronic gift certificate. At Tier III, employees nominate individuals or teams, and an “award wizard” determines the amount of the reward (ranging from $100 to $500). A Tier IV recognition is accompanied by a larger financial reward for those who significantly improved the company’s operations. The Tier V award, which is reviewed by the executive team, is received by employees who have made the highest material impact on company performance.21 Global Connections 5.1 David Gachuru (left in photo) motivates staff at Sarova Panafric Hotel in Nairobi, Kenya, through plenty of praise and recognition. 137 mcs81233_ch05_130-163.indd Page 137 1/27/09 11:18:51 AM user-s175mcs81233_ch05_130-163.indd Page 137 1/27/09 11:18:51 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 138 Part Two Individual Behavior and Processes Second, Maslow brought a more humanistic perspective to the study of motiva- tion. In particular, he suggested that higher-order needs are influenced by personal and social influences, not just instincts. In other words, he was among the first to rec- ognize that human thoughts (including self-concept, social norms, and past experience) play a role in motivation. Previous motivation experts had focused almost entirely on human instincts without considering that motivation could be shaped by human thought. Third, Maslow brought a more positive perspective of employee motivation by focusing on need gratification rather than only on need deprivation. In particular, he popularized the previously developed concept of self-actualization, suggesting that people are naturally motivated to reach their potential and that organizations and societies need to be structured to help people continue and develop this motiva- tion. 22 Due to his writing on self-actualization and the power of need gratification, Maslow is a pioneer in positive organizational behavior . Recall from Chapter 3 that positive OB says that focusing on the positive rather than negative aspects of life will improve organizational success and individual well-being. In other words, this approach advocates building positive qualities and traits within individuals or institutions as opposed to focusing on trying to fix what might be wrong with them. 23 What’s Wrong with Needs Hierarchy Models? Maslow’s theory is not the only attempt to map employee needs onto a single hier- archy. Another hierarchy model, called ERG theory , reorganizes Maslow’s five groups into three—existence, relatedness, and growth. 24 Unlike Maslow’s theory, which only explained how people progress up the hierarchy, ERG theory also describes how people regress down the hierarchy when they fail to fulfill higher needs. ERG theory seems to explain human motivation somewhat better than Maslow’s needs hierarchy, but that’s mainly because it is easier to cluster human needs around ERG’s three categories than Maslow’s five categories. Otherwise, research studies have found that ERG theory only marginally improves our under- standing of human needs. 25 Why have Maslow’s needs hierarchy theory, ERG theory, and other needs hierar- chies largely failed to explain the dynamics of employee needs? The most glaring explanation is that people don’t fit into a single needs hierarchy. Some people place social status at the top of their personal hierarchy; others consider personal develop- ment and growth an ongoing priority over social relations or status. There is increas- ing evidence that needs hierarchies are unique to each person, not universal, because needs are strongly influenced by each individual’s self-concept, including personal values and social identity. If your most important values lean toward stimulation and self-direction, you probably pay more attention to self-actualization needs. If power and achievement are at the top of your value system, status needs will likely be at the top of your needs hierarchy. This connection between values and needs suggests that a needs hierarchy is unique to each person and can possibly change over time, just as values change over a lifetime. 26 Learned Needs Theory Earlier in this chapter we said that drives (primary needs) are innate whereas needs are shaped, amplified, or suppressed through self-concept, social norms, and past ERG theory A needs hierarchy theory consisting of three fundamental needs—existence, relatedness, and growth. mcs81233_ch05_130-163.indd Page 138 1/27/09 11:18:55 AM user-s175mcs81233_ch05_130-163.indd Page 138 1/27/09 11:18:55 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 139 experience. Maslow noted that individual characteristics influence the strength of higher-order needs, such as the need to belong. Psychologist David McClelland further investigated the idea that need strength can be altered through social influ- ences. In particular, he recognized that a person’s needs can be strengthened through reinforcement, learning, and social conditions. McClelland examined three “learned” needs: achievement, power, and affiliation. 27 Need for Achievement People with a strong need for achievement (nAch) want to accomplish reasonably challenging goals through their own effort. They prefer working alone rather than in teams, and they choose tasks with a moderate degree of risk (i.e., neither too easy nor impossible to complete). High-nAch people also desire unambiguous feedback and recognition for their success. Money is a weak motivator, except when it provides feedback and recognition. 28 In contrast, employ- ees with a low nAch perform their work better when money is used as an incentive. Successful entrepreneurs tend to have a high nAch, possibly because they establish challenging goals for themselves and thrive on competition. 29 Need for Affiliation Need for affiliation (nAff) refers to a desire to seek approval from others, conform to their wishes and expectations, and avoid conflict and con- frontation. People with a strong nAff try to project a favorable image of themselves. They tend to actively support others and try to smooth out workplace conflicts. High- nAff employees generally work well in coordinating roles to mediate conflicts and in sales positions where the main task is cultivating long-term relations. However, they tend to be less effective at allocating scarce resources and making other decisions that potentially generate conflict. People in decision-making positions must have a rela- tively low need for affiliation so that their choices and actions are not biased by a personal need for approval. 30 Need for Power People with a high need for power (nPow) want to exercise control over others and are concerned about maintaining their leadership position. They frequently rely on persuasive communication, make more suggestions in meet- ings, and publicly evaluate situations more often. McClelland pointed out that there are two types of nPow. Individuals who enjoy their power for its own sake, use it to advance personal interests, and wear their power as a status symbol have personalized power . Others mainly have a high need for socialized power because they desire power as a means to help others. 31 McClelland argues that effective leaders should have a high need for socialized rather than personalized power. They must have a high degree of altruism and social responsibility and be concerned about the consequences of their own actions on others. Learning Needs McClelland’s research supported his theory that needs can be learned (more accurately, strengthened or weakened), so he developed training pro- grams for this purpose. In his achievement motivation program, trainees write achievement-oriented stories and practice achievement-oriented behaviors in busi- ness games. They also complete a detailed achievement plan for the next two years and form a reference group with other trainees to maintain their newfound achieve- ment motivation style. 32 These programs seem to work. Participants attending a need- for-achievement course in India subsequently started more new businesses, had greater community involvement, invested more in expanding their businesses, and need for achievement (nAch) A need in which people want to accomplish reasonably challenging goals and desire unam- biguous feedback and recognition for their success. need for affiliation (nAff) A need in which people seek approval from others, conform to their wishes and ex pectations, and avoid conflict and confrontation. need for power (nPow) A need in which people want to control their environment, including people and material resources, to benefit either themselves (personalized power) or others (socialized power). mcs81233_ch05_130-163.indd Page 139 1/27/09 11:18:55 AM user-s175mcs81233_ch05_130-163.indd Page 139 1/27/09 11:18:55 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 140 Part Two Individual Behavior and Processes employed twice as many people as nonparticipants did. Research on similar achieve- ment motivation courses for American small-business owners reported dramatic in- creases in the profitability of the participants’ businesses. In essence, these programs attempt to alter the individual’s self-concept or experiences such that they amplify or suppress related drive-generated emotions. Four-Drive Theory One of the central messages of this chapter is that emotions play a significant role in employee motivation. This view is supported by a groundswell of research in neuroscience, but it is almost completely absent from contemporary motivation theories in organizational behavior. Also, social scientists in several fields (psy- chology, anthropology, etc.) increasingly agree that human beings have several hardwired drives, including social interaction, learning, and dominance. One of the few theories to apply this emerging knowledge is four-drive theory . 33 Devel- oped by Harvard Business School professors Paul Lawrence and Nitin Nohria, four-drive theory states that everyone has the drive to acquire, bond, learn, and defend: • Drive to acquire . This is the drive to seek, take, control, and retain objects and personal experiences. The drive to acquire extends beyond basic food and water; it includes enhancing one’s self-concept through relative status and re- cognition in society. 34 Thus, it is the foundation of competition and the basis of our need for esteem. Four-drive theory states that the drive to acquire is insatiable because the purpose of human motivation is to achieve a higher position than others, not just to fulfill one’s physiological needs. • Drive to bond . This is the drive to form social relationships and develop mutual caring commitments with others. It explains why people form social identities by aligning their self-concept with various social groups (see Chapter 2). It may also explain why people who lack social contact are more prone to serious health problems. 35 The drive to bond motivates people to cooperate and, con- sequently, is a fundamental ingredient in the success of organizations and the development of societies. • Drive to learn . This is the drive to satisfy our curiosity, to know and understand ourselves and the environment around us. 36 When observing something that is inconsistent with or beyond our current knowledge, we experience a tension that motivates us to close that information gap. In fact, studies have revealed that people who are removed from any novel information will crave even boring information; the drive to learn generated such strong emotions that the study participants eventually craved month-old stock reports! 37 The drive to learn is related to the higher-order needs of growth and self-actualization described earlier. • Drive to defend . This is the drive to protect ourselves physically and socially. Probably the first drive to develop, it creates a “fight-or-flight” response in the face of personal danger. The drive to defend goes beyond protecting our physi- cal self. It includes defending our relationships, our acquisitions, and our belief systems. These four drives are innate and universal, meaning that they are hardwired in our brains and are found in all human beings. They are also independent of each other. four-drive theory A motivation theory that is based on the innate drives to acquire, bond, learn, and defend and that incorporates both emotions and rationality. mcs81233_ch05_130-163.indd Page 140 1/27/09 11:18:55 AM user-s175mcs81233_ch05_130-163.indd Page 140 1/27/09 11:18:55 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 141 There is no hierarchy of drives, so one drive is neither dependent on nor inherently inferior or superior to another drive. Four-drive theory also states that these four drives are a complete set—there are no fundamental drives excluded from the model. Another key feature is that three of the four drives are proactive—we regularly try to fulfill them. Only the drive to defend is reactive—it is triggered by threat. Thus, any notion of fulfilling drives is temporary, at best. How Drives Influence Employee Motivation Four-drive theory draws from current neuroscience knowledge to explain how drives translate into goal-directed effort. To begin with, recall from previous chapters that the information we re- ceive is quickly and nonconsciously tagged with emotional markers that subse- quently shape our logical analysis of a situation. 38 According to four-drive theory, the four drives determine which emotions are tagged to incoming stimuli. If you arrive at work one day to see a stranger sitting in your office chair, you might quickly experience worry, curiosity, or both. These emotions are automatically created by one or more of the four drives. In this example, the emotions produced are likely strong enough to demand your attention and motivate you to act on this observation. Most of the time, we aren’t aware of our emotional experiences because they are subtle and fleeting. However, emotions do become conscious experiences when they are sufficiently strong or when we experience conflicting emotions. Under these cir- cumstances, our mental skill set relies on social norms, past experience, and personal values to direct the motivational force of our emotions to useful and acceptable goals that address the source of those emotions (see Exhibit 5.3 ). In other words, the emo- tions generated by the four drives motivate us to act, and our mental skill set chooses courses of action that are acceptable to society and our own moral compass. 39 This is the process described at the beginning of this chapter, namely, that drives produce emotions; our self-concept, social norms, and past experience translate these emo- tions into goal-directed needs, and these individual characteristics also translate needs into decisions and behavior. Drive to acquire Social norms Mental skill set resolves competing drive demands Goal-directed choice and effort Personal values Past experience Drive to bond Drive to learn Drive to defend Exhibit 5.3 Four-Drive Theory of Motivation Source: Based on information in P. R. Lawrence and N. Nohria, Driven: How Human Nature Shapes Our Choices (San Francisco: Jossey-Bass, 2002). mcs81233_ch05_130-163.indd Page 141 1/27/09 11:18:55 AM user-s175mcs81233_ch05_130-163.indd Page 141 1/27/09 11:18:55 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 142 Part Two Individual Behavior and Processes Evaluating Four-Drive Theory Although four-drive theory was introduced very recently, it is based on a deep foundation of research that dates back more than three decades. The drives have been identified from psychological and anthropological studies. The translation of drives into goal-directed behavior originates from consid- erable research on emotions and neural processes. The theory avoids the assumption that everyone has the same needs hierarchy, and it explains why needs vary from one person to the next. Notice, too, that four-drive theory is both holistic (it relates to all drives, not just one or two) and humanistic (it acknowledges the role of human thought and social influences, not just instinct). Maslow had identified these two principles as important features of an effective motivation theory. Four-drive theory also provides a much clearer understanding of the role of emotional intelligence in employee motivation and behavior. Employees with high emotional intelligence are more sensitive to competing demands from the four drives, are better able to avoid impulsive behavior from those drives, and can judge the best way to act to fulfill those drive demands in a social context. Even with its well-researched foundations, four-drive theory is far from complete. First, most experts would argue that one or two other drives exist that should be in- cluded. Second, social norms, personal values, and past experience probably don’t represent the full set of individual characteristics that translate emotions into goal- directed effort. For example, other elements of self-concept beyond personal values, such as personality and social identity, likely play a significant role in translating drives into needs and needs into decisions and behavior. Practical Implications of Four-Drive Theory The main recommendation from four- drive theory is to ensure that individual jobs and workplaces provide a balanced oppor- tunity to fulfill the drives to acquire, bond, learn, and defend. 40 There are really two recommendations here. The first is that the best workplaces for employee motivation and well-being offer conditions that help employees fulfill all four drives. Employees continually seek fulfillment of their innate drives, so successful companies provide suffi- cient rewards, learning opportunities, social interaction, and so forth, for all employees. The second recommendation is that fulfillment of the four drives must be kept in balance; that is, organizations should avoid too much or too little opportunity to ful- fill each drive. The reason for this advice is that the four drives counterbalance each other. The drive to bond counterbalances the drive to acquire; the drive to defend counterbalances the drive to learn. An organization that energizes the drive to ac- quire without the drive to bond may eventually suffer from organizational politics and dysfunctional conflict. Change and novelty in the workplace will aid the drive to learn, but too much of it will trigger the drive to defend to such an extent that em- ployees become territorial and resistant to change. Thus, the workplace should offer enough opportunity to keep all four drives in balance. These recommendations help explain why Rackspace Hosting, described at the be- ginning of this chapter, has a motivated workforce and is rated as one of the best places to work in America and the United Kingdom. Rackspace has internal competitions that fulfill the drive to acquire, yet it balances the competitive conditions with generously funded social events where employees maintain a supportive social environment. The opening vignette also noted that the Web hosting and IT services company encourages staff to learn through training and career-enhancing assignments. At the same time, these are balanced by a nurturing environment that emphasizes employee strengths rather than faults. The company likely also minimizes the drive to defend because it is in a growth phase with little probability of layoffs or other risks to personal well-being. mcs81233_ch05_130-163.indd Page 142 1/27/09 11:18:58 AM user-s175mcs81233_ch05_130-163.indd Page 142 1/27/09 11:18:58 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 143 expectancy theory A motivation theory based on the idea that work effort is directed toward behaviors that people believe will lead to desired outcomes. Outcome 1 � or � Outcome 2 � or � Outcome 3 � or � Performance E-to-P Expectancy P-to-O Expectancy Outcome Valence Effort Exhibit 5.4 Expectancy Theory of Motivation After reading the next three sections, you should be able to: 5. Diagram the expectancy theory model and discuss its practical implications for motivating employees. 6. Describe the characteristics of effective goal setting and feedback. 7. Summarize equity theory and describe how to improve procedural justice. 8. Identify the factors that influence procedural justice, as well as the consequences of procedural justice. Expectancy Theory of Motivation The theories described so far mainly explain the internal origins of employee motiva- tion. But how do these drives and needs translate into specific effort and behavior? Four-drive theory recognizes that social norms, personal values, and past experience direct our effort, but it doesn’t offer any more detail. Expectancy theory , on the other hand, offers an elegant model based on rational logic to predict the chosen direction, level, and persistence of motivation. Essentially, the theory states that work effort is directed toward behaviors that people believe will lead to desired outcomes. In other words, we are motivated to achieve the goals with the highest expected payoff. 41 As illustrated in Exhibit 5.4 , an individual’s effort level depends on three factors: effort-to-performance (E-to-P) expectancy, performance-to-outcome (P-to-O) expectancy, and outcome valences. Employee motivation is influenced by all three components of the expectancy theory model. If any component weakens, motivation weakens. • E-to-P expectancy. This is the individual’s perception that his or her effort will result in a particular level of performance. In some situations, employees may believe that they can unquestionably accomplish the task (a probability of 1.0). In other situations, they expect that even their highest level of effort will not result in the desired performance level (a probability of 0.0). In most cases, the E-to-P expectancy falls somewhere between these two extremes. Learning Objectives mcs81233_ch05_130-163.indd Page 143 1/27/09 11:18:58 AM user-s175mcs81233_ch05_130-163.indd Page 143 1/27/09 11:18:58 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 144 Part Two Individual Behavior and Processes • P-to-O expectancy. This is the perceived probability that a specific behavior or perfor- mance level will lead to a particular outcome. In extreme cases, employees may believe that accomplishing a particular task (performance) will definitely result in a particular outcome (a probability of 1.0), or they may believe that successful perfor- mance will have no effect on this outcome (a probability of 0.0). More often, the P-to-O expectancy falls somewhere between these two extremes. • Outcome valences. A valence is the anticipated satisfaction or dissatisfaction that an individual feels toward an outcome. It ranges from negative to positive. (The actual range doesn’t matter; it may be from �1 to +1 or from �100 to +100.) An outcome valence represents a person’s anticipated satisfaction with the out- come. 42 Outcomes have a positive valence when they are consistent with our values and satisfy our needs; they have a negative valence when they oppose our values and inhibit need fulfillment. Expectancy Theory in Practice One of the appealing characteristics of expectancy theory is that it provides clear guidelines for increasing employee motivation. 43 Several practical applications of ex- pectancy theory are listed in Exhibit 5.5 and described below. Exhibit 5.5 Practical Applications of Expectancy Theory Expectancy theory component Objective Applications E→P expectancies P→O expectancies Outcome valences To increase the belief that employees are capable of performing the job successfully. To increase the belief that good performance will result in certain (valued) outcomes. To increase the expected value of outcomes resulting from desired performance. • Select people with the required skills and knowledge. • Provide required training and clarify job requirements. • Provide sufficient time and resources. • Assign simpler or fewer tasks until employees can master them. • Provide examples of similar employees who have successfully performed the task. • Provide coaching to employees who lack self-confidence. • Measure job performance accurately. • Clearly explain the outcomes that will result from successful performance. • Describe how the employee’s rewards were based on past performance. • Provide examples of other employees whose good performance has resulted in higher rewards. • Distribute rewards that employees value. • Individualize rewards. • Minimize the presence of countervalent outcomes. mcs81233_ch05_130-163.indd Page 144 1/27/09 11:19:00 AM user-s175mcs81233_ch05_130-163.indd Page 144 1/27/09 11:19:00 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 145 Increasing E-to-P Expectancies E-to-P expectancies are influenced by the indi- vidual’s belief that he or she can successfully complete the task. Some companies in- crease this can-do attitude by assuring employees that they have the necessary competencies, clear role perceptions, and necessary resources to reach the desired levels of performance. Matching employees to jobs on the basis of their abilities and clearly communicating the tasks required for the job are important parts of this pro- cess. Similarly, E-to-P expectancies are learned, so behavioral modeling and support- ive feedback (positive reinforcement) typically strengthen the individual’s belief that he or she is able to perform the task. Increasing P-to-O Expectancies The most obvious ways to improve P-to-O expec- tancies are to measure employee performance accurately and distribute more valued rewards to those with higher job performance. P-to-O expectancies are perceptions, so employees need to know that higher performance will result in higher rewards, and they need to know how that connection occurs. Companies meet these needs by explaining how specific rewards are connected to specific past performance and by using examples, anecdotes, and public ceremonies to illustrate when behavior has been rewarded. Many companies claim they provide higher rewards to people with higher per- formance, yet surveys repeatedly find that the performance-to-outcome linkage is foggy to most staff. Less than half of the 6,000 American employees surveyed in one study said they know how to increase their base pay or cash bonuses. Another poll reported that only 32 percent of employees believe that people at their com- pany are paid more for doing a better job. Less than half of employees in a large- scale Malaysian survey said they believe their company rewards high performance or deals appropriately with poor performers. Only one-quarter of 10,000 Canadian employees recently surveyed said they regularly receive rewards for a job well done. This is consistent with another survey which reported that only 27 percent of Cana- dian employees say there is a clear link between their job performance and pay. 44 Increasing Outcome Valences Everyone has unique values and experiences, which translate into different needs at different times. Consequently, individualizing rather than standardizing rewards and other performance outcomes is an important ingredient in employee motivation. At the same time, leaders need to watch for coun- tervalent outcomes—consequences with negative valences that reduce rather than enhance employee motivation. For example, peer pressure may cause some employ- ees to perform their jobs at the minimum standard even though formal rewards and the job itself would otherwise motivate them to perform at higher levels. Overall, expectancy theory is a useful model that explains how people rationally figure out the best direction, intensity, and persistence of effort. It has been tested in a variety of situations and predicts employee motivation in different cultures. 45 How- ever, critics have a number of concerns with how the theory has been tested. Another concern is that expectancy theory ignores the central role of emotion in employee effort and behavior. The valence element of expectancy theory captures some of this emotional process, but only peripherally. 46 Goal Setting and Feedback Walk into almost any customer contact center (i.e., call center)—whether it’s Sitel’s offices in Albuquerque, New Mexico, or Dell’s contact center in Quezon City in the Philippines—and you will notice that work activities are dominated by goal mcs81233_ch05_130-163.indd Page 145 1/27/09 11:19:00 AM user-s175mcs81233_ch05_130-163.indd Page 145 1/27/09 11:19:00 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 146 Part Two Individual Behavior and Processes setting and plenty of feedback. 48 Contact-center performance is judged on several key performance indicators (KPIs), such as average time to answer the call, length of time per call, and abandon rates (customers who hang up before the call is handled by a customer service representative). Some contact centers have large electronic boards showing how many customers are waiting, the average time they have been waiting, and the average time before someone talks to them. A few even have “emotion detection” software, which translates words and voice intonation into a measure of the customer’s level of happiness or anger during the telephone conversation. 49 Goal setting is the process of motivating employees and clarifying their role per- ceptions by establishing performance objectives. It potentially improves employee performance in two ways: (1) by amplifying the intensity and persistence of effort and (2) by giving employees clearer role perceptions so that their effort is channeled to- ward behaviors that will improve work performance. Goal setting is more complex than simply telling someone to “do your best.” It requires several specific character- istics. Some consultants refer to these as “SMART goals,” but the acronym doesn’t quite capture all of the key ingredients identified by goal-setting research. The six key characteristics are specific goals, relevant goals, challenging goals, goal commitment, participation in goal formation (sometimes), and goal feedback. 50 • Specific goals. Employees put more effort into a task when they work toward specific goals rather than “do your best” targets. Specific goals have measurable levels of change over a specific and relatively short time frame. For example, New York City mayor Michael Bloomberg has set the goal of replacing 300 gas- guzzling yellow cabs with fuel-efficient models every month. Specific goals communicate more precise performance expectations, so employees can direct their effort more efficiently and reliably. • Relevant goals. Goals must also be relevant to the individual’s job and be within his or her control. For example, a goal to reduce waste materials would have Goal Setting Makes Every Day Count in NYC When New York City mayor Michael R. Bloomberg gives a speech or writes a memo, he lets it be known that the time remaining in his second mayoral term is quickly passing by. The successful entrepreneur-turned- politician has announced challenging goals to accomplish, and he doesn’t want any of his remaining tenure wasted. To be sure that New York City employees also experience this deadline urgency, Bloomberg had special clocks installed in a dozen city government offices that count down how many days remain in his mayoral term. Above many of these countdown clocks is the catchphrase: “Make every day count.” Bloomberg’s penchant for specific, challenging, measurable goals is most apparent in PlaNYC, which includes 127 environmental initia- tives captured in 10 overarching goals. Bloomberg aims to reduce greenhouse gas emissions citywide by 30 percent by 2030. He recently announced plans to have 300 new hybrid taxis on the road each month until the city’s entire fleet of 13,000 taxis is fuel-efficient by 2012. (Bloomberg is shown here in front of one of the new “green” hybrid taxis.) Another goal is to plant 1 million trees over the next decade, including at least 10,000 street trees per year.47 goal setting The process of motivat- ing employees and clarifying their role per- ceptions by establishing performance objectives. mcs81233_ch05_130-163.indd Page 146 1/27/09 11:19:00 AM user-s175mcs81233_ch05_130-163.indd Page 146 1/27/09 11:19:00 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 147 little value if employees don’t have much control over waste in the production process. • Challenging goals. Challenging goals (rather than easy ones) cause people to raise the intensity and persistence of their work effort and to think through informa- tion more actively. They also fulfill a person’s achievement or growth needs when the goal is achieved. General Electric, Goldman Sachs, and many other organizations emphasize stretch goals . These goals don’t just stretch a person’s abilities and motivation; they are goals that people don’t even know how to reach, so they need to be creative to achieve them. • Goal commitment. Ideally, goals should be challenging without being so difficult that employees lose their motivation to achieve them. 51 This is the same as the E-to-P expectancy that you learned about in the section on expectancy theory. The lower the E-to-P expectancy that the goal can been accomplished, the less committed (motivated) the employee is to the goal. • Goal participation (sometimes). Goal setting is usually (but not always) more effective when employees participate in setting the goals. 52 Participation poten- tially creates a higher level of goal commitment than is found when goals are set alone by the supervisor. Participation may also improve goal quality, be- cause employees have valuable information and knowledge that may not be known to those who initially formed the goal. • Goal feedback. Feedback is another necessary condition for effective goal setting. 53 Feedback is any information that lets us know whether we have achieved the goal or are properly directing our effort toward it. Feedback redirects our effort, but it potentially also fulfills our growth needs. Balanced Scorecard A popular form of organizational-level goal setting is the balanced scorecard (BSC) . The balanced scorecard translates the organization’s vision and mission into specific, measurable performance goals related to financial, customer, inter- nal, and learning/growth (i.e., human capital) processes. The objective of BSC is to ensure that the full range of organizational performance is captured in the goal- setting process. Each dimension includes several goals related to specific opera- tions within the organization, thereby connecting each work unit to the overall corporate objectives. For example, an airline might include on-time performance as one of its customer process goals and number of hours of safety training per employee as a learning and growth process goal. These specific goals are often weighted and scored to create a composite measure of achievement across the organi- zation each year. The Richmond, Virginia, school board implemented a BSC to help it achieve six goals, including improving student achievement, promoting a safe and nurturing en- vironment, and providing strong leadership for effective and efficient operations. Each goal has several outcome measures. For instance, the goal of improving student achievement includes a dozen measures, such as percentage of students who meet a state-sanctioned completion rate, percentage of special education students moving to a higher reading level, and percentage of students enrolling in specific math and sci- ence courses. “Our BSC lays out a challenging set of process measures and targets for us, and it holds us accountable for reaching our goals,” explains Yvonne Brandon, superintendent of Richmond Public Schools. 54 balanced scorecard (BSC) A goal-setting and reward system that translates the organiza- tion’s vision and mission into specific, measur- able performance goals related to financial, customer, internal, and learning/growth (i.e., human capital) processes. mcs81233_ch05_130-163.indd Page 147 1/27/09 11:19:02 AM user-s175mcs81233_ch05_130-163.indd Page 147 1/27/09 11:19:02 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 148 Part Two Individual Behavior and Processes Characteristics of Effective Feedback Whirlpool Corp. employees complained that they weren’t getting enough feedback from their bosses, so the appliance manufacturer asked managers to meet with their immediate subordinates quarterly rather than the previous schedule’s every six months. Jeffrey Davidoff, head of marketing for Whirlpool’s North American con- sumer brands, has taken the feedback frequency even further; he meets with his eight direct reports for up to 45 minutes every two weeks. “I’m noticing much better re- sults,” Mr. Davidoff says. 55 Whirlpool managers are discovering that feedback is an important practice in em- ployee motivation and performance. Along with clarifying role perceptions and im- proving employee skills and knowledge, feedback motivates when it is constructive and when employees have strong self-efficacy. 56 As with goal setting, feedback should be specific and relevant . In other words, the feedback should refer to specific metrics (e.g., sales increased by 5 percent last month) and to the individual’s behavior or outcomes within his or her control. Feedback should also be timely; the information should be available soon after the behavior or results occur so that employees see a clear association between their actions and the consequences. Effective feedback is also sufficiently frequent . How frequent is “sufficiently”? The answer depends on at least two things. One consideration is the employee’s knowl- edge and experience with the task. Feedback is a form of reinforcement, so em- ployees working on new tasks should receive more frequent corrective feedback because they require more behavior guidance and reinforcement (see Chapter 3). Employees who perform repetitive or familiar tasks can receive less frequent feed- back. The second factor is how long it takes to complete the task. Feedback is necessarily less frequent in jobs with a long cycle time (e.g., executives and scien- tists) than in jobs with a short cycle time (e.g., grocery store cashiers). The final characteristic of effective feedback is that it should be credible . Employees are more likely to accept feedback (particularly corrective feedback) from trustworthy and credible sources. Feedback through Strength-Based Coaching Forty years ago, Peter Drucker rec- ognized that leaders are more effective when they focus on strengths rather than weak- nesses. “The effective executive builds on strengths—their own strengths, the strengths of superiors, colleagues, subordinates; and on the strength of the situation,” wrote the late management guru. 57 Rackspace Hosting, Inc., which was described at the begin- ning of this chapter, has adopted this positive OB approach. It gives employees oppor- tunities to develop their strengths rather than requiring them to focus on areas where they have limited interest or talent. This is the essence of strength-based coaching (also known as appreciative coaching )—maximizing the person’s potential by focusing on her or his strengths rather than weaknesses. 58 In strength-based coaching, the em- ployee describes areas of work where he or she excels. The coach guides this discus- sion by asking exploratory questions and by helping the employee to discover ways of leveraging his or her strength. For example, the pair would explore situational bar- riers to practicing the coachee’s strength as well as aspects of this strength that require further development. Strength-based coaching is logical because people inherently seek feedback about their strengths, not their flaws. Recall from Chapter 2 that people engage in self- enhancement, at least for those domains of self which are most important. Strength- based coaching also makes sense because personality becomes quite stable before a person reaches midcareer, and this stability limits the flexibility of the person’s interests, strength-based coaching A positive organizational behavior approach to coaching and feedback that focuses on building and leveraging the em- ployee’s strengths rather than trying to correct his or her weaknesses. mcs81233_ch05_130-163.indd Page 148 1/27/09 11:19:02 AM user-s175mcs81233_ch05_130-163.indd Page 148 1/27/09 11:19:02 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 149 preferences, and competencies. 60 In spite of these research observations, most compa- nies focus goal setting and feedback on tasks that employees are performing poorly. After the initial polite compliments, many coaching or performance feedback sessions analyze the employee’s weaknesses, including determining what went wrong and what the employee needs to do to improve. These inquisitions sometimes produce so much negative feedback that employees become defensive; they can also undermine self- efficacy, thereby making the employee’s performance worse rather than better. By focusing on weaknesses, companies fail to realize the full potential of the employee’s strengths. One survey reports that only 20 percent of employees in large organizations say that they have an opportunity to perform tasks that they do best. 61 Sources of Feedback Feedback can originate from nonsocial or social sources. Nonsocial sources provide feedback without someone communicating that information. Employees at contact centers view electronic displays showing how many callers are waiting and the Sony Europe Builds on Strengths When competition from Korea and China threatened Sony Europe’s market position, the electronics and music company decided that its competitive advantage would be to leverage the power of strengths rather than battle against weaknesses. Employees were asked to iden- tify activities in which they excel, enjoy the work, and feel at ease. On the basis of this information, Sony Europe designed jobs around these strengths, instead of molding people to fit into existing, rigid job structures. For example, the performance of a Sony Europe employee dropped after he moved to another sales position. Rather than pushing the employee to deliver higher performance in the new job, Sony compared the individual’s strengths against the job requirements. The company learned that the employee’s strength was in face-to-face communication, whereas his new job required very little social interaction. Sony created a new role for the employee that leveraged his strengths. Within a year, the employee’s team had delivered record sales and increased profits at a lower cost. Strength-based coaching “ensures that everybody in Sony is focusing on what they do best,” says Ray White, Sony Europe’s vice president of human resources. “They’re aligning their ‘A’ talents to make their best contribution to the business and their best contributions are outstanding.”59 mcs81233_ch05_130-163.indd Page 149 1/27/09 11:19:02 AM user-s175mcs81233_ch05_130-163.indd Page 149 1/27/09 11:19:02 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 150 Part Two Individual Behavior and Processes average time they have been waiting. Nova Chemicals operators receive feedback from a computer screen that monitors in real time the plant’s operational capacity, depicted as a gently flowing green line, and actual production output, shown as a red squiggly line. Soon after Nova installed the feedback system, employees en- gaged in friendly bouts of rivalry to determine who could keep the actual produc- tion output as close as possible to the plant’s maximum capacity. 62 Corporate intranets allow many executives to receive feedback instantaneously on their computer, usually in the form of graphic output on an executive dashboard. Almost half of Microsoft’s employees use a dashboard to monitor project deadlines, sales, and other metrics. Microsoft CEO Steve Ballmer regularly reviews dashboard results in one-on-one meetings with his division leaders. “Every time I go to see Ballmer, it’s an expectation that I bring my dashboard with me,” says the head of the Microsoft Office division. 63 Multisource (360-Degree) Feedback Erik Djukastein knew that he needed feedback on his leadership skills, but asking his boss for performance feedback wasn’t possible because Djukastein owns the company, Contech Electronics. In- stead, he asked all 20 employees and managers at the company to anonymously complete a written report about his strengths and weaknesses. “It was illuminating and scary looking at the results—when your staff say you don’t follow through on your commitments, that hurts,” Djukastein admits. “But the good news is that it enabled me to open my eyes to things that were instrumental in changing my men- tal attitude.” 64 Erik Djukastein relied on multisource (360-degree) feedback to provide him with meaningful feedback. As the name implies, multisource feedback is informa- tion about an employee’s performance collected from a full circle of people, includ- ing subordinates, peers, supervisors, and customers. Almost all the Fortune 500 companies use multisource feedback, typically for managers rather than nonman- agement employees. 65 Multisource feedback tends to provide more complete and accurate information than feedback from a supervisor alone. It is particularly useful when the supervisor is unable to observe the employee’s behavior or performance throughout the year. Lower-level employees also feel a greater sense of fairness and open communication when they are able to provide upward feedback about their boss’s performance. 66 However, multisource feedback also creates challenges. Having several people re- view so many other people can be expensive and time-consuming. With multiple opinions, the 360-degree process can also produce ambiguous and conflicting feed- back, so employees may require guidance to interpret the results. A third concern is that peers may provide inflated rather than accurate feedback to avoid conflicts dur- ing the forthcoming year. A final concern is that employees experience a stronger emotional reaction when they receive critical feedback from many people rather than from just one person (such as the boss). “Initially you do take it personally,” admits a manager at software maker Autodesk. “[360-degree feedback] is meant to be con- structive, but you have to internally battle that.” 67 Choosing Feedback Sources With so many sources of feedback—multisource feedback, executive dashboards, customer surveys, equipment gauges, nonverbal communication from your boss—which one works best under which conditions? The preferred feedback source depends on the purpose of the information. To learn about their progress toward goal accomplishment, employees usually prefer nonsocial multisource (360-degree) feedback Information about an employee’s perfor- mance collected from a full circle of people, including subordinates, peers, supervisors, and customers. mcs81233_ch05_130-163.indd Page 150 1/27/09 11:19:03 AM user-s175mcs81233_ch05_130-163.indd Page 150 1/27/09 11:19:03 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 151 feedback sources, such as computer printouts or feedback directly from the job. This is because information from nonsocial sources is considered more accurate than in- formation from social sources. Corrective feedback from nonsocial sources is also less damaging to self-esteem. In contrast, social sources tend to delay negative informa- tion, leave some of it out, and distort the bad news in a positive way. 68 When employ- ees want to improve their self-image, they seek out positive feedback from social sources. It feels better to have co-workers say that you are performing the job well than to discover this from a computer screen. Evaluating Goal Setting and Feedback Goal setting represents one of the “tried-and-true” theories in organizational behav- ior, so much so that scholars consider it to be one of the top OB theories in terms of validity and usefulness. 69 In partnership with goal setting, feedback also has an excel- lent reputation for improving employee motivation and performance. At the same time, putting goal setting into practice can create problems. 70 One concern is that goal setting tends to focus employees on a narrow subset of measurable performance indicators while ignoring aspects of job performance that are difficult to measure. The saying, “What gets measured, gets done” applies here. A second problem is that when goal achievement is tied to financial rewards, many employees are motivated to set easy goals (while making the boss think they are difficult) so that they have a higher probability of the bonus or pay increase. As a former CEO at Ford Motor Company once quipped: “At Ford, we hire very smart people. They quickly learn how to make relatively easy goals look difficult!” 71 A third problem is that setting performance goals is effective in established jobs but seems to interfere with the learn- ing process in new, complex jobs. Thus, we need to be careful not to apply goal setting where an intense learning process is occurring. Organizational Justice The government of Tasmania, Australia’s island state, recently bought the unfinished Bell Bay power station when the original owners experienced financial problems. United Group, the construction company hired to finish building the electricity gen- eration station, brought in crews from other states to work alongside the Tasmanian workers at the site. It wasn’t long before the Tassie workers discovered a huge gap in pay rates. The new interstate workers were being paid $31.50 per hour, whereas the Tasmanian workers were paid $22 for doing the same job at the same work site. “The situation is basically unfair and the Tasmanian workers are very angry,” says the local labor union leader. 72 Most organizational leaders know that treating employees fairly is both morally correct and good for employee motivation, loyalty, and well-being. Yet the feel- ings of injustice that the Tasmanian workers at the Bell Bay power station site re- cently experienced are regular occurrences in the workplace. To minimize these incidents, we need to first understand that there are two forms of organizational justice: distributive justice and procedural justice. 73 Distributive justice refers to perceived fairness in the outcomes we receive compared to our contributions and the outcomes and contributions of others. Procedural justice , on the other hand, refers to fairness of the procedures used to decide the distribution of resources. The Tasmanian workers experienced distributive injustice because co-workers from other parts of Australia earned much bigger paychecks for doing the same distributive justice Perceived fairness in the individual’s ratio of outcomes to contribu- tions compared with a comparison other’s ratio of outcomes to contributions. procedural justice Perceived fairness of the procedures used to decide the distribution of resources. mcs81233_ch05_130-163.indd Page 151 1/27/09 11:19:03 AM user-s175mcs81233_ch05_130-163.indd Page 151 1/27/09 11:19:03 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 152 Part Two Individual Behavior and Processes work. Depending on how this pay gap was determined and how the employer, United Group, addresses these grievances, the workers might also experience pro- cedural injustice. Equity Theory The first thing we usually think about and experience in situations of injustice is distributive injustice—the belief (and its emotional response) that the pay and other outcomes we receive in the exchange relationship are unfair. What is con- sidered “fair” varies with each person and situation. We apply an equality principle when we believe that everyone in the group should receive the same outcomes (such as when everyone at Rackspace gets free dinners with teammates). The need principle is applied when we believe that those with the greatest need should re- ceive more outcomes than others with less need. The equity principle infers that people should be paid in proportion to their contribution. The equity principle is the most common distributive justice rule in organizational settings, so let’s look at it in more detail. To explain how the equity principle operates, OB scholars developed equity theory , which says that employees determine feelings of equity by comparing their own outcome/input ratio to the outcome/input ratio of some other person. 74 The outcome/input ratio is the value of the outcomes you receive divided by the value of the inputs you provide in the exchange relationship. Inputs include such things as skill, effort, reputation, performance, experience, and hours worked. Outcomes are what employees receive from the organization in exchange for the inputs, such as pay, promotions, recognition, preferential treatment, or preferred jobs in the future. In our example, the Tasmanian workers likely believed that collectively they and the inter- state workers provided the same skills, effort, and hours of work, but the interstate workers received much more favorable outcomes—bigger paychecks. Equity theory states that we compare our outcome/input ratio with that of a com- parison other. 75 In our example, the Tasmanian workers compared themselves to other employees in the same job, namely, the interstate workers at the same work site. In other situations, the comparison other might be another person or group of people in other jobs (e.g., comparing your pay against how much the CEO is paid) or another organization. Some research suggests that employees frequently collect infor- mation on several referents to form a “generalized” comparison other. 76 For the most part, however, the comparison other varies from one person to the next and is not easily identifiable. People develop feelings of equity or inequity by comparing their own outcome/ input ratio with the comparison other’s ratio. Exhibit 5.6 diagrams the three equity evaluations. In the underreward inequity situation—which the Tasmanian workers experienced—people believe their outcome/input ratio is lower than the compari- son other’s ratio. In the equity condition, people believe that their outcome/input ratio is similar to the ratio of the comparison other. In the overreward inequity condition, people believe their ratio of outcomes/inputs is higher than the com- parison other’s ratio. However, overreward inequity isn’t as common as underre- ward inequity because people often change their perceptions to justify the favorable outcomes. Inequity and Employee Motivation How does the equity evaluation relate to em- ployee motivation? The answer is that feelings of inequity generate negative emotions, equity theory A theory explaining how people develop perceptions of fairness in the distribution and exchange of resources. mcs81233_ch05_130-163.indd Page 152 1/27/09 11:19:04 AM user-s175mcs81233_ch05_130-163.indd Page 152 1/27/09 11:19:04 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 153 and as we have pointed out throughout this chapter, emotions are the engines of mo- tivation. In the case of inequity, people are motivated to reduce the emotional ten- sion. Consider the plight of the underpaid Tasmanian workers at the Bell Bay power station construction site. These individuals experienced anger and frustration when they discovered how much less they earned than co-workers who came in from other places in Australia. These emotions motivated the workers to contact their labor union to correct the problem. There are many other ways that people respond to feelings of underreward inequity. The most common responses (some of which are unethical) include: 77 • Reduce our inputs. Perform the work more slowly, give fewer helpful suggestions, engage in less organizational citizenship behavior. • Increase our outcomes. Ask for a pay increase directly or through a labor union, make unauthorized use of company resources. • Increase the comparison other’s inputs. Subtly ask the better-off co-worker to do a larger share of the work to justify his or her higher pay or other outcomes. • Reduce the comparison other’s outcomes. Ask the company to reduce the co-worker’s pay. • Change our perceptions . Believe that the co-worker really is doing more (e.g., working longer hours) or that the higher outcomes (e.g., better office) he or she receives really aren’t so much better than what you get. • Change the comparison other. Compare yourself to someone else closer to your situation (job duties, pay scale). • Leave the field. Avoid thinking about the inequity by keeping away from the work site where the overpaid co-worker is located, take more sick leave, move to another department, or quit your job. Although the seven responses to inequity remain the same, people who feel overreward inequity would, of course, act differently. Some overrewarded employ- ees reduce their feelings of inequity by working harder. “What helps motivate me is that I look around the office and I see people who are working as hard or harder than I am. You feel guilty if you’re not pulling your weight,” says a New Jersey accountant. However, many overrewarded employees don’t work harder. Some might encourage the underrewarded co-worker to work at a more leisurely pace. A Effort Skill You Comparison other (a) Underreward inequity Rewards Rewards Effort Skill Effort Skill You Comparison other (c) Overreward inequity RewardsRewards Effort Skill Effort Skill You Comparison other (b) Equity RewardsRewards Effort Skill Exhibit 5.6 Equity Theory Model mcs81233_ch05_130-163.indd Page 153 1/27/09 11:19:04 AM user-s175mcs81233_ch05_130-163.indd Page 153 1/27/09 11:19:04 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 154 Part Two Individual Behavior and Processes common reaction, however, is that the overrewarded employee changes his or her perceptions to justify the more favorable outcomes. As author Pierre Berton once said: “I was underpaid for the first half of my life. I don’t mind being overpaid for the second half.” 78 Individual Differences: Equity Sensitivity Thus far, we have described equity theory as though everyone has the same feelings of inequity in a particular situation. The reality, however, is that people vary in their equity sensitivity , that is, their outcome/input preferences and reaction to various outcome/input ratios. 79 At one end of the equity sensitivity continuum are the “benevolents”—people who are toler- ant of situations where they are underrewarded. They might still prefer equal out- come/input ratios, but they don’t mind if others receive more than they do for the same inputs. In the middle are people who fit the standard equity theory model. These “equity sensitives” want their outcome/input ratio to be equal to the outcome/ input ratio of the comparison other. Equity sensitives feel increasing inequity as the ratios become different. At the other end are the “entitleds.” These people feel more comfortable in situations where they receive proportionately more than others. They might accept having the same outcome/input ratio as others, but they would prefer receiving more than others performing the same work. Evaluating Equity Theory Equity theory is widely studied and quite successful at predicting various situations involving feelings of workplace injustice. 80 However, equity theory isn’t so easy to put into practice because it doesn’t identify the com- parison other and doesn’t indicate which inputs or outcomes are most valuable to each employee. The best solution here is for leaders to know their employees well enough to minimize the risk of inequity feelings. Open communication is also a key, enabling employees to let decision makers know when they feel decisions are unfair. A second problem is that equity theory accounts for only some of our feelings of equity sensitivity An individual’s outcome/ input preferences and reaction to various outcome/input ratios. mcs81233_ch05_130-163.indd Page 154 1/27/09 11:19:07 AM user-s175mcs81233_ch05_130-163.indd Page 154 1/27/09 11:19:07 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 Chapter 5 Foundations of Employee Motivation 155 fairness or justice in the workplace. Experts now say that procedural justice is at least as important as distributive justice. Procedural Justice Recall that procedural justice refers to fairness of the procedures used to decide the distribution of resources. How do companies improve procedural justice? 82 A good way to start is by giving employees “voice” in the process; encourage them to present their facts and perspectives on the issue. Voice also provides a “value-expressive” function; employees tend to feel better after having an opportunity to speak their mind. Procedural justice is also higher when the decision maker is perceived as unbi- ased, relies on complete and accurate information, applies existing policies consis- tently, and has listened to all sides of the dispute. If employees still feel unfairness in the allocation of resources, their feelings tend to weaken if the company allows the employee to appeal the decision to a higher authority. Finally, people usually feel less inequity when they are given a full explanation of the decision and their concerns are treated with respect. If employees believe a deci- sion is unfair, refusing to explain how the decision was made could fuel their feelings of inequity. For instance, one study found that nonwhite nurses who experienced rac- ism tended to file grievances only after experiencing disrespectful treatment in their attempt to resolve the racist situation. Another study reported that employees with repetitive strain injuries were more likely to file workers’ compensation claims after experiencing disrespectful behavior from management. A third recent study noted that employees have stronger feelings of injustice when the manager has a reputation of treating people unfairly most of the time. 83 Costco Wholesale CEO Keeps Executive Pay Equitable John Pierpont Morgan, who in the 1800s founded the financial giant now called J.P. Morgan Chase, warned that no CEO should earn more than 20 times an average worker’s pay. That advice didn’t stop James L. Dimon from earning an average of $40 million in total compensation for each of his first two years as the current CEO of J.P. Morgan Chase. Dimon took home more than 1,200 times the pay of the average employee in the United States. Costco Whole- sale chief executive Jim Sinegal (shown in photo) thinks such a large wage gap is blatantly unfair and can lead to long-term em- ployee motivation problems. “Having an individual who is making 100 or 200 or 300 times more than the average person working on the floor is wrong,” says Sinegal, who cofounded the Issaquah, Washington, company. Even though Costco is one of the world’s largest retailers, Sinegal’s annual salary and bonus usually amount to less than $600,000. Stock options raised his latest total compen- sation to $3.2 million, which was much less than Costco’s board wanted to pay him. Sinegal explained that receiving higher pay would not affect his motivation and performance. At the same time, Costco employees enjoy some of the highest pay rates in the retail industry (averaging $17 per hour).81 mcs81233_ch05_130-163.indd Page 155 1/27/09 11:19:10 AM user-s175mcs81233_ch05_130-163.indd Page 155 1/27/09 11:19:10 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 156 Part Two Individual Behavior and Processes156 Part Two Individual Behavior and Processes Consequences of Procedural Injustice Procedural justice has a strong influ- ence on a person’s emotions and motivation. Employees tend to experience anger toward the source of the injustice, which generates various response behaviors that scholars categorize as either withdrawal or aggression. 84 Notice how these response behaviors are similar to the fight-or-flight responses described earlier in the chap- ter regarding situations that activate our drive to defend. Research suggests that being treated unfairly threatens our self-concept and social status, particularly when others see that we have been unjustly treated. Employees retaliate to restore their self-concept and reinstate their status and power in the relationship with the perpetrator of the injustice. Employees also engage in these counterproductive behaviors to educate the decision maker, thereby trying to minimize the likeli- hood of future injustices. 85 Chapter Summary Motivation consists of the forces within a person that affect his or her direction, intensity, and persistence of voluntary behavior in the workplace. Drives (also called primary needs) are neural states that energize individuals to correct deficiencies or maintain an inter- nal equilibrium. They are the “prime movers” of be- havior, activating emotions that put us in a state of readiness to act. Needs—goal-directed forces that people experience—are shaped by the individual’s self-concept (including personality and values), social norms, and past experience. Maslow’s needs hierarchy groups needs into a hier- archy of five levels and states that the lowest needs are initially most important but higher needs become more important as the lower ones are satisfied. Although very popular, the theory lacks research support, as does ERG theory, which attempted to overcome some of the limitations in Maslow’s needs hierarchy. Both models assume that everyone has the same hierarchy, whereas the emerging evidence suggests that needs hierarchies vary from one person to the next according to their personal values. McClelland’s learned needs theory argues that needs can be strengthened through learning. The three needs studied in this respect have been need for achievement, need for power, and need for affiliation. Four-drive the- ory states that everyone has four innate drives—the drives to acquire, bond, learn, and defend. These drives activate emotions that we regulate through a skill set that consid- ers social norms, past experience, and personal values. The main recommendation from four-drive theory is to ensure that individual jobs and workplaces provide a balanced opportunity to fulfill the four drives. Expectancy theory states that work effort is deter- mined by the perception that effort will result in a par- ticular level of performance (E-to-P expectancy), the perception that a specific behavior or performance level will lead to specific outcomes (P-to-O expectancy), and the valences that the person feels for those outcomes. The E-to-P expectancy increases by improving the employee’s ability and confidence to perform the job. The P-to-O ex- pectancy increases by measuring performance accurately, distributing higher rewards to better performers, and showing employees that rewards are performance-based. Outcome valences increase by finding out what employ- ees want and using these resources as rewards. Goal setting is the process of motivating employees and clarifying their role perceptions by establishing performance objectives. Goals are more effective when they are specific, relevant, and challenging; have em- ployee commitment; and are accompanied by meaning- ful feedback. Participative goal setting is important in some situations. Effective feedback is specific, relevant, timely, credible, and sufficiently frequent. Organizational justice consists of distributive justice (perceived fairness in the outcomes we receive relative to our contributions and the outcomes and contributions of others) and procedural justice (fairness of the procedures used to decide the distribution of resources). Equity the- ory has four elements: outcome/input ratio, comparison other, equity evaluation, and consequences of inequity. The theory also explains what people are motivated to do when they feel inequitably treated. Companies need to consider not only equity of the distribution of resources but also fairness in the process of making resource alloca- tion decisions. mcs81233_ch05_130-163.indd Page 156 1/27/09 11:19:13 AM user-s175mcs81233_ch05_130-163.indd Page 156 1/27/09 11:19:13 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 potential through self-actualization. What theory are these friends referring to? How does their statement differ from what you learned about that theory in this chapter? 6. Using your knowledge of the characteristics of effec- tive goals, establish two meaningful goals related to your performance in this class. 7. Several service representatives are upset that the newly hired representative with no previous experi- ence will be paid $3,000 a year above the usual starting salary in the pay range. The department manager explained that the new hire would not ac- cept the entry-level rate, so the company raised the offer by $3,000. All five reps currently earn salaries near the top of the scale ($15,000 higher than the new recruit), although they all started at the mini- mum starting salary a few years earlier. Use equity theory to explain why the five service representa- tives feel inequity in this situation. 8. Organizational injustice can occur in the classroom as well as in the workplace. Identify classroom situa- tions in which you experienced feelings of injustice. What can instructors do to maintain an environment that fosters both distributive and procedural justice? 1. Four-drive theory is conceptually different from Maslow’s needs hierarchy (as well as ERG theory) in several ways. Describe these differences. At the same time, needs are based on drives, so the four drives should parallel the seven needs that Maslow identified (five in the hierarchy and two additional needs). Map Maslow’s needs onto the four drives in four-drive theory. 2. Learned needs theory states that needs can be strengthened or weakened. How might a company strengthen the achievement needs of its manage- ment team? 3. Exhibit 5.1 illustrates how a person’s drives and needs result in decisions and behavior. Explain where the expectancy theory of motivation fits into this model. 4. Use all three components of expectancy theory to explain why some employees are motivated to show up for work during a severe storm whereas others make no effort to leave their home. 5. Two friends who have just completed an organiza- tional behavior course at another college inform you that employees must fulfill their need for self-esteem and social esteem before they can reach their full Critical Thinking Questions 157 balanced scorecard (BSC), p. 147 distributive justice, p. 151 drives, p. 134 employee engagement, p. 132 equity sensitivity, p. 154 equity theory, p. 152 ERG theory, p. 138 expectancy theory, p. 143 four-drive theory, p. 140 goal setting, p. 146 Maslow’s needs hierarchy theory, p. 135 motivation, p. 132 multisource (360-degree) feedback, p. 150 need for achievement (nAch), p. 139 need for affiliation (nAff), p. 139 need for power (nPow), p. 139 needs, p. 134 procedural justice, p. 151 strength-based coaching, p. 148 Key Terms mcs81233_ch05_130-163.indd Page 157 1/27/09 11:19:14 AM user-s175mcs81233_ch05_130-163.indd Page 157 1/27/09 11:19:14 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 occasions, stores have faced stock shortages because merchandise was not stocked or reorder forms were not completed in a timely manner. Potential sales have suffered from empty shelves when plenty of merchandise was available in the back storeroom or at the warehouse. The company’s new automatic inventory system could reduce some of these prob- lems, but employees must still stock shelves and assist in other aspects of inventory management. Store managers have tried to correct the inventory problem by assigning employees to inventory duty, but this has created resentment among the employees selected. Other managers have threatened sales staff with dismissal if they do not do their share of inven- tory management. This strategy has been somewhat effective when the manager is in the store, but staff members sneak back onto the floor when the man- ager is away. It has also hurt staff morale, particularly relations with the store manager. To reduce the tendency of sales staff to hoard customers at the store entrance, some managers have assigned employees to specific areas of the store. This has also created some resentment among employees stationed in areas with less traffic or lower-priced merchandise. Some staff have openly complained of lower paychecks because they have been placed in a slow area of the store or have been given more than their share of inventory duties. Discussion Questions 1. What symptom(s) in this case suggest that some- thing has gone wrong? 2. What are the main causes of these symptoms? 3. What actions should Vêtements executives take to correct these problems? © 1989 Steven L. McShane. 158 Case Study 5.1 VÊTEMENTS LTÉE Vêtements Ltée is a chain of men’s retail clothing stores located throughout the province of Quebec, Canada. Two years ago, the company introduced new incentive systems for both store managers and sales employees. Store managers in each store re- ceive a salary with annual merit increases based on sales above targeted goals, store appearance, store inventory management, customer complaints, and several other performance measures. Some of this information (e.g., store appearance) is gathered dur- ing visits by senior management, while other infor- mation is based on company records (e.g., sales volume). Sales employees are paid a fixed salary plus a com- mission based on the percentage of sales credited to that employee over the pay period. The commission represents about 30 percent of a typical paycheck and is intended to encourage employees to actively serve customers and to increase sales volume. Because re- turned merchandise is discounted from commissions, sales employees are discouraged from selling prod- ucts that customers do not really want. Soon after the new incentive systems were intro- duced, senior management began to receive com- plaints from store managers regarding the per formance of their sales staff. They observed that sales employees tended to stand near the store entrance waiting to “tag” customers as their own. Occasionally, sales staff would argue over “ownership” of the customer. Man- agers were concerned that this aggressive behavior intimidated some customers. It also tended to leave some parts of the store unattended by staff. Many managers were also concerned about in- ventory duties. Previously, sales staff would share responsibility for restocking inventory and com- pleting inventory reorder forms. Under the new compensation system, however, few employees were willing to do these essential tasks. On several mcs81233_ch05_130-163.indd Page 158 1/27/09 11:19:14 AM user-s175mcs81233_ch05_130-163.indd Page 158 1/27/09 11:19:14 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 159 Class Exercise 5.3 NEEDS PRIORITY EXERCISE PURPOSE This class exercise is designed to help you understand the characteristics and contingencies of employee needs in the workplace. INSTRUCTIONS (LARGE CLASS) 1. The table on page 160 lists in alphabetical order 14 characteristics of the job or work environment. Working alone, use the far-left column to rank- order these characteristics in terms of how im- portant they are to you personally. Write in “1” beside the most important characteristic, “2” for the second most important, and so on through to “14” for the least important characteristic on this list. 2. In the second column, rank-order these charac- teristics in the order that you think human re- source managers believe they are important for their employees. 3. The instructor will ask students, by a show of hands (or use of classroom technology), to iden- tify the top-ranked options. 4. The instructor will provide results of a recent large-scale survey of employees. When these results are presented, identify the reasons for any noticeable differences. Relate the differ- ences to your understanding of the emerging view of employee needs and drives in work settings. Case Study 5.2 MOTIVATING STAFF WHEN THE MONEY IS TIGHT College grads aren’t exactly beating a path to the hotel in- dustry to get rich quick. New staff would be lucky to earn $40,000 in their first year. Yet when Marriott International visited the University of Delaware, it was able to attract re- cruits with something else that motivates—the chance to help run a hotel. In industries where the money is tight, companies are using other incen- tives to motivate people to join and stay with them. Many offer the lure of interesting work; others point out the work—life balance or “cool” work- place perks. A growing number of employers are also trying the carrot-and-stick approach by re- structuring their 401(k) matches and vesting sched- ules to entice new employees to stay until the richer benefits kick in. This BusinessWeek case study describes how com- panies with limited payroll budgets try to win the war for talent. Read the full text of this BusinessWeek article at www.mhhe.com/mcshane5e , and prepare for the discussion questions below. Discussion Questions 1. This case study describes several different strate- gies for attracting and retaining new employees. On the basis of the four drives described in four- drive theory and the needs listed in Maslow’s needs hierarchy, identify the drives and needs as- sociated with each of these initiatives. Which needs or drives seem to dominate in this article? 2. If Claire Pignataro and some other recruits earn less pay than people in other industries, to what extent would the attraction and retention initia- tives described in this case study reduce feelings of inequity? Source: L. Gerdes, “The Best Places to Launch a Career,” Business- Week, 15 September 2008, p. 36. mcs81233_ch05_130-163.indd Page 159 1/27/09 11:19:14 AM user-s175mcs81233_ch05_130-163.indd Page 159 1/27/09 11:19:14 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 http://www.mhhe.com/mcshane5e 160160 Team Exercise 5.4 A QUESTION OF FEEDBACK PURPOSE This exercise is designed to help you understand the importance of feedback, including problems that occur with imperfect communication in the feedback process. MATERIALS The instructor will distribute a few pages of exhibits to one person on each team. The other students will require a pencil with eraser and blank paper. Movable chairs and tables in a large area are helpful. INSTRUCTIONS (SMALL CLASS) 1. The class is divided into pairs of students. Each pair is ideally located in a private area, where they are away from other students and one per- son can write. One student is given the pages of exhibits from the instructor. The other student in each pair is not allowed to see these exhibits. 2. The student holding the materials will describe each of the exhibits and the other student’s task is to accurately replicate each exhibit. The pair of INSTRUCTIONS (SMALL CLASS) Same as above for steps 1 to 4. 5. Students are assigned to teams, where they com- pare their rank-order results and explain their ranking. Rationales for different rankings should be noted and discussed with the entire class. Students should pay close attention to different needs, self-concepts, and various forms of diver- sity (culture, profession, age, etc.) to identify possible explanations for any variation of results across students. Importance to you What HR managers believe are important to employees Autonomy and independence Benefits (health care, dental, etc.) Career development opportunities Communication between employees and senior management Compensation/pay Feeling safe in the work environment Flexibility to balance work–life issues Job security Job-specific training Management recognition of employee job performance Opportunities to use skills and abilities Organization’s commitment to professional development Relationship with immediate supervisor The work itself mcs81233_ch05_130-163.indd Page 160 1/27/09 11:19:15 AM user-s175mcs81233_ch05_130-163.indd Page 160 1/27/09 11:19:15 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 161 students can compare the replication with the original at the end of each drawing. They may also switch roles for each exhibit, if they wish. If roles are switched, the instructor must distribute exhibits separately to each student so that they are not seen by the other person. Each exhibit has a different set of limitations, as described below: • Exhibit 1 . The student describing the exhibit cannot look at the other student or his or her diagram. The student drawing the exhibit can- not speak or otherwise communicate with the person describing the exhibit. • Exhibit 2 . The student describing the exhibit may look at the other student’s diagram. However, he or she may say only “yes” or “no,” when the stu- dent drawing the diagram asks a specific ques- tion. In other words, the person presenting the information can use only these words for feed- back and can use them only when asked a ques- tion by the student doing the drawing. • Exhibit 3 : (optional, if time permits). The student describing the exhibit may look at the other stu- dent’s diagram and may provide any feedback at any time to the person replicating the exhibit. 3. The class will gather to analyze this exercise. This may include discussion on the importance of feedback and the characteristics of effective feedback for individual motivation and learning. INSTRUCTIONS (LARGE CLASS) Some parts of this exercise are possible in large classes. Here is one variation: 1. Students are asked to prepare for the exercise by having a pencil and paper ready. 2. One student volunteers to provide instructions from the front of the class regarding Exhibit 1. The volunteer receives the first exhibit and de- scribes it to the class, while other students try to replicate the exhibit. When finished, the exhibit is shown to the class on a transparency or com- puter projection. 3. For Exhibit 2, one student volunteers to provide instructions and a few other students serve as feedback helpers. The helpers have a copy of Exhibit 2, which they may view, but it cannot be shown to students doing the drawing. The help- ers are dispersed to various parts of the room to provide feedback to a group of students under their care (if the class has 100 students, the exer- cise might have 5 helpers, each responsible for feedback to 20 students). Helpers can say only “yes” or “no,” but they may point to specific lo- cations of the student’s drawing when uttering these words (because these helpers provide feed- back to many students). Throughout this activ- ity, the student describing the exhibit must not stop his or her description. After the speaker has finished and the drawings are completed, the helpers might be asked to select the most accu- rate drawing among those within their domain. The students who drew the accurate depictions might be asked to discuss their experience with feedback. © 2008 Steven L. McShane. Self-Assessment 5.5 NEED-STRENGTH QUESTIONNAIRE Although everyone has the same innate drives, our secondary or learned needs vary on the basis of our self-concept. This self-assessment provides an esti- mate of your need strength on selected secondary needs. Read each of the statements below and check the response that you believe best reflects your posi- tion regarding each statement. Then use the scoring key in Appendix B at the end of the book to calculate your results. To receive a meaningful estimate of your need strength, you need to answer each item honestly and with reflection on your personal experiences. Class discussion will focus on the meaning of the needs measured in this self-assessment as well as their relevance in the workplace. mcs81233_ch05_130-163.indd Page 161 1/27/09 11:19:15 AM user-s175mcs81233_ch05_130-163.indd Page 161 1/27/09 11:19:15 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 162 How accurately do each of the following statements describe you? 1. I would rather be myself than be well thought of. Very accurate description of me Moderately accurate Moderately inaccurate Very inaccurate description of me Neither accurate nor inaccurate 2. I’m the type of person who never gives up. 3. When the opportunity occurs, I want to be in charge. 4. I try not to say things that others don’t like to hear. 5. I find it difficult to talk about my ideas if they are contrary to group opinion. 6. I tend to take control of things. 7. I am not highly motivated to succeed. 8. I usually disagree with others only if I know my friends will back me up. 9. I try to be the very best at what I do. 10. I seldom make excuses or apologize for my behavior. 11. If anyone criticizes me, I can take it. 12. I try to outdo others. 13. I seldom change my opinion when people disagree with me. 14. I try to achieve more than what others have accomplished. 15. To get along and be liked, I tend to be what people expect me to be. Personal Needs Questionnaire Sources: Adapted from instruments described and/or presented in L. R. Goldberg, J. A. Johnson, H. W. Eber, R. Hogan, M. C. Ashton, C. R. Cloninger, and H. C. Gough, “The International Personality Item Pool and the Future of Public-Domain Personality Measures,” Journal of Research in Personality 40 (2006), pp. 84–96; H. J. Martin, “A Revised Measure of Approval Motivation and Its Relationship to Social Desirability,” Journal of Personality Assessment 48 (1984), pp. 508–519. mcs81233_ch05_130-163.indd Page 162 1/27/09 11:19:16 AM user-s175mcs81233_ch05_130-163.indd Page 162 1/27/09 11:19:16 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 163 Self-Assessment 5.6 MEASURING YOUR GROWTH-NEED STRENGTH Abraham Maslow’s need hierarchy theory distin- guished between deficiency needs and growth needs. Deficiency needs become activated when unfulfilled, such as the need for food or belongingness. Growth needs, on the other hand, continue to develop even when temporarily fulfilled. Maslow identified self- actualization as the only category of growth needs. Research has found that Maslow’s needs hierarchy theory overall doesn’t fit reality but that specific ele- ments, such as the concept of growth needs, remain valid concepts. This self-assessment is de- signed to estimate your level of growth-need strength. This instrument asks you to con- sider what it is about a job that is most important to you. Please indicate which of the two jobs you per- sonally would prefer if you had to make a choice between them. In answering each question, assume that everything else about the jobs is the same. Pay attention only to the characteristics actually listed. Self-Assessment 5.7 YOUR EQUITY SENSITIVITY Some people experience stronger or weaker feelings of unfairness in specific situations. This self-assessment estimates your level of equity sensitivity. Read each of the statements in this questionnaire, and indicate the response that you believe best reflects your position regarding each statement. This exercise should be completed alone so that you assess yourself honestly, without concerns of social compari- son. Class discussion will focus on equity theory and the effect of equity sensitivity on percep- tions of fairness in the workplace. After reading this chapter, if you need additional information, see www.mhhe.com/mcshane5e for more in-depth information and interactivities that correspond to this chapter. mcs81233_ch05_130-163.indd Page 163 1/27/09 11:19:16 AM user-s175mcs81233_ch05_130-163.indd Page 163 1/27/09 11:19:16 AM user-s175 /Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05/Users/user-s175/Desktop/Temp Work/JAN_2009/27:01:09/MACSHANE-REVICES/MHBR089-05 http://www.mhhe.com/mcshane5e Strange as this may seem, one of Europe’s most successful banks doesn’t believe in budgets or centralized financial targets. Executives at Svenska Handelsbanken AB learned decades ago that these costly controls from the head office motivate dysfunctional behavior rather than customer-focused performance. Therefore, the Swedish bank gives local managers and their staff autonomy to run their local branches as their own. “Nobody knows the local market or the customers better than our branch managers and their staff,” explains Handelsbanken CEO Pär Boman. Even with 10,000 employees across more than 450 branches in 21 countries (mostly Nordic countries and the United Kingdom), Handelsbanken leaves most decisions to branch managers and staff. “We decide which of the bank’s products to offer and at what price,” says a Handels banken branch manager. “My staff are fully involved in the preparation of the work program (the branch’s action plan).” Branch managers also decide how to advertise products, how many people to employ and at what salary, and how much to pay for property leases. Only mutual fund management, high-level risk decisions, office equipment, and the bank’s computer systems are centralized. Handelsbanken further motivates staff by distributing a monthly report card on each branch’s cost-to-income ratio, profit per employee, and total profit. Branch performance is also compared to that of competing banks in the area. “[We] find that our people are driven by their urge to show a better result than their competitors—to be above average,” says Jan Wallander, the former Handelsbanken CEO who transformed the 140-year-old bank in the 1970s. This competitive culture apparently does not undermine cooperation because employees are rewarded through a unique form of profit sharing and employee stock ownership, not individual or branch performance. In years when Handelsbanken is more profitable than the average of competing banks, it transfers one-third of the excess profits to an employee fund (called the Octogonen Foundation). Everyone receives the same number of shares in the fund for each year of service, which can be cashed out at 60 years of age. About 75 percent of the fund is invested in Handelsbanken. It currently holds 10 percent of the bank’s stock, making employees the bank’s largest shareholder.1 Svenska Handelsbanken is one of the most successful banks in Europe, in part because it engages employees through financial rewards, motivating jobs, and empowerment. mcs81233_ch06_164-195.indd Page 164 1/27/09 4:10:16 PM user-s175mcs81233_ch06_164-195.indd Page 164 1/27/09 4:10:16 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Applied Performance Practices LEARNING OBJECTIVES After reading this chapter, you should be able to: 1. Discuss the advantages and disadvantages of the four reward objectives. 2. Identify several team- and organizational- level performance-based rewards. 3. Describe five ways to improve reward effectiveness. 4. Discuss the advantages and disadvantages of job specialization. 5. Diagram the job characteristics model of job design. 6. Identify three strategies for improving employee motivation through job design. 7. Define empowerment and identify strategies that support empowerment. 8. Describe the five elements of self-leadership. 9. Identify specific personal and work environ ment influences on self-leadership. 6 mcs81233_ch06_164-195.indd Page 165 1/27/09 4:10:19 PM user-s175mcs81233_ch06_164-195.indd Page 165 1/27/09 4:10:19 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 166 Part Two Individual Behavior and Processes Handelsbanken’s success is a testament to the organizational behavior benefits of rewards, job design, empowerment, and self-leadership. The company relies on pru- dent reward systems, offers jobs with high motivating potential, expects staff mem- bers to manage themselves, and delegates power to branches, resulting in high levels of employee empowerment. This chapter looks at each of these applied performance practices. The chapter begins by examining the meaning of money. This is followed by an overview of financial reward practices, including the different types of rewards and how to implement rewards effectively. Next, we look at the dynamics of job design, including specific job design strategies for motivating employees. We then consider the elements of empowerment, as well as conditions that support empower- ment. The final part of the chapter explains how employees manage their own per- formance through self-leadership. Learning Objectives After reading this section, you should be able to: 1. Discuss the advantages and disadvantages of the four reward objectives. 2. Identify several team- and organizational-level performance-based rewards. 3. Describe five ways to improve reward effectiveness. The Meaning of Money in the Workplace Rewarding people with money is one of the oldest and certainly the most widespread applied performance practices. At the most basic level, money and other financial re- wards represent a form of exchange; employees provide their labor, skill, and knowl- edge in return for money and benefits from the organization. From this perspective, money and related rewards align employee goals with organizational goals. This concept of economic exchange can be found across cultures. The word for pay in Malaysian and Slovak means “to replace a loss”; in Hebrew and Swedish it means “making equal.” 2 However, money is much more than an object of compensation for an employee’s contribution to organizational objectives. Money relates to our needs, our emotions, and our self-concept. It is a symbol of achievement and status, a reinforcer and moti- vator, and a source of enhanced or reduced anxiety. 3 According to one source, “Money is probably the most emotionally meaningful object in contemporary life: only food and sex are its close competitors as common carriers of such strong and diverse feelings, significance, and strivings.” 4 The meaning of money varies considerably from one person to the next. 5 Studies report that money may be viewed as a symbol of status and prestige, as a source of se- curity, as a source of evil, or as a source of anxiety or feelings of inadequacy. It is con- sidered a “taboo” topic in many social settings. It has been described both as a “tool” (i.e., money is valued because it is an instrument for acquiring other things of value) and as a “drug” (i.e., money is an object of addictive value in itself). One large-scale study revealed that money generates a variety of emotions, most of which are negative, such as anxiety, depression, anger, and helplessness. 6 A widely studied model of money attitudes suggests that people have a strong “money ethic” when they believe that money is not evil; that it is a symbol of achievement, respect, and power; and that it should be budgeted carefully. These attitudes toward money influence an individual’s ethical conduct, organizational citizenship, and many other behaviors and attitudes. 7 mcs81233_ch06_164-195.indd Page 166 1/27/09 4:10:20 PM user-s175mcs81233_ch06_164-195.indd Page 166 1/27/09 4:10:20 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Chapter 6 Applied Performance Practices 167 The meaning of money seems to differ between men and women. One large-scale survey revealed that in almost all 43 countries studied men attach more importance or value to money than do women. Men particularly tend to view money as a symbol of power and status. 8 Personal and cultural values influence the meaning of money. People in countries with high power distance (such as China and Japan) tend to have a high respect and priority for money, whereas people in countries with a strong egalitarian culture (such as Denmark, Austria, and Israel) are discouraged from openly talking about money or displaying their personal wealth. One study suggests that Swiss culture values saving money whereas Italian culture places more value on spending it. 9 Many experts now believe that money is a much more important motivator than was previously believed, more because of its inherent or symbolic value than because of what it can buy. 10 Philosopher John Stuart Mill made this observation 150 years ago when he wrote: “The love of money is not only one of the strongest moving forces of human life, but money is, in many cases, desired in and for itself.” 11 One recent study found that people who are more highly paid have higher job performance because the higher paycheck makes them feel more valued in the organization (i.e., they have a more positive self-concept). Others have pointed out that the symbolic value of money and other rewards is particularly motivational when a few people receive more than others. This is because the higher reward gives beneficiaries a degree of social distinc- tion, which is consistent with the drive to acquire, introduced in Chapter 5. Overall, current organizational behavior knowledge indicates that money is much more than a means of exchange between employer and employee. It fulfills a variety of needs, influences emotions, and shapes or represents a person’s self-concept. This is important to remember when the employer is distributing financial rewards in the workplace. Over the next few pages, we look at various reward practices and how to improve the implementation of performance-based rewards. Financial Reward Practices Financial rewards come in many forms, which can be organized into the four spe- cific objectives identified in Exhibit 6.1 : membership and seniority, job status, com- petencies, and performance. Membership- and Seniority-Based Rewards Membership-based and seniority-based rewards (sometimes called “pay for pulse”) represent the largest part of most paychecks. Some employee benefits, such as free or discounted meals in the company cafeteria, remain the same for everyone, whereas others increase with seniority. For example, legislative staff in Nevada with eight years or more service receive an additional $150 annually. This jumps to $2,350 for those with 30 years or more service. Many Asian companies distribute a “13th month” bonus, which every employee expects to receive each year no matter how well the company performed over the previous year. Although many Japanese firms have shifted to performance-based pay, others have retained or returned to wage scales based on the employee’s age. “Even during that period [when the employee’s perfor- mance is below expectations], we raise salaries according to their age,” says the pres- ident of Tokai Rubber Industries Ltd., which returned to age-based salaries after discarding a short-lived performance-based pay plan. 12 These membership- and seniority-based rewards potentially attract job applicants (particularly those who desire predictable income) and reduce turnover. However, they mcs81233_ch06_164-195.indd Page 167 1/27/09 4:10:20 PM user-s175mcs81233_ch06_164-195.indd Page 167 1/27/09 4:10:20 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 168 Part Two Individual Behavior and Processes do not directly motivate job performance; on the contrary, they discourage poor per- formers from seeking work better suited to their abilities. Instead, the good performers are lured to better-paying jobs. Some of these rewards are also “golden handcuffs”— they discourage employees from quitting because of deferred bonuses or generous ben- efits that are not available elsewhere. However golden handcuffs potentially weaken job performance because they generate continuance rather than affective commitment (see Chapter 4). Job Status–Based Rewards Almost every organization rewards employees to some extent on the basis of the status or worth of the jobs they occupy. Job evaluation is widely used to assess the Exhibit 6.1 Reward Objectives, Advantages, and Disadvantages Reward objective Sample rewards Advantages Disadvantages Task performance Membership/seniority Job status Competencies • Doesn’t directly motivate performance • May discourage poor performers from leaving • Golden handcuffs may undermine performance • Encourages hierarchy, which may increase costs and reduce responsiveness • Reinforces status differences • Motivates job competition and exaggerated job worth • Subjective measurement of competencies • Skill-based pay plans are expensive • May weaken job content motivation • May distance reward giver from receiver • May discourage creativity • Tends to address symptoms, not underlying causes, of behavior • Motivates task performance • Attracts performance- oriented applicants • Organizational rewards create an ownership culture • Pay variability may avoid layoffs during downturns • May attract applicants • Minimizes stress of insecurity • Reduces turnover • Tries to maintain internal equity • Minimizes pay discrimination • Motivates employees to compete for promotions • Improves workforce flexibility • Tends to improve quality • Is consistent with employability • Commissions • Merit pay • Gainsharing • Profit sharing • Stock options • Fixed pay • Most employee benefits • Paid time off • Promotion-based pay increase • Status-based benefits • Pay increase based on competency • Skill-based pay job evaluation Systematically rating the worth of jobs within an organization by measur- ing their required skill, effort, responsibility, and working conditions. mcs81233_ch06_164-195.indd Page 168 1/27/09 4:10:20 PM user-s175mcs81233_ch06_164-195.indd Page 168 1/27/09 4:10:20 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Chapter 6 Applied Performance Practices 169 worth or status of each job. Most job evaluation methods give higher value to jobs that require more skill and effort, have more responsibility, and have more difficult working conditions. 13 Aside from receiving higher pay, employees with more valued jobs sometimes receive larger offices, company-paid vehicles, and other perks. Job status–based rewards try to improve feelings of fairness by assigning higher pay to people working in jobs with higher value to the organization. These rewards also moti- vate employees to compete for promotions. However, at a time when companies are trying to be more cost-efficient and responsive to the external environment, job status— based rewards potentially do the opposite by encouraging a bureaucratic hierarchy. These rewards also reinforce a status mentality, whereas Generation-X and Generation-Y employees expect a more egalitarian workplace. Furthermore, status-based pay poten- tially motivates employees to compete with each other for higher-status jobs and to raise the value of their own jobs by exaggerating job duties and hoarding resources. 14 Competency-Based Rewards Over the past two decades, many companies have shifted reward priorities from job status to skills, knowledge, and other competencies that lead to superior performance. The most common competency-based reward practices identify a set of competen- cies (adaptability, team orientation, technical expertise, leadership, etc.) relevant to all jobs within a broad pay group and give employees within each group higher pay rates as they improve those competencies. 15 In other words, rather than paying peo- ple for the specific job that they perform, competency-based plans pay people on the basis of their assessed skills and knowledge, whether or not they actually use those competencies in their current job duties. Job status—based pay has not been com- pletely abandoned, because the broad pay groups reflect job status (e.g., the technical staff pay range is lower than the senior executive pay range). Within those pay groups, however, employees are rewarded for skills, knowledge, and other competencies. This reward system is sometimes known as broadbanding because several jobs with narrow pay ranges are grouped together into a much broader pay range. Skill-based pay plans are a more specific variation of competency-based rewards in which people receive higher pay based on their mastery of measurable skills. For example, technicians at the City of Flagstaff, Arizona, are paid for the number of skill blocks they have mastered. New hires must complete the first skill block during pro- bation, and they can eventually progress through the five other skill blocks to earn almost twice the base (single skill block) salary. Technicians demonstrate proficiency in a skill block through in-house or formal certification assessments. 16 Competency-based rewards motivate employees to learn new skills. 17 This tends to improve organizational effectiveness by creating a more flexible workforce; more employees are multiskilled for performing a variety of jobs, and they are more adaptive to embracing new practices in a dynamic environment. Product or service quality also tends to improve because employees with multiple skills are more likely to understand the work process and know how to improve it. However, competency-based pay plans have not always worked out as well as promised by their advocates. They are often overdesigned, making it difficult to communicate these plans to employees. Competency definitions are often vague, which raises questions about fairness when employers are relying on these definitions to award pay increases. Skill-based pay systems measure specific skills, so they are usually more objective. However, they are expensive because employees spend more time learning new tasks. 18 mcs81233_ch06_164-195.indd Page 169 1/28/09 11:09:57 PM user-s175mcs81233_ch06_164-195.indd Page 169 1/28/09 11:09:57 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 170 Part Two Individual Behavior and Processes Performance-Based Rewards Performance-based rewards have existed since Babylonian days 4,000 years ago, but their popularity has increased dramatically over the past couple of decades. 19 Here is an overview of some of the most popular individual, team, and organizational performance- based rewards. Individual Rewards Many employees receive individual bonuses or awards for accomplishing a specific task or exceeding annual performance goals. Real estate agents and other salespeople typically earn commissions, in which their pay increases with sales volume. Piece-rate systems reward employees according to the number of units produced. For example, lawn care staff at The Lawn Mowgul in Dallas, Texas, earn a form of piece rate (called “piecemeal”) that is based on the number of yards cut; housekeeping staff in some British hotels earn a piece rate for each room they clean (about $3 per room). Hong Kong communications company PCCW rewards employees with up to one month’s pay if they exceed their performance goals. 20 Team Rewards Over the past two decades, many organizations have shifted their focus from individuals to teams. Consequently, employees in these companies are finding that a larger part of their total paycheck is determined by team performance. At Forrest General Hospital in Hattiesburg, Mississippi, for example, all employees in patient accounts and registration receive a bonus if the team meets its time-of- service and self-pay collections targets. “[The team incentive] is set up so that either everyone gets the incentive, or no one gets it,” explains Forrest General Hospital’s director of revenue cycle. 21 One of the most successful companies to apply team (as well as organizational) rewards is Nucor, Inc. As Connections 6.1 describes, America’s largest steelmaker rewards teams for higher output and applies financial penalties if their output falls below satisfactory quality. Gainsharing plans are a form of team-based compensation that calculates bonuses from the work unit’s cost savings and productivity improvement. Whole Foods Mar- ket uses this form of team incentive. Each department within a store is run by a team with a monthly payroll budget. If payroll money is unspent at the end of the month, the surplus is divided among members of that Whole Foods Market team. 22 American hospitals have cautiously introduced a form of gainsharing whereby physicians and medical staff in a medical unit (cardiology, orthopedics, etc.) are collectively rewarded for cost reductions in surgery and patient care. The cost reductions occur in two ways: (1) by standardizing purchasing decisions so that hospitals can negotiate larger sup- plier discounts on devices and medicines and (2) by reducing discretionary use of products. One recent study found that introduction of gainsharing in six hospital car- diology units reduced costs per patient by more than 7 percent. Almost all of this cost reduction occurred through lower prices (likely due to standardized purchasing) rather than reduced use of supplies. 23 More generally, gainsharing plans tend to improve team dynamics, knowledge sharing, and pay satisfaction. They also create a reason- ably strong link between effort and performance because much of the cost reduction and labor efficiency is within the team’s control. 24 Organizational Rewards Along with using individual and team-based rewards, many firms rely on organizational-level rewards to motivate employees. Some firms reward all staff members for achieving challenging sales goals or other indicators of organizational performance. These rewards are usually financial bonuses, but a few firms reward employees with travel. At Staffing Alternatives, all 25 employees and their gainsharing plan A team-based reward that calculates bonuses from the work unit’s cost savings and productivity improvement. mcs81233_ch06_164-195.indd Page 170 1/28/09 11:09:58 PM user-s175mcs81233_ch06_164-195.indd Page 170 1/28/09 11:09:58 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Nucor Rewards the Team Two decades ago, Nucor was an upstart in an industry domi- nated by Bethlehem Steel, National Steel, and other mega-firms. Today, battered by global competition, two-thirds of American steel companies have disappeared or are under bankruptcy protection. Nucor, on the other hand, has become the largest steel company in America and the tenth largest in the world. Although it now employs more than 12,000 people (most in the United States), Nucor remains nimble, highly competitive, and profitable. What’s Nucor’s secret to success? One of the most impor- tant factors is its performance-based reward system. In recent years, the average Nucor steelworker has annually earned more than $80,000, but most of that pay is variable—it depends on team and organization performance. “We pay a real low base wage, but high bonuses on a weekly basis,” explains a Nucor executive. “The bonuses are based on the quality and tons produced and shipped through a team. The average base pay is about $9 to $10 an hour, but they could get an additional $15 to $20 an hour for bonuses.” These bonuses are paid to everyone on the team, which ranges from 12 to 20 people. Nucor does not limit the amount of bonus a team can receive, but it is usually equal or double the base pay. Nucor’s team bonus system relies on quality of output, not just quantity. If employees catch a bad batch of steel before it leaves their work area, that tonnage of product is subtracted from the team’s weekly bonus calculation. If the bad batch makes its way to the next internal customer or shipping de- partment within the minimill, two times the tonnage of bad product is subtracted from the team’s bonus. And if the bad product makes its way to the customer, the team loses a bonus amount equal to three times that amount of product. Connections 6.1 Production employees have the highest variable pay, but Nucor’s professional and administrative employees also earn bonuses representing about one-third of their salary that are based on their division’s performance. In addition to these team and division rewards, Nucor employees receive an an- nual profit-sharing bonus representing 10 percent of the com- pany’s operating profit. This has been as much as $18,000 per employee in some recent years.25 Nucor’s high-performance culture is fueled by team and orga- nizational rewards representing up to two-thirds of annual pay. spouses or partners were treated to a three-day vacation at Walt Disney World. “We wanted it to reward everybody for their hard work during the year and make it some- thing that they would remember,” says Christopher Moyes, CEO of the staffing services business in North Brunswick, New Jersey. Staffing Alternatives employees also receive quarterly bonuses based on both organizational and individual performance. 26 Employee stock ownership plans (ESOPs) encourage employees to buy company stock, usually at a discounted price or through a no-interest loan. The financial incentive occurs as dividends and market appreciation of the stock. Due to tax concessions in the United States and a few other countries, most ESOPs are designed as retirement plans. Sears Roebuck and UPS were two of the earliest companies to introduce ESOPs. Today, more than 20 percent of Americans working in the private sector hold stock in their companies. 27 Handelsbanken, the Swedish bank described at the beginning of this chap- ter, has a unique ESOP in which employees own company stock through an indepen- dent retirement fund. Phelps County Bank in Rolla, Missouri, operates another form of ESOP. Each year, the employee-owned bank contributes stock equal to 15 percent of 171 employee stock ownership plan (ESOP) A reward system that encourages employees to buy company stock. mcs81233_ch06_164-195.indd Page 171 1/27/09 4:10:20 PM user-s175mcs81233_ch06_164-195.indd Page 171 1/27/09 4:10:20 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 172 Part Two Individual Behavior and Processes each employee’s salary into her or his ESOP account. The stock is vested (legally trans- ferred) to the employee after seven years of service. “Stock ownership was the vehicle that really made us focus on what it meant to be an owner,” says Phelps County Bank CEO Bill Marshall. 28 While ESOPs involve purchasing company shares, stock options give employees the right to purchase shares from the company at a future date at a predetermined price up to a fixed expiration date. For example, an employer might offer employees the right to purchase 100 shares at $50 at any time between two and six years from now. If the stock price is, say, $60 two years later, employees could earn $10 per share from these options, or they could wait up to six years for the stock price to rise further. If the stock never rises above $50 during that time, they are “out of the money” and employ- ees would just let the options expire. The intention of stock options is to motivate em- ployees to make the company more profitable, thereby raising the company’s stock price and enabling them to reap the value above the exercise price of the stock options. Profit-sharing plans , a fourth organizational-level reward, calculate bonuses from the previous year’s level of corporate profits. As mentioned in Connections 6.1, Nucor employees earn a profit-sharing bonus on top of their fixed pay and team bonuses. Each year, the steelmaker distributes 10 percent of its earnings before taxes to employ- ees, a percentage that recently amounted to more than $18,000 per employee. Handelsbanken also has a profit-sharing plan, in which a share of profits above the average profitability of other banks is deposited into the employees’ retirement plan. Evaluating Organizational-Level Rewards How effective are organizational- level rewards? Research indicates that ESOPs and stock options tend to create an “ownership culture” in which employees feel aligned with the organization’s success. 29 Profit sharing tends to create less ownership culture, but it has the advantage of auto- matically adjusting employee compensation with the firm’s prosperity, thereby reducing the need for layoffs or negotiated pay reductions during recessions. The main problem with ESOPs, stock options, and profit sharing is that employees often perceive a weak connection between individual effort and corporate profits or the value of company shares. Even in small firms, the company’s stock price or profit- ability is influenced by economic conditions, competition, and other factors beyond the employee’s immediate control. This low individual performance-to-outcome expectancy weakens employee motivation. Another concern is that some companies use ESOPs as a replacement for employee pension plans. This is a risky strategy because the pension funds lack diversification. If the company goes bankrupt, employ- ees lose both their jobs and a large portion of their retirement nest egg. 30 Improving Reward Effectiveness Performance-based rewards have come under attack over the years for discouraging creativity, distancing management from employees, distracting employees from the meaningfulness of the work itself, and being quick fixes that ignore the true causes of poor performance. While these issues have kernels of truth under specific circum- stances, they do not necessarily mean that we should abandon performance-based pay. On the contrary, as the high-performance work practices perspective of organi- zational effectiveness advises (see Chapter 1), top-performing companies are more likely to have performance-based rewards. 31 Reward systems do motivate most employees, but only under the right conditions. Here are some of the more important strategies for improving reward effectiveness. stock option A reward system that gives employees the right to purchase company stock at a future date at a predetermined price. profit-sharing plan A reward system that pays bonuses to employees on the basis of the previous year’s level of corporate profits. mcs81233_ch06_164-195.indd Page 172 1/27/09 4:10:30 PM user-s175mcs81233_ch06_164-195.indd Page 172 1/27/09 4:10:30 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Chapter 6 Applied Performance Practices 173 Link Rewards to Performance Behavior modification theory (Chapter 3) and expectancy theory (Chapter 5) both recommend that employees with better perfor- mance should be rewarded more than those with poorer performance. Unfortunately, as was noted in Chapter 5, this simple principle seems to be unusually difficult to ap- ply. Few employees see a relationship between job performance and the amount of pay they and co-workers receive. A Gallup survey at an American telecommunica- tions company revealed an equally devastating observation: Management’s evalua- tion of 5,000 customer service employees was uncorrelated with the performance ratings that customers gave those employees. “Whatever behaviors the managers were evaluating were irrelevant to the customers,” concluded Gallup executives. “The managers might as well have been rating the employees’ shoe sizes, for all the customers cared.” 32 How can companies improve the pay—performance linkage? Inconsistencies and bias can be minimized by introducing gainsharing, ESOPs, and other plans that use objective performance measures. Where subjective measures of performance are necessary, companies should rely on multiple sources of information. Companies also need to apply rewards soon after the performance occurs, and in a large-enough dose (such as a bonus rather than a pay increase), so that employees experience posi- tive emotions when they receive the reward. 33 Ensure That Rewards Are Relevant Companies need to align rewards with per- formance within the employee’s control. The more employees see a “line of sight” between their daily actions and the reward, the more they are motivated to improve performance. Wal-Mart applies this principle by awarding bonuses to top executives on the basis of the company’s overall performance, whereas frontline employees earn bonuses based on the sales volume of the store where they work. Reward systems also need to correct for situational factors. Salespeople in one region may have higher sales because the economy is stronger there than elsewhere, so sales bonuses need to be adjusted for such economic factors. Use Team Rewards for Interdependent Jobs Team rewards should be used rather than individual rewards when employees work in highly interdependent jobs because it is difficult to measure individual performance in these situations. Nucor relies on team-based bonuses for this reason; steelmaking is a team effort, so employees earn bonuses based on team performance. Team rewards also encourage coopera- tion, which is more important when work is highly interdependent. A third benefit of team rewards is that they tend to support employee preferences for team-based work. One concern, however, is that employees (particularly the most productive employ- ees) in the United States and many other low-collectivism cultures prefer rewards based on their individual performance rather than team performance. 34 Ensure That Rewards Are Valued It seems obvious that rewards work best when they are valued. Yet companies sometimes make false assumptions about what employ- ees want, with unfortunate consequences. The solution, of course, is to ask employees what they value. Campbell Soup did this a few years ago at its distribution centers in Canada. Executives thought the employees would ask for more money in a special team reward program. Instead, distribution staff said the most valued reward was a leather jacket with the Campbell Soup logo on the back. The leather jackets cost much less yet were worth much more than the financial bonus the company had intended to distribute. 35 mcs81233_ch06_164-195.indd Page 173 1/27/09 4:10:31 PM user-s175mcs81233_ch06_164-195.indd Page 173 1/27/09 4:10:31 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Watch Out for Unintended Consequences Performance-based reward systems sometimes have an unexpected—and undesirable—effect on employee behaviors. Consider the pizza company that decided to reward its drivers for on-time delivery. The plan got more hot pizzas to customers on time, but it also increased the accident rates of the company’s drivers because the incentive motivated them to drive reck- lessly. 41 Global Connections 6.2 describes a few other examples in which reward systems had unintended consequences. The solution here is to carefully think through When Rewards Go Wrong There is an old saying that “what gets rewarded gets done.” But what companies reward isn’t always what they had intended their employees to do. Here are a few dramatic examples of how performance-based rewards produce unin- tended consequences: • UBS AG recently lost more than $37 billion (yes, billion) in one year because of its exposure to high-risk mortgage securities. The massive loss forced Switzerland’s largest bank to lay off staff, close down a hedge fund business, borrow from foreign governments, and suffer an exodus of clients. Many financial institutions suffered horrendous losses (and a few went bankrupt) during this subprime mortgage crisis, but UBS openly acknowledged that a faulty reward system was partly responsible. Specifically, its bonus plan motivated its traders to generate short-term revenue without penalizing them for exposing the bank to high-risk investments. “Essentially, bonuses were mea- sured against gross revenue with no formal account taken of the quality or sustainability of those earnings,” says a UBS report submitted to the Swiss banking regulator.36 • Stock options are supposed to motivate executives to im- prove corporate performance. Instead, they seem to moti- vate some leaders to use dodgy accounting practices to distort or misrepresent the company’s performance. One recent study found that financial misrepresentation was associated with executive stock options but not with bo- nuses or other forms of executive compensation. Another report estimated that for every 25 percent increase in stock options awarded to executives, the risk of fraud rises by 68 percent. Companies with the largest corporate frauds in recent years have, on average, eight times as many options as similar companies that did not experience fraud.37 • Donnelly Mirrors (now part of Magna International) intro- duced a gainsharing plan that motivated employees to reduce labor but not material costs. Employees at the automobile parts manufacturer knew they worked faster with sharp grinding wheels, so they replaced the expensive diamond wheels more often. This action reduced labor costs, thereby giving employees the gainsharing bonus. However, the labor savings were more than offset by much higher costs for dia- mond grinding wheels.38 • Integrated steel companies often rewarded managers for increased labor efficiency. The lower the labor-hours re- quired to produce a ton of steel, the larger the manager’s bonus. Unfortunately, steel firms usually didn’t count the work of outside contractors in the formula, so the reward system motivated managers to hire expensive contractors in the production process. By employing more contractors, the true cost of production increased, not decreased.39 • Toyota rewards its dealerships on the basis of customer sat- isfaction surveys, not just car sales. What Toyota discovered, however, is that this motivates dealers to increase satisfac- tion scores, not customer satisfaction. One Toyota dealer- ship received high ratings because it offered free detailing to every customer who returned a “Very Satisfied” survey. The dealership even had a special copy of the survey showing clients which boxes to check off. This increased customer ratings, but not customer satisfaction.40 Global Connections 6.2 UBS suffered a $37 billion loss in one year because its bonus system rewarded staff for short-term revenue without imposing any penalties for buying high-risk securities to generate that revenue. 174 mcs81233_ch06_164-195.indd Page 174 1/28/09 11:10:12 PM user-s175mcs81233_ch06_164-195.indd Page 174 1/28/09 11:10:12 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Chapter 6 Applied Performance Practices 175 the consequences of rewards and, where possible, test incentives in a pilot project before applying them across the organization. Financial rewards come in many forms and, as mentioned at the outset of this sec- tion, influence employees in complex ways. But money isn’t the only thing that mo- tivates people to join an organization and perform effectively. “High performers don’t go for the money,” warns an executive at Imation Corp. “Good people want to be in challenging jobs and see a future where they can get even more responsibilities and challenges.” The director of Xerox’s research center agrees with this assessment. “Our top stars say they want to make an impact—that’s the most important thing,” he says. “Feeling they are contributing and making a difference is highly motivational for them.” 42 In other words, companies motivate employees mainly by designing in- teresting and challenging jobs, the topic we discuss next. Learning Objectives After reading this section, you should be able to: 4. Discuss the advantages and disadvantages of job specialization. 5. Diagram the job characteristics model of job design. 6. Identify three strategies for improving employee motivation through job design. Job Design Practices How do you build a better job? That question has challenged organizational behavior experts as well as psychologists, engineers, and economists for a few centuries. Some jobs have very few tasks and usually require very little skill. Other jobs are immensely complex and require years of experience and learning to master them. From one extreme to the other, jobs have different effects on work efficiency and employee motivation. The challenge, at least from the organization’s perspective, is to find the right combination so that work is performed efficiently but employees are motivated and engaged. 43 This challenge requires careful job design —the process of assigning tasks to a job, including the interdependency of those tasks with other jobs. A job is a set of tasks performed by one person. To understand this issue more fully, let’s begin by describing early job design efforts aimed at increasing work efficiency through job specialization. Job Design and Work Efficiency Chrysler Corp. outsources European manufacturing of its minivan to Magna Steyr, a subsidiary of Magna International. On average, employees assigned to Magna Steyr’s Chrysler minivan assembly line in Graz, Austria, take three minutes to attach their assigned pieces to the chassis before repeating their work on the next vehicle. Mean- while, employees assembling the same vehicle at Chrysler’s own assembly plants in North America have an average job cycle time of 64.5 seconds. 44 The difference isn’t that Austrian employees are slower. Rather, Chrysler’s North American employees are assigned fewer tasks. They have a higher degree of job specialization . Job specialization occurs when the work required to build an automobile—or any other product or service—is subdivided into separate jobs assigned to different people. Each resulting job includes a narrow subset of tasks, usually completed in a short cycle time. Cycle time is the time required to complete the task before starting over job design The process of assigning tasks to a job, including the interdependency of those tasks with other jobs. job specialization The result of division of labor in which work is subdivided into separate jobs assigned to different people. mcs81233_ch06_164-195.indd Page 175 1/27/09 4:10:32 PM user-s175mcs81233_ch06_164-195.indd Page 175 1/27/09 4:10:32 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 176 Part Two Individual Behavior and Processes with a new work unit. Employees at Chrysler’s minivan assembly operations in North America have an average cycle time of 64.5 seconds, which means they repeat the same set of tasks about 58 times each hour and probably about 230 times before they take a meal break. Why would companies divide work into such tiny bits? The simple answer is that job specialization improves work efficiency. Efficiency is higher because employees have fewer tasks to juggle and therefore spend less time changing activities. They also require fewer physical and mental skills to accomplish the assigned work, so less time and fewer resources are needed for training. A third reason is that employees practice their tasks more frequently with shorter work cycles, so jobs are mastered quickly. A fourth reason why work efficiency increases is that employees with specific aptitudes or skills can be matched more precisely to the jobs for which they are best suited. 45 The efficiency of job specialization was noted more than 2,300 years ago by the Chinese philosopher Mencius and Greek philosopher Plato. In the 1400s and 1500s, the Arsenal of Venice employed up to 4,000 people in specialized jobs (caulkers, paymasters, division managers, carpenters, iron workers, warehouse supervisors, etc.) to build ships and many accessories such as cannons, ropes, oars, and armor. The state-owned organization became so efficient that in 1570 it built 100 ships in two months. After construction, the galleons traveled along a waterway where workers apportioned food, ammunition, cordage, and other supplies from specially designed warehouses. This assembly line could outfit 10 galleons in just six hours. 46 The ben- efits of job specialization were also recorded by Adam Smith 250 years ago. The Scottish economist described a small factory where 10 pin makers collectively pro- duced as many as 48,000 pins per day because they performed specialized tasks, such as straightening, cutting, sharpening, grinding, and whitening the pins. In contrast, Smith explained that if these 10 people worked alone producing complete pins, they would collectively manufacture no more than 200 pins per day. 47 Scientific Management One of the strongest advocates of job specialization was Frederick Winslow Taylor, an American industrial engineer who introduced the prin- ciples of scientific management in the early 1900s. 48 Scientific management consists of a toolkit of activities. Some of these interventions—training, goal setting, and work incentives—are common today but were rare until Taylor popularized them. How- ever, scientific management is mainly associated with high levels of job specialization and standardization of tasks to achieve maximum efficiency. According to Taylor, the most effective companies have detailed procedures and work practices developed by engineers, enforced by supervisors, and executed by employees. Even the supervisor’s tasks should be divided: One person manages operational efficiency, another manages inspection, and another is the disciplinarian. Taylor and other industrial engineers demonstrated that scientific management significantly improves work efficiency. No doubt, some of the increased productivity can be credited to the training, goal setting, and work incentives, but job specializa- tion quickly became popular in its own right. Problems with Job Specialization Frederick Taylor and his contemporaries fo- cused on how job specialization reduces labor “waste” by improving the mechanical efficiency of work (i.e., matching skills, faster learning, less switchover time). Yet they didn’t seem to notice how this extreme job specialization adversely affects employee attitudes and motivation. Some jobs—such as assembling Chrysler minivans—are so specialized that they may soon become tedious, trivial, and socially isolating. scientific management The practice of system- atically partitioning work into its smallest elements and standardizing tasks to achieve maximum efficiency. mcs81233_ch06_164-195.indd Page 176 1/28/09 11:10:21 PM user-s175mcs81233_ch06_164-195.indd Page 176 1/28/09 11:10:21 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Chapter 6 Applied Performance Practices 177 Employee turnover and absenteeism tend to be higher in specialized jobs with very short cycle times. Companies sometimes have to pay higher wages to attract job ap- plicants to this dissatisfying, narrowly defined work. 49 Job specialization often reduces work quality because employees see only a small part of the process. As one observer of an automobile assembly line reports: “Often [employees] did not know how their jobs related to the total picture. Not knowing, there was no incentive to strive for quality—what did quality even mean as it related to a bracket whose function you did not understand?” 50 Equally important, job specialization can undermine the motivational potential of jobs. As work becomes specialized, it tends to become easier to perform but less in- teresting. As jobs become more complex, work motivation increases but the ability to master the job decreases. Maximum job performance occurs somewhere between these two extremes, where most people can eventually perform the job tasks effi- ciently yet the work is interesting. Job Design and Work Motivation Industrial engineers may have overlooked the motivational effect of job characteris- tics, but it is now the central focus of many job design changes. Organizational be- havior scholar Frederick Herzberg is credited with shifting the spotlight when he introduced motivator-hygiene theory in the 1950s. 51 Motivator-hygiene theory proposes that employees experience job satisfaction when they fulfill growth and es- teem needs (called motivators ) and they experience dissatisfaction when they have poor working conditions, job security, and other factors categorized as lower-order needs (called hygienes ). Herzberg argued that only characteristics of the job itself motivate employees, whereas the hygiene factors merely prevent dissatisfaction. It might seem obvious to us today that the job itself is a source of motivation, but the concept was radical when Herzberg proposed the idea. Motivator-hygiene theory has been soundly rejected due to lack of research sup- port, but Herzberg’s ideas generated new thinking about the motivational potential of the job itself. 52 Out of subsequent research emerged the job characteristics model , shown in Exhibit 6.2 . The job characteristics model identifies five core job dimen- sions that produce three psychological states. Employees who experience these psy- chological states tend to have higher levels of internal work motivation (motivation from the work itself), job satisfaction (particularly satisfaction with the work itself), and work effectiveness. 53 Core Job Characteristics The job characteristics model identifies five core job characteristics. Under the right conditions, employees are more motivated and satis- fied when jobs have higher levels of these characteristics: • Skill variety . Skill variety refers to the use of different skills and talents to com- plete a variety of work activities. For example, sales clerks who normally only serve customers might be assigned the additional duties of stocking inventory and changing storefront displays. • Task identity. Task identity is the degree to which a job requires completion of a whole or identifiable piece of work, such as assembling an entire broadband modem rather than just soldering in the circuitry. • Task significance . Task significance is the degree to which the job affects the organization and/or larger society. For instance, many employees at Medtronic, the Minneapolis-based maker of pacemakers and other medical equipment, motivator-hygiene theory Herzberg’s theory stating that employees are primarily motivated by growth and esteem needs, not by lower-level needs. job characteristics model A job design model that relates the motivational properties of jobs to specific personal and organizational conse- quences of those properties. skill variety The extent to which employees must use different skills and tal- ents to perform tasks within their jobs. task significance The degree to which a job has a substantial impact on the organiza- tion and/or larger society. task identity The degree to which a job requires completion of a whole or an identifi- able piece of work. mcs81233_ch06_164-195.indd Page 177 1/27/09 4:10:32 PM user-s175mcs81233_ch06_164-195.indd Page 177 1/27/09 4:10:32 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 178 Part Two Individual Behavior and Processes Work motivation Work effectiveness General satisfaction Growth satisfaction Core job characteristics Critical psychological states Outcomes Meaningfulness Responsibility Knowledge of results • Knowledge and skill • Context satisfaction • Growth-need strength Individual differences Autonomy Skill variety Task identity Task significance Feedback from job Source: J. Richard Hackman and Greg R. Oldham, Work Redesign (Prentice Hall Organizational Development Series), 1st Edition, Copyright © 1980. Reproduced by permission of Pearson Education, Inc., Upper Saddle River, New Jersey. have high job specialization, yet 86 percent say their work has special meaning and 94 percent feel pride in what they accomplish. The reason for their high task significance is that they attend seminars that show how the products they manufacture save lives. “We have patients who come in who would be dead if it wasn’t for us,” says a Medtronic production supervisor. 54 • Autonomy . Jobs with high levels of autonomy provide freedom, independence, and discretion in scheduling the work and determining the procedures to be used to complete the work. In autonomous jobs, employees make their own decisions rather than relying on detailed instructions from supervisors or procedure manuals. • Job feedback . Job feedback is the degree to which employees can tell how well they are doing on the basis of direct sensory information from the job itself. Airline pilots can tell how well they land their aircraft, and road crews can see how well they have prepared the roadbed and laid the asphalt. Critical Psychological States The five core job characteristics affect employee motivation and satisfaction through three critical psychological states, shown in Exhibit 6.2. One of these psychological states is experienced meaningfulness —the belief autonomy The degree to which a job gives employees the freedom, independence, and discretion to sched- ule their work and de- termine the procedures used in completing it. Exhibit 6.2 The Job Characteristics Model mcs81233_ch06_164-195.indd Page 178 3/12/09 9:04:08 PM user-s172mcs81233_ch06_164-195.indd Page 178 3/12/09 9:04:08 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-06/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-06 Chapter 6 Applied Performance Practices 179 that one’s work is worthwhile or important. Skill variety, task identity, and task significance directly contribute to the job’s meaningfulness. If the job has high levels of all three characteristics, employees are likely to feel that their jobs are highly mean- ingful. The meaningfulness of a job drops as one or more of these characteristics declines. Work motivation and performance increase when employees feel personally ac- countable for the outcomes of their efforts. Autonomy directly contributes to this feeling of experienced responsibility . Employees must be assigned control of their work environment to feel responsible for their successes and failures. The third critical psychological state is knowledge of results . Employees want information about the con- sequences of their work effort. Knowledge of results can originate from co-workers, supervisors, or clients. However, job design focuses on knowledge of results from the work itself. Individual Differences Job design doesn’t increase work motivation for everyone in every situation. Employees must have the required skills and knowledge to master the more challenging work. Otherwise, job design tends to increase stress and reduce Customer Talks Raise Task Significance and Identity Repairing aircraft engines is a complex business involving the specialized work of dozens of people. However, employees working in specialized jobs tend to have lower task identity and task significance. “We work on airplane engines, but individual employees work on different parts, and don’t necessarily know what the customer uses it for,” says Maurice Carter, a bearing technician lead hand at the Rolls Royce Engine Services facility in Oakland, California. For this reason, Rolls Royce introduced “Voice of the Customer,” an initiative in which customer representatives visit the facility and talk to production staff about why the quality of these engines is important to them. “[A customer’s visit] allows you to know that your quality is key to the rescue of someone who may be stranded in a remote area, who relies on your ability to make sure that engine starts and continues to run in any adverse circumstance,” says Carter. “Voice of the Customer isn’t just a nicety,” explains a Rolls Royce Engine Services executive. “It gives employees with relatively repetitive jobs the sense that they’re not just working on a part but rather are key in keeping people safe.”55 mcs81233_ch06_164-195.indd Page 179 1/27/09 4:10:33 PM user-s175mcs81233_ch06_164-195.indd Page 179 1/27/09 4:10:33 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 180 Part Two Individual Behavior and Processes job performance. The original model also suggests that increasing the motivational potential of jobs will not motivate employees who are dissatisfied with their work context (e.g., working conditions, job security) or who have a low growth-need strength. However, research findings have been mixed, suggesting that employees might be motivated by job design no matter how they feel about their job context or how high or low they score on growth needs. 56 Job Design Practices That Motivate Three main strategies can increase the motivational potential of jobs: job rotation, job enlargement, and job enrichment. This section also identifies several ways to imple- ment job enrichment. Job Rotation At the beginning of this section on job design, we mentioned that assembly-line employees at Chrysler have a high degree of specialization. Chrysler executives are aware of the motivational and physiological problems that this repeti- tive work can create, so they have introduced a policy whereby employees work in teams and rotate to a different workstation within that team every few hours. Job rotation is the practice of moving employees from one job to another. “The whole idea of job rotation makes a big difference,” says Chrysler’s vice president of manu- facturing. “The job naturally gets better, quality improves, throughput improves.” Chrysler reported significant improvements in productivity and morale within the first year of its job rotation program. Job rotation offers “important ergonomic bene- fits to workers, improvements in product quality, and higher employee satisfaction,” says a senior manager at Chrysler’s plant in Toledo, Ohio. 57 From the experience at Chrysler and many other companies, we can identify three potential benefits of job rotation. First, it minimizes health risks from repeti- tive strain and heavy lifting because employees use different muscles and physical positions in the various jobs. Second, it supports multiskilling (employees learn several jobs), which increases workforce flexibility in staffing the production pro- cess and in finding replacements for employees on vacation. A third benefit of job rotation is that it potentially reduces the boredom of highly repetitive jobs. How- ever, organizational behavior experts continue to debate whether job rotation really is a form of job redesign because the jobs remain the same; they are still highly specialized. Critics argue that job redesign requires changes within the job, such as job enlargement. Job Enlargement Job enlargement adds tasks to an existing job. This might in- volve combining two or more complete jobs into one or just adding one or two more tasks to an existing job. Either way, skill variety increases because there are more tasks to perform. Video journalists represent a clear example of an enlarged job. As Exhibit 6.3 illustrates, a traditional news team consists of a camera operator, a sound and lighting specialist, and the journalist who writes and presents or narrates the story. One video journalist performs all of these tasks. Job enlargement significantly improves work efficiency and flexibility. However, research suggests that simply giving employees more tasks won’t affect motivation, performance, or job satisfaction. These benefits result only when skill variety is com- bined with more autonomy and job knowledge. 58 In other words, employees are motivated when they perform a variety of tasks and have the freedom and knowledge to structure their work to achieve the highest satisfaction and performance. These job characteristics are at the heart of job enrichment. job rotation The practice of moving employees from one job to another. job enlargement The practice of adding more tasks to an existing job. mcs81233_ch06_164-195.indd Page 180 1/27/09 4:10:35 PM user-s175mcs81233_ch06_164-195.indd Page 180 1/27/09 4:10:35 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Chapter 6 Applied Performance Practices 181 Job Enrichment Job enrichment occurs when employees are given more respon- sibility for scheduling, coordinating, and planning their own work. 59 Generally, peo- ple in enriched jobs experience higher job satisfaction and work motivation, along with lower absenteeism and turnover. Productivity is also higher when task identity and job feedback are improved. Product and service quality tend to improve because job enrichment increases the jobholder’s felt responsibility and sense of ownership over the product or service. 60 One way to increase job enrichment is by combining highly interdependent tasks into one job. This natural grouping approach is reflected in the video journalist job. Video journalist was earlier described as an enlarged job, but it is also an example of job enrichment because it naturally groups tasks together to complete an entire prod- uct (i.e., a news clip). By forming natural work units, jobholders have stronger feelings of responsibility for an identifiable body of work. They feel a sense of ownership and, therefore, tend to increase job quality. Forming natural work units increases task iden- tity and task significance because employees perform a complete product or service and can more readily see how their work affects others. A second job enrichment strategy, called establishing client relationships, involves put- ting employees in direct contact with their clients rather than using the supervisor as a go-between. By being directly responsible for specific clients, employees have more information and can make decisions affecting those clients. 61 Establishing client rela- tionships also increases task significance because employees see a line-of-sight connec- tion between their work and consequences for customers. This was apparent among medical secretaries at a large regional hospital in Sweden after the hospital reduced its workforce by 10 percent and gave the secretaries expanded job duties. Although these employees experienced more stress from the higher workloads, some of them also felt more motivated and satisfied because they now had direct interaction with patients. “Before, I never saw a patient; now they have a face,” says one medical secretary. “I feel satisfied and pleased with myself; you feel someone needs you.” 62 Forming natural task groups and establishing client relationships are common ways to enrich jobs, but the heart of the job enrichment philosophy is to give employ- ees more autonomy over their work. This basic idea is at the core of one of the most widely mentioned—and often misunderstood—practices, known as empowerment. Traditional news team Video journalist Exhibit 6.3 Job Enlargement of Video Journalists job enrichment The practice of giving employees more respon- sibility for scheduling, coordinating, and plan- ning their own work. mcs81233_ch06_164-195.indd Page 181 1/29/09 11:03:19 AM user-s175mcs81233_ch06_164-195.indd Page 181 1/29/09 11:03:19 AM user-s175 /Users/user-s175/Desktop/Users/user-s175/Desktop 182 Part Two Individual Behavior and Processes Learning Objectives After reading the next two sections, you should be able to: 7. Define empowerment and identify strategies that support empowerment. 8. Describe the five elements of self-leadership. 9. Identify specific personal and work environment influences on self-leadership. Empowerment Practices The opening vignette to this chapter described Svenska Handelsbanken’s highly de- centralized organizational structure, in which branch managers decide which prod- ucts to offer, what price to charge, how to market products, and so on. Employees are actively involved with the branch manager in these decisions. “The culture of our company is based on entrusting employees and allowing those who are closest to the customer and who know the customer best to take decisions,” says Anders Bouvin, head of Handelsbanken’s business in Northern Britain. “Being empowered and having this trust leads to better decisions and higher satisfaction.” Jonathan Watson, Handelsbanken’s branch manager in Maidstone, United Kingdom, adds: “One prob- lem we don’t have is motivating our staff. Thanks to the decentralized way Handels- banken operates and empowers staff with the responsibility to do their jobs to the best of their ability, motivation is easy and morale remains high.” 63 The word empowerment is often mentioned in writing and conversations about Handelsbanken because, unlike too many financial institutions, the Swedish bank’s employees really do experience the feeling of being empowered. Empowerment is a psychological concept represented by four dimensions: self-determination, meaning, competence, and impact of the individual’s role in the organization. If any dimension weakens, the employee’s sense of empowerment will weaken. 64 • Self-determination . Empowered employees feel that they have freedom, indepen- dence, and discretion over their work activities. • Meaning . Employees who feel empowered care about their work and believe that what they do is important. • Competence . Empowered people are confident about their ability to perform the work well and have a capacity to grow with new challenges. • Impact . Empowered employees view themselves as active participants in the orga- nization; that is, their decisions and actions have an influence on the company’s success. Supporting Empowerment Chances are that you have heard leaders say they are “empowering” the workforce. Yet empowerment is a state of mind, so what these executives really mean is that they are changing the work environment to support the feeling of empowerment. 65 Numerous individual, job design, and organizational or work-context factors support empower- ment. At the individual level, employees must possess the necessary competencies to be able to perform the work as well as handle the additional decision-making require- ments. 66 Job characteristics clearly influence the degree to which people feel empow- ered. 67 Employees are much more likely to experience self-determination when working empowerment A psychological con- cept in which people experience more self-determination, meaning, competence, and impact regarding their role in the organization. mcs81233_ch06_164-195.indd Page 182 1/27/09 4:10:35 PM user-s175mcs81233_ch06_164-195.indd Page 182 1/27/09 4:10:35 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Chapter 6 Applied Performance Practices 183 in jobs with a high degree of autonomy and minimal bureaucratic control. They experience more meaningfulness when working in jobs with high levels of task identity and task significance. They experience more self-confidence when working in jobs that allow them to receive feedback about their performance and accomplishments. Several organizational and work-context factors also influence empowerment. Employees experience more empowerment in organizations where information and other resources are easily accessible. Empowerment also requires a learning orientation culture. In other words, empowerment flourishes in organizations that appreciate the value of employee learning and that accept reasonable mistakes as a natural part of the learning process. Furthermore, as mentioned above in describing Handelsbanken, empowerment requires corporate leaders who trust employees and are willing to take the risks that empowerment creates.” 69 With the right individuals, job characteristics, and organizational environment, empowerment can substantially improve motivation and performance. For instance, a study of bank employees concluded that empowerment improved customer service and tended to reduce conflict between employees and their supervisors. A study of nurses reported that empowerment is associated with higher trust in management, which ultimately influences job satisfaction, belief and acceptance of organizational goals and values, and effective organizational commitment. Empowerment also tends to increase personal initiative because employees identify with and assume more psychological ownership of their work. 70 Self-Leadership Practices What is the most important characteristic that companies look for in their employ- ees? Leadership potential, ability to work in a team, and good communication skills are important, but a survey of 800 British employers concludes that they don’t top the list. Instead, the most important employee characteristic is self-motivation. Jack Semco’s Radical Empowerment Most executives like to say they em- power their workforce, but few come close to the freedom that em- ployees experience at Semco Corporation, SA. “Can an organization let people do what they want, when they want, and how they want?” asks Ricardo Semler, who took over his father’s marine pump business in Sao Paulo, Brazil, 20 years ago. The answer appears to be yes. Today, the industrial manufacturing and services company has 3,000 employees who work in teams of 6 to 10 people. Employees choose their objectives, hire co-workers, calculate budgets, set their own salaries, decide when to come to work, and elect their own bosses. The only policy manual is a comic book that introduces newcomers to Semco’s democratic culture. Semler, shown here with some head of- fice staff resting in hammocks, complains that too few companies have tried to liberate employees. “Treating employees like two- year-olds is a comfortable norm for too many businesses. Perpetuat- ing this behavior will deal the killing blow to any organization,” Semler warns. “Treating employees like intelligent adults and allowing them to manage themselves is a business model that worked at Semco.”68 mcs81233_ch06_164-195.indd Page 183 1/27/09 4:10:35 PM user-s175mcs81233_ch06_164-195.indd Page 183 1/27/09 4:10:35 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 184 Part Two Individual Behavior and Processes Harding can identify with these survey results. The founder of eSilicon Corp., which designs and manufactures custom chips for electronics companies, believes that the best-performing businesses prosper when employees manage their own motivation and performance. “You look for character and experience” when hiring new employees, Harding suggests. “They need to be smart, team players, and self-motivated—and you can’t instill that.” 72 Most of the concepts introduced in this chapter and in Chapter 5 have assumed that leaders do things to motivate employees. Certainly, these theories and practices are valuable, but they overlook the fact that the most successful employees ultimately motivate and manage themselves. In other words, they engage in self-leadership. Self-leadership refers to the process of influencing oneself to establish the self- direction and self-motivation needed to perform a task. 73 This concept includes a toolkit of behavioral activities borrowed from social learning theory and goal setting. It also includes constructive thought processes that have been extensively studied in sports psychology. Overall, self-leadership takes the view that individuals mostly reg- ulate their own actions through these behavioral and cognitive (thought) activities. Self-Leadership Strategies Although self-leadership consists of several processes, the five main activities are identified in Exhibit 6.4 . These elements, which generally follow each other in a se- quence, are personal goal setting, constructive thought patterns, designing natural rewards, self-monitoring, and self-reinforcement. 74 Personal Goal Setting The first step in self-leadership is to set goals for your own work effort. This applies the ideas learned in Chapter 5 on goal setting, such as iden- tifying goals that are specific, relevant, and challenging. The main difference is that self-leadership involves setting goals alone, rather than having them assigned by or jointly decided with a supervisor. Research suggests that employees are more focused and perform better when they set their own goals, particularly in combination with other self-leadership practices. 75 Personal goal setting also requires a high degree of self- awareness, because people need to understand their current behavior and performance before establishing meaningful goals for personal development. Bayer CropScience Searches for Self-Leaders With production increasing at its facility in Research Triangle Park, North Carolina, Bayer CropScience wants to hire two dozen more chemical process operators. The task won’t be easy, though. Bayer CropScience, a division of Germany-based conglomerate Bayer AG, is looking for job applicants with special characteristics. “It’s difficult to fill [these jobs],” says site leader Nick Crosby. “We’re not in the game these days of just getting people who can read, write and shovel stuff around.” Instead, Bayer CropScience wants employees who prac- tice self-leadership. “We need self-motivated people who work well with empowered teams—people who can think for themselves, do basic diagnosis, and keep the plants operating at an optimum,” he says.71 self-leadership The process of influenc- ing oneself to establish the self-direction and self-motivation needed to perform a task. mcs81233_ch06_164-195.indd Page 184 1/27/09 4:10:37 PM user-s175mcs81233_ch06_164-195.indd Page 184 1/27/09 4:10:37 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Constructive Thought Patterns Before beginning a task and while performing it, employees should engage in positive (constructive) thoughts about that work and its accomplishment. In particular, employees are more motivated and better prepared to accomplish a task after they have engaged in positive self-talk and mental imagery. Positive Self-Talk Do you ever talk to yourself? Most of us do, according to a major study of university students. 76 Self-talk refers to any situation in which we talk to ourselves about our own thoughts or actions. Some of this internal communication assists the decision-making process, such as weighing the advantages of a particular choice. Self-leadership is mostly interested in evaluative self-talk, in which you evalu- ate your capabilities and accomplishments. The problem is that most evaluative self-talk is negative; we criticize much more than encourage or congratulate ourselves. Negative self-talk undermines our confidence and potential to perform a particular task. In contrast, positive self-talk creates a “can-do” belief and thereby increases motivation by raising our effort-to-performance expectancy. We often hear that professional athletes “psych” themselves up before an important event. They tell themselves that they can achieve their goal and that they have practiced enough to reach that goal. They are motivating themselves through positive self-talk. Mental Imagery You’ve probably heard the phrase “I’ll cross that bridge when I come to it!” Self-leadership takes the opposite view. It suggests that we need to men- tally practice a task and imagine successfully performing it beforehand. This process, known as mental imagery , has two parts. One part involves mentally practicing the task, anticipating obstacles to goal accomplishment, and working out solutions to those obstacles before they occur. By mentally walking through the activities required to accomplish the task, we begin to see problems that may occur. We can then imagine what responses would be best for each contingency. 77 While one part of mental imagery helps us to anticipate things that could go wrong, the other part involves visualizing successful completion of the task. You might imag- ine the experience of completing the task and the positive results that follow, such as being promoted, receiving a prestigious award, or taking time off work. This visual- ization increases goal commitment and motivates people to complete the task effec- tively. This is the strategy that Tony Wang applies to motivate himself. “Since I am in sales, I think about the reward I get for closing new business—the commission check— and the things it will allow me to do that I really enjoy,” explains Wang. “Or I think about the feeling I get when I am successful at something and how it makes me feel good, and use that to get me going.” 78 Designing Natural Rewards Self-leadership recognizes that employees actively craft their jobs. To varying degrees, they can alter tasks and work relationships to make the work more motivating. 79 One way to build natural rewards into the job is to alter the way a task is accomplished. People often have enough discretion in their jobs to make slight changes to suit their needs and preferences. For instance, you might try mental imagery The process of mentally practicing a task and visualizing its successful completion. self-talk The process of talking to ourselves about our own thoughts or actions. Chapter 6 Applied Performance Practices 185 Personal goal setting Constructive thought patterns Exhibit 6.4 Elements of Self-Leadership mcs81233_ch06_164-195.indd Page 185 1/27/09 4:10:38 PM user-s175mcs81233_ch06_164-195.indd Page 185 1/27/09 4:10:38 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 186 Part Two Individual Behavior and Processes out a new software program to design an idea, rather than sketch the image with a pencil. By using the new software, you are making more challenging and appealing a task that may have otherwise been mundane. Self-Monitoring Self-monitoring is the process of keeping track at regular inter- vals of one’s progress toward a goal by using naturally occurring feedback. Some people can receive feedback from the job itself, such as members of a lawn mainte- nance crew who can see how they are improving the appearance of their client’s property. But many of us are unable to observe our work output so readily. Instead, many people need to design feedback systems. Salespeople might arrange to receive monthly reports on sales levels in their territory. Production staff might have gauges or computer feedback systems installed so that they can see how many errors are made on the production line. Research suggests that people who have control over the timing of performance feedback perform their tasks better than do those with feedback assigned by others. 80 Self-Reinforcement Self-leadership includes the social learning theory concept of self-reinforcement (see Chapter 3). Self-reinforcement occurs whenever an employee has control over a reinforcer but doesn’t “take” the reinforcer until completing a self- set goal. 81 A common example is taking a break after reaching a predetermined stage of your work. The work break is a self-induced form of positive reinforcement. Self- reinforcement also occurs when you decide to do a more enjoyable task after com- pleting a task that you dislike. For example, after slogging through a difficult report, you might decide to spend time doing a more pleasant task, such as catching up on industry news by scanning Web sites. Effectiveness of Self-Leadership Self-leadership is shaping up to be a valuable applied performance practice in or- ganizational settings. A respectable body of research shows consistent support for most elements of self-leadership. Self-set goals and self-monitoring increased the frequency of wearing safety equipment among employees in a mining operation. Airline employees who received constructive thought training experienced better mental performance, enthusiasm, and job satisfaction than co-workers who did not receive this training. Mental imagery helped supervisors and process engineers in a pulp-and-paper mill to transfer what they learned in an interpersonal communi- cation skills class back to the job. 82 Studies also indicate that constructive thought processes improve individual performance in cycling, hockey goaltending, ice skating, soccer, and other sports. Indeed, studies show that almost all Olympic athletes rely on mental rehearsal and positive self-talk to achieve their perfor- mance goals. 83 Self-Leadership Contingencies As with most other organizational behavior theories, self-leadership is more or less likely to occur depending on the person and the situation. With respect to individual differences, preliminary research suggests that self-leadership behaviors are more fre- quently found in people with higher levels of conscientiousness and extroversion. Some writers also suggest that people with a positive self-concept evaluation (i.e., self-esteem, self-efficacy, and internal locus of control) are more likely to apply self-leadership strategies. 84 mcs81233_ch06_164-195.indd Page 186 1/27/09 4:10:38 PM user-s175mcs81233_ch06_164-195.indd Page 186 1/27/09 4:10:38 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 jobs. Job specialization subdivides work into separate jobs for different people. This increases work efficiency because employees master the tasks quickly, spend less time changing tasks, require less training, and can be matched more closely with the jobs best suited to their skills. However, job specialization may reduce work motivation, create mental health problems, lower product or service quality, and increase costs through discontent- ment, absenteeism, and turnover. Contemporary job design strategies reverse job spe- cialization through job rotation, job enlargement, and job enrichment. The job characteristics model is a template for job redesign that specifies core job dimensions, psy- chological states, and individual differences. Organiza- tions introduce job rotation to reduce job boredom, develop a more flexible workforce, and reduce the inci- dence of repetitive strain injuries. Two ways to enrich jobs are clustering tasks into natural groups and establishing client relationships. Empowerment is a psychological concept represented by four dimensions: self-determination, meaning, compe- tence, and impact regarding the individual’s role in the or- ganization. Individual characteristics seem to have a minor influence on empowerment. Job design is a major influ- ence, particularly autonomy, task identity, task signifi- cance, and job feedback. Empowerment is also supported at the organizational level through a learning orientation culture, sufficient information and resources, and corporate leaders who trust employees. Self-leadership is the process of influencing oneself to establish the self-direction and self-motivation needed to perform a task. This includes personal goal setting, con- structive thought patterns, designing natural rewards, self- monitoring, and self-reinforcement. Constructive thought patterns include self-talk and mental imagery. Self-talk occurs in any situation in which a person talks to himself or herself about his or her own thoughts or actions. Mental imagery involves mentally practicing a task and imagining successfully performing it beforehand. Money and other financial rewards are a fundamental part of the employment relationship, but their value and meaning vary from one person to the next. Organiza- tions reward employees for their membership and seniority, job status, competencies, and performance. Membership-based rewards may attract job applicants, and seniority-based rewards reduce turnover, but these reward objectives tend to discourage turnover among those with the lowest performance. Rewards based on job status try to maintain internal equity and motivate em- ployees to compete for promotions. However, they tend to encourage a bureaucratic hierarchy, support status dif- ferences, and motivate employees to compete and hoard resources. Competency-based rewards are becoming in- creasingly popular because they improve workforce flexibility and are consistent with the emerging idea of employability. However, they tend to be subjectively measured and can result in higher costs as employees spend more time learning new skills. Awards and bonuses, commissions, and other indi- vidual performance-based rewards have existed for centuries and are widely used. Many companies are shifting to team-based rewards such as gainsharing plans and to organizational rewards such as employee stock ownership plans (ESOPs), stock options, and profit sharing. ESOPs and stock options create an own- ership culture, but employ ees often perceive a weak connection between individual performance and the organizational reward. Financial rewards have a number of limitations, but reward effectiveness can be improved in several ways. Organizational leaders should ensure that rewards are linked to work performance, rewards are aligned with performance within the employee’s control, team rewards are used where jobs are interdependent, rewards are valued by employees, and rewards have no unintended consequences. Job design is the process of assigning tasks to a job, including the interdependency of those tasks with other Chapter Summary Although the research is still very sparse, the work environment also seems to in- fluence the extent to which employees engage in self-leadership strategies. In particu- lar, employees require sufficient autonomy to engage in some or most aspects of self-leadership. They probably also feel more confident with self-leadership when their boss is empowering rather than controlling and where there is a high degree of trust between them. Employees are also more likely to engage in self-monitoring in companies that emphasize continuous measurement of performance. 85 Overall, self- leadership promises to be an important concept and practice for improving employee motivation and performance. Chapter 6 Applied Performance Practices 187 mcs81233_ch06_164-195.indd Page 187 1/28/09 11:10:28 PM user-s175mcs81233_ch06_164-195.indd Page 187 1/28/09 11:10:28 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Case Study 6.1 THE REGENCY GRAND HOTEL Elizabeth Ho, Prada Singapore under the supervision of Steven L. McShane The Regency Grand Hotel is a five-star hotel in Bangkok, Thailand. The hotel was established 15 years ago by a local consortium of investors and has been operated by a Thai general manager throughout this time. The hotel is one of Bangkok’s most prestigious hotels, and its 700 employees enjoyed the prestige of being associated with the hotel. The hotel provided good welfare benefits, above-market-rate salary, and job security. In addi- tion, a good year-end bonus amounting to four months’ salary was rewarded to employees regardless of the hotel’s overall performance during the year. team-based rather than individual rewards in this setting. 4. What can organizations do to increase the effective- ness of fi nancial rewards? 5. Most of us have watched pizzas being made while waiting in a pizzeria. What level of job specialization do you usually notice in these operations? Why does this high or low level of specialization exist? If some pizzerias have different levels of specialization than others, identify the contingencies that might explain these differences. 6. Can a manager or supervisor “empower” an em- ployee? Discuss fully. 7. Describe a time when you practiced self-leadership to successfully perform a task. With reference to each step in the self-leadership process, describe what you did to achieve this success. 8. Can self-leadership replace formal leadership in an organizational setting? 1. As a consultant, you have been asked to recommend either a gainsharing plan or a profit-sharing plan for employees who work in the four regional distribution and warehousing facilities of a large retail organiza- tion. Which reward system would you recommend? Explain your answer. 2. You are a member of a team responsible for develop- ing a reward system for your college or university faculty unit. Assume that the faculty is nonprofit, so profit sharing is not an option. What other team or organization-level rewards might work in this situa- tion? Describe specific measures that could be used to calculate the amount of bonus. 3. Alaska Tire Corporation redesigned its production facilities around a team-based system. However, the company president believes that employees will not be motivated unless they receive incentives based on their individual performance. Give three explanations of why Alaska Tire should introduce Critical Thinking Questions 188 autonomy, p. 178 employee stock ownership plans (ESOPs), p. 171 empowerment, p. 182 gainsharing plans, p. 170 job characteristics model, p. 177 job design, p. 175 job enlargement, p. 180 job enrichment, p. 181 job evaluation, p. 168 job rotation, p. 180 job specialization, p. 175 mental imagery, p. 185 motivator-hygiene theory, p. 177 profit-sharing plans, p. 172 scientific management, p. 176 self-leadership, p. 184 self-talk, p. 185 skill variety, p. 177 stock options, p. 172 task identity, p. 177 task significance, p. 177 Key Terms mcs81233_ch06_164-195.indd Page 188 1/27/09 4:10:39 PM user-s175mcs81233_ch06_164-195.indd Page 188 1/27/09 4:10:39 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Recently, the Regency was sold to a large Ameri- can hotel chain that was very keen to expand its operations into Thailand. When the acquisition was announced, the general manager decided to take early retirement when the hotel changed ownership. The American hotel chain kept all of the Regency employees, although a few were transferred to other positions. John Becker, an American with 10 years of management experience with the hotel chain, was appointed as the new general manager of the Regency Palace Hotel. Becker was selected as the new general manager because of his previous successes in integrating newly acquired hotels in the United States. In most of the previous acquisitions, Becker took over operations with poor profitability and low morale. Becker is a strong believer in empowerment. He expects employees to go beyond guidelines and standards to consider guest needs on a case-by-case basis. That is, employees must be guest-oriented at all times to provide excellent customer service. From his U.S. experience, Becker has found that empowerment increases employee motivation, per- formance, and job satisfaction, all of which contrib- ute to the hotel’s profitability and customer service ratings. Soon after becoming general manager of Regency Palace, Becker introduced the practice of empowerment to replicate the successes that he had achieved back home. The Regency Grand Hotel has been very profit- able since it opened 15 years ago. The employees have always worked according to management’s in- structions. Their responsibility was to ensure that the instructions from their managers were carried out diligently and conscientiously. Innovation and creativity were discouraged under the previous management. Indeed, employees were punished for their mistakes and discouraged from trying out ideas that had not been approved by management. As a result, employees were afraid to be innovative and to take risks. Becker met with Regency’s managers and de- partment heads to explain that empowerment would be introduced in the hotel. He told them that employees must be empowered with decision- making authority so that they can use their initia- tive, creativity, and judgment to satisfy guest needs and handle problems effectively and efficiently. However, he stressed that the more complex issues and decisions were to be referred to superiors, who were to coach and assist rather than provide direct orders. Furthermore, Becker stressed that mistakes were allowed but that making the same mistakes more than twice would not be tolerated. He ad- vised his managers and department heads not to discuss with him minor issues or problems and not to consult with him about minor decisions. Never- theless, he told them that they were to discuss im- portant, major issues and decisions with him. He concluded the meeting by asking for feedback. Several managers and department heads told him that they liked the idea and would support it, while others simply nodded their heads. Becker was pleased with the response and was eager to have his plan implemented. In the past, the Regency had emphasized admin- istrative control, resulting in many bureaucratic pro- cedures throughout the organization. For example, the front-counter employees needed to seek ap- proval from their manager before they could up- grade guests to another category of room. The front-counter manager would then have to write and submit a report to the general manager justifying the upgrade. Soon after his meeting with the managers, Becker reduced the number of bureaucratic rules at the Regency and allocated more decision-making authority to frontline employees. This action upset those who previously had decision-making power over these issues. As a result, several of these em- ployees left the hotel. Becker also began spending a large portion of his time observing and interacting with the employees at the front desk, lobby, restaurants, and various departments. This direct interaction with Becker helped many employees to understand what he wanted and expected of them. However, the employ- ees had much difficulty trying to distinguish between a major and a minor issue or decision. More often than not, supervisors would reverse employee deci- sions by stating that they were major issues requiring management approval. Employees who displayed initiative and made good decisions in satisfying the needs of the guests rarely received any positive feed- back from their supervisors. Eventually, most of these employees lost confidence in making decisions and reverted back to relying on their superiors for decision making. Not long after the implementation of the practice of empowerment, Becker realized that his subordinates were consulting him more frequently than before. 189 mcs81233_ch06_164-195.indd Page 189 1/27/09 4:10:39 PM user-s175mcs81233_ch06_164-195.indd Page 189 1/27/09 4:10:39 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Most of them came to him with minor issues and consulted with him about minor decisions. He had to spend most of his time attending to his subordi- nates. Soon he began to feel highly frustrated and exhausted, and very often he would tell his secre- tary that “unless the hotel is on fire, don’t let anyone disturb me.” Becker thought that the practice of empower- ment would benefit the overall performance of the hotel. However, contrary to his expectation, the business and overall performance of the hotel began to deteriorate. There was an increasing number of guest complaints. In the past, the hotel had mini- mal guest complaints. Now there was a significant number of formal written complaints every month. Many other guests voiced their dissatisfaction ver- bally to hotel employees. The number of mistakes made by employees was on the increase. Becker was very upset when he realized that two of the local newspapers and an overseas newspaper had pub- lished negative feedback on the hotel in terms of service standards. He was most distressed when an international travel magazine voted the hotel “one of Asia’s nightmare hotels.” The stress levels of the employees were continu- ously mounting since the introduction of the practice of empowerment. Absenteeism due to illness was increasing at an alarming rate. In addition, the employee turnover rate reached an all-time high. The good working relationships that were estab- lished under the old management had been se- verely strained. The employees were no longer united and supportive of each other. They were quick to “point fingers” at or to “backstab” one another when mistakes were made and when problems occurred. Discussion Questions 1. Identify the symptoms indicating that problems exist in this case. 2. Diagnose the problems in this case using organi- zational behavior concepts. 3. Recommend solutions that overcome or mini- mize the problems and symptoms in this case. Note: This case is based on true events, but the industry and names have been changed. Reprinted with permission. 190 Case Study 6.2 HOW TO MAKE A MICROSERF SMILE Microsoft CEO Steve Balmer had an epic morale problem; the company suffered from software delays, Google envy, and a stock price that had been drifting sideways for too long. To help the world’s largest software company out of this morass, Balmer asked veteran product manager Lisa Brummel to become the next human resources chief. Brummel couldn’t do much about the company’s stock price, but she did transform many of Microsoft’s perfor- mance and reward practices. This BusinessWeek case study describes how Mi- crosoft is revamping its reward practices and, indi- rectly, helping employees to feel more empowered. Read the full text of this BusinessWeek article at www. mhhe.com/mcshane5e, and prepare for the discus- sion questions below. Discussion Questions 1. What changes did Lisa Brummel make to Micro- soft’s performance and reward practices? Why did Microsoft have these performance and re- ward practices in place? 2. In your opinion, are these performance and reward management changes beneficial, or will any of them cause long-term problems? 3. In your opinion, which actions, if any, intro- duced by Lisa Brummel have improved feelings of empowerment at Microsoft? Source: M. Conlin and J. Greene, “How to Make a Microserf Smile,” BusinessWeek, 10 September 2007, pp. 56–59. mcs81233_ch06_164-195.indd Page 190 3/12/09 8:54:57 PM user-s172mcs81233_ch06_164-195.indd Page 190 3/12/09 8:54:57 PM user-s172 /Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-06/Users/user-s172/Desktop/Tempwork/MARCH 2009/MHBR089:Mcshane:/MHBR089-06 http://www.mhhe.com/mcshane5e http://www.mhhe.com/mcshane5e 191 Team Exercise 6.3 IS STUDENT WORK ENRICHED? PURPOSE This exercise is designed to help you learn how to measure the motivational potential of jobs and evaluate the extent that jobs should be further enriched. INSTRUCTIONS (SMALL CLASS) Being a stu- dent is like a job in several ways. You have tasks to perform, and someone (such as your instructor) oversees your work. Although few people want to be students most of their lives (the pay rate is too low!), it may be interesting to determine how enriched your job is as a student. 1. Students are placed into teams (preferably four or five people). 2. Working alone, each student completes both sets of measures in this exercise. Then, using the guidelines on page 193, they individually calculate the score for the five core job character- istics as well as the overall motivating-potential score for the job. 3. Members of each team compare their individual results. The group should identify differences of opinion for each core job characteristic. They should also note which core job characteristics have the lowest scores and recommend how these scores could be increased. 4. The entire class will then meet to discuss the re- sults of the exercise. The instructor may ask some teams to present their comparisons and recom- mendations for a particular core job characteristic. INSTRUCTIONS (LARGE CLASS) 1. Working alone, each student completes both sets of measures in this exercise. Then, using the guidelines on page 193, each student individu- ally calculates the score for the five core job characteristics as well as the overall motivating- potential score for the job. 2. Using a show of hands or classroom technology, students indicate their results for each core job characteristic. The instructor will ask for results for several bands across the range of the scales. Alternatively, students can complete this activ- ity prior to class and submit their results through online classroom technology. Later, the instruc- tor will provide feedback to the class showing the collective results (i.e., distribution of results across the range of scores). 3. Where possible, the instructor might ask stu- dents with very high or very low results to dis- cuss their views with the class. mcs81233_ch06_164-195.indd Page 191 1/27/09 4:10:39 PM user-s175mcs81233_ch06_164-195.indd Page 191 1/27/09 4:10:39 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 192 Part Two Individual Behavior and Processes Circle the number on the right that best describes Very little Moderately Very much student work. ▼ ▼ ▼ 1. To what extent does student work permit you to decide on 1 2 3 4 5 6 7 your own how to go about doing the work? 2. To what extent does student work involve doing a whole or 1 2 3 4 5 6 7 identifiable piece of work, rather than a small portion of the overall work process? 3. To what extent does student work require you to do many 1 2 3 4 5 6 7 different things, using a variety of your skills and talents? 4. To what extent are the results of your work as a student likely 1 2 3 4 5 6 7 to significantly affect the lives and well-being of other people (e.g., within your school, your family, or society)? 5. To what extent does working on student activities provide 1 2 3 4 5 6 7 information about your performance? Circle the number on the right that best describes Very inaccurate Uncertain Very accurate student work. ▼ ▼ ▼ Job Diagnostic Survey 192 6. Being a student requires me to use a number of complex and 1 2 3 4 5 6 7 high-level skills. 7. Student work is arranged so that I do not have the chance to 7 6 5 4 3 2 1 do an entire piece of work from beginning to end. 8. Doing the work required of students provides many chances 1 2 3 4 5 6 7 for me to figure out how well I am doing. 9. The work students must do is quite simple and repetitive. 7 6 5 4 3 2 1 10. The work of a student is one where a lot of other people can 1 2 3 4 5 6 7 be affected by how well the work gets done. 11. Student work denies me any chance to use my personal 7 6 5 4 3 2 1 initiative or judgment in carrying out the work. 12. Student work provides me the chance to completely finish the 1 2 3 4 5 6 7 pieces of work I begin. 13. Doing student work by itself provides few clues about whether 7 6 5 4 3 2 1 I am performing well. 14. As a student, I have considerable opportunity for independence 1 2 3 4 5 6 7 and freedom in how I do the work. 15. The work I perform as a student is not very significant or 7 6 5 4 3 2 1 important in the broader scheme of things. Source: Adapted from the Job Diagnostic Survey, developed by J. R. Hackman and G. R. Oldham. The authors have released any copyright ownership of this scale [see J. R. Hackman and G. Oldham, Work Redesign (Reading, MA: Addison-Wesley, 1980), p. 275]. mcs81233_ch06_164-195.indd Page 192 1/27/09 4:10:39 PM user-s175mcs81233_ch06_164-195.indd Page 192 1/27/09 4:10:39 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Chapter 6 Applied Performance Practices 193 CALCULATING THE MOTIVATING-POTENTIAL SCORE Calculating Motivating-Potential Score (MPS): Use the following formula and the results to the left to calculate the motivating-potential score. Notice that skill variety, task identity, and task significance are averaged before being multiplied by the score for autonomy and job feedback. �SV + TI + TS 3 � � Autonomy � Job feedback � � � 3 � � � � Scoring Core Job Characteristics: Use the follow- ing set of calculations to estimate the motivating- potential score for the job of being a student. Use your answers from the Job Diagnostic Survey that you completed on page 192. Skill variety (SV) Questions 3 � 6 � 9 3 � Task identity (TI) Questions 2 � 7 � 12 3 � Task significance (TS) Questions 4 � 10 � 15 3 � Autonomy Questions 1 � 11 � 14 3 � Job feedback Questions 5 � 8 � 13 3 � Self-Assessment 6.4 WHAT IS YOUR ATTITUDE TOWARD MONEY? PURPOSE This exercise is designed to help you understand the types of attitudes toward money and assess your attitude toward money. INSTRUCTIONS Read each of the statements on page 194 and circle the response that you believe best reflects your position regarding each statement. Then use the scoring key in Appendix B at the end of the book to calculate your results. This exercise should be completed alone so that you can assess yourself honestly without concerns of social com- parison. Class discussion will focus on the meaning of money, including the dimensions measured here and other aspects of money that may have an influ- ence on behavior in the workplace. 193 mcs81233_ch06_164-195.indd Page 193 1/28/09 11:11:16 PM user-s175mcs81233_ch06_164-195.indd Page 193 1/28/09 11:11:16 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 Strongly Strongly To what extent do you agree or agree Agree Neutral Disagree disagree disagree that . . . ▼ ▼ ▼ ▼ ▼ 1. I sometimes purchase things because I know they 5 4 3 2 1 will impress other people. 2. I regularly put money aside for the future. 5 4 3 2 1 3. I tend to get worried about decisions involving money. 5 4 3 2 1 4. I believe that financial wealth is one of the most 5 4 3 2 1 important signs of a person’s success. 5. I keep a close watch on how much money I have. 5 4 3 2 1 6. I feel nervous when I don’t have enough money. 5 4 3 2 1 7. I tend to show more respect to people who are 5 4 3 2 1 wealthier than I am. 8. I follow a careful financial budget. 5 4 3 2 1 9. I worry about being financially secure. 5 4 3 2 1 10. I sometimes boast about my financial wealth or how 5 4 3 2 1 much money I make. 11. I keep track of my investments and financial wealth. 5 4 3 2 1 12. I usually say “I can’t afford it,” even when I can afford 5 4 3 2 1 something. Money Attitude Scale Sources: Adapted from J. A. Roberts and C. J. Sepulveda, “Demographics and Money Attitudes: A Test of Yamauchi and Templer’s (1982) Money Attitude Scale in Mexico,” Personality and Individual Differences, 27 (July 1999), pp. 19–35; K. Yamauchi and D. Templer, “The Development of a Money Attitude Scale,” Journal of Personality Assessment, 46 (1982), pp. 522–528. 194 Self-Assessment 6.5 ASSESSING YOUR SELF-LEADERSHIP This exercise is designed to help you understand self-leadership concepts and assess your self- leadership tendencies. Self-leadership is the process of influencing oneself to establish the self-direction and self-motivation needed to perform a task. Please indicate the extent to which each statement in this instrument describes you very well or does not describe you at all. Complete each item honestly to get the best estimate of your score on each self-leadership dimension. mcs81233_ch06_164-195.indd Page 194 1/27/09 4:10:40 PM user-s175mcs81233_ch06_164-195.indd Page 194 1/27/09 4:10:40 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 195 Self-Assessment 6.6 STUDENT EMPOWERMENT SCALE Empowerment is a concept that applies to people in a variety of situations. This instrument is specifi- cally adapted to your position as a student at this college or university. Indicate the extent to which you agree or disagree with each statement in this instrument; then request the results, which provide an overall score as well as scores on each of the four dimensions of empower- ment. Complete each item honestly to get the best estimate of your level of empowerment. After reading this chapter, if you need additional information, see www.mhhe.com/mcshane5e for more in-depth information and interactivities that correspond to this chapter. mcs81233_ch06_164-195.indd Page 195 1/27/09 4:10:41 PM user-s175mcs81233_ch06_164-195.indd Page 195 1/27/09 4:10:41 PM user-s175 /Users/user-s175/Desktop/MHBR089-06/Users/user-s175/Desktop/MHBR089-06 http://www.mhhe.com/mcshane5e Google is a hotbed of creativity and innovation in an industry already famed for churning out new ideas. Among the many conditions that support Google’s creative culture is its policy of giving engineers 20 percent of their time to develop projects of their choosing. “Almost everything that is interesting which Google does started out as a 20 percent time idea,” says Google CEO Eric Schmidt. Google News and the photos linked to Google Maps were two projects developed from the 20 percent time rule. When an idea gets developed far enough, Google assigns more people to work on it. Although Google employees are passionate about their creative projects, the company also relies on razor-sharp analytic decision making. “Employees know that decisions about the business are data-driven,” says Laszlo Bock, Google’s top human resource executive. Bock’s human resource team carefully analyzes two dozen performance variables of current staff to make better decisions about choosing job applicants. Google’s business product management team has experimented with the placement, color, and size of ads on Google results pages to decide which characteristics yield the most clicks and the best revenue. When a problem or opportunity lacks information, Google tries to fill in some of the missing pieces through “prediction markets” in which employees use play money (called Goobles) to cast their bets on strategic and operational questions. Google has conducted hundreds of these markets on issues ranging from whether a particular project will be completed on time to how many people will use Gmail (Google’s e-mail system) by the end of the quarter. “Google uses these bets for its own planning. It helps them make decisions,” says an economist studying Google’s prediction markets. 1 Google is a hotbed of creativity and innovation by giving staff 20 percent of their time to work on pet projects, using evidence-based experiments to test ideas, and involving employees in organizational decisions. mcs81233_ch07_196-230.indd Page 196 1/27/09 6:44:17 PM user-s175mcs81233_ch07_196-230.indd Page 196 1/27/09 6:44:17 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 7 Decision Making and Creativity LEARNING OBJECTIVES After reading this chapter, you should be able to: 1. Describe the six stages in the rational choice decision process. 2. Explain why people have difficulty identifying problems and opportunities. 3. Explain why people do not follow the rational choice model when evaluating alternative choices. 4. Describe three ways in which emotions influence the selection of alternatives. 5. Outline how intuition operates. 6. Describe four causes of escalation of commitment. 7. Describe four benefits of employee involvement in decision making. 8. Identify four contingencies that affect the optimal level of employee involvement. 9. Outline the four steps in the creative process. 10. Describe the characteristics of employees and the workplace that support creativity. mcs81233_ch07_196-230.indd Page 197 1/27/09 6:44:26 PM user-s175mcs81233_ch07_196-230.indd Page 197 1/27/09 6:44:26 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 198 Part Two Individual Behavior and Processes Many Google watchers claim that the company’s success is largely driven by its su- perb execution of decision making and creativity. One recent article even “reverse- engineered” Google’s innovation process as a guide for others to follow. At the same time, critics point to signs that Google’s rapid growth (it now employs almost 20,000 people) is creating a bureaucracy that undermines its creativity and that Google’s ob- session with hiring elite engineers has constrained its diversity. 2 Decision making is the conscious process of making choices among alternatives with the intention of mov- ing toward some desired state of affairs. 3 This chapter begins by outlining the rational choice paradigm of decision making. Then we examine this perspective more criti- cally by recognizing how people identify problems and opportunities, choose among alternatives, and evaluate the success of their decisions differently from the rational model. Bounded rationality, escalation of commitment, and intuition are three of the more prominent topics in this section. Next, we explore the role of employee involve- ment in decision making, including the benefits of involvement and the factors that determine the optimal level of involvement. The final section of this chapter examines the factors that support creativity in decision making, including characteristics of cre- ative people, work environments that support creativity, and creativity activities. After reading the next two sections, you should be able to: 1. Describe the six stages in the rational choice decision process. 2. Explain why people have difficulty identifying problems and opportunities. Rational Choice Paradigm of Decision Making How should people make decisions in organizations? Most business leaders would likely answer this question by saying that effective decision making involves identify- ing, selecting, and applying the best possible alternative. In other words, the best de- cisions use pure logic and all available information to choose the alternative with the highest value—such as highest expected profitability, customer satisfaction, employee well-being, or some combination of these outcomes. For example, Google relies on careful analysis to choose the best job applicants, the best way to present its advertise- ments on the Web page, the best companies to acquire, the best projects to fund, and so on. These decisions sometimes involve complex calculations of data to produce a formula that points to the best choice. In its extreme form, this calculative view of decision making represents the rational choice paradigm, which has dominated the philosophy and scholarship of de- cision making in Western societies for most of written history. It was established 2,500 years ago when Plato and his contemporaries in ancient Greece raised logical debate and reasoning to a fine art. A few centuries later, Greek and Roman Stoics insisted that one should always “follow where reason leads” rather than fall victim to passion and emotions. About 400 years ago, Descartes and other European philoso- phers emphasized that the ability to make logical decisions is one of the most impor- tant accomplishments of human beings. In the 1700s, Scottish philosophers proposed that the best choice is the one that offers the “greatest good for the greatest number.” This eventually evolved into the ethical principle of utilitarianism (described in Chapter 2), as well as maximization, which is at the heart of contemporary economics. By the 1900s, social scientists and mathematicians had developed elegant rational decision making The conscious process of making choices among alternatives with the intention of moving toward some desired state of affairs. Learning Objectives rational choice paradigm The view in decision making that people should—and typically do—use logic and all available information to choose the alternative with the highest value. mcs81233_ch07_196-230.indd Page 198 1/27/09 6:44:26 PM user-s175mcs81233_ch07_196-230.indd Page 198 1/27/09 6:44:26 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Chapter 7 Decision Making and Creativity 199 choice models and formulas that are now embedded in operations research, econom- ics, and other decision sciences. 4 The ultimate principle of the rational choice paradigm is to choose the alternative with the highest subjective expected utility. 5 Subjective expected utility is the prob- ability (expectation) of satisfaction (utility) for each alternative. Rational choice as- sumes that decision makers should (and do) select the alternative that offers the greatest level of happiness (i.e., maximization), such as highest returns for stockhold- ers and highest satisfaction for customers, employees, government, and other stake- holders. Subjective expected utility involves calculating (1) the probability that each alternative will cause any of the possible outcomes to occur and (2) the value (or hap- piness) of those possible outcomes. Consider Google’s hiring process, which involves screening several hundred thousand applications each year to select a few thousand of those applicants. The company wants to hire the best people—those who will pro- vide the greatest value to Google. In other words, it wants to choose applicants with the highest subjective expected utility. Google estimates the potential of each appli- cant using a selection formula and selects those with the highest scores. Along with its principle of making decisions around subjective expected utility, the rational choice paradigm assumes that decision makers follow the systematic process illustrated in Exhibit 7.1 . 6 The first step is to identify the problem or recognize an op- portunity. A problem is a deviation between the current and the desired situation—the gap between “what is” and “what ought to be.” This deviation is a symptom of more fundamental root causes that need to be corrected. 7 An opportunity is a deviation be- tween current expectations and a potentially better situation that was not previously expected. In other words, decision makers realize that some decisions may produce results beyond current goals or expectations. The second step involves deciding how to process the decision. 8 One issue is whether the decision maker has enough information or needs to involve others in the process. Later in this chapter, we’ll examine the contingencies of employee involvement in the decision. Another issue is whether the decision is programmed or nonpro- grammed. Programmed decisions follow standard operating procedures; they have been resolved in the past, so the optimal solution has already been identified and docu- mented. In contrast, nonprogrammed decisions require all steps in the decision model Exhibit 7.1 Rational Choice Decision-Making Process Rational Choice Decision- Making Process subjective expected utility The probability (expec- tation) of satisfaction (utility) resulting from choosing a specific alternative in a decision. mcs81233_ch07_196-230.indd Page 199 1/27/09 6:44:27 PM user-s175mcs81233_ch07_196-230.indd Page 199 1/27/09 6:44:27 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 200 Part Two Individual Behavior and Processes because the problems are new, complex, or ill-defined. The third step is to identify and develop a list of possible solutions. This usually begins by searching for ready- made solutions, such as practices that have worked well on similar problems. If an acceptable solution cannot be found, then decision makers need to design a custom- made solution or modify an existing one. The fourth step in the rational choice decision process is to choose the alternative with the highest subjective expected utility. This calls for all possible information about all possible alternatives and their outcomes, but the rational choice paradigm assumes this can be accomplished with ease. The fifth step in the rational choice decision pro- cess is to implement the selected alternative. Rational choice experts have little to say about this step because they assume implementation occurs without any problems. This is followed by the sixth step, evaluating whether the gap has narrowed between “what is” and “what ought to be.” Ideally, this information should come from system- atic benchmarks so that relevant feedback is objective and easily observed. Problems with the Rational Choice Paradigm The rational choice paradigm seems so logical, yet it is impossible to apply in reality. One reason is that the model assumes people are efficient and logical information pro- cessing machines. But as we will discuss over the next few pages, people have difficulty recognizing problems; they cannot (or will not) simultaneously process the huge volume of information needed to identify the best solution; and they have difficulty recognizing when their choices have failed. The second reason why the rational model doesn’t fit reality is that it focuses on logical thinking and completely ignores the fact that emotions also influence—perhaps even dominate—the decision-making process. As we shall dis- cover in this chapter, emotions both support and interfere with our quest to make better decisions. 9 With these points in mind, let’s look again at each step in the rational choice decision-making process, but with more detail about what really happens. Identifying Problems and Opportunities When Albert Einstein was asked how he would save the world in one hour, he replied that the first 55 minutes should be spent defining the problem and the last 5 minutes solving it. 10 Einstein’s point is that problem identification is not just the first step in deci- sion making; it is arguably the most important step. But problems and opportunities do not appear on our desks as well-labeled objects. Instead, they are conclusions that we form from information that something is wrong or that a higher standard is possible. You might think that people recognize problems and opportunities on the basis of systematic analysis of the facts. In reality, this process begins much earlier and with- out conscious deliberation. Recall from earlier chapters (Chapters 3, 4, and 5) that preferences are formed as soon as we receive information, not after it has been care- fully analyzed. 11 Specifically, we evaluate information the moment we perceive it by attaching emotional markers (anger, caution, delight, etc.) to that information. These automatic emotional responses shape our perception that something is a problem or an opportunity or is irrelevant. For example, employees form an opinion of new co- workers as soon as they first meet them, and this initial impression influences how quickly new employees are viewed as successes (opportunities) or failures (problems). If the new employee is viewed negatively, any instances of failure are quickly la- beled as problems. But if co-workers form a positive initial impression of a new employee, that newcomer’s failures are less likely to be viewed as problems—they are ignored or dismissed as temporary setbacks. mcs81233_ch07_196-230.indd Page 200 1/27/09 6:44:30 PM user-s175mcs81233_ch07_196-230.indd Page 200 1/27/09 6:44:30 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Chapter 7 Decision Making and Creativity 201 Problems with Problem Identification The problem identification stage is, itself, filled with problems. Below are five of the most widely recognized concerns. 12 Stakeholder Framing Employees, clients, and other stakeholders with vested in- terests try to “frame” the situation by persuading decision makers that the available information points to a problem or an opportunity or does not have any importance at all. This framing of facts tends to short-circuit the decision maker’s full assessment of the situation. Perceptual Defense People sometimes block out bad news as a coping mecha- nism. Their brain refuses to see information that threatens their self-concept. This phenomenon is not true for every one. Some people inherently avoid negative infor- mation, whereas others are more sensitive to it. Recent studies also report that peo- ple are more likely to disregard danger signals when they have limited control over the situation. 13 For example, an investigation of the space shuttle Columbia disaster revealed that NASA managers rejected suggestions and evidence that the shuttle and its seven crew members were in trouble (see photo below). Mental Models Mental models are visual or relational images in our mind of the external world (see Chapter 3); they fill in information that we don’t immediately see, which helps us understand and navigate in our surrounding environment. Many mental images are also prototypes—they represent models of how things should be. Unfortunately, these mental models also blind us from seeing unique problems or opportunities because they produce a negative evaluation of things that are dissimilar to the mental model. If an idea doesn’t fit the existing mental model of how things should work, the idea is dismissed as unworkable or undesirable. Restrictive mental models explain why many excellent products and creative ideas are initially rejected by industry veterans. For example, Apple, Inc.’s “1984” television No Problem, Houston? In February 2003, the NASA space shuttle Columbia disintegrated during reentry, killing all seven crew members. The disintegra- tion was technically caused by a hole in the left wing, created when a large piece of foam debris struck the wing during liftoff. However, a special acci- dent investigation board concluded that NASA’s middle management con- tinually resisted attempts to recognize that the Columbia was in trouble and therefore made no attempt to prevent loss of life. For example, photos from military satellites would have determined whether the foam caused serious wing damage. But when a team of engineers requested these photos, NASA management shot back an e-mail just 26 minutes later rejecting the request without explanation. Managers also questioned tests suggesting that a chunk of foam debris could cause wing damage, yet they were quick to accept a faulty test showing that the foam could not damage the wing. In addition, the accident board reported that NASA managers criticized those who be- lieved that a problem existed. One engineer was called “alarmist”; NASA’s lead flight director said that the “rationale was lousy” in a report submitted by an engineering team concerned about the wing damage. In one meeting, Columbia’s lead flight director candidly admitted: “I don’t think there is much we can do, so you know it’s not really a factor during the flight because there isn’t much we can do about it.”14 mcs81233_ch07_196-230.indd Page 201 1/28/09 11:38:37 PM user-s175mcs81233_ch07_196-230.indd Page 201 1/28/09 11:38:37 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 202 Part Two Individual Behavior and Processes commercial, which launched the Apple Macintosh during the 1984 Super Bowl, is considered the best television commercial in history (as rated by Advertising Age ), yet it almost didn’t see the light of day. Unlike traditional commercials, which name the product throughout and illustrate its features, the 60-second “1984” ad shows a female athlete hurling a sledgehammer at a giant TV screen of an Orwellian Big Brother, liberating thousands of subjugated followers. The Macintosh computer isn’t shown at all, and its name is revealed only during the last eight seconds. Apple’s external board members loathed the ad because it was so contrary to their mental prototype of what a good ad should look like. Some claimed it was the worst commercial in his- tory; others proposed firing Apple’s ad agency. On the basis of this reaction, Apple CEO John Sculley asked Jay Chiat (the head of Apple’s ad agency, Chiat-Day) to sell the company’s only two Super Bowl time slots. Instead, Chiat sold the short 30-second space but claimed that he could not find a buyer for the 60-second slot. The single 60-second ad shown during the Super Bowl had such a huge effect that it was featured on evening news broadcasts over the next several days. A month later, Apple’s board members applauded the Macintosh team for a successful launch and apologized for their misjudgment of the “1984” commercial. 15 Decisive Leadership Studies report that employees rate leaders as more effective when they are more decisive. 16 Being decisive includes quickly forming an opinion of whether an event signals a problem or opportunity. Consequently, eager to look effective, many leaders quickly announce problems or opportunities before having a chance to logically assess the situation. The result, according to research, is more often a poorer decision than would result if more time had been devoted to identifying the problem and evaluating the alternatives. Solution-Focused Problems Decision makers have a tendency to define problems as veiled solutions. 17 For instance, someone might say: “The problem is that we need more control over our suppliers.” This statement doesn’t describe the problem; it is really a slightly rephrased presentation of a solution to an ill- defined problem. Deci- sion makers engage in solution-focused problem identification because it provides comforting closure to the otherwise ambiguous and uncertain nature of problems. People with a strong need for cognitive closure (those who feel uncomfortable with ambiguity) are particularly prone to solution-focused problems. Some decision makers take this solution focus a step further by seeing all problems as solutions that have worked well for them in the past, even though they were applied under different circumstances. Again, the familiarity of past solutions makes the current problem less ambiguous or uncertain. Identifying Problems and Opportunities More Effectively Recognizing problems and opportunities will always be a challenge, but one way to improve the process is by becoming aware of the five problem identifi- cation biases described above. For example, by rec- ognizing that mental models restrict a person’s perspective of the world, decision makers are more motivated to consider other perspectives of reality. Along with increasing their awareness of problem mcs81233_ch07_196-230.indd Page 202 1/28/09 11:38:48 PM user-s175mcs81233_ch07_196-230.indd Page 202 1/28/09 11:38:48 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Chapter 7 Decision Making and Creativity 203 Learning Objectives identification flaws, leaders require considerable willpower to resist the temptation of looking decisive when a more thoughtful examination of the situation should occur. A third way to improve problem identification is for leaders to create a norm of “divine discontent.” They are never satisfied with the status quo, and this aversion to compla- cency creates a mindset that more actively searches for problems and opportunities. 18 Finally, employees can minimize problem identification blunders by discussing the situation with colleagues. The logic here is that blind spots in problem identifica- tion are more easily identified by hearing how others perceive certain information and diagnose problems. Opportunities also become apparent when outsiders explore this information from their different mental models. Google, described at the begin- ning of this chapter, actively applies this practice. The company deliberately puts employees into teams so that they bounce ideas off each other. In addition, the com- pany has an online “suggestion box” where employees post their ideas (including perspectives of a problem or opportunity) so that other Google employees can com- ment on and rate them. 19 After reading the next two sections, you should be able to: 3. Explain why people do not follow the rational choice model when evaluating alternative choices. 4. Describe three ways in which emotions influence the selection of alternatives. 5. Outline how intuition operates. 6. Describe four causes of escalation of commitment. Evaluating and Choosing Alternatives According to the rational choice paradigm of decision making, people rely on logic to evaluate and choose alternatives. This paradigm assumes that decision makers have well-articulated and agreed-on organizational goals, that they efficiently and simulta- neously process facts about all alternatives and the consequences of those alterna- tives, and that they choose the alternative with the highest payoff. Nobel Prize–winning organizational scholar Herbert Simon questioned these as- sumptions a half century ago. He argued that people engage in bounded rationality because they process limited and imperfect information and rarely select the best choice. 20 Simon and other OB experts report that the rational choice paradigm differs in several ways from how people actually evaluate and choose alternatives. These dif- ferences, as shown in Exhibit 7.2, are so significant that even economists have shifted from rational choice to bounded rationality assumptions in their theories. Let’s look at these differences in terms of goals, information processing, and maximization. Problems with Goals The rational choice paradigm assumes that organizational goals are clear and agreed-on. In fact, these conditions are necessary to identify “what ought to be” and, therefore, provide a standard against which each alternative is evaluated. Un- fortunately, organizational goals are often ambiguous or in conflict with each other. One survey reported that 25 percent of managers and employees felt decisions are delayed because of difficulty agreeing on what they want the decision to achieve. 21 bounded rationality The view that people are bounded in their decision-making capa- bilities, including access to limited information, limited information pro- cessing, and tendency toward satisficing rather than maximizing when making choices. mcs81233_ch07_196-230.indd Page 203 1/27/09 6:44:55 PM user-s175mcs81233_ch07_196-230.indd Page 203 1/27/09 6:44:55 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 204 Part Two Individual Behavior and Processes Problems with Information Processing The rational choice paradigm also makes several assumptions about the human ca- pacity to process information. It assumes that decision makers can process informa- tion about all alternatives and their consequences, whereas this is not possible in reality. Instead, people evaluate only a few alternatives and only some of the main outcomes of those alternatives. 22 For example, there may be dozens of computer brands to choose from and dozens of features to consider, yet people typically evaluate only a few brands and a few features. A related problem is that decision makers typically evaluate alternatives sequen- tially rather than all at the same time. As a new alternative comes along, it is immedi- ately compared to an implicit favorite —an alternative that the decision maker prefers and that is used as a comparison with other choices. When choosing a new computer system, for example, people typically have an implicit favorite brand or model in their heads that they use to compare with the others. This sequential process of com- paring alternatives with an implicit favorite occurs even when decision makers aren’t consciously aware that they are doing this. 23 Although the implicit-favorite comparison process seems to be hardwired in human decision making (i.e., we naturally compare things), it often undermines effective deci- sion making because people distort information to favor their implicit favorite over the Exhibit 7.2 Rational Choice Assumptions versus Organizational Behavior Findings about Choosing Alternatives Goals are clear, compatible, and agreed-on. Rational Choice Paradigm Assumptions Observations from Organizational Behavior Decision makers can calculate all alternatives and their outcomes. Decision makers evaluate all alternatives simultaneously. Decision makers use absolute standards to evaluate alternatives. Decision makers use factual information to choose alternatives. Decision makers choose the alternative with the highest payoff. Goals are ambiguous, in conflict, and lack full support. Decision makers have limited information processing abilities. Decision makers evaluate alternatives sequentially. Decision makers evaluate alternatives against an implicit favorite. Decision makers process perceptually distorted information. Decision makers choose the alternative that is good enough (satisficing). implicit favorite A preferred alternative that the decision maker uses repeatedly as a comparison with other choices. mcs81233_ch07_196-230.indd Page 204 1/27/09 6:44:56 PM user-s175mcs81233_ch07_196-230.indd Page 204 1/27/09 6:44:56 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Chapter 7 Decision Making and Creativity 205 alternative choices. They tend to ignore problems with the implicit favorite and advan- tages of the alternative. Decision makers also overweight factors on which the implicit favorite is better and underweight areas in which the alternative is superior. 24 Biased Decision Heuristics According to the rational choice paradigm, the best choices have the highest subjective expected utility. However, psychologists Amos Tversky and Daniel Kahneman discovered that human beings have built-in decision heuristics —unstructured and often nonconscious modes of reasoning or rules of thumb—that bias an individual’s perceived probabilities that specific outcomes will occur. Probabilities represent the expectancies in rational choice thinking, so biased probabilities result in less rational decision making. Three of the most widely studied heuristic biases are the anchoring and adjustment heuristic, availability heuristic, and representativeness heuristic: 25 • Anchoring and adjustment heuristic. This heuristic states that we are influ- enced by an initial anchor point and do not sufficiently move away from that point as new information is provided. 26 The result is that the initial anchor point biases our estimate above or below the true value of what we are trying to esti- mate. The anchoring and adjustment heuristic is used to advantage when nego- tiators start with a high initial offer. The other party in the negotiation may initially experience sticker shock but eventually feels more comfortable accept- ing a high price than he or she would if the initial offer had been lower. Some experts suggest that the anchoring and adjustment heuristic also partially ex- plains the primacy effect—people do not adjust their perceptions and attitudes toward someone after they have formed an initial impression of the person. • Availability heuristic. Objects or events are assigned higher probabilities of occurring if they are easier to recall from memory. This makes sense to some extent, because we generally do have an easier time recalling frequent events. However, the ease of recalling something is also affected by other factors, which distort our probability estimates. 27 One biasing influence is that recent events are easier to recall than are events further in the past. Our estimate of the per- centage of executives who are greedy is higher soon after hearing news about high executive salaries than at a time when there is no recent news about execu- tive salaries. This ease of recall increases our perception that executives are highly paid and greedy. Another influence on our recall is the emotional strength of the event. Shark attacks are an example. These attacks on human beings receive considerable media attention and generate gory images in our minds, so they are easy to recall. Because of this ease of recollection, we think the probability of being bitten by sharks is much higher than is true. • Representativeness heuristic. People tend to evaluate probabilities of events or objects by the degree to which they resemble (are representative of) other events or objects rather than on objective probability information. 28 Stereotyp- ing is one form of this bias. Suppose you are asked to identify a student’s college major on the basis of only the person’s personality profile and the fact that the person is in a population of 25 engineers and 75 social science students. If the personality fits your stereotype of engineers, you would likely identify the stu- dent as an engineer even though he or she is three times as likely to be a social science major. Another form of the representativeness heuristic, known as the clustering illusion, is the tendency to see patterns on the basis of a small sample of events that, in fact, are random. For example, most players and coaches believe that players are more likely to have a successful shot on the net when anchoring and adjustment heuristic A natural tendency for people to be influenced by an initial anchor point such that they do not sufficiently move away from that point as new information is provided. availability heuristic A natural tendency to assign higher probabili- ties to objects or events that are easier to recall from memory, even though ease of recall is also affected by non- probability factors (e.g., emotional response, recent events). representativeness heuristic A natural tendency to evaluate probabilities of events or objects by the degree to which they resemble (are represen- tative of) other events or objects rather than on objective probability information. mcs81233_ch07_196-230.indd Page 205 1/27/09 6:44:59 PM user-s175mcs81233_ch07_196-230.indd Page 205 1/27/09 6:44:59 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 206 Part Two Individual Behavior and Processes their previous two or three shots have been successful. The representative- ness heuristic is at work here because players and coaches believe these sequences are causally connected (representative) when, in reality, they are random events. Problems with Maximization One of the main assumptions of the rational choice paradigm is that people want to (and are able to) choose the alternative with the highest payoff (i.e., the highest sub- jective expected utility). Yet rather than aiming for maximization, people engage in satisficing —they choose an alternative that is satisfactory or “good enough.” 29 In ef- fect, they evaluate alternatives sequentially and select the first one perceived to be above a standard of acceptance for their needs and preferences. One reason why satisficing occurs is that, as mentioned earlier, decision makers have a natural ten- dency to evaluate alternatives sequentially, not all at the same time. They evaluate each alternative against the implicit favorite and eventually select an option that scores above a subjective minimum point considered to be good enough. The other reason why people engage in satisficing rather than maximization is that choosing the best alternative demands more information processing capacity than people possess or are willing to apply. Studies have found that people like to have choices, but when exposed to many alternatives, they become cognitive misers by engaging in less optimal decision making. 30 Such decision-making efficiencies include discarding alternatives that fail a threshold level on one or two factors (such as color or size), comparing among only a few alternatives rather than all choices, and choos- ing the first alternative above a preset standard (i.e., satisficing). One study found that, compared to people given few alternatives, those given a large number of alter- natives subsequently experienced less physical stamina, had more difficulty perform- ing arithmetic calculations, were less resilient in the face of failure, and engaged in more procrastination. In other words, making the best choice among many alterna- tives can be cognitively and emotionally draining. One other observation suggests that people lack information processing capacity to select the best alternative. Research has found that when people are given more alternatives, they are less likely to make any choice at all. This problem was high- lighted in a study of consumer responses to two jam-tasting booths in a grocery store, one displaying 6 types of jam and the other displaying 24 flavors. Thirty percent of shoppers who stopped at the 6-jam display bought some jam; only 3 percent of shop- pers who stopped by the 24-jam display bought jam. The larger number of choices discouraged customers from making any purchase decision. These results are similar to those in other studies where people made decisions about chocolates, term essays, and pension plan investment options. 31 Four decades ago, futurist Alvin Toffler warned about the increasing risk of choice overload: “People of the future may suffer not from an absence of choice, but from a paralyzing surfeit of it. They may turn out to be victims of that peculiarly super-industrial dilemma: overchoice.” 32 Evaluating Opportunities Opportunities are just as important as problems, but what happens when an opportu- nity is “discovered” is quite different from when a problem is discovered. According to a recent study of decision failures, decision makers do not evaluate several alterna- tives when they find an opportunity; after all, the opportunity is the solution, so why look for others! An opportunity is usually experienced as an exciting and rare revelation, satisficing Selecting an alternative that is satisfactory or “good enough,” rather than the alternative with the highest value (maximization). mcs81233_ch07_196-230.indd Page 206 1/27/09 6:44:59 PM user-s175mcs81233_ch07_196-230.indd Page 206 1/27/09 6:44:59 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Chapter 7 Decision Making and Creativity 207 so decision makers tend to have an emotional attachment to the opportunity. Unfor- tunately, this emotional preference motivates decision makers to apply the opportu- nity and short-circuit any detailed evaluation of it. 34 Emotions and Making Choices Herbert Simon and many other experts have presented plenty of evidence that people do not evaluate alternatives nearly as well as is assumed by the rational choice paradigm. However, they neglected to mention another glaring weakness with rational choice: It completely ignores the effect of emotions in human decision making. Just as both the rational and emotional brain centers alert us to problems, they also influence our choice of alternatives. 35 Emotions affect the evaluation of alternatives in three ways. Emotions Form Early Preferences The emotional marker process described ear- lier in this chapter as well as in previous chapters (Chapters 3 through 5) determines our preferences for each alternative. Our brain very quickly attaches specific emo- tions to information about each alternative, and our preferred alternative is strongly influenced by those initial emotional markers. Of course, logical analysis also influ- ences which alternative we choose, but it requires strong logical evidence to change our initial preferences (initial emotional markers). Yet even logical analysis depends on emotions to sway our decision. Specifically, neuroscientific evidence says that in- formation produced from logical analysis is tagged with emotional markers that then motivate us to choose or avoid a particular alternative. Ultimately, emotions, not ra- tional logic, energize us to make the preferred choice. In fact, people with damaged emotional brain centers have difficulty making choices. Emotions Change the Decision Evaluation Process A considerable body of litera- ture indicates that moods and specific emotions influence the process of evaluating Short-Circuited by Choice Overload Companies in many countries typically offer defined-contribution pension plans [typically 401(k) plans in the United States]. The employee contributes a fixed amount of pretax earnings into the plan each year (often with matching employer contributions), and retirement income depends on the investment performance of those funds. Increas- ingly, companies are giving employees the responsibility of deciding how their pension assets should be invested. In some cases, employees are pre- sented with a list of up to 100 investment alternatives (money market, bal- anced funds, property funds, ethical funds, growth funds, etc.). However, studies have found that when presented with a large number of investment alternatives, employees choose the least cognitively challenging choice— they don’t make any decision at all. They avoid signing up for the pension plan, even though participation in the plan offers short-term tax advantages and long-term retirement financial security. Fortunately, some companies have found a way to increase pension plan participation rates—they give staff only a few investment alternatives. In one extreme example, employees receive a card on which they tick one choice—a small pretax deduction in- vested in a combination of money market and balanced mutual funds. Com- panies that have introduced this very simple decision form report a 25 percent increase in employee participation rates in the company’s pension plan.33 mcs81233_ch07_196-230.indd Page 207 1/28/09 11:38:58 PM user-s175mcs81233_ch07_196-230.indd Page 207 1/28/09 11:38:58 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 208 Part Two Individual Behavior and Processes alternatives. 36 For instance, we pay more attention to details when in a negative mood, possibly because a negative mood signals that there is something wrong that requires attention. When in a positive mood, on the other hand, we pay less attention to details and rely on a more programmed decision routine. Research also suggests that decision makers rely on stereotypes and other shortcuts to speed up the choice process when they experience anger. Anger also makes them more optimistic about the success of risky alternatives, whereas the emotion of fear tends to make them less optimistic. Overall, emotions shape how we evaluate information, not just which choice we select. Emotions Serve as Information When We Evaluate Alternatives The third way that emotions influence the evaluation of alternatives is through a process called “emotions as information.” Marketing experts have found that we listen in on our emotions to help identify the preferred option. 37 You might think of this as a tempo- rary improvement in emotional intelligence. Most emotional experiences remain be- low the level of conscious awareness, but people actively try to be more sensitive to these subtle emotions when making a decision. When buying a new car, for example, you not only logically evaluate each vehi- cle’s features; you also try to gauge your emotions when visualizing what it would be like to own each of the alternative cars on your list of choices. Even if you have solid information about the quality of each vehicle on key features (purchase price, fuel efficiency, maintenance costs, resale value, etc.), you are swayed by your emotional reaction to each vehicle and actively try to sense that emotional response when think- ing about it. Some people pay more attention to these gut feelings, and personality tests such as the Myers-Briggs Type Indicator (see Chapter 2) identify individuals who listen in on their emotions more than others. 38 But all of us use our emotions as infor- mation to some degree. This phenomenon ties directly into our next topic, intuition. Intuition and Making Choices Greg McDonald felt uneasy about a suspicious-looking crack in the rock face, so the veteran miner warned a co-worker to stay away from the area. “There was no indica- tion there was anything wrong—just a little crack,” McDonald recalled. A few minutes later, the ceiling in the mine shaft 3,000 feet underground caved in. Fortunately, the co-worker had heeded McDonald’s advice. “If he had been there, he would be dead,” McDonald said in an interview following a near-sleepless night after the incident. 39 The gut instinct that helped Greg McDonald save his co-worker’s life is known as intuition —the ability to know when a problem or opportunity exists and to select the best course of action without conscious reasoning. 40 Intuition is both an emotional expe- rience and a rapid nonconscious analytic process. As mentioned in the previous section, the gut feelings we experience are emotional signals that have enough intensity to make us consciously aware of them. These signals warn us of impending danger, such as a dangerous mine wall, or motivate us to take advantage of an opportunity. Some intuition also directs us to preferred choices relative to other alternatives in the situation. All gut feelings are emotional signals, but not all emotional signals are intuition. The key distinction is that intuition involves rapidly comparing our observations with deeply held patterns learned through experience. 41 These templates represent tacit knowledge that has been implicitly acquired over time. They are mental models that help us to understand whether the current situation is good or bad, depending on how well that situation fits our mental model. When a template fits or doesn’t fit the current situation, emotions are produced that motivate us to act. Greg McDonald’s years of experience produced mental templates of unsafe rock faces that matched what he saw on that fateful day. Studies have also found that chess masters receive intuition The ability to know when a problem or opportunity exists and to select the best course of action without conscious reasoning. mcs81233_ch07_196-230.indd Page 208 1/27/09 6:45:18 PM user-s175mcs81233_ch07_196-230.indd Page 208 1/27/09 6:45:18 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Chapter 7 Decision Making and Creativity 209 emotional signals when they sense an opportunity through quick observation of a chessboard. When given the opportunity to think about the situation, chess masters can explain why they see a favorable move on the chessboard. However, their intu- ition signals the opportunity long before this rational analysis takes place. As mentioned, some emotional signals are not intuition. As a result, some experts warn that we should not trust our gut feelings. The problem is that emotional responses are not always based on well-grounded mental models. Instead, they occur when we compare the current situation to more remote templates, which may or may not be relevant. A new employee might feel confident about relations with a supplier, whereas an experienced employee senses potential problems. The difference is that the new employee relies on templates from other experiences or industries that might not work well in this situation. Thus, whether the emotions we experience in a situation represent intuition or not depends largely on our level of experience in that situation. So far, we have described intuition as an emotional experience (gut feeling) and a process in which we compare the current situation with well-established templates of the mind. Intuition also relies on action scripts —programmed decision routines that speed up our response to pattern matches or mismatches. 42 Action scripts effectively shorten the decision-making process by jumping from problem identification to selection of a solu- tion. In other words, action scripting is a form of programmed decision making. Action scripts are generic, so we need to consciously adapt them to the specific situation. Making Choices More Effectively It is very difficult to get around the human limitations of making choices, but a few strategies help to minimize these concerns. One important discovery is that deci- sions tend to have a higher failure rate when leaders are decisive rather than con- templative about the available options. Of course, decisions can also be ineffective when leaders take too long to make a choice, but research indicates that a lack of logical evaluation of alternatives is a greater concern. By systematically assessing alternatives against relevant factors, decision makers minimize the implicit-favorite and satisficing problems that occur when they rely on general subjective judgments. This recommendation does not suggest that we ignore intuition; rather, it suggests that we use it in combination with careful analysis of relevant information. 43 A second piece of advice is that we need to remember that decisions are influenced by both rational and emotional processes. With this awareness, some decision makers deliberately revisit important issues so they look at the information in different moods and have allowed their initial emotions to subside. For example, if you sense that your team is feeling somewhat too self-confident when making an important competitive decision, you might decide to have the team members revisit the decision a few days later when they are thinking more critically. Another strategy is scenario planning, which is a disciplined method for imagining possible futures. It typically involves thinking about what would happen if a significant environmental condition changed and what the organization should do to anticipate and react to such an outcome. 44 Scenario planning is a useful vehicle for choosing the best solutions under possible scenarios long before they occur, because alternative courses of action are evaluated without the pressure and emotions that occur during real emergencies. Implementing Decisions Implementing decisions is often skipped over in most writing about the decision-making process. Yet leading business writers emphasize that execution—translating decisions into action—is one of the most important and challenging tasks of leaders. A survey of 3,600 scenario planning A systematic process of thinking about alter- native futures and what the organization should do to anticipate and react to those environments. mcs81233_ch07_196-230.indd Page 209 1/27/09 6:45:18 PM user-s175mcs81233_ch07_196-230.indd Page 209 1/27/09 6:45:18 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 210 Part Two Individual Behavior and Processes managers identified the “drive for results” as one of the five most important competen- cies of effective managers. This evidence is backed up by Larry Bossidy’s experience leading thousands of managers. “When assessing candidates, the first thing I looked for was energy and enthusiasm for execution,” says the former CEO of Honeywell and Allied Signal. The art and science of implementing decisions will be covered more fully in later chapters, particularly those on leadership and organizational change. 45 Evaluating Decision Outcomes Contrary to the rational choice paradigm, decision makers aren’t completely honest with themselves when evaluating the effectiveness of their decisions. One concern is that after making a choice, decision makers tend to support their choice by forgetting or downplaying the negative features of the selected alternative and emphasizing its positive features. This perceptual distortion, known as postdecisional justification, results from the need to maintain a positive self-concept. 46 Postdecisional justification gives people an excessively optimistic evaluation of their decisions, but only until they receive very clear and undeniable information to the contrary. Unfortunately, it also inflates the decision maker’s initial evaluation of the decision, so reality often comes as a painful shock when objective feedback is finally received. Escalation of Commitment In addition to postdecisional justification, people poorly evaluate their decision out- comes due to escalation of commitment —the tendency to repeat an apparently bad decision or allocate more resources to a failing course of action. 47 Scotland’s new parliament building is one example of escalation of commitment. Originally esti- mated at £50 million (US$80 million), the Holyrood building eventually cost £400 million and took twice as long to construct. Another example is the construction of Denver International Airport, which was delayed because of a badly flawed state-of- the-art automated baggage-handling system. The airport opened 16 months late and between $1 and $2 billion overbudget, using mainly an older baggage system; the new baggage system was put to some use but was abandoned a decade later due to high costs. A third example is the Darlington nuclear power plant in Ontario, Canada, which had an estimated cost of $2 billion (some claim the estimate was $5 billion) and was eventually completed at a cost of more than $14 billion. This huge debacle prompted the Ontario government to deregulate the electricity industry and split Ontario Hydro (now called Hydro One) into two operating companies. Ironically, a former CEO of Ontario Hydro warned that Darlington and other megaprojects invite escalating commitment because “once you commit to them, there’s very little you can do to reverse that commitment.” 48 Causes of Escalating Commitment The four main reasons why people are led deeper and deeper into failing projects are self-justification, prospect theory effect, perceptual blinders, and closing costs. • Self-justification. Individuals are motivated to maintain their course of action when they have a high need to justify their decision. This self-justification is par- ticularly evident when decision makers are personally identified with the proj- ect and have staked their reputations to some extent on the project’s success. 49 The Irish government’s PPARS project (see photo) likely experienced escala- tion to some degree for this reason. The reputations of government politicians postdecisional justification The tendency to support the selected alternative in a decision by forget- ting or downplaying the negative features of that alternative, em- phasizing its positive features, and doing the opposite for alternatives not selected. escalation of commitment The tendency to repeat an apparently bad deci- sion or allocate more resources to a failing course of action. mcs81233_ch07_196-230.indd Page 210 1/27/09 6:45:19 PM user-s175mcs81233_ch07_196-230.indd Page 210 1/27/09 6:45:19 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Chapter 7 Decision Making and Creativity 211 and health board officials depended on the success of PPARS, and pouring more money into the project symbolized their continued support and evidence that the decision was a wise one. • Prospect theory effect. You would think that people dislike losing $50 just as much as they like receiving $50, but that isn’t true for most of us. The negative emo- tions we experience when losing a particular amount are stronger than the posi- tive emotions we experience when gaining the same amount. Consequently, we have a tendency to take more risks to avoid losses. This effect, called prospect theory, is a second explanation for escalation of commitment. Stopping a proj- ect is a certain loss, which is more painful to most people than the uncertainty of success associated with continuing to fund the project. Given the choice, de- cision makers choose the less painful option. 51 Irish Health under re-PPARS In the mid-1990s, executives at five health boards across Ireland decided to develop a common payroll system, called PPARS (payroll, payment, and related systems). Using well- established SAP software, the project would be done in three years at a total estimated cost of US$12 million. Health department officials were enthusiastic about PPARS’ many benefits, but four years later the system was still far from completion even though costs had more than doubled to $25 million. Asked in 2002 to evaluate the project, Hay Associates concluded that PPARS was worth continuing, even if only to recoup the funds spent so far. The catch, however, was that the government needed to fork over another $120 million, which it agreed to do. By 2005, Ireland’s finance department was sounding alarm bells that PPARS costs had spiraled out of control and the operational parts of the system were error-prone. The most embarrass- ing example was a health department employee who received a $1.5 million paycheck one week. The Irish government halted the rollout of PPARS, yet senior health officials remained confident in its success, order- ing staff as late as May 2007 to “realize the benefits” of the system. PPARS was officially axed in July 2007. The estimated cost of the failed project: somewhere between $250 and $350 million.50 prospect theory A natural tendency to feel more dissatis- faction from losing a particular amount than satisfaction from gaining an equal amount. mcs81233_ch07_196-230.indd Page 211 1/28/09 11:39:20 PM user-s175mcs81233_ch07_196-230.indd Page 211 1/28/09 11:39:20 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 212 Part Two Individual Behavior and Processes • Perceptual blinders. Escalation of commitment sometimes occurs because decision makers do not see the problems soon enough. 52 They nonconsciously screen out or explain away negative information to protect self-esteem. Serious prob- lems initially look like random errors along the trend line to success. Even when decision makers see that something is wrong, the information is sufficiently ambiguous that it can be misinterpreted or justified. • Closing costs. Even when a project’s success is in doubt, decision makers will persist because the costs of ending the project are high or unknown. Terminating a major project may involve large financial penalties, a bad public image, or personal political costs. These four conditions make escalation of commitment look irrational. Usually it is, but there are exceptions. Studies suggest that throwing more money into a failing project is sometimes a logical attempt to further understand an ambiguous situation. This strategy is essentially a variation of testing unknown waters. By adding more resources, the decision maker gains new information about the effectiveness of these funds, which provides more feedback about the project’s future success. This strategy is particularly common where the project has high closing costs. 53 Evaluating Decision Outcomes More Effectively One of the most effective ways to minimize escalation of commitment and postdeci- sional justification is to ensure that the people who made the original decision are not the same people who later evaluate that decision. This separation of roles minimizes the self-justification effect because the person responsible for evaluating the decision is not connected to the original decision. A second strategy is to publicly establish a preset level at which the decision is abandoned or reevaluated. This is similar to a stop-loss order in the stock market, whereby the stock is sold if it falls below a certain price. The problem with this solution is that conditions are often so complex that it is difficult to identify an appropriate point to abandon a project. 54 A third strategy is to find a source of systematic and clear feedback. 55 For exam- ple, the phenomenally large cost overruns at Scotland’s new parliament building might have been smaller if the Scottish government had received less ambiguous or less distorted information from civil servants about the true costs of the project dur- ing the first few years. (In fact, civil servants hid some of these costs from elected officials.) 56 A fourth strategy to improve the decision evaluation process is to involve several people in the evaluation. Co-workers continuously monitor each other and might notice problems sooner than someone working alone on the project. Em- ployee involvement offers these and other benefits to the decision-making process, as we discuss next. Learning Objectives After reading the next two sections, you should be able to: 7. Describe four benefits of employee involvement in decision making. 8. Identify four contingencies that affect the optimal level of employee involvement. 9. Outline the four steps in the creative process. 10. Describe the characteristics of employees and the workplace that support creativity. mcs81233_ch07_196-230.indd Page 212 1/27/09 6:45:24 PM user-s175mcs81233_ch07_196-230.indd Page 212 1/27/09 6:45:24 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Chapter 7 Decision Making and Creativity 213 Employee Involvement in Decision Making In this world of rapid change and increasing complexity, leaders rarely have enough information to make the best decision alone. Consequently, they need to rely on the knowledge and multiple perspectives of employees to more effectively solve prob- lems or realize opportunities. “The Information Age has brought us into a democratic age, an age of participation and influence,” says Traci Fenton, founder and CEO of WorldBlu, a consulting firm that specializes in employee involvement and organiza- tional democracy. 57 Employee involvement (also called participative management ) refers to the degree to which employees influence how their work is organized and carried out. 58 Every organization has some form and various levels of employee involvement. At the low- est level, participation involves asking employees for information. They do not make recommendations and might not even know what the problem is about. At a moder- ate level of involvement, employees are told about the problem and provide recom- mendations to the decision maker. At the highest level of involvement, the entire decision-making process is handed over to employees. They identify the problem, choose the best alternative, and implement their choice. Benefits of Employee Involvement For the past half century, organizational behavior scholars have advised that employee involvement potentially improves decision-making quality and commitment. 59 Involved employees can help improve decision quality by recognizing problems more quickly and defining them more accurately. Employees are, in many respects, the sensors of the organization’s environment. When the organization’s activities misalign with customer expectations, employees are usually the first to know. Employee involvement ensures that everyone in the organization is quickly alerted to such problems. 60 Employee in- volvement can also potentially improve the number and quality of solutions generated. In a well-managed meeting, team members create synergy by pooling their knowledge to form new alternatives. In other words, several people working together can poten- tially generate more and better solutions than the same people working alone. A third benefit of employee involvement is that, under specific conditions, it im- proves the evaluation of alternatives. Numerous studies on participative decision mak- ing, constructive conflict, and team dynamics have found that involvement brings out employee involvement The degree to which employees influence how their work is organized and carried out. Employee Involvement Keeps Thai Carbon Black in the Black Thai Carbon Black, which makes the black coloring agent in tires, inks, and many other products, views all of its employees as problem solvers. “The ‘can do’ attitude of every employee is important,” says the president of the Thai-Indian joint venture. Each year, the staff submits over 600 productivity improvement suggestions, placing their ideas in one of the little red boxes located around the site. Participatory management meetings are held every month, at which employees are encouraged to come up with new ideas on ways to improve day-to- day operations. For instance, the company cut its transport costs by more than 10 percent after employees developed a special shipping bag allowing packers to stuff more product into the same volume. Thanks in part to its emphasis on employee involvement, Thai Carbon Black is one of the few companies outside Japan to receive the Deming Prize for total quality management. It has also received the Thailand Quality Class award, Forbes magazine’s recognition as one of the best-managed companies, and Hewitt Associates’ ranking as one of the best employers in Asia and Thailand.61 mcs81233_ch07_196-230.indd Page 213 1/28/09 11:39:33 PM user-s175mcs81233_ch07_196-230.indd Page 213 1/28/09 11:39:33 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 214 Part Two Individual Behavior and Processes more diverse perspectives, tests ideas, and provides more valuable knowledge, all of which help the decision maker to select the best alternative. 62 A mathematical theo- rem introduced in 1785 by the Marquis de Condorcet also supports the view that many people outshine individuals alone when choosing among two alternatives. 63 To explain this idea (called Condorcet’s jury theorem ), let’s suppose that you need to choose one of two firms for your company’s accounting services. Furthermore, you and mem- bers of your team have, on average, a better than random chance of picking the firm that will provide superior service. Condorcet’s theory states that the alternative se- lected by the team’s majority is more likely to be correct than is the alternative se- lected by you or any other individual team member. Further more, the majority’s accuracy will increase as you involve more people in the vote. Google applied Con- dorcet’s theory in its prediction markets, which were described in the opening vignette to this chapter. By encouraging a large number of employees to vote on various alter- natives, Google executives get better choices or estimates about future events. Along with improving decision quality, employee involvement tends to strengthen employee commitment to the decision. Rather than viewing themselves as agents of someone else’s decision, staff members feel personally responsible for its success. Involvement also has positive effects on employee motivation, satisfaction, and turn- over. A recent study reported that employee involvement also increases skill variety, feelings of autonomy, and task identity, all of which increase job enrichment and potentially employee motivation. Participation is also a critical practice in organiza- tional change because employees are more motivated to implement the decision and less likely to resist changes resulting from the decision. 64 Contingencies of Employee Involvement If employee involvement is so wonderful, why don’t leaders leave all decisions to employees? The answer is that the optimal level of employee involvement depends on the situation. The employee involvement model shown in Exhibit 7.3 lists four contingencies: decision structure, source of decision knowledge, decision commit- ment, and risk of conflict in the decision process. • Decision structure. At the beginning of this chapter, we described how some decisions are programmed, whereas others are nonprogrammed. Programmed decisions are less likely to need employee involvement because the solutions are already worked out from past incidents. In other words, the benefits of employee involve- ment increase with the novelty and complexity of the problem or opportunity. • Source of decision knowledge. Subordinates should be involved in some level of decision making when the leader lacks sufficient knowledge and sub ordinates have additional information to improve decision quality. In many cases, em- ployees are closer to customers and production activities, so they often know where the company can save money, improve product or service quality, and realize opportunities. This is particularly true for complex decisions where employees are more likely to possess relevant information. • Decision commitment. Participation tends to improve employee commitment to the decision. If employees are unlikely to accept a decision made without their involvement, some level of participation is usually necessary. • Risk of conflict. Two types of conflict undermine the benefits of employee in- volvement. First, if employee goals and norms conflict with the organization’s goals, only a low level of employee involvement is advisable. Second, the degree mcs81233_ch07_196-230.indd Page 214 1/27/09 6:45:40 PM user-s175mcs81233_ch07_196-230.indd Page 214 1/27/09 6:45:40 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Chapter 7 Decision Making and Creativity 215 of involvement depends on whether employees will reach agreement on the preferred solution. If conflict is likely, high involvement (i.e., employees make the decision alone) would be difficult to achieve. Employee involvement is an important component of the decision-making process. To make the best decisions, we need to involve people who have the most valuable information and who will increase commitment to implement the decision. Another important component of decision making is creativity, which we discuss next. Creativity The opening vignette to this chapter described how Google actively engages employ- ees in organizational decisions and relies on their creativity to identify new software applications and improvements. Creativity is the development of original ideas that make a socially recognized contribution. 65 Although there are unique conditions for creativity that we discuss over the next few pages, it is really part of the decision-making process described earlier in the chapter. We rely on creativity to find problems, identify alternatives, and implement solutions. Creativity is not something saved for special occasions. It is an integral part of decision making. Exhibit 7.4 illustrates one of the earliest and most influential models of creativity. 66 Although there are other models of the creative process, many of them overlap with the model presented here. The first stage is preparation —the person’s or team’s effort to acquire knowledge and skills regarding the problem or opportunity. Preparation in- volves developing a clear understanding of what you are trying to achieve through a novel solution and then actively studying information seemingly related to the topic. The second stage, called incubation, is the period of reflective thought. We put the problem aside, but our mind is still working on it in the background. 67 The important Exhibit 7.3 Model of Employee Involvement in Decision Making Employee Involvement Outcomes of Employee Involvement • Better problem identification • More/better solutions generated • More likely to select the best alternative • Stronger commitment to the decision Contingencies of Employee Involvement • Decision structure • Source of decision knowledge • Decision commitment • Risk of conflict creativity The development of original ideas that make a socially recognized contribution. mcs81233_ch07_196-230.indd Page 215 1/27/09 6:45:41 PM user-s175mcs81233_ch07_196-230.indd Page 215 1/27/09 6:45:41 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 216 Part Two Individual Behavior and Processes condition here is to maintain a low-level awareness by frequently revisiting the prob- lem. Incubation does not mean that you forget about the problem or issue. Incubation assists divergent thinking —reframing the problem in a unique way and generating different approaches to the issue. This contrasts with convergent thinking —calculating the conventionally accepted “right answer” to a logical problem. Divergent thinking breaks us away from existing mental models so that we can apply concepts or processes from completely different areas of life. Consider the following classic example: Years ago, the experimental lightbulbs in Thomas Edison’s lab kept falling off their fixtures until a technician wondered whether the threaded caps that screwed down tightly on kerosene bottles would work on lightbulbs. They did, and the design remains to this day. 68 Insight, the third stage of creativity, refers to the experience of suddenly becoming aware of a unique idea. 69 Insight is often visually depicted as a lightbulb, but a better image would be a brief flash of light or perhaps a briefly flickering candle, because these bits of inspiration are fleeting and can be quickly lost if not documented. For this reason, many creative people keep a journal or notebook nearby at all times so that they can jot down their ideas before they disappear. Also, flickering ideas don’t keep a particular schedule; they might come to you at any time of day or night. Insights are merely rough ideas. Their usefulness still requires verification through detailed logical evaluation, experimentation, and further creative insight. Thus, al- though verification is labeled the final stage of creativity, it is really the beginning of a long process of creative decision making toward development of an innovative product or service. This ongoing process, as well as the conditions and practices that support creativity, are apparent at Nottingham-Spirk Design Associates, Inc. As Connections 7.1 describes, the successful Cleveland-based industrial-design firm relies on divergent and convergent meetings, prototyping, focus groups, and an inspiring work environment to produce dozens of marketable new ideas every year. Characteristics of Creative People Everyone is creative, but some people have a higher potential for creativity. Four of the main characteristics that give individuals more creative potential are intelligence, persistence, knowledge and experience, and a cluster of personality traits and values representing independent imagination. First, creative people have above-average in- telligence to synthesize information, analyze ideas, and apply their ideas. 70 Like the fictional sleuth Sherlock Holmes, creative people recognize the significance of small bits of information and are able to connect them in ways that no one else could imag- ine. Then they have the capacity to evaluate the potential usefulness of their ideas. Although intelligence helps people to discover new ideas, an equally (or more) im- portant characteristic is the person’s persistence to seek out these ideas through trial and error in the face of resistance. In other words, creative potential includes the persis- tence of trying out more ideas, whereas less creative people give up sooner. Creative people have persistence because of a higher need for achievement, a strong motivation divergent thinking Reframing a problem in a unique way and generating different approaches to the issue. Exhibit 7.4 The Creative Process Model Preparation InsightIncubation Verification Source: Based on Graham Wallas, The Art of Thought (New York: Harcourt Brace Jovanovich, 1926). mcs81233_ch07_196-230.indd Page 216 1/27/09 6:45:43 PM user-s175mcs81233_ch07_196-230.indd Page 216 1/27/09 6:45:43 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Going for Wow at Nottingham-Spirk You might say that creativity is a religious experience at Nottingham-Spirk Design Associates, Inc. A few years ago, the industrial-design company moved into an old church in Cleveland’s university park area. Perched atop an escarp- ment on 5 acres of property, the 1920s octagon-shaped lime- stone building looks like a Roman temple. Inside, employees work in a large rotunda below a domed ceiling supported by 20 columns. Symbols of the original church remain, including a choir loft and soaring pipe organ. “You can’t help but walk in here and say, ‘I want to create something new,’” says John Nottingham, who cofounded Nottingham-Spirk with John Spirk three decades ago. Along with having an inspiring church building, Nottingham- Spirk supports creativity through its risk-tolerant learning ori- entation culture. “We stick our necks out,” says Nottingham. “If we fail, we go down the wrong path, we dust ourselves off and go the other way. We understand that’s innovation.” The cofounders and their 70 employees also discover ideas by looking around store shelves. “We’re trying to figure out what consumers will want two years down the road,” explains Spirk. “We look and see what’s not there,” Nottingham adds. “We literally visualize an innovation sitting on the shelf next to the competition at a price point.” These activities produce sparks of insight, but they are only the starting point in the creative process. “Anyone can have a good idea,” says Nottingham. “The difficult thing is to get it to market. You’ve got to make the idea work and prove its feasi- bility as a product.” To transform ideas to profitable products, Nottingham-Spirk forms teams of up to 10 employees who hold two types of meetings. In the first meeting, called a diverging session, team members brainstorm ideas. “We start with a creative session, people from our team that can complement each other, and we come up with as many ideas as you can,” says Nottingham. These ideas are documented as scribbles and sketches on slips of paper; up to 100 of them plaster the walls by the end of the session. In the second round of meetings, called converging ses- sions, each idea is systematically evaluated by the team. “I pass around note cards, each with a word or phrase on it that says, who cares, nice, or wow,” Nottingham explains. The per- son who introduced an idea can explain it further, and then each team member judges the idea by selecting one of the three cards. “If everyone holds up a wow card, you know you’ve got something,” says Nottingham. The who cares ideas get tossed out. Some of the nice ideas are developed further by an idea champion. For example, the SwivelStraight one-minute Connections 7.1 Christmas tree stand received mainly nice ratings when it was first proposed, but co-workers gave it wow ratings after Nottingham-Spirk designer Craig Saunders refined it further. Almost 1 million SwivelStraight stands were sold in the product’s first five years on the market. Diverging and converging sessions are complemented by focus group meetings and client feedback to improve proto- types. Nottingham-Spirk’s redesign of the round metal paint can, which has changed little over the past century, is a case in point. Employees knew from experience the frustration of working with traditional paint cans. “We couldn’t think of an- other consumer product that you need a screwdriver to open and a hammer to close,” says designer Craig Saunders. So Saunders and his co-workers created a paint can with a twist top and built-in no-drip pour spout. When shown an early prototype, potential users claimed the container wouldn’t stack well in warehouses and stores, so the revised prototype was made wider and more stackable. Next, users were concerned that the plastic container would break if it was dropped. “So we took a bunch of them up on ladders and dropped them,” says Nottingham. “They bounced.” This feedback made the Twist and Pour paint can an instant suc- cess; Sherwin-Williams tripled sales of its Dutch Boy paint in the first six months. Thanks to its creative work environment and innovation process, Nottingham-Spirk has registered close to 500 patents and helped clients achieve more than $30 billion sales over the past three decades. Its most visible innovations include the Crest SpinBrush, Invacare Corp. wheelchairs, Swiffer SweeperVac, wide oval-shaped antiperspirant containers, MRI scanner de- sign, and the Twist and Pour paint can.71 Team members at Nottingham-Spirk Design Associates, Inc., give co-worker Craig Saunders (standing) a “WOW” rating for one of the firm’s creative products, the Swiffer SweeperVac. 217 mcs81233_ch07_196-230.indd Page 217 1/27/09 6:45:46 PM user-s175mcs81233_ch07_196-230.indd Page 217 1/27/09 6:45:46 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 218 Part Two Individual Behavior and Processes from the task itself, and a moderate or high degree of self-esteem. In support of this, a recent study reported that inventors have higher levels of confidence and optimism than do people in the general population, and these traits motivate inventors to con- tinue working on and investing in a project after receiving diagnostic advice to quit. 72 Inventor Thomas Edison highlighted the importance of persistence when he famously said that genius is 1 percent inspiration and 99 percent perspiration. Edison and his staff discovered hundreds of ways not to build a lightbulb before they got it right! A third feature of creative people is that they possess sufficient knowledge and experience on the subject. 73 Creativity experts explain that discovering new ideas requires knowledge of the fundamentals. For example, the 1960s rock group The Bea- tles produced most of their songs only after they had played together for several years. They developed extensive experience singing and adapting the music of other people before their creative talents soared. Although knowledge and experience may be important in one sense, they can also undermine creativity because people develop mental models that lead to “mindless behavior,” whereby they stop questioning their assumptions. 74 This relates to the dis- cussion earlier in this chapter on mental models, namely, that they sometimes restrict the decision maker’s ability to see different perspectives. To overcome this limitation, some corporate leaders like to hire people from other industries and areas of exper- tise. For instance, Geoffrey Ballard, founder of Ballard Power Systems, hired a chem- ist to develop a better battery. When the chemist protested that he didn’t know anything about batteries, Ballard replied: “That’s fine. I don’t want someone who knows batteries. They know what won’t work.” 75 Ballard explained that he wanted to hire people who would question and investigate avenues that experts had long ago closed their minds to. The point here is that knowledge and experience is a double- edged sword. It is an important prerequisite for creativity, but too much routinization of knowledge and experience can cause people to be less investigative. The fourth characteristic of creative people is a cluster of personality traits and values that support an independent imagination: high openness to experience, mod- erately low need for affiliation, and strong values around self-direction and stimula- tion. Several studies report that these personal characteristics improve the individual’s creative potential under some circumstances. 76 Let’s examine each of them: • High openness to experience. This Big Five personality dimension represents the extent to which a person is imaginative, curious, sensitive, open-minded, and original (see Chapter 2). • Moderately low need for affiliation. People are more creative when they have less need for social approval and have a somewhat high (but not necessarily very high) degree of nonconformity. Because of these characteristics, creative people are less embarrassed when they make mistakes, and they remain motivated to explore ideas even when others criticize them for their persistence. • High self-direction and stimulation values. Self-direction includes the values of cre- ativity and independent thought; stimulation includes the values of excitement and challenge. Together, these values form openness to change—representing the motivation to pursue innovative ways (see Chapter 2). Organizational Conditions Supporting Creativity Intelligence, persistence, knowledge and experience, and independent imagination represent a person’s creative potential, but the extent to which the person has more creative output depends on a work environment that supports the creative process. 77 mcs81233_ch07_196-230.indd Page 218 1/27/09 6:46:01 PM user-s175mcs81233_ch07_196-230.indd Page 218 1/27/09 6:46:01 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 Chapter 7 Decision Making and Creativity 219 Before describing the contextual influences on creativity, we need to point out that different combinations of situations can equally support creativity; there isn’t one best work environment. 78 With this caveat in mind, let’s consider some of the condi- tions that seem to unleash creative potential. One of the most important conditions that supports creative practice is that the organization has a learning orientation; that is, leaders recognize that employees make reasonable mistakes as part of the creative process. “Creativity comes from failure,” Samsung Electronics CEO and vice chairman Yun Jong-yong recently ad- vised employees. “We should reform our corporate culture to forgive failure if work- ers did their best.” 79 Motivation from the job itself is another important condition for creativity. 80 Employees tend to be more creative when they believe their work bene- fits the organization and/or larger society (i.e., task significance) and when they have the freedom to pursue novel ideas without bureaucratic delays (i.e., autonomy). Cre- ativity is about changing things, and change is possible only when employees have the authority to experiment. More generally, jobs encourage creativity when they are challenging and aligned with the employee’s competencies. Along with supporting a learning orientation and intrinsically motivating jobs, com- panies foster creativity through open communication and sufficient resources. They also provide a reasonable level of job security, which explains why creativity suffers during times of downsizing and corporate restructuring. 81 Some companies support the reflec- tion stage of creativity by designing nontraditional workspaces. 82 Google is one exam- ple. The Internet innovator has funky offices in several countries that include hammocks, gondola- and hive-shaped privacy spaces, slides, and brightly painted walls. To some degree, creativity also improves with support from leaders and co-workers. One study reported that effective product champions provide enthusiastic support for new ideas. Other studies suggest that co-worker support can improve creativity in some situations whereas competition among co-workers improves creativity in other situations. 83 Similarly, it isn’t clear how much pressure should be exerted on employees to produce creative ideas. Extreme time pressure is a well-known creativity inhibitor, but lack of pressure doesn’t seem to produce the highest creativity, either. Activities That Encourage Creativity Hiring people with strong creative potential and providing a work environment that supports creativity are two cornerstones of a creative workplace. The third cornerstone consists of various activities that help employees think more creatively. One set of ac- tivities involves redefining the problem. Employees might be encouraged to revisit old projects that have been set aside. After a few months of neglect, these projects might be seen in new ways. 84 Another strategy involves asking people unfamiliar with the issue (preferably with different expertise) to explore the problem with you. You would state the objectives and give some facts and then let the other person ask questions to further understand the situation. By verbalizing the problem, listening to questions, and hear- ing what others think, you are more likely to form new perspectives on the issue. 85 A second set of creativity activities, known as associative play, ranges from art classes to impromptu storytelling and acting. For example, British media giant OMD sends employees to two-day retreats in the countryside, where they play grapefruit croquet, chant like medieval monks, and pretend to be dog collars. “Being creative is a bit like an emotion; we need to be stimulated,” explains Harriet Frost, one of OMD’s specialists in building creativity. “The same is true for our imagination and its ability to come up with new ideas. You can’t just sit in a room and devise hun- dreds of ideas.” 86 mcs81233_ch07_196-230.indd Page 219 1/27/09 6:46:01 PM user-s175mcs81233_ch07_196-230.indd Page 219 1/27/09 6:46:01 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 220 Part Two Individual Behavior and Processes Another associative play activity, called morphological analysis, involves listing dif- ferent dimensions of a system and the elements of each dimension and then looking at each combination. This encourages people to carefully examine combinations that initially seem nonsensical. Tyson Foods, the world’s largest poultry producer, applied this activity to identify new ways to serve chicken for lunch. The marketing and re- search team assigned to this task focused on three categories: occasion, packaging, and taste. Next, the team worked through numerous combinations of items in the three categories. This created unusual ideas, such as cheese chicken pasta (taste) in pizza boxes (packaging) for concessions at baseball games (occasion). Later, the team looked more closely at the feasibility of these combinations and sent them to cus- tomer focus groups for further testing. 87 A third set of activities that promote creative thinking falls under the category of cross-pollination . 88 Cross-pollination occurs when people from different areas of the organization exchange ideas. “Creativity comes out of people bumping into each other and not knowing where to go,” claims Laszlo Bock, Google’s top human re- source executive. IDEO, the California-based product design company, engages in Mother’s Creative Cross-Pollination Mother is an unusual creative agency with an equally unusual name, located in a converted warehouse in an artsy district of London. All of this quirkiness fuels cre- ativity, but the ad agency’s most creative practice is its workspace arrangement. The company’s 100 or so employees perform their daily work around one monster-size table—an 8-foot-wide reinforced- concrete slab that extends 300 feet like a skateboard ramp around the entire floor. If that image isn’t sufficiently unusual, consider this: Every three weeks, employees are asked to relocate their laptop, portable telephone, and trolley to another area around the table. “At the end of every three weeks we have a tidy Friday, which helps keep the mess down, and then we move the following Monday,” ex- plains Stef Calcraft, one of Mother’s founding partners. “One week, you may be sitting next to a fi- nance person and opposite a creative. The next, you’ll be sitting between one of the partners and someone from production.” Why the musical-chairs exercise? “It encourages cross-pollination of ideas,” Calcraft answers. “You have people working on the same problem from different perspectives. It makes problem-solving much more organic.”89 mcs81233_ch07_196-230.indd Page 220 1/27/09 6:46:02 PM user-s175mcs81233_ch07_196-230.indd Page 220 1/27/09 6:46:02 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 the prospect theory effect, perceptual blinders, and clos- ing costs. These problems are minimized by separating decision choosers from decision evaluators, establishing a preset level at which the decision is abandoned or reeval- uated, relying on more systematic and clear feedback about the project’s success, and involving several people in decision making. Employee involvement (or participation) is the degree to which employees influence how their work is organized and carried out. The level of participa- tion may range from low (an employee providing specific information to management without knowing the problem or issue) to high (complete involvement in all phases of the decision process). Employee in- volvement may lead to higher decision quality and commitment, but several contingencies need to be considered, including the decision structure, source of decision knowledge, decision commitment, and risk of conflict. Creativity is the development of original ideas that make a socially recognized contribution. The four creativity stages are preparation, incubation, in- sight, and verification. Incubation assists divergent thinking, which involves reframing the problem in a unique way and generating different approaches to the issue. Four of the main features of creative people are intelligence, persistence, knowledge and experience, and independent imagination personality traits and values. Creativity is also strengthened for everyone when the work environment supports a learning orientation, the job has high intrinsic motivation, the organization provides a reasonable level of job security, and project leaders provide appropriate goals, time pressure, and resources. Three types of activities that encourage cre- ativity are redefining the problem, associative play, and cross-pollination. Decision making is a conscious process of making choices among one or more alternatives with the intention of moving toward some desired state of affairs. The rational choice paradigm of decision making includes identifying problems and opportunities, choosing the best decision style, developing alternative solutions, choosing the best solution, implementing the selected alternative, and eval- uating decision outcomes. Stakeholder framing, perceptual defense, mental models, decisive leadership, and solution-oriented focus affect our ability to identify problems and opportuni- ties. We can minimize these challenges by being aware of the human limitations and discussing the situation with colleagues. Evaluating and choosing alternatives is often challenging because organizational goals are ambiguous or in conflict, human information processing is incom- plete and subjective, and people tend to satisfice rather than maximize. Decision makers also short-circuit the evaluation process when faced with an opportunity rather than a problem. Emotions shape our preferences for alternatives and the process we follow to evaluate alternatives. We also listen to our emotions for guid- ance when making decisions. This activity relates to intuition—the ability to know when a problem or opportunity exists and to select the best course of ac- tion without conscious reasoning. Intuition is both an emotional experience and a rapid nonconscious analytic process that involves both pattern matching and action scripts. People generally make better choices by systemati- cally evaluating alternatives. Scenario planning can help to make future decisions without the pressure and emo- tions that occur during real emergencies. Postdecisional justification and escalation of commit- ment make it difficult to accurately evaluate decision out- comes. Escalation is mainly caused by self-justification, Chapter Summary Chapter 7 Decision Making and Creativity 221 cross-pollination by mixing together employees from different past projects so that they share new knowledge with each other. Cross-pollination highlights the fact that creativity rarely occurs alone. Some cre- ative people may be individualistic, but most creative ideas are generated through teams and informal social interaction. This probably explains why Jonathan Ive, the award-winning designer of Apple computer products, always refers to his team’s creativity rather than his own. “The only time you’ll hear [ Jonathan Ive] use the word ‘I’ is when he’s naming some of the products he helped make famous: iMac, iBook, iPod,” says one writer. 90 The next chapter turns our attention to the main concepts in team effectiveness, as well as ways to improve team decision making and creativity. mcs81233_ch07_196-230.indd Page 221 1/27/09 6:46:05 PM user-s175mcs81233_ch07_196-230.indd Page 221 1/27/09 6:46:05 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 stitutions. Interest from potential tenants was much lower than initially predicted, and the city did not build transportation systems as quickly as expected. Still, the builder proceeded with the original plans. Only after financial support was curtailed did the de- veloper reconsider the project. Using your knowledge of escalation of commitment, discuss three possible reasons why the developer was motivated to continue with the project. 5. Ancient Book Company has a problem with new book projects. Even when others are aware that a book is far behind schedule and may engender little public interest, sponsoring editors are reluctant to terminate contracts with authors whom they have signed. The result is that editors invest more time with these projects than on more fruitful projects. Describe two methods that Ancient Book Company can use to minimize this problem, which is a form of escalation of commitment. 6. Employee involvement applies just as well to the classroom as to the office or factory floor. Explain how student involvement in classroom decisions typically made by the instructor alone might im- prove decision quality. What potential problems may occur in this process? 7. Think of a time when you experienced the cre- ative process. Maybe you woke up with a brilliant (but usually sketchy and incomplete) idea or you solved a baffling problem while doing something else. Describe the incident to your class and ex- plain how the experience followed the creative process. 8. Two characteristics of creative people are that they have relevant experience and are persistent in their quest. Does this mean that people with the most experience and the highest need for achievement are the most creative? Explain your answer. 1. A management consultant is hired by a manu- facturing firm to determine the best site for its next production facility. The consultant has had several meetings with the company’s senior executives re- garding the factors to consider when making the recommendation. Discuss the decision-making problems that might prevent the consultant from choosing the best site location. 2. You have been asked to personally recommend a new travel agency to handle all airfare, accommo- dation, and related travel needs for your organi- zation of 500 employees. One of your colleagues, who is responsible for the company’s economic planning, suggests that the best travel agent could be selected mathematically by inputting the relevant factors for each agency and the weight (importance) of each factor. What decision-making approach is your colleague recommending? Is this recom- mendation a good idea in this situation? Why or why not? 3. Intuition is both an emotional experience and an nonconscious analytic process. One problem, however, is that not all emotions signaling that there is a problem or opportunity represent intuition. Explain how we would know if our “gut feelings” are intuition or not, and if they are not intuition, suggest what might be causing them. 4. A developer received financial backing for a new business financial center along a derelict section of the waterfront, a few miles from the current down- town area of a large European city. The idea was to build several high-rise structures, attract to those sites prestigious tenants requiring large leases, and have the city extend transportation systems out to the new center. Over the next decade, the developer believed that others would build in the area, thereby attracting the regional or national offices of many financial in- Critical Thinking Questions 222 anchoring and adjustment heuristic , p. 205 availability heuristic, p. 205 bounded rationality, p. 203 creativity, p. 215 decision making, p. 198 divergent thinking, p. 216 employee involvement, p. 213 escalation of commitment, p. 210 implicit favorite, p. 204 intuition, p. 208 postdecisional justification, p. 210 prospect theory, p. 211 rational choice paradigm, p. 198 representativeness heuristic, p. 205 satisficing, p. 206 scenario planning, p. 209 subjective expected utility, p. 199 Key Terms mcs81233_ch07_196-230.indd Page 222 1/27/09 6:46:05 PM user-s175mcs81233_ch07_196-230.indd Page 222 1/27/09 6:46:05 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 crashed 60 miles offshore. You obtained all the avail- able information concerning the location of the crash, informed your crew of the mission, and set a new course at maximum speed for the scene to com- mence a search for survivors and wreckage. You have now been searching for 20 hours. Your search operation has been increasingly impaired by rough seas, and there is evidence of a severe storm building. The atmospherics associated with the dete- riorating weather have made communications with the Coast Guard station impossible. A decision must be made shortly about whether to abandon the search and place your vessel on a course that would ride out the storm (thereby protecting the vessel and your crew, but relegating any possible survivors to almost certain death from exposure) or to continue a potentially futile search and the risks it would entail. Before losing communications, you received an updated weather advisory concerning the severity and duration of the storm. Although your crew mem- bers are extremely conscientious about their respon- sibility, you believe that they would be divided on the decision to leave or stay. Discussion Questions (for both cases) 1. To what extent should your subordinates be in- volved in this decision? Select one of the following levels of involvement: • No involvement. You make the decision alone without any participation from subordinates. • Low involvement. You ask one or more sub- ordinates for information relating to the problem, but you don’t ask for their re- commen dations and might not mention the problem to them. • Medium involvement. You describe the prob- lem to one or more subordinates (alone or in a meeting) and ask for any relevant infor- mation as well as their recommendations on the issue. However, you make the final decision, which might or might not reflect their advice. 223 Case Study 7.1 EMPLOYEE INVOLVEMENT CASES Case 1: The Sugar Substitute Research Decision You are the head of research and development (R&D) for a major beer company. While working on a new beer product, one of the scientists in your unit seems to have tentatively identified a new chemical compound that has few calories but tastes closer to sugar than cur- rent sugar substitutes. The company has no foresee- able need for this product, but it could be patented and licensed to manufacturers in the food industry. The sugar-substitute discovery is in its prelimi- nary stages and would require considerable time and resources before it would be commercially viable. This means that it would necessarily take some re- sources away from other projects in the lab. The sugar-substitute project is beyond your technical ex- pertise, but some of the R&D lab researchers are fa- miliar with that field of chemistry. As with most forms of research, it is difficult to determine the amount of research required to further identify and perfect the sugar substitute. You do not know how much demand is expected for this product. Your de- partment has a decision process for funding projects that are behind schedule. However, there are no rules or precedents about funding projects that would be licensed but not used by the organization. The company’s R&D budget is limited, and other scientists in your work group have recently com- plained that they require more resources and finan- cial support to get their projects completed. Some of these R&D projects hold promise for future beer sales. You believe that most researchers in the R&D unit are committed to ensuring that the company’s interests are achieved. Case 2: Coast Guard Cutter Decision Problem You are the captain of a 200-foot Coast Guard cutter, with a crew of 16, including officers. Your mission is general at-sea search and rescue. At 2:00 a.m. this morning, while en route to your home port after a routine 28-day patrol, you received word from the nearest Coast Guard station that a small plane had mcs81233_ch07_196-230.indd Page 223 1/28/09 11:39:54 PM user-s175mcs81233_ch07_196-230.indd Page 223 1/28/09 11:39:54 PM user-s175 /Users/user-s175/Desktop/MHBR089-07/Users/user-s175/Desktop/MHBR089-07 224 • High involvement. You describe the problem to subordinates. They discuss the matter, identify a solution without your involvement (unless they invite your ideas), and implement that solution. You have agreed to support their decision. 2. What factors led you to choose this level of em- ployee involvement rather than the others? 3. What problems might occur if less or more in- volvement occurred in this case (where possible)? Sources: The Sugar Substitute Research Decision: © 2002 Steven L. McShane. The Coast Guard cutter case is adapted from V. H. Vroom and A. G. Jago, The New Leadership: Managing Participation in Organizations, Copyright © 1988. Reproduced by permission of Pearson Education, Inc., Upper Saddle River, NJ. Case Study 7.2 P&G’S DESIGN THINKING To transform Procter & Gamble into an innovation colossus, CEO A. G. Lafley asked vice-president for design Claudia Kotchka to “get design into the DNA of the company.” Kotchka asked several promi- nent business and design schools: “How do we teach people what design thinking is and how to use it in a way that it could scale across a company with 130,000 employees?” After an initial stumble, P&G refined its workshops so leaders can more easily apply a different way to see problems and opportunities. “Once busi- ness leaders see they can use design thinking to re- frame problems, they are transformed,” says Cindy Tripp, marketing director at P&G Gl