Values, Attitudes, Emotions, and Culture: The Manager as a Person PDF

CHAPTER 3 Values, Attitudes, Emotions, and Culture: The Manager as a Person ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-H...

CHAPTER 3 Values, Attitudes, Emotions, and Culture: The Manager as a Person ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.  Learning Objectives 1. Describe the various personality traits that affect how managers think, feel, and behave. 2. Explain what values and attitudes are, and describe their impact on managerial action. 3. Appreciate how moods and emotions influence all members of an organization. 4. Describe the nature of emotional intelligence and its role in management. 5. Define organizational culture, and explain how managers both create and are influenced by organizational culture. ©McGraw-Hill Education.  Personality Traits Personality traits – Particular tendencies to feel, think, and act in certain ways that can be used to describe the personality of every individual Manager’s personalities influence their behavior and their approach to managing people and resources ©McGraw-Hill Education.  Big Five Personality Traits (1 of 6) Manager’s personalities can be described by determining which point on each of the following dimensions best characterizes the manager in question. Jump to Appendix 1 for description ©McGraw-Hill Education.  Big Five Personality Traits (2 of 6) Personality traits that enhance managerial effectiveness in one situation may actually impair it in another. Discuss why managers with different types of personalities can be equally effective and successful? ©McGraw-Hill Education.  Big Five Personality Traits (3 of 6) Extraversion – Tendency to experience positive emotions and moods and feel good about oneself and the rest of the world ©McGraw-Hill Education.  Big Five Personality Traits (4 of 6) Negative affectivity – Tendency to experience negative emotions and moods, feel distressed, and be critical of oneself and others ©McGraw-Hill Education.  Big Five Personality Traits (5 of 6) Agreeableness – Tendency to get along well with others Conscientiousness – Tendency to be careful, scrupulous, and persevering ©McGraw-Hill Education.  Big Five Personality Traits (6 of 6) Openness to experience – Tendency to be original, have broad interests, be open to a wide range of stimuli, be daring and take risks ©McGraw-Hill Education.  Other Personality Traits That Affect Managerial Behavior (1 of 5) Internal locus of control – Belief that you are responsible for your own fate – Own actions and behaviors are major and decisive determinants of job outcomes ©McGraw-Hill Education.  Other Personality Traits That Affect Managerial Behavior (2 of 5) External locus of control – The tendency to locate responsibility for one’s fate in outside forces and to believe one’s own behavior has little impact on outcomes ©McGraw-Hill Education.  Other Personality Traits That Affect Managerial Behavior (3 of 5) Self-esteem – The degree to which people feel good about themselves and their capabilities High self-esteem causes a person to feel competent, deserving and capable. Persons with low self-esteem have poor opinions of themselves and are unsure about their capabilities. ©McGraw-Hill Education.  Other Personality Traits That Affect Managerial Behavior (4 of 5) Need for achievement – The extent to which an individual has a strong desire to perform challenging tasks well and to meet personal standards for excellence Need for power – The extent to which an individual desires to control or influence others ©McGraw-Hill Education.  Other Personality Traits That Affect Managerial Behavior (5 of 5) Need for affiliation – The extent to which an individual is concerned about establishing and maintaining good interpersonal relations, being liked, and having other people get along ©McGraw-Hill Education.  Values, Attitudes, and Moods and Emotions Values – Describe what managers try to achieve through work and how they think they should behave Attitudes – Capture managers’ thoughts and feelings about their specific jobs and organizations Moods and emotions ©McGraw-Hill Education. – Encompass how managers actually feel  Values: Terminal and Instrumental (1 of 4) Terminal values – A lifelong goal or objective that an individual seeks to achieve Instrumental values – A mode of conduct that an individual seeks to follow ©McGraw-Hill Education.  Values: Terminal and Instrumental (2 of 4) Norms – Unwritten, informal codes of conduct that prescribe how people should act in particular situations and are considered important by most members of a group or organization ©McGraw-Hill Education.  Values: Terminal and Instrumental (3 of 4) Value system – The terminal and instrumental values that are guiding principles in an individual’s life – What a person is striving to achieve in life and how they want to behave ©McGraw-Hill Education.  Terminal and Instrumental Values (4 of 4) ©McGraw-Hill Education.  Attitudes (1 of 4) Figure 3.3 Two Measures of Job Satisfactio n Jump to Appendix 2 for de scription ©McGraw-Hill Education.  Attitudes (2 of 4) Job satisfaction – A collection of feelings and beliefs that managers have about their current jobs Managers high on job satisfaction believe their jobs have many desirable features or characteristics Upper managers, in general, tend to be more satisfied with their jobs than entry-level employees ©McGraw-Hill Education.  Attitudes (3 o f 4) Organizational citizenship behaviors – Behaviors that are not required of organizational members but that contribute to and are necessary for organizational efficiency, effectiveness, and competitive advantage ©McGraw-Hill Education.  Attitudes (4 of 4) Organizational commitment – The collection of feelings and beliefs that managers have about their organization as a whole ©McGraw-Hill Education.  Organizational Commitment Believe in what their organizations are doing Proud of what their organizations stand for More likely to go above and beyond the call of duty Less likely to quit ©McGraw-Hill Education.  Moods and Emotions (1 of 4) Mood – A feeling or state of mind Positive moods provide excitement, elation, and enthusiasm Negative moods lead to fear, distress, and nervousness ©McGraw-Hill Education.  Moods and Emotions (2 of 4) Emotions – Intense, relatively short-lived feelings – Often directly linked to whatever caused the emotion, and are more short- lived Once whatever has triggered the emotion has been dealt with, the feelings may linger in the form of a less intense mood ©McGraw-Hill Education.  Moods and Emotions (3 of 4) Subordinates of managers who experience positive moods at work may perform at somewhat higher levels and be less likely to resign and leave the organization Under certain conditions creativity might be enhanced by positive moods ©McGraw-Hill Education.  Moods and Emotions (4 of 4) Figure 3.4 A Measure of Positive and Negative Mood at Work Jump to Appendix 3 for descr iption ©McGraw-Hill Education.  Emotional Intelligence (1 of 2) Emotional intelligence – The ability to understand and manage one’s own moods and emotions and the moods and emotions of other people – Helps managers carry out their interpersonal roles of figurehead, leader, and liaison ©McGraw-Hill Education.  Emotional Intelligence (2 of 2) Managers with a high level of emotional intelligence are more likely to understand how they are feeling and why More able to effectively manage their feelings so that they do not get in the way of effective decision making ©McGraw-Hill Education.  Video: Psychographics https://www.yout ube.com/watch?v =xhby7s9OJv0 ©McGraw-Hill Education.  Organizational Culture (1 of 3) Organizational culture – The shared set of beliefs, expectations, values, norms, and work routines that influence how individuals, groups, and teams interact with one another and cooperate to achieve organizational goals ©McGraw-Hill Education.  Organizational Culture (2 of 3) When organizational members share an intense commitment to cultural values, beliefs, and routines a strong organizational culture exists When members are not committed to a shared set of values, beliefs, and routines, organizational culture is weak ©McGraw-Hill Education.  Example: Organizational Culture At IDEO Product Development in Silicon Valley, employees are encouraged to adopt a playful attitude toward their work, look outside the organization to find inspiration, and adopt a flexible approach toward product design that uses multiple perspectives ©McGraw-Hill Education.  Organizational Culture (3 of 3) Attraction-selection-attrition framework – A model that explains how personality may influence organizational culture As a result of these attraction, selection, and attrition processes, people in the organization tend to have similar personalities, and the dominant personality profile of organizational members shapes organizational culture ©McGraw-Hill Education.  The Role of Values and Norms in Organizational Culture (1 of 3) Terminal values – Signify what an organization and its employees are trying to accomplish Instrumental values – Guide how the organization and its members achieve organizational goals ©McGraw-Hill Education.  The Role of Values and Norms in Organizational Culture (2 of 3) Managers determine and shape organizational culture through the kinds of values and norms they promote in an organization ©McGraw-Hill Education.  The Role of Values and Norms in Organizational Culture (3 of 3) Figure 3.6 Factors That Maintain and Transmit Organizational Culture ©McGraw-Hill Education.  Socialization Organizational socialization – Process by which newcomer’s learn an organization’s values and norms and acquire the work behaviors necessary to perform jobs effectively ©McGraw-Hill Education.  Ceremonies and Rites (1 of 4) Ceremonies and rites – Formal events that recognize incidents of importance to the organization as a whole and to specific employees ©McGraw-Hill Education.  Ceremonies and Rites (2 of 4) Table 3.1 Organizational Rites TYPE OF RITE EXAMPLE OF PURPOSE OF RITE RITE Rite of passage Induction and Learn and basic training internalize norms and values Rite of Office Build common integration Christmas norms and party values Rite of Presentation of Motivate enhancement annual award commitment to norms and ©McGraw-Hill Education. values  Ceremonies and Rites (3 of 4) Rites of passage – Determine how individuals enter, advance within, or leave the organization Rites of integration – Shared announcements of organization successes, build and reinforce common bonds among organizational members ©McGraw-Hill Education.  Ceremonies and Rites (4 of 4) Rites of enhancement – Let organizations publicly recognize and reward employees’ contributions and thus strengthen their commitment to organizational values ©McGraw-Hill Education.  Stories and Language Stories and language – Communicate organizational culture. – Reveal behaviors that are valued by the organization. – Includes how people dress, the offices they occupy, the cars they drive, and the degree of formality they use when they address one another. ©McGraw-Hill Education.  Video: Zappos What role does culture play at Zappos? What activities does Zappos encourage to strengthen the culture of the company? What impact does a “customer service first” culture have on operations? ©McGraw-Hill Education. Appendix 1 Big Five Personality Traits (1 of 6) The graphic shows the big five personality traits: extraversion, negative affectivity, agreeableness, conscientiousness, and openness to experience. All have a low and a high aspect to them. ©McGraw-Hill Education. Jump back to Slide 4  Appendix 2 Attitudes (1 of 4) Figure 3.3 Two Measures of Job Satisfaction The sample items from the Minnesota Satisfaction Questionnaire is broken into three parts, the first part giving instructions and listing how the respondent can rank their responses: very dissatisfied, dissatisfied, satisfied, very satisfied, or can’t decide where satisfied or not about their current job. The second part lists 12 reflections on the respondents job: 1. Being able to do things that don’t go against my conscience. 2. The way my job provides for steady employment. 3. The chance to do things for other people. 4. The chance to do something that makes use of my abilities. 5. The way company policies are put into practice. 6. My pay and the amount of work I do. 7. The chances for advancement on this job. 8. The freedom to use my own judgement. 9. The working conditions. 10. The way my coworkers get along with each other. 11. The feeling of accomplishment I get from the job. 12. The bottom section is a Faces Scale: Workers select the face which best expresses how they feel about their job in general. It then gives 11 sketches of facial expressions. ©McGraw-Hill Education. Jump back to Slide 19  Appendix 3 Moods and Emotions (4 of 4) Figure 3.4 A Measure of Positive and Negative Mood at Work is depicted in the graphic. The sample scale begins with instructions for respondents to indicate the extent to which the item describes how they felt at work during the past week on the following scale: 1. Very slightly or not all. 2. A little. 3. Moderately. 4. Quite a bit. 5. Very much. There is then a list of 12 emotions or moods: 1. Active. 2. Distressed. 3. Strong. 4. Excited. 5. Scornful. 6. Hostile 7. Enthusiastic 8. Fearful. 9. Peppy 10. Nervous. 11. Elated. 12. Jittery. Scoring: Responses to items 1, 3, 4, 7, 9 and 11 are summed for a positive mood score; the higher the score, the more positive mood is experienced at work. Responses to items 2, 5, 6, 8, 10, and 12 are summed for a negative mood score; the higher the score, the more negative mood is experienced at work. ©McGraw-Hill Education. Jump back to Slide 27