robbinsjudge_ob18_inppt_04.pptx

Organizational Behavior Seventeenth Edition Chapter 4 Emotions and Moods Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Learning Objectives 4.1 Different...

Organizational Behavior Seventeenth Edition Chapter 4 Emotions and Moods Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Learning Objectives 4.1 Differentiate between emotions and moods. 4.2 Identify the sources of emotions and moods. 4.3 Show the impact emotional labor has on employees. 4.4 Describe affective events theory. 4.5 Describe emotional intelligence. 4.6 Identify strategies for emotion regulation. 4.7 Apply concepts about emotions and moods to specific OB issues. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Differentiate Between Emotions and Moods (1 of 7) Exhibit 4-1 Affect, Emotions, and Moods Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Differentiate Between Emotions and Moods (2 of 7) Six essentially universal emotions 1. Anger 2. Fear 3. Sadness 4. Happiness 5. Disgust 6. Surprise Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Differentiate Between Emotions and Moods (3 of 7) Moral Emotions Moral emotions: emotions that have moral implications because of our instant judgement of the situation that evokes them. – Our responses to moral emotions differ from our responses to other emotions. – Moral emotions are developed during childhood. – Because morality is a construct that differs between cultures, so do moral emotions. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Differentiate Between Emotions and Moods (4 of 7) Exhibit 4-2 The Structure of Mood Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Differentiate Between Emotions and Moods (5 of 7) OB Poll Emotional States *Respondents in 148 countries worldwide during 2014 were asked whether they experienced five positive (well-rested, treated with respect, enjoyment, smiling and laughing, learning or doing something interesting) and five negative emotions (anger, stress, sadness, physical pain, worry) daily. Source: Based on J. Clifton, “Latin Americans Lead World in Emotions,” Gallup (August 27, 2015), http://www.gallup.com/poll/184631/latin-americans-leadworld- emotions.aspx. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Differentiate Between Emotions and Moods (6 of 7) Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Differentiate Between Emotions and Moods (7 of 7) Do emotions make us ethical? – Research on moral emotions questions the previous belief that emotional decision making is based on higher-level cognitive processes. – Our beliefs are shaped by our groups, resulting in unconscious responses and a shared moral emotion.  This may allow us to justify purely emotional reactions as rationally ethical just because we share them with others. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Identify the Sources of Emotions and Moods (1 of 4) Personality – Moods and emotions have a trait component. – Affect intensity: how strongly people experience their emotions. Time of Day – There is a common pattern for all of us.  Happier in the midpoint of the daily awake period. Day of the Week – Happier toward the end of the week. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Identify the Sources of Emotions and Moods (2 of 4) Weather – Illusory correlation – no effect. Stress – Even low levels of constant stress can worsen moods. Social Activities – Physical, informal, and dining activities increase positive moods. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Identify the Sources of Emotions and Moods (3 of 4) Sleep – Poor sleep quality increases negative affect. Exercise – Does somewhat improve mood, especially for depressed people. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Identify the Sources of Emotions and Moods (4 of 4) Age – Older people tend to focus on more positive stimuli than younger adults. Sex – Women tend to be more emotionally expressive, feel emotions more intensely, have longer-lasting moods, and express emotions more frequently than men. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Show the Impact Emotional Labor Has on Employees (1 of 2) Emotional labor: an employee’s expression of organizationally desired emotions during interpersonal transactions at work. Types of Emotions – Felt: the individual’s actual emotions. – Displayed: required or appropriate emotions.  Surface acting: hiding feelings and foregoing emotional expressions in response to display rules.  Deep acting: trying to modify true inner feelings based on display rules. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Show the Impact Emotional Labor Has on Employees (2 of 2) Emotional dissonance: Inconsistencies between the emotions people feel and the emotions they project. – Long-term emotional dissonance is a predictor for job burnout, declines in job performance, and lower job satisfaction. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Describe Affective Events Theory Affective events theory (AET): employees react emotionally to things that happen to them at work and this influences job performance and satisfaction. – Emotions provide valuable insights into how workplace events influence employee performance and satisfaction. – Employees and managers shouldn’t ignore emotions or the events that cause them, even when they appear minor, because they accumulate. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Describe Emotional Intelligence (1 of 2) Emotional Intelligence: A person’s ability to: – Perceive emotions in the self and others. – Understand the meaning of these emotions. – Regulate one’s emotions accordingly in a cascading model. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Describe Emotional Intelligence (2 of 2) Exhibit 4-5 A Cascading Model of Emotional Intelligence Source: Based on D. L. Joseph and D. A. Newman, “Emotional Intelligence: An Integrative Meta-Analysis and Cascading Model,” Journal of Applied Psychology 95, no. 1 (2010): 54–78. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Identify Strategies for Emotion Regulation (1 of 2) Emotion regulation involves identifying and modifying the emotions you feel. Emotion Regulation Influences and Outcomes – Diversity in work groups may help us to regulate our emotions more consciously and effectively. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Identify Strategies for Emotion Regulation (2 of 2) Emotion Regulation Techniques – Surface acting – Deep acting – Emotional suppression – Cognitive reappraisal – Social sharing – Mindfulness The best option though is to recruit positive-minded individuals and train leaders to manage their moods, attitudes, and performance. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Apply Concepts About Emotions and Moods to Specific OB Issues (1 of 4) Selection – EI should be a hiring factor, especially for social jobs. Decision Making – Positive emotions can lead to better decisions. Creativity – Positive mood increases flexibility, openness, and creativity. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Apply Concepts About Emotions and Moods to Specific OB Issues (2 of 4) Motivation – Positive mood affects expectations of success.  Feedback amplifies this effect. Leadership – Emotions are important to acceptance of messages from organizational leaders. Negotiation – Emotions can affect negotiations. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Apply Concepts About Emotions and Moods to Specific OB Issues (3 of 4) Customer Service – Emotions influence customer service.  Influences repeat business and customer satisfaction. – Emotional contagion: “catching” emotions. Work-Life Satisfaction – A good day at work tends to be followed by a good mood at home and vice versa.  This usually dissipates overnight. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Apply Concepts About Emotions and Moods to Specific OB Issues (4 of 4) Deviant Workplace Behaviors – Negative emotions lead to workplace deviant behaviors.  Actions that violate norms and threaten the organization. Safety and Injury at Work – Don’t do dangerous work when in a bad mood. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Implications for Managers (1 of 2) Recognize that emotions are a natural part of the workplace and good management does not mean creating an emotion-free environment. To foster effective decision making, creativity, and motivation in employees, look to model positive emotions and moods as much as is authentically possible. Provide positive feedback to increase the positivity of employees. Of course, it also helps to hire people who are predisposed to positive moods. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Implications for Managers (2 of 2) In the service sector, encourage positive displays of emotion, which make customers feel more positive and thus, improve customer service interactions and negotiations. Understand the role of emotions and moods to significantly improve your ability to explain and predict your coworkers’ and others’ behavior. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved. Copyright This work is protected by United States copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the World Wide Web) will destroy the integrity of the work and is not permitted. The work and materials from it should never be made available to students except by instructors using the accompanying text in their classes. All recipients of this work are expected to abide by these restrictions and to honor the intended pedagogical purposes and the needs of other instructors who rely on these materials. Copyright © 2019, 2017, 2015, 2013 Pearson Education, Inc. All Rights Reserved.