Fluent Essays

Instructions – PLEASE READ THEM CAREFULLY  · The Assignment must be submitted on Blackboard (WORD format only) via allocated folder. · Students must mention question number clearly in their answer. · Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.  · All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).    Course Learning Outcomes-Covered    1 Describe management issues such as diversity, attitudes and job satisfaction, personality, and values in organizational behavior. (CLO2). Assignment 1 Reference Source:  Textbook:- Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019). Organizational behaviour: Improving performance and commitment in the workplace (6th ed). Burr Ridge, IL: McGraw-Hill Irwin. Case Study: - Case: PwC Please read the case “PwC” from Chapter 3 “Organizational Commitment” Page: - 83 given in your textbook – Organizational behavior: Improving performance and commitment in the workplace (6th ed).  by Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019) and Answer the Following Questions: Assignment Question(s): 1. Compare the findings described above for Millennials to your own views on Millennial characteristics. What surprises you about the findings? What doesnt surprise you? (1.25 Marks ) (Min words 150-200) 2. If you think about the three types of commitment—affective, continuance, and normative—which do you think is most changed among Millennials (or twenty-somethings)? In what way? (1.25 Marks ) (Min words 150-200) 3. Consider all the initiatives and programs PwC uses to inspire employee loyalty. Do most of those seek to “move the needle” on affective commitment, continuance commitment, or normative commitment? (1.25 Marks ) (Min words 200) Part:-2 Discussion question: - Please read Chapter 3 “organizational commitment” Carefully and then give your answers on the basis of your understanding. 4. Which type of organizational commitment (affective, continuance, or normative) do you think is most important to the majority of employees? Which do you think is most important to you? (1.25 Marks ) (Min words 200-300) Important Note: - Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles. Course Learning Outcomes-Covered 1 Describe management issues such as diversity, attitudes and job satisfaction, personality, and values in organizational behavior. (CLO2). Assignment 1 Reference Source: Textbook:- Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019). Organizational behaviour: Improving performance and commitment in the workplace (6th ed). Burr Ridge, IL: McGraw-Hill Irwin. Case Study: - Case: PwC Please read the case “PwC” from Chapter 3 “Organizational Commitment” Page: - 83 given in your textbook – Organizational behaviour: Improving performance and commitment in the workplace (6th ed). by Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2019) and Answer the following Questions: Assignment Question(s): 1. Compare the findings described above for Millennials to your own views on Millennial characteristics. What surprises you about the findings? What doesnt surprise you? (words 150) 2. If you think about the three types of commitment—affective, continuance, and normative—which do you think is most changed among Millennials (or twenty-somethings)? In what way? (words 160) 3. Consider all the initiatives and programs PwC uses to inspire employee loyalty. Do most of those seek to “move the needle” on affective commitment, continuance commitment, or normative commitment? (words 160) Part:-2 Discussion question: - Please read Chapter 3 “organizational commitment” Carefully and then give your answers on the basis of your understanding. 4. Which type of organizational commitment (affective, continuance, or normative) do you think is most important to the majority of employees? Which do you think is most important to you? (words 200) Important Note: - Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles. ©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. Chapter 1 What Is Organizational Behavior? ©McGraw-Hill Education. Class Agenda What is organizational behavior? Does it matter? How do we “know” things about OB? ©McGraw-Hill Education. What Is Organizational Behavior? 1 of 2 Think of the single worst coworker you’ve ever had. • What did he or she do that was so bad? Think of the single best coworker you’ve ever had. • What did he or she do that was so good? ©McGraw-Hill Education. What Is Organizational Behavior? 2 of 2 A field of study devoted to understanding, explaining, and ultimately improving the attitudes and behaviors of individuals and groups in organizations ©McGraw-Hill Education. An Integrative Roadmap Jump to Appendix 1 Long Description ©McGraw-Hill Education. Does OB Matter? Do firms who do a good job managing OB concepts become more profitable as a result? ©McGraw-Hill Education. Does OB Matter? Figure 1-2 What Makes a Resource Valuable? The resource-based view of the firm Jump to Appendix 2 long image description ©McGraw-Hill Education. Table 1-2 Survey Questions Designed to Assess High-Performance Work Practices Survey Questions about OB Practice Covered in Chapter What is the proportion of the workforce whose jobs have been subjected to a formal job analysis? 2 What is the proportion of the workforce who are administered attitude surveys on a regular basis? 4 What is the proportion of the workforce who have access to company incentive plans, profit-sharing plans, and/or gain-sharing plans? 6 What is the average number of hours of training received by a typical employee over the last 12 months? 8, 10 What is the proportion of the workforce who have access to a formal grievance procedure and/or complaint resolution system? 7 What proportion of the workforce are administered an employment test prior to hiring? 9, 10 What is the proportion of the workforce whose performance appraisals are used to determine compensation? 6 Source: From M.A. Huselid. “The Impact of Human Resource Management Practices on Turnover, Productivity, and Corporate Financial Performance.” Academy of Management Journal, Vol. 38, pp. 635-72. Copyright © 1995. Reproduced with permission of Academy of Management via Copyright Clearance Center. ©McGraw-Hill Education. Table 1-3 The “100 Best Companies to Work For” in 2015 1. Google 2. Boston Consulting 3. Acuity 4. SAS 5. Robert W. Baird 7. Wegman’s 9. Genentech 24. Twitter 27. Container Store 32. St. Jude 47. Four Seasons 49. Aflac 50. Goldman Sachs 51. American Express 53. Marriott 54. QuickTrip 55. Whole Foods 63. KPMG 70. Cisco 73. Mayo Clinic 74. PWC 78. Hyatt 79. Ernst & Young 80. General Mills 81. Publix 82. Bright Horizons 83. TDIndustries 85. Mars 86. Zappos 88. Cheesecake Factory 90. Adobe 91. Capital One 93. Nordstrom 95. Nationwide 97. Deloitte 98. Accenture Source: From M. Moskowitz and R. Levering. “The 100 Best Companies to Work For.” Fortune, Mary 15, 2015. ©McGraw-Hill Education. So What’s So Hard? The Rule of 1/8th “One must bear in mind that 1/2 of organizations won’t believe the connection between how they manage their people and the profits they earn. 1/2 of those who do see the connection will do what many organizations have done—try to make a single change to solve their problems, not realizing that the effective management of people requires a more comprehensive and systematic approach. Of the firms that make comprehensive changes, probably only about 1/2 will persist with their practices long enough to actually derive economic benefits.” ©McGraw-Hill Education. How Do We Know Things about OB? 1 of 7 Where does the knowledge in this textbook come from? Understanding that requires an understanding of how we know things in general ©McGraw-Hill Education. How Do We Know Things about OB? 2 of 7 How do we know about what causes: • People to stay healthy? • Children to grow up happy? • Employees to be satisfied with their jobs? ©McGraw-Hill Education. How Do We Know Things about OB? 3 of 7 Methods of Knowing • Experience • Intuition • Authority • Science ©McGraw-Hill Education. Figure 1-3 The Scientific Method ©McGraw-Hill Education. Scientific Interests 1. I think being a scientist would be an interesting career path. 2. Working as a scientist is something I could see myself enjoying. 3. A scientific career path could be engaging, even if the work took a long time to finish. 4. Working with other scientists to make important discoveries would offer meaning. 5. Studying scientific knowledge to solve problems would be intrinsically satisfying. Average Score: 15 ©McGraw-Hill Education. How Do We Know Things about OB? 4 of 7 Theory A collection of assertions (both verbal and symbolic) that specify how and why variables are related, as well as the conditions in which they should (and should not) be related ©McGraw-Hill Education. How Do We Know Things about OB? 5 of 7 In groups, build a theory similar to the one below, for each outcome. • Job satisfaction • Strain • Motivation • Trust in supervisor Is OB Common Sense? ©McGraw-Hill Education. How Do We Know Things about OB? 6 of 7 To test our theory, we gather data on the variables included in our hypotheses. We then use variants of the correlation coefficient to test hypotheses, to see if they verify our theory. The correlation is as follows: Perfect positive relationship: 1 Perfect negative relationship: -1 • Strength of the correlation inferred from judging the compactness of a scatterplot of the X-Y values • More compact = stronger correlation • Less compact = weaker correlation ©McGraw-Hill Education. Figure 1-4 Three Different Correlation Sizes 1 of 3 Jump to Appendix 3 long image description ©McGraw-Hill Education. Figure 1-4 Three Different Correlation Sizes 2 of 3 Jump to Appendix 4 long image description ©McGraw-Hill Education. Figure 1-4 Three Different Correlation Sizes 3 of 3 Jump to Appendix 5 long image description ©McGraw-Hill Education. The Correlation 1 of 2 How big is “big”? • What’s the correlation between height and weight? • Will the correlation between job satisfaction and job performance be higher or lower? ©McGraw-Hill Education. The Correlation 2 of 2 Important disclaimer • Correlation does not prove causation. Proving causation requires: • Correlation • Temporal precedence • Elimination of alternative explanations ©McGraw-Hill Education. How Do We Know Things about OB? 7 of 7 The correlations from multiple studies get averaged together using meta-analysis. Meta-analyses can then form the foundation for evidence-based management—the use of scientific findings to inform management practice. Well-supported theories become helpful tools for answering why questions, like: • Why your best and worst coworkers act so differently • Why you sometimes think, feel, and act a certain way ©McGraw-Hill Education. OB on Screen Moneyball ©McGraw-Hill Education. Introspection From A. Fenigstein, M.F. Scheir, and A.h. Buss, “Public and Private Self- Consciousness: Assessment and Theory,” Journal of Consulting and Clinical Psychology. Vol. 43. August 1975, pp. 522-27. Copyright 1975 by the American Psychological Association. Adapted with permission. No further reproduction or distribution is permitted without written permission from the American Psychological Association. Jump to Appendix 6 long image description Average Score: 26 ©McGraw-Hill Education. Next Time Chapter 2: Job Performance ©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. Chapter 2 Job Performance ©McGraw-Hill Education. Class Agenda Job performance • Task performance • Citizenship behavior • Counterproductive behavior Application • Tools for managing job performance ©McGraw-Hill Education. An Integrative Roadmap ©McGraw-Hill Education. Job Performance 1 of 2 The value of the set of behaviors that contribute, either positively or negatively, to organizational goal accomplishment • Not the consequences or results of behavior—the behavior itself • What’s good about this distinction? • What’s bad about this distinction? ©McGraw-Hill Education. Task Performance 1 of 3 The behaviors directly involved in transforming organizational resources into the goods or services an organization produces (i.e., the behaviors included in one’s job description) Typically a mix of: • Routine task performance • Adaptive task performance • Creative task performance ©McGraw-Hill Education. Task Performance 2 of 3 How do we identify relevant behaviors? Job analysis • Divide a job into major dimensions • List 2 key tasks within each of those major dimensions • Rate the tasks on frequency and importance • Use most frequent and important tasks to define task performance ©McGraw-Hill Education. Task Performance 3 of 3 Exercise: Performance of a server Do a job analysis • Four major dimensions • Two tasks per dimension ©McGraw-Hill Education. Figure 2-1 O*NET Results for Flight Attendants Jump to Appendix 1 for long description ©McGraw-Hill Education. Job Performance 2 of 2 Although task performance behaviors vary across jobs, all jobs contain two other performance dimensions: • Citizenship behavior • Counterproductive behavior ©McGraw-Hill Education. Citizenship Behavior Academic origin A future professor’s account of an experience in a paper mill: “…while the man’s assistance was not part of his job and gained him no formal credits, he undeniably contributed in a small way to the functioning of the group and, by extension, to the plant and the organization as a whole. By itself, of course, his aid to me might not have been perceptible in any conventional calculus of efficiency, production, or profits. But repeated many times over, by himself and others, over time, the aggregate of such actions must certainly have made that paper mill a more smoothly functioning organization than would have been the case had such actions been rare.” ©McGraw-Hill Education. Figure 2-2 Types of Citizenship Behaviors Voluntary activities that may or may not be rewarded but that contribute to the organization by improving the quality of the setting where work occurs ©McGraw-Hill Education. Helping Average score: 40 Jump to Appendix 2 for long description. Source: L.V. Van Dyne and J.A. LePine, “Helping and Voice Extra-Role Behaviors: Evidence of Construct and Predictive Validity,” Academy of Management Journal 41 (1998), pp. 108–19. ©McGraw-Hill Education. Sportsmanship 1. I never complain about “the small stuff.” 2. I voice support for what’s going on in the organization. 3. I focus on maintaining a positive attitude at work. 4. I tend to dwell on what’s going well, not what’s going poorly. 5. I focus on “being a good sport” even when negative things happen. Average score: 18 ©McGraw-Hill Education. Figure 2-3 Types of Counterproductive Behavior Employee behaviors that intentionally hinder organizational goal accomplishment Jump to Appendix 3 long image description ©McGraw-Hill Education. Political Deviance 1. I have, at times, undermined a coworker. 2. I have, at times, blamed a coworker for something that I did. 3. I sometimes gossip about colleagues at work. 4. I sometimes distract my coworkers when they’re trying to get things done. 5. I enjoy playing “pranks” on others at work. 6. I have, at times, kept colleagues “in the dark” about things they needed to know. Average Score: 12 ©McGraw-Hill Education. OB on Screen Sully ©McGraw-Hill Education. Counterproductive Behavior 1 of 2 Key questions: • Are these all examples of the same general behavior pattern? If you do one, are you likely to do most of the others as well? • How does counterproductive behavior relate to task performance and citizenship behavior? ©McGraw-Hill Education. Counterproductive Behavior 2 of 2 Answers: • Research using both anonymous self-reports and supervisor ratings tends to find strong correlations between the categories. • Counterproductive behavior has a strong negative correlation with citizenship behavior, but is only weakly related to task performance. ©McGraw-Hill Education. Application What tools do organizations use to manage job performance among employees? • Management by Objectives (MBO) • 360-degree feedback • Social networking systems • Behaviorally anchored rating scales (BARS) • Forced rankings ©McGraw-Hill Education. Table 2-2 BARS Example for “Planning, Organizing, and Scheduling” 1 of 2 Rating Rating Behavioral Anchors [7] Excellent • Develops a comprehensive project plan, documents it well, obtains required approval, and distributes the plan to all concerned. [6] Very Good • Plans, communicates, and observes milestones; states week by week where the project stands relative to plans. Maintains up-to-date charts of project accomplishment and backlogs and uses these to optimize any schedule modifications. • Experiences occasional minor operational problems but communicates effectively. [5] Good • Lays out all the parts of a job and schedules each part to beat schedule; will allow for slack. • Satisfies customer’s time constraints; time and cost overruns occur infrequently. [4] Average • Makes a list of due dates and revises them as the project progresses, usually adding unforeseen events; investigates frequent customer complaints. • May have a sound plan but does not keep track of milestones; does not report slippages in schedule or other problems as they occur. ©McGraw-Hill Education. Table 2-2 BARS Example for “Planning, Organizing, and Scheduling” 2 of 2 Rating Rating Behavioral Anchors [3] Below Average • Plans are poorly defined; unrealistic time schedules are common. • Cannot plan more than a day or two ahead; has no concept of a realistic project due date. [2] Very Poor • Has no plan or schedule of work segments to be performed. • Does little or no planning for project assignments. [1] Unacceptable • Seldom, if ever, completes project because of lack of planning and does not seem to care. • Fails consistently due to lack of planning and does not inquire about how to improve. Source: D.G. Shaw, C.E. Schneier, and R.W. Beatty. “Managing Performance with a Behaviorally Based Appraisal System,” in Applying Psychology in Business: The Handbook for Managers and Human Resource Professionals, ed. J.W. Jones, B.D. Steffy, and D.W. Bray (Lexington, MA: Lexington Books, 2001), pp. 314-25 ©McGraw-Hill Education. Figure 2-5 Jack Welch’s Vitality Curve Forced ranking under Jack Welch at GE Jump to Appendix 4 long image description ©McGraw-Hill Education. Next Time Chapter 3: Organizational Commitment ©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. Chapter 3 Organizational Commitment ©McGraw-Hill Education. Class Agenda Organizational commitment • Types of commitment Reactions to negative events • Types of employees • Withdrawal behaviors Application • Organizational support ©McGraw-Hill Education. An Integrative Roadmap ©McGraw-Hill Education. Organizational Commitment 1 of 2 Consider this scenario: • You’ve worked at your current employer for 5 years and have recently been approached by a competing organization. What would cause you to stay? • Do those reasons fit into different kinds of categories? Organizational commitment is a desire on the part of an employee to remain a member of an organization. • It comes in three forms. ©McGraw-Hill Education. Affective Commitment A desire on the part of an employee to remain a member of an organization because of an emotional attachment to, and involvement with, that organization • You stay because you want to. • What would you feel if you left anyway? ©McGraw-Hill Education. Assessment on Affective Commitment Average Score: 20 Jump to Appendix 1 for long description. From N.J. Allen and J.P. Meyer, “The Measurement and Antecedents of Affective, Continuance, and Normative Commitment to the Organization,” Journal of Occupational Psychology 63 (1990), pp. 1-18 ©McGraw-Hill Education. Figure 3-3 A Social Network Diagram ©McGraw-Hill Education. Continuance Commitment 1 of 2 A desire on the part of an employee to remain a member of an organization because of an awareness of the costs associated with leaving it • You stay because you need to. • What would you feel if you left anyway? ©McGraw-Hill Education. Continuance Commitment 2 of 2 1. Quitting my job would bring with it major personal sacrifice. 2. I don’t have enough employment options to consider leaving right now. 3. It’s difficult to leave the organization because I don’t have anywhere else to go. 4. Staying in my current job is more a product of circumstances than preference. 5. Leaving my job now would bring significant personal disruption. 6. Frankly, I couldn’t quit my job now, even if it’s what I wanted to do. Average Score: 19 ©McGraw-Hill Education. Table 3-2 Embedded and Continuance Commitment “Embedded” People Feel: FACET FOR THE ORGANIZATION: FOR THE COMMUNITY: Links • I’ve worked here for such a long time. • I’m serving on so many teams and committees. • Several close friends and family live nearby. • My family’s roots are in this community. Fit • My job utilizes my skills and talents well. • I like the authority and responsibility I have at this company. • The weather where I live is suitable for me. • I think of the community where I live as home. Sacrifice • The retirement benefits provided by the organization are excellent. • I would sacrifice a lot if I left this job. • People respect me a lot in my community. • Leaving this community would be very hard. Source: Adapted from T.R. Mitchell, B.C. Holtom, T.W. Lee, C.J. Sablynski, and M. Erez, “Why People Stay: Using Job Embeddedness to Predict Voluntary Turnover,” Academy of Management Journal 44 (2001), pp. 1102-21. ©McGraw-Hill Education. Normative Commitment 1 of 2 A desire on the part of an employee to remain a member of an organization because of a feeling of obligation • You stay because you ought to. • What would you feel if you left anyway? ©McGraw-Hill Education. Normative Commitment 2 of 2 1. I have an obligation to stay with my company. 2. I wouldn’t quit my job right now because I owe the company too much. 3. I owe this company for the things it’s given me. 4. Leaving my job now would fill me with significant guilt. 5. It just wouldn’t be right to think about quitting my job. 6. Staying with my organization is just something that I ought to do. Average Score: 16 ©McGraw-Hill Education. Figure 3-2 Drivers of Overall Organizational Commitment Jump to Appendix 2 long image description ©McGraw-Hill Education. Organizational Commitment 2 of 2 Exercise: Reacting to Negative Events • Consider the three scenarios depicted on the following slide. • Come to consensus on two specific behaviors that capture your likely response (that is, what you would probably do, as opposed to what you wish you would do). ©McGraw-Hill Education. Organizational Commitment Scenarios Scenario Description Likely behaviors Annoying Boss You’ve been working at your current company for about a year. Over time, your boss has become more and more annoying to you. It’s not that your boss is a bad person, or even necessarily a bad boss. It’s more a personality conflict–the way your boss talks, the way your boss manages every little thing, even the facial expressions your boss uses. The more time passes, the more you just can’t stand to be around your boss. Two likely behaviors: Boring Job You’ve been working at your current company for about a year. You’ve come to realize that your job is pretty boring. It’s the first real job you’ve ever had, and at first it was nice to have some money and something to do every day. But the “new job” excitement has worn off, and things are actually quite monotonous. Same thing every day. It’s to the point that you check your watch every hour, and Wednesdays feel like they should be Fridays. Two likely behaviors: Pay and Seniority You’ve been working at your current company for about a year. The consensus is that you’re doing a great job-you’ve gotten excellent performance evaluations and have emerged as a leader on many projects. As you’ve achieved this high status, however, you’ve come to feel that you’re underpaid. Your company’s pay procedures emphasize seniority much more than job performance. As a result, you look at other members of your project teams and see poor performers making much more than you, just because they’ve been with the company longer. Two likely behaviors: ©McGraw-Hill Education. Exit-Voice-Loyalty-Neglect 1 of 2 A framework that includes potential responses to negative events Exit • Ending or restricting organizational membership Voice • A constructive response where individuals attempt to improve the situation ©McGraw-Hill Education. Exit-Voice-Loyalty-Neglect 2 of 2 A framework that includes potential responses to negative events Loyalty • A passive response where the employee remains supportive while hoping for improvement Neglect • Reduced interest and effort in the job ©McGraw-Hill Education. OB on Screen Chef ©McGraw-Hill Education. Table 3-3 Four Types of Employees Organizational commitment High task performance Low task performance High organizational commitment Stars Citizens Low organizational commitment Lone wolves Apathetics Source: Adapted from R.W. Griffeth, S. Gaertner, and J.K. Sager, “Taxonomic Model of Withdrawal Behaviors: the Adaptive Response Model,” Human Resource Management Review 9 (1999), pp. 577-90 ©McGraw-Hill Education. Withdrawal 1 of 3 A set of actions that employees perform to avoid the work situation • One study found that 51\% of employees’ time was spent working. • The other 49\% was allocated to coffee breaks, late starts, early departures, personal, and other forms of withdrawal. ©McGraw-Hill Education. Figure 3-1 Organizational Commitment and Employee Withdrawal Jump to Appendix 3 long image description ©McGraw-Hill Education. Figure 3-4 Psychological and Physical Withdrawal Jump to Appendix 4 long image description ©McGraw-Hill Education. Withdrawal 2 of 3 Key question: How exactly are the different forms of withdrawal related to one another? • Independent forms • Compensatory forms • Progression ©McGraw-Hill Education. Withdrawal 3 of 3 Answer: • The various forms of withdrawal are almost always moderately to strongly correlated. • Those correlations suggest a progression, as lateness is strongly related to absenteeism, and absenteeism is strongly correlated to quitting. ©McGraw-Hill Education. Application Employees are more committed when employers are committed to them. Perceived organization support is fostered when organizations: • Protect job security • Provide rewards • Improve work conditions • Minimize politics ©McGraw-Hill Education. Next Time Chapter 4: Job Satisfaction ©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. Chapter 4 Job Satisfaction ©McGraw-Hill Education. Agenda Job satisfaction defined Value-percept theory Job characteristics theory Mood and emotions How important is job satisfaction? Application • Tracking satisfaction levels ©McGraw-Hill Education. An Integrative Roadmap Image: Copyright: McGraw-Hill Education. Permission required for reproduction or display. ©McGraw-Hill Education. Job Satisfaction 1 of 2 A pleasurable emotional state resulting from the appraisal of one’s job or job experiences Based on how you think about your job and how you feel about your job ©McGraw-Hill Education. Job Satisfaction 2 of 2 What kinds of things do you value in a job? What is it that makes you satisfied? ©McGraw-Hill Education. Value-Percept Theory Does your job supply what you value? ©McGraw-Hill Education. Table 4-1 Commonly Assessed Work Values Categories Specific Values Pay • High Salary • Secure Salary Promotions • Frequent Promotions • Promotions based on ability Supervision • Good supervisory relations • Praise for good work Coworkers • Enjoyable coworkers • Responsible coworkers Work Itself • Utilization of ability • Freedom and independence • Intellectual stimulation • Creative expression • Sense of achievement Altruism • Helping others • Moral causes Status • Prestige • Power over others • Fame Environment • Comfort • Safety Key Question: Which of these things are most important to you? Sources: Adapted from R.V. Dawis, “Vocational Interests Values, and Preferences,” in Handbook of Industrial and Organizational Psychology, Vol. 2, Ed. M.D. Dunnette and L.M. Hough (Palo Alto, CA: Consulting Psychologists Press, 1991), pp. 834-71; and D.M. Cable and J.R. Edwards, “Complementary and Supplementary Fit: A Theoretical and Empirical Investigation,” Journal of Applied Psychology 89 (2004), p. 822-34. ©McGraw-Hill Education. Figure 4-1 The Value-Percept Theory of Job Satisfaction Jump to Appendix 1 long image description Image: Copyright McGraw-Hill Education: Permission required for reproduction or display. ©McGraw-Hill Education. Figure 4-2 Correlations between Satisfaction Facets and Overall Job Satisfaction Jump to Appendix 2 long image description Image: Copyright McGraw-Hill Education. Permission required for reproduction or display. ©McGraw-Hill Education. The Work Itself Job Characteristics Theory • Jobs are more intrinsically enjoyable when work tasks are challenging and fulfilling. • Five “core job characteristics” combine to make some jobs more rewarding than others. ©McGraw-Hill Education. Figure 4-3 Job Characteristics Theory Jump to Appendix 3 long image description Image: Copyright McGraw-Hill Education. Permission required for reproduction or display. ©McGraw-Hill Education. Growth Need Strength Assessing Growth Need Strength 1. A feeling of doing something meaningful with my job 2. A chance to “spread my wings” and grow as an employee 3. An opportunity to be inventive and creative with what I do 4. A change to gain new know and skill 5. An opportunity to structure my work my own way 6. A feeling of challenge and self-expression 18, in this case is the average score. ©McGraw-Hill Education. Figure 4-4 Growth Need Strength as a Moderator of Job Characteristic Effects Image: Copyright McGraw-Hill Education. Permission required for reproduction or display. Adapted from B.T. Loher, R.A. Noe, N.L. Moeller, and M.P. Fitzgerald,” A Meta-Analysis of the Relation of Job Characteristics to Job Satisfaction,” Journal of Applied Psychology 70 (1985), pp. 280-89 ©McGraw-Hill Education. …