NOTES- ORGANISATIONAL BEHAVIOUR- MODULE 1 & 2

Complied BY- DR Pradip Kumar Das.

Definition of Organizational Behavior

Organizational Behavior (OB) is a discipline that deals with the study and application of knowledge about how people as individuals and as groups act within organizations. Fred Luthans defines OB as "the understanding, prediction and management of human behavior in organizations." OB seeks to explain the behavior of individuals and their performance at work, both individually and in a group. The nature of social structures or organizations (comprising of several work groups) and organizational design are also dealt in the study of OB. Apart from these, it also attempts to explain the processes that contribute to individuals and groups adapting their behavior in response to the changing environmental conditions to achieve organizational goals. In this chapter, we will discuss the theoretical framework and would throw meaningful insights on individual and group behavior offered by OB which can help managers deal with complex situations at the workplace.

Challenges and opportunities of OB

Challenges and Opportunities for OB Typical employee is getting older More women and minorities in the workplace Global competition is requiring employees to become more flexible Historical loyalty-bonds that held many employees to their employers are being severed

Responding to Globalization: Responding to Globalization Increased Foreign Assignments Working with People from Different Cultures Coping with Anti-Capitalism Backlash Overseeing Movement of Jobs to Countries with Low-cost Labor

Managing Diversity: Managing Diversity Workforce diversity -organizations are becoming a more heterogeneous mix of people in terms of gender, age, race, ethnicity, and sexual orientation

Diversity Implications: Diversity Implications Managers have to shift their philosophy from treating everyone alike to recognizing differences and responding to those differences in ways that ensure employee retention and greater productivity.

Improving Quality and Productivity : Improving Quality and Productivity Quality management Process reengineering

Quality Management: Quality Management Intense focus on the customer Concern for continual improvement Improvement in the quality of everything the organization does Accurate measurement Empowerment of employees

Process Reengineering: Process Reengineering Evaluating process in terms of contribution to goals Inefficient processes thrown out and new systems introduced Redefines jobs and requires most employees to undergo training.

Subject Matter of Organizational Behavior

Every organization have their own objectives to achieve the ultimate target. To achieve those objectives the management should operate their employees in a proper way. In this lesson we will try to understand what is organizational behavior means and what are the main goals of organizational behavior.

Definition of Organizational Behavior

Keith Davis defined “Organizational Behavior is the study and application of knowledge about how people as individual or as groups act within organizations.”

Again it can be said that OB is like a tool, by which the mgt. teams are understood or justified the nature of employees and take an appropriate decision to lead the organization purport.

At last we can say that OB is valuable for examining the dynamics of relationships with the small groups, both formal teams and informal groups.

Goals of Organizational Behavior

There are some goals of organizational behavior which are as follows:

Describe: The first goal is to describe, systematically how people behave under a variety of conditions. Achieving this goal allows managers to communicate about human behavior at work using a common language.

Understand: A second goal is to understand any people behave as they do. The managers would be frustrated if they could talk about behavior of their employees, but not understand the reasons behind those actions.

Predict: The managers would have capacity to predict which employees might be dedicated and productive or which ones might have absent, cause problem. And thus the managers could take preventive actions.

Control: The final goal of OB is to control and develop some human activity at work. Since managers are held responsible for performance outcome, they are vitally interested in being able to make an impact on employee behavior, skill development, team effort, and productivity. Managers need to be able to improve results through the actions they and their employees take, and organizational behavior can aid them in their pursuit of this goal.

Forces or Elements of Organizational Behavior

Organizations operate their functional activities by some elements, which affect organizations.

People: People make up the internal social system in the organization. They consist of individuals and groups. Groups may be large or small, formal and informal, official or unofficial. Human organization changes every day. People are living, thinking and feeling beings that created the organization and try to achieve the objectives and goals.

Structure: Structure defines the formal relationship and use of people in the organization. Different people in an organization are given different roles and they have certain relationship with others. Those people have to be related in some structural way so that their work can be effectively coordinated.

Technology: The technology imparts the physical and economic conditions within which people work. With their bear hands people can do nothing. So they are given assistance of building, machines, tools, processes and resources. The nature of technology depends very much on the nature of the organization, influences the work or working conditions.

Social System: Social system provide external environment within which organization operates. A single organization can not exist alone. It is a part of the whole. A single organization can not give everything and therefore there are many other organizations. All these organizations influence each other.

Fundamental Concepts of Organizational Behavior

In every field of social science, or even physical science, has a philosophical foundation of basic concepts that guide its development. There are some certain philosophical concepts in organizational behavior also. The concepts are-

Individual differences: Every individual in the world is different from others. This idea is supported by science. Each person is different from all others, probably in million ways, just as each persons DNA profile is different.

The idea of individual difference comes originally from psychology. From the day of birth, each person is unique, and individual experiences after birth tend to make people even more different.

Perception: Peoples perceptions are also differ when they see an object. Two people can differently present a same object. And this is occurring for their experiences. A person always organizes and interprets what he sees according to his lifetime of experience and accumulated value.

Employees also see work differently for differ in their personalities, needs, demographics factors, past experiences and social surrounding.

A whole person: An employee’s personal life is not detached from his working life. As an example, A women who attend the office at 8:30 AM is always anxious for her children’s school time (if her children able to attend the school or not). As a result, its impact falls on her

concentration that means her working life. For this reason, we cannot separate it. So manager should treat an employee as a whole person.

Motivated behavior: An employee has so many needs inside him. So, they want to fulfill those needs. That’s why; they had to perform well in the organization. Some motivations are needed to enrich the quality of work. A path toward increased need fulfillment is the better way of enriches the quality of work.

Desire for involvement: Every employee is actively seeking opportunities at work to involve in decision-making problems. They hunger for the chance to share what they know and to learn from the experience. So, organization should provide them a chance to express their opinions, ideas and suggestion for decision-making problem. A meaningful involvement can bring mutual benefit for both parties.

Value of the person: An employee wants to be treated separately from other factor of production (land, capital, labor). They refuse to accept the old idea that they are simply treated as economic tools because they are best creation of almighty Allah. For this reason, they want to be treated with carrying respect, dignity and other things from their employers and society.

The nature of organization :There are two assumptions as to nature of organization.

Social Systems: Organizations are social systems and governed by social and psychological laws. They have social roles and status. Their behavior influenced by their group’s individual drives. Organization environment in a social system is dynamic. All parts of the system are interdependent.

Mutual interest:

In order to develop the organization behavior mutually of interest organizations and people is necessary. Organizations need people and people in tern need organizations. People satisfy their needs through organization and organization accomplish their goal through people.

Ethics: In order to attract and retain valuable employees in an era in which good workers are constantly required away, ethical treatment is necessary. To succeed, organization must treat employees in an ethical fashion. Every Company is required to establish codes of ethics, publicized statements of ethical values, provided ethics training, rewarded employees for notable ethical behavior, publicized positive role models, and set up internal procedures to handle misconduct.

Models of Organizational Behavior

Autocratic Model :The autocratic model depends on power. Those who are in command must have the power to demand “you do this-or else,” meaning that an employee who does not follow orders will be penalized.

In an autocratic environment the managerial orientation is formal, official authority. This authority is delegated by right of command over the people to it applies.

Under autocratic environment the employee is obedience to a boss, not respect for a manager.

The psychological result for employees is dependence on their boss, whose power to hire, fire, and “perspire” them is almost absolute.

The boss pays minimum wages because minimum performance is given by employees. They are willing to give minimum performance-though sometimes reluctantly-because they must satisfy subsistence needs for themselves and their families. Some employees give higher performance because of internal achievement drives, because they personally like their boss, because the boss is “a natural-born leader,” or because of some other factor; but most of them give only minimum performance.

The Custodial Model :A successful custodial approach depends on economic resources.

The resulting managerial orientation is toward money to pay wages and benefits.

Since employees’ physical needs are already reasonably met, the employer looks to security needs as a motivating force. If an organization does not have the wealth to provide pensions and pay other benefits, it cannot follow a custodial approach.

The custodial approach leads to employee dependence on the organization. Rather than being dependence on their boss for their weekly bread, employees now depend on organizations for their security and welfare.

Employees working in a custodial environment become psychologically preoccupied with their economic rewards and benefits.

As a result of their treatment, they are well maintained and contended. However, contentment does not necessarily produce strong motivation; it may produce only passive cooperation. The result tends to be those employees do not perform much more effectively than under the old autocratic approach.

The Supportive Model :The supportive model depends on leadership instead of power or money. Through leadership, management provides a climate to help employees grow and accomplish in the interests of the organization the things of which they are capable.

The leader assumes that workers are not by nature passive and resistant to organizational needs, but that they are made so by an inadequately supportive climate at work. They will take responsibility, develop a drive to contribute, and improve themselves if management will give them a chance. Management orientation, therefore, is to support the employee’s job performance rather than to simply support employee benefit payments as in the custodial approach.

Since management supports employees in their work, the psychological result is a feeling of participation and task involvement in the organization. Employee may say “we” instead of “they” when referring to their organization.

Employees are more strongly motivated than by earlier models because of their status and recognition needs are better met. Thus they have awakened drives for work.

The Collegial Model :A useful extension of the supportive model is the collegial model. The term “collegial” relates to a body of people working together cooperatively.

The collegial model depends on management’s building a feeling of partnership with employees. The result is that employees feel needed and useful. They feel that managers are contributing also, so it is easy to accept and respect their roles in their organization. Managers are seen as joint contributors rather than as bosses.

The managerial orientation is toward teamwork. Management is the coach that builds a better team

The employee’s response to this situation is responsibility. For example employees produce quality work not because management tells them to do so or because the inspector will catch them if they do not, but because they feel inside themselves an obligation to provide others with high quality. They also feel an obligation to uphold quality standards that will bring credit to their jobs and company.

The psychological result of the collegial approach for the employee is self-discipline. Feeling responsible, employees discipline themselves for performance on the team in the same way that the members of a football team discipline themselves to training standards and the rules of the game.

In this kind of environment employees normally feel some degree of fulfillment, worthwhile contribution, and self-actualization, even though the amount may be modest in some situation. This self-actualization will lead to moderate enthusiasm in performance.

The System Model :An emerging model of organization behavior is the system model. It is the result of a strong search for higher meaning at work by many of today’s employees; they want more than just a paycheck and job security from their jobs. Since they are being asked to spend many hours of their day at work, they want a work context there that is ethical, infused with integrity and trust, and provides an opportunity to experience a growing sense of community among coworkers.

To accomplish this, managers must increasingly demonstrate a sense of caring and compassion, being sensitive to the needs of a diverse workforce with rapidly changing needs and complex personal and family needs.

In response, many employees embrace the goal of organizational effectiveness, and reorganize the mutuality of company-employee obligations in a system viewpoint. They experience a sense of psychological ownership for the organization and its product and services.

They go beyond the self-discipline of the collegial approach until they reach a state of self-motivation, in which they take responsibility for their own goals and actions.

As a result, the employee needs that are met are wide-ranging but often include the highest-order needs (e.g., social, status, esteem, autonomy, and self actualization).

Because it provides employees an opportunity to meet these needs through their work as their work as well as understand the organization’s perspectives, this new model can engender employees’ passion and commitment to organizational goals. They are inspired; they feel important; they believe in the usefulness and viability of their system for the common good

HAWTHRONE STUDIES

The Hawthorne effect is a form of reactivity whereby subjects improve or modify an aspect of their behavior being experimentally measured simply in response to the fact that they are being studied, not in response to any particular experimental manipulation.

The term was coined in 1950 by Henry A. Landsberger when analyzing older experiments from 1924-1932 at the Hawthorne Works (a Western Electric factory outside Chicago). Hawthorne Works had commissioned a study to see if its workers would become more productive in higher or lower levels of light. The workers' productivity seemed to improve when changes were made and slumped when the study was concluded. It was suggested that the productivity gain was due to the motivational effect of the interest being shown in them. Although illumination research of workplace lighting formed the basis of the Hawthorne effect, other changes such as maintaining clean work stations, clearing floors of obstacles, and even relocating workstations resulted in increased productivity for short periods. Thus the term is used to identify any type of short-lived increase in productivity.

History:The term gets its name from a factory called the Hawthorne Works,[6] where a series of experiments on factory workers was carried out between 1924 and 1932.

This effect was observed for minute increases in illumination.

Evaluation of the Hawthorne effect continues in the present day.

Most industrial/occupational psychology and organizational behavior textbooks refer to the illumination studies. Only occasionally are the rest of the studies mentioned.[10] In the lighting studies, light intensity was altered to examine its effect on worker productivity.

Relay assembly experiments:In one of the studies, experimenters chose two women as test subjects and asked them to choose four other workers to join the test group. Together the women

worked in a separate room over the course of five years (1927–1932) assembling telephone relays.

Output was measured mechanically by counting how many finished relays each dropped down a chute. This measuring began in secret two weeks before moving the women to an experiment room and continued throughout the study. In the experiment room, they had a supervisor who discussed changes with them and at times used their suggestions. Then the researchers spent five years measuring how different variables impacted the group's and individuals' productivity. Some of the variables were:

Giving two 5-minute breaks (after a discussion with them on the best length of time), and then changing to two 10-minute breaks (not their preference). Productivity increased, but when they received six 5-minute rests, they disliked it and reduced output.

providing food during the breaks

Shortening the day by 30 minutes (output went up); shortening it more (output per hour went up, but overall output decreased); returning to the first condition (where output peaked).

Changing a variable usually increased productivity, even if the variable was just a change back to the original condition. However it is said that this is the natural process of the human being to adapt to the environment without knowing the objective of the experiment occurring. Researchers concluded that the workers worked harder because they thought that they were being monitored individually.

Researchers hypothesized that choosing one's own coworkers, working as a group, being treated as special (as evidenced by working in a separate room), and having a sympathetic supervisor were the real reasons for the productivity increase. One interpretation, mainly due to Elton Mayo, was that "the six individuals became a team and the team gave itself wholeheartedly and spontaneously to cooperation in the experiment." (There was a second relay assembly test room study whose results were not as significant as the first experiment.)

Bank wiring room experiments:The purpose of the next study was to find out how payment incentives would affect productivity. The surprising result was that productivity actually decreased. Workers apparently had become suspicious that their productivity may have been boosted to justify firing some of the workers later on. The study was conducted by Mayo and W. Lloyd Warner between 1931 and 1932 on a group of fourteen men who put together telephone switching equipment. The researchers found that although the workers were paid according to individual productivity, productivity decreased because the men were afraid that the company would lower the base rate. Detailed observation between the men revealed the existence of informal groups or "cliques" within the formal groups. These cliques developed informal rules of behavior as well as mechanisms to enforce them. The cliques served to control group members and to manage bosses; when bosses asked questions, clique members gave the same responses, even if they were untrue. These results show that workers were more responsive to the social force of their peer groups than to the control and incentives of management.

Interpretation and criticism:H. McIlvaine Parsons (1974) argues that in the studies where subjects received feedback on their work rates, the results should be considered biased by the feedback compared to the manipulation studies. He also argues that the rest periods involved possible learning effects, and the fear that the workers had about the intent of the studies may have biased the results.

Parsons defines the Hawthorne effect as "the confounding that occurs if experimenters fail to realise how the consequences of subjects' performance affect what subjects do" [i.e. learning effects, both permanent skill improvement and feedback-enabled adjustments to suit current goals]. His key argument is that in the studies where workers dropped their finished goods down chutes, the "girls" had access to the counters of their work rate.

It is possible that the illumination experiments were explained by a longitudinal learning effect. It is notable however that Parsons refuses to analyse the illumination experiments, on the grounds that they have not been properly published and so he cannot get at details, whereas he had extensive personal communication with Roethlisberger and Dickson.

But Mayo says it is to do with the fact that the workers felt better in the situation, because of the sympathy and interest of the observers. He does say that this experiment is about testing overall effect, not testing factors separately. He also discusses it not really as an experimenter effect but as a management effect: how management can make workers perform differently because they feel differently. A lot to do with feeling free, not feeling supervised but more in control as a group. The experimental manipulations were important in convincing the workers to feel this way: that conditions were really different. The experiment was repeated with similar effects on mica splitting workers.

Richard E. Clark and Timothy F. Sugrue (1991, p. 333) in a review of educational research say that uncontrolled novelty effects cause on average 30% of a standard deviation (SD) rise (i.e. 50%-63% score rise), which decays to small level after 8 weeks. In more detail: 50% of a SD for up to 4 weeks; 30% of SD for 5–8 weeks; and 20% of SD for > 8 weeks, (which is < 1% of the variance).

A psychology professor at the University of Michigan, Dr. Richard Nisbett, calls the Hawthorne effect 'a glorified anecdote.' 'Once you have got the anecdote,' he said, 'you can throw away the data.'"

Harry Braverman points out in Labor and Monopoly Capital: The Degradation of Work in the Twentieth Century that the Hawthorne tests were based on industrial psychology and were investigating whether workers' performance could be predicted by pre-hire testing. The Hawthorne study showed "that the performance of workers had little relation to ability and in fact often bore an inverse relation to test scores...” Braverman argues that the studies really showed that the workplace was not "a system of bureaucratic formal organisation on the Weberian model, nor a system of informal group relations, as in the interpretation of Mayo and his followers but rather a system of power, of class antagonisms". This discovery was a blow to those hoping to apply the behavioral sciences to manipulate workers in the interest of management.

The Hawthorne effect has been well established in the empirical literature beyond the original studies. The output ("dependent") variables were human work, and the educational effects can be expected to be similar (but it is not so obvious that medical effects would be). The experiments stand as a warning about simple experiments on human participants viewed as if they were only material systems. There is less certainty about the nature of the surprise factor, other than it certainly depended on the mental states of the participants: their knowledge, beliefs, etc.

Research on the demand effect also suggests that people might take on pleasing the experimenter as a goal, at least if it does not conflict with any other motive, but also, improving their performance by improving their skill will be dependent on getting feedback on their performance, and an experiment may give them this for the first time. So you often will not see any Hawthorne effect—only when it turns out that with the attention came either usable feedback or a change in motivation.

Adair (1984): warns of gross factual inaccuracy in most secondary publications on Hawthorne effect and that many studies failed to find it. He argues that it should be viewed as a variant of Orne's (1973) experimental demand effect. So for Adair, the issue is that an experimental effect depends on the participants' interpretation of the situation; that this is why manipulation checks are important in social sciences experiments. So he thinks it is not awareness per se, or special attention per se, but participants' interpretation must be investigated in order to discover if/how the experimental conditions interact with the participants' goals. This can affect whether participants believe something, if they act on it or do not see it as in their interest, etc.

Rosenthal and Jacobson (1992) ch.11 also reviews and discusses the Hawthorne effect. In a 2011 paper, economists Steven Levitt and John A. List claim that in the illumination experiments the variance in productivity is partly accounted for by other factors such as the weekly cycle of work or the seasonal temperature, and so the original conclusions were overstated.[ If so, this confirms the analysis of SRG Jones's 1992 article examining the relay experiments

MODULE 2

Foundations of Individual Behaviour: Age :

Effect of age on turnover: - older you get, less likely to quit

Reasons: fewer job opportunities, higher benefits

Effect of age on absenteeism: older employees, lower rates on unavoidable absence

Effect of age on productivity: unrelated

Reason: some decay due to age, offset by gains due to experience

Effect of age on satisfaction: tends to increase among professionals, tends to decrease among nonprofessionals during middle age and rises in later years

Gender :No consistent male-female differences in problem- solving ability, analytical skills, competitive drive, motivation, sociability, or learning ability

Women are more willing to conform to authority

Men are more aggressive and more likely to have expectations of success

Women with pre-school children prefer part-time work, flexible work schedules, and telecommuting to accommodate family responsibilities

Issue on absenteeism, no significant difference

Tenure

- Most recent evidence demonstrates a positive relationship between seniority and job productivity.

- tenure (work experience) appears to be a good predictor of employee productivity

- In terms of both frequencies of absence and total days lost at work, tenure is the single most important explanatory variable.

- potent (strong) variable in explaining turnover

- longer a person in a job, less likely to quit

- past behavior is the best predictor of future behavior

- tenure and job satisfaction are positively related

- stable predictor of job satisfaction than chronological age

ABILITY :- Refers to an individual’s capacity to perform the various tasks in a job.

Types of ability Intellectual abilities – the capacity to do mental activities - thinking, reasoning, and

problem solving.

Physical abilities – the capacity to do tasks demanding stamina, dexterity, strength, and similar characteristics.

Dimensions of Intellectual Ability Salesperson : remembering the names of customers Ability to retain and recall past experiences Memory Interior decorator : redecorating an office Ability to imagine how an object would look if its position is space were changed Spatial visualization Supervisor : choosing between two different suggestions offered by employees Ability to use logic and assess the implications of an argument Deductive reasoning Market

researcher : forecasting demand for a product in the next time period Ability to identify a logical sequence in a problem and then solve the problem Inductive reasoning Fire investigator : identifying clues to support a charge of arson Ability to identify visual similarities and differences quickly and accurately Perceptual speed Plant manager : following corporate policies on hiring Ability to understand what is read or heard and the relationship of words to each other Verbal comprehension Accountant : computing the sales tax on a set of items Ability to do speedy and accurate arithmetic Number aptitude Job Example Description Dimension .

Ability to continue maximum effort requiring prolonged effort over time. Stamina Ability to maintain equilibrium despite forces pulling off balance Balance Ability to coordinate the simultaneous actions of different parts of the body Body coordination Other Factors Ability to make rapid, repeated flexing movements Dynamic flexibility Ability to move the trunk and back muscles as far as possible Extent flexibility- Flexibility Factors Ability to expend a maximum of energy in one or a series of explosive acts 4. Explosive strength Ability to exert force against external objects Static strength Ability to exert muscle strength using the trunk (particularly abdominal) muscles Trunk strength Ability to exert muscular force repeatedly or continuously over time Dynamic strength- Strength Factors Nine Basic Physical Abilities The ability-job fit

jobs make differing demands on people and that people differ in their abilities

employee performance in enhanced when there is high ability-job fit

poor ability-job fit, employees will likely to fail

There are many different definitions (e.g., Allport; Fishbein & Ajzen).

Examples:

"Attitudes are associations between attitude objects (virtually any aspect of the social world) and evaluations of those objects"

"Attitudes are lasting evaluations of various aspects of the social world--evaluations that are stored in memory"

"An attitude is a mental and neural state of readiness organised through experience exerting a directive or dynamic influence upon the individual's response to all objects and situations with which it is related."

"A learned predisposition to respond in a consistently favourable or unfavourable manner with respect to a given object."

Meaning of Cognitive dissonance- Cognitive dissonance is the feeling of discomfort that arises when a person's behavior clashes with the person's beliefs or when a person's beliefs are inconsistent. First developed by Leon Festinger in 1957, the concept of cognitive dissonance

explains why people behave as they do in the face of contradictory beliefs and/or behavior. According to cognitive dissonance theory, people seek to ease or eradicate the discomfort of inconsistent beliefs and/or behavior by changing their beliefs, changing their behavior, or rationalizing to explain the inconsistency. For example, someone who believes that eating meat is wrong but occasionally eats chicken might come to reject the belief that eating meat is wrong, rationalize that eating meat is sometimes okay, or stop eating chicken.

Employee Attitude and Their Effects: Attitude can be characterized in three ways:

First, they tend to persist unless something is done to change them.

Second, attitudes can fall anywhere along a continuum from very favorable to very unfavorable.

Third, attitudes are directed toward some object about which a person has feelings( sometimes called “affect”) and beliefs.

Three Components of Attitude : Attitudes Evaluative statements or judgments concerning objects, people, or events. 1. Cognitive Component The opinion or belief segment of an attitude. Affective Component The emotional or feeling segment of an attitude . Behavioral Component An intention to behave in a certain way toward someone or something . Evaluation Feelings Action Cognitive = evaluation My superior gave a promotion to a coworker who deserved it less than me. My supervisor is unfair. Affective = feeling I dislike my supervisor! Behavioral = action I’m looking for other work; I’ve complained about my supervisor to anyone who would listen. Negative attitude toward supervisor ATTITUDES Functions of Attitude (According to Katz) 1. The Adjustment Function . Attitudes often help people to adjust to their work environment. 2. Ego-Defensive Function . Attitudes help people to retain their dignity and self- image. 3. The Value-Expressive Function . Attitudes provide individuals with a basis for expressing their values. 4. The Knowledge Function . Attitudes provide standards and frames of reference that allow people to understand and perceive the world around him. Changing Attitudes : Employees’ attitudes can be changed and sometimes it is in the best interests of managements to try to do so. For example, if employees believe that their employer does not look after their welfare, the management should try to change their attitude and help develop a more positive attitude in them. However, the process of changing the attitude is not always easy. Changing Attitudes Some of the possible ways of changing attitudes :

Providing New Information.

Use of Fear

Resolving Discrepancies

Influence of friends and peer

Co-opting

Important Attitudes Related to Organizations Job Satisfaction

o - Is a set of favorable or unfavorable feelings and emotions with which employees view their work.

Job Involvement

- The degree to which a person identifies with a job, actively participates in it, and considers performance important to self-worth.

Organizational Commitment

- The degree to which an employee identifies with a particular organization and its goals and wishes to maintain membership in the organization

Job Satisfaction A collection of positive and/or negative feelings that an individual holds toward his or her

job

A high level of job satisfaction equals positive attitudes toward the job and vice versa.

Employee attitudes and job satisfaction are frequently used interchangeably.

Often when people speak of “employee attitudes” they mean “employee job satisfaction.”

A pleasurable emotional state resulting from the appraisal of one’s job or job experiences (Locke, 1976).

An employee’s cognitive and affective evaluation of his or her job

Job Satisfaction JOB SATISFACTION Specific Components Satisfaction with Pay Satisfaction with Promotion Satisfaction with Work Satisfaction with Supervision Satisfaction with Co-workers Organizational Commitment How Are Employee Attitudes Measured?

The most popular method for getting information about employee attitudes is through attitude surveys. Using attitude surveys on a regular basis provides managers with valuable feedback on how employees perceive their working conditions. Managers present the employee with set statements or questions to obtain specific information. Individual Responses are then combined and analyzed

Causes of Job Satisfaction Most people prefer work that is challenging and stimulating.

Jobs with good compensation have average job satisfaction levels. Money may be a motivator, but may not stimulate job satisfaction.

There is a link between a person’s personality and job satisfaction. Negative people are usually not satisfied with their jobs.

The Effect of Job Satisfaction on Employee Performance Satisfaction and Productivity

o Satisfied workers are more productive AND more productive workers are more satisfied

o Worker productivity is higher in organizations with more satisfied workers.

Satisfaction and Absenteeism :Satisfied employees have fewer avoidable absences.

Satisfaction and Turnover:Satisfied employees are less likely to quit.

Organizations take actions to retain high performers and to weed out lower performers.

Satisfaction and Customer Satisfaction :Satisfied workers provide better customer service.

Job satisfaction & organizational citizenship behavior (OCB) o Satisfied employees who feel fairly treated by and are trusting of the organization

are more willing to engage in behaviors that go beyond the normal expectations of their job.

Satisfied employees increase customer satisfaction because: They are more friendly, upbeat, and responsive.

They are less likely to turnover, which helps build long-term customer relationships.

“ Pleasure in the Job puts perfection in the work” - Aristotle “ The best way to appreciate your job is to imagine yourself without one.” - Oscar Wilde

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