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CHAPTER3 Attitudes and Job Satisfaction Questions for Review 3-1. What are the three components of attitudes? Answer: Cognitive component – the opinion or belief 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. They are closely related, particularly cognition and affect. As a manager, you need to understand how attitudes are formed and the relationship to actual job behavior. 3-2. Does behavior always follow from attitudes? Answer: No, sometimes the reverse is true, according to Leon Festinger. Cognitive dissonance: any incompatibility between two or more attitudes or between behavior and attitudes. Individuals seek to reduce this uncomfortable gap, or dissonance, to reach stability and consistency. Consistency is achieved by changing the attitudes, modifying the behaviors, or through rationalization. The desire to reduce dissonance depends on: the importance of elements; the degree of individual influence; and the rewards involved in dissonance. 3-3. What are the major job attitudes? Answer: Job satisfaction – a positive feeling about the job resulting from an evaluation of its characteristics. Job involvement – degree of psychological identification with the job where perceived performance is important to self-worth. Psychological empowerment is another closely related concept that is the belief in the degree of influence over the job, competence, job meaningfulness, and autonomy. Organizational commitment – identifying with a particular organization and its goals, while wishing to maintain membership in the organization. Organizational commitment has three dimensions: 1. Affective – emotional attachment to organization 2. Continuance commitment – economic value of staying 3. Normative – moral or ethical obligations Organizational commitment has some relation to performance, especially for new employees. It is less important now than in the past – now perhaps there is more of an occupational commitment, or a loyalty to a profession rather than a given employer. There is a positive relationship between organizational commitment and job productivity, however modest. Evidence suggests that these attitudes are highly related. Some employees, though, seem to be predisposed to be positive or negative about many things. Additional job attitudes include improved organizational support and employee engagement, which are work-related attitudes that also need to be understood by managers. Overall, there is some distinction, but a lot of overlap. 3-4. How do we measure job satisfaction? Answer: Job satisfaction is a positive feeling about a job resulting from an evaluation of its characteristics. There are two widely used approaches to measure job satisfaction. Single global rating (one question/one answer) is considered the best, and summation score (many questions/one average) is considered okay. 3-5. What causes job satisfaction? Answer: Pay and personality are the two main factors that seem to influence job satisfaction. Pay influences job satisfaction only to a point. After about $40,000 a year (in the U.S.), there is no relationship between the amount of pay and job satisfaction. Money may bring happiness, but not necessarily job satisfaction. Personality can influence job satisfaction. Negative people are usually not satisfied with their jobs. Overall, those with positive core self-evaluation are more satisfied with their jobs. 3-6. What are the three outcomes of job satisfaction? Answer: Satisfied and committed employees have lower rates of turnover, absenteeism, and withdrawal behaviors. They also perform better on the job. Given that managers want to keep resignations and absences down—especially among their most productive employees—they’ll want to do things that generate positive job attitudes. 3-7. How do employees respond to job dissatisfaction? Answer: There are four responses to job dissatisfaction, which differ along two dimensions constructive/destructive and active/passive are as follows: • Exit. The exit response directs behavior toward leaving the organization, including looking for a new position or resigning. To measure the effects of this response to dissatisfaction, researchers study individual terminations and collective turnover, the total loss to the organization of employee knowledge, skills, abilities, and other characteristics. • Voice. The voice response includes actively and constructively attempting to improve conditions, including suggesting improvements, discussing problems with superiors, and undertaking union activity. • Loyalty. The loyalty response means passively but optimistically waiting for conditions to improve, including speaking up for the organization in the face of external criticism and trusting the organization and its management to “do the right thing.” • Neglect. The neglect response passively allows conditions to worsen and includes chronic absenteeism or lateness, reduced effort, and increased error rate. Experiential Exercise What Satisfies You about Your Dream Job? Each class member is to write the job title of his or her ideal first job out of college on a small piece of paper. The class then breaks into random teams of five to six people each and completes the following steps: 1. List the top three characteristics each of the members wants from their first job out of college (the aspects that would make them satisfied in the job). Everyone should contribute, and identical ideas should be recorded as often as they occur. 2. Each team should identify whether each job characteristics an intrinsic satisfier (like working with others, or the job itself) or an extrinsic one (like pay or benefits)by marking an “I” or “E” next to it. 3. Tally the I’s and E’s and write them in descending order. For instance, if pay was mentioned by all the team members, it goes at the top of the list under “E.” The class can then reassemble to share their findings and discuss the following questions. Questions 3-8. Is there a consensus in the class about which list is longer (intrinsic or extrinsic)? If so, why do you think one list is longer than the other? Answer: In addressing whether there's a consensus in the class about which list is longer – intrinsic or extrinsic – several factors may come into play. If the class leans towards one list being longer, it could indicate a prevailing attitude or trend among the students. For instance, if the intrinsic list is longer: 1. Students may prioritize factors such as meaningful work, opportunities for growth, and positive relationships with colleagues, reflecting a desire for job satisfaction and fulfillment. 2. This could suggest a shift towards valuing intrinsic motivators over extrinsic rewards, aligning with theories of motivation that emphasize the importance of internal drives and psychological needs in driving behavior. Conversely, if the extrinsic list is longer: 1. Students may place greater emphasis on tangible rewards like salary, benefits, and perks, reflecting a pragmatic approach to job selection driven by financial considerations. 2. This might indicate external pressures such as student loans, cost of living, or societal expectations influencing students' preferences for extrinsic rewards. The length of each list and the reasons behind it can provide valuable insights into the values, aspirations, and priorities of the class. It opens up discussions about the role of intrinsic and extrinsic factors in job satisfaction, as well as the influence of personal values and external pressures on career decisions. Ultimately, understanding these preferences can inform individuals' career choices and help organizations tailor their offerings to attract and retain talent effectively. 3-9. Is there a consensus about the top three intrinsic or extrinsic characteristics? What do you think explains whether there is or not? Answer: In determining whether there's a consensus about the top three intrinsic or extrinsic characteristics among the class, several factors may contribute to whether there is or isn't agreement. If there is consensus: 1. This could indicate that the class shares common values, preferences, or expectations regarding what they consider most important in their first job out of college. 2. It suggests a cohesive understanding or alignment among class members regarding the factors that contribute most significantly to job satisfaction or fulfillment. 3. It may reflect the influence of societal norms, cultural factors, or shared experiences that shape individuals' perceptions and priorities in the workplace. Conversely, if there is no consensus: 1. This could signify a diversity of perspectives, backgrounds, and individual priorities within the class. 2. It suggests that students' preferences for intrinsic or extrinsic characteristics vary based on personal values, goals, and life circumstances. 3. It may reflect the complexity and subjectivity of job satisfaction, with different individuals placing emphasis on different factors depending on their unique needs and preferences. Overall, whether there's consensus about the top three intrinsic or extrinsic characteristics among the class depends on the degree of shared understanding, alignment, and homogeneity within the group. Understanding the reasons behind any consensus or lack thereof can provide valuable insights into the diversity of attitudes and preferences among class members, as well as inform discussions about career aspirations and organizational fit. 3-10. Looking at your individual dream job title, how likely do you think your job is to match the characteristics generated by the class? How likely do you think your job is to match your top three characteristics? Answer: Reflecting on my individual dream job title in comparison to the characteristics generated by the class, I believe the likelihood of alignment depends on various factors, including the nature of the job, organizational culture, and personal preferences. If my dream job title closely aligns with the characteristics generated by the class: 1. It suggests that my ideal job shares common attributes with those prioritized by my peers, indicating a degree of consensus or similarity in our career aspirations. 2. This alignment may indicate that my dream job embodies qualities that are universally valued or recognized as important for job satisfaction and fulfillment. 3. It reflects a sense of confidence that my career aspirations are in line with prevailing attitudes and expectations within the class, which could be reassuring and validating. On the other hand, if my dream job title diverges from the characteristics generated by the class: 1. It may indicate that my career aspirations are unique or unconventional compared to those of my peers, reflecting individual differences in values, interests, or goals. 2. This misalignment could suggest that my ideal job prioritizes different qualities or attributes than those identified by the class, highlighting the subjective nature of job satisfaction and fulfillment. 3. It may prompt reflection on the factors driving my career preferences and whether they are influenced by personal values, experiences, or external factors. Regarding the likelihood of my job matching my top three characteristics: 1. If my dream job closely aligns with my top three characteristics, it increases the likelihood of finding satisfaction and fulfillment in that role. 2. Conversely, if there is a mismatch between my dream job and my top three characteristics, it may require reassessment of my career goals and priorities to ensure alignment with my values and aspirations. 3. Ultimately, the degree of alignment between my dream job and my top three characteristics will influence my overall satisfaction and engagement in the workplace, highlighting the importance of self-awareness and alignment with personal values in career decision-making. Ethical Dilemma Because It’s Worth It? If you work at L’Oréal, the company’s meals, gym, massage service, concierge service, day-nursery, and around three months’ salary in profit-sharing schemes may seem a good reason to be very satisfied with your job. Indeed, L’Oréal is among the most sought-after companies to work for, with1 million applications every year. The 2015 Universum survey, which is conducted yearly in 12 European countries from a sample of 168,000 undergraduate business school students, ranked L’Oréal as the second most preferred employer in Europe. Innovative recruiting tools such as REVEAL, Brand storm, and Talentube support L’Oréal’s reputation as an employer of choice by raising youngsters’ positive attitudes toward its brands. According to Bocco Chen, recruitment and integration manager at L’Oréal Hong Kong, what makes Brand storm an efficient assessing tool is that competing teams of students from renowned business schools and universities play the role of a brand manager by analysing market trends and creating product packaging so that they experience real work situations at L’Oréal and can connect with their potential future jobs. In France, 90 percent of all new recruits at L’Oréal were interns, the reasoning being that internships serve to build future employees’ organizational commitment. Before taking up any managerial position, new recruits are all sent on the road for six to twelve months to stack products on shelves at 5am in supermarkets. It is an ordeal. Candidates are reportedly thrown in at the deep end and forced to learn on their own. The job allows little time for socialization outside the organization. Being part of L’Oréal has been described as “cult-like.” In-the-field initiations serve as filters. You must be highly engaged by your job even if you feel a lack of organizational support, or you will be seen as weak—and the weakest do not last. Everyone has key objectives and accountabilities. To ensure that employees will be devoted to their job and perform up to its standards, L’Oréal has five Development and Learning Centres worldwide. Each Oréalien has personalized access to learning modules that enable them to meet the needs of each function. To track and promote the most talented Oréaliens, L’Oréal has a sharp management and performance appraisal process. Managers withs trong potential who have completed several successful projects will be promoted every two or three years. Indeed, at L’Oréal, careers can be built quicker than else where,but you have to first survive several challenges. Managers can be intransigent with employees who are dissatisfied with their jobs and also underperform, for staff satisfaction surveys at L’Oréal show these employees often exhibit behaviors that demotivate their colleagues. Twice a year, the L’Oréal international brand directors present their launch campaigns. Through this presentation and several others, top managers aim to spread a so-called “healthy worry” among Oréaliens. They also make and break many careers. One Oréalien said that she understood what humiliation really meant when she saw a colleague publically fired during one such meeting. And yet, to her, “L’Oréal is worth it.” Questions 3-11. What positive and negative outcomes can L’Oreal expect from its Orealiens’ devotion? To which extent do you think employers should require their employees to be totally devoted to their company? Answer: This is an excellent brainstorming and discussion starter for students. They may work in small heterogeneous groups of three to five and structure their answer as follows: •What does “devotion” mean? Is “devotion” an attitude? If so, what are its components? Students should offer their own conceptualization of “devotion” by integrating the definitions of job involvement, organizational commitment, and organizational engagement. Students could build their answer upon research by conducting a short review of the literature. •What are the positive outcomes of job involvement, organizational commitment, and organizational engagement for the employer and the employee? What could be the negative outcomes of job involvement, organizational commitment, and organizational engagement for the employer and for the employee? Students could consider both viewpoints as well as a timeline for short-term and long-term outcomes. •Positive outcomes would be, for instance, passion for work, higher organizational attachment, higher organizational loyalty, higher organizational citizenship, higher job productivity, higher job performance, higher creative performance, less absenteeism, fewer accidents, less withdrawal, lower turnover, fewer grievances, and indirectly in the long-term, higher levels of customer satisfaction and higher profit. •Negative outcomes of “absolute devotion” to a company would be, for instance, improper work–life balance, individual’s alienation, lower external employability for the employee, negative stress at work leading to burnouts, lower innovativeness and entrepreneurship due to an inbreeding effect within the company, and lack of autonomy and ability to take initiatives due to strong obedience and allegiance to the company’s dogma. •Therefore, there should be a debate about the threshold—the proper level of devotion—that leads to positive outcomes but stops short of negative ones. This could be related to the level of job satisfaction and the level of perceived organizational support (POS) that some employees may expect in exchange, from a transactional perspective. 3-12. How would you react if one of your peers would be humiliated and eventually fired by your common supervisor during a meeting? Answer: Since this is a projective question, student responses will vary. Students may consider the reasons why their peer was fired and imagine different scenarios to that end. One scenario could be that their peer had not performed well during the meeting. Another scenario could be that their peer performed well and was wrongly fired. Students should imagine what attitude and what behavior they would have adopted in both scenarios, both in response to the supervisor’s behavior and toward their peer’s situation. They would either support their peer or follow their supervisor; there may be Exit-Voice-Loyalty-Neglect responses if this kind of situations leads to job dissatisfaction. They should relate their attitude and their supervisor’s attitude to the concepts of feedback, social support, core self-evaluations (CSEs), and culture. Students should also consider the impact of such humiliating behavior from a supervisor toward their peer on their own job satisfaction, job involvement, organizational commitment, and organizational engagement. Since this is a projective question, student responses will vary. Students may consider the reasons why their peer was fired and imagine different scenarios to that end. One scenario could be that their peer had not performed well during the meeting. Another scenario could be that their peer performed well, but was wrongly fired. Students should imagine what attitude and what behavior they would have adopted in both scenarios, both in response to the supervisor’s behavior and toward their peer’s situation. They would either support their peer or follow their supervisor; there may be Exit-Voice-Loyalty-Neglect responses if this kind of situations leads to job dissatisfaction. They should relate their attitude and their supervisor’s attitude to the concepts of feedback, social support, core self-evaluations (CSEs), and culture. Students should also consider the impact of such humiliating behavior from a supervisor toward their peer on their own job satisfaction, job involvement, organizational commitment, and organizational engagement. 3-13.How can companies satisfy their employees? Should companies offer their employees the best work conditions or the most challenging responsibilities? Answer: There are several antecedents to job satisfaction. There are also various theories on what causes it, one of the most famous ones being Herzberg’s Two-Factor Theory. It distinguishes extrinsic factors like physical and material work conditions that lead to non-dissatisfaction at work and intrinsic factors like recognition at work that lead to job satisfaction. Theories on job enrichment emphasize how task characteristics like autonomy and skill variety could be satisfying to employees with high growth needs. Therefore, students should discuss the profile and characteristics of employees before they determine which factors would lead to their job satisfaction. Sources: H.J. Hong and Y.L. Doz, “L’Oréal Masters Multiculturalism,” Harvard Business Review, June2013; B. Iyer and T.H. Davenport, “Reverse Engineering Google’s Innovation Machine,” Harvard Business Review, April 2008; E. Botta, “L’Oréal, la machine à fabriquer des cracks,” Management, November2010; M. Durin-Valois, “Il était une fois… L’Oréal,” Le Figaro Magazine, August 2009; loreal.com;glassdoor.com; universumglobal.com. Case Incident 1 The Pursuit of Happiness: Flexibility The management team at Learner’s Edge, an online continuing education company, decided to adopt a ROWE (results-only work environment) policy, developed by Best Buy employees and summarized in its slogan, “Work whenever you want, wherever you want, as long as the work gets done.” Kyle Pederson was one of only three Learner’s Edge employees who showed up the first day of the experiment. And the second day, and the third. “For almost a month, everyone cleared out,” Pederson said. “It was just me, my co-founder, and our executive director all wondering, ‘What on earth have we done?’” Clearly, they were testing the outer limits of workplace flexibility, from which even Best Buy pulled back when it recently canceled the program. But while Best Buy faced reported continuing financial woes, employers like Learner’s Edge report “better work, higher productivity” after the initial phase of a ROWE program. Employees have learned the ways they work best. In fact, some of Pederson’s employees have returned to the office, while others gather at Starbucks or over dinner…whatever gets the work done. Suntell president and chief operating officer, Veronica Wooten, whose risk management software firm adopted the ROWE program a few years ago, is also a fan of the flexible workplace. “We made the transition, and started letting go and letting people make their own decisions,” Wooten says. Her company’s customer base increased 20 percent, meetings were reduced by 50 percent, and expenses decreased 12 percent (Wooten used the savings to give everyone a raise). It seems that everyone should be happy with this degree of job flexibility, from the night-owl employee to the board of directors. But happiness, like job satisfaction, is a complex construct. Employees worldwide do seem to increasingly value flexible work environments, with roughly two of three workers of all ages wanting to work from home, at least occasionally. Eighty percent of the U.S. female labor force finds a flexible work schedule very or extremely important, 58 percent rate work-life balance as their number one goal, and flexibility is the single most important part of that balance for them. Southeast Asian employees are most interested in flexibility, while workers in North America, Europe, and the Australia/New Zealand region place flexibility in their top three wants. Research correlates job satisfaction most strongly with the nature of the work itself, not where it is performed. Thus, while as employees we say we want flexibility, what actually makes us satisfied is often something else. Then there are the costs of such work arrangements. Employers like Google’s Melissa Mayer are concerned that flexible workers will become detached from the organization, communicate less, be less available, and lose the benefits of teamwork. Employees have similar concerns: “Will out of sight mean out of mind?” International research suggests that employee and employer happiness depends on correctly motivating the individual. For ROWE or any flexible arrangement to work, companies need to create clear job descriptions, set attainable goals, and rely on strong metrics to indicate productivity. Managers need to foster close connections and communicate meaningfully to keep flexible workers engaged in the company, its culture, and its processes. And employees need to get the work done, no matter where and when they do it. Sources: “The 2015 Workplace Flexibility Study,” Work place Trends (February 3, 2015), https://workplacetrends. com/the-2015-workplace-flexibility-study/; L. Belkin, “Is ROWE the Future of Work? Or an Unworkable Fantasy?” The Huffington Post Business (April 17, 2013), www.huffingtonpost. com/2013/04/15/rowe-future-work_n_3084426.html; R. R. Hastings, “Full Engagement Lacking Around World,” Society for Human Resources Management (January 3, 2011), www.shrm.org/hrdisciplines/ employee relations/articles/Pages/FullEngagementLacking.aspx; A. McGrory-Dixon, “Workplace Flexibility, Equity Important for Millennials,” Benefits Pro (April 19, 2013), www.benefitspro. com/2013/04/19/workplace-flexibility-equity-important-for-millenn; and F. Origo and L. Pagani, “Workplace Flexibility and Job Satisfaction: Some Evidence from Europe,” International Journal of Manpower 29 (2008): 539–66. Questions 3-14. Do you think that only certain individuals are attracted to flexible work arrangements (FWAs)? Why or why not? Answer: Yes, it's reasonable to suggest that only certain individuals are attracted to flexible work arrangements (FWAs), and this can be attributed to various factors: 1. Work Style Preferences: Individuals have different preferences regarding how and where they work most effectively. Some people thrive in structured office environments with set schedules, while others prefer the autonomy and flexibility offered by FWAs to tailor their work to their own rhythms and preferences. 2. Personal Circumstances: Individuals with caregiving responsibilities, health concerns, or other personal circumstances may find FWAs particularly appealing as they provide the flexibility to balance work and life obligations more effectively. 3. Work-Life Balance Priorities: For many workers, achieving a healthy work-life balance is a top priority. FWAs offer the flexibility to better integrate work with other aspects of life, such as family time, hobbies, or personal pursuits. 4. Preference for Autonomy: Some individuals are inherently motivated by autonomy and independence in their work. FWAs allow them to take greater control over their schedules and work methods, which can lead to increased job satisfaction and performance. 5. Tech-Savvy and Self-Motivated Individuals: FWAs often require individuals to be self-disciplined, tech-savvy, and proactive in managing their workload and communication. Those who possess these qualities may be more attracted to FWAs as they feel confident in their ability to succeed in a remote or flexible work environment. 6. Career Stage and Goals: Individuals at different stages of their careers may have varying preferences for FWAs. For example, younger workers may prioritize flexibility and work-life balance, while more established professionals may place greater emphasis on career advancement and traditional workplace structures. 7. Cultural and Organizational Fit: The attractiveness of FWAs can also depend on the organizational culture and industry norms. Some organizations may have a strong emphasis on face-to-face collaboration and teamwork, making FWAs less appealing to certain individuals. Overall, while FWAs can be attractive to a wide range of individuals, the appeal may be stronger for those with specific work style preferences, personal circumstances, and priorities that align with the flexibility and autonomy offered by these arrangements. 3-15. How might flexible work place more pressure on managers to organize their employees? Answer: Managers need to show flexibility and have the willingness to communicate with employees in a different way. Virtual meetings can be supplemented with regular face to face meetings to cement relationships and facilitate teamwork. Managers can also monitor the workloads and the output of remote or flexible workers by undertaking productivity reviews and spot checks. Remote monitoring is also possible using in-built cameras and counting key strokes. 3-16. How might FWAs affect a company’s bottom line? Answer: If the FWA is desired by employees, it could increase employee satisfaction and motivation. But students should keep in mind that where the work is performed is not the main issue – research shows that the nature of the work itself is most strongly correlated with job satisfaction. If the flexible arrangement diminishes communication, limits teamwork, or prevents other desirable activities, it could very well have a negative impact on the company’s bottom line. Teaching Notes This exercise is applicable to face-to-face classes or synchronous online classes such as Black Board 9.1, WIMBA, and Second Life Virtual Classrooms. See http://www.baclass.panam.edu/imob/SecondLife for more information. Case Incident 2 Job Crafting Consider for a moment a midlevel manager at a multinational foods company, Fatima, who would seem to be at the top of her career. She’s consistently making her required benchmarks and goals, she has built successful relationships with colleagues, and senior management has identified her as “high potential.” But she isn’t happy with her work. She’d be much more interested in understanding how her organization can use social media in marketing efforts. Ideally, she’d like to quit and find something that better suits her passions, but in the current economic environment, this may not be an option. So she has decided to proactively reconfigure her current job. Fatima is part of a movement towards job “crafting,” which is the process of deliberately reorganizing your job so that it better fits your motives, strengths, and passions So how did Fatima craft her job? She first noticed that she was spending too much of her time monitoring her team’s performance and answering team questions, and not enough time working on the creative projects that inspire her. She then considered how to modify her relationship with the team so that these activities incorporated her passion for social media strategies, with team activities more centered around developing new marketing. She also identified members of her team who might be able to help her implement these new strategies and directed her interactions with these individuals towards her new goals. As a result, not only has her engagement in her work increased, but she has also developed new ideas that are being recognized and advanced within the organization. In sum, she has found that by actively and creatively examining her work, she has been able to craft her current job into one that is truly satisfying. As you may have noted, Fatima exhibited a proactive personality – she was eager to develop her own options and find her own resources. Proactive individuals are often self-empowered and are, therefore, more open to seeking workable solutions when they are not satisfied. Research would lead us to believe Fatima will be successful in her customized job. In fact, it is quite possible her employer never would have helped her craft a better job had she not sought help, and that her proactivity is responsible for her success. To the extent possible, then, all employees should feel encouraged to be proactive in creating their best work situations. Sources: A. B. Bakker, M. Tims, and D. Derks, “Proactive Personality and Job Performance: The Role of Job Crafting and Work Engagement,” Human Relations (October, 2012), pp. 1359–-1378; A. Wrzesniewski, J. M. Berg, and J. E. Dutton, “Turn the Job You Have into the Job You Want,” Harvard Business Review (June 2010), pp. 114–117; A. Wrzesniewski and J. E. Dutton, “Crafting a Job: Revisioning Employees as Active Crafters of Their Work,” Academy of Management Review 26 (2010), pp. 179–201; and J. Caplan, “Hate Your Job? Here’s How to Reshape It,” Time (December 4, 2009), www.time.com. 3-17. Fatima chose to remain in her job rather than looking for a new one elsewhere. What are her constraints? Answer: In Fatima’s economic situation, moving jobs may not have been an option. There is an underlying suggestion that she may have found it difficult to quit and find work elsewhere. Hence the only real option open to her was to re-craft her existing job. Finding an exact or close fit is sometimes very difficult. Besides, if an individual has been with a company for a certain number of years, he or she will have improved his or her remuneration-and-rewards package, and may have to start at a lower level elsewhere. Simultaneously, their personal commitments may preclude any changes. 3-18. Fatima is described as having a proactive personality. What does this mean and what is the prerequisite for it? Answer: Proactive people are self-determined and find their own resources. The prerequisite is being self-empowered. This allows the individual to find his or her own workable solutions to problems. 3-19. Are there any potential drawbacks to the job crafting approach? If so, how can they be minimized? Answer: While job crafting offers numerous benefits in terms of enhancing job satisfaction, motivation, and well-being, there are also potential drawbacks associated with this approach. Some of these drawbacks include: 1. Overwhelm and Burnout : Employees who engage in extensive job crafting may risk taking on too many responsibilities or tasks, leading to feelings of overwhelm and burnout. Overloading oneself with additional duties or projects can detract from work-life balance and increase stress levels. 2. Role Ambiguity : Job crafting may blur the lines of role boundaries and expectations, resulting in role ambiguity. Employees may struggle to define their roles and responsibilities clearly, leading to confusion among colleagues and supervisors. 3. Potential for Conflict : Job crafting may lead to conflicts within teams or departments if employees' customized roles or tasks conflict with those of their colleagues or supervisors. Differences in job expectations or conflicting priorities may arise, leading to interpersonal tension or conflicts. 4. Neglect of Core Responsibilities : Excessive job crafting may cause employees to neglect their core responsibilities or essential tasks in favor of pursuing customized activities that align with their preferences. This can impact overall productivity and performance, as well as the achievement of organizational goals. To minimize these potential drawbacks and maximize the benefits of job crafting, organizations can implement the following strategies: 1. Clear Communication : Encourage open and transparent communication between employees, supervisors, and teams to clarify role expectations, discuss job crafting initiatives, and address any potential conflicts or concerns. 2. Setting Boundaries : Establish clear boundaries and guidelines for job crafting to ensure that employees maintain a balance between customized tasks and core responsibilities. Encourage employees to prioritize essential duties while exploring opportunities for job enrichment or customization. 3. Training and Development : Provide training and development opportunities to help employees develop the skills and competencies needed to effectively manage their customized roles and responsibilities. Offer guidance on time management, prioritization, and communication to support employees in balancing their workload. 4. Regular Check-Ins : Conduct regular check-ins or performance reviews to assess employees' job crafting initiatives, provide feedback, and address any issues or challenges that may arise. Encourage ongoing dialogue and collaboration between employees and supervisors to ensure alignment with organizational goals. 5. Flexibility and Adaptability : Foster a culture of flexibility and adaptability that allows employees to adjust their job crafting initiatives as needed in response to changing priorities, objectives, or organizational dynamics. Encourage experimentation and learning from experiences to optimize job crafting outcomes. By implementing these strategies, organizations can minimize the potential drawbacks of job crafting while harnessing its benefits to enhance employee engagement, satisfaction, and performance. By supporting employees in customizing their roles and responsibilities, organizations can create a more dynamic and fulfilling work environment that promotes employee well-being and organizational success. My Management Lab Go to mymanagementlab.com for Auto-graded writing questions as well as the following Assisted-graded writing questions: 3-20. How can you measure job satisfaction? How can job satisfaction impact your organization? Answer: Measuring job satisfaction can be done through various methods, including: 1.Surveys and Questionnaires: Administering surveys or questionnaires to employees to gather feedback on their level of satisfaction with various aspects of their job, such as workload, compensation, work-life balance, relationships with colleagues, and opportunities for growth and development. 2.Interviews and Focus Groups: Conducting one-on-one interviews or focus group discussions with employees to explore in-depth their feelings and attitudes towards their job and the organization. 3.Employee Feedback Systems: Implementing regular feedback mechanisms, such as suggestion boxes, open-door policies, or anonymous feedback channels, to encourage employees to voice their concerns and suggestions related to job satisfaction. 4.Performance Metrics: Analyzing performance metrics, such as productivity levels, absenteeism rates, turnover rates, and employee engagement scores, as indicators of job satisfaction within the organization. 5.Exit Interviews: Conducting exit interviews with departing employees to understand their reasons for leaving and gather insights into their level of satisfaction or dissatisfaction with their job and the organization. Job satisfaction can impact the organization in several ways: 1.Employee Retention: Higher levels of job satisfaction are associated with lower turnover rates, as satisfied employees are more likely to remain with the organization for longer periods, reducing recruitment and training costs. 2.Productivity and Performance: Satisfied employees tend to be more motivated, engaged, and committed to their work, leading to increased productivity, higher-quality output, and improved overall performance. 3.Employee Engagement: Job satisfaction fosters a sense of engagement and loyalty among employees, leading to higher levels of discretionary effort, innovation, and collaboration within the organization. 4.Organizational Reputation: A positive work environment characterized by high levels of job satisfaction can enhance the organization's reputation as an employer of choice, attracting top talent and enhancing its competitive advantage in the marketplace. 5.Customer Satisfaction: Satisfied employees are more likely to deliver excellent customer service, leading to higher levels of customer satisfaction, loyalty, and repeat business. 6.Health and Well-being: Job satisfaction is linked to employee health and well-being, with higher levels of satisfaction associated with lower stress levels, better mental health, and overall well-being among employees. Overall, measuring and understanding job satisfaction is crucial for organizations to identify areas for improvement, enhance employee engagement and retention, and ultimately, achieve their strategic objectives and long-term success. 3-21. In consideration of Case Incident 2, some contend that job crafting sounds good in principle but is not necessarily practical for every job. What types of jobs are probably not good candidates for job crafting activities? Answer: Certain types of jobs may not be suitable candidates for job crafting activities due to their inherent nature and characteristics. These include: 1.Highly Regulated or Rigid Jobs: Jobs that involve strict adherence to regulations, standards, or protocols may not allow for significant autonomy or discretion in task design or role customization. Examples include positions in law enforcement, healthcare (e.g., surgery), or aviation. 2.Safety-Sensitive Jobs: Occupations where safety is paramount and any deviation from established procedures could pose significant risks to individuals or the organization are not conducive to job crafting. This includes roles in nuclear power plants, chemical manufacturing, or emergency response. 3.Highly Specialized or Technical Jobs: Jobs that require specialized skills, expertise, or technical knowledge may have limited opportunities for job crafting, as tasks and responsibilities are often predefined and non-negotiable. Examples include software engineering, scientific research, or engineering design. 4.Customer-Facing Roles with Standardized Processes: Jobs that involve standardized interactions with customers or clients, where specific protocols or scripts must be followed, may restrict employees' ability to modify their roles or tasks. This includes positions in retail, customer service call centers, or hospitality. 5.Assembly-Line or Production Jobs: Jobs that involve repetitive, highly standardized tasks performed in assembly-line or production settings may offer limited scope for job crafting, as the work is often structured and tightly controlled to optimize efficiency and output. Examples include manufacturing or factory jobs. 6.Jobs with Limited Autonomy or Flexibility: Some jobs inherently lack autonomy or flexibility due to organizational structures, hierarchies, or managerial oversight. Employees in such roles may have little discretion over their tasks or work arrangements, making job crafting challenging. This includes entry-level positions, administrative roles, or positions in bureaucratic organizations. In summary, jobs that are highly regulated, safety-sensitive, specialized, customer-facing with standardized processes, assembly-line or production-oriented, or have limited autonomy and flexibility are likely not good candidates for job crafting activities. These jobs require adherence to established procedures, protocols, or standards, leaving little room for individual customization or task redesign. 3-22. My Management Lab Only – comprehensive writing assignment for this chapter. Answer: Introduction: Attitudes and job satisfaction are fundamental aspects of organizational behavior, influencing employee behavior, productivity, and organizational success. In this comprehensive writing assignment, we will delve into the complexities of attitudes, explore the factors contributing to job satisfaction, and discuss strategies for enhancing job satisfaction in the workplace. 1. Understanding Attitudes: • Define attitudes as evaluative judgments or feelings toward objects, people, or events. • Discuss the components of attitudes, including cognitive (beliefs), affective (emotions), and behavioral (intention to act) components. • Explore the ABC model of attitudes (Affective, Behavioral, Cognitive) and its significance in understanding attitude formation and change. 2. Factors Influencing Job Satisfaction: • Examine individual factors such as personality traits, values, and perceptions that influence job satisfaction. • Discuss the role of job characteristics, including autonomy, task significance, and feedback, in shaping employees' satisfaction with their work. • Explore the impact of organizational factors such as leadership style, organizational culture, and work-life balance on job satisfaction. 3. Measurement of Job Satisfaction: • Describe various methods for measuring job satisfaction, including surveys, interviews, and observation. • Discuss the strengths and limitations of different measurement tools and approaches. • Highlight the importance of regularly assessing job satisfaction to identify areas for improvement and gauge the effectiveness of interventions. 4. Enhancing Job Satisfaction: • Provide strategies for enhancing job satisfaction at the individual level, such as providing opportunities for skill development, recognition, and meaningful work. • Discuss organizational strategies, including promoting a positive organizational culture, fostering supportive leadership, and implementing work-life balance initiatives. • Explore the role of social support networks, mentorship programs, and employee engagement activities in increasing job satisfaction and employee well-being. Conclusion: Attitudes and job satisfaction play a critical role in shaping employee behavior, organizational performance, and overall workplace dynamics. By understanding the factors influencing attitudes and employing strategies to enhance job satisfaction, organizations can create environments where employees feel valued, engaged, and motivated to contribute their best. This comprehensive understanding of attitudes and job satisfaction is essential for fostering a positive and productive work environment in today's competitive landscape. This comprehensive writing assignment provides a structured approach to exploring attitudes and job satisfaction in the workplace, covering key concepts, influencing factors, measurement methods, and strategies for enhancement. Instructor’s Choice Discovering Your Own VALS It is always difficult to assess one’s values because of the various factors that can influence values. One company that has come up with an interesting but simple approach to values designation and assessment is SRI Consulting Business Intelligence. SRI developed a topology called VALS™ (Values and Lifestyles). This trademarked process assesses a person’s values and lifestyles with respect to their primary motivation and resources. A person’s primary motivation would determine what in the person’s meaningful core would govern his or her actions and activities. Resources go beyond mere wealth or possessions. Resources include personality traits (such as energy, self-confidence, and so forth) and how these traits match to demographics and resources. Through the VALS studies, SRI has devised eight segments that reveal a great deal about a person’s values and how they live their life. For more information on VALS and SRI, see www.sric-bi.com. Go to the website and find the link to VALS. See the VALS survey link and take the VALS survey. (It only takes a few minutes.) List the VALS segment that you match to and describe the characteristics of your segment. What surprises (if any) were there for you? Go to the link that describes the VALS Types. After reading about the various types, which types would be the easiest to manage? The most difficult? Explain. The instructor will ask everyone to indicate their VALS type and list the results on the board. Find another person that has your same VALS type from the list. Briefly interview him or her to see what you have in common and any clear differences. Comment on these similarities and differences. By knowing what you now know about your partner (and his or her VALS type), what managerial conclusions could you now draw? Instructor Discussion Students generally enjoy this exercise and can prepare it prior to class. They will receive a nice printout from SRI indicating their VALS segment with a recap of the characteristics of a person from that segment. However, before assigning this project, it is recommended that the instructor visit the website to insure that all links are still as described above, as these links often change. By examining the brief characterizations of the various VALS types, students should be able to see that the following generalizations can be made: •Actualizers—successful with many resources, open to change •Fulfilled—satisfied, reflective, comfortable, practical •Achievers—career-oriented, avoid risk, self-discovery •Experiencers—impulsive, young, offbeat, love risk •Believers—strong principles, favor proven brands •Strivers—like achievers, but with fewer resources, need approval •Makers—action-oriented, self-sufficiency, do-it-yourselfers •Strugglers—bottom-of-ladder, immediate gratification Though VALS has been used to study consumer lifestyles, it can also tell us something about a person’s values that can then be studied by managers. Students will enjoy talking among themselves and about their characteristics. Exploring OB Topics on the Web
1. Jeff Van Duzer wrote an excellent piece on ethics in business, which can be accessed at http://ethix.org/2002/08/01/three-causes-of-ethical-lapse-in-today%E2%80%99s-business. Write a two-page paper relating his three pragmatic factors (speed, spin, and stuff) to your life as a student or employee. Have you felt the pressure he talks about? Do you think they are contributors to ethical lapses, as he suggests? Do you think the strategies he recommends are ones you could apply to your life as a student or employee? For example, you might find donating money at this time unpractical, but maybe you are donating time as a tutor or at other campus activities.
2. How satisfied are you with your job (or a job you had in the past)? Take a job satisfaction quiz at http://humanlinks.ws/orgsn/job_satisfaction.htm. a. Job satisfaction—what are people saying about their job satisfaction? Try these websites to find out more about what American workers are saying: http://www.inc.com/magazine/19980601/946.html http://www.computerworld.com/s/article/61742/2001_Job_Satisfaction_Survey_Desperate_for_Direction?taxonomyId=010 http://www.forbes.com/sites/susanadams/2012/05/18/new-survey-majority-of-employees-dissatisfied/ Are you surprised at what you read? Write a paragraph or two on the three most important facts you learned from these websites. Bring to class for further discussion. 3. What do American workers value? At Workforce.com, you will find several articles on the topic. (You will need to complete a free registration.) http://www.workforce.com/. 4. What is the state of employee loyalty? Do organizations even care if employees are loyal? What are the consequences if they are not? Conduct an Internet search on employee loyalty and write a two-page paper answering the above questions. Workforce.com has several excellent articles on the topic. (You will need to complete a free registration to access them.) 5. Organizations often conduct attitude surveys of their employees. What is it that they want to know? Go to: http://www.hr-survey.com/EmployeeAttitude.htm to learn more about employee attitude surveys. Write a paragraph or two on what you think the three most important topics would be to include on an attitude survey and why. Solution Manual for Organizational Behavior Timothy A. Judge Stephen P. Robbins 9781292146300, 9780133507645, 9780136124016
