CH-4 Attitudes, Emotions, and Ethics – Organizational Behavior: Science, The Real World, and You : Book Guide

4. ATTITUDES, EMOTIONS, AND ETHICS REVIEW QUESTIONS: Suggested Answers How are attitudes formed? Which source is stronger? Answer: Direct experiences and social learning form attitudes. Attitudes formed from direct experience are stronger because they are readily available and called on quickly by our consciousness. Attitudes are formed through direct experiences, social influences, and cognitive evaluations. Personal experiences are generally considered the strongest source, as they directly shape and reinforce individual attitudes through firsthand interaction. Discuss cultural differences in job satisfaction and organizational commitment. Answer: Because organizations face the challenge of operating in the global environment, managers must understand that job satisfaction is significantly affected by culture. Therefore, employees from different cultures may have different expectations of their jobs. Similarly, organizational commitment studies have shown variances among cultures in terms of commitment to the organization. Cultural differences in job satisfaction and organizational commitment often reflect varying values and expectations. In individualistic cultures, job satisfaction may be closely tied to personal achievements and autonomy, while in collectivist cultures, satisfaction might be influenced by group harmony and relationships. Organizational commitment also varies, with employees in collectivist cultures often showing higher commitment due to a sense of loyalty and duty to the organization, whereas those in individualistic cultures might focus more on personal career development and opportunities. What are the major influences on attitude–behavior correspondence? Why do some individuals seem to exhibit behavior that is inconsistent with their attitudes? Answer: Attitude–behavior correspondence is affected by attitude specificity, attitude relevance, timing of measurement, personality, and social constraints. For some individuals, attitude–behavior correspondence is not so important. High self-monitors are more concerned that their behavior is situationally appropriate than that their behavior reflects their attitudes. Major influences on attitude–behavior correspondence include the strength of the attitude, its relevance to the behavior, and the individual's perceived control over the behavior. Some individuals exhibit behavior inconsistent with their attitudes due to social pressures, situational constraints, or conflicting motivations, which can lead to actions that do not always align with their personal beliefs. What should managers know about the emotions at work? Answer: Managers should know that emotions such as anger, joy, pride, hostility, and others are short-lived, intense reactions to an event that affect work behaviors. Negative emotions lead to workplace deviance, while positive emotions produce better cognitive functioning, physical and psychological health, and coping mechanisms. Managers should also know that emotions must be managed at work because they are very infectious. Emotions spread by a process known as emotional contagion, which occurs through nonverbal cues and is affected through the basic human tendency of mimicry. Finally, managers should understand the importance of emotional labor, which refers to the process of managing emotions in order to fit the rules of the job. Emotional labor is important because customers are vigilant about employees’ attitudes and emotions and form impressions about the organization based on what they see. Define values. Distinguish between instrumental values and terminal values. Are these values generally stable, or do they change over time? Answer: Values are enduring beliefs that a specific mode of conduct or end state of existence is personally or socially preferable to an opposite or converse mode of conduct or end state of existence. Instrumental values represent the acceptable behaviors used to achieve some end state. Terminal values represent the goals to be achieved, or the end state of existence. These values are relatively stable, yet influences such as age and gender do affect individuals' values over time. Values are enduring beliefs about what is important or desirable. Instrumental values refer to the preferred modes of behavior or means of achieving goals (e.g., honesty, ambition), while terminal values represent desired end states or outcomes (e.g., happiness, success). These values are generally stable but can evolve over time due to life experiences, changes in personal circumstances, or shifts in societal norms. What is the relationship between values and ethics? Answer: Ethical behavior is acting in ways consistent with one's personal values and the commonly held values of the organization and society; thus values underlie ethical behavior. Values are core beliefs that guide individuals' judgments and behavior, while ethics are the principles that define what is considered right or wrong in a given context. The relationship between values and ethics is that values shape ethical beliefs and decisions, influencing how individuals interpret and apply ethical principles in various situations. How does locus of control affect ethical behavior? Answer: Internals are more likely than externals to take personal responsibility for the consequences of their ethical or unethical behavior. Locus of control affects ethical behavior by influencing how individuals perceive their ability to control outcomes. Those with an internal locus of control believe they have control over their actions and their consequences, which often leads to higher ethical standards and personal responsibility. Conversely, individuals with an external locus of control may feel that external factors dictate outcomes, potentially leading to less accountability and lower ethical behavior. What is Machiavellianism, and how does it relate to ethical behavior? Answer: Machiavellianism is a personality characteristic indicating one's willingness to do whatever it takes to get one's own way. High-Machs believe that any means justify the desired ends. Describe the stages of cognitive moral development. How does this concept affect ethical behavior in organizations? Answer: Cognitive moral development has three levels, each consisting of two stages. At the pre-conventional level, Stage 1 individuals' base decisions on rewards, punishments, and self-interest. Rules are obeyed to avoid punishment. In Stage 2, individuals follow the rules only if it is in their immediate interest to do so. At the conventional level, Stage 3 individuals try to live up to the expectations of people close to them. In Stage 4, the perspective is broadened to include the laws of the larger society. At the principled level, Stage 5 individuals base decisions on principles of justice and rights. In Stage 6, individuals follow self-selected ethical principles. If training can enhance moral development, it is in the interest of organizations to provide educational seminars to assist employees. DISCUSSION and communication QUESTIONS: Suggested Answers What jobs do you consider to be most satisfying? Why? Answer: Some of these answers may be idealistic because they are expectations. Most students will state motivator reasons for satisfaction, rather than hygiene factors, such as salary. Jobs that are often considered most satisfying typically involve a combination of meaningful work, opportunities for growth, and a supportive environment. Examples include roles that align with personal passions or values, such as teaching, healthcare, or creative professions. Satisfaction arises from making a positive impact, achieving personal goals, and having a strong sense of purpose and fulfillment in one's work. How can managers increase their employees’ job satisfaction? Answer: One of the keys is to examine all five components of the core job characteristics model. Many students will answer only one aspect of the model, such as suggesting an increase in skill variety. Managers must have accurate perceptions of what employees want in a job. Managers can increase employees' job satisfaction by: 1. Providing Opportunities for Growth: Offer training, development, and career advancement opportunities to help employees grow professionally. 2. Recognizing and Rewarding Performance: Regularly acknowledge achievements and provide meaningful rewards and incentives. 3. Creating a Positive Work Environment: Foster a supportive, inclusive culture with open communication and respect. 4. Ensuring Work-Life Balance: Implement flexible work arrangements and support employees in balancing personal and professional responsibilities. Suppose you have an employee whose lack of commitment is affecting others in the work group. How would you go about persuading the person to change this attitude? Answer: Students should analyze characteristics of the persuader, the target, and the message to address this problem. To persuade an employee to improve their commitment: 1. Have a Private Discussion: Engage in a one-on-one conversation to understand the underlying reasons for their lack of commitment and express your concerns. 2. Set Clear Expectations: Clearly outline the expected behaviors and how their commitment impacts the team and overall performance. 3. Offer Support and Resources: Provide necessary training, resources, or adjustments that could help the employee improve their engagement. 4. Establish Goals and Follow-Up: Set specific, achievable goals for improvement and schedule follow-up meetings to monitor progress and provide feedback. In Rokeach's studies on values, the most recent data are from 1981. Do you think values have changed since then? If so, how? Answer: One of the strengths of the Rokeach studies is that they were longitudinal. There are suggestions of differences between males and females, yet there is a tendency to keep core values in relationships. Students may wish to contrast their values with those of their parents and grandparents in discussing this question. Yes, values have likely changed since Rokeach's studies in 1981 due to shifts in societal norms, technological advancements, and evolving cultural contexts. For example, contemporary values may increasingly emphasize diversity, environmental sustainability, and work-life balance, reflecting changes in societal priorities and global awareness. Additionally, advancements in technology and social media have influenced how people connect, work, and perceive global issues, leading to shifts in values related to connectivity, privacy, and digital ethics. What are the most important influences on an individual's perceptions of ethical behavior? Can organizations change these perceptions? If so, how? Answer: Ethical behavior is influenced by two major categories of factors: individual characteristics and organizational factors. Organizations can affect individuals' perceptions of ethical behavior by creating a culture that rewards ethical behavior and employee involvement, training, and modeling ethical behavior. How can managers encourage organizational citizenship? Answer: Managers can encourage organizational citizenship by promoting a climate of honesty and rewarding the "helping" behaviors. Students may need to analyze their current environment (work organization or university) to see if the organization encourages citizenship. Managers can encourage organizational citizenship by: 1. Fostering a Positive Work Environment: Create a supportive and inclusive culture where employees feel valued and respected. 2. Recognizing and Rewarding Efforts: Acknowledge and reward employees who go above and beyond their job requirements, reinforcing desirable behaviors. 3. Encouraging Open Communication: Promote open dialogue and feedback to ensure employees feel heard and involved in organizational decisions. 4. Providing Opportunities for Engagement: Offer chances for employees to participate in team-building activities, community service, or projects that align with their interests and values. Suppose you are a manager in a customer service organization. Your group includes seven supervisors who report directly to you. Each supervisor manages a team of seven customer service representatives. One of your supervisors, Linda, has complained that Joe, one of her employees, has “an attitude problem.” She has requested that Joe be transferred to another team. Write a memo to Linda explaining your position on this problem and what should be done. Answer: Encourage students to apply the concepts learned in class about attitudes to their resolution of this problem. This problem also provides a good opportunity to discuss how values, personality, perception, etc. could be affecting this situation. Memo To: Linda [Last Name], Supervisor From: [Your Name], Manager Date: [Current Date] Subject: Handling of Joe’s Attitude Problem Dear Linda, Thank you for bringing your concerns about Joe’s attitude to my attention. I understand that dealing with such issues can be challenging, and I appreciate your proactive approach. Before considering a transfer, it’s essential to address the root of the problem. I recommend the following steps: 1. Document Specific Issues: Please provide detailed examples of Joe's behavior and how it impacts team dynamics. This will help in understanding the exact nature of the problem. 2. Conduct a Performance Review: Arrange a one-on-one meeting with Joe to discuss your observations and concerns. Ensure the conversation is constructive, focusing on how his behavior affects the team and suggesting specific improvements. 3. Offer Support and Development: Identify if there are underlying issues contributing to Joe’s attitude and provide resources or training that might help him address these concerns. 4. Monitor Progress: After implementing these measures, observe Joe’s behavior and provide regular feedback. If improvements are noted, continue to support and guide him. Only if there is no significant change after these steps should we consider transferring Joe. This approach ensures that we address the issue thoroughly and fairly, while also supporting Joe’s development and maintaining team cohesion. Please keep me updated on the progress and feel free to reach out if you need further assistance. Best regards, [Your Name] [Your Position] Select a company that you admire for its values. Use the resources of your library to answer two questions. First, what are the company’s values? Second, how do employees enact these values? Prepare an oral presentation to present in class. Answer: Following the oral presentations, discuss differences in values that were identified across organizations. Get student input on why the values differ among organizations and how companies sometimes enact the same values in different ways. Oral Presentation: Company Values and Employee Enactment Introduction Today, I will discuss Patagonia, a company renowned for its commitment to environmental sustainability and social responsibility. Patagonia's values and the ways its employees enact these values make it a standout example of ethical and values-driven business practices. 1. Patagonia’s Values Patagonia’s core values are centered around: • Environmental Responsibility: Patagonia is dedicated to reducing its environmental impact. The company uses sustainable materials, invests in renewable energy, and engages in initiatives to protect natural resources. • Quality and Innovation: They emphasize high-quality, durable products designed to last longer, thus reducing waste. • Social Responsibility: Patagonia is committed to fair labor practices and improving the working conditions of its supply chain partners. • Transparency and Integrity: The company practices transparency in its operations and supply chain, openly sharing information about its environmental impact and labor practices. Sources: • Patagonia’s official website • Recent publications from environmental and business ethics journals 2. How Employees Enact These Values Employees at Patagonia enact these values through various practices: • Environmental Initiatives: Employees participate in and lead environmental campaigns, such as the company’s “1% for the Planet” program, which donates 1% of sales to environmental causes. They also engage in volunteer activities and advocate for sustainable practices within the company and the community. • Product Design and Development: Staff are involved in creating and promoting products made from recycled materials and ensuring that the manufacturing processes are environmentally friendly. • Workplace Culture: Patagonia fosters a culture of work-life balance and personal responsibility, encouraging employees to pursue environmental activism and support sustainability efforts. • Training and Advocacy: Employees receive training on sustainability and are encouraged to become advocates for Patagonia’s values both inside and outside the workplace. Sources: • Interviews with Patagonia employees and managers • Company reports on corporate social responsibility and sustainability Conclusion Patagonia’s strong commitment to its values is reflected in how its employees actively participate in and promote environmental and social responsibility. This alignment between values and actions not only enhances Patagonia’s brand but also contributes to a more sustainable and ethical business model. Thank you for your attention. I’m happy to answer any questions you might have about Patagonia’s values and how they are enacted within the company. Think of a time when you have experienced cognitive dissonance. Analyze your experience in terms of the attitude and behavior involved. What did you do to resolve the cognitive dissonance? What other actions could you have taken? Write a brief description of your experience and your responses to the questions. Answer: During discussion of these responses, encourage students to examine how people respond differently to cognitive dissonance. Discuss how an understanding of cognitive dissonance can be beneficial to a manager. Experience of Cognitive Dissonance Description: During my first semester of college, I was deeply committed to achieving high academic performance and maintaining a healthy lifestyle. I had always believed that balancing intense study sessions with regular exercise was crucial for my well-being. However, as finals approached, I found myself spending long hours studying and neglecting my exercise routine. This discrepancy between my behavior (not exercising) and my attitude (valuing health and fitness) caused cognitive dissonance. Analysis: • Attitude: I valued health and believed that maintaining physical fitness was essential for academic success and overall well-being. • Behavior: Despite my belief, I was not exercising regularly due to the demands of my study schedule. Resolution Actions: 1. Change in Behavior: To resolve the dissonance, I adjusted my behavior by scheduling short exercise sessions during study breaks. This allowed me to align my actions with my values and reduce the dissonance. 2. Reevaluate Priorities: I reassessed my study habits and found ways to be more efficient with my time, enabling me to balance both academics and fitness. Other Possible Actions: • Modify Attitude: I could have adjusted my attitude by downplaying the importance of regular exercise during stressful periods, though this would have conflicted with my long-term values. • Seek Support: Consulting with a counselor or academic advisor might have helped me find strategies to manage my time better, reducing the conflict between my study and fitness goals. In summary, resolving the cognitive dissonance involved changing my behavior to align with my values, which helped me manage both my academic responsibilities and personal well-being effectively. ETHICAL DILEMMA Sarah’s options are to keep Kim in HR, or to fast-track her for the job in Marketing. Using consequential, rule-based, and character theories, evaluate Sarah’s options. Answer: Consequential—If Sarah keeps Kim in HR, she will have to continue dealing with Kim’s negativity and her impact on the rest of the department, but she will prevent Kim from negatively impacting the Marketing Department and possibly the company’s clients. If Sarah fast-tracks Kim’s interview with Marketing, she risks negatively impacting that department and the company’s clients, but saves herself further aggravation. Rule-based—Sarah has an obligation to protect her department from Kim’s negative influence, but she also has an obligation to protect her company from any potential negative impact that might result from Kim’s contact with clients. Character—Sarah seems to value teamwork and a positive work environment. Kim’s presence in the HR Department undermines teamwork and the pleasant work environment Sarah has worked hard to create. Fast-tracking Kim’s interview for the Marketing position provides the opportunity for Sarah to restore strong teamwork and positivity in HR. What should Sarah do? Why? Answer: Sarah should keep Kim in HR and continue working to minimize her negativity. This course of action provides the greatest good for the greatest number by preventing Kim’s negative influence from affecting the Marketing Department and possibly the company’s clients. Sarah’s obligation to protect the company from possible negative impact supersedes her obligation to her own department. Keeping Kim in HR also allows Sarah to fulfill her greater obligation to the company. Although keeping Kim in HR runs against Sarah’s desire for teamwork and harmony, doing so is the best course of action based on the consequential and rule-based views of ethics. Experiential Exercises 4.1 Chinese, Indian, and American Values Based on the research in Bond’s book, from the article by Kuo-Shu Yang, the following rankings are shown:
Value American Chinese Indian
Achievement 7 3 5
Deference 12 11(tie) 10
Order 15 8 13
Exhibition 8 13 12
Autonomy 10 11(tie) 11
Affiliation 3 4 8
Intraception 1 2 4
Succorance 14 10 14
Dominance 5 9 7
Abasement 9 6 1
Nurturance 6 1 2
Change 2 7 3
Endurance 11 5 6
Heterosexuality 14 15 15
Aggression 13 14 9
Internal/external locus of control: Americans tend to be more internal and Chinese more external. Values In terms of the values survey, it can be seen that Chinese students tend to show a higher need than Americans for achievement, order, deference, abasement, succorance, nurturance, and endurance, with a lower need on exhibition, intraception, dominance, change, heterosexuality, and aggression. It was expected that a sample of the general population, rather than students, would have shown even greater cultural differences. The results of twenty studies done of Chinese students in Taiwan showed their predominant profile of value orientation to consist of inner development, past perspective, collectivism (lineality), and submission to nature. They choose to combine contemplation, action, and enjoyment in acceptable proportions. They feel it is important to accept social constraints, to show and express sympathetic concern for others, and to preserve and maintain good human traditions and achievements. Further, they are high in theoretical and aesthetic pursuits and low in economic and religious ones. They feel that sensuous enjoyment and silent submission to external forces are both wrong. Harmony, self-restraint, and conscientiousness are rated high. When asking Chinese students which goals were important to them, they ranked top ones as good marriage and happy family, beating one’s brains out in the pursuit of knowledge, and a handsome salary. Low for them were goals such as religious beliefs, being a leader to dominate others, exercising intensely to develop physical qualities, and being successful in social life. Studies of Machiavellianism, or the belief that one can manipulate and deceive people for personal gain, have shown that (despite a Western stereotype otherwise) Chinese people have a lower level of Machiavellianism than Westerners. In another study (in 1967) of authoritarianism using the California Fascism Scale, it was found that students from India and Rhodesia (now Zimbabwe) showed the highest levels, then came China and Arabia (tied), then Brazil, and finally, much further down, the United States. Some researchers, though, have found that Chinese society is moving away from the traditional values and going more towards (slowly, of course) autonomy, achievement, and inner-control beliefs. * Used with permission. Copyright 1993 by Dorothy Marcic. Adapted from Michael Harris Bond, ed., They Psychology of the Chinese People: Hong Kong (Oxford University Press, 1986). Dorothy Marcic and Sheila Puffer, Management International, West Publishing, 1994. 4.2 Is This Behavior Ethical? The purpose of this exercise is to compare opinions about ethical issues faced at work. The class should be divided into twelve groups. Each group will be randomly assigned one of the issues that reflect one of the twelve issues found in the Wall Street Journal study shown in Table 4.2. Students should try to avoid beginning their answers with, "It depends.” Question #4 is slightly different than the others because it does not have a specific example from which to draw. This is a particularly useful and interesting discussion in which to have international students involved. International students are sometimes more aware of the nuances of exchanging gifts than U.S. students. It is useful to have the students list their positions on paper before they develop the answers and justifications. This is helpful to you because they may stray away from the intent of the question, or may not consider the breadth of the question. By submitting the approach they intend to take, you are able to enlarge on their perspective immediately, rather than waiting until they present their solutions to class. The depth of the answer is also very important. For example, on question #2 regarding exaggeration on credentials, there is a tendency to brush aside the deeper issues. I typically tell students that I evaluate their classroom performance on the depth and breadth of their discussions. Alternative Experiential Exercise Bargaining, United Nations Style: Exploring the Impact of Cultural Values This exercise is intended to expose students to being from a different culture, and to experience the interaction effects between members of different cultures. In addition, it allows students to experience the process of negotiation between two people whose values differ. The class is divided into four subgroups of three to eight members each. Each subgroup receives copies of one of the four cultures: Anonymites, Personameans, Religionians, and Agnosticatians. The experience is more realistic and fun if a table is set up as a buffet-styled reception. The classroom should be large enough to allow the four subgroups to work without disturbing one another and open enough to allow mingling in a party-like atmosphere. It is easiest to provide cookies and bottled liquids so that students have to share and pour for each other. The food setup can be as simple or as elaborate as the instructor wishes. Instructor's Notes: Students should spend approximately forty-five minutes completing the instruction sheet for their subgroup. However, this has been completed in less time successfully. While the students are working, the instructor sets out the food, drinks, and so forth and assists the groups as necessary. After forty-five minutes ask the groups to stop and spend the next twenty minutes attending a United Nations mixer. They should stay in their roles as members of their assigned cultures. They are instructed to share a "meal" with at least one member of another culture and to speak with as many people from other subgroups as possible so that they can learn about the customs, values, needs, and resources of the different cultures. After clarifying the task and answering questions, the students are asked to attend the reception. After exactly twenty minutes the subgroups are asked to reassemble. Each subgroup should spend 20 minutes sharing the information they have collected about the other cultures, deciding which culture they want to negotiate with to trade resources, analyzing that culture, choosing a member to serve as their representative in negotiations, and developing a negotiation strategy. Next, ask the subgroups to conclude their meetings and announce their chosen representatives. The representatives are invited to take turns negotiating with one another in accordance with the decisions made by their subgroups. (Only one negotiation takes place at a time, so that the entire class can watch the negotiation process.) After five minutes, the negotiation process is completed, regardless of the success of the bargaining. If you need to run this exercise in less than two hours, it is advisable to distribute the sheets to the class before you use the exercise. Other options include eliminating the need and instructions for food, running the activity with only two cultures that have differing values, (for example, the Anonymites and the Personameans), and to run the activity without the negotiation phase. * Adapted from The 1990 Annual: Developing Human Resources, Pfeiffer. BARGAINING, UNITED NATIONS STYLE: INSTRUCTION SHEET FOR THE PERSONAMEANS The Personameans come from the land of Persona, a culture in which the individual is paramount. The members are generally outgoing and assertive. Because their culture is male dominated, Personameans generally choose male leaders. Personameans are often loud and argumentative and feel that they must have the last word in any negotiations. The culture is fiercely proud of its laws, which protect the rights of the individual. Etiquette demands that a Personamean not eat any food that has been touched by another. Occasionally, Personameans act together as a group, but only as a last resort. Persona's greatest resource is money. Each year the government provides every citizen with $25,000. Persona's greatest need is for transportation. The country is vast, and the residents must commute great distances to work. Each Personamean needs an automobile. Instructions: You and your fellow subgroup members are Personameans. You are to complete the following tasks, remembering that all of your choices and decisions must be consistent with the preceding description of Personameans. 1. Create a verbal greeting and a physical gesture for leaving. 2. Decide what personal distance will be acceptable in your culture. For example, how close to one another will people stand while talking? Will people look at one another during a conversation? Define your cultural attitude toward authority. 4. Identify a strongly held belief and how you will act when that belief is questioned or violated. 5. Define a gesture that is offensive. 6. Define how your culture views bargaining. How will you act during negotiations? Choose one member as a representative to speak at negotiations. 7. In some Arabic cultures, it is taboo to touch someone with the left hand. What is your culture's taboo? 8. Define how you will act if someone admires something you have. After completing these tasks, you will be invited to a United Nations mixer to interact with people from three other cultures. While mingling and eating, you must maintain the characteristics of Personameans. Find out as much as you can about the customs, values, resources, and needs of the other cultures. Later your representative will use this information to negotiate a trade of resources with another culture's representative. BARGAINING, UNITED NATIONS STYLE: INSTRUCTION SHEET FOR THE ANONYMITES The Anonymites come from the land of Anon, a culture in which the good of community is more important than the welfare or the rights of any individual. Hence, the values of the Anonymite culture stress the importance of getting along with others, sacrificing for the good of the group, and sharing resources. For example, etiquette in this culture demands that a person break bread with his or her companions by eating from the same dish or dividing and sharing the food. Anon's greatest resource is a skilled labor force capable of building magnificent cars. However, because the country is small and has excellent public transportation, few Anonymites buy cars. Although many automobiles are exported each year, there is still a surplus. Anon's greatest need is a highly skilled labor force that is capable of building magnificent automobiles. However, Anonymites are crafty negotiators. Because their culture is female-dominated, the Anonymites generally choose female leaders. Anon's greatest need is to acquire food for its people. Food is extremely expensive in Anon, costing an average of $20,000 per person per year. Instructions: You and your fellow subgroup members are Anonymites. You are to complete the following tasks, remembering that all of your choices and decisions must be consistent with the preceding description of Anonymites. 1. Create a verbal greeting and a physical gesture for leaving. 2. Decide what personal distance is acceptable in your culture. For example, how close will people stand while talking? Will people look at one another during a conversation? 3. Define your cultural attitude toward authority. 4. Identify a strongly held belief. How will you act when that belief is questioned/violated? 5. Define a gesture that is offensive. 6. Define how your culture views bargaining. How will you act during negotiations? Choose one member as a representative to speak at negotiations. 7. In some Arabic cultures, it is taboo to touch someone with the left hand. What is your culture's taboo? 8. Define how you will act if someone admires something you have. After completing these tasks, you will be invited to a United Nations mixer to interact with people from three other cultures. While mingling and eating, you must maintain the characteristics of Anonymites. Find out as much as you can about the customs, values, resources, and needs of the other cultures. Later your representative will use this information to negotiate a trade of resources with another culture's representative. bargaining, united nations style: instruction sheet for THE RELIGIONIANS The Religionians come from the land of Religionia, a culture in which the good of the people is decided by a tribunal of elders whose religious beliefs govern their actions. Each is fiercely loyal to what he or she perceives as God-given rights and responsibilities. Because the culture is female-dominated, Religionians tend to elect female leaders. Individual Religionians are outgoing and personable, but also rigid and demanding. Like the elders, they hold staunch religious beliefs. Etiquette demands that a Religionian eat only after having given thanks visibly and verbally to the heavenly provider. Religionia's greatest resource is the wealth of gold mined in its mountains. Each member of the culture owns two gold bars. Religionia's greatest need is for energy. Each Religionian needs a barrel of oil to support his or her energy needs. Instructions: You and your fellow subgroup members are Religionians. You are to complete the following tasks, remembering that all of your choices and decisions must be consistent with the preceding description of Religionians. 1. Create a verbal greeting and a physical gesture for leaving. 2. Decide what personal distance will be acceptable in your culture. For example, how close to one another will people stand while talking? Will people look at one another during a conversation? 3. Define your cultural attitude toward authority. 4. Identify a strongly held belief and how you will act when that belief is questioned or violated. 5. Define a gesture that is offensive. 6. Define how your culture views bargaining. How will you act during negotiations? Choose one member as a representative to speak at negotiations. 7. In some Arabic cultures, it is taboo to touch someone with the left hand. What is your culture's taboo? 8. Define how you will act if someone admires something you have. After completing these tasks, you will be invited to a United Nations mixer to interact with people from three other cultures. While mingling and eating, you must maintain the characteristics of Religionians. Find out as much as you can about the customs, values, resources, and needs of the other cultures. Later your representative will use this information to negotiate a trade of resources with another culture's representative. BARGAINING, UNITED NATIONS STYLE: INSTRUCTION SHEET FOR THE AGNOSTICATIANS The Agnosticatians come from the land of Agnostica. They are practical, pragmatic people who work diligently. Because their culture is male-dominated, Agnosticatians tend to choose male leaders. However, they value egalitarian and democratic principles; in negotiations they tend to go with the general good. Their values stress that knowledge is of supreme importance and must constantly be researched and updated. Consequently, science plays a large role in their society. Etiquette demands that Agnosticatians inspect their food thoroughly for contamination before eating it. Agnostica's greatest resource is its wealth of oil wells. Each member of the culture owns two barrels of oil. Agnostica's greatest need is for gold to buy food and medicine for its people. One gold bar is required to support each Agnosticatian's needs. Instructions: You and your fellow subgroup members are Religionians. You are to complete the following tasks, remembering that all of your choices and decisions must be consistent with the preceding description of Religionians. 1. Create a verbal greeting and a physical gesture for leaving. 2. Decide what personal distance will be acceptable in your culture. For example, how close to one another will people stand while talking? Will people look at one another during a conversation? 3. Define your cultural attitude toward authority. 4. Identify a strongly held belief and how you will act when that belief is questioned or violated. 5. Define a gesture that is offensive. 6. Define how your culture views bargaining. How will you act during negotiations? Choose one member as a representative to speak at negotiations. 7. In some Arabic cultures, it is taboo to touch someone with the left hand. What is your culture's taboo? 8. Define how you will act if someone admires something you have. After completing these tasks, you will be invited to a United Nations mixer to interact with people from three other cultures. While mingling and eating, you must maintain the characteristics of Agnosticatians. Find out as much as you can about the customs, values, resources, and needs of the other cultures. Later your representative will use this information to negotiate a trade of resources with another culture's representative. EXTRA EXPERIENTIAL EXERCISES The following alternative exercises to supplement the material in the textbook can be obtained from: Marcic, Dorothy, Seltzer, Joseph, & Vaill, Peter. Organizational Behavior: Experiences and Cases, 6th Ed. South-Western College Publishing Company, 2001. Moral Dilemmas. p. 255-260. Time: 45 minutes or more. Purpose: To discuss the ethics of making certain decisions. Fandt, Patricia M. Management Skills: Practice and Experience. West Publishing Company, 1994. In-Basket Exercise 5: Holding Others Accountable. p. 69-72. TAKE 2 BIZ FLIX: The Emperor’s Club PPT Slide 36 Organizations Discussed: Saint Benedict’s Academy for Boys William Hundert (Kevin Kline), a professor at the exclusive Saint Benedict’s Academy for Boys, believes in teaching his students about living a principled life. He also wants them to learn his beloved classical literature. A new student, Sedgewick Bell (Emile Hirsch), challenges Hundert’s principled ways. Bell’s behavior during the seventy-third annual Mr. Julius Caesar Contest causes Hundert to suspect that Bell leads a less-than-principled life, a suspicion confirmed years later during a reenactment of the competition. Ethics and Ethical Behavior: An Assessment of Sedgewick Bell Mr. Hundert is the honored guest of his former student Sedgewick Bell (Joel Gretsch) at Bell’s estate. Depaak Mehta (Rahul Khanna), Bell, and Louis Masoudi (Patrick Dempsey) compete in a reenactment of the Julius Caesar competition. Bell wins the competition, but Hundert notices that Bell is wearing an earpiece. Earlier in the film, Hundert had suspected that young Bell wore an earpiece during the competition, but Headmaster Woodbridge (Edward Herrmann) urged him to ignore his suspicion. This scene appears near the end of the film after the competition reenactment. Bell announced his candidacy for the U.S. Senate just before he talks to Hundert in the bathroom. In his announcement, he carefully described his commitment to specific values he would pursue if elected. What to Watch for and Ask Yourself PPT Slide 30 Does William Hundert describe a specific type of life that one should lead? If so, what are its elements? Answer: Mr. Hundert describes a life philosophy built on virtue and principled values. He describes Sedgewick Bell’s present life as one lived without virtue or principles. Bell reacts to Mr. Hundert’s observations in his typically arrogant manner. He dismisses Mr. Hundert’s observations as those of a person who does not live in the “real world.” Bell notes that one does what one needs to do to reach desired goals, which includes lying and cheating. Does Sedgewick Bell lead that type of life? At what level of cognitive moral development do you perceive Sedgewick Bell? Support your response with specific moments in the film scene. Answer: Sedgewick Bell continues his fondness for unethical behavior that he displayed earlier as a young student at Saint Benedict’s Academy for Boys. Although Bell faced an ethical dilemma in his decision to cheat, his ethics view or theory lets him quickly dismiss the dilemma. He simply says, “I live in the real world … where people do what they need to do to get what they want. And if it’s lying and it’s cheating, then so be it.” What consequences or effects do you predict for Sedgewick Bell because of the way he chooses to live his life? Answer: Sedgewick Bell’s political life in the U.S. Senate could backfire politically if he engages in unethical behavior. If he does not get caught, he likely will not experience much harm. If gets caught, his political career could end. Implicit in Mr. Hundert’s observations is the role of values and standards in guiding ethical behavior. Bell’s response skirts this issue and focuses on external control factors only. WORKPLACE VIDEO: Mitchell Gold + Bob Williams Video Case Synopsis When Information Technology Manager Kim Clay began answering phones as a consumer inquiry representative for Mitchell Gold + Bob Williams, she was not particularly self-confident, nor was she certain about the direction of her career. “When I first started working here, I definitely wouldn’t say that confidence was something I exuded,” Clay says of her early days at the furniture company. Although Clay’s start at MG+BW was uneventful, co-workers instantly noted her positive work attitudes. “Kim was someone you could really rely on and trust—she was a great communicator,” says Dan Gauthreaux, vice president of human resources. “You knew that if Kim was given an assignment or project, or needed to follow up with this customer or expedite something, she would make it happen.” Clay eventually moved on to the Customer Care department, where she dealt with customer issues at the retail level. Her good-natured personality was popular not only with customers, but also with co-workers who frequented her cubicle to get help with computer issues. In many organizations, hidden talents often remain hidden. But at Mitchell Gold + Bob Williams, managers encourage employees to discover their talents and seize new opportunities. While taking stock of human resources, managers recognized Clay’s knack for computers, and they came to her to discuss the creation of a new job position: a computer help desk specialist. “We decided to create the help desk, which we never had before,” Clay states. “Since everybody was coming to me with computer questions, it seemed a good fit for me.” Although Clay lacked formal computer training, she was willing to put herself out there and see where the opportunity might lead. “I felt like it was a big challenge to move from customer care to technology. I had never done anything with computers before, so I was really excited to try it,” she says. Clay’s hard work and desire to develop new skills paid off: today Clay is the head of technology for MG+BW. To managers and colleagues who spotted Clay’s positive work attitudes early on, the employee’s rise through the ranks was no surprise. Even so, no one could have predicted the unique career path she made for herself. According to Gauthreaux, Clay’s story bolsters MG+BW’s reputation as a worker-friendly organization. “There is a tolerance for letting folks expand and develop on their own,” the vice president says. Discussion Questions and Solutions Which component of attitudes does HR executive Dan Gauthreaux express when he says, “I think you can learn from any job you do and try to make the best of it”? Answer: Attitudes are comprised of affects (feelings), behavioral intentions, and cognition (thoughts). When H.R. Vice President Dan Gauthreaux says, “I think you can learn from any job you do and try to make the best of it,” he is expressing cognition. His belief is that no matter what job a person does, there are skills and lessons to be learned that can greatly improve an employee’s performance and value. This cognition is likely to have a very positive impact on work behavior. How did Kim Clay’s organizational citizenship behavior lead to the creation of a new computer help desk at MG+BW? Answer: Organizational citizenship is work behavior that is above and beyond the call of duty. It refers to the tendency of some employees to help others and to put in extra effort for the sake of the organization’s success. While Kim Clay’s first two positions in consumer inquiry and customer care did not require her to fix computer problems, she often volunteered to help co-workers with their computer questions. In time, employees came to view Clay as the best person to approach for computer help. This organizational citizenship behavior led management to create a computer help desk position in the company, and to appoint Clay to the position. The event changed Clay’s entire career path, and today she serves as the head of information technology at MB + BW. What role did management play in fostering Kim Clay’s organizational commitment? In what ways does this commitment benefit the organization? Answer: Organizational commitment is the strength of an individual’s identification with an organization. Managers at MG+BW fostered Kim Clay’s organizational commitment in numerous ways. Vice President Dan Gauthreaux says that management recognized Clay’s potential and believed in nurturing her talents, personality, and work attitudes. In particular, manager Paula Crosley took the initiative to foster Clay’s early development while Clay was working in the Consumer Inquiries department. Later on, management created a new computer help desk job specifically for Kim Clay even though she was not a certified computer specialist. Gauthreaux says that MG+BW has “a tolerance for letting folks expand and develop on their own,” and he adds that employees are encouraged to push themselves to try new things. According to the H.R. leader, managers at MG+BW foster a culture where employees are “not going to let each other fail.” In response to management’s interest and training, Kim Clay developed all the key components of organizational commitment: a strong belief in the goals and values of the organization, a willingness to put forth effort on behalf of the organization, and a desire to remain a member of the organization. CASE SOLUTION: QuikTrip: Staffed by Passionate and Compassionate People Linkage of Case to Chapter Material This case focuses on QuikTrip Corporation, a chain of nearly 600 privately held convenience stores. Led by Chester Cadieux, QuikTrip seeks to be the dominant convenience/gasoline retailer in each market in which it operates. With over 10,000 employees, QuikTrip has been recognized for nine consecutive years by Fortune magazine as one of the “Best Companies to Work For.” This esteemed position has been achieved through hiring people who like people, and by emphasizing the importance of the employees and the ‘human touch’ in QuikTrip’s success. QuikTrip considers its employees to be a “living brand and [the company] devote[s] a great deal of time and energy to training and developing them so that they reflect the brand’s core values.” By examining Cadieux’s management/leadership perspective, QuikTrip’s personnel practices, and the employees’ characteristics, one can begin to understand the roles played by values, attitudes, and emotions in the work behavior exhibited at QuikTrip. Suggested Answers for Discussion Questions How would you describe the attitudes and emotions of the typical QuikTrip employee? How do these attitudes and emotions influence the employees’ work behaviors? Answer: The attitudes and emotions of the typical QuikTrip employee are perhaps best captured in the way in which customers describe them. Customers say the employees seem to be glad to work at QuikTrip and they seem to like one another. In short, the employees are nice people who like people. These attitudes and emotions manifest themselves in the employees becoming QuikTrip’s living brand. Chester Cadieux, QuikTrip leader-in-chief, emphasizes the importance of the employees and their ‘human touch’ in the company’s success. How would you describe the attitudes of Chester Cadieux regarding QuikTrip’s employees? What implications do Cadieux’s attitudes have for how he manages the company and leads the employees? Answer: Chester Cadieux describes QuikTrip’s employees as friendly, efficient, smart, and extroverted. “They have a strong work ethic. They want to be a hero to every customer who comes through the door. They’re ambitious. They want to work hard.” They have the ability to work in teams, the humility to learn from others, and an appreciation for diversity. Cadieux clearly views the employees in a positive light and as crucial to the success of QuikTrip. He treats employees well. He is a supportive leader who engages and empowers employees. This is borne out with accolade that QuikTrip has received nine years in a row as one of the companies on Fortune magazine’s list of “Best Companies to Work For.” How might the employees’ attitudes and emotions influence how they deal with customers from an ethical perspective? Answer: According to the text, ethical behavior involves acting in ways that are consistent with one’s own values and the values of the organization and society. As indicated in the suggested responses to questions 1 and 2, the employees’ attitudes and emotions reflect a strong commitment to hard work and bringing a ‘human touch’ to their work activities. This contributes significantly to the provision of excellent customer service, which also reflects QuikTrip organizational values and, presumably, those of society. The connection between personal values and organizational values is also evident in the company’s personnel practices. Through careful screening and hiring practices, QuikTrip has been able to assemble a work force whose personal values are quite consistent with its own core values. QuikTrip considers its employees to be a “living brand and [the company] devote[s] a great deal of time and energy to training and developing them so that they reflect the brand’s core values.” In reacting to employees being a ‘living brand’, QuikTrip’s customers comment on two definingperhaps even uniquecharacteristics of QuikTrip employees: the employees seem to be glad to work at QuikTrip and they seem to like one another. In reference to the question at the end of the case: What useful lessons can other companies learn from QuikTrip’s recipe for success? Explain your answer. Answer: Chester Cadieux says, “we’ve been able to compete successfully because of our people. We hire better people, train them better, and pay them more. We are obsessed with keeping the stores clean and well-merchandised and with providing a rewarding customer experience overall.” Quite simply, other companies could easily emulate these success factorsand those companies could be well on the way to their own success stories. SOURCE: This case solution was written by Michael K. McCuddy, The Louis S. and Mary L. Morgal Chair of Christian Business Ethics and Professor of Management, College of Business, Valparaiso University. Solution Manual for Organizational Behavior: Science, The Real World, and You Debra L. Nelson, James Campbell Quick 9781111825867