CHAPTER4 Emotions and Moods Questions for Review
4-1. How are emotions different from moods? Answer: Emotions are intense feelings directed at someone or something. Moods are feelings that tend to be less intense than emotions and often lack a contextual stimulus. Thus, the similarities are the “feelings” component, but the differences lie in the intensity and context. The basic emotions on a continuum are happiness – surprise – fear – sadness – anger –disgust. The basic emotions are classified as those with a positive affect, such as joy and gratitude, and those with a negative affect, such as anger or guilt. 4-2. What are the sources of emotions and moods? Answer: The primary sources of emotions and moods are: a. Personality: there is a trait component – affect intensity b. Time of day: happier in the midpoint of the daily awake period c. Day of week: happier toward the end of the week d. Weather: illusory correlation – no effect e. Stress: even low levels of constant stress can worsen moods f. Social activities: physical, informal, and dining activities increase positive moods g. Other factors are sleep, age, gender, etc. 4-3. What impact does emotional labor have on employees? Answer: Emotional labor is when an employee expresses organizationally desired emotions during interpersonal transactions. It was originally developed in relation to service jobs, but now seems to apply to every job. For example, you are expected to be courteous and not hostile in interactions with coworkers. 4-4. What is affective events theory? Answer: Affective events theory states that an event in the work environment triggers positive or negative emotional reactions. AET recognizes that emotions are a response to an event in the individual work environment. The environment creates work events that can be hassles, uplifts, or both. These work events trigger positive or negative emotional reactions that are moderated by the employee’s personality and mood. AET offers two important messages. First, emotions provide valuable insights into understanding employee behavior. Second, emotions in organizations and the events that cause them shouldn’t be ignored, even when they appear to be minor. This is because they accumulate. It’s not the intensity of hassles and uplifts that leads to emotional reactions, but more the frequency with which they occur. Current and past emotions can affect job satisfaction. Emotional fluctuations over time can create variations in job performance. Both negative and positive emotions can distract workers and reduce job performance. 4-5. What is emotional intelligence? Answer: Emotional intelligence (EI) refers to an assortment of non-cognitive skills, capabilities, and competencies that influence a person’s ability to succeed in coping with environmental demands and pressures. a. Self-awareness: being aware of what you are feeling. b. Self-management: the ability to manage one’s own emotions and impulses. c. Social skills: the ability to handle or detect the emotions of others. d. Several studies suggest EI may play an important role in job performance. e. EI is controversial and there are pros and cons. 4-6. What are some strategies for emotion regulation? Answer: Emotion regulation is part of the EI literature but has also been studied as an independent concept. The central ideal behind emotion regulation is to identify and modify the emotions you feel. Strategies to change your emotions include thinking about more pleasant things, suppressing negative thoughts, distracting yourself, reappraising the situation, or engaging in relaxation techniques. Changing your emotions takes effort, and this effort can be exhausting. Emotion suppression appears to be especially difficult to do effectively and can lead to more negative emotions; reappraising situations is usually more effective in increasing positive emotions and limiting negative emotions. 4-7. How do you apply concepts about emotions and moods to specific OB issues? Answer: Emotions and moods have proven relevant for virtually every OB topic we study, and they have implications for managerial practice. Increasingly, organizations are selecting employees they believe have high levels of emotional intelligence. Research has helped to refine theory related to emotional intelligence in recent years, which should lead to superior tools for assessing ability-based EI. Emotions and positive moods appear to facilitate effective decision making and creativity in organizations, making them superior skills for all employees. Recent research suggests mood is linked to motivation, especially through feedback. Leaders rely on emotions to increase their effectiveness. The display of emotions is important to social behavior like negotiation and customer service. The experience of emotions is closely linked to job attitudes and behaviors that follow from attitudes, such as deviant workplace behavior. Certainly there are practical and ethical limits to controlling employees’ and colleagues’ emotions and moods. Emotions and moods are a natural part of an individual’s makeup. Where managers err is in ignoring coworkers’ and employees’ emotions and assessing others’ behavior as if it were completely rational. Managers who understand the role of emotions and moods will significantly improve their ability to explain and predict their coworkers’ and employees’ behavior. Experiential Exercise The Happiness Test Class members begin by taking out a piece of paper and recording the appropriate answer for themselves next to each of the words below. Indicate to what extent you have felt this way during the past week, using a scale of 1 to 5 where: 1 = very slightly 2 = a little 3 = moderately 4 = quite a bit 5 = extremely or not at all Items: __interested __irritable __distressed __alert __excited_ _ashamed __upset __inspired __strong __nervous_ _guilty __determined __scared __attentive __hostile__ jittery __enthusiastic __active __proud __afraid Next, class members need to write two to three sentences about a memory of the time they were the happiest over the last year. Students should consider: What made you happy? What did the happiness feel like? What did the event make you think about? How long did the feeling of happiness last? Students may then take a few minutes to talk with others about their memories. Turning over the paper with the happiness ratings ,class members now rate themselves a second time on the items above, using the scale. When this is complete, the class is ready to discuss the following questions: 4-8. Looking over your initial ratings, how happy do your responses indicate you’ve been in the last week? Was this a usual week for you? Answer: Reflecting on my initial ratings, they suggest that I have experienced a moderate level of happiness over the past week. While there were moments of joy and contentment, there were also instances of stress and frustration that contributed to a more balanced emotional state. In terms of whether this week was usual for me, I would say it aligns fairly well with my typical emotional experiences. However, there may have been slight fluctuations due to varying circumstances and events throughout the week. Overall, it was a relatively standard week in terms of my happiness levels. 4-9. Comparing your two ratings, did the second set change? Did your ratings go up or down? Why do you think they would change? Answer: Upon comparing my two sets of ratings, I observed a slight change in my second set of ratings. Overall, there was a slight increase in my ratings, indicating a slightly more positive emotional state compared to the initial ratings. I believe these changes occurred because reflecting on memories of happiness during the experiential exercise likely influenced my current mood, leading to a slight uptick in positive emotions. Additionally, discussing these memories with others may have reinforced feelings of happiness and positivity, contributing to the change in ratings. Overall, the exercise prompted a subtle shift in my emotional state towards a more positive direction. 4-10.The items in the rating represent the PANAS(Positive and Negative Affect Scale). The PANA happiness scale has been shown to be a strong indicator of happiness. Do you think the test accurately measured your happiness? Why or why not? Answer: Yes, I believe the PANAS happiness scale accurately measured my happiness to a certain extent. The items in the scale effectively captured a range of emotions and moods, allowing me to reflect on my overall emotional state over the past week. However, it's important to acknowledge that happiness is a complex and multifaceted emotion that cannot be fully captured by a simple rating scale. While the PANAS scale provides a useful framework for assessing happiness, it may not capture nuances or subtle variations in emotional experiences. Additionally, individual interpretations of the scale items and subjective biases may influence the accuracy of the measurement. Overall, while the PANAS happiness scale provides valuable insights into my emotional well-being, it should be considered alongside other factors and subjective experiences to paint a more complete picture of my happiness. 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. Ethical Dilemma Data Mining Emotions
Did anyone ever tell you that you wear your heart on your sleeve? It’s a popular expression, but obviously no one is looking at your sleeve to read your emotions. Instead, we tend to study a person’s facial expressions to “read” their emotions. Most of us think we’re rather good at reading faces, but we couldn’t say exactly how we make our interpretations, and we don’t know whether they are accurate. But what if we could use technology to know how another person is feeling? Would it be ethical to do so in the workplace and then act on our findings? Thankfully, technology is not quite ready to do this. Face reading is a complex science. Paul Eckman, a noted psychologist, may be the best human face reader in the world. He has been studying the interpretation of emotions for over 40 years and developed a catalog of over 5,000 muscle movements and their emotional content. His work even spawned a television series called Lie to Me, in which the main characters analyzed micro expressions —expressions that occur in the fraction of a second—to assist in corporate and governmental investigations. Using Eckman’s Facial Coding System, technology firms like Emotient Inc. have been developing algorithms to match micro expressions to emotions. These organizations are currently looking for patterns of micro expressions that might predict behavior. Honda, P&G, Coca-Cola, and Unilever have tried the technology to identify the reactions to new products, with mixed results. For one thing, since expressions can change instantly, it is challenging to discern which emotions prevail. A person watching a commercial, for instance, may smile, furrow his brow, and raise his eyebrows all in the space of30 seconds, indicating expressiveness, confusion, and surprise in turn. Second, it is difficult to know whether a person will act upon these fleeting emotions. Third, the technology might misinterpret the underlying emotions or their causes. The potential applications of this technology to the workplace include surveillance, gauging reactions to organization announcements, and lie detection. Cameras could be in every meeting room, hallway, and even on employees’ computer screens. Emotion monitoring could be an announced event—say, every Monday from 8 to 9 a.m.—or random. Monitoring could be conducted with or without the knowledge of employees; for instance, data on the emotional reactions of every employee in an organizational announcement meeting could be read and interpreted through a camera on the wall. So far, the most reliable workplace application seems to be using the technology to capture inconsistencies(lying). Even the pioneer of facial emotion recognition, Ekman, said, “I can’t control usage [of his technology].I can only be certain that what I’m providing is at least an accurate depiction of when someone is concealing emotion.” For each usage, there is an ethical consideration and a responsibility, particularly if a manager is going to Acton the findings or infer the employee’s future behavior. The fact that the technology has not yet fully evolved for workplace application allows time for ethical guidelines to be developed. Foremost among the ethical concerns is privacy. “I can see few things more invasive than trying to record someone’s emotions in a database,” said privacy advocate Ginger McCall. Concerns about ethical usage are also highly important if managers use the technology to make decisions about employees. For example, what if a manager learns from the software that an employee is unhappy and thus decides to look for a work reassignment for the employee, when actually the employee is unhappy about his spouse? Former U.S. counterterrorism detective Charles Lieberman advises, “Recognize [the technology’s]limitations—it can lead you in the right direction but is not definitive.” Sources: Paul Ekman profile, Being Human, http://www.beinghuman.org/mind/paul-ekman, accessed April 17, 2015; E. Dwoskin and E. M. Rusli, “The Technology That Unmasks Your Hidden Emotions,” The Wall Street Journal, January 29, 2015, B1, B8; and D. Matsumoto and H. S. Hwang, “Reading Facial Expressions of Emotion,” Psychological Science Agenda, May 2011, http://www.apa.org/science/about/psa/2011/05/facial-expressions.aspx. Questions 4-11.What do you think are the best workplace applications for emotion reading technology? Answer: However, at the moment, the most reliable workplace application is using the technology to capture inconsistencies. 4-12.One corporation has already developed algorithms to match micro-expressions to emotions. What are the likely underlying implications? Answer: The algorithms will predict behavior that is betrayed by the micro-expressions on an individual’s face. This will allow people to take action to diffuse dangerous situations and avert potential danger. 4-13. Assuming you could become better at detecting the real emotions of others from facial expressions, do you think it would help your career? Why or why not? Answer: The idea of using technology to detect and interpret facial expressions in the workplace raises complex ethical considerations. While advancements in facial emotion recognition could potentially provide insights into employee sentiments and reactions, the ethical implications of such technology must be carefully considered. Firstly, there are significant privacy concerns associated with monitoring employees' emotions through cameras and surveillance systems. Employees have a reasonable expectation of privacy in the workplace, and using technology to constantly monitor their emotional states could infringe upon this right. Secondly, there is the issue of accuracy and reliability. Facial expressions can be ambiguous and can vary widely based on individual differences and cultural context. Relying solely on technology to interpret these expressions may lead to misinterpretations and inaccuracies, potentially resulting in unfair treatment or decisions based on flawed data. Furthermore, there's the question of consent and transparency. Employees should be informed if their emotions are being monitored and should have the opportunity to opt-out if they feel uncomfortable with such surveillance. In terms of career advancement, while being adept at interpreting facial expressions may offer some advantages in understanding and interacting with others, relying solely on technology for this purpose may not necessarily translate to career success. Emotional intelligence, empathy, and effective communication skills are also crucial factors in building successful professional relationships and advancing in one's career. Ultimately, while technology may continue to evolve in its ability to detect and interpret emotions, it's essential to approach its use in the workplace with caution, considering the ethical implications and ensuring that employees' rights and well-being are prioritized. Case Incident 1 Crybabies
As this chapter has shown, emotions are an inevitable part of people’s behavior at work. At the same time, it’s not entirely clear that we’ve reached a point where people feel comfortable expressing all emotions at work. The reason might be that business culture and etiquette remain poorly suited to handling overt emotional displays. The question is, can organizations become more intelligent about emotional management? Is it ever appropriate to yell, laugh, or cry at work? Some people are skeptical about the virtues of more emotional displays in the workplace. As the chapter notes, emotions are automatic physiological responses to the environment, and as such, they can be difficult to control appropriately. One 22-year-old customer service representative named Laura, who was the subject of a case study, noted that fear and anger were routinely used as methods to control employees, and employees deeply resented this use of emotions to manipulate them. In another case, the chairman of a major television network made a practice of screaming at employees whenever anything went wrong, leading to badly hurt feelings and a lack of loyalty to the organization. Like Laura, workers at this organization were hesitant to show their true reactions to these emotional outbursts for fear of being branded as “weak” or “ineffectual.” Research indicated that while employees who could regulate their emotions would refrain from acting on their anger, employees who were low in self-regulation and didn’t think the boss would do anything were likely to retaliate. It might seem like these individuals worked in heavily emotional workplaces, but in fact, only a narrow range of emotions was deemed acceptable. Anger appears to be more acceptable then sadness in many organizations, and anger can have serious maladaptive consequences. Many people find their negative reaction to hearing an angry outburst lasts, making it difficult for them to concentrate at work. Others believe organizations that recognize and work with emotions effectively are more creative, satisfying, and productive. For example, Laura noted that if she could express her hurt feelings without fear, she would be much more satisfied with her work. In other words, the problem with Laura’s organization is not that emotions are displayed, but that emotional displays are handled poorly. Others note that the use of emotional knowledge, like being able to read and understand the reactions of others, is crucial for workers ranging from salespeople and customer service agents all the way to managers and executives. One survey even found that 88% of workers feel being sensitive to the emotions of others is an asset. Management consultant Erika Anderson notes, “Crying at work is transformative and can open the door to change.” The question then is, “Can organizations take specific steps to become better at allowing emotional displays without opening a Pandora’s box of outbursts?” Sources: E. Bernstein, “Why People Have Big Explosions for Very Small Reasons,” The Wall Street Journal, October 16, 2012, D1, D2; A. Kreamer, “Go Ahead—Cry at Work,” Time, April 4, 2010,www.time.com; J. S. Lerner and K. Shonk, “How Anger Poisons Decision Making,” Harvard Business Review (September 2010): 26; H. Lian, D. J. Brown, D. L. Ferris, L. H. Liang, L. M. Keeping, and R. Morrison, “Abusive Supervision and Retaliation: A Self-Control Framework,” Academy of ManagementJournal 57, no. 1 (2014): 116–39; S. Shellenbarger, “When the Boss Is a Screamer,” The Wall Street Journal, August 15, 2012, D1–D2; and J. Perrone and M. H. Vickers, “Emotions as Strategic Game in a Hostile Workplace: An Exemplar Case,” Employee Responsibilities and Rights Journal 16,no. 3 (2004): 167–78. Questions 4-14. Do you think the strategic use and display of emotions serve to protect employees, or does covering your true emotions at work lead to more problems than it solves? Answer: The strategic use and display of emotions in the workplace can serve multiple purposes, and whether they protect employees or lead to more problems depends on various factors. On one hand, strategically expressing emotions can help employees navigate interpersonal relationships, manage conflicts, and influence others effectively. For example, displaying enthusiasm and positivity during team meetings can motivate colleagues and enhance teamwork. Similarly, expressing empathy and understanding towards clients or customers can build rapport and improve customer satisfaction. However, the pressure to cover one's true emotions at work can also have negative consequences. Employees may feel compelled to suppress genuine feelings, leading to emotional dissonance and psychological distress. This can contribute to burnout, decreased job satisfaction, and impaired well-being over time. Moreover, pretending to feel a certain way can erode authenticity and undermine trust in relationships, both within the organization and with external stakeholders. In conclusion, while the strategic use and display of emotions can sometimes be beneficial in certain situations, it's essential to strike a balance and acknowledge the potential drawbacks. Encouraging a workplace culture that values authenticity, emotional intelligence, and psychological safety can help mitigate the negative effects of emotional suppression and foster healthier, more productive work environments. 4-15. Have you ever worked where the free expression of emotion was part of the management style? Describe the advantages and disadvantages of this approach from your experience. Answer: Yes, I have worked in environments where the free expression of emotion was encouraged and even incorporated into the management style. Advantages: 1. Enhanced Communication: When employees feel comfortable expressing their emotions openly, communication channels tend to be more open and transparent. This can lead to better collaboration, problem-solving, and conflict resolution within teams. 2. Increased Engagement: Allowing employees to express their emotions freely fosters a sense of psychological safety and belonging. This, in turn, can lead to higher levels of employee engagement, motivation, and commitment to organizational goals. 3. Improved Relationship Building: Authentic emotional expression can help build stronger interpersonal relationships among colleagues and between employees and managers. This can create a more supportive and cohesive work environment, where individuals feel valued and understood. Disadvantages: 1. Risk of Conflict: In environments where emotions are freely expressed, conflicts may arise more frequently, especially if emotions are not managed effectively. Unresolved conflicts can disrupt productivity and damage relationships within the organization. 2. Potential for Misinterpretation: Emotions are subjective and can be interpreted differently by individuals. This can lead to misunderstandings or miscommunication if emotions are not communicated clearly or if they are misinterpreted by others. 3. Impact on Professionalism: While the free expression of emotions can create a supportive work culture, there is a risk that overly emotional responses may be perceived as unprofessional. This could potentially undermine credibility and respect in the workplace. Overall, while there are both advantages and disadvantages to a management style that encourages the free expression of emotion, the key lies in fostering a balanced approach that promotes emotional authenticity while also providing support and guidance for effectively managing emotions in the workplace. 4-16. Research shows that acts of coworkers (37 percent) and management (22 percent) cause more negative emotions for employees than do acts of customers (7 percent). What can Laura’s company do to change its emotional climate? Answer: Laura’s company can set up a training program for managers and others about the proper way to handle employees’ emotional concerns as they are displayed. Since Laura’s company recognizes displayed emotions, the initial difficulty in training personnel is overcome. From there, the company can focus on improving communication, training employees for development of emotional intelligence, and providing opportunities for open discussion of emotions with prepared and concerned managers. Case Incident 2 Tall Poppy Syndrome
“. . . the tall poppy syndrome, where the successful are cut down to the same size as everyone else, quick smart. You’re not supposed to stand out for intelligence, achievement, or, worst of all, wealth.”– Peter Hartcher You may be wondering what poppies have to do with the workplace. It’s a reasonable question. The allegory behind tall poppy syndrome goes back centuries, but the emotions of envy and resentment toward strong performers—and the desire to “cut them down to size”—are timeless. So is the reality – evidence indicates that individuals whose performance and status rises above the rest (the tall poppies)sometimes find their careers are decapitated by jealous coworkers (the shorter poppies) who undermine their efforts. Tall poppies are more likely to be victimized by group members, and group members are often pleased if a tall poppy is “brought down” by outsiders. Tall poppy syndrome seems to be motivated by the observer’s personality traits, emotions, and perception of justice. When individuals believe the high achiever underserving of his or her status, or conversely when individuals believe they deserve a higher status than they’ve been given (called relative deprivation), resentment and envy are heightened. The degree of tall poppy syndrome also seems to relate to the traits of the people who judge their coworkers. People who have lower self-esteem and who do not value power and achievement tend to think high performers are undeserving and should fall. Finally, the general likability of the achiever seems to influence the emotions of observers. If achievers are popular, part of the in-group, work hard, and exhibit high moral character, observers are less likely to feel resentful and wish them ill. Tall poppy syndrome may be universal, but there are cultural differences. Research has shown that in collectivistic societies like Japan, students in a study were more inclined to cut down a high performer because they resented distinguishing one person more than the rest of the group. In contrast, students from the individualistic United States were more likely to reward high achievers than were Australian students because the Americans did not feel the same degree of envy. To the extent that it cuts down those with legitimate achievements, there is nothing good about tall poppy syndrome when high performers are victimized and work performance is limited to a common denominator. Both the high performer and the organization can employ some countermeasures aimed at lessening the emotional reactions of observers. For one, high performers can demonstrate humbleness and humility. This may allow them to boost the performance of coworkers, who then no longer feel resentful of their success. Second, managers can increase work group identity for the coworkers, so they seethe success of one individual as the success of the group, rather than as an injustice. Sources: P. Hartcher, “Voters Now at Ease with Rich Pickings,” The Sydney Morning Herald (July30, 2013), http://www.smh.com.au/federal-politics/federal-election-2013/voters-now-at-ease-withrich-pickings-20130729-2quvp.html; N. T. Feather, “Analyzing Relative Deprivation in Relation to Deservingness, Entitlement and Resentment,” Social Justice Research 28 (2015): 7–26; E. Kim and T. M. Glomb, “Victimization of High Performers: The Roles of Envy and Work Group Identification, ”Journal of Applied Psychology 99, no. 4 (2014): 619–34; and K. Van Valkenburgh, Investigating Tall Poppy Syndrome in United States Financial Institutions: An Attitude and Values Perspective, doctoral dissertation, Alliant International University (2013), publication number 3595388. Questions 4-17. Have you observed tall poppy syndrome in your workplace or school? Which traits seemed to bother the observers the most? Answer: Yes, I have observed instances of tall poppy syndrome in both workplace and school environments. In these situations, individuals who excel or stand out in some way are often met with resentment or criticism from their peers. The traits that seemed to bother the observers the most typically include: 1. Achievement: Individuals who achieve significant success or recognition in their field may evoke jealousy or insecurity in others, especially if their achievements highlight the shortcomings or perceived failures of their peers. 2. Confidence: Those who exude confidence and assertiveness may be perceived as intimidating or arrogant by others who feel less confident in themselves. This can lead to attempts to undermine or belittle the individual's accomplishments or self-assurance. 3. Ambition: People who demonstrate ambitious goals or aspirations may be viewed as overly competitive or self-centered, particularly if their ambitions threaten the status quo or challenge the existing power dynamics within the organization or social group. 4. Innovation: Individuals who introduce new ideas, approaches, or innovations may face resistance from those who prefer the familiar or feel threatened by change. This resistance can manifest as criticism or dismissal of the individual's ideas or contributions. Overall, tall poppy syndrome often arises when individuals deviate from the norm or achieve a level of success that highlights the insecurities or inadequacies of their peers. Traits such as achievement, confidence, ambition, and innovation are particularly likely to trigger feelings of resentment or hostility in observers who may perceive themselves as being overshadowed or left behind. 4-18.In what specific ways do you think high performers can mitigate feelings of envy and resentment? Give examples. Answer: High performers can mitigate feelings of envy and resentment among their peers by fostering a supportive and inclusive work environment. Here are some specific ways they can achieve this: 1. Share Credit and Recognition: High performers can acknowledge and publicly recognize the contributions of their colleagues, highlighting the collective effort behind shared successes. For example, they can include team members in presentations or meetings to showcase their work and contributions. 2. Offer Mentorship and Support: High performers can mentor and support their peers, sharing their expertise and offering guidance to help others improve their skills and performance. This can help build trust and camaraderie within the team, reducing feelings of envy and resentment. 3. Encourage Collaboration: High performers can actively promote collaboration and teamwork, seeking opportunities to involve others in projects or initiatives and encouraging diverse perspectives and ideas. By fostering a culture of collaboration, they can create a sense of collective ownership and achievement, minimizing feelings of competition or comparison. 4. Provide Feedback and Recognition: High performers can offer constructive feedback and recognition to their peers, highlighting areas of improvement while also acknowledging strengths and accomplishments. By providing feedback in a supportive and constructive manner, they can help build confidence and self-esteem among their colleagues. 5. Lead by Example: High performers can lead by example, demonstrating humility, empathy, and a willingness to learn and grow. By showing vulnerability and acknowledging their own mistakes and limitations, they can create a culture where it's okay to ask for help and support from others. Overall, high performers can mitigate feelings of envy and resentment by fostering a culture of collaboration, recognition, and support within their teams. By actively engaging with their peers, offering mentorship and feedback, and leading by example, they can help create a positive and inclusive work environment where everyone feels valued and supported. 4-19. In what ways do you think managers can foster a group attitude toward success? Answer: Managers can foster a group attitude toward success by creating a culture that values collaboration, shared goals, and collective achievement. Here are some specific ways they can achieve this: 1. Set Clear Goals and Expectations: Managers should articulate clear goals and expectations for the team, emphasizing the importance of working together to achieve shared objectives. By aligning individual and team goals with the organization's mission and vision, managers can create a sense of purpose and unity among team members. 2. Promote Teamwork and Collaboration: Managers can encourage teamwork and collaboration by providing opportunities for team members to work together on projects, share ideas, and leverage each other's strengths. By fostering a culture of collaboration, managers can promote mutual support and accountability among team members. 3. Recognize and Reward Team Success: Managers should recognize and reward team success, celebrating achievements and milestones as a group. By acknowledging the contributions of all team members and highlighting the collective effort behind successes, managers can reinforce the importance of working together toward shared goals. 4. Encourage Open Communication: Managers should encourage open communication and feedback within the team, creating a safe space for team members to share ideas, concerns, and suggestions. By fostering a culture of open communication, managers can promote trust and transparency, enabling teams to work more effectively together. 5. Lead by Example: Managers should lead by example, demonstrating teamwork, collaboration, and a commitment to shared success. By modeling the behaviors and attitudes they wish to see in their team members, managers can inspire and motivate others to embrace a group attitude toward success. Overall, managers play a crucial role in fostering a group attitude toward success by creating a supportive and collaborative work environment where team members feel valued, motivated, and empowered to achieve their goals together. My Management Lab Go to mymanagementlab.com for Auto-graded writing questions as well as the following Assisted-graded writing questions: 4-20. “Organizations are accountable for creating an environment conducive to positive moods and emotions.” State and describe the potential efforts that an organization or managers may make to increase the positive emotional states of their employees. In crafting your answer, you may refer to relevant theories and concepts such as the affective events theory, emotional intelligence, and emotion Regulation to gauge related ideas to generate a relevant response. Answer: Organizations indeed bear responsibility for fostering a positive emotional climate conducive to employee well-being and productivity. Several efforts can be undertaken to increase positive emotional states among employees, drawing from theories such as the Affective Events Theory (AET), Emotional Intelligence (EI), and Emotion Regulation. 1. Affective Events Theory (AET): AET suggests that specific events trigger emotional responses in individuals, influencing their mood and behavior. Organizations can strive to create positive events or experiences for employees, such as recognition ceremonies, team-building activities, or social events. By designing these events thoughtfully, organizations can enhance positive emotions and strengthen social bonds among employees. 2. Emotional Intelligence (EI): EI refers to the ability to recognize, understand, and manage one's own emotions and those of others effectively. Organizations can promote EI through training programs and workshops aimed at developing emotional awareness, empathy, and interpersonal skills among employees and managers. By fostering EI, organizations can create a culture of empathy, collaboration, and mutual support, leading to more positive emotional experiences in the workplace. 3. Emotion Regulation: Emotion Regulation involves the strategies individuals use to manage and modify their emotional responses to different situations. Organizations can provide resources and support for employees to develop effective emotion regulation skills, such as mindfulness training, stress management programs, or access to counseling services. By equipping employees with tools to regulate their emotions, organizations can reduce negative emotional states like stress and anxiety while promoting positive emotions like calmness and resilience. 4. Promote Work-Life Balance: Organizations can implement policies and practices that support work-life balance, such as flexible work arrangements, telecommuting options, and paid time off for personal activities. By prioritizing employees' well-being outside of work, organizations can help reduce stress and burnout, leading to more positive emotional states both on and off the job. 5. Create a Positive Work Environment: Organizations can cultivate a positive work environment by promoting a culture of appreciation, respect, and inclusivity. Managers can lead by example by expressing gratitude, providing regular feedback, and recognizing employees' contributions openly. By fostering a supportive and uplifting workplace culture, organizations can enhance employee morale and job satisfaction, leading to more positive emotional experiences overall. In summary, organizations can take proactive steps to increase positive emotional states among employees by creating positive events, promoting emotional intelligence, supporting emotion regulation, prioritizing work-life balance, and fostering a positive work environment. By investing in employee well-being and emotional health, organizations can create a happier, more engaged workforce conducive to long-term success. 4-21. Concerning Case Incident 2, have you ever been a tall poppy? If so, what reactions from others did you get, and were there consequences for you? If not, why not. Answer: Yes, I have experienced being a "tall poppy" in certain situations. In my previous roles, I have excelled or achieved success in certain projects or initiatives, which may have led to me standing out among my peers. As a result, I have received various reactions from others, ranging from admiration and respect to envy and resentment. Some colleagues may have appreciated my contributions and skills, seeking my guidance or collaboration on projects. However, there were also instances where I faced criticism or negative reactions from those who may have felt threatened or overshadowed by my achievements. The consequences of being a tall poppy varied depending on the context and individuals involved. In some cases, being recognized for my accomplishments led to increased opportunities for career advancement, visibility within the organization, and positive feedback from supervisors. However, there were also times when facing jealousy or resentment from peers created tensions or strained relationships within the team, making collaboration more challenging. Overall, while being a tall poppy may have brought both positive and negative reactions from others, I believe it's essential to remain focused on my goals and continue striving for excellence while also being mindful of the impact of my actions on others. Building strong relationships, practicing humility, and supporting my colleagues' growth and success can help mitigate any negative consequences of standing out as a tall poppy. 4-22. My Management Lab only – comprehensive writing assignment for this chapter. Answer: Introduction: Emotions and moods play a crucial role in shaping individuals' behavior, attitudes, and performance within organizations. Understanding the complexities of emotions and moods in the workplace is essential for effective leadership, team dynamics, and organizational success. In this comprehensive writing assignment, we will explore the concepts of emotions and moods, their impact on organizational behavior, and strategies for managing them effectively in the workplace. 1. Emotions vs. Moods: • Define emotions as intense, short-lived responses to specific events or stimuli, characterized by physiological arousal and subjective feelings. • Describe moods as less intense, longer-lasting states of mind that are not necessarily tied to a specific event or stimulus. • Explore the differences between emotions and moods in terms of duration, intensity, and triggers. 2. The Impact of Emotions and Moods on Behavior: • Discuss how emotions and moods influence individual behavior, decision-making, and interpersonal interactions in the workplace. • Examine the role of emotions in motivation, with positive emotions such as enthusiasm and passion driving engagement and productivity, while negative emotions such as fear and frustration hindering performance. • Highlight the impact of mood on cognitive processes, creativity, and problem-solving abilities, with positive moods fostering innovation and negative moods impairing cognitive functioning. 3. Theories and Models of Emotions: • Introduce relevant theories and models of emotions, such as the Affective Events Theory (AET), which posits that specific events trigger emotional responses that influence behavior and performance. • Explore the concept of emotional intelligence (EI), which refers to the ability to recognize, understand, and manage one's own emotions and those of others effectively. Discuss how EI influences leadership effectiveness, teamwork, and organizational culture. 4. Managing Emotions and Moods in the Workplace: • Provide strategies for managing emotions and moods effectively in the workplace, including promoting self-awareness, empathy, and emotion regulation skills among employees and managers. • Discuss the importance of creating a supportive work environment that encourages open communication, collaboration, and psychological safety, where employees feel comfortable expressing their emotions and seeking support when needed. • Highlight the role of leadership in modeling positive emotions, providing emotional support, and fostering a culture of appreciation and recognition. Conclusion: Emotions and moods are integral aspects of organizational behavior, influencing individual performance, team dynamics, and organizational culture. By understanding the complexities of emotions and moods and implementing strategies for managing them effectively, organizations can create a positive work environment where employees feel valued, engaged, and motivated to contribute their best, ultimately leading to improved performance and organizational success. Instructor’s Choice Promoting Organizational Citizenship Behavior
Begin this exercise by reinforcing the definition or description of what organizational citizenship behavior is and what it is not. The voluntary aspect of the term is important. Students should be sure to describe the behavior itself, not just the end result of the behavior. For example, “people were helped” is not as clear as describing exactly how a specific person(s) was (were) helped. Students must also be able to separate this type of behavior from normal duties. For example, a receptionist or greeter might normally “go the extra mile” to show someone where they need to go, or a greeter walks someone across campus to the exact building referenced instead of showing the party a map, because of the general atmosphere or culture of the organization. In other words, there might be degrees of organizational citizenship behavior. Students should be looking for exceptional behavior. Group discussion will oftentimes reveal these actions from presented examples. Lastly, as students compile their lists of managerial steps to promote organizational citizenship behavior, have them reference the section in the chapter that deals with this form of behavior to find examples that will reveal some potential steps. Exploring OB Topics on the Web
1. Learn more about yourself! Go tohttp://www.outofservice.com/bigfive/. There you will find a variety of personality tests such as “Are you a Type A?”, the “Stress O Meter,” and other IQ and personality tests. Most are free and often fun to take. Take two or three of your choice. Print the results you get on yourself and bring them to class where we will discuss the validity of your findings. 2. What is EQ? Visit the Internet’s leading site on EQ: http://www.eq.org. There you will find a wide variety of resources to assist you in researching this interesting topic. 3. Bring five new facts you learned from at least two of the above websites to class for a group discussion. Solution Manual for Organizational Behavior Timothy A. Judge Stephen P. Robbins 9781292146300, 9780133507645, 9780136124016
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