ADC601 Organizational Behavior Chapter 4 Workplace emotions, attitudes, and stress Emotions: psychological, behavioral and physiological episodes that create a state of readiness. It is a brief episodes and is unconscious + something we are not aware of. Emotions do motivate us and put us in a state of readiness to act. Activation: High and low, generate some energy within us, primary source of motivation Evaluation: Emotions generate global evaluation. Consists of positive and negative valence Behavior influenced by both attitudes and emotions. Attitudes is a cluster of beliefs, feelings and behavioral intentions towards an attitude object like person or event. It is a judgement involving conscious logical thinking, and it went more stable overtime. Emotions are brief experiences related to attitude object. It is operates as events and often nonconscious and unaware of. Beliefs: established perception about the attitude objects, formed from experience and learning, employees discover that jobs involving long hours and challenging work Feelings: conscious positive or negative evaluation of the attitude object, it formed from the valences of belief about the attitude object, people formed a negative feeling about their job from negative valences such as long hours, challenging work and unfriendly workers. Behavioral intentions: motivation to engage in particular behavior regarding the attitude object, intentions are formed from feelings and it is the source and direction of motivation. **motivation to act** Behavior: Behavioral intentions are the best predictor of behavior. Attitude-behavior contingencies: a) Beliefs-feeling contingencies: two people have the same belief but different valence about that belief. Eg; Challenging work is positive for some, but negative for others b) Feelings-behavioral intentions contingencies: two people have the same feelings but form different behavioral intentions due to past experience and personality. Eg: two people dislike long working hours, but one complaining about long hours, the other doesn’t complain because complaining didn’t work in the past. c) Behavioral intentions-Behavior contingencies: two people have same behavioral intentions, but different situation or skills enables only one of them to act. Employees want to quit (behavioral intentions) but can’t find a suitable job elsewhere (behavior). How emotions influence attitude and behavior: • • • • • • • Emotional markers autonomically and unconsciously attach to incoming sensory information. Emotional experiences occur when information is first received and later thinking about that information (remembering activates emotional markers) Feelings and beliefs are influenced by cumulative emotional episodes along with cognitive evaluation. Emotions influence (distort or bias) our cognitive thinking about the attitude object. We “listen in” our emotions while thinking through what we like or dislike. Emotions also directly affect behavior such as facial expression. Potential conflicts such as mental tug-of-war when cognitive and emotional processes disagree with each other. Cognitive Dissonance: Emotional experience cause by perceived incongruence of our beliefs, feelings and behaviors. ✓ Violates image of being rational and logical ✓ Emotions motivates consistency by changing one or more elements ✓ Reducing cognitive dissonance: ➢ Difficult to undo or change behavior, one behavior cannot be undo. ➢ Typically change beliefs and feelings about attitude object ➢ Compensate by recognizing previous consonant decisions Emotional labour: effort, planning and control needed to express organizationally desired emotions during interpersonal transactions • • • Employees are required to display behaviors representing specific emotions and to hide observable evidence of other emotions. Some job have higher emotional labor demands, when it is frequent and longer interaction with clients, variety of emotions such as anger as well as joy, more intense emotions such as showing delight Stressful when required emotion display is: ➢ Quite different from actual experienced emotions ➢ Contrary to one’s self-concept, lead to psychological separation from self as well as job dissatisfaction. Emotion display norms across cultures: cultural variations in emotional display norms. ❖ Some countries or cultures strongly discourage emotional expression. Relatively monotonic voice intonation, avoid physical movement and touching that display emotion expressions. ❖ Some countries and cultures encourage open display of one’s true emotions. People expected to be dramatic and animated. Strategies for displaying expected emotions: 1) Consciously engage in verbal and nonverbal behaviors that represent the expected emotions. • Surface acting is faking the expected emotions, pretending to be experiencing the expected emotion even through actual emotions are different. • Surface acting is stressful and difficult, require considerable mental effort, psychological separation of self from role • Difficult to replicate facial muscles and body position when pretending to feel and emotion • Observers see evidence that we faking the emotion 2) Regulate actual emotions (basis of deep acting) • Change the situation: leave the work that make us feel lethargic, move out from work setting that affect our emotions • Modify the situation: with the same physical location, adapt conditions or events so it alter emotional states, stop working on an aggravation task and move to a more enjoyable task • Suppress 压抑 or amplify emotions: consciously trying to block out dysfunctional emotions or to increase the intensity of expected emotions, stop thinking about the events that bother us • Shift attention: change the focus of our attention, engage in work that take your mind off earlier problems • Reframe the situation: cognitively re-evaluate something so it generates more appropriate emotions. Viewed a failed client presentation as a learning experience with low chance of success Emotional Intelligence Model: • • • • • • Abilities: Recognition of emotions and regulations of emotions How you can do: Awareness of own emotions and management of own emotions How you can do for others: Awareness of others’ emotions and management of others’ emotions Outcomes: ✓ Better teamwork, more effective team members ✓ Emotional labor, perform better jobs that require emotional labor ✓ Leadership, a better leader ✓ Better decision involving others ✓ Positive mindset in creativity Emotional intelligence can develop through training, coaching, practice and feedback Age increases emotional intelligence, maturity formed when we aged EVLN: Responses to Dissatisfaction E=Exit: Leaving the situation, eg: quitting, transferring or being absent V=Voice: Changing the dissatisfying situation, eg: problem solving, complaining, constructive ideas, formal grievance, subtle resistance L=Loyalty: Patiently waiting for the situation to improve N=Neglect (Passive activities): reducing work effort or quality, increasing absenteeism Preferred EVLN actions depends on personality, past experience and situation. 1) High conscientiousness individual: less neglect and more voice 2) Low loyalty/low effective commitment: more quitting and less voice 3) Quitting less likely when a) Few job opportunities b) Other employees depend on them Job satisfaction and Performance: Moderately positive relationship between job satisfaction and performance. Performance relationship is NOT stronger because: • • • • • • General attitudes are poor predictors of specific behaviors. Employees have little control over performance Performance cause satisfaction (reverse causation), but performance often isn’t rewarded. Job satisfaction do not predict specific behaviors very well. As EVLN model explained, reduced performance (a form of neglect) is only one of the four possible responses to dissatisfaction. Some employees have little control over their performance because their work effort is paced by work technology or interdependence with coworker in production process. Job performance might cause job dissatisfaction, rather than vice versa. Higher performers tend to have higher satisfaction because they received more rewards and recognition than lowperforming employees. Connection between job satisfaction and performance isn’t stronger because many organizations do not reward good performer very well. Service Profit Chain Model: Why job satisfaction increases customer satisfaction and profits? 1) Employee emotions affects customer emotions • Satisfied employees usually have more positive mood, whereby positive mood cause more natural or frequent display of positive emotions • Customer experienced more positive emotions when served by staff who displaying positive emotions • Effects is reciprocal: happier customer make employees feel happier 2) Experienced employees provide better service • Satisfied employees have longer employment or more experience on the job • Experienced employees have more skill and knowledge to provide better service • Service is more consistent with a longer employment staff. Employees’ job satisfaction influence customer satisfaction and company profitability: ✓ ✓ ✓ ✓ Organizational practices affect employees’ satisfaction and commitment Satisfaction reduce turnover, improve motivation and behavior Low turnover and higher motivation improve service quality Better service quality improves customers’ satisfaction, customer loyalty and company profitability Organizational Commitment 1) Affective 感性 commitment: • Emotional attachment to, identification with, and involvement in an organization, psychological bond and autonomous commitment that is not externally imposed. • Lower turnover, higher motivation and organizational citizenship, lower absenteeism, better customer service • Risk: higher conformity, lower creativity, more motivated to defend firm through illegal activity 2) Continuance 持续 commitment: • Calculative attachment to the organization • Leaving is difficult because due to social and economic loss, lack of alternative deployment • Lower turnover, performance, organizational citizenship, cooperation, more grievances rather than problem solving to resolve conflict. 3) Normative 规范 commitment: • Felt obligation or moral duty to the organization • Applies norm of reciprocity 互惠: a felt obligation and social expectation of helping or otherwise giving something of value to someone who has already help or given something value to you. Building organizational and affective commitment: ✓ Justice and support: Support organizational justice and employee well-being, cultivate higher level of loyalty in return ✓ Shared values: Employees believe their value are congruent with firm’s values, more positive emotion ✓ Trust: Positive expectations towards another person in situation involving risk, Employees trust management when management trusts employees, reciprocal effect, job security bring trust ✓ Organizational comprehension: How well employees understand the organization on strategic direction, social dynamics and physical layout; need a clear mental model of organization to identify with it; giving staff information and opportunities to keep up to date about organizational events, interact with coworkers, discover what goes on in different part of the organization, learn about organization’s history and future plan; this awareness is prerequisite to affective commitment because it is difficult to identify with or feel loyal to something that you don’t know very well; lack of information produces uncertainty, the resulting stress can distance employees from the organization ✓ Employee involvement: psychological ownership and social identity with the company; employees feel like part of the organization when they participate in decision that guide the organizations’ future; it build loyalty because it demonstrate company’s trust in the employees What is Stress? • • • • It is an adaptive response towards situations perceived as challenging or threatening to wellbeing. Prepare us to adapt to hostile or noxious environmental condition: heart rate increases, muscle tighten, breathing speeds up, body release adrenaline Eustress: Some level of stress is necessary, it motivates people to achieve goals, change their environment and succeed in challenges. Distress: Physiological, psychological and behavioral deviation from healthy functioning General adaption syndrome, 3 stages: 1) Alarm reaction: threat or challenges activates the physiological stress responses, it decreases energy and coping effectiveness 2) Resistance: activates biochemical, psychological and behavioral mechanisms, which produce more energy and coping mechanisms to overcome and remove source of stress; body reduces resources to the immune system 3) Exhaustion: usually able to remove the stress or remove ourselves before exhaustion; frequent exhaustion increases long term physiological and psychological damage How distress affecting you? a) Physiological: Tension, headaches, muscle pain, cardiovascular disease, heart attacks, strokes, some form of cancer b) Psychological: Job dissatisfaction, moodiness, depression, lower organizational commitment c) Behavioral: Lower job performance, poor decision making, increased workplace accidents, aggressive behaviors Workplace stressors: stressors is a cause of stress where any environmental conditions that place a physical and emotional demand on the person i) Organizational constraints: Lack of resources, a situational factor in MARS model, eg: equipments, supplies, budget funding, coworker support, information; interfere with performance, indirectly threatens rewards, status and job security; undermine human drive to influence our environment ii) Interpersonal conflict: organization need people to work interdependently towards shared goals but conflict occurs, which cause stress; interferes with goals, other’s behavior threatening; includes workplace harassment such as bullying, sexual harassment, mistreatment by coworkers, managers or customers iii) Work overload: More hours, intensive work, more intensively than one can cope; affect by globalization, consumerism and ideal worker norm. iv) Low task control: lack of control over how and when tasks are performed; more stressful as responsibility for outcomes increases; assembly workers have low task control but low stress because of low responsibility, sport coaches lack of task control but high responsibility People experience less stress or less negative stress when they have: i) Better physical health: regular exercise, healthy lifestyle ii) Appropriate stress coping strategies: seeking support from others, reframing stressor in a positive way, meditating iii) Personality: lower neuroticism (high emotional stability) and higher extraversion (interact with others, degree of positive thinking) iv) Positive self-concept: high self-esteem, self-efficacy, internal locus of control, more confident, feel in control, sense of optimism Managing work-related stress: a) Remove the stressor ✓ Person job-matching: assigning employees to job that match their skills or preferences ✓ Reduce noise in workplace ✓ Complaint system and taking corrective action ✓ Employee control over work, giving employees more control over work process ✓ Work-life integration practices: personal leave benefits, remote work, rule to separate work from non-work b) Withdraw from the stressor ✓ Permanent transfer: transfer to a job with better fit ✓ Temporary solutions: vacations, holidays, sabbaticals, game rooms c) Change stress perceptions ✓ Positive self-concept ✓ Personal goal setting ✓ Humor d) Control stress consequences ✓ Exercise ✓ Meditation ✓ Wellness programs ✓ EAP, employee assistance programmes e) Receive social support ✓ Emotional support from others ✓ Informational support from others
