Focus more on a synthesis of textbook material for this assignment and save your reflections and connections for the Sunday Reflection #4 assignment.
Here are the questions. So that you don't feel overly crunched for space in your write-up, CHOOSE THREE OF THE FOLLOWING FOUR QUESTIONS to answer--which gives you about two pages per question. Use your own words and provide a thorough, yet possibly somewhat condensed, analysis, summary, and presentation of the topics.
1. Explain how emotions and cognition (conscious reasoning) influence attitudes and behavior.2. Discuss the dynamics of emotional labor and the role of emotional intelligence in the workplace.3. Summarize the consequences of job dissatisfaction, as well as strategies to increase organizational (affective) commitment.4. Describe the four major stressors and identify five ways to manage workplace stress.
Link to the online bookhttps://player-ui.mheducation.com/#/epub/sn_ac21#epubcfi(%2F6%2F66%5Bdata-uuid-ed88553cce7a4c50bd40d21233c734eb%5D!%2F4%2F1:0)Introduction to the Field of Organizational Behavior M: ORGANIZATIONAL BEHAVIOR Fourth Edition McShaneVon Glinow Chapter Four: Workplace Emotions, Attitudes, and Stress ©Gareth Davies/Getty Images ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. 1 Learning Objectives 4-1 Explain how emotions and cognition (conscious reasoning) influence attitudes and behavior. 4-2 Discuss the dynamics of emotional labor and the role of emotional intelligence in the workplace. 4-3 Summarize the consequences of job dissatisfaction, as well as strategies to increase organizational (affective) commitment. 4-4 Describe the stress experience and review four major stressors. 4-5 Identify five ways to manage workplace stress. ©McGraw-Hill Education. Emotions Defined Psychological, behavioral, and physiological episodes that create a state of readiness Emotions mostly nonconscious Two features of all emotions: Evaluation (core affect) Activation ©Richard Nelson/Cutcaster ©McGraw-Hill Education. Types of Emotions Jump to Appendix 1 long image description ©McGraw-Hill Education. Attitudes versus Emotions Attitudes Judgments about an attitude object Involve conscious logical reasoning More stable over time Emotions Experiences related to an attitude object Exist as events, usually nonconsciously Experienced briefly ©McGraw-Hill Education. 5 Emotions, Attitudes, and Behavior Model Jump to Appendix 2 for long description. ©McGraw-Hill Education. 6 Role of Emotions in Attitudes Emotional markers attach to incoming sensory information. We experience emotions from initial information and recalling it (recall activates attached markers). Attitudes are influenced by cumulative emotional episodes. We “listen in” on our emotions. There is potential conflict: cognitive versus emotional thinking. Emotions also directly affect behavior. ©McGraw-Hill Education. 7 Cognitive Dissonance Emotional response to incongruent beliefs, feelings, and behavior Violates image of being rational and logical Emotion motivates correcting the inconsistency Reducing cognitive dissonance Difficult to undo/change behavior Typically change beliefs/feelings about attitude object Emphasize how other decisions/behavior are consonant with beliefs and attitudes (compensates for the dissonant action) ©McGraw-Hill Education. 8 Emotional Labor Effort, planning, and control to express organizationally desired emotions Higher in jobs requiring emotion displays that are: Frequent/lengthy Varied/diverse (many types of emotions) Intense Emotion display norms vary across cultures Expressed emotions discouraged: Ethiopia, Japan Expressed emotions allowed/expected: Kuwait, Spain ©McGraw-Hill Education. 9 Emotional Labor Challenges Difficult to accurately display expected emotions and to hide true emotions Emotional dissonance: tension when trying to display required emotions which contrast with true (felt) emotions Emotional labor solutions Perceive emotional labor as professional skill Engage in deep acting, not surface acting ©RapidEye/E+/Getty Images ©McGraw-Hill Education. 10 Emotional Intelligence Model Yourself Recognition of emotions Awareness of own emotions Others Awareness of others’ emotions Regulation of emotions Management of own emotions Management of others’ emotions ©McGraw-Hill Education. Emotional Intelligence Hierarchy Management of others’ emotions Aware of others emotions Management of our own emotions Aware of our own emotions Highest Lowest ©McGraw-Hill Education. 12 Emotional Intelligence Outcomes/Development Emotional Intelligence Outcomes Better teamwork Better emotional labor Better leadership Better decisions involving others Positive mindset in creativity Developing Emotional Intelligence (EI) Training: Learn about EI, then get feedback in settings. Self-reflection: Personally review situations requiring EI. Coaching: Discuss past events and discuss improvement. Maturity: EI improves with age. ©McGraw-Hill Education. EVLN: Responses to Dissatisfaction Exit leaving the situation quitting, transferring Voice changing the situation problem solving, complaining Loyalty patiently waiting for the situation to improve Neglect reducing work effort/quality increasing absenteeism ©McGraw-Hill Education. 14 Job Satisfaction and Performance Happy workers are somewhat more productive workers. Satisfaction-performance relationship isn’t stronger because: General attitudes are poor predictors of specific behaviors Low employee control over performance Reverse causation (performance causes satisfaction), but performance often isn’t rewarded ©DreamPictures/Shannon Faulk/Getty Images ©McGraw-Hill Education. 15 Service Profit Chain Model Job satisfaction increases customer satisfaction and profitability because: Satisfied employees display more positive emotions, producing more positive customer emotions. Satisfied employees have lower turnover, resulting in better quality, more consistent, familiar service. Jump to Appendix 3 for long description. ©McGraw-Hill Education. Organizational Commitment Affective commitment Emotional attachment to, identification with, and involvement in an organization Lower turnover, higher motivation, more OCBs Risks of very high affective commitment: conformity, protecting the company unethically Continuance commitment Calculative attachment Employees stays because (a) no choice/alternative, or (b) too costly to quit Lower turnover, performance, org citizenship, cooperation ©McGraw-Hill Education. 17 Building Affective Commitment Justice and support Company applies humanitarian values (fairness etc.) and supports employee well-being Shared values Employee-organization values congruence Trust Employees trust leaders and have a degree of job security Organizational comprehension Reasonably clear/complete mental model of the firm’s strategic, social, physical characteristics Employee involvement Psychological ownership of and social identity with the company ©McGraw-Hill Education. 18 What Is Stress? Adaptive response to situations perceived as challenging or threatening to well-being Prepares us to adapt to hostile environmental conditions Eustress vs. distress ©donskarpo/Getty Images ©McGraw-Hill Education. 19 General Adaptation Syndrome Jump to Appendix 4 for long description. ©McGraw-Hill Education. 20 Workplace Stressors Four most common workplace stressors: Organizational constraints Interferes with performance, lack of control Interpersonal conflict Disagree on how to achieve firm’s goals, how to distribute resources Psychological/sexual harassment Work overload More hours, intensive work Low task control Worse when responsible but have limited control ©donskarpo/Getty Images ©McGraw-Hill Education. 21 Individual Differences in Stress People experience less stress and/or less negative stress outcomes when they have: Better physical health: exercise, lifestyle Appropriate stress coping strategies Personality: lower neuroticism, higher extraversion Positive self-concept ©McGraw-Hill Education. 22 Managing Work-Related Stress Remove the stressor Minimize/remove stressors Work/life balance initiatives Withdraw from the stressor Permanent (transfers) and temporary (vacation) solutions Change stress perceptions Positive self-concept, humor Control stress consequences Healthy lifestyle, fitness, wellness Receive social support Emotional and informational support ©McGraw-Hill Education. 23 APPENDICES Long Description of Images ©McGraw-Hill Education. Appendix 1 Types of Emotions High activation negative emotions are distressed, fearful, and jittery. On the border of High activation negative emotions and High activation positive emotions are aroused, astonished, and stimulated. High activation positive emotions are enthusiastic, elated, and excited. On the border of High activation positive emotions and Low activation positive emotions are happy, cheerful, and delighted. Low activation positive emotions are relaxed, content, and calm. On the border of low activation positive emotions and low activation negative emotions are quiet, tranquil and still. Low activation negative emotions are bored, tired, and drowsy. On the border of low activation negative emotions and high activation negative emotions are unhappy, sad, and gloomy. Return to slide ©McGraw-Hill Education. Appendix 2: Emotions, Attitudes, and Behavior Model Behavior is influenced by both attitudes and emotions. Traditional attitude model ( shown on the left side of the model) considers only of logic and perceptions, not emotions. Beliefs are perceived facts about the attitude object that are formed from experience or other learning. Feelings are the conscious positive and or negative evaluations of the attitude object that are formed from valences of beliefs about the attitude object. Behavioral intentions are motivations to engage in a particular behavior regarding the attitude object that are formed from feelings, the source and direction of motivation. Behavior is best determined from behavioral intentions (motivation to act). Return to slide. ©McGraw-Hill Education. Appendix 3 Service Profit Chain Model The chart is laid out moving from left to right, from organizational practices to company profitability and growth. Organizational practices affect employee satisfaction and commitment, employee retention, and employee motivation and behavior. These in turn affect service quality, customer satisfaction/perceived value, customer loyalty and referrals, and company profitability and growth. Return to slide ©McGraw-Hill Education. Appendix 4: General Adaptation Syndrome Model of the stress experience consisting of 3 stages: 1. Alarm reaction Threat or challenge activates the physiological stress responses, which temporarily decreases energy and coping effectiveness 2. Resistance Produces more energy and coping (higher resistance to threat) 3. Exhaustion Declining energy below resistance threshold – long-term damage from frequent exhaustion Return to slide. ©McGraw-Hill Education.