Organizational Behavior - Exam 2 (Chapters 4, 5, 13, 14)
Describe organizational socialization and the stages involved. How can socialization be improved?
A process of learning values, expected behavior, and social knowledge needed to assume roles in a organization. A process of both learning (making sense of the organization) and adjustment (adapt to new role, norms, etc.). Stages of Organizational Socialization Preemployment socialization (outsider) Learn about the organization and job. Form employment relationship expectations. The preemployment socialization stage encompasses all the learning and adjustment that occurs before the first day of work. In fact, a large part of the socialization adjustment process occurs during this stage. The main problem with preemployment socialization is that outsiders rely on indirect information about what it is like to work in the organization. Encounter (newcomer) Test expectations against perceived realities. The first day on the job typically marks the beginning of the encounter stage of organizational socialization. This is the stage in which newcomers test how well their preemployment expectations fit reality. Many companies fail that test, resulting in reality shock—the stress that results when employees perceive discrepancies between their preemployment expectations and on-the-job reality. Reality shock doesn't necessarily occur on the first day; it might develop over several weeks or even months as newcomers form a better understanding of their new work environment. Role management (insider) Strengthen work relationships. Practice new role behaviors. Resolve work-nonwork conflicts. it is most active as employees make the transition from newcomers to insiders. They strengthen relationships with coworkers and supervisors, practice new role behaviors, and adopt attitudes and values consistent with their new positions and the organization. Role management also involves resolving the conflicts between work and nonwork activities, including resolving discrepancies between their personal values and those emphasized by the organizational culture. Socialization outcomes Higher motivation. Higher loyalty. Higher satisfaction. Lower stress. Lower turnover. Improving the Socialization Process Realistic Job Preview (RJP) offers a balance of positive and negative information about the job and work context. This balanced description of the company and work helps job applicants decide for themselves whether their skills, needs, and values are compatible with the job and organization. Socialization Agents provide technical information, performance feedback, and information about job duties. They also improve the socialization process by giving newcomers reasonably challenging first assignments, buffering them from excessive demands, helping them form social ties with coworkers, and generating positive emotions around their new work experience. Coworkers are important socialization agents because they are easily accessible, can answer questions when problems arise, and serve as role models for appropriate behavior.
What is organizational commitment and how can an organization build organizational commitment?
Affective commitment Emotional attachment to, identification with, and involvement in an organization. Lower turnover, higher motivation, more organizational citizenship behavior. Risks of very high affective commitment: conformity, protecting the company unethically. Continuance commitment Calculative attachment, employees stay because (a) no choice/alternative, or (b) too costly to quit. Lower turnover, consistent performance, org. citizenship, cooperation Building commitment Justice and support Affective commitment is higher in organizations that fulfill their obligations to employees and abide by humanitarian values such as fairness, courtesy, forgiveness, and moral integrity. These values relate to the concept of organizational justice. Shared values The definition of affective commitment refers to a person's identification with the organization, and that identification is highest when employees believe their values are congruent with the organization's dominant values. Employees also experience more positive emotions when their personal values are aligned with corporate values and actions, which increases their motivation to stay with the organization. Trust Putting faith in the other person or group. It is also a reciprocal activity: To receive trust, you must demonstrate trust. Employees identify with and feel obliged to work for an organization only when they trust its leaders; they feel job security. Organizational comprehension How well employees understand the organization, including its strategic direction, social dynamics, and physical layout. This awareness is a necessary prerequisite to affective commitment because it is difficult to identify with or feel loyal to something that you don't know very well. Furthermore, lack of information produces uncertainty, and the resulting stress can distance employees from that source of uncertainty. Employee involvement Increases affective commitment by strengthening the employee's psychological ownership and social identity with the organization. Employees feel part of the organization when they participate in decisions that guide the organization's future.
What are the A-B-C's of behavior modification?
Antecedents What happen before the behavior Behavior What the person says or does Consequences What happen after the behavior
What are artifacts of organizational culture?
Artifacts of Organizational Culture Physical structures and Symbols The size, shape, location, and age of buildings both reflect and influence an organization's culture. Buildings might support a company's emphasis on teamwork, environmental friendliness, hierarchy, or any other set of values. Even if the building doesn't make much of a statement, there is a treasure trove of physical artifacts inside. Desks, chairs, office space, and wall hangings (or lack of them) are just a few of the items that might convey cultural meaning Language Is how employees address each other and outsiders, express emotion, describe stakeholders, etc. Leaders use language to anchor or change culture. Language also differentiates subcultures. Rituals and ceremonies Rituals are the programmed routines of daily organizational life that dramatize an organization's culture. An example would be "Welcome to Moes!" Ceremonies are planned activities conducted specifically for the benefit of an audience. This would include publicly rewarding (or punishing) employees or celebrating the launch of a new product or newly won contract. Stories and legends Tales or social scripts of either desired or dysfunctional behavior. Stories and legends are most effective when they describe real people, assumed to be true, known throughout the organization, and are prescriptive
How do attitudes and emotions differ? How does this affect behavior?
Attitudes Judgments about an attitude object, involve conscious logical reasoning, and more stable over time Emotions Experiences related to an attitude object, exist as events, usually non-consciously, and experienced briefly Attitudes take the perceived environment and go through a cognitive process of beliefs, feelings, and behavioral intention to affect behavior. Emotions react to the perceived environment through emotional episodes to affect behavior.
Describe the A-S-A (attraction, selection, attrition) theory
Attraction Job applicants engage in self-selection by avoiding prospective employers whose values seem incompatible with their own values. They look for subtle artifacts during interviews and through public information that communicate the company's culture. Selection How well the person "fits in" with the company's culture is often a factor in deciding which job applicants to hire. Attrition People seek environments that are sufficiently congruent with their personal values and are motivated to leave environments that are a poor fit. This occurs because person-organization values congruence supports their social identity and minimizes internal role conflict. Even if employees aren't forced out, many quit when values incongruence is sufficiently high. Several companies will even pay newcomers to quit within the first few weeks of employment if the newcomers conclude that their personal values conflict with the company's culture.
What cultural and ethical concerns exist with managing change?
Cross-Cultural Concerns One possible cross-cultural limitation is that Western organizational change models, such as Lewin's force field analysis, often assume change has a beginning and an ending in a logical linear sequence. Yet change is viewed more as a cyclical phenomenon in some cultures, such as the earth's revolution around the sun or a pendulum swinging back and forth. Other cultures have more of an interconnected view of change, whereby one change leads to another (often unplanned) change, which leads to another change, and so on until the change objective is ultimately achieved in a more circuitous way. Another cross-cultural issue with some organizational change interventions is the assumption that effective organizational change is necessarily punctuated by tension and overt conflict. Indeed, some change interventions encourage such conflict. But this direct confrontation view is incompatible with cultures that emphasize harmony and equilibrium. Ethical Concerns One ethical concern is the risk of violating individual privacy rights. The action research model is built on the idea of collecting information from organizational members, yet this assumes that employees will provide personal information and reveal emotions they would not normally divulge. A second ethical concern is that some change activities potentially increase management's power by inducing compliance and conformity in organizational members. A third concern is that some organizational change interventions undermine the individual's self-esteem. The unfreezing process requires that participants disconfirm their existing beliefs, sometimes including their own competence at certain tasks or interpersonal relations.
How does emotional display norms vary across cultures?
Cultures have different standards when showing emotions.
Drives and needs
Drives Hardwired characteristics of the brain that attempt to keep us in balance by correcting deficiencies. Produce emotions that energize us to act on our environment. Needs Goal-directed forces that people experience. The motivational forces of emotions channeled toward particular goals to correct deficiencies or imbalances.
Describe the forces for change (internal and external; driving forces and restraining forces) and how these potentially affect organizations. Give an example of these.
Driving forces push organizations toward a new state of affairs/change. These might include new competitors or technologies, evolving client expectations, or a host of other environmental changes. Corporate leaders also produce driving forces even when external forces for change aren't apparent. Restraining forces maintain the status quo. These restraining forces are commonly called "resistance to change" because they appear to block the change process.
Describe the elements of equity theory and how one corrects inequity tension.
Equity Theory says that employees determine feelings of equity by comparing their own outcome/input ratio to the outcome/input ratio of some other person. Own/other outcomes Pay/benefit, promotion, recognition, workspace, learning, and interesting jobs Own/other inputs Skill, reputation, effort, hours, performance, and experience Correcting/Reduce Inequity Change out inputs (less organizational citizenship) Change our outcome (ask for pay increase) Change other's inputs (ask coworker to work harder) Change other's outcomes (ask boss to stop giving preferred treatment to coworker) Change our perception (belive that coworker's perks aren't so valuable) Change comparison other (compare yourself to someone more similar) Leave the field (quit job)
What are the dimensions of emotional intelligence? Why is this important for behavior in organizations?
Hierarchy Management of others' emotions Awareness of others' emotions Management of own emotions Awareness of own emotions Outcomes Better teamwork, emotional labor, leadership, decisions involving others, and positive mindset in creativity Developing Training, self-reflection, coaching, maturity
What are the key characteristics of the job characteristics model?
Identifies five core job dimensions that produce three psychological states. Core Job Characteristics Skill variety refers to the use of different skills and talents to complete a variety of work activities. For example, sales clerks who normally only serve customers might be assigned the additional duties of stocking inventory and changing storefront displays. Task identity the degree to which a job requires completion of a whole or identifiable piece of work, such as assembling an entire broadband modem rather than just soldering in the circuitry. Task significance the degree to which the job affects the organization and/or larger society. It is an observable characteristic of the job (you can see how it benefits others) as well as a perceptual awareness. For example, some companies ask customers to speak to employees about the importance of the products or services to them. Autonomy Jobs with high levels of autonomy provide freedom, independence, and discretion in scheduling the work and determining the procedures to be used to complete the work. In autonomous jobs, employees make their own decisions rather than rely on detailed instructions from supervisors or procedure manuals. Autonomy is considered the core motivational element of job design. Autonomy is also an important mechanism to reduce stress in some situations. Job feedback Job feedback is the degree to which employees can tell how well they are doing from direct sensory information from the job itself. Airline pilots can tell how well they land their aircraft, and road crews can see how well they have prepared the roadbed and laid the asphalt. Critical Psychological States Experienced meaningfulness the belief that one's work is worthwhile or important. Experienced responsibility a sense of being personally accountable for the work outcomes. Knowledge of results an awareness of the work outcomes based on information from the job itself.
McClelland describes three "learned" needs. Describe these and why important to employee motivation. What additional one was added to this (refer to assessment summary sheet) and does it differ? How does the needs theory and the four-drive theory relate to one another?
Learned Need Theory Need for achievement (nAch) People with a high nAch choose moderately challenging tasks, desire unambiguous feedback and recognition for their success, and prefer working alone rather than in teams. Except as a source of feedback, money is a weak motivator for people with high nAch, whereas it can be a strong motivator for those with low nAch. Successful entrepreneurs tend to have high nAch, possibly because they establish challenging goals for themselves and thrive on competition. Need for affiliation (nAff) People with a high nAff seek approval from others, want to conform to others' wishes and expectations, and avoid conflict and confrontation. High-nAff employees generally work well in jobs where the main task is cultivating long-term relations. However, they tend to be less effective at allocating scarce resources and making other decisions that potentially generate conflict. Leaders and others in decision-making positions require a relatively low need for affiliation so their choices and actions are not biased by a personal need for approval. Need for power(nPow) People with a high nPow want to exercise control over others, are highly involved in team decisions, rely on persuasion, and are concerned about maintaining their leadership position. Individuals who enjoy their power for its own sake, use it to advance personal interests, and wear their power as a status symbol have personalized power. Others mainly have a high need for socialized power because they desire power as a means to help others. McClelland argues that effective leaders should have a high need for socialized rather than personalized power. They must have a high degree of altruism and social responsibility and be concerned about the consequences of their own actions on others. Need for Autonomy (nAut) Driven by the need to work independently. It denotes the experience of volition and self-direction in thought, feeling, and action. It refers to the perception of being self-governed rather than controlled by external forces. Four-Drive Theory Drive to acquire This is the drive to seek out, take, control, and retain objects and personal experiences. It produces the need for achievement, competence, status, and self-esteem. The drive to acquire also motivates competition. Drive to bond This drive produces the need for belonging and affiliation. It explains why our self-concept is partly defined by associations with social groups. The drive to bond motivates people to cooperate and, consequently, is essential for organizations and societies. Drive to comprehend People are inherently curious and need to make sense of their environment and themselves. They are motivated to discover answers to unknown as well as conflicting ideas. Drive to defend This is the drive to protect ourselves physically, psychologically, and socially. Probably the first drive to develop, it creates a fight-or-flight response when we are confronted with threats to our physical safety, our possessions, our self-concept, our values, and the well-being of others.
Employee engagement
Individual emotional and cognitive motivation, particularly a focused, intense, persistent, and purposive effort toward work-related goals
Job rotation, enlargement, and enrichment
Job rotation Moving from one job to another. Adds some skill variety into the workday, and many companies have found that it improves employee motivation and satisfaction to some extent. A second benefit of job rotation is that it minimizes health risks from repetitive strain and heavy lifting because employees use different muscles and physical positions in the various jobs. A third benefit is that job rotation supports multiskilling; employees learn several jobs, which makes it easier for the company to fill temporary vacancies. Job enlargement Adding tasks to an existing job. This might involve combining two or more complete jobs into one or just adding one or two more tasks to an existing job. Either way, skill variety increases because there are more tasks to perform. Job enrichment when employees are given more responsibility for scheduling, coordinating, and planning their own work. Natural grouping combines highly interdependent tasks into one job. Establishing client relationships involves putting employees in direct contact with their clients rather than using another job group or the supervisor as the liaison between the employee and the customer.
Cognitive dissonance
Occurs when people perceive that their beliefs, feelings, and behavior are incongruent with each other. This inconsistency generates emotions (such as feeling hypocritical) that motivate the person to create more consistency by changing one or more of these elements. Violates the image of being rational and logical. Reducing cognitive dissonance Reversing the behavior might work, but few behaviors can be undone. More often, people reduce cognitive dissonance by changing their beliefs and feelings. One dissonance-reducing strategy is to develop more favorable attitudes toward specific features of the decision. You can also reduce dissonance by emphasizing how your other decisions have been frugal or consonant with beliefs and attitudes.
What are the key aspects of expectancy theory?
Offers more detail by predicting the goal-directed behavior where employees are most likely to direct their effort. Essentially, the theory states that work effort is aimed toward behaviors that people believe will produce the most favorable outcomes. It assumes that people are rational decision makers who choose where to direct their effort based on the probability of outcomes occurring and the positive or negative valences (expected satisfaction) of those outcomes. E-to-P expectancy This is the individual's perception that his or her effort will result in a particular level of performance. In some situations, employees may believe that they can unquestionably accomplish the task (a probability of 1.0). In other situations, they expect that even their highest level of effort will not result in the desired performance level (a probability of 0.0). In most cases, the E-to-P expectancy falls somewhere between these two extremes. P-to-O expectancy This is the perceived probability that a specific behavior or performance level will lead to a particular outcome. In extreme cases, employees may believe that accomplishing a particular task (performance) will definitely result in a particular outcome (a probability of 1.0), or they may believe that successful performance will have no effect on this outcome (a probability of 0.0). More often, the P-to-O expectancy falls somewhere between these two extremes. Outcome valences A valence is the anticipated satisfaction or dissatisfaction that an individual feels toward an outcome. It ranges from negative to positive. (The actual range doesn't matter; it may be from −1 to +1 or from −100 to +100.) Outcomes have a positive valence when they are consistent with our values and satisfy our needs; they have a negative valence when they oppose our values and inhibit need fulfillment.
Describe the consequences of organizational dissatisfaction. How does this differ from job satisfaction and how does it affect organizational commitment?
Organizational dissatisfaction Exit (leaving the situation, quitting, or transferring), Voice (changing the situation, problem-solving, or complaining), Loyalty (patiently waiting for the situation to improve), Neglect (reducing work effort/quality, and/or increasing absenteeism) Job satisfaction Happy workers are more than often more productive; however, satisfaction and performance do not go hand in hand. There is a chance that high-performance workers are being treated the same as low-performing workers. This means there is no incentive/reward to work harder. Satisfied employees display more positive emotions which produce positive customer emotions, there is also low turnover, which results in better quality, more consistent, and familiar service.
What are the features of effective goal setting (acronym used to help remember)?
SMARTER Specific Goals lead to better performance when they are specific. Specific goals state what needs to be accomplished; how it should be accomplished; and where, when, and with whom it should be accomplished. Specific goals clarify performance expectations, so employees can direct their effort more efficiently and reliably Measurable Goals need to be measurable because motivation occurs when people have some indication of their progress and achievement of those goals. This measurement ideally includes how much (quantity), how well (quality), and at what cost the goal was achieved. Be aware, however, that some types of employee performance are difficult to measure, and they risk being neglected in companies preoccupied with quantifiable outcomes. Achievable One of the trickiest aspects of goal setting is developing goals that are sufficiently but not overly challenging. Easy goals result in performance that is well below the employee's potential. Yet, goals that are too challenging also may lead to reduced effort if employees believe there is a low probability of accomplishing them (i.e., low E-to-P expectancy). Recent studies also have found that very difficult goals increase the probability that employees will engage in unethical behavior to achieve them. Relevant Goals need to be relevant to the individual's job and within his or her control. For example, a goal to reduce waste materials would have little value if employees don't have much control over waste in the production process. Time-framed Goals need a due date. They should specify when the objective should be completed or when it will be assessed for comparison against a standard. Exciting Goals tend to be more effective when employees are committed to them, not just compliant. Challenging goals tend to be more exciting for most (but not all) employees because they are more likely to fulfill a person's growth needs when the goal is achieved. Goal commitment also increases when employees are involved in goal setting. Reviewed The motivational value of goal setting depends on employees receiving feedback about reaching those goals. Effective feedback requires measurement, which we discussed earlier in this list, but it also includes reflecting or discussing with others your goal progress and accomplishment. Reviewing goal progress and achievement helps employees redirect their effort. It is also a potential source of recognition that fulfills growth needs.
Why is there resistance to change, particularly from an individual perspective? What are ways to reduce resistance to change?
Some people inherently oppose change because of their personality and values. Aside from these dispositional factors, employees typically oppose organizational change because they lack sufficient motivation, ability, role clarity, or situational support to change their attitudes, decisions, and behavior. Six reasons why people resist change: Negative Valence of Change Employees usually resist change when they believe the post-change situation will have more negative than positive outcomes. Fear of the Unknown Organizational change usually has a degree of uncertainty, and employees tend to assume the worst when they are unsure whether the change will have good or bad outcomes. Uncertainty also is associated with lack of personal control, which is another source of negative emotions. Not-Invented-Here Syndrome Employees sometimes oppose or even discreetly undermine organizational change initiatives that originate elsewhere. This "not-invented-here" syndrome is most apparent among employees who are usually responsible for the knowledge or initiative. Breaking Routines People are creatures of habit. They typically resist initiatives that require them to break those automated routines and to learn new role patterns. And unless the new patterns of behavior are strongly supported and reinforced, employees tend to revert to their past routines and habits. Incongruent Team Dynamics Teams develop and enforce conformity to a set of norms that guide behavior. However, conformity to existing team norms may discourage employees from accepting organizational change. Incongruent Organizational Systems Rewards, information systems, patterns of authority, career paths, selection criteria, and other systems and structures are both friends and foes of organizational change. When properly aligned, they reinforce desired behaviors. When misaligned, they pull people back into their old attitudes and behavior. Even enthusiastic employees lose momentum after failing to overcome the structural confines of the past. Many forms of resistance Complaints, absenteeism, passive noncompliance, subtle resistance more common than overt View resistance as task conflict Signal that employees lack readiness for change or that change strategy should be revised. View resistance as a form of voice Redirects resistance into constructive conversations, encourages better decisions through involvement, voice and involvement increase commitment to change Reducing the Restraining Forces Communication Communication is the highest priority and first strategy required for any organizational change. Communication improves the change process in at least two ways. One benefit is that communication generates the urgency for change. Reduces uncertainty; however, time-consuming and costly. Learning Learning is an important process in most organizational change initiatives because employees need new knowledge and skills to fit the organization's evolving requirements. Learning not only helps employees perform better following the change; it also increases their readiness for change by strengthening their belief about working successfully in the new situation (called change self-efficacy). Potentially time-consuming and costly. Employee Involvement Employee involvement is almost essential in the change process, although a low level of involvement may be necessary when the change must occur quickly or employee interests are highly incompatible with the organization's needs. Employees who participate in decisions about a change tend to feel more personal responsibility for its successful implementation, rather than being disinterested agents of someone else's decisions. This sense of ownership also minimizes the not-invented-here syndrome and fear of the unknown. Time-consuming and potential conflict. Stress Management Organizational change is a stressful experience for many people because it threatens self-esteem and creates uncertainty about the future. Communication, learning, and employee involvement can reduce some of the stressors. However, research indicates that companies also need to introduce stress management practices to help employees cope with changes. In particular, stress management minimizes resistance by removing some of the negative valence and fear of the unknown about the change process. Stress also saps energy, so minimizing stress potentially increases employee motivation to support the change process. Time-consuming, costly, and doesn't help everyone. Negotiation As long as people resist change, organizational change strategies will require a variety of influence tactics. Negotiation is a form of influence that involves the promise of benefits or resources in exchange for the target person's compliance with the influencer's request. This strategy potentially gains support from those who would otherwise lose out from the change. However, this support usually goes no further than compliance with the change effort, not commitment and can be expensive. Coercion Coercion includes a range of assertive influence behaviors, such as persistently reminding people of their obligations, frequently monitoring behavior to ensure compliance, confronting people who do not change, and using threats of punishment (including dismissal) to force compliance. Firing people or urging them to leave is the least desirable way to change organizations. However, these forms of coercion are sometimes necessary when speed is essential and other tactics are ineffective. In particular, it may be necessary to remove several members of an executive team who are unwilling or unable to change their existing mental models of the ideal organization. This is also a radical form of organizational "unlearning" because when executives leave, they remove knowledge of the organization's past routines that have become dysfunctional. Even so, coercion is a risky strategy because survivors (employees who do not leave) may have less trust in corporate leaders and engage in more political tactics to protect their own job security.
What are the features of effective feedback and the sources of feedback?
Specific, Relevant, Timely, Credible, and Sufficiently frequent Feedback—information that lets us know whether we have achieved the goal or are properly directing our effort toward it— is a critical partner with goal setting. Feedback contributes to motivation and performance by clarifying role perceptions, improving employee skills and knowledge, and strengthening self-efficacy. Effective feedback has many of the same characteristics as effective goal setting. It should be specific and relevant, that is, the information should refer to specific metrics (e.g., sales increased by 5 percent last month) and to the individual's behavior or outcomes within his or her control. Feedback also should be timely; the information should be available soon after the behavior or results occur so that employees see a clear association between their actions and the consequences. Feedback also should be credible. Employees are more likely to accept this information from trustworthy and believable sources. One other important characteristic of effective feedback is that it should be sufficiently frequent. How frequent is "sufficiently"? The answer depends on at least two things. One consideration is the employee's knowledge and experience with the task. Employees working on new tasks should receive more frequent feedback because they require more behavior guidance and reinforcement. Employees who perform familiar tasks can receive less frequent feedback. The second factor is how long it takes to complete the task (i.e., its cycle time). Less frequent feedback usually occurs in jobs with a long cycle time (e.g., executives and scientists) because indicators of goal progress and accomplishment in these jobs are less frequent than in jobs with a short cycle time (e.g., grocery store cashiers).
Describe five ways to manage organizational stress.
Stress is an adaptive response to situations perceived as challenging or threatening to well be (prepares us to adapt to hostile environmental conditions) Four common workplace stressors: Organizational constraints (interferes with performance, lack of control), interpersonal conflict (disagree on how to achieve the firm's goals, how to distribute resources, psychological/ sexual harassment), work overload (more hours, intense work), low task control (worse when responsible but have limited control) Ways to manage stress: Remove the stressor Assigning employees to jobs that match their skills and preferences, reducing excessive workplace noise, having a complaint system that takes corrective action against harassment, and giving employees more control over the work process. Another important way that companies can remove stressors is through work-life balance initiatives. Withdraw from the stressor Permanently or temporarily remove employees from the stressor. Permanent withdrawal occurs when employees are transferred to jobs that are more compatible with their abilities and values. Temporarily withdrawing from stressors is the most frequent way that employees manage stress. Vacations and holidays are important opportunities for employees to recover from stress and reenergize for future challenges. Change stress perceptions Help employees improve their self-concept so job challenges are not perceived as threatening. Personal goal setting and self-reinforcement also can reduce the stress that people experience when they enter new work settings. Control stress consequences Keeping physically fit and maintaining a healthy lifestyle are effective stress management strategies because they control stress consequences. Good physical fitness reduces the adverse physiological consequences of stress by helping employees moderate their breathing and heart rate, muscle tension, and stomach acidity. Receive social support Social support occurs when coworkers, supervisors, family members, friends, and others provide emotional and/or informational support to buffer an individual's stress experience. Note: Better physical health/lifestyle, appropriate stress coping strategies, personality, positive self-concept to experience less stress
Emotional dissonance
Tension when trying to display required emotions which contrast with true emotions that are being experienced.
Emotional labor
The effort, planning, and control needed to express organizationally desired emotions during interpersonal transactions. Almost everyone is expected to abide by display rules—norms or explicit rules requiring us within our role to display specific emotions and to hide other emotions; in high demand with jobs that are frequent and lengthy in interactions, have to display a varied of emotions and more intense emotions.
Motivation
The forces within a person that affect their direction, intensity, and persistence of voluntary behavior
What is organizational culture strength? What are the steps involved in changing/strengthening organizational culture?
This is how widely and deeply employees hold the company's dominant values and assumptions. These values and assumptions are also institutionalized through well-established artifacts, which further entrench the culture. In addition, strong cultures tend to be long-lasting; some can be traced back to the values and assumptions established by the company's founder. The Functions of Strong Cultures Control system Organizational culture is a deeply embedded form of social control that influences employee decisions and behavior. Culture is pervasive and operates nonconsciously. Think of it as an automatic pilot, nonconsciously directing employees so their behavior is consistent with organizational expectations. For this reason, some writers describe organizational culture as a compass that points everyone in the same direction. Social glue Organizational culture is the social glue that bonds people together and makes them feel part of the organizational experience. Employees are motivated to internalize the organization's dominant culture because it fulfills their need for social identity. This social glue attracts new staff and retains top performers. It also becomes the common thread that holds employees together in global organizations. Sense making Organizational culture helps employees to make sense of what goes on and why things happen in the company. Corporate culture also makes it easier for them to understand what is expected of them. For instance, research has found that sales employees in companies with stronger organizational cultures have clearer role perceptions and less role-related stress.
What is organizational culture and its elements? How does it affect behavior within an organization?
the values and assumptions shared within an organization. It defines what is important and unimportant in the company and, consequently, directs everyone in the organization toward the "right way" of doing things. You might think of organizational culture as the company's DNA—invisible to the naked eye, yet a powerful template that shapes what happens in the workplace. Organizational culture Shared values (conscious beliefs, judgmental about what is good or bad, right or wrong) Shared assumptions (Nonconscious, taken-for-granted beliefs, implicit mental models, ideal prototypes of behavior)