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Class 3

Class 3. Values and Attitudes Job Satisfaction Employee Commitment. Today’s Agenda:. What are values and who has them? Values of the youngest worker generation Shift in workplace values Hofstede’s cultural dimensions What is an attitude and how to change it? Job satisfaction

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Class 3

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  1. Class 3 Values and Attitudes Job Satisfaction Employee Commitment

  2. Today’s Agenda: • What are values and who has them? • Values of the youngest worker generation • Shift in workplace values • Hofstede’s cultural dimensions • What is an attitude and how to change it? • Job satisfaction • Employee commitment • Diagnostic approach to case analysis

  3. What is a value and value system? • Value - basic (global) conviction and judgment about what is right, good, desirable or preferable • Value system - relative importance (hierarchy) of values based on their ranking

  4. Who has values? • Individuals • Groups, e.g., • Occupations (see text) • Age groups • Gender • Minorities • Special interest groups • Organizations • National cultures • Humankind

  5. Cohorts of Canadians (David Foot) • Pre-World War I (born 1914 and earlier) • World War I (1915-1919) • The Roaring Twenties (1920-1929) • The Depression Babies (1930-1939) • World War II (1940-1946) • The Baby Boom (1947-1966) • Generation X (1960-1966) • The Baby Bust (1967-1979) • The Baby Boom Echo (1980-1995) • The Millennium Busters (1996-2010)

  6. Keeping your word showing courtesy helping those worse off eating healthy food showing your feelings working hard expressing individuality Living for the purpose having a life partner making things having kids being rich being famous Global Youth Values(Reid Group1998 survey of youth between 12 & 24 in 11 countries)

  7. Primary measures of success(according to graduating MBAs of Duke U., Izzo & Withers, 2000)

  8. Freedom-minded, independent Individualistic Self-starters, entrepreneurs Diverse Picky, look for options Technoliterate Want to be noticed Do not like to take orders Ask “why?” Less loyal Work-family balance Want fun Want to create, analyze and solve Want challenge Want empowerment Want to learn new things What Are the “Baby-busters” Like?(people between 25 and 35, B. Losyk, 1997 )

  9. How to manage “baby-busters”? (B. Losyk, 1997 ) • accept them, learn to work with them rather than fight them • use love and care, they need to know that they matter • don’t baby them • hands off, but be there • ask their opinion, implement their solutions • train • set specific standards • make work fun

  10. Shift in Workplace Values(after Izzo & Withers, 2000) • Expectation of balance and synergy • Expectation of work as a noble cause (need for job satisfaction) • Expectation of personal growth and development (more confidence and mobility, less loyalty) • Expectation of partnership (teams, egalitarianism, profit sharing) • Expectation of community at work (camaraderie) • Expectation of trust • Diversity (ethnic background, age, gender)

  11. Inspirational vision Integrity,morality, self-change Respect for other people Mutual trust Sharing information Inclusion of everybody Fostering sense of community Promoting values of the collective will Equity Building bridges, destroying walls Values-Based Management(after O’Toole, 1995; Kouzes & Posner, 1996)

  12. Country Power Distance Indiv Mascul Uncert. Avoid. Long-term Orient. Hofstede’s Cultural Dimensions High High Moder. Low Canada Moder. USA High (now:lower) Low High Low (now:higher) Low Japan Moder. Moder. High Moder. Moder. Low Moder. Moder. High China High

  13. DIFFERENCES IN WORK CENTRALITY

  14. Changing Canadian values (Izzo & Withers, 2000) • Increased diversity • Less individualism • Value of camaraderie • More confidence, internal locus of control • Need for job satisfaction • Less loyalty to orgs., more mobility

  15. Natural values(Jim Cathcart, 1999) • Sensuality: importance of physical experience • Empathy: importance of feeling connected to other people • Wealth: importance of ownership and value • Power: importance of control and recognition • Aesthetics: importance of beauty, balance and symmetry • Commitment: importance of cause • Knowledge: importance of learning and understanding

  16. Eternal values of humankind • justice, fairness • honesty, integrity • trustworthiness • freedom • self-esteem

  17. What is an attitude? Evaluative statements: likes dislikes satisfaction dissatisfaction approval disapproval

  18. Attitude model Beliefs and Values Attitudes Behaviours

  19. How to change attitudes? Traditional model Change beliefs and values Change attitudes Change behaviours Revised model Modeling Role playing Reinforcement Change behaviours Change attitudes

  20. Attitudes and Behaviors Consistency, Identification with job  Attitudes Behaviors =  Attitudes Behaviors = Cognitive dissonance Quit Rationalize behavior Change attitude

  21. Job Satisfaction(Globe and Mail, Jan, 2001) • Canadian value proposition of employment (1999): • tangible and intangible rewards • affiliation, belonging to the organization • career opportunity • meaningful work content • 2000 survey of 39 countries: what is the % of satisfied workers? • Danes - 61% • Hungarians - 9% • Americans - 50% • Canadians - 48%

  22. What leads to higher job satisfaction? (text) • Fit between employee and supervisor values • Fit between individual and organizational values • Good relationships at work (supervisors, co-workers) • Fairness of work outcomes • Fairness of processes • Challenging job • Adequate compensation • Career opportunities

  23. Employee commitment • Affective, continuance, and normative commitment – see text • What enhances employee commitment? • Interesting job • History (moral, emotional investment, cost of leaving) • Perceived organizational support (POS) • Reciprocation of favours

  24. Diagnostic Approach to Case Analysis • Observed Symptoms: • Absenteeism • Tardiness • Defect rate • Turnover • Cause: • Gap between • the ideal state and the given situation • Lack of skills • No motivation • Discouraging • work environment • Bad management Problem: Low job satisfaction WHY? • Solutions: • Training • Rewards • Climate • Empowerment How to close the gap?

  25. Diagnostic Approach to Case Analysis (cont’d) 1. Problem statement, supported by some symptoms • Brief, one or two sentences • Provides the guide for the whole paper • Bad problem statement makes the whole paper unfocused • Do not mistake symptoms for the underlying problem

  26. Diagnostic Approach to Case Analysis (cont’d) 2. Diagnosis* • explain the reasons and causes of the problem • Find gaps between the desirable (ideal) state/behaviours and the situation at hand • support any statement with facts/assumptions • make use of OB theories and concepts • make sure there is a sufficient understanding for decision-making * The main part of the case analysis

  27. Diagnostic Approach to Case Analysis (cont’d) 3. Prescription/ recommendation • How to close the gaps identified in the analysis section? • What should be done by whom? • Specific action plan • Make sure the recommendations address the problem stated at the beginning

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