Saturday, April 30, 2011

FUNCTIONS OF ATTITUDES


According to Katz, attitudes serve four important functions from the viewpoint of organizational behaviour. These are as follows.

A. The Adjustment Function:
Attitudes often help people to adjust to their work environment. Well-treated employees tend to develop a positive attitude towards their job, management and the organization in general while berated and ill treated organizational members develop a negative attitude. In other words, attitudes help employees adjust to their environment and form a basis for future behaviour.
B. Value-expressive:
 Express basic values, reinforce self-image. Eg: if you view yourself as a Catholic, you can reinforce that image by adopting Catholic beliefs and values. Eg: We may have a self-image of ourselves as an enlightened conservative or a militant radical, and we therefore cultivate attitudes that we believe indicate such a core value.
C. Knowledge:
attitudes provide meaningful, structured environment. In life we seek some degree of order, clarity, and stability in our personal frame of reference. Attitudes help supply us with standards of evaluation. Via such attitudes as stereotypes, we can bring order and clarity to the complexities of human life.
D. Ego-defensive :
Some attitudes serve to protect us from acknowledging basic truths about ourselves or the harsh realities of life. They serve as defense mechanisms. Eg: Those with feelings of inferiority may develop attitude of superiority.

Thursday, April 28, 2011

Components of Attitude



(a) Cognitive component: Cognitive component of attitude is related to value statement. It consists of belief, ideas, values and other information that an individual may possess or has faith in. Quality of working hard is a value statement or faith that a manager may have.  For example, he says smoking is injurious to health.

(b) Affective component: Affective component of attitude is related to person’s feelings about another person, which may be positive, negative or neutral. I do not like Madan because he is not hard working, or I like Manmohan because he is hard working. It is an expression of feelings about a person, object or a situation.
For example, in an organization a personal report is given to the general manager. In report he point out that the sale staff is not performing their due responsibilities. The general manager forwards a written notice to the marketing manager to negotiate with the sale staff.

(c) Behavioral component: Behavioral component of attitude is related to impact of various situations or objects that lead to individual’s behaviour based on cognitive and affective components. I do not like Madan because he is not hard working is an affective component, I therefore would like to disassociate myself with him, is a behavioural component and therefore I would avoid Madan. Development of favourable attitude and good relationship with Manmohan is but natural. Individual’s favourable behaviour is an outcome of the fact that Manmohan is hardworking. Cognitive and affective components are bases for such behaviour. Former two components cannot be seen; only the behaviour component can be seen.
For example, before the production and launching process the product. Report is prepared by the production department which consists of their intention in near future and long run and this report is handed over to top management for the decision.
Former is important because it is a base for formation of attitude. These components are explained in Figure below.

Wednesday, April 27, 2011

CHARACTERISTICS OF ATTITUDES


Difficult to measure- Indicated by behavior, reactions to individual situations, social values


May create inflexibility and stereotypes- Based on inconsistencies, incorrect assumptions or other false data


Demonstrated by behavior


Formed largely from the continuous process of socialization


Positive or negative


Once formed not easily changed


Takes a SEE, new conditions, new experience, and new information


Attitudes may be affected by age, position, and education


Persist- unless something is done to change them.


Can fall anywhere in a continuum-very favourable to very unfavourable.


are directed towards some objects about which a person has some feelings and beliefs


Tuesday, April 26, 2011

ATTITUDES

DEFINITIONS
Attitude is a tendency to act/think in certain ways either favourably or unfavourably concerning objects, people or situation. For example, if I say I am satisfied with my job, what actually I am doing is expressing my attitude towards the job. An attitude is the way a person feels about a person, a place, a thing, a situation or an idea. Attitude could be positive or negative. Attitude can be measured either by observing the action of the individual or simply asking him the questions about how he would behave in a particular situation.

An attitude is evaluating statements or judgments concerning objects, people or events (Robbins).

Attitudes are relatively lasting feelings, beliefs and behavioural tendencies directed towards specific people, groups, ideas, issues or objects (Hellriegel et al).

An attitude is the predisposition of the individual to evaluate some object in a favourable or an unfavourable manner.

An attitude is the predisposition to respond to a certain set of facts.

An attitude is Foundations of success.

Monday, April 25, 2011

NEGATIVE EMOTIONS


Lead to deviant work place behaviours. Employee deviance-voluntary actions that violate established norms and that threaten the organization, its members, or both.
Negative emotions can lead to a number of deviant workplace behaviours. Anyone who has spent much time in an organization realizes that people often engage in voluntary actions that violate established norms and threaten the organization, its members, or both. These actions are called employee deviance.They fall into categories such as production (leaving early, intentionally working slowly); property (stealing, sabotage); political (gossiping, blaming co-workers); and personal aggression (sexual harassment, verbal abuse).
Many of these deviant behaviours can be traced to negative emotions. For instance, envy is an emotion that occurs when you resent someone for having something that you don’t have but strongly desire. It can lead to malicious deviant behaviours. Envy, for example, has been found to be associated with hostility, “backstabbing,” and other forms of political behaviour, as well as with negatively distorting others’ successes and positively distorting one’s own accomplishments.

Sunday, April 24, 2011

Types of emotions:


We can call the two types of emotions Negative and Positive. That is not so much as value judgment as it is a description of the main action of each group. Judging either as "good" or "bad" isn't very helpful.
Negative emotions express an attempt or intention to exclude. Strengthening one's own position at the expense of others. Keeping bad stuff away, destroying what is perceived as a threat. Negative emotions are fueled by an underlying fear of the unknown, a fear of the actions of others, and a need to control them or stop them to avoid being harmed.
Positive emotions express an attempt or an intention to Include. Taking the whole into consideration. Working on learning more viewpoints, interacting more with others, enjoying making things better. Positive emotions are fueled by an underlying desire for enjoyment and unity.
Negative emotions are, for example: apathy, grief, fear, hatred, shame, blame, regret, resentment, anger, hostility.
Positive emotions are, for example: interest, enthusiasm, boredom, laughter, empathy, action, curiosity.

Saturday, April 23, 2011

EMOTIONS: OB PERSPECTIVE


Decision making: Emotions are best when they are left "out" of the decision making process.  Due to the fact that humans are emotional creatures, it would be foolish and unwise to advocate people to "get rid of their emotions". This is both unnecessary and unhealthy, for we all have emotions for a reason. However, there are times when our emotions must be keep in balance.  One such example of this is when we have to make decisions, particularly critical decisions. History shows that when people mix their emotions with decision making, they tend to make bad decisions, which in turn lead to severe consequences.
In general, when you have a decision to make, and you're emotional about it, it is best not to make the decision based on the dominant emotion you have at that moment, because this will generally lead to you making a decision that ends up hurting you in the long run. There is a time for emotions, but emotions should never play a factor in the decisions you make in life, for disaster usually follows.

Motivation: Emotions play an integral role in motivation. Individual differences in emotional tendencies interact with organizational events and social interactions to yield emotional reactions that importantly shape an individual’s goals and the persistence of effort in the face of obstacles. The influence of emotional reactions to organizational events, such as downsizing, may seriously weaken personal commitment to organizationally desired goals and, in turn, job performance.
Motivational processes also play an important role in the elicitation and expression of emotions. Theories of cognitive appraisal, for example, posit the critical importance of appraisals of personal significance for the elicitation of emotional responses. As such, the emotional significance of an event depends on the extent to which the event is appraised as relevant to the individual’s goal concerns.

Leadership: All leadership works – and has always worked – through emotions. Every undisputable leader has earned their reputation because their leadership was emotionally compelling to a larger or smaller group of followers. The leader of any group acts as the group’s emotional guide. And in today’s organisations a fundamental task of leaders is still emotional.
But leadership in corporations goes beyond reaching a short-term goal or ensuring that a job is well done. Leadership in corporations is also about driving the collective emotions in a positive direction – and avoiding or controlling deadly emotions. In addition to their required professional skills, the leaders and managers of the corporation also have leadership skills; the social and emotional competencies required to handle their own and other people’s emotions, and to drive these emotions in the right direction. If leaders fail to drive emotions in the right direction, everything else they do might not have the positive impact that they intended. 
Successful corporate leaders have the social and emotional intelligence required to make the emotions in their group work for – and not against – the interests of the organisation.

Interpersonal conflict: emotion plays a major role in triggering interpersonal conflict, people who do not have the emotional intelligence and does not know how to manage his emotions might enter into conflict with colleagues easy. Driven by negative emotions, different views can be enhanced by open argument, hidden sabotage and destructive office politics. Recognizing importance of emotional intelligence, multinational companies had invested in emotional intelligence training and training for their staff. They usually go with a deeper understanding of emotional intelligence, but not really in touch with their negative emotions.

Friday, April 22, 2011

Assessing and measuring Emotional Intelligence


Instruments used for measuring Emotional Intelligence



EQ-I (Bar-On, 1997): a self-report instrument to  assess those personal qualities that enabled some people to possess better emotional well-being than others.


Multifactor Emotional Intelligence Scale (Mayer, Caruso, & Salovey, 1998):  a test of ability where the test-taker performs a series of tasks that are designed to assess the persons ability to perceive, identify, understand, and work with emotion.


 Emotional Competence Inventory (ECI) (Goleman, 1998):  a 360 degree instrument, where people evaluate the individuals within an organization (Individual Feedback Reports). Or the organization as a whole (Work Force Audits). These audits can provide an organizational profile for any size group within the company. The Emotional Competence Inventory works with the 19/21 competencies described above (See under Five Domains of EI).

Thursday, April 21, 2011

EI DIMENSIONS



• Self-awareness. Being aware of what you are feeling. It is exhibited by self-confidence, realistic self-assessment, and a self-deprecating sense of humor.

• Self-management. The ability to manage your own emotions and impulses. It is exhibited by trustworthiness and integrity, comfort with ambiguity, and openness to change.

• Self-motivation. The ability to persist in the face of setbacks and failures. It is exhibited by a strong drive to achieve, optimism, and high organizational commitment.

• Empathy. The ability to sense how others are feeling. It is exhibited by expertise in building and retaining talent, cross-cultural sensitivity, and service to clients and customers.

• Social skills. The ability to handle the emotions of others. It is exhibited by persuasiveness, and expertise in building and leading groups and teams.

Wednesday, April 20, 2011

EMOTIONAL INTELLIGENCE (EI)


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 (Robbins).
EI is the ability to monitor your own and others emotions, to discriminate among them and to use the information to guide your thinking and actions (Mc Shane & Von Glinow).
EI differs from emotional labour because the latter is a job requirement (the demand to smile, express enthusiasm, etc.) while the former is regarded as a personality trait. A person with low EI may control his emotions because of a request from a manager (thus engaging in emotional labour), but might otherwise not do so.
Several studies suggest EI may play an important role in job performance. For instance, one study looked at the characteristics of Bell Labs engineers who were rated as stars by their peers. The scientists concluded that stars were better at relating to others. That is, it was EI, not academic IQ that characterized high performers.