MGT301 SEU Organizational Behaviour Worksheet

‫المملكة العربية السعودية‬
‫وزارة التعليم‬
‫الجامعة السعودية اإللكترونية‬
Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University
College of Administrative and Financial Sciences
Assignment 2
Organizational Behaviour (MGT 301)
Due Date: 09/04/2022 @ 23:59
Course Name: Organizational Behaviour
Student’s Name:
Course Code: MGT301
Student’s ID Number:
Semester: Second
CRN:
Academic Year:2021-22-2nd
For Instructor’s Use only
Instructor’s Name: Malak Alghamdi
Students’ Grade: 00/ 10
Level of Marks: High/Middle/Low
General Instructions – PLEASE READ THEM CAREFULLY
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The Assignment must be submitted on Blackboard (WORD format only) via allocated
folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented, marks may be reduced
for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other
resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No
pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Learning Outcomes:
1 Describe management issues such as diversity, attitudes and job satisfaction, personality,
and values in organizational behaviour. (CLO2).
Reference Source:
Textbook:Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2021). Organizational behavior:
Improving performance and commitment in the workplace (7th ed). Burr Ridge, IL:
McGraw-Hill Irwin.
Case Study: –
Case: MARRIOTT
Please read the case “MARRIOT” from Chapter 9 “PERSONALITY AND CULTURAL
VALUES” Page: – 292 given in your textbook – Organizational behaviour: Improving
performance and commitment in the workplace (7th ed). by Colquitt, J. A., LePine, J. A.,
& Wesson, M. J. (2021) and Answer the following Questions:
Assignment Question(s):
Part:-1
1. Can you think of other jobs in Marriott where Big Five dimensions other than
agreeableness and conscientiousness would be vital? (02 Marks ) (Min words 150-200)
2. If you applied for a job that involved a personality assessment, would you be honest in
your responses or would you exaggerate your answers to appear more desirable? Why?
(02 Marks ) (Min words 150-200)
3. What other approaches might companies use to assess personality during hiring, other
than an interview or assessment? What strengths and weaknesses might those other
approaches have? (02 Marks ) (Min words 150-200)
Important Note: – Support your submission with course material concepts, principles, and
theories from the textbook and at least two scholarly, peer-reviewed journal articles.
Part:-2
Discussion questions: Please read Chapter 9 “PERSONALITY AND CULTURAL
VALUES” carefully and then give your answers on the basis of your understanding.
4. Assume that you applied for a job and were asked to take a personality test, like the
one offered by Kronos. How would you react? Would you view the organization with
which you were applying in a more or less favorable light? Why? (2 Marks) (Min words
200-300)
5. If you owned your own business and had a problem with employee theft, would you
use an integrity test? Why or why not? (2 Marks) (Min words 150-200)
Important Note: – Support your submission with course material concepts, principles, and
theories from the textbook and at least two scholarly, peer-reviewed journal articles.
Due date for the submission of Assignment:- 2
• Assignment should be posted in the Black Board by end of Week-07.
• The due date for the submission of Assignment- end of Week-11.
Answers
1. Answer-
2. Answer3. Answer4. Answer5. Answer-
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CHAPTER 9
Personality and Cultural Values
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9.4 Consider the profile of the United States on Hofstede’s cultural values, as shown in Table
9-3. Do you personally feel like you fit the U.S. profile, or do your values differ in some
respects? If you served as an expatriate, meaning you were working in another country,
which cultural value differences would be most difficult for you to deal with?
9.5 If you owned your own business and had a problem with employee theft, would you use an
integrity test? Why or why not?
Case: Marriott
At one point, Marriott’s personality assessment was supplied by Kronos—a human resource
software company. Kronos became a larger presence in the personality assessment arena after
acquiring Unicru—a firm that specialized in such tests. Kronos/Unicru has supplied personality
assessments for a number of companies other than Marriott, including Best Buy, CVS, Walmart,
and Kroger. Its assessment appears to measure four of the Big Five dimensions, including the
agreeableness and conscientiousness facets that Marriott emphasizes most. Below are some
sample items from the assessment, based on reports of those who have experienced it. All items
use a Strongly Disagree to Strongly Agree response scale.
•
•
•
•
You do things carefully so that you don’t make mistakes. (conscientiousness)
You are a friendly person. (agreeableness)
You show it when you are in a bad mood. (neuroticism)
You chat with people you don’t know. (extraversion)
An assessment developer at a competing firm, Development Dimensions International,
s­ ummarizes such tools this way: “You might find yourself in a job incompatible to your
­personality type and values . . . The more honest you are with these types of tests, the better off
you are in the long run.”* Of course, that viewpoint is less salient to the people who are trying
to land jobs, especially in competitive sectors or difficult economic times. Admits a CEO of
another assessment administrator, “If a candidate fails the test, the companies often won’t take
the time to interview them.”*
Is Marriott right to focus on agreeableness and conscientiousness, regardless of who it
­partners with in creating the assessment? Research that occurs in the hotel industry suggests
that it is. One study, published in the International Journal of Hospitality Management, assessed
the Big Five for almost 200 employees in multiple hotel chains in the state of Washington.
The ­f indings of the study showed that agreeable and conscientious employees were more
­self-confident about their job performance, with those dimensions having stronger effects than
the other three members of the Big Five. It seems likely that such self-confidence would be
­critical to Marriott employees, especially as they rose up the ranks of the company.
9.1 Can you think of other jobs in Marriott where Big Five dimensions other than agreeableness
and conscientiousness would be vital?
9.2 If you applied for a job that involved a personality assessment, would you be honest in your
responses or would you exaggerate your answers to appear more desirable? Why?
9.3 What other approaches might companies use to assess personality during hiring, other than
an interview or assessment? What strengths and weaknesses might those other approaches
have?
*Source: Forbes Media LLC.
Sources: L. Gallagher, “Why Employees Love Staying at Marriott,” Fortune, March 5, 2015; R. Cohen, “Pass This Test,
then We’ll Talk,” Forbes, June 25, 2008; M. Pallen, “Unicru Answer Key—Read This, Get Hired,” http://toughnickel.com/
finding-job/unicru, accessed May 13, 2019; H. J. Kim, K. H. Shin, and W. T. Umbreit, “Hotel Job Burnout: The Role of
Personality Characteristics,” International Journal of Hospitality Management, 26 (2007), pp. 421–434.
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CHAPTER 9
Personality and Cultural Values
Exercise: Guessing Personality Profiles
The purpose of this exercise is to explore how noticeable the Big Five personality dimensions are
among classmates. This exercise uses groups, so your instructor will either assign you to a group
or ask you to create your own group. The exercise has the following steps:
9.1 Individually, complete the Big Five measure found in the OB Assessments box in the chapter.
9.2 Write your scores on a small white piece of paper, in the following format: C =, A =, N =,
O =, E =. Try to disguise your handwriting to make it as plain and generic as possible. Fold
your piece of paper so that others cannot see your scores.
9.3 In your group, mix up the pieces of paper. Begin by having one group member choose a
piece of paper, reading the CANOE scores aloud. The group should then try to come to consensus on which member the scores belong to, given the norms for the various dimensions
(C = 14, A = 16, N = 10, O = 15, E = 13). Keep in mind that group members may wind
up reading their own pieces of paper aloud in some cases. Once the group guesses which
member the paper belongs to, they should place the paper in front of that member.
9.4 Moving clockwise, the next group member should choose one of the remaining pieces of
paper, continuing as before. The process repeats until all the pieces of paper have been
assigned to a member. Members can be assigned only one piece of paper, and no switching
is permitted once an assignment has been made.
9.5 Group members should then announce whether the piece of paper assigned to them was in
fact their set of scores. If the assignment was incorrect, they should find their actual piece of
paper and describe the differences in the scores.
9.6 Class discussion (whether in groups or as a class) should center on the following topics:
How accurate were the guesses? Were the guesses more accurate in groups that knew one
another well than in groups with less familiarity? Which personality dimensions were relied
upon most heavily when making assignment decisions? What is it that makes those dimensions more immediately observable?
Endnotes
9.1 Funder, D.C.
“Personality.” Annual
Review of Psychology
52 (2001), pp.
197–221; Hogan,
R.T. “Personality
and Personality
Measurement.”
Handbook of Industrial
and Organizational
Psychology, Vol. 2, ed.
M.D. Dunnette and
L.M. Hough. Palo
Alto, CA: Consulting
Psychologists Press,
1991, pp. 873–919.
coL61557_ch09_261-301.indd
292
9.2 Hogan, “Personality
and Personality
Measurement.”
9.3 Ibid.; Fleeson, W.,
and P. Gallagher.
“The Implications of
Big Five Standing for
the Distribution of
Trait Manifestation
in Behavior: Fifteen
Experience-Sampling
Studies and a MetaAnalysis.” Journal of
Personality and Social
Psychology 97 (2009),
pp. 1097–1114.
9.4 Rokeach, M. The
Nature of Human
Values. New York:
The Free Press, 1973;
Steers, R.M., and
C.J. Sanchez-Runde.
“Culture, Motivation,
and Work Behavior.”
In Blackwell Handbook
of Cross-Cultural
Management, ed. M.J.
Gannon and K.L.
Newman. Malden, MA:
Blackwell, 2002, pp.
190–213.
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Chapter 9
Personality and Cultural Values
©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.
Class Agenda
Personality and Cultural Values
How Can We Describe What Employees Are Like?
•
The Big Five Taxonomy
•
Other Taxonomies of Personality
•
Cultural Values
How Important are Personality and Cultural Values?
Application: Personality Traits
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An Integrative Model of Organizational Behavior
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Personality and Cultural Values
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Personality is the structures and propensities inside a person that
explain his or her characteristic patterns of thought, emotion, and
behavior.
• What a person is like
• Determines their social reputation
• Described by adjectives such as responsible, easygoing, polite
• Traits: recurring trends in people’s responses to their environment
©McGraw-Hill Education.
Personality and Cultural Values
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Cultural values are shared beliefs about desirable end states or
modes of conduct in a given culture.
• What a culture is like
• Described by adjectives such as traditional, informal, assertive
• Can influence the development and expression of people’s
personality traits
©McGraw-Hill Education.
How Can We Describe What Employees Are Like?
By using personality traits and cultural values
Generally involves using adjectives
Sorting adjectives into broad dimensions of personality
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The Big Five Taxonomy
Five broad dimensions or “factors” can be used to summarize our
personalities:
• Conscientiousness
• Agreeableness
• Neuroticism
• Openness to Experience
• Extraversion
©McGraw-Hill Education.
Figure 9-1 Trait Adjectives
Associated with the Big Five
G. Saucier, “Mini-Markers: A Brief Version of Goldberg’s Unipolar Big-Five Markers,” Journal of Personality Assessment 63 (1994), pp. 506-16; L.R. Goldberg, “The Development of Markers for
the Big-Five Factor Structure,” Psychological Assessment 4 (1992), pp. 26-42; R.R. McCrae and P.T. Costa Jr., “Validation of the Five-Factor Model of Personality across Instruments and
Observers,” Journal of Personality and Social Psychology 52 (1987), pp. 81-90; and C.M. Bill and B.P. Hodgkinson, “Development and Validation of the Five-Factor Model Questionnaire (FFMQ):
An Adjectival-Based Personality Inventory for Use in Occupational Settings,” Personnel Psychology 60 (2007), pp. 731-66.
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The Big Five
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Personality Norms
Source: M.B. Donnellan, F.L. Oswald, B.M. Baird, and R.E. Lucas, “The Mini-IPIP Scales: Tiny-Yet-Effective Measures of
the Big Five Factors of Personality,” Psychological Assessment 18 (2006), pp. 192–203. American Psychological
Association.
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Figure 9-2 Changes in Big Five Dimensions over the Life
Span
Extraversion remains quite stable throughout a person’s life. Openness
to experience also remains stable, after a sharp increase from the
teenage years to college age. The other three dimensions, however,
change quite significantly over a person’s life span.
Source: Adapted from B.W. Roberts, K.E. Walton, and W. Viechtbauer, “Patterns of Mean-Level Change in Personality Traits across the Life Course: A MetaAnalysis of Longitudinal Studies,” Psychological Bulletin 132 (2006), pp. 1–25.
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Conscientiousness
Relevant adjectives:
• Dependable, organized, reliable, ambitious, hardworking,
persevering
The biggest influence on job performance of any of the Big Five
Accomplishment striving—a strong desire to accomplish task-related
goals
Correlated to career success, good health
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Agreeableness
Relevant adjectives:
• Warm, kind, cooperative, sympathetic, helpful, courteous
Communion striving—a strong desire to obtain acceptance in
personal relationships
Not related to performance in all jobs or occupations
Beneficial in service jobs
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Extraversion
Relevant adjectives:
• Talkative, sociable, passionate, assertive, bold, dominant
Easiest to judge in zero acquaintance situations (people have just met)
Not related to performance across all jobs or occupations
Status striving—a strong desire to obtain power and influence within a social
structure
Extraversion correlated with leadership emergence and effectiveness and
with job satisfaction
Positive affectivity—a dispositional tendency to experience pleasant,
engaging moods such as enthusiasm, excitement, and elation
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Figure 9-3 Extraversion, Neuroticism, and Typical Moods
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Neuroticism
1 of 2
Relevant adjectives:
• Nervous, moody, emotional, insecure, jealous
Second most important of the Big Five to job performance
• Few jobs benefits from traits associated with neuroticism
• Most jobs benefit from employees who are calm, steady, secure.
Negative affectivity—tendency to experience unpleasant moods such
as hostility, nervousness, annoyance
Associated with low levels of job satisfaction and happiness in
general
©McGraw-Hill Education.
Table 9-1 The Neutral Objects Questionnaire (aka
The “Gripe Index”)
Source: Adapted from T.A. Judge, “Does Affective
Disposition Moderate the Relationship Between
Job Satisfaction and Voluntary Turnover?” Journal
of Applied Psychology 78 (1993), pp. 395–401; J.
Weitz, J. “A Neglected Concept in the Study of Job
Satisfaction,” Personnel Psychology 5 (1952), pp.
201–05.
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Neuroticism
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Neuroticism affects how people deal with stress
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Differential exposure—being more likely to appraise day-to-day
situations as stressful
•
Differential reactivity—being less likely to believe that one can cope
with the stressors experienced on a daily basis
Locus of control—whether people attribute the causes of events to
themselves or to the external environment
©McGraw-Hill Education.
•
Neurotic people hold an external locus of control
•
Less neurotic people hold an internal
Table 9-2 External and Internal Locus of Control
PEOPLE WITH AN EXTERNAL LOCUS OF
CONTROL TEND TO BELIEVE:
PEOPLE WITH AN INTERNAL LOCUS OF
CONTROL TEND TO BELIEVE:
Many of the unhappy things in people’s lives People’s misfortunes result from the
are partly due to bad luck.
mistakes they make.
Getting a good job depends mainly on being Becoming a success is a matter of hard
in the right place at the right time.
work; luck has little or nothing to do with it.
Many times exam questions tend to be so
unrelated to course work that studying is
really useless.
In the case of the well-prepared student,
there is rarely if ever such a thing as an
unfair test.
This world is run by the few people in
power, and there is not much the little guy
can do about it.
The average citizen can have an influence in
government decisions.
There’s not much use in trying too hard to
People are lonely because they don’t try to
please people; if they like you, they like you. be friendly.
Source: Adapted from J.B. Rotter, “Generalized Expectancies for Internal versus External Control of
Reinforcement,” Psychological Monographs 80 (1966), pp. 1–28.
©McGraw-Hill Education.
Openness to Experience
Relevant adjectives:
• Curious, imaginative, creative, complex, refined, sophisticated
• Also called inquisitiveness, intellectualness, culture
Beneficial in some jobs but not in others; not related to job
performance across all occupations
Helpful in jobs that are dynamic, creative, opportunities to learn
Adaptable, good at finding new and better approaches
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Figure 9-4 Openness to Experience and Creativity
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Figure 9-5 Tests of Creative Thinking
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Other Taxonomies of Personality
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Myers-Briggs Type Indicator
• Extraversion versus Introversion
• Sensing versus Intuition
• Thinking versus Feeling
• Judging versus Perceiving
16 different personality types based on preferences (for example, ISTJ)
• Managers more likely to be TJs
Not a tool for predicting job performance, but helpful in team building
©McGraw-Hill Education.
Other Taxonomies of Personality
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RIASEC Model: Interest framework summarized by six different personality
types
• Realistic
• Investigative
• Artistic
• Social
• Enterprising
• Conventional
Commonly used to provide personality profile and a list of occupations that
might be a good match for that profile
©McGraw-Hill Education.
Figure 9-6 Holland’s RIASEC Model
Adapted from J.L. Holland, Making Vocational Choices: A Theory of Careers (Englewood Cliffs, NJ: Prentice Hall, 1973).
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Cultural Values
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Culture: Shared values, beliefs, motives, identities, and interpretations
that result from common experiences of members of a society
•
Transmitted across generations
Cultural values: Shared beliefs about desirable end states or modes of
conduct in a given culture.
•
Provide societies with their own distinctive personalities
•
Reflect a feeling of how things “should be done” in a given society
Taxonomy of cultural values developed in 1970s by Geert Hofstede.
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Table 9-3 Hofstede’s Dimensions of Cultural Values
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Table 9-3 Hofstede’s Dimensions of Cultural Values
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Sources: G. Hofstede, Culture’s Consequences: Comparing Values, Behaviors, Institutions, and Organizations across Nations (Thousand Oaks, CA: Sage, 2001): G. Hofstede, “Cultural
Constraints in Management Theories,” Academy of Management Executive 7 (1993), pp. 81-94; and G. Hofstede and M.H. Bond, “The Confucius Connection: From Cultural Roots to
Economic Growth,” Organizational Dynamics 16 (1988), pp. 5-21.
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OB on Screen
Black Panther
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Project GLOBE
1 of 2
An ongoing international research effort to examine the impact of culture on leadership
attributes, behaviors, and practices
Uses nine dimensions to summarize cultures:
• Power distance
• Uncertainty avoidance
• Institutional collectivism
• Ingroup collectivism
• Gender egalitarianism
• Assertiveness
• Future orientation
• Performance orientation
• Humane orientation
©McGraw-Hill Education.
Project GLOBE
2 of 2
Groups countries studied into clusters
• U.S. is part of Anglo cluster (United States, Canada, Australia, England).
• Anglo group scores in the middle on most cultural values.
Examples:
Gender egalitarianism. The culture promotes gender equality and minimizes
role differences between men and women. High: Nordic Europe, Eastern
Europe. Low: Middle East.
Performance orientation. The culture encourages and rewards members for
excellence and performance improvements. High: Anglo, Confucian Asia,
Germanic Europe. Low: Latin America, Eastern Europe.
©McGraw-Hill Education.
Power Distance
1 2
STRONGLY
DISAGREE
DISAGREE
3 4
NEUTRAL
AGREE
5
STRONGLY
AGREE
1. A company’s norms should be followed, even if an employee disagrees with them.
2. Letting employees have a say in decisions eats away at managerial authority.
3. A good manager should be able to make decisions without consulting employees.
4. If employees disagree with the company’s actions, they should keep it to themselves.
5. Employees should not question the decisions that top management makes.
6. Managers lose effectiveness when employees second-guess their actions.
7. Managers have a right to expect employees to listen to them.
8. Efficient managerial decision making requires little employee input.
Average Score: 20
©McGraw-Hill Education.
Cultural Values
2 of 2
Research into cultural values emphasizes the distinction between individualism
and collectivism, which is relevant to topics within organizational behavior.
Collectivists exhibit
• Higher levels of task performance and citizenship behaviors in work team settings
• Lower levels of counterproductive and withdrawal behaviors
• Greater commitment to employers
• Preference for group rewards versus rewards tied to individual achievement
Awareness of cultural variations is critical because differences can influence
reactions to change, conflict management styles, negotiation approaches, and
reward preferences.
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Figure 9-7 How Can We Describe What Employees
Are Like?
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How Important Are Personality and Cultural Values?
1 of 2
Conscientiousness has the strongest effect on task performance.
Conscientious employees:
• Have higher levels of motivation
• Are more self-confident
• Perceive a clearer link between effort and performance
• Are more likely to set goals and commit to them
Conscientiousness is a key driver of typical performance (performance in the
routine conditions that surround daily job tasks).
Ability is a key driver of maximum performance (performance in brief, special
circumstances that demand a person’s best effort).
©McGraw-Hill Education.
1
Figure 9-8 Effects of Personality on Performance and
Commitment
Sources: M.R. Barrick, M.K. Mount, and T.A. Judge, “Personality and Performance at the Beginning of the New Millennium: What Do We Know and
Where Do We Go Next?” International Journal of Selection and Assessment 9 (2001), pp. 9–30; C.M. Berry, D.S. Ones, and P.R. Sackett, “Interpersonal
Deviance, Organizational Deviance, and Their Common Correlates: A Review and Meta-Analysis,” Journal of Applied Psychology 92 (2007), pp. 410–24;
A. Cooper-Hakim and C. Viswesvaran, “The Construct of Work Commitment: Testing an Integrative Framework,” Psychological Bulletin 131 (2005),
B. pp. 241–59; L.M. Hough and A. Furnham, “Use of Personality Variables in Work Settings,” in Handbook of Psychology, Vol. 12, ed. W.C. Borman,
C. D.R. Ilgen, and R.J. Klimoski (Hoboken, NJ: Wiley, 2003), pp. 131–69; J.E. Mathieu and D.M. Zajac, “A Review and Meta-Analysis of the Antecedents,
D. Correlates, and Consequences of Organizational Commitment,” Psychological Bulletin 108 (1990), pp. 171–94; and J.F. Salgado, “The Big Five
E. Personality Dimensions and Counterproductive Behaviors,” International Journal of Selection and Assessment 10 (2002), pp. 117–25.
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How Important Are Personality and Cultural Values?
2 of 2
Personality is more important in some contexts than in others.
Situational strength suggests that “strong situations” have clear behavioral
expectations that make differences between individuals less important.
• Personality variables tend to be more significant drivers of behavior in weak situations
than in strong situations.
Trait activation suggests that some situations provide cues that trigger the
expression of a given trait.
• Personality variables tend to be more significant drivers of behaviors in situations that
provide relevant cues than in situations in which those cues are lacking.
©McGraw-Hill Education.
2
Application: Personality Tests
Many companies use personality tests to assess job applicants.
• Integrity tests, also called honesty tests, focus on predisposition to counterproductive
behaviors.
• Clear purpose tests assess attitudes toward dishonesty, including confessions of past
dishonesty.
• Veiled purpose tests assess general personality traits associated with dishonesty.
Most integrity tests assess a combination of high conscientiousness, high
agreeableness, and low neuroticism along with honesty.
Even allowing for some “faking” among test-takers, personality and integrity
tests are among the most useful tools for hiring.
©McGraw-Hill Education.
Table 9-5 Sample Integrity Test Items
TYPE OF TEST
SAMPLE ITEMS
Clear Purpose
• Would you say that most people lie on their résumé?
• Have you ever taken something home from work without saying anything about it?
• If a cashier gave you too much change, do you think you’d point out the error?
• At what dollar value would theft from work become a fireable offense?
Veiled Purpose
• I rarely do things impulsively.
• I try to avoid hurting people’s feelings.
• There are people out there I’d like to get back at.
• I’m someone who follows the rules.
Source: From J.E. Wanek, P.R. Sackett, and D.S. Ones, “Towards an Understanding of Integrity Test Similarities and Differences: AN ItemLevel Analysis of Seven Tests,” Personnel Psychology 56 (2003), pp. 873-94. Reprinted with permission of John Wiley & Sons, Inc.
©McGraw-Hill Education.
Figure 9-9 The Effects of Faking on Correlations with
Integrity Tests
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Next Time
Chapter 10: Ability
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