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Chapter 4
4
Workplace Emotions and Attitudes
WORKPLACE EMOTIONS
AND ATTITUDES
LEARNING OBJECTIVES
After reading this chapter, students should be able to:
Define emotions and identify the two dimensions around which emotions are organized.
Diagram the model of emotions, attitudes, and behaviour.
Identify the conditions that require and problems with emotional labour.
Outline the four components of emotional intelligence.
Summarize the effects of job dissatisfaction in terms of the exit-voice-loyalty-neglect model.
Compare the effects of affective and continuance commitment on employee behaviour.
Describe five strategies to increase organizational commitment.
Contrast transactional and relational psychological contracts.
Discuss the trend towards employability.
CHAPTER GLOSSARY
attitudes The cluster of beliefs, assessed feelings, and
behavioural intentions toward an object.
exit-voice-loyalty-neglect (EVNL) model The four
ways, as indicated in the name, employees respond to
job dissatisfaction.
cognitive dissonance Occurs when people perceive an
inconsistency between their beliefs, feelings, and
behaviour.
job satisfaction A person’s attitude regarding his or her
job and work content.
continuance commitment A bond felt by an employee
that motivates him to stay only because leaving would
be costly.
negative affectivity (NA) The tendency to experience
negative emotions.
organizational commitment The employee’s
emotional attachment to, identification with, and
involvement in a particular organization.
emotional dissonance The conflict between required
and true emotions.
emotional intelligence (EI) The ability to perceive and
express emotion, assimilate emotion in thought,
understand and reason with emotion, and regulate
emotion in oneself and others
positive affectivity (PA) The tendency to experience
positive emotional states.
psychological contract The individual’s beliefs about
the terms and conditions of a reciprocal exchange
agreement between that person and another party.
emotional labour The effort, planning, and control
needed to express organizationally desired emotions
during interpersonal transactions.
trust Positive expectations about another party’s
intentions and actions in risky situations.
emotions Psychological and physiological episodes
toward an object, person, or event that create a state of
readiness.
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CHAPTER SYNOPSIS
Emotions are psychological and physiological episodes
experienced toward an object, person, or event that
create a state of readiness. Emotions are typically
organized into a bi-polar circle (circumplex) based on
their pleasantness and activation. Emotions differ from
attitudes, which represent the cluster of beliefs, feelings,
and behavioural intentions toward a person, object, or
event. Beliefs are a person’s established perceptions
about the attitude object. Feelings are positive or
negative evaluations of the attitude object. Behavioural
intentions represent a motivation to engage in a
particular behaviour with respect to the target.
Attitudes have traditionally been studied as a
rational process of analysing the value and expectancy
of outcomes of the attitude object. Thus, beliefs predict
feelings, which predict behavioural intentions, which
predict behaviour. But this traditional perspective
overlooks the role of emotions, which have an
important influence of attitudes and behaviour.
Emotions typically form before we think through
situations, so they influence this rational attitude
formation process. Emotions also affect behaviour
directly.
Behaviour sometimes influences our subsequent
attitudes through cognitive dissonance. People also have
the personality traits of positive or negative affectivity
which affect their emotions and attitudes.
Emotional labour refers to the effort, planning, and
control needed to express organizationally desired
emotions during interpersonal transactions. This is more
common in jobs with frequent and lengthy customer
interaction, where the job requires a variety of emotions
displayed, and where employees must abide by the
display rules. Emotional labour creates problems
because true emotions tend to leak out, and conflict
between expected and true emotions (emotional
dissonance) causes stress and burnout. However, stress
from emotional dissonance can be minimized through
deep acing rather than surface acting.
Emotional intelligence is the ability to perceive and
express emotion, assimilate emotion in thought,
understand and reason with emotion, and regulate
emotion in oneself and others. This concept includes
four components arranged in a hierarchy: perceiving
and expressing emotions, assimilating emotions,
understanding emotions, and managing emotions.
Emotional intelligence can be learned to some extent,
particularly through personal coaching.
Job satisfaction represents a person's evaluation of
his or her job and work context. Satisfaction depends on
the level of discrepancy between people expect to
receive and what they experience. Although surveys
indicate Canadians are highly satisfied with their jobs,
these results may be somewhat inflated by the use of
single-item questions and cultural differences. The exitvoice-loyalty-neglect model outlines four possible
consequences of job dissatisfaction. Job satisfaction has
a moderate relationship with job performance and with
customer satisfaction. Job satisfaction is also a moral
obligation in many societies.
Affective organizational commitment (loyalty) refers
to the employee’s emotional attachment to,
identification with, and involvement in a particular
organization. This contrasts with continuance
commitment, which is a calculative bond with the
organization. Affective commitment improves
motivation and organizational citizenship, and
somewhat higher job performance, whereas continuance
commitment is associated with lower performance and
organizational citizenship. Companies build loyalty
through justice and support, some level of job security,
organizational comprehension, employee involvement,
and trust.
The psychological contract refers to the individual’s
beliefs about the terms and conditions of a reciprocal
exchange agreement between that person and another
party. Transactional psychological contracts are
primarily short-term economic exchanges, whereas
relational contracts are long-term attachments that
encompass a broad array of subjective mutual
obligations. Employees with high continuance
commitment tend to have more transactional contracts,
whereas employees with high affective commitment
tend to have more of a relational psychological contract.
Meanwhile, employees and employers in Canada and
other countries have shifted from a psychological
contract based on job security and loyalty to one of
employability.
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®
POWERPOINT SLIDES
Canadian Organizational Behaviour includes a complete set of Microsoft PowerPoint® files for each chapter. (Please
contact your McGraw-Hill Ryerson representative to find out how instructors can receive these files.) In the lecture
outline that follows, a thumbnail illustration of each PowerPoint slide for this chapter is placed beside the corresponding
lecture material. The slide number helps you to see your location in the slide show sequence and to skip slides that you
don’t want to show to the class. (To jump ahead or back to a particular slide, just type the slide number and hit the Enter
or Return key.) The transparency masters for this chapter are very similar to the PowerPoint files.
LECTURE OUTLINE (with PowerPoint® slides)
WORKPLACE EMOTIONS AND ATTITUDES
Workplace Emotions and
Attitudes
Slide 1
OPENING VIGNETTE: LOYALTY AT SASKTEL
The Regina-based telecommunications company hasn’t laid
off anyone since it was founded in 1908. By avoiding layoffs,
SaskTel is building a more loyal work force
Loyalty at SaskTel
Slide 2
EMOTIONS DEFINED
Emotions Defined
Slide 3
Psychological and physiological episodes experienced toward
an object , person, or event that create a state of readiness
• Brief events or episodes e.g. your anger toward a coworker would typically subside within a few minutes
• Experienced through thoughts, behaviours, physiological
reactions and facial expressions
• Directed toward someone or something (unlike moods
which are not directed) and demand our attention and
interrupt our train of thought
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TYPES OF EMOTIONS
Types of Emotions
Slide 4
Numerous emotions are experienced in the workplace and in
other settings
• Emotions can be organized based on their pleasantness and
activation i.e. the extent the emotion triggers alertness or
engagement
EMOTIONS, ATTITUDES AND BEHAVIOUR
Attitudes defined -- the cluster of beliefs, assessed feelings,
and behavioural intentions toward an object
• Judgments about the attitude object.
• We experience emotions, whereas attitudes involve logical
reasoning
• Attitudes are more stable over time than are emotions
Emotions, Attitudes, and
Behaviour
Slide 5
Three components of attitudes
• Beliefs -- perceptions about the attitude object
• Feelings -- positive or negative assessment of the attitude
object
• Behavioural intentions -- motivation to engage in a
particular behaviour toward attitude object
LINKING EMOTIONS TO BEHAVIOUR
1. From beliefs and emotions to feelings
• Feelings toward object based on beliefs about object
(rational)
• Emotions also influence feelings in a more rapid and less
precise way (emotional)
2. From feelings to intentions
• Beliefs and feelings influence intentions
• But people with same feelings can form different intentions
due to different perceptions about consequences
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3. From intentions to behaviour
• Intentions are best predictor of actual performance
• Behaviour depends not just on motivation, but also on
ability, role perceptions, and situational contingencies
4. From emotions to behaviour
• Emotions can have a direct effect on behaviour when
people react to their emotions (eg. banging a fist on the
desk).
Cognitive Dissonance
• A state of anxiety that occurs when an individual’s beliefs,
attitudes, intentions, and behaviours are inconsistent with
one another
• People change attitude to be more consistent with past
behaviours
• Most common when behaviour is known to others, done
voluntarily, and can’t be undone
Emotions and Personality
• Positive affectivity (PA) -- tendency to experience positive
emotional states -- similar to extroversion
• Negative affectivity (NA) -- tendency to experience
negative emotional states
MANAGING EMOTIONS AT WORK
Emotional Labour
Defined
Slide 6
Emotional Labour
• Effort, planning and control needed to express
organizationally desired emotions during interpersonal
transactions
• Employees must apply display rules
• Jobs have varying degrees of display rules
-- depends on power and personal relationship of the
person receiving the service (e.g. serving the president
vs. serving a friend)
Emotional labour is more challenging where:
• Job requires frequent personal contact with clients and
others (e.g. caregivers at a nursing home must show
courtesy and control while fatigued)
• Employees must display a variety of emotions and intense
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emotions (eg. Show delight rather than a weak smile)
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Emotional labour issues
• Emotional dissonance is the conflict between required and
true emotions.
• Cross-cultural differences in emotional labour expectations
Emotional Labour Issues
Slide 7
Supporting emotional labour
• Hire employees with competencies for displaying desired
emotions (e.g. Four Seasons)
• Provide extensive training—teach subtle
behaviours/appropriate display rules—complete videotaped exercises and receive feedback (e.g. flight attendants)
EMOTIONAL INTELLIGENCE
Ability to monitor your own and others’ emotions, to
discriminate among them, and to use the information to guide
your thinking and actions
Model of Emotional
Intelligence
Slide 8
Four components of emotional intelligence (from lowest to
highest):
• Perceiving and expressing emotions: Ability to
recognize the meaning of emotions, express emotions
accurately and the ability to detect false emotions e.g.
know when you have offended someone
• Assimilating emotions: Ability to use emotions to
prioritise, make decisions and shift our perceptions e.g.
being able to shift emotions to see a different perspective
• Understanding emotions: Ability to understand
combinations and shifts in emotions that occur e.g.
relationship between hate and fear
• Managing emotions: Ability to regulate your emotions
and the emotions of others e.g. being able to generate
enthusiasm or calm fears of others
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Improving emotional intelligence:
• Select people with high EQ—assessments are fairly new

Teach EQ—need more than a classroom—requires
coaching and feedback

EQ increases with age—part of maturity
JOB SATISFACTION
Job Satisfaction Defined
Slide 9
An appraisal of the perceived job content and context and an
employee’s emotional experience at work
• Collection of attitudes toward specific job facets
• Employee can be satisfied with some facets but not others
• Different facets of satisfaction have different effects on
employee behaviour
• Overall job satisfaction -- a combination of feelings toward
job satisfaction facets
Levels of job satisfaction
• Most employees claim to be generally satisfied with their
jobs
• Probably inflated because:
-- revealing job dissatisfaction in a direct question
threatens self-esteem
Job Satisfaction and Work Behaviour:
EVLN: Responses to
Dissatisfaction
Slide 10
Employees respond to dissatisfaction in four ways:
1. Exit: Leaving the situation by resigning from the
organization or transferring
2. Voice: May be positive and constructive e.g. trying to
work with management to solve a problem or may be
confrontational e.g. filing a complaint or engaging in
behaviours to draw attention
3. Loyalty: Waiting for the problem to be solved
4. Neglect: Passive activities with negative outcomes e.g.
reducing work effort, increasing absenteeism
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Job Satisfaction and Performance:
Job Satisfaction and
Performance
Slide 11
Happy workers are productive workers to some extent:
Recent studies suggest there is a moderate relationship between
job satisfaction and job performance.
1. General attitudes predict specific behaviours poorly—e.g.
some dissatisfied employees reduce work effort, others
perform well while looking for another job
2. Job performance leads to job satisfaction, but only when
performance is linked to valued rewards (which many
companies don’t do well)
3. Job satisfaction-performance relationship is strongest in
complex jobs where employees have more freedom to
engage in discretionary behaviour e.g. leave early
Customer satisfaction at Ipswitch Inc.
• Software maker, Ipswitch Inc. thanks employees for steady
financial performance by providing generous vacations and
benefits
Customer Satisfaction at
Ipswitch Inc.
Slide 12
Job Satisfaction and
Customers
Slide 13
Employee-CustomerProfit Chain
Slide 14
Job satisfaction has a positive association with customer
satisfaction and profitability because:
1. Job satisfaction affects mood, which leads to positive
behaviours toward customers
2. Less turnover of satisfied employees, so more consistent
and familiar service
Employee-customer-profit chain model
• Organizational practices improve job satisfaction
• Job satisfaction improves customer perceptions of value
through:
-- less employee turnover – more consistent and familiar
service
-- improved staff motivation to serve customers
-- job satisfaction affects mood, which leads to positive
behaviours toward customers
• Increased customer perceptions of value improves
customer satisfaction, retention, and referrals
• Improved customer satisfaction, retention, and referrals
results in higher revenue growth and profits
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ORGANIZATIONAL COMMITMENT
Organizational
Commitment
Slide 15
Two types:
1. Affective commitment -- emotional attachment to,
identification with, and involvement in an organization
2. Continuance commitment -- believing it is in their own
personal interest to remain with the organization.
Positive outcomes of employee loyalty (affective commitment)
• Lower turnover, higher job performance, less absenteeism,
improved customer satisfaction
Negative outcomes of employee loyalty (affective
commitment)
• Too little turnover which limits bringing in new knowledge
and ideas, conformity which hold back creativity
BUILDING ORGANIZATIONAL COMMITMENT
Practice better day-to-day management of employees
1. Justice and support
Building Organizational
Commitment
Slide 16
• Practice values such as fairness, courtesy and moral
integrity
2. Job security
• Employees should feel some permanence and mutuality in
the employment relationship --minimize layoff threats
3. Organizational comprehension
• Keep employees informed about the company
4. Employee involvement -- increases loyalty in two ways:
a. Employees feel part of the organization when involved in
decisions
b. Demonstrates company’s trust in its employees
5. Trust
• Employee should have positive expectations about the
employer’s intentions and actions
• Need to show trust to receive trust
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PSYCHOLOGICAL CONTRACT
Definition – The individual’s beliefs about the terms and
conditions of a reciprocal exchange agreement between that
person and another party
Psychological Contract
Defined
Slide 17


Perceptual so will differ among individuals
Some common elements
-- Employers expect employees to work contracted hours,
perform quality work, deal honestly, demonstrate
organizational citizenship etc.
-- Employees expect employees to use fairness in
decisions and application of rules, pay and benefits
Employees also expect adequate personal time off,
supportive leadership, safe work environment etc.
Types of Psychological Contracts
Transactional vs.
Relational Contracts
Slide 18
1. Transactional Contracts
-- primarily short-term, economic exchanges
-- narrowly-defined obligations that usually don’t change
over time (i.e. static)
2. Relational Contracts
-- more like marriages—long-term attachments
-- dynamic—variable and loose reciprocity
-- obligations are broader--pervasive
-- more organizational citizenship
Employability

Employees must continuously upgrade their competencies
for future work opportunities within and beyond the
organization
Features of Employability
Slide 19

Employees must be flexible in work arrangements
The job is a temporary event, not permanent possession
No guarantee of lifetime employment

Learning is constant—the currency of employability


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Permanence of employability

Low unemployment might shift psychological contracts
back to job security, but two factors continue to push for
employability:
1. Turbulent business environment -- more difficult to
guarantee job security
2. Changing employee expectation -- Generation-X and
Generation-Y place less value on job security; recent
Japanese university graduates prefer challenging work
and performance-based pay to life-long employment
TRANSPARENCY MASTERS
Transparency 4.1: Emotions Defined
Transparency 4.2: Types of Emotions
Transparency 4.3: Emotions, Attitudes, and Behaviour
Transparency 4.4: Emotional Labour Defined
Transparency 4.5: Emotional Labour Issues
Transparency 4.6: Model of Emotional Intelligence
Transparency 4.7: Job Satisfaction Defined
Transparency 4.8: EVLN: responses to Dissatisfaction
Transparency 4.9: Job Satisfaction and Performance
Transparency 4.10: Job Satisfaction and Customers
Transparency 4.11: Employee-Customer-Profit Chain
Transparency 4.12: Organizational Commitment
Transparency 4.13: Building Organizational Commitment
Transparency 4.14: Psychological Contract Defined
Transparency 4.14: Transactional vs. Relational Contracts
Transparency 4.15: Features of Employability
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SOLUTIONS TO DISCUSSION QUESTIONS
1.
After a few months on the job, Susan has
experienced several emotional episodes ranging
from frustration to joy toward the work she is
assigned. Use the attitude model to explain how
these emotions affect Susan’s level of job
satisfaction with the work itself.
maintain a sense of interest and show respect for
the students query.
In the second part of this question, students can be
asked to compare these emotional labour incidents
with those of 9-1-1 and other emergency operators.
In spite of the difficult tasks that instructors may
think they experience in emotional labour, most
students will say it pales against the work of 9-1-1
operators.
Susan’s emotions are feelings experienced toward
an object, person, or event that create a state of
readiness. Her job satisfaction represents
judgments toward various aspects of her job. The
experienced emotions influence job satisfaction
through feelings. Feelings are positive or negative
assessments of our emotional experiences relating
to the attitude object. These assessments are
developed from our emotional experiences.
Students should be asked to explain why these
emergency workers must engage in more emotional
labour than professors. Generally, students will
note how 9-1-1 operators face more extreme
emotional events that test their ability to remain
calm and to console others. They also experience
more extreme frustration given the life-threatening
nature of the situation for their clients. Generally,
the discussion should review the three factors that
provides challenges to emotional labour: (a)
frequent interaction with other people; (b) need to
display a variety of emotions (to some extent for 91-1 operators); and (c) the organization and job
requires strict display rules.
Thus, if Susan’s emotional experiences on the job
are mostly negative, she will likely have negative
feelings and, consequently, be dissatisfied with her
job. However, it should also be noted that job
satisfaction is influenced by perceptions as well as
emotions.
2.
A recent study reported that college instructors are
frequently required to engage in emotional labour.
Identify the situations in which emotional labour is
required for this job. In your opinion, is emotional
labour more troublesome for college instructors or
for telephone operators working at a 9-1-1
emergency service?
NOTE: For a recent study of emotional labour
among 9-1-1 operators, see: K. Tracy and S. J.
Tracy, “Rudeness at 911,” Human Communication
Research, 25 (December 1998), pp. 225-51.
3.
This question really has two parts to it. In the first
part, students can be asked to identify situations
where instructors use emotional labour, and what
display rules are considered appropriate. Some
situations are as follows:
•
A student asks for an assignment extension one
too many times. The instructor must maintain a
calm demeanour, yet display firmness in his/her
reply.
•
The instructor has been teaching for six hours
straight, yet must maintain an image of fresh
enthusiasm throughout that final hour.
•
A student asks a profoundly silly question
without realizing it. The instructor must
“Emotional intelligence is more important than
cognitive intelligence in influencing an individual’s
success.” Do you agree or disagree with this
statement? Support your perspective.
Many students may argue that to be successful, an
individual requires high IQ (cognitive intelligence).
Although cognitive intelligence is important, many
organizations are recognizing that EI (emotional
intelligence) is a critical competency for the
performance of most jobs.
To effectively work in dynamic, team-oriented
environments, employees require the ability to
manage, understand, assimilate and express
emotions effectively.
4.
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Describe a time when you effectively managed
someone’s emotions. What happened? What was
the result?
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Individual Behaviour and Processes
This question is an example of a behavioural
question that could be asked in an employment
interview in an organization that views managing
emotions as a competency associated with
effectiveness. The interviewer will be assessing
your past behaviour with respect to the highest
level of emotional intelligence—managing
emotions.
more likely to display positive emotions which
in turn positively affect the customer’s mood
and experience.
b) Satisfied employees are more likely to stay
with the organization and longer-service
employees tend to have more skills and
experience to better serve customers. In
addition, some customers build loyalty to any
employee, not the organization, so retaining
these employees maintains customer loyalty.
An example of an effective response to this
question would be to describe a time when you
effectively created excitement or generated
enthusiasm among co-workers to implement a
desired organizational change. The interviewer
will also be looking for a summary of the specific
actions you took as well as the behaviours you
demonstrated in achieving this result.
5.
7.
Organizations can do a variety of things to create
an environment where employees are more likely to
demonstrate loyalty to the organization:
The latest employee satisfaction survey in your
organization indicates that employees are unhappy
with some aspects of the organization. However,
management tends to pay attention to the same
single-item question asking employees to indicate
their overall satisfaction with the job. The results
of this item indicate that 86 percent of staff
members are very or somewhat satisfied, so
management concludes that the other results refer
to issues that are probably not important to
employees. Explain why management’s
interpretation of these results may be inaccurate.
The problem with the single direct question about
job satisfaction is that it threatens the self-esteem of
many people who are dissatisfied with their jobs.
Consequently, they tend to give a more favourable
response to this question than reflects their actual
job satisfaction. This is apparent because scores
are lower on specific facets of job satisfaction.
6.
8.
-
Treat employees with fairness, courtesy,
forgiveness and moral integrity
-
Support employee well-being
-
Avoid layoffs and threats of layoffs
-
Keep employees informed about what is
happening in the company and connected to
other co-workers
-
Involve employees in decision-making
-
Trust employees and ensure leaders are
trustworthy
“The emerging psychological contract is
employability.” What is the employee’s
responsibility in this “new deal”?
Employees must take responsibility for their own
careers and continuously develop competencies for
future roles within a company and beyond.
Employees also need to anticipate future
organizational needs and develop competencies to
serve these needs. Employees also need to accept
challenging work assignments and remain flexible
and adaptive.
“Happy employees create happy customers.”
Discuss.
There are two main reasons why employee job
satisfaction positively affects customer service.
a)
What factors influence an employee’s
organizational loyalty?
Job satisfaction affects an employee’s general
mood. Employees who are in a good mood are
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PHOTO CAPTION CRITICAL THINKING
QUESTIONS
A: The Bahamas trip may have a positive effect on
organizational commitment because it increases
employee fairness and satisfaction. With higher
organizational commitment, employees are less likely to
quit their jobs and be absent from work. Organizational
commitment also improves customers satisfaction
because long tenure employees have better knowledge
of work practices and clients like to do business with
the same employees. Employees with high affective
commitment also have higher work motivation and
organizational citizenship.
Jerry L. Pettis Memorial VA Medical
Center
Q: Looking at the four dimensions in the SaloveyMayer model, why is it important for physicians to have
a high emotional intelligence?
A: To answer this question, students need to consider
each of the dimensions of emotional intelligence in the
context of physicians’ work. First, perceiving and
expressing emotions is important because physicians
need to recognize and understand their moods,
emotions, and needs so they can more accurately
perceive and anticipate how their actions affect others.
Second, physicians need to assimilate emotions, that is,
bring emotions into their decision making. The reason
for this is that physicians need to ensure that they make
decisions that empathize with patients and yet are not
overwhelmed by emotions. The third level of emotional
intelligence includes the ability to understand
combinations of emotions as well as how an emotion
will likely make a transition to another emotion. This is
important for physicians because they need to be aware
of the emotional dynamic of patients. Finally,
physicians need to be able to manage the emotions of
others.
B.C. Government Layoffs
Q: What could the B.C. government do to minimize the
amount of employee loyalty lost due to these layoffs?
A: The answer to this question draws on the other
strategies (i.e. other than job security) to build
organizational commitment described in the textbook.
First, justice and support can be practiced by
demonstrating to employees that the layoffs applied
justice rules, and that the government provided
humanitarian support to those laid off as well to
survivors. Organizational comprehension involves
keeping employees informed of the government’s
actions. To offset the effects of layoffs, the government
could increase employee involvement in other aspects
of the workplace. Lastly, government leaders can try to
demonstrate increased trust in employees, and earn their
trust through fair practices.
Ipswitch, Inc.
Q: Along with job satisfaction, what other work attitude
described in this chapter might explain why a trip to the
Bahamas increases customer satisfaction?
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ACTIVITY 4.1: CASE ANALYSIS
THE LANGUAGE INCIDENT
These case notes were prepared by Beth Gilbert, University of New Brunswick, St. John.
Case Synopsis and Additional Comments for Instructors
This case involves an incident whereby a clerk acted unusually towards Susan, a French-language exchange student
working in a department of the Quebec government. The other clerk’s behaviour, which was both embarrassing and
perplexing to Susan, illustrates the importance of emotional intelligence.
I use this case at the start of term when I am trying to encourage group discussion in a class where there are a lot of
different speech patterns due to accents and physical disabilities. I encourage students to view challenges in
understanding other students’ speech as a learning opportunity, not something to avoid. I point out that if one student
does not understand another student the first time, just try again. It’s not as though we are dealing with emergency
situations (like the building burning down) where immediate understanding is important.
Suggested Answers to Case Questions
1.
What happened? Specifically, what emotions might
the clerk have been feeling? What emotions do you
think that Susan was feeling?
Susan should have been more sensitive to the fact
that the clerk might be caught off guard by her
language skills and anticipate the possible reaction
from the clerk, prior to approaching him. The
people in her own department were accustomed to
her and had likely been prepared from the outset to
deal with a summer exchange student.
Students discuss that the clerk might have felt any
or all of the following: (a) embarrassment (for
Susan and himself) because he had trouble
understanding and he was not able to speak
English. Evidence to support this was that his face
turned red; (b) a desire to help and thought he was
achieving this by finding someone who could speak
English; (c) flustered; (d) impatient because he may
have had a lot of work to do.
Knowledge of emotional intelligence would have
helped both Susan and the clerk. Higher levels of
empathy would have helped them understand each
other be able to “walk in the other person’s shoes.”
Emotional self-awareness would have helped them
understand their own emotions, control them, and
respond in a productive manner.
Students may mention racism. Although this was
not the situation, an instructor should be prepared
for it and be ready to encourage students to
consider all the other possibilities first.
3.
The emotions that Susan was feeling included: (a)
embarrassment because her French was not good;
(b) nervousness due to speaking to a stranger in a
different language; (c) annoyance when the clerk
left to get a translator because she was sure they
could communicate with a little more effort.
2.
What could Susan and the clerk have done
differently to improve the outcome.
Part of emotional intelligence is being able to
manage not only your own emotions in a
constructive fashion, but also the emotions of
others. If Susan had approached the clerk and
outlined her situation right at the beginning, then
the outcome might have been different. She could
have introduced herself, explained that she was a
summer exchange student, stated that her French
was not perfect but with a bit patience she could
make herself understood. (This might be a phrase
that she could have used frequently, so it might
have been helpful to have it prepared.) The clerk
might have viewed the situation as a learning
opportunity, not a situation to avoid. Calmly asking
Susan to repeat herself, would have been the
respectful and productive approach.
Why did this happen? Of what value is emotional
intelligence in a situation such as this?
The clerk may have had limited (or no) opportunity
to communicate with people not fluent in his own
language. Consequently, when he encountered this
for the first time he did not know what to do.
Rather than looking at it as an opportunity to
communicate with people who speak another
language, being patient, and allowing Susan to
repeat herself, he became flustered, embarrassed,
impatient, or whatever.
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ACTIVITY 4.2: CASE ANALYSIS
STEVENS COMPUTING SYSTEMS
Case Synopsis
This case is fictional but the underlying premise is one that is regularly encountered in life. Namely, something really bad
happens at a really bad time. People’s reactions tend to be either to completely freak out or walk away saying “I can’t
deal with this right now”. Either way the result is not going to be desirable. The events of this case were designed to
illustrate Shane Stevens using a much more emotionally intelligent response to the problem he is faced with. Thus, the
case is essentially an application of the components of the EI model.
When trying this case out in the classroom, students didn’t have much difficulty generating examples of EI from Stevens’
behaviour. However, some overlap did occur in terms of certain actions relating to more than one EI component. This led
to a discussion of the interactions and flow between the EI levels. To extend the analysis even further, one could consider
concepts such as perceptions, management practices, and leadership style.
Suggested Answer to Case Question
Describe how Shane Stevens used each of the four
components of Emotional Intelligence to solve the
problems in this case.
Perceiving and Expressing Emotions: This refers
to the ability to recognize the meaning of emotions
that you and others express, the ability to express
emotions accurately, and the ability to detect false
emotions. A key factor in the case is that Stevens
was on vacation when the programming error
occurred. Therefore, he was anything but eager to
deal with it. He could have refused to become
involved or become very angry. Instead, he stifled
his initial impulse and channelled his emotions into
a problem solving mindset.
Understanding Emotions: This third level includes
the ability to understand combinations of emotions
as well as how an emotion will likely make a
transition to another emotion. Stevens completely
understood that the wholesaler’s managers were
livid and that one little gesture would not alter that.
Therefore, he used a combination of problem
resolution, entertainment, and a special rate offer to
change their emotional state from anger to
appeasement.
Managing Emotions: The fourth and highest level
of EI refers to the ability to regulate emotions in
yourself and others. People with high EI know how
to keep calm in situations where others would get
angry. They are also able to generate or control
emotions in others. Stevens displayed this highest
EI level of managing emotions in himself and
others. As mentioned, he resisted his own initial
reaction and instead motivated himself to solve the
problem, and then proceeded to regulate the
emotions of the wholesaler’s managers. In addition,
while it is not specifically recorded in the case, one
can imagine the change in the programmer after
Stevens visited her at home to provide personal
support through this difficult time.
Assimilating Emotions: This second level of EI
involves bringing (assimilating) emotions into our
perceptions and judgment. Emotions help us to
prioritize information, make judgments more
effectively, and perceive a situation differently.
Stevens returned to the company determined to
solve the problem himself. He perceived it as a
challenge to be met rather than an annoyance. He
quickly formulated a plan involving the suspended
employee, a problem solving team, and meeting
with the clients.
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ACTIVITY 4.3: TEAM EXERCISE
RANKING JOBS ON THEIR EMOTIONAL
LABOUR
Purpose
inferred from job descriptions. These descriptions
include work requirements in a social setting, but they
do not directly describe or estimate the degree of
emotional labour required for the occupation. The
expert results also provide a brief explanation of the
ranking.
Generally, teams make better decisions than do
individuals working alone in this exercise.. This is
reflected by a “Team Score” that is usually lower than
the “Individual Score.” The reason (which students
learn in Chapter 10) is that team members bring more
information to the decision than does the average
individual However, some individuals score better than
the group because they have expertise on this topic and
their team does not rely completely on the suggestions
of members who claims to be experts.
The discussion following the exercise should focus
on the reasons why students ranked some jobs higher
than others on the level of emotional labour. Generally,
emotional labour increases with:
This exercise is designed to help students to understand
the jobs in which people tend to experience higher or
lower degrees of emotional labour.
Instructions
Step 1: Students are asked to individually rank order the
extent that the jobs listed below require emotional
labour. In other words, they assign a “1” to the job they
believe requires the most effort, planning, and control to
express organizationally desired emotions during
interpersonal transactions. They would assign a “10” to
the job they believe requires the least amount of
emotional labour. Students mark their rankings in
column 1.
Step 2: The instructor will form teams of 4 or 5
members and each team will rank order the items based
on consensus (not simply averaging the individual
rankings). These results are placed in column 2.
Step 3: The instructor will provide expert ranking
information. This information should be written in
column 3. Then, students calculate the differences in
columns 4 and 5.
1.
Step 4: The class will compare the results and discuss
the features of jobs with high emotional labour.
2.
Comments for Instructors
3.
This expert ranking provided below is based on a
careful review of information in the U.S. Dictionary of
Occupational Titles (DOT) from the Occupational
Outlook Handbook 2000-01. See web site:
http://stats.bls.gov/ocohome.htm. (The Canadian
Government’s web site on the National Occupational
Classification provides plenty of information, but not
enough on job requirements.)
Although this expert ranking uses established
information, it is not necessarily the most accurate
source. One problem is that there can be significant
differences in the experiences of people within the
occupation. For example, some social workers might
have very cooperative and relatively well-adjusted
clients, whereas others must work intensively with more
difficult people. Another issue is that the rankings are
4.
The extent to which the job has required display
rules. Emotional labour is higher where the job
requires the job incumbent to display emotions
while interacting with customers, suppliers, and
others.
The frequency and length of interaction with other
people. Emotional labour is higher where
employees must display emotions frequent and for
long periods of time.
The intensity of emotions required during this
interaction. Emotional labour is higher where the
job incumbent must display more extreme
emotions.
The extent to which the display rules create
emotional dissonance. Emotional labour is higher
where incumbents must display emotions that are
dissimilar or contrary to their true emotions at the
time of the emotional display.
Along with presenting the results of this exercise, the
instructor may want to encourage students to discuss
their personal experiences in any of these jobs. In
classes with older students, I have found that students
have numerous fascinating stories about how they had
to cope with difficult interactions involving clients,
patients, suppliers, and others.
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EXPERT RANKING ON EMOTIONAL LABOUR
(1=HIGHEST)
Occupation
Expert
Ranking
Explanation of Ranking
Bartender
4
Bartenders “must be friendly and helpful with customers.” In small establishments,
bartenders must also deal with unruly customers, but this is typically handled by
other employees in larger establishments. Some bartenders do not interact directly
with customers. Some bartenders serve customers, but have limited interaction with
them, so they have limited emotional labour duties.
Cashier
8
Although cashiers work almost all of their time in front of customers, the interaction
with each customer is typically brief, routine, and with limited conversation.
Dental hygienist
7
People in this job work with patients, but the job description involves mainly
performing tasks with limited interaction with patients (who are usually unable to
speak during the work anyway!) However, emotional labour is required by
maintaining a pleasant or neutral disposition throughout the visit. They also spend
some time talking with patients about dental hygiene. Dental hygienists must also
maintain a calm disposition when assisting the dentist during surgical work.
Insurance
adjuster
6
Although adjusters interact with claimants, a fair portion of their task involves
collecting information about the event, reviewing police records, and comparing
data with other claims. Interaction with claimants may require some emotional
labour where the claim is a personal injury or loss of valuable goods. However, this
interaction is relatively brief. Some emotional labour may also occur where claims
need to be negotiated with the claimant.
Lawyer
5
The emotional labour required of lawyers varies significantly with the type of work.
Barristers (trial lawyers) must “be able to think quickly and speak with ease and
authority.” Other lawyers spend most of their time performing research or attending
to the practice’s administrative tasks. Most lawyers spent some time with clients,
which requires both authority and empathy from the lawyer during these interviews.
Librarian
9
The librarian’s interaction with the public can vary with the specific position. Some
have little direct interaction, relying instead on technology to manage most queries.
Other librarians must help to answer customer questions, read to children, and work
with public groups. However, “librarians spend a significant portion of time at their
desks or in front of computer terminals.” Most interaction tasks are for a short
duration and have low intensity.
Postal clerk
10
Postal clerks include people who work at retail counters and those who process
letters and packages. The former are similar to cashiers (see above) in their
emotional labour requirements. The latter have almost no interaction with the
public, just with other postal employees. Thus, their emotional labour requirements
would be no more than for any other job involving some interaction with coworkers.
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Registered nurse
2
Registered nurses vary from staff nurses in hospitals to public health nurses in
schools. Most hospital nurses engage in considerable emotional labour and “need
emotional stability to cope with human suffering, emergencies, and other stresses.”
They must frequently exhibit emotions that they are “caring and sympathetic.” They
must also manage the emotions of patients and visitors.
Social worker
1
Social workers have frequent interaction with clients, sometimes with heavy case
loads. They “see clients who face a life-threatening disease or a social problem.”
Depending on the type of client, social workers must display emotions of control,
empathy, and support. The job “can be emotionally draining.”
Television
announcer
3
Television announcers must sound and look consistently pleasant on-air, and display
similar emotions during the many public events required for the job. “The most
successful announcers attract a large audience by combining a pleasing personality
and voice with an appealing style.” This can create emotional dissonance where the
announcer works under tight deadlines or interviews people with aggressive
behaviour. However, announcers also spend a large portion of their time away from
an audience preparing on-air scripts.
NOTE: These expert rankings are inferred from job requirement information described in the U.S. Dictionary of
Occupational Titles. They involve some degree of subjective interpretation, so might not be completely accurate.
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ACTIVITY 4.4: SELF-ASSESSMENT
SCHOOL COMMITMENT SCALE
Purpose
student to the school where they are attending this
program.
This exercise is designed to help students understand
the concept of organizational commitment and to assess
their commitment to the college or university they are
currently attending.
Instructions
Students are asked to read each of the statements below
and circle the response that best fits their personal
belief. They use the scoring key in Appendix B of the
textbook to calculate their results.
Class discussion should focus on the meaning of the
different types of organizational commitment and how
well this scale applies to the commitment of students
toward the college or university they are attending.
Overview
The concept of commitment is as relevant to students
enrolled in college or university courses as it does to
employees working in various organizations. This selfassessment adapts a popular organizational commitment
instrument so it refers to the person’s commitment as a
Feedback for the School Commitment Scale
[NOTE: The following information is also provided in Appendix B and/or the Student CD.] This scale measures both
affective commitment and continuance commitment toward your school.
Affective commitment
Continuance commitment
Affective commitment refers to a person’s emotional
attachment to, identification with, and involvement in a
particular organization. In this scale, the organization is
the school where you are attending as a student. Scores
on this scale range from 6 to 42. A higher score
indicates a higher level of affective commitment.
How does your score compare with others? Ideally,
you would compare your score with the collective
results of other students in your class, but this might not
be possible. Alternatively, the following graph provides
a more general estimate of high and low affective
commitment based on a sample of Canadian employees.
Continuance commitment occurs when employees
believe it is in their own personal interest to remain with
the organization. People with a high continuance
commitment have a strong calculative bond with the
organization. In this scale, the organization is the school
where you are attending as a student.
How does your score compare with others? Ideally,
you would compare your score with the collective
results of other students in your class, but this might not
be possible. Alternatively, the following graph provides
a more general estimate of high and low continuance
commitment based on a sample of Canadian employees.
Score
Interpretation
Score
Interpretation
Above 37
High affective commitment
Above 32
High continuance commitment
32-36
Above average
26-31
Above average
28-31
Average
21-25
Average
20-27
Below average
13-20
Below average
Below 20
Low affective commitment
Below 13
Low continuance commitment
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ACTIVITY 4.5: SELF-ASSESSMENT
DISPOSITIONAL MOOD SCALE
Purpose
person naturally experiences as part of their personality.
It consists of 20 words representing various emotions
that a person might have experienced.
For each word presented, students are asked to
indicate the extent to which they have felt this way
generally across all situations over the past six months.
Students need to be honest with themselves to receive a
reasonable estimate of their dispositional mood.
This self-assessment is designed to help students
understand mood states or personality traits of emotions
and to assess their own mood or emotion personality.
Instructions
Our emotions are influenced by both the situation and
our own personality. This instrument estimates
dispositional mood, that is, the level of emotion that a
Feedback for the Dispositional Mood Scale
[NOTE: The following information is also provided in the Student CD.]
This self-assessment is designed to help students to estimate their dispositional mood, that is, their general emotional
tendency based on your personality. The four dispositional mood categories created in this scale are positive energy,
relaxation, negative arousal, and tiredness. These four categories are distinguished in two ways: (1) positive affectivity
versus negative affectivity and (2) high activation and low activation. Thus, the four subscales are consistent with the
affect circumplex model shown in the textbook. The only difference is that this scale measures emotional personality
rather than emotions in a specific setting.
Positive energy
Relaxation
People who score high on positive energy have positive
affectivity and high activation. Positive affectivity is the
tendency to experience positive emotional states. It is
very similar to extroversion, a personality trait depicting
people who are outgoing, talkative, sociable, and
assertive. Positive energy also includes high activation,
meaning that people who score high on this scale
experience more energizing or motivating positive
emotions. Scores on this scale range from 1 to 5. From a
sample of hospital employees, the average score was
3.0.
People who score high on relaxation have positive
affectivity and low activation. Positive affectivity is the
tendency to experience positive emotional states. It is
very similar to extroversion, a personality trait depicting
people who are outgoing, talkative, sociable, and
assertive. Relaxation also includes low activation,
meaning that people who score high on this scale
experience more passive (less energizing) positive
emotions. Scores on this scale range from 1 to 5. From a
sample of hospital employees, the average score was
2.6.
Score
Interpretation
Score
Interpretation
3.8 to 5.0
High positive energy
3.8 to 5.0
High relaxation
2.4 to 3.7
Moderate positive energy
2.4 to 3.7
Moderate relaxation
1.0 to 2.3
Low positive energy
1.0 to 2.3
Low relaxation
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Negative arousal
Tiredness
People who score high on negative arousal have a
tendency toward negative affectivity and high
activation. Negative affectivity is the tendency to
negative emotions. Negative arousal also includes high
activation, meaning that people who score high on this
scale experience negative emotions that demand our
attention (e.g., anger, upset). People with negative
arousal tend to be more distressed and unhappy because
they focus on the negative aspects of life. Scores on this
scale range from 1 to 5. From a sample of hospital
employees, the average score was 2.1.
People who score high on tiredness have a tendency
toward negative affectivity and low activation. Negative
affectivity is the tendency to negative emotions.
Tiredness also includes low activation, meaning that
people who score high on this scale experience more
passive (less demanding) negative emotions. Scores on
this scale range from 1 to 5. From a sample of hospital
employees, the average score was 2.3.
Score
Interpretation
3.8 to 5.0
High negative arousal
2.4 to 3.7
Moderate negative arousal
1.0 to 2.3
Low negative arousal
121
Score
Interpretation
3.8 to 5.0
High tiredness
2.4 to 3.7
Moderate tiredness
1.0 to 2.3
Low tiredness
Part 2
Individual Behaviour and Processes
SUPPLEMENTAL LECTURE: A MODEL OF JOB
SATISFACTION
What determines our level of job satisfaction? The best
explanation is provided by a combination of
discrepancy theory and equity theory. Discrepancy
theory states that the level of job satisfaction is
determined by the discrepancy between what people
expect to receive and what they experience. As the
exhibit below illustrates, job satisfaction or
dissatisfaction results from a comparison of the amount
the employee expects to receive and the perceived
amount received. Job dissatisfaction occurs when the
received condition is noticeably less than the expected
condition. Job satisfaction improves as the person's
expectations are met or exceeded (up to a point).
Equity theory is also built into the job satisfaction
model (see exhibit below). Equity theory is one
component of workplace justice, which will be
discussed in Chapter 5 of this textbook. Generally,
equity occurs when the person and comparison other
have similar outcome/input ratios. This is relevant to
job satisfaction, because the amount we expect to
receive is partly determined by our comparison with
other people. For instance, the level of pay we expect to
receive depends not only on how hard we work, but also
on how hard other people work in this job compared to
their level of pay.
Equity theory also explains why job satisfaction does
not always continue to increase as the received
condition exceeds expectations. As people receive much
better outcomes than they expect, they typically develop
feelings of guilt and a belief that management practices
are unfair to others. At first, employees adjust their
expectations upward when they are overrewarded.
However, if the overreward is so large that it cannot be
justified, then feelings of inequity persist and
dissatisfaction with management practices may result.
In summary, discrepancy and equity theories predict
that as reality meets and exceeds expectations, job
satisfaction will increase. However, when the perceived
job situation is so much better than expected that the
overreward creates a feeling of guilt or unfairness, job
satisfaction begins to decrease.
Sources: D. B. McFarlin and R. W. Rice, "The Role
of Facet Importance as a Moderator in Job Satisfaction
Processes," Journal of Organizational Behaviour 13
(1992), pp. 41--54; E. E. Lawler III, Motivation in
Work Organizations (Belmont, Calif.: Wadsworth,
1973), pp. 66--69, 74--77.
Outcomes
/Inputs
of Others
Amount
Expected
Job Satisfaction
Job Dissatisfaction
Inequity Feelings
Past
Experience
Perceived
Amount
Received
Based on E. E. Lawler III, Motivation in Work Organizations (Monterey, CA: Brooks/Cole, 1973), p. 75.
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SUPPLEMENTAL LECTURE: AIRPLANE
HUMOUR
This chapter describes how several organizations develop positive emotions and attitudes. Westjet and other airlines
instill positive emotions among passengers by telling jokes on the intercom and playing games. This supplement presents
some of the humorous statements made on airlines in the United States.
1.
From a Southwest Airlines employee: "There may
be 50 ways to leave your lover, but there are only
four ways out of this airplane ..."
2.
Pilot: "Folks, we have reached our cruising altitude
now, so I am going to switch the seat belt sign off.
Feel free to move about as you wish, but please
stay inside the plane till we land ... it's a bit cold
outside, and if you walk on the wings it affects the
flight pattern."
3.
After landing: "Thank you for flying Delta
Business Express. We hope you enjoyed giving us
the business as much as we enjoyed taking you for
a ride."
4.
As the plane landed and was coming to a stop at
Washington National, a lone voice comes over the
loudspeaker: "Whoa, big fella. WHOA"
5.
After a particularly rough landing during
thunderstorms in Memphis, a flight attendant on a
Northwest flight announced: "Please take care
when opening the overhead compartments because,
after a landing like that, sure as hell everything has
shifted."
6.
7.
8.
9.
"As you exit the plane, please make sure to gather
all of your belongings. Anything left behind will be
distributed evenly among the flight attendants.
Please do not leave children or spouses."
10. "Last one off the plane must clean it."
11. From the pilot during his welcome message: "We
are pleased to have some of the best flight
attendants in the industry ... Unfortunately none of
them are on this flight ..."
12. Overheard on an American Airlines flight into
Amarillo, Texas, on a particularly windy and
bumpy day: During the final approach, the Captain
was really having to fight it. After an extremely
hard landing, the Flight Attendant came on the PA
and announced, "Ladies and Gentlemen, welcome
to Amarillo. Please remain in your seats with your
seat belts fastened while the Captain taxis what's
left of our airplane to the gate."
13. Another flight attendant's comment on a less than
perfect landing: "We ask you to please remain
seated as Captain Kangaroo bounces us to the
terminal."
From a Southwest Airlines employee: "Welcome
aboard Southwest Flight XXX to YYY. To operate
your seat belt, insert the metal tab into the buckle,
and pull tight. It works just like every other seat
belt and if you don't know how to operate one, you
probably shouldn't be out in public unsupervised.
In the event of a sudden loss of cabin pressure,
oxygen masks will descend from the ceiling. Stop
screaming, grab the mask, and pull it over your
face. If you have a small child travelling with you,
secure your mask before assisting with theirs. If
you are travelling with two small children, decide
now which one you love more."
14. After a real crusher of a landing in Phoenix, the
flight attendant came on with, "Ladies and
Gentlemen, please remain in your seats until
Captain Crash and the crew have brought the
aircraft to a screeching halt up against the gate.
And, once the tire smoke has cleared and the
warning bells are silenced, we'll open the door and
you can pick your way through the wreckage to the
terminal."
15. Part of a flight attendant's arrival announcement:
"We'd like to thank you folks for flying with us
today. And, the next time you get the insane urge to
go blasting through the skies in a pressurized metal
tube, we hope you'll think of us here at US
Airways."
"Weather at our destination is 50 degrees with
some broken clouds, but they'll try to have them
fixed before we arrive. Thank you, and remember,
nobody loves you or your money more than
Southwest Airlines."
Source: St. John’s Telegram e-mail newsletter, by John
Gushue Tuesday, May 23, 2000
"Your seat cushions can be used for flotation and in
the event of an emergency water landing, please
take them with our compliments."
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VIDEO SUGGESTIONS
Along with the video cases for this part of the textbook, the following videos and films generally relate to one or more
topics in this chapter. These programs may be available at your college/university or rented from the distributor. Please
contact your film librarian to determine the availability of these programs at your institution. This list was compiled from
library holdings of several universities. Due to the variety of video material, this is not a comprehensive list. Nor can we
say that all of the programs below are suitable for your class.
Attitude: It’s Your Choice (1992, 15 min., VHS). This
program identifies work attitude as one’s work
“posture.” It presents a rationale for employees to adopt
a positive attitude in order to achieve increased job
satisfaction.
Revitalizing after Downsizing. (1999, 15 min., Ash
Quarry). This program offers ways in which managers
can rebuild the morale of their remaining employees
after the company has downsized.
Emotional Intelligence. (199?, 70 min., Media
International & PBS). Taped before a live studio
audience, Dr. Daniel Goleman presents his ideas on the
emotional mind, offering viewers the knowledge and
tools to improve their emotional reactions. He
demonstrating how strong inter-personal skills such as
self-awareness, managing emotions, motivation,
empathy and social skills can be instrumental in
improving one's health, family life and professional
prospects. Dr. Goleman explains that people who are
emotionally intelligent tend to lead more successful
lives as parents, partners and co-workers.
Communicating Across Cultures. (1992, 30 min.,
Copeland Griggs). This program examines differences
in communication styles. It demonstrates the
misunderstandings that can result when people of
different national origin or ethnic background (or even
personality) try to communicate. It also shows how
discomfort around the subjects of race, gender and other
differences inhibits feedback and constructive
interaction.
Humour, Risk & Change. (1990, 20 min. each of 3
videos, VHS). This delightful program shows the value
of humour as a stress management tool in effectively
coping with change, pressure and crisis in the work
place. It demonstrates physical exercises - humaerobics
- and mental techniques to develop humour skills. This
very enjoyable video series can also be used for your
classes on managing change.
Building a Winning Team. (1997, 29 min., Carrollton,
TX) : Associated with Matt Weinstein’s book,
Managing to Have Fun, this video program provides a
live audience with specific examples of building a
winning team. Weinstein suggests using humour or fun
to permit employees to vent, to foster problem solving,
and to create an atmosphere of appreciation at work.
Heads Up: Attitudes about Work and Customers.
(1985, 20 min., VHS). Produced by Walgreens, this
program follows two employees through a typical shift
and then has them discuss their different approaches to
work. The program might be appropriate for a case
analysis of the two employees.
Even Eagles Need a Push. (199?, 24 min., VHS). In
this recently produced video, consultant David McNally
shows viewers how to enthusiastically commit to new
levels of achievement and excellence. He describes five
qualities of a confident, empowered employee.
Who Cares? Building Loyalty in a Changing
Workplace. (1992, 20 min., Crisp). This video program
discusses the challenge of the new work force, the
changing values of today's employees, and ways to
build trust, commitment, and loyalty. It stresses honest
communication, ethical dealings, employee
participation, appreciation, and respectful treatment.
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