Midterm 2- Module 4 Flashcards by Jacob Gillespie

Emotions defined

Psychological, behavioural, and psychological episodes that create a state of readiness

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All emotions are

Experiences (not evaluations)

Brief events

Mostly unconscious

Motivating (create a readiness to act)

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Types of emotions

In between high activation negative emotions and high activation positive emotions

Aroused
Astonished
Stimulated

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Types of emotions

High activation positive emotions

Enthusiastic
Elated
Excited

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Types of emotions

In between high activation positive emotions and low activation positive emotions

Happy
Cheerful
Delighted

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Types of emotions

Low activation positive emotions

Relaxed
Content
Calm

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Types of emotions

In between low activation positive and low activation negative emotions

Quiet
Tranquil
Still

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Types of emotions

Low activation negative emotions

Bored
Tired
Drowsy

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Types of emotions

In between low activation negative emotions and high activation negative emotions

Unhappy
Sad
Gloomy

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Types of emotions

High activation negative emotions

Distressed
Fearful
Jittery

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Attitudes vs emotions

Attitudes

Cluster of beliefs, feelings, behavioural intentions

Judgements with conscious reasoning

More stable over time

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Attitudes vs emotions

Emotions

Experiences related to attitude object

Operate as events, often non conscious

Brief experiences

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Attitude- behaviour contingency

Beliefs-feelings contingencies

2 people have the same belief but different valences about that belief

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Attitude- behaviour contingency

Feelings-behavioural intentions contingencies

2 people have the same feelings but form different behavioural intentions due to past experience, personality

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Attitude- behaviour contingency

Behavioural intentions - behaviour contingency

2 people have the same behavioural intentions, but different situation or skills enables only one of them to act

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How emotions influence attitudes and behaviour

Emotional markers attach to incoming sensory information

Emotional experiences occur when information is first received and later thinking about that information

Feelings and beliefs are influenced by cumulative emotional episodes

Emotions influence our cognitive thinking about the attitude object

We “listen in” on our emotions

Emotions also directly affect behaviour

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Cognitive dissonance

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Emotional response to incongruent beliefs. Feelings. And behaviour
-violates image of being rational
-emotion motivated consistency

Difficult to reduce dissonance by reversing decisions

Reduce cognitive dissonance by changing beliefs and feelings

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Amplify or discover additional positive features of the selected alternative
Amplify or discover additional problems or weaknesses with the alternatives not chosen
Compensate the dissonant decision by recognizing previous dissonant

Emotional labour

Higher in:

Norms in other countries

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Effort planning and control to express organizationally desired emotions

Higher in jobs requiring:
-frequent/ lengthy emotion display
-variety of emotions display
-intense emotions display

Emotion display norms vary across cultures:
-expressed emotions discouraged: Ethiopia Japan
-allowed/expected: Kuwait, Spain

Smiling in Russia

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Russian employees have a different interpretation of smiling than do people in Canada and some other societies

Consequently they are more likely to experience the stress of emotional labour when required to smile at customers

Strategies for displaying expected emotions

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Consciously engage in verbal and nonverbal behaviours that represent the expected emotions
-surface acting is faking the expected emotions
-surface acting is stressful and difficult
Regulate emotions (basis of deep acting)
-change the situation
-modify the situation
-suppress or amplify emotions
-shift attention
-reframe the situation

Emotional intelligence model

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Like a grid

Yourself | others (across)

Recognition of emotions | regulation of emotions (up and down)

-Yourself x recognition of emotions (awareness of own emotions)

-yourself x regulation of emotions (management of own emotions)

-others x recognition of emotions (awareness of others emotions)

others x regulation of emotions (management of others emotions)

Emotional intelligence leads to better

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Teamwork

Emotional labour performance

Leadership

Decisions involving others

Creativity mindset

Developing emotional intelligence

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Training. Coaching. Practice and feedback

Emotional intelligence increases with age

EVLN

Responses to dissatisfaction Exit Voice Loyalty Neglect

EVLN EXIT

LEAVING THE SITUATION quitting. Transferring. Being absent

EVLN Voice

Changing the situation Problem solving, complaining

EVLN Loyalty

Patiently waiting for the situation to improve

EVLN NEGLECT

Reducing work effort/ quality Increasing absenteeism

Job satisfaction in relation to performance

Happy workers are somewhat more productive workers Satisfaction- performance relationship isn’t stronger because: -general attitudes are poet predictors of specific behaviours -low employee control over performance -reverse causation (performance causes satisfaction), but performance often isn’t rewarded

Service profit chain model

Organizational practices V Employee satisfaction and commitment V Employee <—>employeemotivation retention And behaviour V. V. Service quality V Customer satisfaction/perceived value V Customer loyalty and referrals V Company growth and profitability

Job satisfaction increases customer satisfaction and profitability because

1. Employee emotions affect customer emotions 2. Experienced (low turnover) employees provide better service

Organizational commitment Affective commitment

Emotional attachment to, identification with, and involvement in an organization Lower turnover, higher motivation and organizational citizenship

Organizational commitment Continuance commitment

Calculating attachment Leaving is difficult: (a) due to a social/ economic loss OR (b) lack of alternative employment Lower turnover, performance, organizational citizenship, cooperation

Organizational commitment Normative commitment

Felt obligation or moral duty to the organization Applies norm of reciprocity

Building affective commitment

Justice and support: -support organizational justice and employee well being Shared values: -employees believe their values are congruent with firms values Trust: -positive expectations toward another person in situations involving risk -employees trust management when management trusts employees Organizational comprehension: -how well employees understand the organization -need a clear mental model of organization to identify with it Employee involvement: -psychological ownership of and social identity with the company

What is stress

Adaptive response to situations perceived as being challenging or threatening to well being Prepares us to adapt to hostile environmental conditions Eustress vs distress

4 most common workplace stressors

1. Organizational constraints -interferes with performance, lack of control 2. Interpersonal conflict -interferes with goals. Others behaviour threatening -includes psychological and sexual harassment 3. Work overload -more hours, intensive work 4. Low task control -worse when responsible but have limited control

People experience less stress and/or less negative stress outcomes when they have:

1. Better physical health-exercise, lifestyle 2. Appropriate stress coping strategies 3. Personality: lower neuroticism and higher extraversion 4. Positive self concept

Managing work related stress

Remove the stressor Withdraw from the stressor Change the perceptions Control stress consequences Receive social support

Midterm 2- Module 4 Flashcards

(40 cards)