Chapter 4 Workplace Emotions and Attitudes

4
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.
cognitive dissonance Occurs when people perceive an
inconsistency between their beliefs, feelings, and
behaviour.
continuance commitment A bond felt by an employee
that motivates him to stay only because leaving would
be costly.
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
emotional labour The effort, planning, and control
needed to express organizationally desired emotions
during interpersonal transactions.
emotions Psychological and physiological episodes
toward an object, person, or event that create a state of
readiness.
exit-voice-loyalty-neglect (EVNL) model
The four ways, as indicated in the name,
employees respond to job dissatisfaction.
job satisfaction A persons attitude regarding his or
her job and work content.
negative affectivity (NA) The tendency to
experience negative emotions.

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organizational commitment The
employees emotional attachment to,
identification with, and involvement in a
particular organization.
positive affectivity (PA) The tendency to
experience positive emotional states.
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 persons 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
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psychological contract The individuals
beliefs about the terms and conditions of a
reciprocal exchange agreement between
that person and another party.
trust Positive expectations about another partys
intentions and actions in risky situations.
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
exit-voice-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 employees 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 individuals
beliefs about the terms and conditions of a reciprocal
exchange agreement between that person and another
party. Transactional psychological contracts are
 Chapter 4 Workplace Emotions and Attitudes

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.

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 dont 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 hasnt 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
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 co-worker
Emotions Defined
would typically subside within a few minutes
Slide 3 Experienced through thoughts, behaviours, physiological

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Part 2 Individual Behaviour and Processes

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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 Chapter 4 Workplace Emotions and Attitudes

TYPES OF EMOTIONS
Numerous emotions are experienced in the workplace and in other
settings
Emotions can be organized based on their pleasantness and
Types of Emotions activation i.e. the extent the emotion triggers alertness or
Slide 4
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
Three components of attitudes
Beliefs -- perceptions about the attitude object
Feelings -- positive or negative assessment of the attitude
Emotions, Attitudes, and
object
Behaviour Behavioural intentions -- motivation to engage in a particular
Slide 5
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 individuals 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 cant 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
Effort, planning and control needed to express
Emotional Labour organizationally desired emotions during interpersonal
Defined
transactions
Slide 6
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
emotions (eg. Show delight rather than a weak smile)

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 Chapter 4 Workplace Emotions and Attitudes

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 trainingteach subtle
behaviours/appropriate display rulescomplete video-taped
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 Four components of emotional intelligence (from lowest to highest):
Slide 8
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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Part 2 Individual Behaviour and Processes

Improving emotional intelligence:

Select people with high EQassessments are fairly new
Teach EQneed more than a classroomrequires coaching
and feedback
EQ increases with agepart of maturity

JOB SATISFACTION
An appraisal of the perceived job content and context and an
employees emotional experience at work
Collection of attitudes toward specific job facets
Job Satisfaction Defined
Employee can be satisfied with some facets but not others
Slide 9
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:
Employees respond to dissatisfaction in four ways:
1. Exit: Leaving the situation by resigning from the
organization or transferring
EVLN: Responses to
2. Voice: May be positive and constructive e.g. trying to work
Dissatisfaction with management to solve a problem or may be
Slide 10 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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 Chapter 4 Workplace Emotions and Attitudes

Job Satisfaction and Performance:

Happy workers are productive workers to some extent: Recent studies
suggest there is a moderate relationship between job satisfaction and job
performance.
Job Satisfaction and
1. General attitudes predict specific behaviours poorlye.g.
Performance some dissatisfied employees reduce work effort, others
Slide 11 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 dont 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. Job satisfaction has a positive association with customer satisfaction
Slide 12 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
Job Satisfaction and
Customers
Organizational practices improve job satisfaction
Slide 13 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
Employee-Customer- Increased customer perceptions of value improves customer
Profit Chain satisfaction, retention, and referrals
Slide 14
Improved customer satisfaction, retention, and referrals
results in higher revenue growth and profits

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Part 2 Individual Behaviour and Processes

ORGANIZATIONAL COMMITMENT
Two types:
1. Affective commitment -- emotional attachment to,
identification with, and involvement in an organization
Organizational 2. Continuance commitment -- believing it is in their own
Commitment
Slide 15
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 Practice values such as fairness, courtesy and moral integrity
Slide 16
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 companys trust in its employees
5. Trust
Employee should have positive expectations about the
employers intentions and actions
Need to show trust to receive trust

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 Chapter 4 Workplace Emotions and Attitudes

PSYCHOLOGICAL CONTRACT
Definition The individuals beliefs about the terms and
conditions of a reciprocal exchange agreement between that
person and another party
Psychological Contract
Defined Perceptual so will differ among individuals
Slide 17 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

1. Transactional Contracts
-- primarily short-term, economic exchanges
Transactional vs.
Relational Contracts
-- narrowly-defined obligations that usually dont change
Slide 18 over time (i.e. static)
2. Relational Contracts
-- more like marriageslong-term attachments
-- dynamicvariable 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 Employees must be flexible in work arrangements
Employability
Slide 19
The job is a temporary event, not permanent possession
No guarantee of lifetime employment
Learning is constantthe currency of employability

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Part 2 Individual Behaviour and Processes

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 Susans level of job
satisfaction with the work itself.
Susans 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.
Thus, if Susans 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?
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
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Chapter 4 Workplace Emotions and Attitudes
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.
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 9-1-1 operators); and (c) the
organization and job requires strict display rules.
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.
Emotional intelligence is more
important than cognitive intelligence in
influencing an individuals 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.
Part 2 Individual Behaviour and Processes
4. Describe a time when you effectively managed
someones emotions. What happened? What was
the result?
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 intelligencemanaging
emotions.
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. 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 managements
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. Happy employees create happy customers.
Discuss.
There are two main reasons why employee job
satisfaction positively affects customer service.
112
a) Job satisfaction affects an employees general
mood. Employees who are in a good mood
are more likely to display positive emotions
which in turn positively affect the customers
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.
7. What factors influence an employees
organizational loyalty?
Organizations can do a variety of things to create
an environment where employees are more likely
to demonstrate loyalty to the organization:
- 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
8. The emerging psychological contract is
employability. What is the employees
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.
 PHOTO CAPTION CRITICAL THINKING
QUESTIONS
Jerry L. Pettis Memorial VA Medical
Center
Q: Looking at the four dimensions in the Salovey-
Mayer 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.
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?
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.
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 governments
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.
 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 clerks 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. Its 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?
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.
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.
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. 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.
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.
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 persons shoes.
Emotional self-awareness would have helped them
understand their own emotions, control them, and
respond in a productive manner.
3. 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.

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. Peoples reactions tend to be either to completely freak out or walk away saying I
cant 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 didnt 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.
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.
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 wholesalers 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 wholesalers 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.
 ACTIVITY 4.3: TEAM EXERCISE
RANKING JOBS ON THEIR EMOTIONAL LABOUR
Purpose
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.
Step 4: The class will compare the results and discuss
the features of jobs with high emotional labour.
Comments for Instructors
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
Governments 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 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:
1. 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.
2. 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.
3. The intensity of emotions required during this
interaction. Emotional labour is higher where the
job incumbent must display more extreme
emotions.
4. 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.
EXPERT RANKING ON EMOTIONAL LABOUR
(1=HIGHEST)

Occupation Expert Explanation of Ranking

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 6 Although adjusters interact with claimants, a fair portion of their task involves
adjuster 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 practices administrative tasks. Most lawyers spent some time with
clients, which requires both authority and empathy from the lawyer during these
interviews.

Librarian 9 The librarians 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 co-workers.
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 3 Television announcers must sound and look consistently pleasant on-air, and
announcer 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.
 ACTIVITY 4.4: SELF-ASSESSMENT
SCHOOL COMMITMENT SCALE
Purpose
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.
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 self-
assessment adapts a popular organizational
commitment instrument so it refers to the persons
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
Affective commitment refers to a persons 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.
Score Interpretation
Above 37 High affective commitment
32-36 Above average
28-31 Average
20-27 Below average
Below 20 Low affective commitment
commitment as a student to the school where they are
attending this program.
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.
Continuance commitment
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
Above 32 High continuance commitment
26-31 Above average
21-25 Average
13-20 Below average
Below 13 Low continuance commitment
 ACTIVITY 4.5: SELF-ASSESSMENT
DISPOSITIONAL MOOD SCALE
Purpose
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
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.

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
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.
Score Interpretation
3.8 to 5.0 High positive energy
2.4 to 3.7 Moderate positive energy
1.0 to 2.3 Low positive energy
Relaxation
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
3.8 to 5.0 High relaxation
2.4 to 3.7 Moderate relaxation
1.0 to 2.3 Low relaxation
Negative arousal
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.
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
Tiredness
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 tiredness
2.4 to 3.7 Moderate tiredness
1.0 to 2.3 Low tiredness
 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.
Outcomes
/Inputs
of Others
Amount
Expected
Past
Experience
Perceived
Amount
Received
Based on E. E. Lawler III, Motivation in Work Organizations (Monterey, CA: Brooks/Cole, 1973), p. 75.
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.
Job Satisfaction
Job Dissatisfaction
Inequity Feelings
 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. 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."
7. "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."
8. "Your seat cushions can be used for flotation and
in the event of an emergency water landing, please
take them with our compliments."
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."
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."
Source: St. Johns Telegram e-mail newsletter, by John
Gushue Tuesday, May 23, 2000
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.
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.
Building a Winning Team. (1997, 29 min.,
Carrollton, TX) : Associated with Matt Weinsteins
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.
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.
Attitude: Its Your Choice (1992, 15 min., VHS). This
program identifies work attitude as ones work
posture. It presents a rationale for employees to
adopt a positive attitude in order to achieve increased
job satisfaction.
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.
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.
NOTES