Robbins and Judge Emotions and Moods

2. Copyright © 2013 Pearson Education Chapter 4 Learning Objectives Chapter 4 Learning Objectives After studying this chapter you should be able to: After studying this chapter you should be able to:  Differentiate emotions from moods and list the basic emotions and moods. Differentiate emotions from moods and list the basic emotions and moods.  Discuss whether emotions are rational and what functions they serve. Discuss whether emotions are rational and what functions they serve.  Identify the sources of emotions and moods. Identify the sources of emotions and moods.  Show the impact emotional labor has on employees. Show the impact emotional labor has on employees.  Describe affective events theory and identify its applications. Describe affective events theory and identify its applications.  Contrast the evidence for and against the existence of emotional intelligence. Contrast the evidence for and against the existence of emotional intelligence.  Be able to identify strategies for emotion regulation and their likely effects. Be able to identify strategies for emotion regulation and their likely effects.  Apply concepts about emotions and moods to specific OB issues. Apply concepts about emotions and moods to specific OB issues. 4-2

3. Copyright © 2013 Pearson Education Differentiate Emotions from Moods, Differentiate Emotions from Moods, List the Basic Emotions and Moods List the Basic Emotions and Moods 4-3 LO 1  The “Myth of Rationality” The “Myth of Rationality”  Emotions were seen as irrational Emotions were seen as irrational  Managers worked to make emotion-free environments Managers worked to make emotion-free environments  View of Emotionality View of Emotionality  Emotions were believed to be disruptive Emotions were believed to be disruptive  Emotions interfered with productivity Emotions interfered with productivity  Only negative emotions were observed Only negative emotions were observed  Now we know emotions can’t be separated from the Now we know emotions can’t be separated from the workplace workplace Why Were Emotions Ignored in OB?

4. Copyright © 2013 Pearson Education Differentiate Emotions from Moods, Differentiate Emotions from Moods, List the Basic Emotions and Moods List the Basic Emotions and Moods 4-4 LO 1 Insert Exhibit 4-1

5. Copyright © 2013 Pearson Education Differentiate Emotions from Moods, Differentiate Emotions from Moods, List the Basic Emotions and Moods List the Basic Emotions and Moods 4-5 LO 1 While not universally accepted, there appear While not universally accepted, there appear to be six basic emotions: to be six basic emotions: 1. 1. Anger Anger 2. 2. Fear Fear 3. 3. Sadness Sadness 4. 4. Happiness Happiness 5. 5. Disgust Disgust 6. 6. Surprise Surprise

6. Copyright © 2013 Pearson Education Differentiate Emotions from Moods, Differentiate Emotions from Moods, List the Basic Emotions and Moods List the Basic Emotions and Moods 4-6 LO 1 May even be placed in a spectrum of May even be placed in a spectrum of emotion: emotion: Happiness Surprise Fear Sadness Anger Disgust

7. Copyright © 2013 Pearson Education 4-7 LO 2 Insert Exhibit 4-2 Discuss Whether Emotions Are Rational Discuss Whether Emotions Are Rational and What Functions They Serve and What Functions They Serve

8. Copyright © 2013 Pearson Education 4-8 LO 2 Discuss Whether Emotions Are Rational Discuss Whether Emotions Are Rational and What Functions They Serve and What Functions They Serve Decision-Making Thinking Feeling

9. Copyright © 2013 Pearson Education 4-9 LO 3 Personality Personality There is a trait component – affect intensity There is a trait component – affect intensity Day and Time of the Week Day and Time of the Week There is a common pattern for all of us There is a common pattern for all of us Happier in the midpoint of the daily Happier in the midpoint of the daily awake period awake period Happier toward the end of the week Happier toward the end of the week Identify the Sources of Identify the Sources of Emotions and Moods Emotions and Moods

12. Copyright © 2013 Pearson Education 4-12 LO 3 Weather Weather Illusory correlation – no effect Illusory correlation – no effect Stress Stress Even low levels of constant stress can Even low levels of constant stress can worsen moods worsen moods Social Activities Social Activities Physical, informal, and dining activities Physical, informal, and dining activities increase positive moods increase positive moods Identify the Sources of Identify the Sources of Emotions and Moods Emotions and Moods

13. Copyright © 2013 Pearson Education 4-13 LO 3 Sleep Sleep Poor sleep quality increases negative Poor sleep quality increases negative affect affect Exercise Exercise Does somewhat improve mood, especially Does somewhat improve mood, especially for depressed people for depressed people Identify the Sources of Identify the Sources of Emotions and Moods Emotions and Moods

14. Copyright © 2013 Pearson Education 4-14 LO 3 Age Age Older folks experience fewer negative Older folks experience fewer negative emotions emotions Sex Sex Women tend to be more emotionally Women tend to be more emotionally expressive, feel emotions more intensely, expressive, feel emotions more intensely, have longer-lasting moods, and express have longer-lasting moods, and express emotions more frequently than do men emotions more frequently than do men Due more to socialization than to biology Due more to socialization than to biology Identify the Sources of Identify the Sources of Emotions and Moods Emotions and Moods

15. Copyright © 2013 Pearson Education 4-15 LO 4 Emotional Labor-An employee’s expression of Emotional Labor-An employee’s expression of organizationally desired emotions during organizationally desired emotions during interpersonal transactions at work. interpersonal transactions at work. Emotional Dissonance: Emotional Dissonance: Employees have to project one emotion Employees have to project one emotion while simultaneously feeling another while simultaneously feeling another Can be very damaging and lead to burnout Can be very damaging and lead to burnout Show the Impact Emotional Labor Show the Impact Emotional Labor Has on Employees Has on Employees

16. Copyright © 2013 Pearson Education 4-16 LO 4 Types of Emotions: Types of Emotions: Felt: the individual’s actual emotions Felt: the individual’s actual emotions Displayed: required or appropriate Displayed: required or appropriate emotions emotions Surface Acting Surface Acting: displaying appropriately : displaying appropriately but not feeling those emotions internally but not feeling those emotions internally Deep Acting Deep Acting: changing internal feelings : changing internal feelings to match display rules - very stressful to match display rules - very stressful Show the Impact Emotional Labor Show the Impact Emotional Labor Has on Employees Has on Employees

18. Copyright © 2013 Pearson Education Describe Affective Events Theory Describe Affective Events Theory and Identify Its Applications and Identify Its Applications  An emotional episode is actually the result of a An emotional episode is actually the result of a series of emotional experiences triggered by a series of emotional experiences triggered by a single event single event  Current and past emotions affect job satisfaction Current and past emotions affect job satisfaction  Emotional fluctuations over time create variations in Emotional fluctuations over time create variations in job performance job performance  Emotion-driven behaviors are typically brief and Emotion-driven behaviors are typically brief and variable variable  Both negative and positive emotions can distract Both negative and positive emotions can distract workers and reduce job performance workers and reduce job performance 4-18 LO 5

19. Copyright © 2013 Pearson Education Describe Affective Events Theory Describe Affective Events Theory and Identify Its Applications and Identify Its Applications  Emotions provide valuable insights Emotions provide valuable insights about behavior about behavior  Emotions, and the minor events that Emotions, and the minor events that cause them, should not be ignored at cause them, should not be ignored at work; they accumulate work; they accumulate 4-19 LO 5

20. Copyright © 2013 Pearson Education Contrast the Evidence Contrast the Evidence For and Against the Existence For and Against the Existence of Emotional Intelligence of Emotional Intelligence Emotional Intelligence is a person’s ability Emotional Intelligence is a person’s ability to: to: Be self-aware Be self-aware Recognizing own emotions when Recognizing own emotions when experienced experienced Detect emotions in others Detect emotions in others Manage emotional cues and information Manage emotional cues and information 4-20 LO 6

21. Copyright © 2013 Pearson Education Contrast the Evidence Contrast the Evidence For and Against the Existence For and Against the Existence of Emotional Intelligence of Emotional Intelligence 4-21 LO 6 Insert Exhibit 4-6

22. Copyright © 2013 Pearson Education Contrast the Evidence Contrast the Evidence For and Against the Existence For and Against the Existence of Emotional Intelligence of Emotional Intelligence EI is controversial and not wholly accepted EI is controversial and not wholly accepted Case for EI: Case for EI: Intuitive appeal; Intuitive appeal; Predicts criteria that matter; Predicts criteria that matter; Is biologically-based. Is biologically-based. 4-22 LO 6

23. Copyright © 2013 Pearson Education Contrast the Evidence Contrast the Evidence For and Against the Existence For and Against the Existence of Emotional Intelligence of Emotional Intelligence EI is controversial and not wholly accepted EI is controversial and not wholly accepted Case against EI: Case against EI: Too vague a concept; Too vague a concept; Can’t be measured; Can’t be measured; Its personality by a different name. Its personality by a different name. 4-23 LO 6

24. Copyright © 2013 Pearson Education Be Able to Identify Strategies Be Able to Identify Strategies for Emotion Regulation for Emotion Regulation and Their Likely Effects and Their Likely Effects Emotion regulation Emotion regulation is to identify and modify is to identify and modify the emotions you feel. the emotions you feel. Strategies to change your emotions include Strategies to change your emotions include thinking about more pleasant things, thinking about more pleasant things, suppressing negative thoughts, distracting suppressing negative thoughts, distracting yourself, reappraising the situation, or yourself, reappraising the situation, or engaging in relaxation techniques. engaging in relaxation techniques. 4-24 LO 6

25. Copyright © 2013 Pearson Education Apply Concepts About Emotions Apply Concepts About Emotions and Moods to Specific OB Issue and Moods to Specific OB Issue Selection Selection EI should be a hiring factor, especially for EI should be a hiring factor, especially for social jobs. social jobs. Decision Making Decision Making Positive emotions can lead to better Positive emotions can lead to better decisions. decisions. Creativity Creativity Positive mood increases flexibility, Positive mood increases flexibility, openness, and creativity. openness, and creativity. 4-25 LO 7

26. Copyright © 2013 Pearson Education Apply Concepts About Emotions Apply Concepts About Emotions and Moods to Specific OB Issue and Moods to Specific OB Issue Motivation Motivation Positive mood affects expectations of Positive mood affects expectations of success; feedback amplifies this effect. success; feedback amplifies this effect. Leadership Leadership Emotions are important to acceptance of Emotions are important to acceptance of messages from organizational leaders. messages from organizational leaders. 4-26 LO 7

27. Copyright © 2013 Pearson Education Apply Concepts About Emotions Apply Concepts About Emotions and Moods to Specific OB Issue and Moods to Specific OB Issue Negotiation Negotiation  Emotions, skillfully displayed, can Emotions, skillfully displayed, can affect negotiations affect negotiations Customer Services Customer Services  Emotions affect service quality delivered to Emotions affect service quality delivered to customers which affects customer relationships customers which affects customer relationships  Emotional Contagion Emotional Contagion: “catching” emotions : “catching” emotions Job Attitudes Job Attitudes  Can carry over to home, but dissipate overnight Can carry over to home, but dissipate overnight 4-27 LO 7

28. Copyright © 2013 Pearson Education Apply Concepts About Emotions Apply Concepts About Emotions and Moods to Specific OB Issue and Moods to Specific OB Issue Deviant Workplace Behaviors Deviant Workplace Behaviors  Negative emotions lead to Negative emotions lead to employee deviance employee deviance (actions that violate norms and (actions that violate norms and threaten the organization) threaten the organization) Safety and Injury at Work Safety and Injury at Work  Don’t do dangerous work when in a bad mood Don’t do dangerous work when in a bad mood Manager’s Influence Manager’s Influence  Leaders who are in a good mood, use humor, and Leaders who are in a good mood, use humor, and praise employees increase positive moods praise employees increase positive moods 4-28 LO 7

29. Copyright © 2013 Pearson Education Managerial Implications Managerial Implications  Emotions and moods are a natural part of an Emotions and moods are a natural part of an individual’s makeup. individual’s makeup.  Ignoring co-workers’ and employees’ emotions and Ignoring co-workers’ and employees’ emotions and assessing others’ behavior as if they were assessing others’ behavior as if they were completely rational is wrong. completely rational is wrong.  “ “You can’t divorceemotions from the workplace You can’t divorceemotions from the workplace because you can’t divorce emotions from people.” because you can’t divorce emotions from people.”  Managers who understand the roles of emotions and Managers who understand the roles of emotions and moods will significantly improve their ability moods will significantly improve their ability to explain co-workers’ and employees’ behaviors. to explain co-workers’ and employees’ behaviors. 4-29

30. Copyright © 2013 Pearson Education All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. Printed in the United States of America. Copyright © 2013 Pearson Education 4-30

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Robbins and Judge Emotions and Moods

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