组织行为学精要第十版chapter emotions and moods
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组织行为学课程教学大纲(双语)
《组织行为学》（双语）课程教学大纲课程中文名称（英文名称）：组织行为学（Organizational Behavior)课程代码：B27052课程类别：专业课程课程性质：必修课课程学时: 32学分: 2适用专业：人力资源管理专业先修课程：普通心理学一、课程介绍1。
分别从个体，群体和组织系统三个层面上帮助读者解释、预测和控制组织行为，内容包括：组织行为学导论、态度和工作满意度、情绪与心境、人格与价值观、知觉与个体决策、激励理论及其应用、群体行为的基本原理、工作团队、沟通、领导力、权力与政治、冲突与谈判、结构与组织行为、组织文化、组织变革等部分。
2.组织行为学是人力资源管理专业本科学生必修的专业课程，它的先修课程为普通心理学。
二、课程教学目的和任务本课程教学目的是使学生掌握组织行为学的基本知识与发展规律；指导学生阅读相关组织行为学案例，培养学生以现代组织行为学理论为依据,培养学生在团队建设与管理、人际沟通、领导、组织结构设计、组织文化建设、组织变革与发展、跨文化沟通、学习型组织建设等组织行为学的实务能力。
三、课程学时分配、教学内容与教学基本要求四、教学方法与教学手段1、阅读:本科程要求学生在阅读教材的基础上,泛读规定的参考教材。
老师随堂抽查学生阅读情况.2、听课：本课程要求学生进课堂听讲全部课程,并做好笔记。
听课和笔记情况随时检查，记入平时成绩.3、辅导：要求学生主动学习，随时提出问题，老师随堂辅导。
要求学生与老师建立电话、电子邮箱、QQ、微信联系,交流自学情况。
另外,每学期期末集中大型辅导1次。
五、考核方式和成绩评定方法考核方式：期末闭卷考试成绩评定方法:平时成绩（含考勤、回答问题、作业等）占30%，期末考试成绩占70%六、教材与主要参考书目教材：《Essentials of Organizational Behavior》,Stephen P。
Robbins等,中国人民大学出版社，2011年.参考书目：《组织行为学》，陈春花等,机械工业出版社，2013年。
Chapter7 Mood,Emotions and Organizational Behavior
6
情绪
情绪（emotion）指的是个体受到某种刺激 所产生的一种身心激动状态。 当对某事感到快乐时，对某人感到愤怒时， 害怕见到某样东西时，你所体验到的就是 情绪。
7
情绪的特点
第一，情绪不是自发的，它由刺激所引起的。 第二，情绪是一种主观意识体验。 第三，伴随情绪体验同时出现的是情绪的外部 表现，包括面部表情等等。 第四，情绪会产生心理唤醒。
12
情绪劳动
员工要在工作当中表现出令组织满意的情 绪状态。 情绪劳动尤其在强调人际交往的工作中格 外重要。
13
The function of emotions
Do emotions make us irrational? The research is increasingly showing that emotions are actually critical to rational thinking. The key to good decision making is to employ both thinking and feeling in one’s decision.
15
Sources of emotions and moods
Day of the Weather
week and time of the day
Stress Social activities Sleep Exercise Age Gender
16
Monday to Friday
10
七种基本情绪为：愤怒、害 怕、悲伤、快乐、厌恶、惊 讶和轻蔑。 复合情绪是指由基本情绪的 不同组合派生出来的，主要 是后天的社会环境中学习的 产物。 例如，愤怒—厌恶—轻蔑组 成的复合情绪可以命名为敌 意。
组织行为学精要第十版chapter9 understanding work team
Copyright ©2010 Pearson Edon Components
• Abilities of members
Technical expertise Problem-solving Interpersonal
• Personality
1.
2.
Contrast groups and teams, and analyze the growing popularity of using teams in organizations.
Compare and contrast four types of teams.
3.
4. 5. 6.
Identify the characteristics of effective teams.
Copyright ©2010 Pearson Education, Inc. 9-8
Cross-Functional Teams
• Members from same level, but diverse areas within and between organizations • Exchange information • Develop new ideas and solve problems • Coordinate complex projects • Development may be time-consuming due to complexity and diversity
9-2
Copyright ©2010 Pearson Education, Inc.
Why Are Teams So Popular?
• Increased competition forced restructuring for efficiency and effectiveness
组织行为学精要第十版chapter7 emotions and moods
Emotion
Intense feelings that are directed at someone or something Short termed and action-oriented.
Mood
Feelings that tend to be less intense and longer-lasting than emotions and often lack a contextual stimulus
Even More Sources
Exercise
Mildly enhances positive mood
Age
Older people experience negative emotions less frequently
Gender
Women show greater emotional expression, experience emotions more intensely and display more frequent expressions of emotions Could be due to socialization
Copyright ©2010 Pearson Education, Inc.
7-10
More Sources
Weather
No impact according to research
Stress
Increased stress worsens moods
Social Activities
Copyright ©2010 Pearson Education, Inc. 7-3
Emotional Terminology
组织行为学10-4
26
组织中的应用
聘用面试 期望效应：自我实现预言self-fulfilling
prophecy或皮格马力翁效应Pygmalion effect 绩效评估 员工努力 员工忠诚
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(C) 2002 ZHANGBO Copyright
27
心理健康十项标准
1、充分的适应能力； 2、充分的了解自己、并对自己的能力作恰当的估计； 3、生活目标能够切合实际； 4、与现实环境保持接触； 5、能够保持人格的完整与和谐； 6、有从经验中学习的能力； 7、能够保持良好的人际关系； 8、适度的情绪发泄与控制； 9、在不违背集体意志的前提下，有限度的发挥个性； 10 、在不违背社会规范的前提下，个人基本需求能够恰
组织行为学 Organizational Behaviors
认知与归因 Perception & Attribution
认知对于组织行为的重要性
人们的行为不是以现实本身为基础。而 是以他们对现实的认知为基础的。
人们常常以不同的方式认识相同的实物， 他们的行为反应部分取决于这些认识。
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(C) 2002 ZHANGBO Copyright
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成功与失败归因
内部：
能力 努力
外部：
任务难度 运气
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(C) 2002 ZHANGBO Copyright
25
One:
Problem Clarity
Four:
Constant Preferences
组织行为学精要
11.在组织中管理者应该如何改进决策制定：第一，分析现状，调整决策风格使之适应你的民族文化和组织的评估、薪酬标准。 第二，认识到个人偏好的存在。 第三，把理性分析和知觉结合起来。 第四，不要假设自己的决策风格对每项工作都适用。 第五，利用创造性激励技能。
12.（OD）组织开发中所要营造的基础价值观：1.尊重人 2.信任和支持 3.权利平等 4.正视问题 5.参与
1.识别与绩效有关的行为事件
2.测量行为发生的频率
3.识别行为的权变因素
4.开发和实施干预策略
5.评估绩效提高程度
6.解决问题的5个步骤：1识别与绩素 4开发和实施干预策略 5评估绩效提高程度
7.群体决策和个体决策的利弊：利：1.个体决策优点就是快速，个体决策职责清晰，持有始终如一的价值观念 2. 群体决策通过集思广益，能提供更丰富的知识和信息，能给决策过程带来异质性，增加了观点的多样性，因而就会有更多的方法和选择，能增加对决策的认可度。弊：1.群体决策职责比较模糊，往往会由于群体内部的斗争而使其效果大打折扣。
5.领导力：领导力就是影响一个群体实现目标的能力。
6.价值观: 代表着基本的信念：“个人和社会接受一种特定的行为或终极存在方式，而摒弃与其相反的行为或终极存在的方式。”
7.员工参与：发挥员工所有的能力，并为鼓励员工对组织成功做更多的努力而设计的一种参与过程。
8.正规化：正规化是指组织中的工作实行标准化的程度。组织之间或组织内部不同工作之间正规化程度差别很大。
2.马基雅维里主义：表现出较强马基雅维里主义倾向的人通常是高实效的，在情感上保持距离，认为最终结果才会有意义。P41
3.权利的关键：依赖P184
4.组织文化学习：故事，仪式，物质象征，语言P239
12.（OD）组织开发中所要营造的基础价值观：1.尊重人 2.信任和支持 3.权利平等 4.正视问题 5.参与
1.识别与绩效有关的行为事件
2.测量行为发生的频率
3.识别行为的权变因素
4.开发和实施干预策略
5.评估绩效提高程度
6.解决问题的5个步骤：1识别与绩素 4开发和实施干预策略 5评估绩效提高程度
7.群体决策和个体决策的利弊：利：1.个体决策优点就是快速，个体决策职责清晰，持有始终如一的价值观念 2. 群体决策通过集思广益，能提供更丰富的知识和信息，能给决策过程带来异质性，增加了观点的多样性，因而就会有更多的方法和选择，能增加对决策的认可度。弊：1.群体决策职责比较模糊，往往会由于群体内部的斗争而使其效果大打折扣。
5.领导力：领导力就是影响一个群体实现目标的能力。
6.价值观: 代表着基本的信念：“个人和社会接受一种特定的行为或终极存在方式，而摒弃与其相反的行为或终极存在的方式。”
7.员工参与：发挥员工所有的能力，并为鼓励员工对组织成功做更多的努力而设计的一种参与过程。
8.正规化：正规化是指组织中的工作实行标准化的程度。组织之间或组织内部不同工作之间正规化程度差别很大。
2.马基雅维里主义：表现出较强马基雅维里主义倾向的人通常是高实效的，在情感上保持距离，认为最终结果才会有意义。P41
3.权利的关键：依赖P184
4.组织文化学习：故事，仪式，物质象征，语言P239
组织行为学精要第十版ChapterersonalityTraitsandWorkValues
• Sensing/Intuitive (S or N). Sensing
individuals are practical, enjoy order and
are detail oriented. Intuitive people are
more “big picture” oriented and rely on
2-1
After studying this chapter you should be able to:
1. Define personality, describe how it is measured, and
explain the factors that determine an individual’s personality. 2. Describe the Myers-Briggs Type Indicator personality framework and assess its strengths and weaknesses. 3. Identify the key traits in the Big Five personality model and demonstrate how the traits are relevant to OB.
Copyright ©2010 Pearson Education, Inc.
2-12
Openness to Experience
• Measures the range of interests and fascination with novelty, a proxy for creativity. People who score low on this factor tend to be conventional and enjoy familiar circumstances. High scorers tend to be creative, curious, and artistically sensitive.
组织行为学精要第十版chapter12 power and politics
Activities not required as part of one’s formal role in the organization, but that influence, or attempt to influence, the distribution of advantages and disadvantages within the organization Outside of job requirements Requires the use of power
After studying this chapter, you should be able to:
1. 2. 3. 4. Define power and contrast leadership and power. Contrast the five bases of power. Identify nine power or influence tactics and their contingencies. Identify the causes and consequences of political behavior. Apply impression management techniques. Show the influence of culture on the uses and perceptions of politics.
Copyright ©2010 Pearson Education, Inc. 12-11
Legitimacy of Political Behaviors
• Based on sticking to the implied rules • Legitimate:
After studying this chapter, you should be able to:
1. 2. 3. 4. Define power and contrast leadership and power. Contrast the five bases of power. Identify nine power or influence tactics and their contingencies. Identify the causes and consequences of political behavior. Apply impression management techniques. Show the influence of culture on the uses and perceptions of politics.
Copyright ©2010 Pearson Education, Inc. 12-11
Legitimacy of Political Behaviors
• Based on sticking to the implied rules • Legitimate:
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Copyright ©2010 Pearson Education, Inc.
The case against:
• EI is too vague a concept
• EI can’t be measured
• EI is so closely related to intelligence and personality that it is not unique when those factors are controlled
Copyright ©2010 Pearson Education, Inc.
7-9
Sources of Emotions and Moods
Day of Week and Time of Day
▪ More positive interactions will likely occur mid-day and later in the week
7-1
After studying this chapter, you should be able to:
1. Differentiate emotions from moods and list the basic emotions and moods.
2. Identify the sources of emotions and moods.
• Positivity Offset. At zero input, when no stimulus is provided, most people experience a mildly positive mood. In fact, positive moods tend to be more common than negative ones.
Copyright ©2010 Pearson Education, Inc.
7-10
More Sources
Weather
▪ No impact according to research
Stress
▪ Increased stress worsens moods
Social Activities
Copyright ©2010 Pearson Education, Inc.
7-3
Emotional Terminology
Affect
▪ A generic term that encompasses a broad range of feelings that people experience
• Positive Affect. The mood dimension consisting of positive emotions such as excitement, selfassurance, and cheerfulness at the high end with boredom, sluggishness, and tiredness at the low end.
Emotion
▪ Intense feelings that are directed at someone or something
▪ Short termed and action-oriented.
Mood
▪ Feelings that tend to be less intense and longer-lasting than emotions and often lack a contextual stimulus
Essentials of Organizational Behavior, 10/e
Stephen P. Robbins & Timothy A. Judge
Chapter 7
Moods, Emotions and Organizational Behavior
Copyright ©2010 Pearson Education, Inc.
6. Contrast the experience, interpretation, and the expression of emotions across cultures.
Copyright ©2010 Pearson Education, Inc.
7-2
Why Were Emotions Excluded from OB Study?
7-11
Even More Sources
Exercise
▪ Mildly enhances positive mood
Age
▪ Older people experience negative emotions less frequently
Gender
▪ Women show greater emotional expression, experience emotions more intensely and display more frequent expressions of emotions
7-16
OB Applications of Emotions and Moods
• Selection – Employers should consider EI a factor in hiring for jobs that demand a high degree of social interaction
▪ Surface Acting is hiding one’s true emotions
▪ Deep Acting is trying to change one’s feelings based on display rules
Copyright ©2010 Pearson Education, Inc.
Copyright ©2010 Pearson Education, Inc.
7-4
Байду номын сангаас
Affect, Emotions, and Moods
Copyright ©2010 Pearson Education, Inc.
7-5
The Spectrum of Basic Emotions
• Classifying Moods: Positive and Negative Affect
Copyright ©2010 Pearson Education, Inc.
7-8
The Functions of Emotions
• Emotions and Rationality
▪ Emotions are critical to rational thought: they help in understanding the world around us.
▪ Detect emotions in others, and
▪ Manage emotional cues and information.
Moderately associated with high job performance
7-15
Emotional Intelligence on Trial
• Felt Emotions:
▪ the individual’s actual emotions
• Displayed Emotions:
▪ the learned emotions that the organization requires workers to show and considers appropriate in a given job
• Mood States: General groupings of affective emotions into negative and positive categories.
Copyright ©2010 Pearson Education, Inc.
7-6
Positive Emotions
• Emotional dissonance is
when an employee has to
project one emotion while
simultaneously feeling
another
Copyright ©2010 Pearson Education, Inc.
7-13
Felt vs. Displayed Emotions
7-14
Emotional Intelligence
Copyright ©2010 Pearson Education, Inc.
A person’s ability to:
▪ Be self-aware (to recognize his or her own emotions as experienced),
• Myth of rationality – emotions were the antithesis of rationality and should not be seen in the workplace
• Belief that emotions of any kind are disruptive in the workplace
▪ Could be due to socialization
Copyright ©2010 Pearson Education, Inc.
7-12
Emotional Labor
An employee’s expression of organizationally desired emotions during interpersonal transactions at work
3. Discuss the impact emotional labor has on employees.
The case against:
• EI is too vague a concept
• EI can’t be measured
• EI is so closely related to intelligence and personality that it is not unique when those factors are controlled
Copyright ©2010 Pearson Education, Inc.
7-9
Sources of Emotions and Moods
Day of Week and Time of Day
▪ More positive interactions will likely occur mid-day and later in the week
7-1
After studying this chapter, you should be able to:
1. Differentiate emotions from moods and list the basic emotions and moods.
2. Identify the sources of emotions and moods.
• Positivity Offset. At zero input, when no stimulus is provided, most people experience a mildly positive mood. In fact, positive moods tend to be more common than negative ones.
Copyright ©2010 Pearson Education, Inc.
7-10
More Sources
Weather
▪ No impact according to research
Stress
▪ Increased stress worsens moods
Social Activities
Copyright ©2010 Pearson Education, Inc.
7-3
Emotional Terminology
Affect
▪ A generic term that encompasses a broad range of feelings that people experience
• Positive Affect. The mood dimension consisting of positive emotions such as excitement, selfassurance, and cheerfulness at the high end with boredom, sluggishness, and tiredness at the low end.
Emotion
▪ Intense feelings that are directed at someone or something
▪ Short termed and action-oriented.
Mood
▪ Feelings that tend to be less intense and longer-lasting than emotions and often lack a contextual stimulus
Essentials of Organizational Behavior, 10/e
Stephen P. Robbins & Timothy A. Judge
Chapter 7
Moods, Emotions and Organizational Behavior
Copyright ©2010 Pearson Education, Inc.
6. Contrast the experience, interpretation, and the expression of emotions across cultures.
Copyright ©2010 Pearson Education, Inc.
7-2
Why Were Emotions Excluded from OB Study?
7-11
Even More Sources
Exercise
▪ Mildly enhances positive mood
Age
▪ Older people experience negative emotions less frequently
Gender
▪ Women show greater emotional expression, experience emotions more intensely and display more frequent expressions of emotions
7-16
OB Applications of Emotions and Moods
• Selection – Employers should consider EI a factor in hiring for jobs that demand a high degree of social interaction
▪ Surface Acting is hiding one’s true emotions
▪ Deep Acting is trying to change one’s feelings based on display rules
Copyright ©2010 Pearson Education, Inc.
Copyright ©2010 Pearson Education, Inc.
7-4
Байду номын сангаас
Affect, Emotions, and Moods
Copyright ©2010 Pearson Education, Inc.
7-5
The Spectrum of Basic Emotions
• Classifying Moods: Positive and Negative Affect
Copyright ©2010 Pearson Education, Inc.
7-8
The Functions of Emotions
• Emotions and Rationality
▪ Emotions are critical to rational thought: they help in understanding the world around us.
▪ Detect emotions in others, and
▪ Manage emotional cues and information.
Moderately associated with high job performance
7-15
Emotional Intelligence on Trial
• Felt Emotions:
▪ the individual’s actual emotions
• Displayed Emotions:
▪ the learned emotions that the organization requires workers to show and considers appropriate in a given job
• Mood States: General groupings of affective emotions into negative and positive categories.
Copyright ©2010 Pearson Education, Inc.
7-6
Positive Emotions
• Emotional dissonance is
when an employee has to
project one emotion while
simultaneously feeling
another
Copyright ©2010 Pearson Education, Inc.
7-13
Felt vs. Displayed Emotions
7-14
Emotional Intelligence
Copyright ©2010 Pearson Education, Inc.
A person’s ability to:
▪ Be self-aware (to recognize his or her own emotions as experienced),
• Myth of rationality – emotions were the antithesis of rationality and should not be seen in the workplace
• Belief that emotions of any kind are disruptive in the workplace
▪ Could be due to socialization
Copyright ©2010 Pearson Education, Inc.
7-12
Emotional Labor
An employee’s expression of organizationally desired emotions during interpersonal transactions at work
3. Discuss the impact emotional labor has on employees.