Chap 2: Diversity in organs.

I. Diversity.
1. Demographic Characteristics
- Worker over the age of 55 are an increasingly large portion of the workforce.
- It appears that the gender pay difference demonstrates a demographic pay gap.
2. Levels of diversity.
- Surface-level diversity: showing the characteristic traits that are visible, the characteristic of
the iceberg, not thoughts and feelings, including sex, age, gender, size,…
- Deep-level diversity: if the see themselves as sharing more important characteristic, such
as personality and values, they are less concerned about demographic differences.
- increasing diversity may also mean increase in discriminatory practice.
II. Discrimination
- Eliminating unfair discrimination.
- When we talk about dis, though, we mean allowing our behavior to be influenced by
stereotypes about groups.
- Stereotyping is judging someone on the basic of our perception of the group to
which the person belongs.
 the fuel that powers the discrimination engine
1. Stereotype threat.
2. Discrimination in the workplace.
- Workplace diversity can refer to any characteristic that make people different form one
another.
3. Biographical characteristics.
a. Age
- Age in the workplace is likely to be an issue of increasing importance (>54 aged)
- Surface – level diversity
- Older workers are perceived as less adaptable and less motivated to learn new advanced
technology
- When workers get older, they should have fewer alternative job opportunities to change
cuz their skills tend to be specialized
- Older worker do not have psychological problems or day-to-day physical problems as
younger workers.
b. Sex
- male and female at work.
c. Race and ethnicity
- Race: the heritage people use to identify themselves
- Ethnicity: the additional set of cultural characteristics that often overlap with race.
- Discrimination leads to increased turnover, which is detrimental to organs performance.
- Positive diversity climate: when individuals of minority status are much less likely to leave
the organs if there is a feeling of inclusiveness.
d. Disabilities:
- The clause: “normal day to-day activities”
4. Other differentiating characteristics:
- Deep-level differences that have a good chance of diversifying as long as discrimination can
be overcome.
a. Tenure – nhiem ky
- time spend in a job, organs, or field.
b. Religion
- Belief systems.
c. Cultural identity.
- Need to accommodate and respect individual cultural identities.
d. Sexual orientation and gender identity.
III. Ability
- Regardless how effort you put or how motivated you are, you may not perfectly
skilled at some field that you are unable to do so. All of us have strength and
weaknesses that make us different and make us relatively superior or inferior to
other in performing certain task.
- The challenges is to understand the difference and thus increase the likelihood.
- Ability: an individual’s current capacity to perform the various tasks, including two
sets of factors: intellectual and physical.
1. Intellectual abilities.
 - Definitions: the abilities needed to perform mental acts – thinking-reasoning-problem
solving.
- Where employee tasks: routine, schedule, exercise discretion, less complex jobs  not
required high IQ.
- Higher cognitive ability and who are high performers in the workplace usually make
comparison by their peers
2. Physical abilities

III. implementing diversity management strategies

- Diversity management: make e.o more aware of sensitive to the needs and
differences of others.
Chap 3: Attitudes and job satisfaction
1. Attitudes and job sastifaction.
- Evaluative statement – either favorable or unfavorable  they reflect how we feel about
sth
Chap 5: perception and individual decision making
I. What is perception.
- Is the process which wwe organize and interpret sensory impressions to give meaning
to out outside environment.
- Things we perceive # initial objectives.
- People bahaviors are based on their perception of what reality is, not reality itself 
our perception will become the reality from which we act
1. Factor that influence perception: maybe shape or distort
* Perceiver: dac diem cua chu the nhan thuc
- Be influenced by your personal characteristics-attitude, personality, motives, …
- Because it conforms to our thinking
-  objective evaluation
 Target: đặc điểm của đối tượng được nhận thức
 Context: đặc điểm của môi trường và tình hình cụ ttheer
- The time at which we see an object or event
- Usually not aware of the impact of factor which influence their view of reality, even
perceptive about own abilities.
- Awareness and objective measures can reduce perception distortion.
II. Person perception: making judgments about others.
- Initially formed by first impressions and small cues have little supporting evidence.
1. Attribution theory
- Try to explain how difference we judge people, depending on the meaning we
attribute to a behavior – observe person behavior and determine whether it was
internally or externally caused.
- Three factors:
 Distinctiveness Consensus: Consistency

difference behaivior in face similar situationin Do the same way over

diffe situation the same way time
frequecy the more consistent the
person was, the more
we are prior to internal
causes.

- Internal behaviors are derived from perceived action within controlling.

- Externally caused behavior is what we imagine the situation forced the person to do /
out of control.
 Self-serving bias: xảy ra khi một cá nhân cho rằng, những kết quả tích cực họ đạt
được là do nhân tố bên trong còn kết quả tiêu cực đến từ bên ngoài/
 Attributing their own successes to internal factors such as ability or effort, while
blaming failure on external factors  accept positive fb and reject the other ones.
2. Common shortcuts in judging others
- Allow us to make accurate perceptions and provid valid data for making prediction.
 Selective perception-tri giác có chọn lọc:
- Nhận thức thông điệp hoặc hành động dựa trên một khung tham chiếu và bỏ quên
những điều trái với niềm tin và mong đợi của bản thân.
- Any characteristic that makes a person, an object, or an event stand out will increase
the probability that we will perceive it.
- We don’t choose randomly: we select according to interest, background, experience –
seeing what we want to see, we sometimes draw unwarranted concl from an
ambiguous/ unreal situation.
 Halo effect: When we draw a general impression about an individual on the basis of a
single characteristic, such as intelligence, sociability, or appearance, halo effect is
operating. The halo effect is a cognitive bias in which an observer's overall impression
of a person, company, brand, or product influences the observer's feelings and
thoughts about that entity's character or properties.
 Contrast effects: we do not evaluate person in isolation, our reaction to a person is
influenced by other persons we have recently encountered.
 Stereotyping: when we judge s.o on the basis od our perceptipn of the group to which
he or she belongs.
3. Specific applications
III. The link btw perception and individual decision making.
- Decision making occurs as a reaction to a problem.
- One person’s problem is another person’s satisfactory state of affairs.
- Decions required 2 steps: INTERPRET AND EVALUATE.
IV. Decision making in Organs.
1. rational decision making
- Following 6 steps
- Satisfice: seek solutions that are satisfactory and sufficient – reduce complex
problems to a level that we catch up easily
2. Intuition: theo camr nhan
- An unconscious process crated from distilled experience before

CHAP 6: EMOTION AND MOOD.

1. What are emotion and mood.
- Affect: covers a broad range of feelings, both emotions and moods.
- Emotion: intense, discrete, and short-lived and less intense feelings than emotions and often
arise without a specific event acting as a stimulus.
- Moods: longer-lived and less intense feelings.

a. The basic emotions.

- Basic emotions: anger, contempt, enthusiasm, envy, fear, frustration, disgust, joy, pride,
surprise, and sadness.
- Facial expressions – some emotions are too complex to be easily represented on their faces.
- The way we recognize an emotion isn’t the same as the way we show it.
- 6 universal emotions – anger, fear, sadness, happiness, disgust, and surprise.
b. Moral emotions
- Emotion that have moral implications cuz of out instant judgment of the situation that
evokes them.
- Moral disgust – the feelings of violations of moral norms – when it offends tour sense of
right and wrong.
- The way we react, and express moral emotions is differed from that on other emotions.
c. Basic moods: positive and negative affect

d. Experiencing moods and emotions:

- Valuing negative effect often allows people to accept present reality and cope well with,
reducing the negative effect on physical and psychological health and decision making.
e. The function of emotions.
- Rationality and ethicality – in which one can enhance performance.
* Personality:
- Affect intensity: people st experience the same emotion with different intensities, the degree
to which their experience them
- React to both positive and negative more deeply and stands for diff level of same emotion.
* Emotional labor:
- to analyze emotional labor, we divide emoiton into felt or displayed emotions.
+ Displayed emotions: those the organs requires workers to show and considers appropriate
in a given job.
+ Felt emotions: our actual emotions.
- Surface acting: hidden feelings and emotional expressions in response to display
rules. (a workers who smiles at a customers even thought he dont like it)
- Deep acting: trying to modify our true feelings based on display rules.
- Emotional dissonance: they act out of the way they feel.
2. Affective event theory:
- Employees react influence their job performance and satisfaction.
3. Emotional intelligence
- Is the ability to perceive emotions in the self and others, understand the meaning of
these emotions, and regulate his or her own emotions.
- who are people knowing the name of own emotions.
4. Emotion regulation:
- whenever you try to identify and modify the emotion you feel.
- Diversity level:
+ If high  tend to regulate their emotions + intergrate him with the whole group.
+ If low  tend to ignore their emotions.
5. OB applications of emotions and moods.
a. Decision making.
- positive emotion and moods – help people make sound decisions, enhance problem-
solving skills  finding better solutions.
- negative emotion and moods:
+ sadness: make the same decision as before
+ Anger: make stronger decision.
+ Take higher risks
CHAP 7: MOTIVATION CONCEPT
1. Motivation defined.
 - Motivation: the process that account for an individual’s intensity, direction, and
persistence of effort toward attaining a goal.
- Intensity (what): keep trying a little bit, everything is almost done!!
- Direction (how hard):
- Persistence (how long):

Motivation
Intensity: how hard
person try

Direction: which is
benefits the organs

Persistence: how long

you can keep try

2. Early Theories of Motivation

a. Hierarchy of needs theory: (needs)
- The most common theory of motivation.
b. Two-factor Theory: (no human needs)
- Intrinsic factor: such as advancement, recognition, responsibility, and achievement  job
satisfaction.
- Extrinsic factor: such as supervision, salary, company policies, and work conditions 
dissatisfaction.
+ Removing diss characteristics does not necessarily make the job satisfying.
+ Two factors are separate and distinct form those that lead to job dissa.
- If people want to motivate their employee, they should emphasize factors associated
with the work itself or with outcomes directly derived from it: promotional
opportunities, personal growth, recognition, responsibly, and achievement.
c. McClelland’s Theory of needs
- People tend to set the goals that require stretching themselves a little.
3. Contemporary theories of motivation.
a. Self-determination theory. (relationship of motivation and rewards)
- People prefer to do sth that they have control over their actions, and anything that makes a
previously enjoyed tasks feel more than obligations than a freely chosen acts undermines
motivations.
+ Cognitive evaluation theory (danh gia nhan thuc): hypothesizing that extrinsic rewards
reduce intrinsic interest in a task.
 + The autonomy needs: most important for attitude and affective outcomes
+ The competence needs: most important for predicting performance, creating a sense of
better than others
+ Self-concordance considers how strongly people’s reason for pursuing goals are
consistent with their interest and core values.
b. Goal-setting Theory.
- Specificity itself seems to act as an internal stimulus.
- The more difficult the goal, the higher the level of performance (even though easier task
must be easier to accept.
- People do better when they get fb on how well they are performing toward their goas cuz
it modifies clearly what they have done and what they going to do next.
+ Self-generated feedback: employees can monitor their own progress or receive fb for the
task process ITSELF.  more powerful
- Three factors influenced in the goal performance relationship: goal commitment,
task characteristics, and national culture.
 Implementing Goal setting:
- MBO – management by objectives: set goals that are tangible, verifiable, and
measurable.
- 4 components: goal specificity, participation in decision making, an explicit time
period, and performance feeback
c. Expectancy theory.
d. Organs justice/ equity theory (output and input)
e. Self-efficacy = self-fulling prophecy/ pyma
- most importance
- Be confident what you really can do