Initiatives like Improving Worker Well-Being could increase Levi’s costs in a number of different respects. Shouldn’t that harm the profitability of the company?
Avoid plagiarism, the work should be in your own words.
All answers must be typed using Times New Roman (size 12, double-spaced) font.
Use APA style for reference.
Requirements: 150-750
College of Administrative and Financial Sciences
Assignment 1
Organizational Behaviour (MGT 301)
Due Date: 14/10/2023 @ 23:59
For Instructor’s Use only
General Instructions – PLEASE READ THEM CAREFULLY
The Assignment must be submitted on Blackboard (WORD format only) via allocated folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented; marks may be reduced for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Learning Outcomes:
CLO-Covered
Assignment 1
Reference Source:
Textbook:-
Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2021). Organizational behaviour: Improving performance and commitment in the workplace (7th ed). Burr Ridge, IL: McGraw-Hill Irwin.
Case Study: –
Case: LEVI’S
Please read the case “ LEVI’S ” from Chapter 1 “What is organizational Behaviour ” Page: – 23 given in your textbook – Organizational behaviour: Improving performance and commitment in the workplace (7th ed). by Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2021) and Answer the following Questions:
Assignment Question(s):
1. Initiatives like Improving Worker Well-Being could increase Levi’s costs in a number of different respects. Shouldn’t that harm the profitability of the company? (02 Marks) (Min words 150-200)
2. What are the potential strengths of a bottom-up approach to supplier improvement for a large company like Levi’s? Would be the advantages to a more top-down approach? (02 Marks) (Min words 150-200)
3. How exactly should Harvard’s School of Public Health go about studying the effects of the Improving Worker Wellbeing initiative? What would an ideal study look like? (02 Marks) (Min words 200)
Part:-2
Discussion Questions: – Please read Chapter 2&3 “Job Performance —Organizational Commitment” carefully and then give your answers based on your understanding.
4. Describe a job in which citizenship behaviours would be especially critical to an organization’s functioning, and one in which citizenship behaviours would be less critical. What is it about a job that makes citizenship more important? (02 Marks ) (Min words 200-300)
5. Can you think of reasons the increased diversity of the workforce might actually increase organizational commitment? Why? Which of the three types of commitment might explain that sort of result? (02 Marks ) (Min words 150-200)
Important Note: –
1. Support your submission with course material concepts, principles, and theories from the textbook and at least two scholarly, peer-reviewed journal articles.
2. References required in the assignment. Use APA style for writing references.
Answers:
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coL61557_ch01_001-025.indd 22 12/10/19 03:32 PM22CHAPTER 1 What Is Organizational Behavior?Case: Levi’sClearly the end goal behind the Improving Worker Well-Being initiative is laudable. The stickier question is how to achieve that goal in 72 different factories. A natural temptation would be to focus on interventions with universal appeal and to roll out those same inter-ventions in all 72 places. That sounds both efficient and consistent, doesn’t it? Levi’s is taking the opposite approach. It offers funding and guidance but lets the specifics vary by supplier and by region. For example, the company connected one of its suppliers—Apparel International—with a nonprofit to help it identify need areas. The resulting feedback led to better water fountains, better overhead fans, microwaves and griddles in the cafeteria, and a new soccer field.The feedback also led Apparel International to improve its managers—who had a reputation for being disrespectful and authoritarian. Explains Oscar González French, the president of the supplier, “We had lots of people complaining their supervisors didn’t have the right leadership style—they were too strong, too blunt, they didn’t treat them well.”* An additional nonprofit was then brought in to design a 10-week training and team-building program tailored to Apparel International’s needs. Supervisors are trained to learn employees’ idiosyncratic circumstances, listen to their opinions, and foster open two-way communication. As González French sum-marizes, “We’re teaching them to be better leaders.”* How important is having better leaders to Apparel International’s employees? Well, it showed up as a need area more frequently than higher wages, despite the fact that Mexico’s minimum wage for apparel workers is only $5 a day. Indeed, González French believes bad managers is a key reason why the annual turnover rate in his plant tends to be in the 30–40 percent range.In reflecting on the bottom-up structure of the Improving Worker Well-Being initiative, Kim Almedia notes, “We needed to step back and listen to vendors.”* Offers Bergh, “If this is going to be sustainable over time, we have to prove to the factory owners that this is good for their busi-ness . . .”* Still, the question remains how to measure whether the initiative is helping, especially if it takes on different shapes and sizes across suppliers and regions. After all, Levi’s is offering funding, even if the suppliers themselves are sharing the responsibility. How exactly will the company measure the success of the initiative? Much like it did with the design and execution of the Apparel International program, it found help. The company has asked the Harvard School of Public Health to design a rigorous scientific study to assess the impact of the Worker Well-Being initiative. 1.2 Think again about the worst coworker you’ve ever had—the one who did some of the things listed in Table 1-1. Think about what that coworker’s boss did (or didn’t do) to try to improve his or her behavior. What did the boss do well or poorly? What would you have done differently, and which organizational behavior topics would have been most relevant? 1.3 Which of the individual mechanisms in Figure 1-1 (job satisfaction; stress; motivation; trust, justice, and ethics; learning and decision making) seems to drive your performance and commitment the most? Do you think you’re unique in that regard, or do you think most people would answer that way? 1.4 Create a list of the most successful companies that you can think of. What do these compa-nies have that others don’t? Are the things that those companies possess rare and inimitable (see Figure 1-2)? What makes those things difficult to copy? 1.5 Think of something that you “know” to be true based on the method of experience, the method of intuition, or the method of authority. Could you test your knowledge using the method of science? How would you do it?*Fortune Media IP LimitedFinal PDF to printer
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.Chapter 3Organizational Commitment
©McGraw-Hill Education.Class AgendaOrganizational CommitmentWhat Does It Mean to Be “Committed”?•Types of Commitment•Withdrawal BehaviorTrends Affecting Commitment•Diversity of the Workforce•The Changing Employee-Employer RelationshipApplication: Commitment Initiatives
©McGraw-Hill Education.An Integrative Model of Organizational BehaviorAccess the text alternative for slide images
©McGraw-Hill Education.Organizational Commitment 1 of 2Consider this scenario:•You’ve worked at your current employer for five years and have recently been approached by a competing organization.What would cause you to stay? •Do those reasons fit into different kinds of categories?Organizational commitment is a desire on the part of an employee to remain a member of an organization.•May be based on want, need, or feeling of obligation
©McGraw-Hill Education.Figure 3-1 Organizational Commitment and Employee WithdrawalAccess the text alternative for slide images
©McGraw-Hill Education.Table 3-1 The Three Types of Organizational CommitmentWhat Makes Someone Stay with His/Her Current Organization?AFFECTIVE COMMITMENT (EMOTION-BASED)CONTINUANCE COMMITMENT (COST-BASED)NORMATIVE COMMITMENT (OBLIGATION-BASED)Some of my best friends work in my office … I’d miss them if I left.I’m due for a promotion soon … will I advance as quickly at the new company?My boss has invested so much time in me, mentoring me, training me, showing me the ropes.I really like the atmosphere at my current job … it’s fun and relaxed.My salary and benefits get us a nice house in our town … the cost of living is higher in this new area.My organization gave me my start … they hired me when others thought I wasn’t qualified.My current job duties are very rewarding … I enjoy coming to work each morning.The school system is good here, my spouse has a good job … we’ve really put down roots where we are.My employer has helped me out of a jam on a number of occasions … how could I leave now?Staying because youwant to.Staying because youneedto.Staying because you oughtto.
©McGraw-Hill Education.Figure 3-2 Drivers of Overall Organizational CommitmentAccess the text alternative for slide images
©McGraw-Hill Education.Affective CommitmentA desire on the part of an employee to remain a member of an organization because of an emotional attachment to, and involvement with, that organization•You stay because you want to.•What would you feel if you left anyway?
©McGraw-Hill Education.Assessment on Affective CommitmentAverage Score: 20From N.J. Allen and J.P. Meyer, “The Measurement and Antecedents of Affective, Continuance, and Normative Commitment to the Organization,” Journal of Occupational Psychology63 (1990), pp. 1-18.Access the text alternative for slide images
©McGraw-Hill Education.Figure 3-3 A Social Network DiagramAccess the text alternative for slide images
©McGraw-Hill Education.Continuance Commitment 1 of 2A desire on the part of an employee to remain a member of an organization because of an awareness of the costs associated with leaving it•You stay because you need to.•What would you feel if you left anyway?
©McGraw-Hill Education.Continuance Commitment 2 of 2154 3 2 STRONGLY DISAGREENEUTRALSTRONGLYAGREEDISAGREEAGREE1.Quitting my job would bring with it major personal sacrifice.2.I don’t have enough employment options to consider leaving right now.3.It’s difficult to leave the organization because I don’t have anywhere else to go.4.Staying in my current job is more a product of circumstances than preference.5.Leaving my job now would bring significant personal disruption.6.Frankly, I couldn’t quit my job now, even if it’s what I wanted to do.Average Score: 19
©McGraw-Hill Education.Table 3-2 Embedded and Continuance Commitment“Embedded” people feel:FACETFOR THE ORGANIZATION:FOR THE COMMUNITY:Links•I’ve worked here for such a long time.•I’m serving on so many teams and committees.•Several close friends and family live nearby.•My family’s roots are in this community.Fit•My job utilizesmy skills and talents well.•I like the authority and responsibility I have at this company.•The weather where I live is suitable for me.•I think of the community where I live as home.Sacrifice•The retirement benefitsprovided by the organization are excellent.•I would sacrifice a lot if I left this job.•People respect me a lot in my community.•Leaving this community would be very hard.Source: Adapted from T.R. Mitchell, B.C. Holtom, T.W. Lee, C.J. Sablynski, and M. Erez, “Why People Stay: Using Job Embeddedness to Predict Voluntary Turnover,” Academy of Management Journal44 (2001), pp. 1102-21.
©McGraw-Hill Education.Normative Commitment 1 of 2A desire on the part of an employee to remain a member of an organization because of a feeling of obligation•You stay because you ought to.•What would you feel if you left anyway?
©McGraw-Hill Education.Normative Commitment 2 of 2154 3 2 STRONGLY DISAGREENEUTRALSTRONGLYAGREEDISAGREEAGREE1.I have an obligation to stay with my company.2.I wouldn’t quit my job right now because I owe the company too much.3.I owe this company for the things it’s given me.4.Leaving my job now would fill me with significant guilt.5.It just wouldn’t be right to think about quitting my job.6.Staying with my organization is just something that I ought to do.Average Score: 16
©McGraw-Hill Education.Organizational Commitment 2 of 2Exercise: Reacting to Negative Events•Consider the three scenarios depicted on the following slide.•Come to consensus on two specific behaviors that capture your likely response (that is, what you would probably do, as opposed to what you wish you would do).
©McGraw-Hill Education.Organizational Commitment ScenariosScenarioDescriptionLikely behaviorsAnnoying BossYou’ve been working at your current company for about a year. Over time, your boss has become more and more annoying to you. It’s not that your boss is a badperson, or even necessarily a bad boss. It’s more a personality conflict–the way your boss talks, the way your boss manages every little thing, even the facial expressions your boss uses. The more time passes, the more you just can’t stand to be around your boss.Two likely behaviors:Boring JobYou’ve been working at your current company for about a year. You’ve come to realize that your job is pretty boring. It’s the first real job you’ve ever had, and at first, it was nice to have some money and something to do every day. But the “new job” excitement has worn off, and things are actually quite monotonous. Samething every day. It’s to the point that you check your watch every hour, and Wednesdays feel like they should be Fridays.Two likely behaviors:Pay and SeniorityYou’ve been working at your currentcompany for about a year. The consensus is that you’re doing a great job—you’ve gotten excellent performance evaluations and have emerged as a leader on many projects. As you’ve achieved this high status, however, you’ve come to feel that you’re underpaid. Your company’s pay procedures emphasize seniority much more than job performance. As a result, you look at other members of your project teams and see poor performers making much more than you, just because they’ve been with the company longer.Two likely behaviors:
©McGraw-Hill Education.OB on ScreenBaby Driver
©McGraw-Hill Education.Withdrawal1 of 4Around 60 percent of employees think about looking for jobs.“When the going gets tough, the organization doesn’t want you to get going.”Difficult times put an employee’s commitment to the test.
©McGraw-Hill Education.Exit-Voice-Loyalty-NeglectCommon employee reactions to negative work events:Exit•Ending or restricting organizational membershipVoice•A constructive response where individuals attempt to improve the situationLoyalty•A passive response where the employee remains supportive while hoping for improvementNeglect•Reduced interest and effort in the job
©McGraw-Hill Education.Table 3-3 Four Types of EmployeesSource: Adapted from R.W. Griffeth, S. Gaertner, and J.K. Sager, “Taxonomic Model of Withdrawal Behaviors: the Adaptive Response Model,” Human Resource Management Review9 (1999), pp. 577-90.Access the text alternative for slide images
©McGraw-Hill Education.Withdrawal2 of 4Withdrawal: a set of actions that employees perform to avoid the work situation•One study found that 51 percent of employees’ time was spent working.•The other 49 percent was allocated to coffee breaks, late starts, early departures, personal, and other forms of withdrawal.
©McGraw-Hill Education.Figure 3-4 Psychological and Physical WithdrawalAccess the text alternative for slide images
©McGraw-Hill Education.Withdrawal 3 of 4Key question:How exactly are the different forms of withdrawal related to one another?•Independent forms•Compensatory forms•Progression
©McGraw-Hill Education.Withdrawal 4 of 4Answer:•The various forms of withdrawal are almost always moderately to strongly correlated.•Those correlations suggest a progression, as lateness is strongly related to absenteeism, and absenteeism is strongly correlated to quitting.
©McGraw-Hill Education.Trends Affecting CommitmentDiversity of the workforce•Growing more racially and ethnically diverse•Becoming older•Including more foreign-born workersThe changing employee-employer relationship•Psychological contracts•Transactional contacts•Relational contracts
©McGraw-Hill Education.Application: Commitment InitiativesEmployees are more committed when employers are committed to them.Perceived organizational support is fostered when organizations:•Provide rewards•Protect job security•Improve work conditions•Minimize impact of politics
©McGraw-Hill Education.Next TimeChapter 4: Job Satisfaction
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.Chapter 2Job Performance
©McGraw-Hill Education.Class AgendaJob performanceWhat Does It Mean to Be a “Good Performer”?•Task performance•Citizenship behavior•Counterproductive behaviorTrends Affecting Performance•Knowledge Work•Service WorkApplication: Performance Management
©McGraw-Hill Education.An Integrative Model of Organizational BehaviorAccess the text alternative for slide images
©McGraw-Hill Education.Job PerformanceThe value of the set of employee behaviors that contribute, either positively or negatively, to organizational goal accomplishmentNotthe consequences or results of behavior—the behavior itself•What’s good about this distinction?•What’s bad about this distinction?
©McGraw-Hill Education.What Does It Mean to Be a “Good Performer”?Categories of behavior relevant to job performance•Task performance•Citizenship behavior•Counterproductive behavior
©McGraw-Hill Education.Task Performance 1 of 3The behaviors directly involved in transforming organizational resources into the goods or services an organization produces (i.e., the behaviors included in one’s job description)Typically a mix of: •Routine task performance•Adaptive task performance•Creative task performance
©McGraw-Hill Education.Table 2-1 Behaviors Involved in AdaptabilityBEHAVIORSSPECIFIC EXAMPLESHandling emergencies or crisis situationsQuickly analyzing options for dealing with danger or crises and their implications; making split-second decisions based on clear and focused thinkingHandling work stressRemaining composed and cool when faced with difficult circumstances or a highly demanding workload or schedule; acting as a calming and settling influence to whom others can look for guidanceSolving problems creativelyTurning problems upside-down and inside-out to find fresh new approaches; integrating seemingly unrelated information and developing creative solutionsDealing with uncertain and unpredictable work situationsReadily and easily changing gears in response to unpredictable or unexpected events and circumstances; effectively adjusting plans, goals, actions, or priorities to deal with changing situationsLearning work tasks, technologies, and work situationsQuickly and proficiently learning new methods or how to perform previously unlearned tasks; anticipating change in the work demands and searching for and participating in assignments or training to prepare for these changesDemonstrating interpersonal adaptabilityBeing flexible and open-minded when dealing with others; listening to and considering others’ viewpoints and opinions and altering one’s own opinion when it’s appropriate to do soDemonstrating cultural adaptabilityWillingly adjusting behavior or appearance as necessary to comply with or show respect for others’ values and customs; understanding the implications of one’s actions and adjusting one’s approach to maintain positive relationships with other groups, organizations, or culturesSource: Adapted from E.E. Pulakos, S. Arad, M.A. Donovan, and K.E. Plamondon, “Adaptability in the Workplace: Development of a Taxonomy of Adaptive Performance,” Journal of Applied Psychology85 (2000), pp. 612–24. American Psychological Association.
©McGraw-Hill Education.Task Performance2 of 3How do we identify relevant behaviors?Job analysis•Generate a list of the activities involved in a job.•Rate the tasks on frequency and importance.•Use most frequent and important tasks to define task performance.
©McGraw-Hill Education.Task Performance3 of 3Exercise: Performance of a serverDo a job analysis•List four major dimensions of the job.•Identify two tasks per dimension
©McGraw-Hill Education.Figure 2-1 O*NET Results for Flight AttendantsSource: O-NetAccess the text alternative for slide images
©McGraw-Hill Education.Citizenship BehaviorAcademic originA future professor’s account of an experience in a paper mill:“…while the man’s assistance was not part of his job and gained him no formal credits, he undeniably contributed in a small way to the functioning of the group and, by extension, to the plant and the organization as a whole. By itself, of course, his aid to me might not have been perceptible in any conventional calculus of efficiency, production, or profits. But repeated many times over, by himself and others, over time, the aggregate of such actions must certainly have made that paper mill a more smoothly functioning organization than would have been the case had such actions been rare.”
©McGraw-Hill Education.Figure 2-2 Types of Citizenship BehaviorsVoluntary activities that may or may not be rewarded but that contribute to the organization by improving the quality of the setting where work occursAccess the text alternative for slide images
©McGraw-Hill Education.Interpersonal Citizenship BehaviorsHelpingAssisting new coworkers or those with heavy workloadsCourtesy Keeping coworkers informed about matters that are relevant to themSportsmanshipMaintaining a positive attitude with coworkers
©McGraw-Hill Education.HelpingAverage score: 40Source: L.V. Van Dyne and J.A. LePine, “Helping and Voice Extra-Role Behaviors: Evidence of Construct and Predictive Validity,” Academy of Management Journal 41 (1998), pp. 108–19.Access the text alternative for slide images
©McGraw-Hill Education.Sportsmanship154 3 2 STRONGLY DISAGREENEUTRALSTRONGLYAGREEDISAGREEAGREE1. I never complain about “the small stuff.”2. I voice support for what’s going on in the organization.3. I focus on maintaining a positive attitude at work.4. I tend to dwell on what’s going well, not what’s going poorly.5. I focus on “being a good sport” even when negative things happen.Average score: 18
©McGraw-Hill Education.Organizational Citizenship BehaviorsVoice Speaking up and offering constructive suggestions to improve unit or organizational functioning or to address problemsCivic Virtue Participating in the company’s operations at a deeper-than-normal levelBoosterismRepresenting the organization in a positive way when out of the office
©McGraw-Hill Education.Figure 2-3 Types of Counterproductive BehaviorEmployee behaviors that intentionally hinder organizational goal accomplishmentAccess the text alternative for slide images
©McGraw-Hill Education.Political Deviance154 3 2 STRONGLY DISAGREENEUTRALSTRONGLYAGREEDISAGREEAGREE1. I have, at times, undermined a coworker.2. I have, at times, blamed a coworker for something that I did.3. I sometimes gossip about colleagues at work.4. I sometimes distract my coworkers when they’re trying to get things done.5. I enjoy playing “pranks” on others at work.6. I have, at times, kept colleagues “in the dark” about things they needed to know.Average Score: 12
©McGraw-Hill Education.Counterproductive Behavior1 of 2Key questions:•Are these all examples of the same general behavior pattern? If you do one, are you likely to do most of the others as well?•How does counterproductive behavior relate to task performance and citizenship behavior?
©McGraw-Hill Education.Counterproductive Behavior2 of 2Answers:•Research using both anonymous self-reports and supervisor ratings tends to find strong correlations between the categories.•Counterproductive behavior has a strong negative correlation with citizenship behavior, but is only weakly related to task performance.
©McGraw-Hill Education.OB on ScreenMolly’s Game
©McGraw-Hill Education.Figure 2-4 What Does It Mean to Be a “Good Performer”?Access the text alternative for slide images
©McGraw-Hill Education.Trends Affecting PerformanceKnowledge work•Cognitive emphasis•Fluid, dynamic in natureService work•Growing segment providing nontangible goods to customers•Requires direct interaction with customers•Emphasizes need for high levels of citizenship behavior and low levels of counterproductive behavior
©McGraw-Hill Education.Application: Performance ManagementWhat tools do organizations use to manage job performance among employees?•Management by Objectives (MBO)•Behaviorally anchored rating scales (BARS)•360-degree feedback•Forced rankings•Social networking systems
©McGraw-Hill Education.Table 2-2 BARS Example for “Planning, Organizing, and Scheduling” 1 of 2RatingBehavioral Anchors[7] Excellent•Develops a comprehensive project plan, documents it well, obtains required approval, and distributes the plan to all concerned.[6] Very Good•Plans, communicates, and observes milestones; states week by week where the project standsrelative to plans. Maintains up-to-date charts of project accomplishment and backlogs and uses these to optimize any schedule modifications.•Experiences occasional minor operational problems but communicates effectively.[5] Good•Lays out all the parts of a job and schedules each part to beat schedule;will allow for slack.•Satisfies customer’s time constraints; time and cost overruns occur infrequently.[4] Average•Makes a list of due dates and revisesthem as the project progresses, usually adding unforeseen events; investigates frequent customer complaints.•May have a sound plan but does not keep track of milestones; does not report slippages in schedule or other problems as they occur.
©McGraw-Hill Education.Table 2-2 BARS Example for “Planning, Organizing, and Scheduling” 2 of 2RatingBehavioral Anchors[3] Below Average•Plans are poorly defined;unrealistic time schedules are common.•Cannot plan more than a day or two ahead; has no concept of a realistic project due date.[2] Very Poor•Has no plan or schedule of work segments to be performed.•Does little or no planning for project assignments.[1] Unacceptable•Seldom,if ever, completes project because of lack of planning and does not seem to care.•Fails consistently due to lack of planning and does not inquire about how to improve.Source: D.G. Shaw, C.E. Schneier, and R.W. Beatty. “Managing Performance with a Behaviorally Based Appraisal System,” in Applying Psychology in Business: The Handbook for Managers and Human Resource Professionals, ed. J.W. Jones, B.D. Steffy, and D.W. Bray (Lexington, MA: Lexington Books, 2001), pp. 314-25
©McGraw-Hill Education.Figure 2-5 Jack Welch’s Vitality CurveForced ranking under Jack Welch at GEAccess the text alternative for slide images
©McGraw-Hill Education.Next TimeChapter 3: Organizational Commitment
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