Chapter 2 Lecture Slides - 2023 - Upload PDF Notes

Learning outcomes (1)
 Comprehend the nature of values, attitudes and

beliefs, and how they relate to one another.
 Identify the different components of attitudes.
 Illustrate how values are implicit in the meaning
of work.
 Explain the functions of values, attitudes, and
beliefs.
Learning outcomes (2)
 Discuss the process of changing attitudes.
 Distinguish between theories of organisational
and national culture.
 Recognise the role of work-related attitudes.
Identity, attitudes, values and
their effect on behaviour
Fundamental beliefs
Sproull:
 Phenomenological beliefs: relate to the
individual’s beliefs about the nature of
people
 Causal beliefs: refer to the cause-and-
effect relationships we see between
various phenomena
 Normative beliefs: relate to beliefs
about
favoured states of nature or how things
ought to be.
Fundamental beliefs
Rokeach:
 Verified as either true or false
 Evaluative beliefs that consist of
conclusions as to whether something is
good or bad
 Prescriptive or proscriptive beliefs referring
to the appeal or otherwise of some
means or ends.
What are values?
“A value system is an organised set of
preferential standards that are used in
making selections of objects and actions,
resolving conflicts, invoking social sanctions,
and coping with needs or claims for social
and psychological defences of choices made
or proposed.” (Rokeach, 1979)
Values
Values are derived from:
 family upbringing and early socialisation
 cultural upbringing
 cultural norms related to
education, work and play
 professional and legal codes
Group work
Approaches to understanding individual
values:
1. Rokeach’s terminal and instrumental
values (see the
following slide)
2. Spranger’s value orientations
3. Schawartz’s theory of
universal values
Rokeach’s terminal and
instrumental values
Spranger’s value orientations
The importance or meaning of these
value orientations are as follows:
1. The economic person
2. The theoretical person
3. The political person
4. The aesthetic person
5. The social person
6. The religious person
Schwartz’s theory of
universal values (1)
The ten motivationally distinct value
orientations are:
1. Power
2. Achievement
3. Hedonism
4. Stimulation
5. Self-direction
The ten motivationally distinct value
orientations are:
6. Universalism
7. Benevolence
8. Tradition
9. Conformity
10. Security
• Values are beliefs that are tied inextricably
to emotion, not objective, cold ideas.
• Values are a motivational construct.
• Values transcend specific actions and
situations.
• Values guide the selection or evaluation of
actions, policies, people, and events.
• Values are ordered by importance, relative
to one another.
Norms
The expression of norms and values in
society.
Culture
Theories of National
Culture
Geert Hofstede’s theory of national culture

Trompenaars and Hampden-Turner’s seven dimensions of culture model
Hofstede
Dimensions of culture: Trompenaar and
Hampden-Turner
Theories of
organisational
culture
Schein’s model of organisational culture

The organisational culture model of Hofstede and Waisfisz
Organisational culture:
Schein
Organisational culture (1):
Hofstede & Waisfisz
 Means-oriented vs. goal-oriented

 Internally driven vs. externally driven
 Easy-going work discipline vs. strict work
discipline
 Local vs. professional
Organisational culture (2):
Hofstede & Waisfisz
 Open system vs. closed system

 Employee-oriented vs. work-oriented
 Degree of acceptance of leadership style
Identity
Identity relates to the self-image or
mental model a person has of him- or
herself, and includes aspects of
self-esteem and individuality.
Identity levels
 Individual or personal identity
 Relational identity
 Collective identity
 Material and consumer identity
Individual identity
• Aspects of self definition

• What are my goals, values and beliefs
• What are my standards of behaviour?
• What is the level of my self-esteem?
Relational identity
• An individual’s identity in relation to other people.

• Child
• Spouse
• Parent
• Co-worker
• Supervisor
• Manager
• Customer
Collective identity
• How we identify with other groups and social categories to which

we belong
• What is the meaning that we give to these groups?
• How do I feel about belonging to this group?
• What is my attitude towards my belonging with people in this
group or social category?
Material and consumer identity
• Focuses on how we use material and goods as extensions of our

identity.
• You are what you wear.
• You are what you eat.

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Learning outcomes (1)

 Comprehend the nature of values, attitudes and

Geert Hofstede’s theory of national culture

Schein’s model of organisational culture

 Means-oriented vs. goal-oriented

 Open system vs. closed system

• Aspects of self definition

• An individual’s identity in relation to other people.

• How we identify with other groups and social categories to which

• Focuses on how we use material and goods as extensions of our

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