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then have to be repeated. However, that is part of life.
Comprehensive Scale
Very incomprehensive Neutral Very comprehensive
1 2 3 4 5
Adapted from “Contextual Prerequisites for Understanding: Some Investigations of Comprehension
and Recall” by John D. Bransford and Marcia K. Johnson, in Journal of Verbal Learning and Verbal
Behavior, December 1972, p. 722.
2. How Do You Feel About Women Executives?
Instructions: This instrument focuses on your attitudes toward women in executive positions. For each
item, circle the number that best represents your feelings concerning women executives in organizations.
Be completely honest with yourself in responding. For a scoring key, refer to Appendix B.
Strongly
Disagree
Strongly
Agree
1. It is high time we had more women in executive positions. 1 2 3 4 5
2. Women make just as good managers as men. 1 2 3 4 5
3. Women often fail to have the same level of technical competence
as men.
1 2 3 4 5
4. Women executives should receive the same respect and trust as
their male counterparts.
1 2 3 4 5
5. Men tend to be better suited for managerial positions than women. 1 2 3 4 5
6. Women are too emotional to succeed in top-level management. 1 2 3 4 5
7. Women have a hard time supervising the work of male
subordinates.
1 2 3 4 5
8. I would prefer not to work for a female manager. 1 2 3 4 5
9. Success as an executive has nothing to do with one’s gender. 1 2 3 4 5
10. Many women executives get to the top either because of
affirmative action pressure or connections.
1 2 3 4 5
3. Examples of the MSQ for two scales (compensation and recognition) can be seen in this self-assessment.
If you wish to complete this sample questionnaire, simply refer to a (paid or unpaid) job that you have
had and answer the questionnaire. To score the instrument, refer to Appendix B.
Are You Satisfied with Your Job?
Chapter 3 Perception and Job Attitudes 91
Instructions: Answer each of the ten questions by circling the numbers that best describe how satisfied or
dissatisfied you are with the particular item. Then sum your results for questions 1–5 and 6–10 separately.
Very
Dissatisfied
Very
Satisfied
1. The way I am noticed when I do a good job 1 2 3 4 5
2. The way I get full credit for the work I do 1 2 3 4 5
3. The recognition I get for the work I do 1 2 3 4 5
4. The way they usually tell me when I do my job well 1 2 3 4 5
5. The praise I get for doing a good job 1 2 3 4 5
6. The amount of pay for the work I do 1 2 3 4 5
7. The chance to make as much money as my friends 1 2 3 4 5
8. How my pay compares with that for similar jobs in other companies 1 2 3 4 5
9. My pay and the amount of work I do 1 2 3 4 5
10. How my pay compares with that of other workers 1 2 3 4 5
Adapted from David J. Weiss, Rene V. Dawis, George W. England, and Lloyd H. Lofquist, Manual for the
Minnesota Satisfaction Questionnaire (Minneapolis: Industrial Relations Center, University of Minnesota).
Managerial Decision Exercises
1. You remember from your Organizational Behavior class that several assessments to increase one’s self-
awareness, like the Minnesota Multiphasic Personality Inventory that you read about in this chapter and is
profiled in the Managerial Skill Application Exercises of this chapter, were very beneficial for you as an
understanding of your emotional intelligence, values, cognitive style, and ability to cope with change. You
have been assigned to a team that will interview both internal and external candidates for a new sales
manager position for the California region, which is a position at the same level organizationally as your
present position. During the initial orientation meeting, one of the team members—the manager of a
distribution center for the organization—says, “I like to use the results of the Myers-Briggs Types
Indicator assessment to screen applicants for this position, and since sales managers should be
extroverts and should possess sensing, thinking, and judging skills, we should only consider ESTJ types.”
Your boss, the national sales manager, asks you to write a report on whether the selection process should
only consider ESTJ types and to provide it to the team for discussion. Write a report and share it for
discussion with a team of students in this class who will assume the role of the hiring interview team.
2. Recall a meeting that you recently had, such as a team presentation of a case analysis. What were your
impressions of what happened in the planning of the presentation and how things like the assignment of
roles and timetables for subsequent meetings and deliverables unfolded. What were the behaviors of the
others at the meeting, and why do you think they acted as they did? Finally, how do you think that others
92 Chapter 3 Perception and Job Attitudes
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perceived your behavior at the meeting? After you have recorded these recollections, meet with another
attendee of that meeting. Ask them these questions, and record what they say happened at that meeting
and what they thought of the behavior of the participants, including you. Let them know that this is for
your class and you want them to be as honest as possible. As they are answering, record their
recollections and do not interrupt or offer possible corrections. Finally, compare your recollections and
notes with those of the interviewee and use the knowledge from this chapter to assess the differences
and similarities in perception and attribution.
3. As a way to measure job satisfaction, ask someone at a local business the following questions:
a. What is your job title, and what do you do in your own words? How do these match up to tasks,
duties, and responsibilities in your job description?
b. Are you satisfied with the work that you do?
c. How satisfied are you with the training and supervision that you receive?
d. How satisfied are you with the people that you work with?
e. Are you happy with your salary?
f. Are you happy with the benefits that are offered as part of the job?
g. Do you see any possibilities for advancement in the organization?
h. What are your general feelings about your employer?
i. Do you have any additional comments regarding how you feel about your job?
Write an assessment of this individual’s job satisfaction and what a supervisor and organization could do
to improve the lever of job satisfaction for their employees.
Critical Thinking Case
Stereotypes at Pitney Bowes
Many times, we think of stereotypes or discrimination only being an issue when it comes to things like gender,
race, or religion. However, at Pitney Bowes Inc., the toughest stereotype to overcome is age.
Brigitte Van Den Houte starts her day in the normal way; however, she has taken a keen focus on persuading
employees in their 20s that they have a future at Pitney Bowes.
For almost 100 years, Pitney Bowes, founded in 1920, has been all about commerce. But as the world turned to
technology, the definition of what that meant for the traditional postage-meter equipment company had to
change as well.
One of the biggest challenges of this ever-changing technological world is how the generations of employees
can step aside from their stereotypes and understand one another to better work effectively.
At Pitney Bowes, their proactive approach puts younger colleagues with older colleagues in a mentoring
situation. This is not the typical older mentor to younger mentor setup, however. Every few months, Houte
arranges for the younger employees to spend the day with a seasoned executive with the plan of sharing
experiences and ideas and offering advice. Houte states, “the old way of working no longer works,” and she’s
right.
With over one-third of the workforce aging to 50 or older and millennials (young people aged 22–37) being the
largest workforce group, it is imperative to put stereotypes aside and learn to work together. One big mistake
for a manager would be to focus on the age difference rather than onwhat skills each person individually can
bring to the table.
Stereotypes such as “older individuals don’t know about technology” or “millennials are constantly job
Chapter 3 Perception and Job Attitudes 93
hopping and feel entitled” are put aside at Pitney Bowes in order to get the job done. With a more proactive
approach, the range of variables within each generation can be utilized in the most effective way possible for
an organization.
Sources: Hymowitz, Carol, “The Tricky Task of Managing the New, Multigenerational Workplace,” The Wall
Street Journal, August 12, 2018, https://www.wsj.com/articles/the-tricky-task-of-managing-the-new-
multigenerational-workplace-1534126021?mod=searchresults&page=1&pos=9; Ault, Nicole, “ Don’t Trust
Anyone Over 21,” The Wall Street Journal, August 22, 2018, https://www.wsj.com/articles/dont-trust-anyone-
over-21-1534977740?mod=searchresults&page=1&pos=1.
Questions:
1. What are other ways that a company can utilize a multigenerational team to their advantage?
2. What challenges does a multigenerational team pose for management?
3. What should the company and management team consider when attracting new employees of all
generations?
94 Chapter 3 Perception and Job Attitudes
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Introduction
Learning Outcomes
After reading this chapter, you should be able to answer these questions:
How do organizations offer appropriate rewards in a timely fashion?
What are the best practices that organizations utilize to train employees in new job skills?
How do managers and organizations reduce undesirable employee behavior while reinforcing desirable
behavior?
How can employees be trained to assume more responsibility for self-improvement and job
performance with the goal of creating a work environment characterized by continual self-learning and
employee development?
Exhibit 4.1 (JD Kirk/ flickr/ Attribution 2.0 Generic (CC BY 2.0))
The Google Way to a Culture of Continued Learning
Google is great at many things—attracting top talent, maintaining employee satisfaction, and
encouraging creativity, to name a few.
According to the Association of Training and Development (ATD), companies that offer comprehensive
training programs have 218 percent higher income per employee than companies without formalized
training. Not only that, but companies that have required programs for their employees see a much
higher profit margin than those that don’t. Investing in people and promoting a self-learning
environment is the right plan for companies that are looking to keep employees’ behavior in check, train
E X P L O R I N G M A N A G E R I A L C A R E E R S
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Learning and Reinforcement
	Chapter 3. Perception and Job Attitudes
	Managerial Decision Exercises
	Critical Thinking Case
	Chapter 4. Learning and Reinforcement
	Introduction*