Organizational Behaviour-Session 5 & 6

Personality & Attitude, Personality Vs Environment, Organizational Commitment

Key words- Personality theories , Nature & dimension of
attitudes
eferen!e " Organizational #ehaviour $y %uthans, &red, '!(raw )ill, *+#N ,-,--../0-/-12 334../-./5
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Personality & Attitudes
Personality & Attitudes are two very 3o3ular
and im3ortant fa!tors 7!onstru!ts8 that
des!ri$e & analyze organizational $ehavior4
Personality & Attitudes, $oth are very
!om3le94
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Personality

6here are various des!ri3tions of 3ersonality and

there has not $een a universal agreement on the
e9a!t meaning of this term4

Personality would mean how 3eo3le a:e!t others

and how they understand & view themselves, as
well as their 3attern of inner & outer measura$le
traits, and the 3erson-situation intera!tion4

)ow 3eo3le a:e!t others de3ends 3rimarily

u3on their e9ternal a33earan!e 7height, weight,
fa!ial features, !olor et!48 and traits4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Personality traits

Various ty3es of 3ersonality traits have $een

identi;ed and mentioned $y di:erent 3ersonality
theorists in di:erent studies4

6he ma<or traits !an $e summarized as-

Traits Constructs
E9traversion +o!ia$le, tal=ative, assertive
Agreea$leness (ood-natured, !oo3erative, trusting
Cons!ientiousness es3onsi$le, de3enda$le, 3ersistent,
a!hievement-oriented
Emotional sta$ility Viewed from a negative stand3oint, tense,
inse!ure, nervous
O3enness to
e93erien!e
*maginative, artisti!ally sensitive, intelle!tual
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Other ingredients of 3ersonality

#esides 3hysi!al a33earan!e & 3ersonality

traits, the as3e!ts of 3ersonality dealing with
self-!on!e3t 7$oth self-esteem & self-e>!a!y8
and the 3erson-situation intera!tion also 3lay
im3ortant roles4

*ngredients of Personality

Physi!al a33earan!e

Personality traits

6he self-!on!e3t? self-esteem & self-e>!a!y

Person-situation intera!tion
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
The self-concept:
self-esteem & self-efcacy

Peo3le@s attem3ts to understand

themselves are !alled the self-
!on!e3t in 3ersonality theory4

6he self is a uniAue 3rodu!t of many

intera!ting 3arts and may $e thought
of as the 3ersonality viewed from
within4 6his self is relevant to the
!on!e3t of self-esteem & self-e>!a!y4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
The self-concept: self-esteem &
self-efcacy cont!

Peo3le@s self-esteem is related to their self-

3er!eived !om3eten!e and self-image4

+elf-e>!a!y is !on!erned with self-3er!e3tion of

how well a 3erson !an !o3e with situations as
they arise4 6hose with high self-e>!a!y feel
!a3a$le and !on;dent of 3erforming well in a
situation4

#oth self-esteem & self-e>!a!y have $een

found to have em3iri!al relationshi3 with
organizational 3erforman!e and other dynami!s
of organizational $ehavior4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Person-situation intera!tion

Ea!h situation is di:erent4

6he di:eren!es may seem to $e very small,

$ut when the information B stimuli from
situation B event are organized and
inter3reted $y a 3erson, there !ould $e ma<or
di:eren!es and diverse $ehavioral out!omes4

6his is due to !ultural, so!ial edu!ational,

e!onomi! $a!=ground and !ognition of the
3erson4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
"evelopment of personality &
socialization

)uman $eings !onsists of $oth 3hysiologi!al &

3sy!hologi!al intera!ting 3arts4 6herefore, heredity,
environment, maturation and learning all !ontri$ute to
the human 3ersonality4

6he study of 3ersonality attem3ts to identify s3e!i;!

3hysiologi!al & 3sy!hologi!al stages that o!!ur in the
develo3ment of human 3ersonality4

6his CstageD a33roa!h has $een theoreti!al in nature4

6here are many well-=nown stage theories of

3ersonality develo3ment4 (although there is little agreement
about the exact stages).
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Eevelo3ment of 3ersonality &
so!ialization !ontd4

6here are di:erent view4

+ome theorist state that there are no

identi;a$le stages and that 3ersonality
develo3ment is a !ontinuous 3ro!ess $ased
on the learning o33ortunities availa$le4

Others state that there are identi;a$le

stages4

Po3ular theories for understanding O# are

given $y %evinson, Eouglas 64 )all, Chris
Argyris, +igmund &reud, Eri= Eri=son4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Eevelo3ment of 3ersonality & so!ialization
!ontd4
Adult %ife +tages

Eaniel %evinson has done a33re!ia$le

wor= on adult life stages4

)e $elieved that humans have

di:erent life stages4 C%ife stru!ture
evolves through a relatively orderly
seAuen!e throughout the adult years,D4

)is theory was age $ased and not

event $ased 7marriage, 3arenthood,
retirement et!484
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Adult %ife +tages !ontd4

%evinson $elieved that there was little varia$ility 7a

ma9imum of 5-/ years8 in four identi;a$le sta$le
3eriods?
Entering the adult world 7age twenty-two to twenty-eight8
+ettling down 7ages thirty-three to forty8
Entering middle adulthood 7ages forty-;ve to ;fty8
Culmination of middle adulthood 7ages ;fty-;ve to si9ty8

)e identi;ed four transitional 3eriods?

Age-thirty transition 7ages twenty-eight to thirty-three8
'id-life transition 7ages forty to forty-;ve8
Age-;fty transition 7ages ;fty to ;fty-;ve8
%ate adult transition 7ages si9ty to si9ty-;ve8
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Eouglas 64 )all@s !areer stage model

)all has synthesized %evinson@s theory &

other adult stage theories 7in 3arti!ular
the wor= of Eri=son & Eonald +u3er8 into
an overall model of four !areer stages4
#$ploratio
n
6he young em3loyee is sear!hing for an identity2
undergoes self-e9amination & role tryouts4
#sta%lish
ment
6he em3loyee $egins to settle down and indi!ates
a need for intima!y4 6his is usually a growing,
3rodu!tive 3eriod in em3loyee@s !areer4
&aintenan
ce
6he 3erson level o:s into a highly 3rodu!tive
3lateau and has a need for generativity 7the !on!ern to
leave something to the ne9t generation2 develo3ing a 3aternalisti! or mentor role
towards su$ordinates8
"ecline 6he 3erson indi!ates a need for integrity2 he needs to feel
satis;ed with his or her life !hoi!es and overall !areer4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
)all@s !arrier stage model
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6he Argyris *mmaturity-'aturity
Continuum

Avoiding the stri!t stage a33roa!h, Argyris

identi;ed s3e!i;! dimensions of the human
3ersonality as it develo3s4

Argyris 3ro3oses that the human 3ersonality,

rather than going through 3re!ise stages,
3rogresses along a !ontinuum from immaturity
as an infant to maturity as an adult4

)owever, at any age, 3eo3le !an have their

degree of develo3ment 3lotted a!!ording to the
seven dimensions as given in the following ta$le4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6he Argyris *mmaturity-'aturity
Continuum !ontd4
'mmaturity
Characteristics
&aturity
Characteristics
Passivity A!tivity
Ee3enden!e *nde3enden!e
&ew ways of $ehaving Eiverse $ehavior
+hallow interests Eee3 interests
+hort time 3ers3e!tive %ong time 3ers3e!tive
+u$ordinate 3osition +u3er-ordinate 3osition
%a!= of awareness +elf-awareness and
!ontrol
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Argyris model !ontd4

Argyris 3oints out that the model does not im3ly that
all 3ersons rea!h or strive for all dimensions on the
mature end of the !ontinuum4

A!!ording to him-
6he seven dimensions re3resent only one as3e!t of the total
3ersonality4 'u!h also de3ends u3on the individual@s
3er!e3tion, self-!on!e3t, ada3tation & ad<ustment4
6he seven dimensions !ontinually !hange in degree from the
infant to the adult end of the !ontinuum4
6he model $eing only a !onstru!t, !annot 3redi!t s3e!i;!
$ehavior
6he seven dimensions are $ased u3on latent !hara!teristi!s
of the 3ersonality, whi!h may $e Auite di:erent from the
o$serva$le $ehavior4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Argyris model !ontd4

*n !ontrast to the !lass stage theories of &reud &

Eri=son, Argyris@s model of 3ersonality is s3e!i;!ally
dire!ted to the study and analysis of organizational
$ehavior4

)e assumes that the 3ersonalities of organizational

em3loyees !an $e generally des!ri$ed $y the mature
end of !ontinuum4

At the same time, Argyris also !omments that in

many !ases a mature organizational 3arti!i3ant
$e!omes frustrated and an9ious and is in !onFi!t with
the modern formal organization4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6he so!ialization 3ro!ess

#esides the develo3mental as3e!ts

of 3ersonality, there is in!reasing
re!ognition to the role of other
relevant 3ersons, grou3s and
organizations, whi!h greatly
inFuen!e an individual@s 3ersonality4

6his !ontinuous im3a!t from the

so!ial environment is !ommonly
!alled the socialization process4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
+o!ialization 3ro!ess !ontd4
+o!ialization is es3e!ially relevant to O# $e!ause the
3ro!ess is not !on;ned to early !hildhood2 rather it ta=es
3la!e throughout one@s life4
+o!ialization may $e one of the $est e93lanations for why
em3loyees $ehave the way they do in today@s
organizations4
Ei:erent 3atterns of so!ialization leads to di:erent forms of
new!omer ad<ustment to organizations4
+o!ialization starts with the initial !onta!t $etween a
mother and her new $orn $a$y4 After infan!y, other
mem$ers of the immediate family 7father, $rothers, sisters8,
!lose relatives, family friends & then so!ial grou3s 73eers,
s!hool friends, mem$ers of the wor= grou38 3lay inFuential
roles4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
+o!ialization 3ro!ess !ontd4

A!!ording to +!hein, COrganization itself also

!ontri$utes to so!ializationD4

&ollowing are widely a!!e3ted !hara!teristi!s

of organizational so!ialization of em3loyees

Change of attitudes, values & $ehaviors

!ontinuity of so!ialization over time

ad<ustment to new <o$s, wor= grou3s &

organizational 3ra!ti!es
mutual inFuen!e $etween re!ruits and their
managers

!riti!ality of the early so!ialization 3eriod4

)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Nature & dimensions of
attitudes

#oth 3ersonality & attitudes are !om3le9

!ognitive 3ro!esses4

Personality is thought of as the whole 3ro!ess and

attitudes may ma=e u3 the 3ersonality4

Attitudes !an $e de;ned as a 3ersistent tenden!y

to feel and $ehave in a 3arti!ular way toward
some o$<e!t4

(ttitues can %e characterize in three

)ays
6hey tend to
3ersist unless
something is done to
!hange them
6hey !an
anywhere
along a
!ontinuum
from very
favora$le to
very
unfavora$le4
6hey are
dire!ted
towards some
o$<e!t
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
/ $asi! !om3onents of
attitudes
#&OT'O*(+
*nvolves the
3erson@s
feelings, or a:e!t
the 3ositive, neutral or
negative feelings a$out an
o$<e!t4
'*,O-&(T'O*
(+
Consists of the
$eliefs and
information the
individual has
a$out the
o$<e!t4 *t ma=es
no di:eren!e
whether or not
this information
is em3iri!ally
real or !orre!t4
B#.(/'O-(+
Consists of a
3ersons
tenden!ies to
$ehave in a
3arti!ular way
toward an o$<e!t4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Ante!edents of Gor=-related
attitudes
Ante!edents of attitudes in!lude a 3re!eding !ir!umstan!e,
event, o$<e!t, style, 3henomenon that a:e!ts the attitudes
or the attitudes !an $e determined $y them4
6raditionally, the situational determinants of attitudes
re!eived the most attention4 +alan!i= and Pfe:er noted that
the so!ial !onte9t 3rovided information to the em3loyees to
form their feelings, or a:e!t their <o$-related attitudes4
'ore re!ently, 3ersonality traits or dis3ositions have $een
re!eiving in!reasing attention as ante!edents of wor=-
related attitudes4
*n 3arti!ular, the dis3ositions of PO+*6*VE A&&EC6*V*6H 7PA8
and NE(A6*VE A&&EC6*V*6H 7NA8 have $een found to $e
im3ortant ante!edents to attitudes a$out one@s <o$4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
NE(A6*VE A&&EC6*V*6H 7NA8

NA reFe!ts a 3ersonality dis3osition to

e93erien!e negative emotional states2
those with high NA tend to feel
nervous, tense, an9ious, worried, u3set
and distressed4

6hus, those with high NA are more

li=ely to e93erien!e negative a:e!tive
states " they are more li=ely to have a
negative attitude towards themselves,
others and the world around them4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
PO+*6*VE A&&EC6*V*6H 7PA8

6hose with high PA have the o33osite

dis3osition and tend to have an overall
sense of well-$eing, see themselves as
3leasura$ly and e:e!tively engaged,
and tend to e93erien!e 3ositive
attitudes4

+u!h PA and NA states are im3ortant

in understanding <o$ satisfa!tion and
wor= stress4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
,unctions of attitues

Inderstanding of fun!tions of attitudes is

im3ortant to the study of O# for many reasons-

Attitudes hel3 3redi!t wor= $ehavior

Attitudes hel3 3eo3le ada3t to their wor=

environment4

Eaniel Katz has noted that attitudes serve four

im3ortant 3ur3oses in this 3ro!ess-

6he ad<ustment fun!tion

6he ego-defensive fun!tion

6he value-e93ressive fun!tion

6he =nowledge fun!tion
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6he ad<ustment fun!tion of attitudes

Attitudes often hel3 3eo3le ad<ust to their wor=

environment4

Ghen em3loyees are well-treated, they are li=ely

to develo3 a 3ositive attitude towards
su3ervision and the organization4

Ghen em3loyees are !riti!ized or re$u=ed and

not given a33ro3riate salary, they tend to
develo3 negative attitude towards su3ervision
and the organization4

6hese attitudes hel3 em3loyees ad<ust to their

environment and a $asis for future $ehaviors4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6he ego-defensive fun!tion of
attitude

Attitudes hel3 em3loyees defend their self-

images4

6his may surfa!e in the form of $laming

others, disli=ing or even harassing younger
em3loyees who are more smart, intelligent
and !hallenge the senior manager@s de!isions4

6he senior manager will develo3 a negative

attitude towards the younger manager, who
will, at the same time, feel that the senior is
in!om3etent and is not doing his <o$ well4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6he value-e93ressive fun!tion of
attitude

Attitudes 3rovide 3eo3le with a $asis

for e93ressing their values4

Peo3le with strong wor= ethi!s tend

to voi!e attitudes toward s3e!i;!
individuals or wor= 3ra!ti!es as
means of reFe!ting this value4

)ard-wor=, 3un!tuality, honesty,

integrity, truthfulnessJJJJ4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6he =nowledge fun!tion of attitude

Attitudes hel3 su33ly standards and

frames of referen!e that allow 3eo3le
to organize and e93lain the world
around them4

egardless of how a!!urate a

3erson@s view of reality is, attitudes
toward 3eo3le, events and o$<e!ts
hel3 individual ma=e sense out of
what is going on4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Changes in attitudes

Em3loyees attitudes !an $e !hanged4

'anagement tries to $ring a favora$le !hange in
em3loyees@ attitudes4

6wo $asi! $arriers to attitude !hange-

0! 1rior commitments whi!h o!!urs when 3eo3le feel a
!ommitment to a 3arti!ular !ourse of a!tion and are
unwilling to !hange4 esear!hes also su33ort
KEs!alation of !ommitment@ whi!h is the tenden!y for
de!ision ma=ers to 3ersist with failing !ourses of
a!tion4
2! 'nsufcient information is another $arrier4 Peo3le do
not see any reason to !hange their attitude4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
+ome ways of over!oming the
$arriers to !hanging attitudes

Providing new information

Ise of fear

esolving dis!re3an!ies

*nFuen!e of friends or 3eers

6he !oo3ting a33roa!h

)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Overcoming the %arriers to
changing attitues 304
1roviing ne) information

*nformation !an !hange a 3erson@s $eliefs, and in

this 3ro!ess, his B her attitudes also4
5se of fear

&ear !an 3eo3le to !hange their attitudes4

)owever, the degree of fear is im3ortant to the
;nal out!ome4 %ow levels of fear may $e easily
ignored $y 3eo3le, and high degrees of fear
ma=es a 3erson re<e!t or refuse the situation B
a!tion B message in Auestion4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Overcoming the %arriers to
changing attitues 324
-esolving iscrepancies

Attitudes !an $e !hanged $y resolving dis!re3an!ies

$etween attitudes and $ehavior4 &or e9am3le,
resear!h shows that when <o$ a33li!ants have more
than one o:er of em3loyment and are for!ed to
!hoose, they often feel that their ;nal !hoi!e may
have $een a mista=e4

6his mild !onFi!t or dissonan!e does not usually last

very long4 6he theory of !ognitive dissonan!e says
that 3eo3le will try to a!tively redu!e the dissonan!e
$y attitude and $ehavior !hange4

6he result may $e that the new em3loyees !on!lude

they have a!tually made right !hoi!e4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Overcoming the %arriers to
changing attitues 364
'n7uence of friens or peers

Persuasion from friends or 3eers is another way of !hanging

attitudes4 *t is im3ortant to note that when a 3arti!ular
matter is of 3ersonal interest to 3eo3le, they are li=ely to
re<e!t e9treme dis!re3an!ies $etween their !urrent
$ehavior and that of others4
The coopting approach
Attitude !hange also ta=es 3la!e $y !oo3ting4 6his means
ta=ing 3eo3le who are dissatis;ed with a situation and
getting them involved in im3roving things4 7&or e9am3le,
formation of various !ommittees84 6he !ommittee mem$ers
$egin realizing how these $ene;ts are determined and how
the !ommittee wor=s to ensure that the 3eo3le are given
$est $ene;ts 3ossi$le4 6his 3ro!ess !hanges their attitude4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Lo$ satisfa!tion
&
Organizational !ommitment
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
Lo$ satisfa!tion

A 3leasura$le or 3ositive emotional

state resulting from the a33raisal of
one@s <o$ or <o$ e93erien!e4

*t is a result of em3loyees@ 3er!e3tion

of how well their <o$ 3rovides those
things whi!h are viewed as
im3ortant4

*n O#, <o$ satisfa!tion is the most

im3ortant & freAuently studied
attitude4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6he three im3ortant dimensions to
<o$ satisfa!tion
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
< o $
s a t i s f a ! t i o
n i s a n
e m o t i o n a l
r e s 3 o n s e
t o a < o $
s i t u a t i o n 4
A s s u ! h i t
! a n n o t
$ e s e e n 2
i t ! a n o n l y
$ e
i n f e r r e d 4
< o $
s a t i s f a ! t i o
n i s o f t e n
d e t e r m i n e
d $ y h o w
w e l l
o u t ! o m e s
m e e t o r
e 9 ! e e d
e 9 3 e ! t a t i
o n s 4
< o $
s a t i s f a ! t i o
n
r e 3 r e s e n t
s a t t i t u d e
t o w a r d
t h e < o $ 4
Organizational !ommitment

6he <o$ satisfa!tion attitude has re!eived the

most attention over years4

6here is a very strong relationshi3 $etween

satisfa!tion & !ommitment4 esear!hes have
found that !ommitment !auses satisfa!tion4

)owever, most studies treat satisfa!tion and

!ommitment di:erently and s3e!ially in light
of the Cdownsizing syndromeD of modern
organization, !ommitment deserves s3e!ial
attention4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
'eaning of organizational
!ommitment

As an attitude, organizational !ommitment is de;ned

as "
A strong desire to remain a mem$er of a 3arti!ular
organization
A willingness to e9ert high levels of e:ort on $ehalf of the
organization
A de;nite $elief in, and a!!e3tan!e of, the values and goals
of the organization4

6hus, organizational !ommitment is an attitude a$out

em3loyees@ loyalty to their organization and is an
ongoing 3ro!ess through whi!h organizational
3arti!i3ants e93ress their !on!ern for the organization
and its !ontinued su!!ess & well-$eing4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6he multi-dimensional nature of
organizational !ommitment

6he organizational !ommitment attitude is

determined $y a num$er of

3ersonal 7age, tenure in the organization, and

dis3ositions su!h as 3ositive or negative a:e!tivity, or
internal or e9ternal !ontrol attri$utions8 and
organizational 7the <o$ design and the leadershi3 style
of one@s su3ervisor8 varia$les4

Even non-organizational fa!tors su!h as the

availa$ility of alternatives after ma=ing the initial
!hoi!e to <oin an organization, will a:e!t
su$seAuent !ommitment4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6hree-!om3onent model of organizational
!ommitment
$y 'eyer and Allen
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
A : e ! t i v
e
! o m m i t
m e n t
C o n t i n u
a n ! e
! o m m i t
m e n t
N o r m a t i
v e
! o m m i t
m e n t
6hree-!om3onent model
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
A : e ! t i v e
! o m m i t m e n
t i n v o l v e s
t h e
e m 3 l o y e e @ s
e m o t i o n a l
a t t a ! h m e n t
t o ,
i d e n t i ; ! a t i o
n w i t h , a n d
i n v o l v e m e n
t i n t h e
o r g a n i z a t i o
n 4
C o n t i n u a n !
e
! o m m i t m e n
t i n v o l v e s
! o m m i t m e n
t $ a s e d o n
t h e ! o s t s
t h a t t h e
e m 3 l o y e e
a s s o ! i a t e s
w i t h l e a v i n g
t h e
o r g a n i z a t i o
n 4
N o r m a t i v e
C o m m i t m e n
t i n v o l v e s
t h e
e m 3 l o y e e @ s
f e e l i n g s o f
o $ l i g a t i o n
t o s t a y w i t h
t h e
o r g a n i z a t i o
n 4
6he out!omes of organizational
!ommitment

As is the !ase with <o$ satisfa!tion ,there

are mi9ed out!omes of organizational
!ommitment4

esear!hes su33ort a 3ositive relationshi3

$etween organizational !ommitment &
desira$le out!omes su!h as 3erforman!e,
turnover and a$senteeism4 Em3loyee
!ommitment relates to other desira$le
out!omes, su!h as the 3er!e3tion of a
warm, su33ortive organizational !limate4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar
6he out!omes of organizational
!ommitment

At the same time, some studies do not

show strong or any relationshi3
$etween !ommitment and out!ome
varia$les, and there may $e 3ro$lems
de;ning and inter3reting !ommitment4

'ost resear!hers agree that

organizational !ommitment attitude is
a $etter 3redi!tor of out!ome varia$les
than is <o$ satisfa!tion4
)arleen +ahni, Assistant Professor,
N*&6 (andhinagar