MANUEL S.

ENVERGA UNIVERSITY FOUNDATION

An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

HBN101 Human Behavior in Organization

Midterm Learning Module
1st Semester S.Y. 2025-2026

Unit 1: Workplace Emotions, Attitudes, and Stress

Learning Objectives

By the end of this unit, students should be able to:

1. Explain how emotions and cognition (logical thinking) influence attitudes and
behavior.

2. Discuss the dynamics of emotional labor and the role of emotional intelligence in the
workplace.

3. Summarize the consequences of job dissatisfaction and strategies to increase

organizational commitment.

4. Describe the stress experience and review major stressors.

5. Identify five ways to manage workplace stress.

1. Emotions and Cognition in the Workplace

• Emotions are immediate, short-lived reactions that involve the body, mind, and
behavior. They often happen automatically and may fade quickly.

o Example: An employee feels anxious before giving a presentation, causing

sweaty palms (physiological), shaky voice (behavioral), and racing thoughts
(psychological).

• Attitudes, on the other hand, are longer-lasting judgments based on beliefs, feelings,
and behavioral intentions toward something or someone. Attitudes are more stable
and usually shaped through conscious thought.

o Example: A worker develops a positive attitude toward their manager because

they believe the manager is fair (belief), they like working with them (feeling),
and they intend to support the manager’s decisions (behavioral intention).

• Both emotions and attitudes shape workplace behavior, but emotions tend to drive
spontaneous reactions, while attitudes influence more deliberate action

Key Concepts:

• Core Affect

o Definition: Every emotion we experience is linked to a basic evaluation:

whether something feels good or bad, helpful or harmful.

o Example:

▪ A customer compliment makes an employee feel good (positive affect),

motivating them to keep providing excellent service.
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

▪ A harsh comment from a supervisor triggers a negative affect, possibly

lowering morale.

• Activation

o Definition: Emotions create energy or motivational force that pushes people to

act.

o Example:

▪ Excitement about a new project gives an employee energy to work

overtime and contribute fresh ideas.

▪ Anger over unfair treatment may also drive an employee to file a

complaint or demand changes in workplace policies.

• Cognitive dissonance

o Definition: A psychological discomfort that arises when a person’s beliefs,

feelings, and behavior do not align. People try to reduce this tension by
changing their beliefs, adjusting their feelings, or altering their behavior.

o Example:

▪ An employee who values honesty (belief) but lies to a customer to make

a sale (behavior) may feel guilty (negative emotion). To resolve the
dissonance, the employee might:

▪ Justify the action (“Everyone exaggerates in sales”),

▪ Change behavior (be truthful in the future), or

▪ Reframe the belief (“It’s not lying, it’s just persuasive selling”).

Summary:

• Emotions are quick, instinctive reactions that can change rapidly, while attitudes are
more stable judgments formed over time.
• Core affect determines whether an emotion feels good or bad.
• Activation explains why emotions push us to act.
• Cognitive dissonance shows how inconsistencies in belief, feeling, and action can cause
stress—and how we seek balance.

2. Emotional Labor and Emotional Intelligence

Emotional Labor

• Definition: The effort employees put into managing and displaying emotions that
match the expectations of their role or organization, even when these emotions do not
reflect their true feelings.

• Many jobs—especially those in customer service, healthcare, and teaching—require a

high degree of emotional labor.
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

Types of Emotional Labor:

a. Surface Acting – Pretending to feel the required emotion.

• Example: A flight attendant smiles warmly at passengers even when they are
exhausted or annoyed. The smile is genuine in appearance but not in emotion.
• Possible Consequence: Can lead to stress and emotional exhaustion because
employees constantly hide their true feelings.
b. Deep Acting – Trying to truly feel the required emotion by changing internal thoughts
or perspectives.
• Example: A nurse caring for a rude patient reminds herself that the patient is
in pain and scared. This allows her to genuinely feel compassion instead of
irritation.
• Possible Consequence: More sustainable than surface acting because
employees align their emotions with their role, reducing emotional conflict.

Emotional Intelligence (EI)

• Definition: A set of abilities that help individuals recognize, understand, manage, and
use emotions in themselves and others effectively.
• High EI is linked to better teamwork, leadership, and conflict management in the
workplace.

Four Key Dimensions of EI:

1. Self-Awareness – Recognizing your own emotions and their impact.

• Example: A manager realizes he is becoming frustrated during a meeting and

takes a pause before responding.

2. Self-Management – Regulating and controlling your emotions in different situations.

• Example: An employee feels nervous before a presentation but uses breathing

techniques to stay calm and confident.

3. Social Awareness (Empathy) – Understanding others’ emotions and perspectives.

• Example: A teacher notices a student looking discouraged and adjusts her

approach to encourage participation.

4. Relationship Management – Using emotional understanding to build positive

interactions and resolve conflicts.

• Example: A project leader mediates between two coworkers in conflict by

acknowledging both of their frustrations and guiding them toward a solution.

Summary:

• Emotional Labor is about controlling outward emotional expressions to fit job

expectations. Surface acting is pretending; deep acting is genuine emotional
alignment.
• Emotional Intelligence allows individuals to effectively perceive, regulate, and use
emotions to improve decision-making, collaboration, and workplace relationships.
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

3. Job Satisfaction and Organizational Commitment

• Job Satisfaction:

o Definition: A person’s overall evaluation of their job and work environment. It

includes how employees feel about their tasks, coworkers, supervisors, pay,
and organizational culture.

o Example: An employee who feels valued by their manager, enjoys teamwork,

and has opportunities for growth is more likely to report high job satisfaction.

• EVLN Model:

o Employees respond to dissatisfaction in four main ways:

▪ Exit – Leaving the organization or transferring to another unit.

▪ Example: A call center agent resigns because of constant night

shifts and lack of career growth.

▪ Voice – Attempting to improve the situation rather than escape it.

▪ Example: A teacher expresses concerns about heavy workload to

the principal and suggests schedule adjustments.

▪ Loyalty – Patiently waiting for conditions to improve, showing support

despite problems.

▪ Example: A long-time employee stays with the company during

financial difficulties, trusting management to resolve the issues.

▪ Neglect – Reducing work effort, ignoring duties, or showing

carelessness.

▪ Example: A factory worker dissatisfied with management begins

missing shifts, putting in minimal effort, and ignoring safety
rules.

• Organizational Commitment:

o Affective commitment: Emotional attachment, identification, and involvement

in the organization.

▪ Example: An employee proudly says, “I love working here,” and

voluntarily promotes the company’s products even outside work.

o Continuance commitment: Staying with the organization because of necessity

(lack of alternatives or financial dependence).

▪ Example: An employee keeps working in the company mainly because

of retirement benefits, even if they dislike the culture.

• Building commitment:

Organizations can foster stronger employee commitment by:

 MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

o Fairness and Support – Treating employees with respect and providing

resources.
▪ Example: Transparent promotion systems and employee wellness
programs.
o Shared Values – Ensuring organizational values align with employees’
personal values.
▪ Example: A company that values sustainability attracts employees
passionate about environmental protection.
o Trust – Creating positive expectations that management will act in good faith.
▪ Example: Employees trust leaders who are consistent and honest in
communication.
o Organizational Comprehension – Helping employees understand the
company’s mission, goals, and strategies.
▪ Example: Regular town-hall meetings where executives explain
company direction.
o Employee Involvement – Allowing employees to participate in decision-
making.
▪ Example: A manufacturing firm involves workers in designing safety
protocols.

Summary:

• Job Satisfaction reflects how much people like or dislike their work.
• Dissatisfaction can lead to Exit, Voice, Loyalty, or Neglect (EVLN model).
• Commitment can be emotional (affective) or necessity-based (continuance).
• Organizations can strengthen commitment by fostering fairness, trust, shared values,
involvement, and understanding.

4. Stress in the Workplace

• Stress is the body and mind’s adaptive response to situations perceived as challenging,
threatening, or demanding. It’s not inherently negative; stress can be motivating or
harmful depending on its nature and intensity.

o Eustress: This is positive stress that energizes individuals, enhances focus, and
motivates them to achieve goals. For example, meeting a project deadline or
preparing for a presentation can create eustress that boosts performance.

▪ Example: Preparing for a big presentation motivates an employee to

organize ideas, practice delivery, and perform at their best.

o Distress: This is negative stress that overwhelms an individual and can lead
to anxiety, decreased productivity, or even burnout. Chronic distress may
cause physical or mental health issues such as fatigue, headaches, or
depression.

▪ Example: Constantly receiving urgent tasks without enough time to

complete them can cause anxiety, fatigue, or health problems.
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

General Adaptation Syndrome (GAS): Proposed by Hans Selye, the General Adaptation
Syndrome explains how the body reacts to stress over time:

• Alarm reaction

o The body recognizes a stressor and initiates the “fight-or-flight” response.

▪ Example: A manager is suddenly informed of a major client complaint.

Heart rate rises, and adrenaline spikes, preparing them to act quickly.

o Physiological changes include increased heart rate, adrenaline release, and

heightened alertness.

o Short-term stress in this stage can be helpful, but prolonged exposure can be
harmful.

• Resistance

o The body attempts to adapt to the ongoing stressor.

o Energy levels may stabilize as the body resists the stressor’s effects.

o If the stressor persists too long, it can wear down the body’s resources.

▪ Example: An employee has a heavy workload for several weeks. They

develop routines, manage time efficiently, and cope with pressure.

• Exhaustion

o Occurs when the body’s adaptive capacity is depleted.

o Leads to burnout, reduced immunity, physical illness, and mental fatigue.

o At this stage, stress becomes highly detrimental to both health and work
performance.

▪ Example: A nurse working long shifts without breaks develops fatigue,

irritability, and frequent colds due to weakened immunity.

Major Stressors:

Some common sources of stress in work environments include:

• Harassment and incivility

o Bullying, discrimination, or rude behavior from colleagues or supervisors.

▪ Example: An employee is constantly criticized for minor mistakes by a

supervisor, creating anxiety and low morale.

• Work overload

o Excessive tasks or unrealistic deadlines that exceed an employee’s capacity.

▪ Example: A project requires completion in half the usual time, forcing

the employee to work late nights and weekends.

• Low task control

 MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

o Lack of autonomy or decision-making power, leading to feelings of helplessness

or frustration.

▪ Example: A call center employee must follow strict scripts and cannot
resolve customer issues independently, leading to frustration.

Managing Stress:

Effective stress management focuses on reducing the impact of stressors and improving
coping strategies:

• Remove or withdraw from stressors

o Minimize exposure to stressful situations, when possible, such as delegating

tasks or adjusting workload.

▪ Example: Delegating part of your workload to colleagues or taking short

breaks during high-pressure tasks.

• Change stress perceptions

o Reframe challenges as opportunities, focus on problem-solving, and maintain

a positive mindset.

▪ Example: Viewing tight deadlines as opportunities to improve time

management rather than as threats.

• Control stress consequences

o Engage in healthy activities such as regular exercise, proper nutrition,

mindfulness, or wellness programs to reduce physiological and psychological
strain.

▪ Example: Regular exercise, meditation, or participating in wellness

programs to reduce tension.

• Receive social support

o Seek help from friends, family, or colleagues. Emotional support and guidance
can buffer the effects of stress and improve resilience.

▪ Example: Talking to a mentor, manager, or coworker when feeling

overwhelmed, or joining a support group for stress management.

Unit 2: Foundations of Employee Motivation

Learning Objectives

By the end of this unit, students should be able to:

1. Define employee engagement.

2. Explain the role of drives and emotions in motivation.

3. Compare Maslow’s hierarchy, McClelland’s learned needs theory, and the four-drive
theory.
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

4. Discuss expectancy theory and its implications.

5. Explain OB Mod and social cognitive theory.

6. Identify effective goal setting and feedback practices.

7. Apply equity theory and understand organizational justice.

1. Employee Engagement

• Definition: The emotional and cognitive motivation employees have toward their
work, often reflected in passion, energy, and commitment.

• Key Aspects:

o Absorption: Being fully focused and immersed in tasks.

▪ Example: A graphic designer loses track of time while creating a

campaign.

o Commitment: Loyalty to the organization and its goals.

▪ Example: A social worker stays with a nonprofit despite lower pay

because of belief in its mission.

o Satisfaction: Positive attitude toward one’s job.

▪ Example: A teacher feels happy and fulfilled in a supportive school

environment.

2. Needs and Motivation Theories

• Maslow’s Hierarchy: Physiological → Safety → Belongingness → Esteem → Self-

actualization.

o Human needs progress from basic to higher-level:

▪ Physiological (food, shelter, rest) → Example: Adequate salary for

survival.

▪ Safety (job security, stability) → Example: A permanent contract.

▪ Belongingness (relationships, teamwork) → Example: Friendly

colleagues.

▪ Esteem (recognition, respect) → Example: Employee of the month

award.

▪ Self-actualization (growth, fulfillment) → Example: Opportunities to

innovate or lead projects.

• McClelland’s Learned Needs

o Achievement → Desire to excel, set standards. Example: A salesperson

motivated by breaking sales records.
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

o Affiliation → Desire for social connections. Example: A nurse who enjoys

teamwork and caring for patients.

o Power → Desire to influence and lead. Example: A manager motivated by

guiding and inspiring others.

• Four-Drive Theory (Lawrence & Nohria): Acquire, Bond, Comprehend, Defend.

o Acquire (seek rewards, resources) → Example: Competing for promotions.

o Bond (connect with others) → Example: Strong friendships at work.

o Comprehend (learn, grow) → Example: Taking training courses.

o Defend (protect self and values) → Example: Standing against unfair

treatment.

3. Expectancy Theory

Motivation is shaped by the belief that effort will lead to performance and performance will
bring rewards.

• Effort → Performance (E-to-P expectancy)

o Example: A programmer believes that learning a new coding language will

help finish a project successfully.

• Performance → Outcome (P-to-O expectancy)

o Example: A sales agent expects that hitting sales targets will result in a bonus.

• Outcome valence (value of rewards)

o Example: The bonus is meaningful (high valence) if the agent values money,
but less motivating if they value extra vacation time instead.

4. OB Mod and Social Cognitive Theory

• OB Mod: Behavior shaped by antecedents (A), behavior (B), and consequences (C).

o Consequences: reinforcement, punishment, extinction.

o Reinforcement: Encourages behavior. Example: Praise for meeting a deadline.

o Punishment: Discourages behavior. Example: Salary deduction for repeated

tardiness.

o Extinction: Ignoring a behavior until it disappears. Example: Not giving

attention to disruptive comments.

• Social Cognitive Theory

o People learn by observing, modeling, and self-regulating behavior.

o Example: A new employee copies the work ethic of a respected senior colleague.
 MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

5. Goal Setting and Feedback

• Effective goals are SMARTER:

o Specific, Measurable, Achievable, Relevant, Time-framed, Exciting, Reviewed.

▪ Example: “Increase sales by 15% in the next 6 months through weekly

client outreach.”

• Balanced Scorecard

o Ensures goals align with the organization’s vision and mission across financial,
customer, internal processes, and learning perspectives.

▪ Example: A hospital balances patient satisfaction, cost efficiency, staff

training, and innovation goals.

• Effective Feedback: Specific, timely, credible, and frequent.

o Should be specific, timely, credible, and frequent.

▪ Example: A manager gives immediate, constructive feedback after a

presentation, highlighting strengths and areas to improve.

6. Equity and Organizational Justice

• Equity Theory

o Employees compare their input-output ratios with others. Fairness motivates,

while inequity causes dissatisfaction.

▪ Example: If two employees do the same work but one receives higher
pay, the other may feel demotivated.

• Distributive Justice: Fairness of outcomes.

o Example: Bonuses are distributed fairly based on performance.

• Procedural Justice: Fairness of decision-making processes.

o Example: Promotion decisions are made transparently with clear criteria.

 MANUEL S. ENVERGA UNIVERSITY FOUNDATION
An Autonomous University
Lucena City

COLLEGE OF BUSINESS & ACCOUNTANCY

PACUCOA Level IV Accredited

MIDTERM PERIOD ACTIVITIES

Activity 1 – Unit 1: Workplace Emotions, Attitudes, and Stress

Instructions: Answer the following tasks in essay or discussion form written in a yellow pad
paper. Support your answers with workplace examples, theories, or personal experiences
where possible.

1. Research Task: Investigate how emotions and cognition shape employee attitudes and
workplace behavior.

• Guide: How do feelings (like frustration or excitement) and thought processes (like
judgment or decision-making) influence performance and relationships at work?

2. Discussion Task: Discuss the concept of emotional labor and its challenges.

• Guide: Think about jobs requiring employees to regulate emotions (e.g., flight
attendants, teachers, nurses). What difficulties do they face?

3. Application Task: Explain the role of emotional intelligence (EI) in workplace success.

• Guide: How do skills like self-awareness, empathy, and relationship management

contribute to teamwork and leadership? Provide examples.

4. Managerial Perspective: As a manager, propose practical strategies for managing

stress in the workplace.

• Guide: Suggest practices like wellness programs, flexible schedules, or positive

communication. Explain how these reduce stress.

Activity 2 – Unit 2: Foundations of Employee Motivation

Instructions: Complete the following activities, applying motivation theories to real

workplace examples. Write your answers in a yellow pad paper.

1. Comparison Task: Compare Maslow’s hierarchy of needs with the Four-Drive Theory
(Lawrence & Nohria).

• Guide: Identify similarities and differences. Which theory do you think is more
practical in today’s workplace? Why?

2. Mapping Task: Map Maslow’s needs onto the four drives.

• Guide: Example – “Safety needs” (Maslow) could be related to the drive to defend
(Four-Drive). Create a simple chart to show the connections.

3. Reflection Task: Reflect on the role of fairness and equity in the workplace.

• Guide: Think about how employees feel when rewards, opportunities, or workloads
are distributed fairly vs. unfairly. How does this affect motivation?