Organizational Behaviour 10th Edition David A Buchanan, Andrzej A Huczynski - Solutions

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Which emotion-regulation technique do you think would be the most successful in mitigating boredom and why?
Do you think certain tasks are inherently boring and can't be changed? If yes, what are they? If there are tasks that can't be made more interesting, how can the negative effects of boredom be mitigated for the employees who must perform those tasks?
Who is responsible for reducing boredom in the workplace and why? Is it the employer? The one who is bored?
Can you think of some of the disadvantages or challenges of allowing animals in an organisational setting? How could these be addressed?
Are there certain industries or occupations where it would be more helpful to have pets in the workplace than others? Which ones can you think of, and why?
If you were designing a policy to allow animals in your workplace, what are some key points that you would include?
What is emotional intelligence?
What impact does emotional labour have on employees?
Based on your own experience, how does your personality influence how you cope in stressful situations? What steps could you take to improve how you function under pressure?
How might some of the 'Dark Triad' traits be helpful to business consultants? Explain your answer.
Considering the personality traits discussed in this chapter, how do you think an 'ideal' business consultant should score on these traits and why?
In some research we've conducted, the negative effect of agreeableness on earnings has been stronger for men than for women (i.e. being agreeable hurt men's earnings more than women's). Why do you think this might be the case?
The effects of personality often depend on the situation. Can you think of some job situations where agreeableness is an important virtue and some where it's harmful to job performance?
It's often argued that values are meaningful only when they conflict and we must choose between them. Do you think that was one of the objectives of this game? Do you agree with the premise of this argument for the game?
Is there a value you would claim for yourself that's not on the list?
Did you feel pressure to choose the values that might seem most socially acceptable?
How well do they represent you?
What are your top three values?
What are the differences between personality-job fit and person-organisation fit?
How does the situation or environment affect the degree to which personality predicts behaviour?
What are the strongest predictors of job search behaviour?
Are there any potential drawbacks to the job-crafting approach? If so, how can they be minimised?1. What is personality? How do we typically measure it? What factors determine personality?
Are the principles of job crafting described here relevant to your job or studies? Why or why not?
Should organisations work to create jobs that are satisfying to individual employees?
What might organisations do to ease the transition towards self-service checkouts and maintain their employees' job attitudes? Is it possible to find a balance between promoting customer and employee attitudes when introducing automated processes?
What types of job attitudes do you believe will be affected by a switch to self-service checkouts? Do you think customers' attitudes are affected as well? Why or why not?
Do you think employee attitudes are ultimately improved or decreased as a result of self-service checkouts? Why or why not?
Do you believe job attitudes can change over time? Or does each person have a typical level of job attitude that they exhibit from one job to the next?
Can job attitudes be directed towards different targets? Why or why not? What implications does this have for the behavioural outcomes of satisfaction and commitment?
Do you think it's possible for the affective, cognitive or behavioural components of job attitudes to conflict with one another? Why or why not?
What did you (actually) do in response to your experience? What was the outcome?
What led you to your feelings of satisfaction/dissatisfaction and commitment in that moment?
What targets were your feelings or thoughts directed towards? For example, were they directed towards your organisation? Towards the job? Colleagues? Pay and benefits?
What sorts of feelings were you experiencing at the time? What were you thinking when this was going on? Did you think about doing anything in that moment?
What are some of the outcomes of job satisfaction?
What are the three components of an attitude?
Why do you think some employers may be reluctant to make their work spaces more accessible?
Think about your current university campus. Do you think it is accessible or not for individuals with disabilities? Why or why not? What could be changed to improve accessibility?
How can organisations manage diversity effectively?
4. How do other differentiating characteristics factor into OB? How are intellectual and physical abilities relevant to OB?
How does workplace discrimination undermine organisational effectiveness?
What are some of the ways that organisations can assist employees with mental health conditions to perform to the best of their ability?1. What are the two major forms of workplace diversity?
What might be some of the challenges for managers in supporting employees with mental illnesses?
What are some of the reasons that employees might be reluctant to disclose their mental illness(es) to their employers?
Do you think Apple is justified in drawing the observations and conclusions expressed in the case study? Why or why not? Do you think it's good for or harmful to the company that its executives have voiced these opinions?
What are the pros and cons for local and overseas labour forces of Apple going global? What are the potential political implications for country relationships?
If you were a manager, how could you improve the job satisfaction of aged care workers? What kind of initiatives could you implement?
Can you identify some of the positive aspects of working with older people each day? What kind of skills would you learn?
What are some of the qualities that you would look for when hiring a new aged care worker? Why do you think such qualities are important in this line of work?
Let's say that Tom told you he considers the beard part of his personal religion. Do you think this type of announcement from Tom would change how you talk to him about the issue?
What are the major behavioural science disciplines that contribute to OB?
What is organisational behaviour (OB)?
Describe any other issues or concerns you have about this meeting.
How will you reach your goal? What approach will you use?
What do you think Chris’s goal for the meeting is?
Describe your goal for this meeting. What would make it successful?
Describe any other issues or concerns you have about this meeting.
How will you reach your goal? What approach will you use?
What do you think Sam’s goal for the meeting is?
Describe your goal for this meeting. What would make it successful?
Students talk quietly with their partner about how their meeting went. They compare their experiences using their notes from their reflection sheets.
Following its conclusion, the students reflect on what has occurred. They make notes using their role-play reflection sheet. They do this individually without discussing their answers with their partner.
Student pairs role play their meeting (10 minutes). Individuals can make up information as needed provided it is consistent with what is on their scenario sheet.
The instructor provides a brief reminder of the key aspects of organizational justice.
Individually and separately, students read the scenario for their assigned role and write responses to the four questions which follow it.
Students get into pairs with one taking the role of ‘manager’ and the other of the ‘employee’.
For each CWB, students discuss the causes of the behaviour, the options available to employees, and actions that management might take to eliminate or reduce such counter productive work behaviours.
Categories of counter-productive work behaviours are charted up and students share examples of their CWBs indicating into which category they would best fit. Chapter exercises Production deviance Inter-personal deviance Political deviance Property deviance – behaviours that impede production –
Class reforms.
For each CWB, students discuss the causes of the behaviour, the options available to employees, and actions that management might take to eliminate or reduce such counter productive work behaviours.
Categories of counter-productive work behaviours are charted up and students share examples of their CWBs indicating into which category they would best fit. Chapter exercises Production deviance Inter-personal deviance Political deviance Property deviance – behaviours that impede production –
Class reforms.
Form into groups and discuss:a. What are the causes of such counter productive work behaviours?b. What options do employees have who either engage in counter-productive work behaviours themselves or see others doing it?c. What actions can senior management take to eliminate or reduce counter
To propose management actions to prevent them.
To suggest reasons for their occurrence in the workplace.
To find examples of counter productive work behaviours in organizations.
Once everyone understands the directions and is ready to begin, the timekeepers say 'Start' and make a note of the starting time. After 10 minutes, they shout 'Time up'.
The two groups are then given their respective instructions (see below). They generate their ideas and the results are recorded.
Students are divided into small groups of 4-5 members and placed in opposite parts of the same room or in different rooms.
The instructor explains that half the class will use the brainstorming technique and the other half will apply the nominal group technique.
Make proposals to management as to how best to stimulate creativity in groups.
Identify the causes of any differences in group performance that are found.
Evaluate the brainstorming and the nominal group technique as alternative ways of generating creative ideas.
A decision has to be made whether to purchase laptops or desktop computers during the next quarter.
Class discusses: • Was a routine or innovative decision harder to deal with? Why? • Did group members categorize the decision items in the same way? • Over which items did group members disagree most? • How were disagreements over categorization dealt with by the group?
After 20–30 minutes, the executive committees/small groups reassemble in a class plenary session. Each group presents one of the decisions that it has worked on, and describes its conclusions.
Once all the items have been sorted into three piles, each group is to select one item from the routine pile and one item from the innovative pile, and develop an action plan for each. They should also select one adaptive decision issue and indicate what approach might be appropriate for working on
Each group is to sort the items on the list into three decision categories – routine, adaptive and innovative.
Class divides into groups. Each group represents the executive committee of a small manufacturing company which meets regularly to review and decide upon a list of problems. The list consists of items submitted by employees for decision. This week's list of issues is shown below.
To demonstrate the technique of force-field analysis in planning change.
To identify ‘best practice’ guidelines for effectively managing change, by reversing the mis-management advice.
To establish how easy it is to disrupt organizational changes.
To identify tactics that can be used to delay, modify or sabotage organizational changes.
And above all, never forget that you, the higherups, already know everything important about this business.
Institutionalize the change to sustain its effectiveness.
Assess change progress and outcomes over time.
Encourage small-scale initiatives and experimentation, to allow local adjustments to broad change plans.
Use enabling practices – goal setting, learning, employee participation, transitional structures – to support implementation which should also be fair and just.
Work with social networks and use their influence.
Develop and communicate a compelling change vision.

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Organizational Behaviour 10th Edition David A Buchanan, Andrzej A Huczynski - Solutions

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