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Organizational Behavior Improving Performance And Commitment In The Workplace 6th Edition LePine , Wesson , Colquitt - Solutions
1. Drawing on what you know about leadership, what types of behaviors are going to be most important for Colleen as she begins to interact with her new direct reports. Should these behaviors change over time?
2. What kinds of power can Colleen use to try to influence others to adopt some efficiency related procedures? Are there certain types of influence behaviors that will be more effective than others given the difficult circumstances?
3. It’s clear that the two companies have very different cultures even though they are both health care providers.Should one culture be stressed over the other? Will this affect the way Colleen should lead the group?
4. What does Colleen have going for her in terms of getting others to trust her? Are there certain things she should do or say to generate that trust as well as maintain it over time?
5. How does the new structure affect Colleen’s ability to lead? It would be useful to detail some of the pros and cons Colleen will likely face given how things have been organized.
6. Should Colleen focus more on her direct reports’ performance or organizational commitment? Will she exhibit different behaviors based on that choice? What are the advantages to focusing on one or the other?
7.1 What is trust, and how does it relate to justice and ethics?
7.2 In what three sources can trust be rooted?
7.3 What dimensions can be used to describe the trustworthiness of an authority?
7.4 What dimensions can be used to describe the fairness of an authority’s decision making?
7.5 What is the four-component model of ethical decision making?
7.6 How does trust affect job performance and organizational commitment?
7.7 What steps can organizations take to become more trustworthy?
1. Could Chris receive a harsher punishment if the company finds the mistake without his/her help?
2. Whether Chris’s subordinates and peers would lose faith in Chris if Chris is caught instead of reporting the mistake himself/herself.
3. Whether or not company policy ought to be respected by all employees.
4. Would reporting the mistake do any good for Chris or society?
5. What values Chris has set for himself/herself in his/her personal code of behavior?
7.7 Organizations can become more trustworthy by emphasizing corporate social responsibility, a perspective that acknowledges that the responsibilities of a business encompass the economic, legal, ethical, and citizenship expectations of society
7.3 Putting yourself in the shoes of a manager, which of the four justice dimensions (distributive, procedural, interpersonal, informational) would you find most difficult to maximize?Which would be the easiest to maximize?
7.1 In terms of the four-component model, what effect did Blackfish seem to have on the public, as it altered its views of SeaWorld’s theatrical orca shows?
7.2 If you consider the various moral principles described in Table 7-5, is there support for ending theatrical orca shows but not ending theatrical dolphin or sea lion shows?
7.3 Activist groups like PETA exist, in part, to force companies to become more ethical in their practices. Looking back across decades, has that seemed to happen? What role does (or should) government play in such evolutions?
7.4 Do these events give you any additional insights into how to decrease employee theft in this store? If so, elect a group member to write an additional one or two reasons in your spot on the board or on your transparency.7.5 Class discussion (whether in groups or as a class) should center on
8.1 What is learning, and how does it affect decision making?
8.2 What types of knowledge can employees gain as they learn and build expertise?
8.3 What are the methods by which employees learn in organizations?
8.4 What two methods can employees use to make decisions?
8.5 What decision-making problems can prevent employees from translating their learning into accurate decisions?
8.6 How does learning affect job performance and organizational commitment?
8.7 What steps can organizations take to foster learning?
8.2 Employees gain both explicit and tacit knowledge as they build expertise. Explicit knowledge is easily communicated and available to everyone. Tacit knowledge, however, is something employees can learn only through experience.
8.3 Employees learn new knowledge through reinforcement and observation of others. That learning also depends on whether the employees are learning-oriented or performance-oriented.
8.5 Employees are less able to translate their learning into accurate decisions when they struggle with limited information, faulty perceptions, faulty attributions, and escalation of commitment.
8.3 What does the term “expert” mean to you? What exactly do experts do that novices don’t?
8.5 Given your background, which of the decision-making biases listed in the chapter do you most struggle with? What could you do to overcome those biases to make more accurate decisions?
8.1 How would you like to work for a company whose management decisions are primarily made by a computer (potentially in the image of its founder)?
8.2 Could a different firm without such detailed, strong “principles” do the same thing as Bridgewater?
8.3 Do you see the creation of PriOS as a potential competitive advantage for Bridgewater or as something that won’t survive long term after Dalio is gone?
9.1 What is personality? What are cultural values?
9.2 What are the “Big Five”?
9.3 Is personality driven by nature or by nurture?
9.4 What taxonomies can be used to describe personality, other than the Big Five?
9.5 What taxonomies can be used to describe cultural values?
9.6 How does personality affect job performance and organizational commitment?
9.7 Are personality tests useful tools for organizational hiring?
9.2 The “Big Five” include conscientiousness (e.g., dependable, organized, reliable), agreeableness (e.g., warm, kind, cooperative), neuroticism (e.g., nervous, moody, emotional), openness to experience (e.g., curious, imaginative, creative), and extraversion (e.g., talkative, sociable,
9.6 Conscientiousness has a moderate positive relationship with job performance and a moderate positive relationship with organizational commitment. It has stronger effects on these outcomes than the rest of the Big Five.
9.4 Consider the profile of the United States on Hofstede’s cultural values, as shown in Table
9-3. Do you personally feel like you fit the U.S. profile, or do your values differ in some respects? If you served as an expatriate, meaning you were working in another country, which cultural value differences would be most difficult for you to deal with?
9.5 If you owned your own business and had a problem with employee theft, would you use an integrity test? Why or why not?
9.1 When Epstein talks about “character,” “makeup,” and “ethos,” what personality traits does he seem to be prioritizing?
9.2 Do you think professional baseball scouts can get an accurate read of a prospect’s personality from observing him and talking to those who know him? Would it be wise for the Cubs to use personality tests for that purpose?
9.3 Do the personality traits needed to be a successful baseball player differ from the traits needed to be a successful president of baseball operations? In what way?
9.1 Individually, complete the Big Five measure found in the OB Assessments box in the chapter.
10.1 What is ability?
10.2 What are the various types of cognitive ability?
10.3 What are the various types of emotional ability?
10.4 What are the various types of physical ability?
10.5 How does cognitive ability affect job performance and organizational commitment?
10.6 What steps can organizations take to hire people with high levels of cognitive ability?
10.1 Ability refers to the relatively stable capabilities of people to perform a particular range of different but related activities. Differences in ability are a function of both genes and the environment.
10.2 Cognitive abilities include verbal ability, quantitative ability, reasoning ability, spatial ability, and perceptual ability. General cognitive ability, or g, underlies all of these more specific cognitive abilities.
10.3 Emotional intelligence includes four specific kinds of emotional skills: self-awareness, other awareness, emotion regulation, and use of emotions.
10.4 Physical abilities include strength, stamina, flexibility and coordination, psychomotor abilities, and sensory abilities.
10.5 General cognitive ability has a strong positive relationship with job performance, due primarily to its effects on task performance. In contrast, general cognitive ability is only weakly related to organizational commitment.
10.6 Many organizations use cognitive ability tests to hire applicants with high levels of general cognitive ability. One of the most commonly used tests is the Wonderlic Cognitive Ability Test
10.5 What combination of abilities is appropriate for the job of your dreams? Do you possess those abilities? If you fall short on any of these abilities, what could you do to improve?
10.1 Which specific cognitive and emotional abilities are likely to be most important for FBI special agents? Explain.
10.2 Identify the specific physical abilities that are assessed in the FBI’s annual physical fitness test. Describe the responsibilities of special agents for which these abilities are likely to be most important.
10.3 How might the frequency of various special agent responsibilities make it important to test for physical abilities (but not cognitive or emotional abilities) on an annual basis?Explain.
10.1 Think about situations in which you’ve experienced each of the following four emotions:
10.2 In writing or in discussion with your group, answer the following questions about each situation:a. What, exactly, triggered your emotion in this situation?b. What impact did your emotions have on the outcome of the situation? Consider how your emotions affected you, others, and the general
11.1 What are the five general team types and their defining characteristics?
11.2 What are the three general types of team interdependence?
11.3 What factors are involved in team composition?
11.4 What are the types of team diversity, and how do they influence team functioning?
11.5 How do team characteristics influence team effectiveness?
11.6 How can team compensation be used to manage team effectiveness?
1. The team should meet together in a room or virtually. Allow enough time (at least 3–4 hours) and avoid interruptions.
2. The team leader (or facilitator) should describe the purpose of a mission statement and what it should look like. Emphasize that mission statements should include action verbs and be relatively short (probably no more than four sentences).
3. The team leader (or facilitator) should clarify the team’s core responsibilities.
4. The team should brainstorm to identify themes to include in the mission statement.
5. Members draft preliminary mission statements. If the team is large enough, form subgroups to create first drafts.
6. Members (or subgroups) should share the first drafts with one another.
7. The team should identify the best ideas, and integrate them into a single mission statement.
8. The mission statement should be evaluated using the following criteria:Focus—Does the mission statement articulate a purpose that is sufficiently clear and focused?Meaningfulness—Does the mission statement reflect a purpose that is meaningful to the members, and will accomplishing the
9. The team should identify weak areas of the mission statement relative to the four criteria in step 8 and revise accordingly.
10. Return to step 7 and continue the process until there’s consensus that the mission statement inspires commitment among members to the same common purpose?
11.1 There are several different types of teams—work teams, management teams, action teams, project teams, and parallel teams—but many teams in organizations have characteristics that fit in multiple categories and differ from one another in other ways.
11.2 Teams can be interdependent in terms of the team task, goals, and outcomes. Each type of interdependence has important implications for team functioning and effectiveness.
11.3 Team composition refers to the characteristics of the members who work in the team.These characteristics include roles, ability, personality, and member diversity, as well as the number of team members.
11.4 The effect of diversity on the team depends on time and whether the diversity is surface level or deep level. The effects of surface-level diversity tend to diminish with time, whereas the effects of deep-level diversity tend to increase over time.
11.5 Task interdependence has a moderate positive relationship with team performance and a weak relationship with team commitment.
11.6 Outcome interdependence has important effects on teams, which can be managed with compensation practices that take team performance into account?
11.1 In which types of teams have you worked? Were these teams consistent with the taxonomy of team types discussed in this chapter, or were they a combination of types?
11.4 What type of roles do you normally take on in a team setting? Are there task or social roles that you simply don’t perform well? If so, why do you think this is?
11.1 What label would best describe the type of team that Whole Foods uses in its stores?Explain.
11.2 Describe the advantages and disadvantages of Whole Foods’ hiring process with respect to managing team composition.
11.3 What steps could Whole Foods take to mitigate potential disadvantages of their hiring process?
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