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organizational behaviour key concepts

Organizational Behavior 9th Edition David Buchanan - Solutions

4. Still in your groups: (a) Compare the individual rankings (column 1) of group members. On which deci- sions did group members' perceptions differ significantly? Why might that be? (b) Compare your
3. After all teams have finished, your instructor will read out the rankings produced by a survey of managers which indicates the frequency with which they believe that poli- tics plays a part in
2. Form groups of four to seven members. Rank the 11 items again, this time as a group. Use consensus to reach agreement (that is, listen to each person's ideas and rationale before deciding). Do not
1. Individually, using the worksheet, rank each of the 11 organizational decisions (a to k) in terms of the extent to which you think politics play a part. Rank the most politi- cal decision as '1'
3. To contrast political with rational decision making processes.
2. To predict when and where politics will be used in organizations.
1. To contrast perceptions about the use of politics in decision making.
5. The Equality Commission is pressing companies to establish better male-female bal- ance in senior posts and is threatening to 'name-and-shame' companies.
4. The company is planning to go international in the next year or two.
3. Sales are greatly reduced, and the industrial sector seems to be shrinking.
2. New laws about engine and factory emissions are being passed by the European Parliament.
1. The existing small batch production of generators will be replaced by a state-of-the- art, automated assembly line.
3. Each group's spokesperson presents and justifies their conclusions to the entire class.
3. To understand how power in organizations is gained and lost as a result of these environment changes.
2. To explore the PESTLE change drivers in the environment which impact on the power of employees.
1. To introduce different types of power.
11. Make your vision compelling. 'It's easier to exercise power when you are aligned with a compelling, socially valuable objective' (p.92). Your opponents will have problems challenging that agenda.
10. Make important relationships work - no matter what. Your feelings, or others' feelings about you, don't mat- ter. Resentments, jealousies, anger - put those aside or they will prevent you from
9. Persist. Wear the opposition down. Stay in the game.
8. Use the personal touch. Meet people in person, or call them, return calls promptly, flatter, build per- sonal ties - and this includes staffers, assistants, sec- retaries the gatekeepers to the
7. Don't draw unnecessary fire. Live to fight another day; do not challenge or criticize in ways that will rebound on you or create unnecessary opposition.
6. Remove rivals nicely if possible. Show them the door gracefully, 'strategic outplacement'. Help them to move; they may even be grateful.
5. Co-opt antagonists. Win over opponents by making them part of your team, giving them a stake.
4. Make the first move. Surprise moves catch oppo- nents off-guard.
3. Advance on many fronts. Faced with obstacles on one front, shift to another. Be persistent.
2. Shape behaviour through rewards and punish- ments. Reward those who help, punish those who get in the way. Rewards can be substantive or symbolic.
1. Mete out resources. The new golden rule: the per- son with the gold gets to make the rules.' Use discre- tionary control over resources - money, equipment, space, information - to build power, do
4. What do you see as the costs and benefits of work blogging for (a) the employee bloggers and (b) the company?
3. Under what circumstances would you write a work blog?
1. Identify recurring themes in the work blogs studied by your different group members 2. What do these tell you about resistance in the workplace?
2. How are these topics presented in the blogs themselves? In class: Form groups and using your previously prepared individual notes:
1. What topics appear in the workblogs that you investigated?
2. Form into groups and discuss: (a) What are the causes of such organizational misbehaviour? (b) What options do employees have who engage in organizational misbehaviour themselves or see others
1. Make a list of employee misbehaviours that you have engaged in yourself while at work, observed others engaging in, or which you have read about.
2. How could things have been handled better, by whom?
1. Why does this negotiation session collapse into irreconcilable conflict? (Pay attention to the physi- cal setting of the meeting, the way it is run, the nature of the conversation, the
4. List the causes of conflict in organizations. 5. Distinguish different organizational coordination devices.
1. To discover how much you rely on intuitive System 1 thinking or more deliberate System 2 thinking.
10. The board of directors has told your committee to consider whether it would better to open company-owned retail outlets in five major cities or to franchise the outlets.
9. The research department has developed an innovative and cheap memory chip which is capable of being incorporated in many devices. It has asked what direction your committee wants to take in
8. A decision has to be made whether to purchase laptops or tablets during the next quarter.
7. A supervisor has asked whether overtime should be given to those who ask first or to those who have the most seniority.
6. The marketing manager wants a decision on a new product that will not compete with other manufacturers' products but will be popular because it fills an unmet need.
5. The cafeteria manager has asked for a decision on how to choose among suppliers of foodstuffs.
4. A division manager wants a decision on whether to open a new office in Paris, Berlin or Moscow.
3. The facilities manager wants to know if part-time employees are eligible to join the company health club.
2. A departmental manager wants a decision as to whether one of his programmers can be given a special bonus for developing a popular software item.
1. An assembly worker wants the committee to decide on a more equitable method for allocating scarce parking spaces.
2. To make you aware of the requirements of each type of decision.
1. To allow you to distinguish between different types of decisions.
3. Group norms are an important force in shaping and resisting change.
2. Reducing the resisting forces is preferable as this allows movement towards the desired outcomes or target situation without increasing tension.
1. Increasing the driving forces can often result in an increase in the resisting forces. This means that the current equilibrium does not change, but is maintained with increased tension.
4. With reference to the basic rules of change described in this chapter, draw up a crea- tive and practical action plan for implementing this change effectively.
3. Determine your change implementation strategy. Is a participative approach appro- priate, or is dictatorial transformation required? Justify your recommendation by pointing to the advantages and
2. Assess the readiness for change analysis, identifying any 'groundwork' that may have to be done to ensure the move goes ahead smoothly.
1. Conduct a stakeholder analysis, identifying how each stakeholder or stakeholder group should be approached to ensure that this move goes ahead smoothly.
2. To assess the value of 'best practice' textbook advice on how to implement change effectively.
1. To apply change implementation theory to a practical setting.
10. And above all, never forget that you, the higher- ups, already know everything important about this business.
9. Assign to lower level managers, in the name of delegation and participation, responsibility for figuring out how to cut back, lay off, move people around, or otherwise implement threatening
8. Make sure that requests for information are fully justified, and make sure that it is not given out to managers freely. You don't want data to fall into the wrong hands.
7. Make decisions to reorganize or change policies in secret, and spring them on people unexpectedly. That keeps people on their toes.
6. Control everything carefully. Make sure people count anything that can be counted, frequently.
5. Treat identification of problems as signs of failure, to discourage people from letting you know when some- thing in their area isn't working.
4. Express criticism freely, and withhold praise. That keeps people on their toes. Let them know that they can be fired at any time.
3. Ask departments or individuals to challenge and criti- cize each other's proposals. That saves you the job of deciding; you just pick the survivor.
2. Insist that people who need your approval to act first go through several other levels of management to get their signatures.
1. Regard a new idea from below with suspicion, because it's new, and because it's from below.
2. To assess critically how leaders are typically seen and portrayed.
1. To relate the theory and concepts of leadership to practice.
1. To explore differences in the definition of the terms management and leadership. 2. To consider whether and how our understanding and use of these terms is changing.
5. Why do you think Miranda Priestly gave Andy the job?
4. To what extent does this leadership style apply in the real world, beyond Hollywood? Consider aspects of individual personality, organizational context and industry sector in making this judgement.
3. Good boss or bad boss: what is your assessment of this leadership style? Cite specific evidence of her impact on individual performance and organizational effectiveness to support your judgement.
2. What impact does Miranda's leadership style have on those around her? Identify specific employee behaviours to support your conclusions.
1. How would you describe Miranda Priestley's leadership style? Identify specific behaviours to sup- port your conclusions.
3. To examine structural alternatives when redesigning a company to deal with growth.
2. To understand the issues involved in designing organizations.
1. To translate an organization idea into a structural form depicted on an organization chart.
2. To evaluate the costs and benefits of this form of organizational design.
1. To consider the reasons for the creation of strategic alliances in higher education.
1. Consider the relationship between the nature of the task (poster production) and the consultant’s proposed structure. Where does it match or mismatch? State its strengths and weaknesses.
2. Consider different ways of structuring an organization to deal with uncertainty, either reducing information processing needs or by enhancing information processing capabilities.
1. Understand how the organizational information processing requirements and uncertainty are affected by the characteristics of tasks, environment and people.
2. To identify examples of each.
1. To contrast managerial roles with managerial activities.
2. What are this organization’s goals? How does this organization structure operate to achieve them?
1. Read the case study Human button below, and identify the main organization structure elements described. Can you define them?
3. To assess how structure elements contribute to achieving organizational goals.
2. To identify examples of organization structure elements.
1. To list the elements of organization structure.
4. Introduce a new reward and incentive system to motivate employees. Salaries should in the future be based on individual achievement, not hierarchical position, and team performance encouraged
3. Create project teams after eliminating two levels of hierarchy. This will create an organic structure, with flexible teams reporting directly to the top management. Hierarchy is irrelevant in
2. Improve information flow by hiring in-house consulting staff. These personal assistants to the top management can act as staff employees, and they can screen and filter information from the lower
1. Engage a team of human resource (personnel) specialists to advise all levels of staff on the different aspects of empowerment programmes, and especially managers on their new roles as coaches.
5. Twenty years later, you have 75 business locations in five European countries. What issues and problems do you have to deal with through organization structure? Draw an organization chart for your
4. Five years later, your business has expanded to five locations in two cities in the same country. How do you keep in touch with them all? How do you coordinate and control what is going on in
3. Three years later, your business is successful, and you want to open a second shop :three miles away. What challenges would you face running your business at two loca- |tions? Draw an organization
2. Draw an organization chart based on employee tasks. Each position on the chart will perform specific tasks or be responsible for particular outcomes.

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