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organizational behaviour key concepts
Organizational Behavior 9th Edition David Buchanan - Solutions
1. What are the specific tasks to be accomplished by your shop’s employees?
1. Total the number of organizations with which you have had contact on each of the three days - Friday, Saturday and Sunday.
2. Remove any duplicates and assign a number to each organization on your remaining list.
3. Devise a categorization scheme for your numbered organizations, including as many of them as possible; private/public, profit/charitable; goods/services. Use as many categories as you need. Some organizations may not ‘fit’ your scheme, but this is not a problem. How many organizations were
4. Consider what this list of organizations reveals about you and your lifestyle. Be prepared to share your conclusions with colleagues.
1. To help you to get to know each other.
2. To introduce you to the main sections of this organizational behaviour course.
1. Pair up with another student. Interview each other to find out names, where you both come from, and what other courses you are currently taking.
2. In turn, introduce your partner to the other members of the class.
3. Two pairs now join up, and the group of four discuss:What was the worst job that you had? What made it so bad?What was the best job that you ever had? What made it so good?
4. Appoint a scribe, to record the recurring themes revealed in group members’ stories about their best and worst jobs. Appoint also a group spokesperson.
5. The spokespersons then give presentations to the whole class, summarizing the recurring features of what made a job good or bad. As you listen, use this score sheet to record the frequency of occurrence of the various factors.
1. Who are the cigarette companies’ stakeholders?
1. Explain the arguments against technological determinism from a: socio-technical systems point of view.Poforences 103
3. Chaplin’s movie was set in a factory; do office workers escape from the effects of technology?DVD track 3, 00:06:07 to 00:12:57 (6 minutes): clip begins in the manager’s office as the salesmen bring in a piece of equipment; ends with the manager saying ‘It’s no good - it isn’t
1. To encourage breadth of thinking about a topic, in this case the social matrix.
2. To develop skills in producing a wide-ranging and balanced assessment.
3. To consider the extent to which technology determines or facilitates the outcomes or impacts that it produces.
1. Which surface manifestations of Welton Academy's culture are being communicated here?
2. What values can you infer about Welton Academy's organizational culture from viewing this clip?
1. To recognize the similar ways in which national cultural values are shared.
2. To understand differences between national cultures
1. Students form into small groups based on their country of origin (e.g. China, USA, Japan) or region (e.g. Scandinavia, Eastern Europe, South America, Middle East).
2. Individually, identify an experience that you had after coming to this country that you found surprising, unusual, upsetting, puzzling, irritating, pleasing or significant in some way.
3. Each group then prepares:(a) A list of ‘student experiences’ about this country.(b) Do’s and Don'ts guide for a person visiting their country or region for the first time, so as to avoid embarrassment or causing offence when interacting with its nationals.
1. To what conditioning and reinforcement regime is Alex subjected?
2. How effective is this in changing his behaviour?
3. Does society have a moral right to interfere with individual behaviour in this way?
1. The first volunteer is brought back into the room, and instructed: Your task is to find and touch a particular object in the room. The class will help you, but you cannot ask questions, and they cannot speak to you. The first volunteer continues to look for the object until it is found, with the
2. The second volunteer is brought back into the room, and is given the same instruction, to look for the object, with the class giving positive reinforcement.
3. The third volunteer is brought back into the room, and is instructed to find the object with the class giving a combination of negative and positive reinforcement.
1. Describe the range of selection methods used by these organizations.
2. If the two managers reported using different methods, how can this be explained?Was this due to personal preferences, to the nature of the work for which candidates were being chosen, or to the differing nature of the organizations?
3. Summarize the strengths and weaknesses of their methods. Is their experience-based assessment consistent with the evidence presented in this chapter? Based on the evidence concerning selection methods, what advice would you give to these managers?
4. Prepare a brief assessment of the importance placed on personality by those managers in their selection processes, compared with the evidence concerning our ability to predict job performance using personality assessment scores.
1. Turing is interviewed for his job at Bletchley Park by Commander Denniston (Charles Dance). What does this revea! about the problems that can arise in selection interviews with candidates who have ASD? How can these interviewing problems be overcome?
2. Turing joins a team lead by Hugh Alexander (Matthew Goode). From the evidence in this movie, what problems can arise for leaders of teams with an ASD member? What capabilities and attributes do team leaders ideally need in these circumstances?
3. What guidance and support would help an ASD member of staff?
4. What training and support would it be useful to give to the other team members?
1. To assess your personality profile on ‘the Big Five’ personality trait clusters.
2. To assess the value of this kind of personality assessment in employment selection.
1. To develop understanding of how personality characteristics and other attributes can be assessed.
2. To explore the value of different assessment strategies.
3. To identify the limitations of selection interviewing and to explore how other approaches can improve the reliability and predictive validity of the organizational selection process.
1. Review the section of this chapter that discusses different selection methods.
2. Working in groups with three to five members, you will design a selection strategy to meet the Measuring up briefing. You will then assess your approach, and nominate a spokesperson to explain the nature, strengths and limitations of your strategy to the whole class.
1. Design a selection strategy, using whatever combination of methods you consider appropriate, to identify the five candidates who measure up best against this list of competencies.Choosing the right candidates is important to the bank's future, and you can design your strategy on the assumption
2. Prepare a realistic evaluation of the strengths and limitations of your selection strategy.Assess the reliability and predictive validity of your methods. Indicate the level of confidence — high, medium, low — that you have in your assessment of the candidates using those methods.
3. You have just heard a rumour about the company’s next quarterly financial results, due to be published shortly. The results are not good. Costs will need to be reduced.Assuming that your department will have to make cuts, design a contingency plan that would allow you to complete the selection
1. What questioning techniques are used, and their effectiveness.
2. What questioning techniques are not used.
3. The interviewer’s use of body language.
4. Does the interviewer display social intelligence, and what evidence can you cite?
5. Does the interviewer display emotional intelligence, and what evidence can you cite?
6. Who controls the flow of conversation — interviewer or interviewee?
1. What does Linda want to achieve in this conversation?
2. What tactics does she use?
3. Why does she not achieve her goal?
4. What advice can you give to Linda about managing this conversation more effectively?
5. What does Ted want to achieve in this conversation?
6. What tactics does he use?
7. Why does he not achieve his goal?
8. What advice can you give to Ted about managing this conversation more effectively?
1. To assess aspects of the way in which you deal with other people.
1. To what extent are impression management skills learnable and to what extent are we born with them?
2. Is it unethical to adjust your behaviour in order to modify the feelings and behaviours of others?
3. Regardless of your own impression management score, in what ways would it benefit you to be more aware of how other people use these skills? Give specific examples.
1. To analyse the practical uses of questioning techniques and conversation controls.
2. To explore appropriate management options in dealing with employee grievances.
1. Decide the objective of the interaction with this person; what do you, as this person’s supervisor, want to achieve by the end of the conversation?
2. What are the key issues relevant to the individual, team and organization in this situation?
3. Which is the best response of the four offered, and why?
4. Develop a fifth response, if you think that is desirable, and explain its strengths.
5. Plenary: Each group presents and explains its conclusions to the group as a whole.
6. Debriefing: Your instructor will lead a discussion of the implications of the different responses in each case, and of the key learning points from this exercise.
1. You'll make a great supervisor, Bill, but give it time. I'll do what | can to make your case. Don’t be discouraged, OK? I’m sure you'll get there soon, you'll see.
2. So, you're not sure about how the company regards your work here?
3. | understand how you feel, but | have to admit it took me five years to make supervisor myself. And | guess | must have felt much the same way you do today. But we just have to be patient. Things don’t always happen when we'd like them to, do they?
4. Come on, you've been here long enough to know the answer to that one. Nobody got promoted just by waiting for it to happen. Get with it, you've got to put yourself forward, make people stand up and take notice of your capabilities.
1. You and some of the other secretaries find these calendars insulting?
2. Look, you're taking this all too seriously. Boys’ toys, that’s all it is, executive perks.Doesn't mean anything, and there’s nothing personal behind it at all. You've no cause for concern.
3. You're right, | don’t like that either, but we're talking about their own offices here, and | think that they have the right, within reason, to make their own decisions about what pictures to put on the walls, same as you and | do.
4. I'll see if | can’t get a chance to have a quiet word with them sometime next week, maybe try to persuade them to move their calendars out of sight, OK? I'm sure they don’t mean anything by it.
1. You're not alone. Pressure is something that we've all had to endure at some time.| understand that, it comes with the territory. | think it’s about developing the right skills and attitudes to cope.
2. You're right, this is a difficult patch, but I’m sure that it will pass. This can’t go on for much longer, and | expect you'll see things start to come right at the end of the month.
3. Well, if you can’t stand the heat, | suppose you just have to get out of the kitchen.And please don’t refer to people who are senior to you in this organization in that manner ever again.
4. Let me check — this is not about Mrs Smith in admin is it? You're saying the strain is such that you're thinking of leaving us?
1. Decide on an appropriate stereotype label (e.g. ‘absent-minded professor’) for each character.
2. Explain why you have chosen that label, based on the evidence that each character provides (what they say, how they say it, appearance, non-verbal behaviour).
3. For each character, identify two adjectives that you think would describe how they would be likely to interact socially with others.
4. Think about each of those characters in an organizational context, assess what you feel would be their strengths and their weaknesses.
1. How would you describe Jeff Skilling's management style?
2. What effect does he have on employee motivation?
1. To distinguish between different dimensions of group structure.
2. To analyse the structure of one group on a given dimension.
1. Were seen being rude or indifferent to a customer.
2. Criticized a co-worker who was not performing satisfactorily.
3. Performed their work at a level noticeably higher than that of their co-workers.
4. Approached management offering a solution to a problem they had identified.
5. Expressed concern to management about the well-being of their fellow workers.
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