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organizational behaviour key concepts
Organizational Behavior 9th Edition David Buchanan - Solutions
Both philosophy and vision are somewhat hazy concepts. How can they be made clear to employees? Why are philosophy and vision included as early elements in the organizational behavior system? Give an example of an organizational vision that you have read about or heard of. lop4
What benefits do you see from allowing and encouraging spirituality at work? What are the risks of doing so? lop4
Consider an organization where you now work (or where you have worked). What model (paradigm) of organizational behavior does (did) your supervisor follow? Is(Was) it the same as top management’s model? lop4
Discuss similarities and differences among the five models of organizational behavior. lop4
What model of organizational behavior would be most appropriate in each of the following situations? (Assume that you must use the kinds of employees and supervisors currently available in your local labor market.)a. Long-distance telephone operators in a very large officeb. Accountants with a
Discuss why the supportive, collegial, and system models of organizational behavior are especially appropriate for use in the more affluent nations. lop4
Interview a supervisor or manager to identify the model of organizational behavior that person believes in. Explain why you think that the supervisor’s or manager’s behavior would or would not reflect those beliefs. lop4
Examine the trends in the models of organizational behavior as they have developed over a period of time. Why have the trends moved in a positive direction? lop4
Assume that a friend of yours contends that “the system model is obviously ‘best’ to use with all employees, or it wouldn’t have been placed on the right side of the figure.”How would you respond? lop4
Think of communication as much more than sending a message; you also need to anticipate the recipient’s reaction and ensure that it matches your intentions. lop1
Be alert to some of the many behavioral considerations in communication (e.g., polarized positions, defensiveness, face-saving) and work to avoid these errors in yourself and prevent these in others. lop1
Sharpen your written presentation skills, whether it be in formal reports or informal e-mail messages.Challenge yourself to learn more about good writing by paying attention to good reading. lop1
Think of ways in which you can practice social support for others, convincing them through every communication that they are valued individuals. lop1
Whatever your gender is, work at minimizing your typical negative tendencies as you communicate and building upon your positive ones. lop1
Obtain feedback from others on what it would take to make you into a world-class listener. Now follow their advice, capitalizing on every significant human moment that you can. lop1
Note the importance of context on your communications and frame your messages in ways that support your intentions. lop1
Don’t be a slave to electronic communications; use e-mail as a tool for rapid and concise messages but supplement it with face-to-face communications where you need human impact. lop1
Recognize that communications patterns differ in other cultures, and adapt your communication approach to the styles and preferences of people from different cultural backgrounds. lop1
Learn to recognize that organizational silence is a powerful form of communication and find ways to solicit and encourage feedback from others. lop1
Think of a job that you have had and a situation in which the communication failed or was ineffective. Discuss how the communication process applied in that situation and where (during which of the eight steps) the breakdown occurred. lop1
Discuss the barriers to communication that exist when you discuss a subject with your instructor in the classroom. lop1
Select a situation in which you made a wrong inference. Analyze how the misinterpretation was made, and discuss how you might avoid similar misinterpretations in the future. How important is feedback as an aid to avoiding inference problems? lop1
Observe your own behavior, and discuss what nonverbal communication habits you typically use. What do you intend as the message of each of them? Do you have some behaviors that may mislead receivers? lop1
Visit an instructor’s office, and record your feelings of relative comfort there. What physical elements in the office contributed to your reaction? Discuss the instructor’s apparent use of space (proxemics). lop1
Examine the guidelines for effective listening in Figure 3.4. Which ones do you practice best? Which ones could you improve upon? Create a plan for improving your listening skills, and solicit feedback from a friend in three months to monitor your improvement. lop1
Think of a part-time or full-time job that you have had.a. Discuss any communication overload you experienced.b. Discuss how well management handled downward communication to you.c. Explain any upward communication difficulties that you had and what you did to try to overcome them.d. Did you engage
What networks do you belong to? Explain how you became a part of them and what they have done for you. What are your future networking plans? lop1
Assess electronic mail in the context of this chapter. How does it fit with the eight steps of the communication process? What barriers are most likely to arise when it is used? How can they be overcome, or at least minimized? lop1
Select a grapevine story that you heard, and discuss how it was communicated to you and how accurate it was. lop1
Look at your organization as a social system, and ask yourself whether it is in balance or not. If it is not, is the disequilibrium functional for the organization? q-1
Seek to understand, and actively manage, the psychological contract you have with each of your employees. q-1
Inventory the positive ways in which each of your employees is different. Make sure that your workplace capitalizes on these aspects of diversity. q-1
Find, and use, at least one active mentor for yourself. Also, offer yourself as a mentor to at least one person who does not report directly to you. q-1
Analyze the status symbols that are apparent in your organization. Decide whether they are functional or dysfunctional for employee morale and performance. q-1
Paint a comprehensive verbal portrait of the organizational culture at your workplace. Is the culture strong or weak? Describe what you could do to clarify and strengthen your firm’s culture. q-1
Since the best time to instill cultural values into employees is while they are still new and receptive, study how your organization socializes its new hires into the values and norms of the firm. q-1
Examine the level of commitment to the work ethic among your employees, and search for ways to communicate your performance expectations to them. q-1
Start to accumulate a reservoir of tales, myths, slogans, and anecdotes that support the kind of organizational culture you wish to convey. Develop, polish, and apply your storytelling skills as a means to reinforce the culture. q-1
Examine the current and desired level of fun in your workplace. Involve employees in developing a fun work environment that also contributes to organizational goals. q-1
What psychological contract do you feel is present in this course? Describe its key features. q-1
Look around your classroom, dormitory, or student organization. In what ways does it reflect cultural diversity? Suggest ways by which the resources represented in that diversity could be used to greater advantage for the benefit of all participants. q-1
A management specialist recently commented about the work ethic, saying, “You can discover if you personally have a work ethic if you think more about the salary you make than about the quality of the product you make (or the service you provide).”Comment. q-1
What does social responsibility mean to you? Does it apply to people as well as institutions? Describe three acts of social responsibility that you have seen, or performed, in the last month. q-1
Describe a situation in which you experienced role conflict or role ambiguity. What caused it? How are the two ideas related, and how are they different? q-1
Interview a manager to discover what that person believes to be the five most important status symbols in the work situation. Identify whether the importance of status symbols is increasing or decreasing there. q-1
Describe the organizational culture that seems to exist in your class. What are some of the implicit or explicit norms, values, and assumptions? q-1
Reflect back on your first few days in college, or in a part-time or summer job. In what ways were you socialized? How did you feel about what was happening to you? q-1
Now look at the reciprocal process of individualization. In what ways did you make an impact on the college, or on the job? q-1
The beneficial effects of having fun at work are relatively easy to see. What are some of the possible dysfunctional effects of such a culture? q-1
Identify each employee’s needs and drives and monitor how they change over time. lop5
Reduce the distracting influence of hygiene factors before turning your attention to providing motivators. lop5
Establish strong connections between desired behaviors and rewards given; provide rewards that recognize high achievers more than other employees. lop5
Set performance-oriented goals that are specific, challenging, and acceptable. lop5
Seek information regarding employee perceptions of valence, expectancy, and instrumentality; share key information with employees to improve their assessments. lop5
Discover the referent people or groups and perceived outcome/input ratios for employees’ equity computation; compare your assessments of likely equity with theirs. lop5
Remember that employees judge not only the fairness of the rewards they receive (in comparison to their inputs) but also the process that accompanies them. Carefully communicate your assessment of their inputs and your decisional process for distributing rewards. lop5
Discover each employee’s sense of self-efficacy on the tasks to which they are assigned; offer supportive feedback that increases the accuracy of their assessment and enhances their self-efficacy. lop5
Recall that employees have different levels of drives for achievement, affiliation, and power. Strive to set goals for them that will stretch them and will, when completed, enhance their achievement drives. lop5
Recognize that all need theories of motivation are simplified attempts to describe a “universal person.” Use them flexibly to probe for, and discover, each employee’s unique needs. lop5
Think of someone who, in the past, did an excellent job of motivating you. Describe how this was done. Which of the following approaches did that person use (either explicitly or implicitly)?a. Lower-order or higher-order needs?b. Maintenance or motivational factors? If so, which one(s)?c.
In your role as a student, do you feel that you are motivated more by Maslow’s lowerorder or higher-order needs? Explain. Describe how you expect motivation to change once you graduate. lop5
Which one factor in Herzberg’s two-factor model is most motivating to you at the present time? Explain. Is this a maintenance or motivational factor? lop5
It is relatively easy for a manager to manipulate extrinsic rewards. Describe some ways in which a manager could affect intrinsic satisfaction of an employee. lop5
Discuss how behavior modification operates to motivate people. Why is it still important to understand people’s needs when using this approach? lop5
Explain the differences between negative reinforcement and punishment. lop5
Divide the class into two groups (one in favor and one opposed) and debate this proposition: “Rewards motivate people.” lop5
How would you use the expectancy model in the following situations?a. You want two employees to switch their vacations from the summer to the spring so that job needs will be filled suitably during the summer.b. You believe that one of your employees has excellent potential for promotion and want
Apply the equity model to yourself as a student. How do you measure your inputs and outcomes? Whom have you chosen as referent individuals? Do you perceive equity? If not, how will you attain it? Is procedural justice present? lop5
The text suggests that an individual’s equity perceptions can be distorted. If that is the case, how would you go about correcting or adjusting them? lop5
Distinguish between type, trait and self-theories of personality.202-2
Identify the strengths and limitations of formal approaches to personality assessment.202-2
Explain the relationship between personality and stress, and identify individual and organizational stress management strategies.202-2
Compare the advantages and disadvantages of questionnaires and projective tests as measures of personality.202-2
Evaluate the benefits and problems of psychometric assessment as a management decision-making tool, particularly in selection.202-2
Are you a Type A or a Type B? Do you suffer from: alcohol abuse, excessive smoking, dizziness, upset stomach, headaches, fatigue, sweating, bad breath? If ‘yes’, these could be stress responses to your Type A behaviour. Expect your first heart attack before you are 45. 202-2
If you don’t suffer stress-related symptoms, perhaps you are a Type B. Do you think that your relaxed, casual behaviour will damage your career prospects?202-2
Whichever your response, what are you going to do about it?202-2
List the ten words or phrases that best describe the most important features of your identity.These features could concern your social roles, physical characteristics, intellectual qualities, social style, beliefs and particular skills.Then make a second list, putting what you regard as the most
Starting at the bottom of your list, imagine that these items are removed from your personality one by one. Visualize how you would be different without each personality feature. What difference does its absence make to you?202-2
This is the start of the process of establishing your self-concept. How much more or less valid is this approach than one based on forced choice questionnaires –and why?202-2
What is psychometrics, and what are the main applications? What are the benefits and drawbacks of psychometric assessment in organizational contexts?202-2
What is ‘personality’ and why is this term difficult to define clearly?202-2
What is the difference between ‘type’ and ‘trait’ theories of personality? Using at least one example of a trait theory, explain the benefits and problems associated with this approach to personality assessment.202-2
Explain the distinction between nomothetic and idiographic views of personality.What are the advantages and drawbacks of these methods?202-2
Describe the range of selection methods used by these organizations.202-2
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?202-2
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?202-2
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.202-2
Turing is interviewed for his job at Bletchley Park by Commander Denniston (Charles Dance). What does this reveal about the problems that can arise in selection interviews with candidates who have ASD? How can these interviewing problems be overcome?202-2
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?202-2
What guidance and support would help an ASD member of staff?202-2
What training and support would it be useful to give to the other team members?202-2
SHL is one of the leading companies developing and selling psychometric tests. Their product range includes tests of verbal, numerical, inductive, deductive and spatial reasoning, as well as reading comprehension, situational judgement, motivation and personality. As well as becoming familiar
How accurate do you find your personality profile from this assessment? If it was inaccurate, why do think that was the case?202-2
How helpful is this personality assessment to job interviewers who need to make predictions about a candidate’s future job performance? What aspects of the assessment make it valuable in this respect? What aspects make it unhelpful?202-2
Why are we as individuals interested in understanding more about our personalities?202-2
Why are organizations are interested in the personalities of job applicants?202-2
Identify up to three issues from this chapter that you found significant.202-2
Relate these to the competencies in the employability matrix.202-2
Decide what actions you need to take to maintain and/or develop those competencies under each of the four headings of the employability matrix.202-2
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