Organizational Behavior Improving Performance And Commitment In The Workplace 4th Edition Jason A. Colquitt, Jeffery A. LePine, Michael J. Wesson - Solutions

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3.1 Is organizational commitment an outdated concept for workers today? If so, then what are people committed to? If not, then which form of organizational commitment do you feel is most important to most people?
4. Class discussion (whether in groups or as a class) should centre on how a restaurant owner or manager might use the resulting list to evaluate the performance of restaurant servers. How might this list be used to assess server performance? Would such an approach be valuable? Why or why not?
3. Take another look at your list. Did you come up with any behaviours that might be described as counterproductive? If you didn’t include any in your list, does that mean counterproductive behaviour isn’t an important concern in a restaurant setting? If your group includes someone who has
2. Take a look at the resulting list. Did you come up with any behaviours that might be described as “citizenship behaviours”? If you didn’t include any in your list, does that mean citizenship behaviour isn’t important in a restaurant setting? If your group includes someone who has worked
1. Conduct a job analysis for a restaurant server. Begin by drawing a circle like the one shown. Use that circle to summarize the major job dimensions of a restaurant server. For example, one dimension might be “Taking Meal Orders.” Divide the circle up with four additional job dimensions. Now
3. Describe jobs or job contexts where a performance management system like the one Accenture replaced might be more appropriate? Explain.
2. Identify types of job performance that Accenture’s new system of providing performance feedback would best account for? Which types of job performance might be overlooked? Explain.
1. Describe the major strengths and weaknesses of Accenture’s new system of providing employees feedback about their job performance.
2.5 Consider how you would react to 360-degree feedback. If you were the one receiving the feedback, whose views would you value most: your manager’s or your peers’? If you were asked to assess a peer, would you want your opinion to affect their raises or promotions?
2.4 Figure 2-3 classifies production deviance and political deviance as mo minor in nature than property deviance and personal aggression. When might those “minor” types of counterproductive behaviour prove especially costly?
2.3 Describe a job in which citizenship behaviours would be especially critical to an organization’s functioning, and one in which citizenship behaviours would be less critical. What is it about certain jobs that makes citizenship more important?
2.2 Describe the job you currently hold or hope to hold after graduation. Now look that job up in the National Occupational Classification (NO database (https://noc.esdc.gc.ca/); also try looking up the job on O*NET (w ww.onetonline.org). Does the profile of the job fit your expectations? any task
2.1 Describe your “job” as a student in terms of the job performance dimensions discussed in this chapter. What would be the benefit approaching student performance from a behaviour perspective rather than from an outcome (grades) perspective? What would the downsides of this approach be? How
4. Now compare the theory diagram you created with those in the textbook ( Figure 5-7 for job satisfaction, Figure 6-3 for stress, Figure 7-7 for motivation, and Figure 8-7 for trust in supervisor). How does your diagram compare with those in this textbook (search the boldfaced key terms for any
3. Each group should present its diagram to the class. Do the predicted relationships make sense? Should anything be dropped? Should anything be added?
2. Now build your own theory diagram about organizational behaviour. In groups of four to six students, choose one of the following four topics to use as your dependent variable: Job satisfaction. The pleasurable emotions felt when performing job tasks Strain. The headaches, fatigue, or burnout
1. Consider the theory diagram shown here. It explains why two "independent variables" (the quality of a movie's script and the fame of its stars) affect a "dependent variable" (how much the movie makes at the box office).
3. Assume you are an employee at an organization like IKEA, and Fortune surveys you for its “100 Best Companies to Work For” list. To what extent would your attitudes be shaped not just by internal work policies, but also by how the company engages with society?
2. IKEA operates in a number of countries around the world. The governments and people in those countries may have different attitudes about worki hours, diversity, inclusion, pay levels, and political and environmental activism. Should companies alter their policies and activities in a way that is
1. To what extent does a company’s culture wind up reflecting the personality its founder? To what extent does it reflect the values of the country it w founded in? Which seems to be a stronger force in the case of IKEA?
1.4 Think of something you "know" to be true based on the method of experience, the method of intuition, or the method of authority. Could you test your knowledge using the method of science? How would you do it?
1.3 Which of the individual characteristics and mechanisms in 1.4 Figure 1-1 seem to drive your performance and commitment the most? Do you think you're unique in that regard, or do you think most people would answer that way?
1.2 Think again of the worst co-worker you've ever had-one who did some of the things listed in Table 1-1. Think of what that co-worker's boss did (or didn't do) to try to improve their behaviour. What did the boss do well or poorly? What would you have done differently, and which organizational
1.1 Assuming you possessed the right technical skills, would a job at IKEA be appealing to you? What would be the most important positives associated with the position, in your view? What would be the most important negatives?
1. Describe the diversity that’s present in Tiger’s top management team. Discuss how the team’s diversity likely impacts its functioning and its effectiveness.
1. Drawing on discussions of informational justice, how should Andrea approach the morning briefing? Should she be honest and informative in explaining corporate actions in the downsizing, or should she be more guarded? 2. How could job characteristics theory guide Andrea as she considers ways of
16.1 Using the table below, consider the observable artifacts that transmit the organizational culture of your university.
16.3 Do employees have to be present to have a strong culture? As a tech company, what are the advantages and disadvantages of Yahoo’s no-telecommuting policy?
16.2 What are the dangers for Yahoo in having Marissa Mayer trying to duplicate much of the culture at Google?
16.1 Is it possible for a company the size of Yahoo to change its culture dramatically without the push of a forceful leader? If yes, how could that happen?
15.3 Class discussion, whether in groups or as a class, should center on how Creative Cards could best manage such a significant restructuring.
15.2 Create a new organizational design that you think would help the company operate more efficiently and effectively.
15.1 Creative Cards, Inc., is a small but growing company, started 10 years ago by Angela Naom, a graphic designer. The company has added many employees over the years but without a master plan. Now Angela wants to reorganize the company. The current structure of Creative Cards, Inc., is shown in
15.2 Would you like to work for a company with the hierarchical structure and standardization that the Cheesecake Factory has? How might the company overcome some of these issues when it comes to its employees? 15.3 Based on what you’ve read, would you say the Cheesecake Factory has a
15.1 What aspects of the Cheesecake Factory’s business do you think are helped by becoming larger? What aspects might be hurt?
15.3 Which is more important for an organization: the ability to be efficient or the ability to adapt to its environment? What does this say about how an organization’s structure should be set up? 15.4 Which of the organizational forms described in this chapter do you think leads to the highest
15.1 Is it possible to be a great leader of employees in a highly mechanistic organization? What special talents or abilities might be required? 15.2 Why do the elements of structure, such as work specialization, formalization, span of control, chain of command, and centralization, have a tendency
14.7 Class discussion (whether in groups or as a class) should center on whether the theories described in the chapter discuss some of the leadership universals identified by the groups. Are there theories that also include some of the situational challenges uncovered? Which leadership theory seems
14.2 Individually, jot down some thoughts that highlight for the alien what is truly distinctive about “leadership” for this type of leader. For example, if you were showing the alien a coach, you might call attention to how coaches cannot control the game itself very much but instead must make
14.1 Imagine that a space alien descended down to Earth and actually uttered the famous line, “Take me to your leader!” Having read a bit about leadership, your group knows that leaders come in a number of shapes and sizes. Instead of showing the alien just one leader, your group decides it
14.3 As the company changes through growth, is it possible that the founder’s leadership style might not be the appropriate style for the future? How would you tell?
14.2 Is there a danger to having such a strong, charismatic leader as the head of a company? If Chobani went public, would you have reservations investing in its stock as a result of that?
14.1 Is it possible for Ulukaya to maintain the same type of leadership style that made Chobani successful now that it has grown so big so quickly? What kinds of things might he do to ensure he doesn’t lose it?
13.2 Class discussion (whether in groups or as a class) should focus on the following questions: • What kinds of social influence attempts did you make during this exercise? • How successful were you at influencing others to go along with you? • What kinds of influence did others use on you?
13.1 During this exercise, your objective is to get other people in the class to give you their points. If you get more than 50 percent of the total number of points distributed to the whole class, you’ll win. Each person in the class has a different number of points, as shown in the class list.
13.3 Do you think women naturally use different forms of power or influence tactics? Does Burns show this?
13.2 What types of influence tactics are likely to be most important to a CEO during a time of transition such as when Burns took over the company? Do those differ from what is necessary during a merger?
13.1 What are the issues that arise when two people try to “share” leadership? What is likely to contribute to the success or failure of such a partnership?
12.7 Class discussion (whether in groups or as a class) should center on the following questions: Did most groups tend to achieve process gain in terms of group scores that were better than the average individual scores? Were the group scores usually better than the best member’s score? Why
12.4 The instructor will post the correct answers and provide the reasons for those rankings, according to two experts (Jeff Stemmerman and Ken Gieske of REI Outfitters, both of whom act as guides for many canoe trips in the Boundary Waters region). Put those expert rankings in Column D. At this
12.2 Working individually, consider how important each of the items in the table would be to you in this situation. Begin with the most important item, giving it a rank of “1,” and wind up with the least important item, giving it a rank of “14.” Put your rankings in Column B.
12.1 Working individually, read the following scenario: You have gone on a Boundary Waters canoe trip with five friends to upper Minnesota and southern Ontario in the Quetico Provincial Park. Your group has been traveling Saganagons Lake to Kawnipi Lake, following through Canyon Falls and Kennebas
12.3 Discuss how team training could be used to build effective processes for the crew traveling to Mars.
12.2 Describe additional types of information that could be collected by the psychologists to help crews better understand their interactions and how they influence crew effectiveness.
12.1 Which team processes do you believe are most important to the crew of astronauts traveling to Mars? Why? Are there specific team processes you feel are relatively unimportant? Explain.
11.6 Class discussion (whether in groups or as a class) should center on the following questions:a. Did pooled interdependence (Round 1) or sequential interdependence (Round 2) work better for your group in terms of the number of planes made correctly? Why do you think you got the result you did?b.
11.5 In the final round of manufacturing, the Air Force has asked your team to devise a manufacturing process that will maximize both efficiency and effectiveness. You may do whatever you like in terms of creating paper airplanes. You will have the same amount of time that you did in the two
11.4 In the second round of manufacturing, the Air Force has asked you to give each worker a specific job. In other words, the manufacturing process will take place in an assembly-line fashion. When planes come off the assembly line, they will be given directly to the quality control manager for
11.3 In the first round of the airplane manufacturing process, the Air Force has asked you to focus on individuality. Each Paper Plane worker should manufacture his or her own planes from start to finish. When each plane is finished, it should be put in a central location for quality inspection.
11.2 Your group is the complete workforce for the Paper Plane Corporation. Established in 1943, Paper Plane has led the market in paper plane production. Presently under new management, the company is contracting to make aircraft for the U.S. Air Force. You must determine the most efficient method
11.1 Your professor will supply you with the materials you need to create your final product (as many paper airplanes as you can fold to quality standards in three 5-minute rounds). Instructions for folding the paper airplanes and judging their quality are provided below. Before you start work on
11.3 Is an employee resource group a team? If so, what type is it? How might employee resource groups inadvertently create faultlines? What could Ford do to mitigate this possibility?
11.2 Describe how Ford’s approach to diversity accounts for both the “value in diversity problem solving” and “similarity-attraction” approaches.
11.1 With what general type of diversity does Ford seem most concerned? Why? Describe how teams composed of this type of diversity are likely to function. Which team characteristics would influence the effects of this type of diversity?
11.5 How would you describe your student team in terms of its diversity? In what ways would there be advantages and disadvantages to increasing its diversity? How might you be able to manage some of the disadvantages so that your team is able to capitalize on the potential advantages?
11.3 Think about a highly successful team with which you are familiar. What types of task, goal, and outcome interdependence does this team have? Describe how changes in task, goal, and outcome interdependence might have a negative impact on this team.
11.2 Think about your student teams. Which aspects of both models of team development apply the most and least to teams in this context? Do you think these teams function best in an additive, disjunctive, or conjunctive manner? What are the advantages and disadvantages of each structure?
10.3 Compare your responses with the responses of your fellow group members. As a group, answer the following questions:a. What emotional triggers do you share? In what ways are your emotional triggers different?b. Are there some strategies for dealing with emotions that seem especially helpful?
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
10.1 Think about situations in which you’ve experienced each of the following four emotions: • Hoy • Anxiety • Sadness • Anger
10.3 Consider the formal definition of ability, and discuss whether the informal practices and traditions of IDEO really enhance emotional ability. What additional practices could IDEO use to enhance the emotional ability of its employees?
10.2 Consider the abilities required by IDEO and explain why you would, or would not, fit the job well.
10.1 Describe how the cognitive and emotional abilities mentioned in this case are associated with different aspects of job performance.
10.4 Think of experiences you’ve had with people who demonstrated unusually high or low levels of emotional intelligence. Then consider how you would rate them in terms of their cognitive abilities. Do you think that emotional intelligence “bleeds over” to affect people’s perceptions of
10.3 Consider your responses to the previous questions. Are cognitive, emotional, and physical abilities different in the degree to which jobs can be redesigned to accommodate people who lack relevant abilities? What are the implications of this difference, if there is one?
10.2 Think of a job that requires very high levels of certain cognitive abilities. Can you think of a way to redesign that job so that people who lack those abilities could still perform the job effectively? Now respond to the same question with regard to emotional and physical abilities.
10.1 What roles do learning, education, and other experiences play in determining a person’s abilities? For which type of ability—cognitive, emotional, or physical—do these factors play the largest role?
9.6 Class discussion (whether in groups or as a class) should center on the following topics: How accurate were the guesses? Were the guesses more accurate in groups that knew one another well than in groups with less familiarity? Which personality dimensions were relied upon most heavily when
9.5 Group members should then announce whether the piece of paper assigned to them was in fact their set of scores. If the assignment was incorrect, they should find their actual piece of paper and describe the differences in the scores.
9.4 Moving clockwise, the next group member should choose one of the remaining pieces of paper, continuing as before. The process repeats until all the pieces of paper have been assigned to a member. Members can be assigned only one piece of paper, and no switching is permitted once an assignment
9.3 In your group, mix up the pieces of paper. Begin by having one group member choose a piece of paper, reading the CANOE scores aloud. The group should then try to come to consensus on which member the scores belong to, given the norms for the various dimensions (C 5 14, A 5 16, N 5 10, O 5 15,
9.2 Write your scores on a small white piece of paper, in the following format: C 5 A 5 N 5 O 5 E 5 . Try to disguise your handwriting to make it as plain and generic as possible. Fold your piece of paper so that others cannot see your scores.
9.3 Consider the book that was recently written on how to excel at Teach for America’s selection process. If you were a hiring manager at Teach for America and a recruit noted that she’d utilized that book, would you view that as a plus or a minus? Could the availability of such books make
9.2 Moving beyond the Big Five, are there other personality traits or cultural values that would be helpful in a Teach for America position, or a broader career in education?
9.1 Which Big Five dimensions does Teach for America’s screening system seem to prioritize? Are there other dimensions that would seem relevant to the performance or commitment of teachers?
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
9.3 Consider the personality dimensions included in the Myers-Briggs Type Inventory and the RIASEC model. If you had to “slot” those dimensions into the Big Five, would you be able to do so? Which dimensions don’t seem to fit?
experiences?
9.2 Research on genetic influences on personality suggests that more than half of the variation in personality is due to nurture—to life experiences. What life experiences could make someone more conscientious? More agreeable? More neurotic? More extraverted? More open to new
9.1 Assume that you applied for a job and were asked to take a personality test, like the one offered by Kronos. How would you react? Would you view the organization with which you were applying in a more or less favorable light? Why?
8.2 Your instructor will give you the correct answer to each problem. Class discussion, whether in groups or as a class, should focus on the following questions: How accurate were the decisions you reached? What decision-making problems were evident in the decisions you reached? Consider especially
8.1 Answer each of the problems below. A. A certain town is served by two hospitals. In the larger hospital, about 45 babies are born each day, and in the smaller hospital, about 15 babies are born each day. Although the overall proportion of boys is about 50 percent, the actual proportion at
8.3 How can a company ensure that lessons or knowledge learned in one section or area of the organization are transferred to other areas that might benefit from that knowledge? How important are experts in this regard?
8.2 How does a crisis differ from other situations in which employees are called on to make decisions?
8.1 How exactly do Verizon’s training practices help employees react during times of crisis? Does this affect only those who have been formally trained? Why or why not?
8.4 Do you consider yourself to be a “rational” decision maker? For what types of decisions are you determined to be the most rational? What types of decisions are likely to cause you to behave irrationally?
8.2 Companies rely on employees with substantial amounts of tacit knowledge. Why do companies struggle when these employees leave the organization unexpectedly? What can companies do to help ensure that they retain tacit knowledge?
8.1 In your current or past workplaces, what types of tacit knowledge did experienced workers possess? What did this knowledge allow them to do?
7.5 Class discussion (whether in groups or as a class) should center on whether the theft that’s occurring at The Grocery Cart reveals a problem of moral awareness, moral judgment, or moral intent. In addition, does the theft point to a problem with “bad apples,” a “bad barrel,” or both?
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.

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Organizational Behavior Improving Performance And Commitment In The Workplace 4th Edition Jason A. Colquitt, Jeffery A. LePine, Michael J. Wesson - Solutions

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