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organizational behaviour understanding
Fundamentals Of Organizational Behaviour 3rd Canadian Edition Langton Nancy - Solutions
What, if anything, does this case say about trust and power? (E. 18)
Explain Bill Fowler’s behaviour in power terms. (E. 18)
Are there some situations in which a particular type of influence strategy might be more effective than others? (E. 18)
Which form of power will others find most acceptable? Least acceptable? Why? (E. 18)
What effect will using a particular base of power have on the ongoing relationship? (E. 18)
Which will have the longest-lasting effects? (E. 18)
Which kind of influence is most likely to result immediately in the desired behaviour? (E. 18)
Describe an incident in which you saw someone engaging in politics. What was your reaction to observing the political behaviour? Under what circumstances do you think political behaviour is appropriate? (E. 18)
In thinking about the incident described above, were your influence tactics effective? Why? (E. 18)
Describe an incident in which you tried to use political behaviour in order to get something you wanted. What influence tactics did you use? (E. 18)
You can develop political skills. Remembering to take time to join in an office birthday celebration for someone is part of developing the skill of working with others effectively? (E. 18)
To increase your power, consider how dependent others are on you. Dependency is affected by your importance, substitutability, and scarcity options. If you have needed skills that no one else has, you will have more power. (E. 18)
There are a variety of ways to increase your power in an organization. As an example, you could acquire more knowledge about a situation and then use that information to negotiate a bonus with your employer. Even if you don’t get the bonus, the knowledge may help you in other ways. (E. 18)
Which impression management techniques have you used? What ethical implications, if any, are there in using impression management? (E. 18)
“Sexual harassment should not be tolerated in the workplace.” “Workplace romances are a natural occurrence in organizations.” Are both of these statements true? Can they be reconciled? (E. 18)
You are a sales representative for an international software company. After four excellent years, sales in your territory are off 30 percent this year. Describe three impression management techniques you might use to convince your manager that your sales record is better than one could have
“Politics isn’t inherently bad. It is merely a way to get things accomplished within organizations.” Do you agree or disagree? Defend your position. (E. 18)
Based on the information presented in this chapter, if you were a recent graduate entering a new job, what would you do to maximize your power and accelerate your career progress? (E. 18)
Define political behaviour. Why is politics a fact of life in organizations? (E. 18)
How are power and politics related? (E. 18)
Define sexual harassment. Who is most likely to harass an employee: a boss, a co-worker, or a subordinate? Explain. (E. 18)
Identify the range of empowerment that might be available to employees. (E. 18)
What creates dependency? Give an applied example. (E. 18)
State the general dependency postulate. What does it mean? (E. 18)
If you are in a situation where someone’s performance is bothering you, instead of getting upset, figure out a way of giving constructive feedback to that person. (E. 18)
The next time you are working with someone, and their performance is really helpful, give them positive feedback. (E. 18)
In one of your classes practise giving feedback to your instructor. Talk with your instructor outside class, indicating what you like about the class, and what you think might make the class better. What was the instructor’s response? (E. 18)
How would you have handled the conflict? How would your personality have affected your approach to resolving the conflict? (E. 18)
Which of the five conflict resolution techniques does each man prefer in handling his conflict? Is there another conflict resolution approach you would recommend? Why? (E. 18)
What were the sources of conflict between Bell and Sharpe? (E. 18)
What conflict-handling style is this CEO using? What might be a more effective style? Why? (E. 18)
What suggestions, if any, would you make to the CEO to help improve communication effectiveness? (E. 18)
What problems might arise if people outside the organization saw this email? (E. 18)
Is email the best way to convey such a message? (E. 18)
What impact would this message have on you if you received it? (E. 18)
You and 2 other students carpool to school every day. The driver has recently taken to playing a new radio station quite loudly. You do not like the music, or the loudness. Using one of the conflict-handling strategies outlined in Exhibit 6-6, indicate how you might go about resolving this
What differences have you observed in the ways that men and women communicate? (E. 18)
Describe a situation in which you ignored someone. What impact did it have on that person’s subsequent communication behaviours? (E. 18)
Trying to achieve a win-win solution in a conflict situation tends to lead to better relationships and greater trust. (E. 18)
It may seem easier, but avoiding conflict does not necessarily have a more positive outcome than working with someone to resolve the conflict. (E. 18)
Often either selective perception or defensiveness gets in the way of communication. As you work in your groups on student projects, you may want to observe communication flows more critically to help you understand ways that communication can be improved and dysfunctional conflict avoided. (E. 18)
If you are having difficulty communicating with someone, you might consider that both you and the other person are contributing something to that breakdown. This tends to be true even if you are inclined to believe that the other person is the party more responsible for the breakdown. (E. 18)
From your own experience, describe a situation you were involved in where the conflict was dysfunctional. Describe another example, from your experience, where the conflict was functional. Would the other parties in the conflicts agree with your assessment of what is functional or dysfunctional?
Assume one of your co-workers had to negotiate a contract with someone from China. What problems might he or she face? If the co-worker asked for advice, what suggestions would you make to help facilitate a settlement? (E. 18)
Using the concept of channel richness, give examples of messages best conveyed by email, in face-to-face communication, and on the company bulletin board. (E. 18)
“Ineffective communication is the fault of the sender.” Do you agree or disagree? Discuss. (E. 18)
How can you improve your negotiating effectiveness? (E. 18)
Bring proper closure. You should close a meeting by summarizing the group’s accomplishments; clarifying what actions, if any, need to follow the meeting;and allocating follow-up assignments. If any decisions are made, you also need to determine who will be responsible for communicating and
Be an effective listener. You need to listen with intensity, empathy, and objectivity, and do whatever is necessary to get the full intended meaning from each participant’s comments. (p. 17)
Discourage the clash of personalities. An effective meeting is characterized by the critical assessment of ideas, not attacks on people. When running a meeting, you must quickly intercede to stop personal attacks or other forms of verbal insult. (p. 17)
Encourage the clash of ideas. You need to encourage different points of view, critical thinking, and constructive disagreement. (p. 17)
Maintain a balanced style. The effective group leader pushes when necessary and is passive when need be. (p. 17)
Encourage and support participation of all members.To maximize the effectiveness of problem-oriented meetings, each participant must be encouraged to contribute. Quiet or reserved personalities need to be drawn out so their ideas can be heard. (p. 17)
Maintain focused discussion. It is your responsibility to give direction to the discussion; to keep it focused on the issues; and to minimize interruptions, disruptions, and irrelevant comments. (p. 17)
Establish specific time limits. Meetings should begin on time and have a specific time for completion. It is your responsibility to specify these times and to hold to them. (p. 17)
Get participants to go over the agenda. The first thing to do at the meeting is to have participants review the agenda, make any changes, and then approve the final agenda. (p. 17)
Consult with participants before the meeting. An unprepared participant cannot contribute to his or her full potential. It is your responsibility to ensure that members are prepared, so check with them ahead of time. (p. 17)
Distribute the agenda in advance. Participants should have the agenda far enough in advance that they can adequately prepare for the meeting. (p. 17)
Prepare a meeting agenda. An agenda defines what you hope to accomplish at the meeting. It should state the meeting’s purpose; who will be in attendance; what, if any, preparation is required of each participant; a detailed list of items to be covered; the specific time and location of the
Using the five-stage model of group development, analyze the changes on the executive team. Be sure to address how the team’s decision-making process was affected by the introduction of Michelle (Harary’s sister) and Austin (Michelle’s husband) to the team. (p. 17)
Describe the roles displayed by the firm’s executive team members: Anton Rabie, Ronnen Harary, and Ben Varadi. (p. 17)
Describe the partnership norms at Spin Master Toys. (p. 17)
What should Dave do now? (p. 17)
Has anyone in this case acted unethically? (p. 17)
What role have norms played in how this team acted? (p. 17)
Is this group a team? (p. 17)
What effect, if any, do you expect that workforce diversity has on a team’s performance and satisfaction? (p. 17)
Would you prefer to work alone or as part of a team? Why? How do you think your answer compares with that of others in your class? (p. 17)
Have you experienced social loafing as a team member? What did you do to prevent this problem? (p. 17)
How could you use the punctuated-equilibrium model to understand group behaviour better? (p. 17)
What conditions favour creating a team, rather than letting an individual perform a given task? (p. 17)
Contrast virtual and face-to-face teams. (p. 17)
How can a team minimize social loafing? (p. 17)
What are the effects of team size on performance? (p. 17)
What is the difference between task-oriented roles and maintenance roles? (p. 17)
How can team members harm their team? (p. 17)
What are the characteristics of an effective team? (p. 17)
Describe the punctuated-equilibrium model of group development. (p. 17)
Describe the five-stage model of group development. (p. 17)
How can teams increase employee motivation? (p. 17)
Link rewards to goal attainment. It’s natural for you to get discouraged when working toward your goals. Link rewards to the achievement of goals to help encourage you more. (p. 17)
Build in feedback mechanisms to assess goal progress. Feedback lets you know whether your level of effort is sufficient to attain the goal. Set deadlines for when you will evaluate how you are performing.You should review your progress frequently. (p. 17)
Rate goals for difficulty and importance. Goal setting should not encourage people to choose easy goals. Instead, goals should be rated for their difficulty and importance. When goals are rated, individuals can be given credit for trying to reach difficult goals, even if they don’t fully achieve
Prioritize goals. When you have more than one goal, it’s important to rank the goals in order of importance. The purpose of prioritizing is to encourage you to take action and expend effort on each goal in proportion to its importance. (p. 17)
Allow the employee to participate actively. When employees participate in goal setting, they are more likely to accept the goals. However, it must be sincere participation. That is, employees must perceive that you are truly seeking their input, not just going through the motions (p. 17)
Specify the deadlines for each goal. Putting deadlines on each goal reduces ambiguity. Deadlines, however, should not be set arbitrarily. Rather, they need to be realistic given the tasks to be completed. (p. 17)
Establish specific and challenging goals for each key task. Identify the level of performance you want to accomplish for each task. Specify the targets toward which you are working. (p. 17)
Identify the key tasks you want to accomplish. Goal setting begins by defining what it is that you want to accomplish. (p. 17)
One Air Canada employee stated, “Milton treats us all the same—complete disregard and hatred.” Using the lessons and examples from Southwest Airlines and American Airlines, how can CEO Robert Milton rebuild morale and improve motivation? (p. 17)
How can expectancy theory, equity theory, and fair process explain the outrage employees at American Airlines felt when they found out about Don Carty’s hidden executive bonus? What could senior management do at American Airlines to improve motivation? (p. 17)
Using needs theories of motivation, explain how Southwest Airlines motivates its employees. (p. 17)
What are the implications of this case for employers hiring Generation Xers? (p. 17)
If you were Bob’s boss, what could you do to positively influence his motivation? (p. 17)
Analyze Bob’s lack of motivation using equity theory and expectancy theory. (p. 17)
Analyze Bob using Maslow’s hierarchy of needs. (p. 17)
Harvard University recently changed its grading policy to recommend to instructors that the average course mark should be a B. This was the result of a study showing that more than 50 percent of students were receiving an A or A– for coursework. Harvard students are often referred to as “the
You are unhappy with the performance of one of your instructors and would like to encourage the instructor to present livelier classes. Choose one of the available theories and indicate how the theory explains the instructor’s current behaviour. How could you as a student use the theory to
One of the members of your team continually arrives late for meetings and does not turn drafts of assignments in on time. Choose one of the available theories and indicate how the theory explains the member’s current behaviour and how the theory could be used to motivate the group member to
Your textbook argues for recognizing individual differences. It also suggests paying attention to members of diverse groups. Does this view contradict the principles of equity theory? Discuss? (p. 17)
“Performance can’t be measured, so any effort to link pay with performance is a fantasy. Differences in performance are often caused by the system, which means the organization ends up rewarding the circumstances. It’s the same thing as rewarding the weather forecaster for a pleasant day.”
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