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organizational behaviour understanding
Fundamentals Of Organizational Behaviour 3rd Canadian Edition Langton Nancy - Solutions
“Employee recognition may be motivational for the moment, but it doesn’t have any staying power. Why? Because employees can’t take recognition to Roots or The Bay!” Do you agree or disagree? Discuss. (p. 17)
Identify five different bases by which organizations can compensate employees. Based on your knowledge and experience, is performance the basis most used in practice? Discuss. (p. 17)
Identify three activities you really enjoy (for example, playing tennis, reading a novel, going shopping). Next, identify three activities you really dislike (for example, visiting the dentist, cleaning the house, following a low-fat diet). Using expectancy theory, analyze each of your answers to
What can firms do to create more motivating environments for their employees? (p. 17)
Describe three jobs that score high on the JCM. Describe three jobs that score low. (p. 17)
Define the five core dimensions in the JCM. (p. 17)
What is an ESOP? How might it positively influence employee motivation? (p. 17)
What are the pluses and minuses of variable-pay programs from an employee’s viewpoint? From management’s viewpoint? (p. 17)
Explain cognitive evaluation theory. How applicable is it to management practice? (p. 17)
Describe the four ways in which goal setting motivates. (p. 17)
Identify the variables in expectancy theory. (p. 17)
What are the implications of Theories X and Y for motivation practices? (p. 17)
How much responsibility should individuals take for managing their own stress? To what extent should organizations become involved in the personal lives of their employees when trying to help them manage stress? What are the pros and cons for whether employees or organizations take responsibility
Think of all of the technological changes that have happened in the workplace in recent years, including email, BlackBerrys, and intranets. What are the positive benefits of this change? What are the downsides? As an employee facing the demand to “stay connected” to your workplace, how would
What conclusions can you draw about changing the attitudes of yourself and others? (p. 17)
Was the other person successful in changing your attitude? Why or why not? (p. 17)
Were you successful in changing the other person’s attitude? Why or why not? (p. 17)
Imagine that a Canadian company is producing computer products and shipping them across the border to the United States and overseas to Europe. Should management be concerned about the impact of Canadian values on customer relations? What should customer service representatives keep in mind when
Suppose a large Canadian telecommunications firm merges with a large American telecommunications firm. To what extent might the differences in values between these Canadian and American employees affect how they interact and work together? (p. 17)
Are Canadian values becoming more similar or dissimilar to American values? Explain. (p. 17)
If you were a Gourmet Foods employee, how would you feel about going through Nelson’s course?Explain your position. (p. 17)
If you were Johnston, what could you do to evaluate the effectiveness of your $10 million investment in Nelson’s training program? (p. 17)
Johnston says, “Positive attitude is the single biggest thing that can change a business.” How valid and generalizable do you think this statement is? (p. 17)
Explain the logic as to how Nelson’s three-day course could positively influence Gourmet Foods’profitability. (p. 17)
What kind of workplace would be most suitable for the values that you hold most closely? (p. 17)
Try to uncover with your group members the source of some of your key values (e.g., parents, peer group, teachers, church). (p. 17)
Identify the extent to which values overlap in your group. (p. 17)
When employees are asked whether they would again choose the same work or whether they would want their children to follow in their footsteps, fewer than half typically answer “yes.” What, if anything, do you think this implies about employee job satisfaction? (p. 17)
“Managers should do everything they can to enhance the job satisfaction of their employees.” Do you agree or disagree? Support your position. (p. 17)
Do you think there might be any positive and significant relationship between the possession of certain personal values and successful career progression in organizations such as Merrill Lynch, the Canadian Union of Postal Workers(CUPW), and the City of Regina’s police department? Discuss. (p. 17)
“Thirty-five years ago, young employees we hired were ambitious, conscientious, hard-working, and honest. Today’s young employees don’t have the same values.” Do you agree or disagree with this manager’s comments? Support your position. (p. 17)
Contrast exit, voice, loyalty, and neglect as employee responses to job satisfaction. (p. 17)
What is the relationship between job satisfaction and absenteeism? Job satisfaction and turnover? Which is the stronger relationship? (p. 17)
Are satisfied employees productive employees? Explain your answer. (p. 17)
What might explain low levels of employee job satisfaction in recent years? (p. 17)
How might differences in generational values affect the workplace? (p. 17)
Compare Aboriginal and nonAboriginal values. (p. 17)
Describe the GLOBE project’s dimensions of national culture. (p. 17)
Explain the perceptions of each of these men. What role do these perceptions play in how each runs the company? (p. 18)
Evaluate the emotional side of running the business.How do Ryan and McCulloch each deal with the stress of running the business? (p. 18)
How would you describe the personalities of Denis Ryan and Rod McCulloch? Describe the extent to which personality plays a role in how Ryan and McCulloch run NovaScotian Crystal. (p. 18)
“Kozlowski just did what anybody would do if they had the chance. The people at fault in this story are Tyco’s Board of Directors for not controlling their CEO.” Do you agree or disagree? Discuss. (p. 18)
In the movie Wall Street, Michael Douglas’s character says, “Greed is good.” Is this true? How does this apply to Kozlowski? (p. 18)
What does this case say about corporate ethics? (p. 18)
Does this case contradict the view that personality is largely genetically derived? Explain. (p. 18)
How did Kozlowski’s past shape his personality? (p. 18)
At the end of the discussion, the instructor will reveal which fact belongs to each student (p. 18)
The classroom discussion will focus on perceptions, assumptions, and stereotyping that led to the decisions made. (p. 18)
After 15 minutes of group discussion, several groups will be asked to present their consensus to the class, with justifications. (p. 18)
Students should break into groups of about 5 or 6 and try to reach consensus about which fact belongs to which person. Meanwhile, the 4 students can serve as observers to group discussions, listening in on rationales for how students decide to link the facts with the individuals. (p. 18)
Students in the class should silently decide which fact belongs to which person. (p. 18)
The instructor will put the 4 facts on the board without revealing to which person each belongs, and the 4 students will remain in the front of the room for the first part of the group discussion below. (p. 18)
Your instructor will choose 4 volunteers willing to reveal an interesting true-life background fact about themselves.Examples of such background facts are as follows:• I can perform various dances, such as polka, rumba, bossa nova, and salsa.• I am the youngest of four children, and I attended
Compare your scores on the Learning About Yourself Exercises at the end of the chapter. What conclusions could you draw about your group based on these scores? (p. 18)
Describe a situationi in which your perception turned out to be wrong. What perceptual errors did you make that might have caused this to happen? (p. 18)
Think back to your perception of this course and your instructor on the first day of class. What factors might have affected your perceptions of what the rest of the term would be like? (p. 18)
How often do you feel sure of yourself when you speak in a class discussion? (p. 18)
When you talk in front of a class or a group of people of your own age, how often are you pleased with your performance? (p. 18)
How often do you worry about whether other people like to be with you? (p. 18)
How often do you feel so discouraged with yourself that you wonder whether anything is worthwhile? (p. 18)
How often do you feel that you dislike yourself? (p. 18)
How often do you worry about how well you get along with other people? (p. 18)
In general, how often do you feel confident about your abilities? (p. 18)
How often do you feel confident that some day people will look up to you and respect you? (p. 18)
How often do you feel sure of yourself when among strangers? (p. 18)
How often do you feel confident that your success in your future job or career is assured? (p. 18)
How often do you feel that you are a worthless individual? (p. 18)
How often do you feel inferior to most people you know? (p. 18)
How often are you troubled with shyness? (p. 18)
How often do you feel that you are a successful person? (p. 18)
How often do you feel self-conscious? (p. 18)
How often are you comfortable when starting a conversation with people you don’t know? (p. 18)
How often do you have the feeling that you can do everything well? (p. 18)
How often do you feel that you have handled yourself well at social gatherings? (p. 18)
When you talk in front of a class or group of people your own age, how often do you feel worried or afraid? (p. 18)
How often do you have the feeling that there is nothing that you can do well? (p. 18)
Give some examples of situations where expressing emotions openly might improve job performance. (p. 18)
What, if anything, can managers do to manage emotions? Are there ethical implications in any of these actions? If so, what? (p. 18)
One day your boss comes in and he is nervous, edgy, and argumentative. The next day he is calm and relaxed. Does this behaviour suggest that personality traits are not consistent from day to day? (p. 18)
An employee does an unsatisfactory job on an assigned project. Explain the attribution process that this person’s manager will use to form judgments about this employee’s job performance. (p. 18)
How might the differences in experience of students and instructors affect each of their perceptions of classroom behaviour (e.g., students’ written work and class comments)? (p. 18)
What is emotional intelligence and why is it important? (p. 18)
What is emotional labour and why is it important to understanding OB? (p. 18)
To what extent do people’s personalities affect how they are perceived? (p. 18)
What behavioural predictions might you make if you knew that an employee had (a) an external locus of control? (b)a low-Mach score? (c) low self-esteem? (d) a Type A personality? (p. 18)
Describe the factors in the Big Five model. Evaluate which factor shows the greatest value in predicting behaviour? (p. 18)
Give some positive results of using shortcuts when judging others. (p. 18)
What is stereotyping? Give an example of how stereotyping can create perceptual distortion. (p. 18)
What is attribution theory? What are its implications for explaining behaviour in organizations? (p. 18)
Define the perception. (p. 18)
What challenges does GM face at the individual and group levels?
What challenges does GM face at the organizational level?
GM was compared with the Titanic. Do you agree with this comparison? Why or why not?
What facts in this case support the argument that OB should be approached from a contingency perspective?
Is it unethical to teach supervisors “to demonstrate interest in their employees as individuals”? Explain.
What are the implications from this case for managing in future years when there may be a severe labour shortage?
What are the implications from this case for motivating part-time employees?
In dollars-and-cents’ terms, why did Katriona Roeder want to reduce turnover?
Your instructor will lead a general discussion of your results.
Using Exhibit 1-6, determine whether your “ideal” managers would have trouble managing in some dimensions of organizational demands.
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