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principles managerial finance
Becoming A Master Manager A Competing Values Approach 6th Edition Robert E Quinn, Lynda S St Clair - Solutions
2. For each of the strategic objectives that you listed, identify some key measures that will help you determine whether or not you are on track to achieve that objective. Remember, one objective may require several different measures to adequately capture whether or not that objective has been
1. Write a list that summarizes your strategic objectives for getting an education at this point in your life.As you work on developing the list, think about more than just getting a degree (although that may be one of your strategic objectives) and think about why you want to get that degree.
4. What concerns do you have about internal and/or external integration? How do you think you should handle these concerns?
3. What are your current scheduling concerns? Assuming that you do not have unlimited resources, make a few suggestions for resource leveling and set up a Gantt chart.
2. Create a chart of earliest and latest start and finish times. Determine the critical path. What is the shortest time from start to finish?
1. Based on the list of activities, prepare a PERT/ CPM network diagram. What is the critical path?
5. Overall, how well was this project or event coordinated? What were the key successes? \Where were some needed details overlooked?Rfiectian As we noted in Module 1 in the Managing Groups and Leading Teams competency, when a project is assigned, we are often tempted to skip over the planning and
4. To what extent was there a need to coordinate resources (money, equipment, supplies) as well as people? What role did you play in the coordination of resources?
3. To what extent was there a clear understanding regarding a schedule or timeline? What role did you play in devising the schedule?Planning :md Caordändtäng Projects ]. 29
2. To what extent was the project explicitly segmented into smaller, more manageable activities? Describe the process by which the project was divided up. What role did you play in dividing the project into the smaller activities?
]. To what extent were goals and objectives of the project made explicit? What role did you play in clarifying goals and objectives?
. Once you are confident that you have identified the root causes of the problem, write a memo sug—gesting how the operations of the cross-functional team could be improved.
When you identify a problem, try to determine its specific source(s). That is, don’t just say “Meetings do not accomplish anything.M Try to determine the cause of the problem: Are goals unclear? Are the wrong people attending the meeting? Was an agenda distributed in advance? As you work on
. Analyze the situation in terms of the key guidelines for managing cross—functionally as presented in this section. Find specific ways in which the situation is being managed well, as well as problems.
l. Identify a situation that you are currently in at school, at work, or in some other formal organization that has cross-functional elements to it.
4 What was better about the previous format for student orientations? What is better about the new format?
3. What issues of internal and external integration will need to be addressed in carrying out this task?
2 What people-related issues do you foresee?
]. What work— or task—related issues need to be addressed in order to carry out the provost’s request?
' Does your chart match with the larger chart in terms of how you actually accomplish your worki
' Which areas depend on inputs from you to get their work donel>
' Which areas are you most dependent on to get your work done?
3. Think about your job in the organization (as an employee or student) and draw a new chart. Put yourself in the center and draw connections to all the areas in the organization that you need to be effective in your work. Then answer the following questions:
' Suppose you had to select members to be part of a cross-functional team. Your project would be large scale and would affect the basic needs of many employees. (For example, an upgrade to a central software program might affect end-users across the organization.) ÜVho would need to be on the
' Choose one central and one supportive unit represented on the organization chart. Based on what you see in the chart, what power differences would you expect to see when comparing the two units? Why would you expect to see these differences?
' What parts play a supporting role to other functions in the organization? Why would you describe these parts as supporting?
' Are there any central divisions or units that might be in competition for the same customers?
' What parts of the organization seem central to the organization?
2. Study the official chart. Based on what you see, analyze what the structure of the organization suggests as answers to the following questions:
1. If you are currently employed, obtain a copy of an organization chart for your employer. If you are not currently employed, find a copy of your school’s organization chart (check with the human resources office at your institution).
8. At your job, what kind of information do you typically need to act on? What type of information do you need to refer to others? Could you begin to refer more things to others, rather than acting on them yourself?
7. Do you turn off your e—mail and phone when you need to concentrate on a major project? Do you forward your phone and turn off your cell phone when you are meeting with other people?
6. How effectively do you manage phone time? Do you always answer your phone when it rings? Do you often find that you spend more time on the phone than you realized?
5. How many messages do you have in your e-mail in-box? Do you use folders to file messages you want to keep? How often do you have to search for an old e-mail message? How long does it typically take you to locate what you are looking for?
4. How much time do you think you spend each day looking for documents (including scraps of paper with phone numbers or other bits of information on them)? Do you ever lose track of important correspondence?
3. How do you “process” your paper mail? Is your method effective? Do you allow mail to pile up unopened? Do you sort through the same piles multiple times?
Does the Agenda provide a quick road map of what the message is about?
8. What additional information would you like to have on these roles?
7. How confident do you feel regarding the information you have about your current performance as an employee? As a student? Do you know where you stand with your supervisor or boss? With your instructors?
6. Do you often receive information that you don’t have any real use for? Do you receive the same information in multiple formats (e.g., e—mail message, paper memo, voice—mail message)?
5. What are your major sources of information overload—e—mail, paper, phone messages, verbal instruc—tions, and requests from others? What are two or three specific things you can do to manage this overload more effectively?
7. Does this exercise tell you that conflict is inherently bad? \Why or why not?
6. Does this experience resemble any real—life experiences you have had? If so, how might you approach this type of conflict differently in the future?
Based on you understanding of the five conflict management approaches, how did you resolve these conflictsi>
. What, if any, conflicts arose within your small group?c u m — \ t
. What did you assume that your instructor did not say to youi>
. What does “win” mean in that phrase?
]. Who was “Y ou” in the P hrase “win as much as Y ou can”?
5. What might Bob do to avoid future conflict situations between the audit group staff and other line managers?
4. What should Bob and jim do now to resolve this conflict?
3. How would you describe the conflict in terms of the stages it went through?
2. What were the differences between the interpersonal conflict and the intergroup conflict in this case?
1. Based on your understanding of the section on levels, sources, and stages of conflict, what were the sources of conflict between the staff audit group and the managers in the plant?
4. What is it about the conflict situation or strategy that tells you which strategy to use in dealing with a particular conflict situation?
3. Would your answers differ between work—related and non—work-related situations? Between different types of work—related situations?
2. How would your answers to these items have differed if you had considered someone different from the person you chose?
]. Which strategy do you find easiest to use? Most difficult? Which do you use most often?
4. Write a one— to two—page memo to your team members describing your concerns about the team.Include a proposed action plan for team-building activities. Remember to use grounds and warrants to justify why you think the team would benefit from participating in these team-building activities.
3. Select a team-building approach to use that will address the objectives you have written. Find one or two resources that explain in detail how to facilitate the activities to carry out the approach.
2. Identify and write down a few objectives for the team-building session. For example, you may feel that the roles and responsibilities of group members are not clear and that you would like to focus on clarifying role expectations. Or you may decide you need to personally practice using one of
7. What suggestions do you have for yourself for the next time you chair a meeting?
6. What suggestions would you make to the meeting chair about running future meetings?
5. Did the discussion stay on track, or was there a tendency to go off on tangents?
What member behaviors provided support for the team’s development?
4. Think about the stages of team development. What elements of stage 1 (forming) did you accomplish in your task force? What elements of stage 2 (storming) or stage 3 (norming) were accomplished?
3. Did all task force members participate in the meeting? How well did the task force do at discussing how it could make best use of each person’s abilities?
2. Did you feel prepared for the meeting? If not, what additional information or material would have been helpful?
]. What happened during the meeting of the ethics task force?
4. In thinking about your past experiences working in groups, do you think that the people who have worked with you in the past see you as you see yourself? If not, what grounds and warrants would they use to contradict your claims?
3. Are there times when you have performed more effectively as a team member? Alternatively, have there been times when you did not fully contribute as a team member? If so, what events or circumstances made you behave differently in these different situations?
2. What strengths do you think you have when working on a tearni> Weaknesses?
4. In thinking about your past experiences working in groups, do you think that the people who have worked with you in the past see you as you see yourself? If not, what grounds and warrants would they use to contradict your claims?
3. Are there times when you have performed more effectively as a team member? Alternatively, have there been times when you did not fully contribute as a team member? If so, what events or circumstances made you behave differently in these different situations?
2. What strengths do you think you have when working on a tearni> Weaknesses?
]. In what ways do these team behaviors agree with your concept of team membership? How do they differ?
4. If appropriate, carry out the second step of the delegation process, and describe your interaction with the individual.Managers sometimes r
3. Complete the first of the “Five Steps to Effective Delegation” by writing a one- to two-page action plan that describes the task and why the person you selected is an appropriate choice. Indicate any concerns you have about delegating this task to this individual.
2. Identify a task that you currently perform on a regular basis that you would like to be able to delegate to someone else. If you are a manager, think about a task you would like to delegate to an employee.If you are an officer of a club or other organization, think about a task you would like to
4. What did you learn from this role-play?
3. To what degree did your performance review focus on Sue’s technical skills, and to what degree did it focus on her role as a member of the process design group? To what degree was Max’s role in helping Sue develop as an employee in the process design group part of the performance review?
2. Which of the guidelines for giving and receiving feedback did you follow? Which did you forget?What were the outcomes?
]. During the role—play,, how successful were you at conducting a successfi.fl performance evaluation? Do you feel that you achieved a successfùl outcome? Why or why not?
2. In dyads, role-play the conversation that occurs in Max’s midyear performance evaluation review of Sue.Answer the following questions:
]. What elements would you include in a performance review of Sue? \What kind of feedback should you give her? What skills will you suggest that she develop? What other issues will you raise?
3. What concerns, if any, do you have with Max”s conversation with Jack? What might Max have done differently?
2. How would you use the knowledge and skills you have acquired thus far in this module to redesign the meeting between Max and Sue?
1. What are the key problems with this portion of the performance review? What is missing?
4. What characteristics of your performance evaluation process would make it more attractive to employees? Would those characteristics increase or reduce the usefulness of the performance evalua—tion process for the organization?
3. HOW WÜllld you design a Pfil‘fÛl‘fllfll‘lfifi €Vfllüfltiüfl pIOCCSS Wh€ffi th€ bêl‘lfifitS are ITIÜI'Ü €Clllâ.llÿ shared?
2. As you review the statements, think about how the use of performance evaluation benefits the organization, the manager, and the employee. In what ways does each benefit? Are the benefits shared equally?
1. As you review your eight answers, do you see any patterns in your assumptions or in the assumptions you did not choose?
4. What types of reflective listening statements did each person make to help the issues become more discussable?
3. Which issues, if any. were undiscussable?
2. Did you surface the real issues? Which issues were carefully discussed?
]. How well were you and your partner (or the individuals who did the role-play in the front of the class)able to communicate?
3. Participate in the role-play, following the instructions you have received.Discussion Questions Answer the questions below:
2. Prepare to act out your role from the perspective of your character. Your instructor may have some people role—play the situation in front of the class or may ask everyone to work together in dyads.
]. Your instructor will provide you with a role description for either Stacy Brock or Terry Lord. Read the information carefully.
6. Consider how you might move some of your thoughts and feelings from the left—hand column to the right—hand column. Write down one or two specific ideas.Complete the following steps:
d. What did you lose from keeping certain thoughts and feelings to yourself?
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