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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
3. How might you use your current characteristics to help you make the changes you expect to see in yourself over the next 5 to 10 years?
2. How have your life experiences encouraged you to make changes?
1. How have your anchors helped you? Are there anchors that have kept you from making important changes?
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?
c. What assumptions did you make about the other person?
b. What was it about you or the situation that kept you from expressing your thoughts and feelings?
a. What was it about the situation that led you to feel the way you felt?
5. Read and think about what you have written in your left—hand column. Then answer these questions:
4. On the left-hand side of the page, write down your thoughts and feelings that were unexpressed dur—ing the conversation.
3. Using a fresh piece of paper, divide the paper in half and write down the actual conversation that occurred on the right—hand side of the page. You should focus on the words that were actually spoken.If you cannot remember the conversation verbatim, try to remember the key issues that were
2. Write down the approach that you initially took to resolve the problem. What did you talk about?What ideas did you have? What were the interpersonal communication barriers that hindered your ability to resolve the issue? For example, did one of you have a hidden agenda? Were there status
l. Identify a difficult conversation that you had with a friend or work colleague involving a problem that you tried to resolve. The conversation may focus on a problem that has since been solved or one that still does not have a usable solution. The key is to find a problem that you were unable to
2. As you compare your own behaviors across the two relationships, can you identify ways that you could change to be more effective in your communication in the painful relationship? What would you like the other person to change?
1. How does your own communication behavior vary in these two relationships?
6. Ask your partner specific questions to help you understand what he or she is saying. For instance, ask for behavioral examples to help you understand why you may be seen in a particular way.
5. As you listen to the feedback about your Blind area, pay attention to your feelings. Practice the aspects of empathic listening described in Table M1.2. If you begin to feel defensive, take a deep breath, and ask yourself why the information you are hearing is upsetting you.
4. Explain the ]ohari window to this person and show him what you have in quadrant 1 (Open area).Explain that you would like to reduce the size of your Blind area (quadrant 3) and are looking for feedback about your work behaviors, focusing on information that will help you work better with others.
3. What other rewarding behaviors could you substitute for the habit you want to eliminate?
2. What “rewards” do you get from engaging in your habit behavior?
]. What cues seem to trigger the habit you want to change}.>
4. How might some of the characteristics that yo ur partner identified but that were not on your own list, affect your ability to achieve your personal goals?
3. How might you use your current characteristics to help you make the changes you expect to see in yourself over the next 5 to 10 years?
2. How have your life experiences encouraged you to make changes?
1. How have your anchors helped you? Are there anchors that have kept you from making important changes?
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?
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