Developing Management Skills 9th Global Edition Whetten - Solutions

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10.18. Looking back on your whole skill practice and application experience, what have you learned? What has been surprising? In what ways might this experience help you in the long term?
10.17. How can you improve? What modifications can you make next time? What will you do differently in a similar situation in the future?
10.16. After you have completed your implementation, record the results. What happened?How successful were you? What was the effect on others?
10.15. What are the indicators of successful performance? How will you know you have been effective? What will indicate you have performed competently?Part 2: Evaluation
10.14. Identify the specific behaviors in which you will engage to apply this skill.Operationalize your skill performance.
10.13. Now identify the setting or the situation in which you will apply this skill.Establish a plan for performance by actually writing down a description of the situation.Who else will be involved? When will you do it? Where will it be done?Circumstances:Who else?When?Where?
10.12. Write down the two or three aspects of this skill that are most important to you.These may be areas of weakness, areas of strength, or areas that are most salient to a situation you face right now. Identify the specific aspects of this skill that you want to apply.
10.11. Establish a close mentoring relationship with someone with whom you work or go to school. Your mentor may be a professor, a senior manager, or someone who has been around longer than you have. That relationship should build your self-esteem and be energizing to you. Make certain, however,
10.10. Explain the arrangement of a three-month leave of absence before promotion to a friend. Identify how this concept is related to building human capital within an organization.
10.9. Turning students into teachers is said to be a good method for fostering sustainability.Explain this to one of your friends with particular reference to the learning stairs developed by the National Training Laboratories in Bethel, Maine. Record what you teach in your journal.
10.8. Analyze a vision statement of your school, or any organization you are associated with, and identify whether, in your opinion, they are focused on any one side (leftbrained or right-brained). Suggest how the statements could be articulated by the other side.
10.7. Find someone you know well who is working in an organization. Teach them how benchmarking could help to create readiness for change. Explain the different kinds of standards available and provide one example for each kind. Describe what you taught and identify the best standard for
10.6. Interview a manager who implemented a change in their organization. Note the process used, the challenges faced, and the solutions that lead the change. Using these details, create a framework of positive change (see Figure 10.3). Which component of the framework is over-emphasized and which
10.4. What was Jim’s vision of abundance?
10.3. What aspects of positive change did he leave out? What would you advise him to do going forward to foster sustainability?
10.2. In what ways did Jim try to foster positively deviance performance?
10.1. What elements of positive change do you see implemented by Jim Mallozzi?
9.32. Looking back on your whole skill practice and application experience, what have you learned? What has been surprising? In what ways might this experience help you in the long term?
9.31. How can you improve? What modifications can you make next time? What will you do differently in a similar situation in the future?
9.30. After you have completed your implementation, record the results. What happened?How successful were you? What was the effect on others?
9.29. What are the indicators of successful performance? How will you know you have been effective? What will indicate you have performed competently?Part 2: Evaluation
9.28. Identify the specific behaviors in which you will engage to apply this skill.Operationalize your skill performance.
9.27. Now identify the setting or the situation in which you will apply this skill.Establish a plan for performance by actually writing down a description of the situation.Who else will be involved? When will you do it? Where will it be done?Circumstances:Who else?When?Where?
9.26. Write down the two or three aspects of this skill that are most important to you.These may be areas of weakness, areas you most want to improve, or areas that are most salient to a problem you face right now. Identify the specific aspects of this skill that you want to apply.
9.25. Identify three strategies that you have adopted in the past as a team leader to build credibility. Enter this in your journal and reflect on the effectiveness of the strategies and lessons learned from this experience.
9.24. Based on the most common relationship-building roles, provide an example from your personal experiences for the roles discussed in the chapter. Identify how they were applied or could be applied. Record the exact environment and audience involved in the situations.
9.23. Write out a formal vision statement for a team you are leading. Make certain that the vision possesses the attributes of effective, energizing vision statements discussed in the chapter. Identify specifically what you can do to get team members to commit to that vision.
9.22. Identify a team that you are currently working in. What is your role in the team?Assess whether you are playing a productive (or unproductive) role. Write down some examples how your role in the team has led to its effectiveness or ineffectiveness.Next, identify a member of the group that you
9.21. Reflect on your experience while working in a team. Do you consider the team to be a high-performing one? Evaluate the effectiveness of the team based on the attributes outlined in the chapter.
9.20. Explain the benefits of teamwork with reference to an organization and its employees.What would you consider to be the importance of teamwork?
9.19. What do you wish you could do differently to be more efficient and more effective if you were to do another task together?
9.18. How did you make up for the inability to communicate as a team during the task?
9.17. What were the differences between teams that accomplished the task the most quickly and with the highest quality compared to the others?
9.16. What team leadership and membership roles did each of your team members play? Which were the most effective?
9.15. What happened to your team dynamics over the duration of the activity? Did they change from one stage to another? Did you end up as a high-performing team?
9.14. What hints about initial stages of team development were utilized?
9.13. As a team, what was especially effective, and what was especially ineffective in planning for task accomplishment in advance?
9.12. Your team is well-oiled and highly functioning, and you want to make sure that this high level of performance not only continues but improves.
9.11. Your team is experiencing a lot of conflict among members. Strongly held points of view exist that seem not to be compatible. Factions have begun to arise in the team.
9.10. You join a team that has been together for several meetings and has, unfortunately, had a history of being unproductive, goofing off, and partying with one another a bit too much.
9.9. The team has just come together for the first time, and this is its first meeting.
9.8. Under what conditions would individuals do better than teams in making decisions?
9.7. How do you explain the superior performance of most teams over even the best individuals?
9.6. What changes would be needed in order for your team score to be even better?
9.5. How many individuals did better than the team as a whole? (In general, more than 80 percent of people do worse than the team.)
9.4. Make recommendations about what Mott should do now to capitalize on the ELITE Team experience. If you were to become a consultant to the Tallahassee Democrat, what advice would you give Mott about how he can capitalize on teambuilding?
9.3. Why didn’t Mott’s top management team reach a high level of performance?What was his team lacking? Why was an ELITE team needed?
9.2. How do you explain the team’s reaching a high-performance condition? What were the major predictive factors?
9.1. What were the stages of development of the ELITE Team? Identify specific examples of each of the four stages of team development in the case.
8.20. Looking back on your whole skill practice and application experience, what have you learned? What has been surprising? In what ways might this experience help you in the long term?
8.19. How can you improve? What modifications can you make next time? What will you do differently in a similar situation in the future?
8.18. After you have completed your implementation, record the results. What happened?How successful were you? What was the effect on others?
8.17. What are the indicators of successful performance? How will you know you have been effective? What will indicate you have performed competently?
8.16. Identify the specific behaviors in which you will engage to apply this skill.Operationalize your skill performance.
8.15. Now identify the setting or the situation in which you will apply this skill.Establish a plan for performance by actually writing down a description of the situation.Who else will be involved? When will you do it? Where will it be done?Circumstances:Who else?When?Where?
8.14. Write down the two or three aspects of this skill that are most important to you.These may be areas of weakness, areas you most want to improve, or areas that are most salient to a problem you face right now. Identify the specific aspects of this skill that you want to apply.
8.13. Schedule a meeting with a manager who is not very good at empowerment.(Finding such a person shouldn’t be difficult because most leaders tend to be more authoritarian and bureaucratic than empowering.) As a student who has learned about and practiced empowerment and engagement, share what
8.12. Think of a situation you now face with which you would like some help. It may be a task you want to accomplish, a tough decision you need to make, or a team you want to form. Make sure you think of something that requires the involvement of other people. Write down specific things you can do
8.11. Interview a manager about his or her empowerment practices. Try to determine what is especially effective, what doesn’t work, what comes off as condescending, and what motivates people to perform. Identify the extent to which the manager knows and uses the principles discussed in the Skill
8.10. Teach someone else (your spouse, a colleague, your boss) how to empower others and engage others effectively. Include the principles in Table 8.3 in your discussion.Use your own examples and illustrations.
8.9. If others are to become involved, how much empowerment should they have?What would you do specifically to achieve the appropriate level of empowerment?
8.8. What are the most important considerations in deciding whom to involve in this task?
8.7. If you answered the question, “Should I involve others?” affirmatively, which alternative in Figure 8.2 should be used in making a decision? Justify your choice.
8.6. Should this decision be made by you alone? Why or why not?
8.5. If you were an outside consultant attending the meeting, what advice would you give Ken? What advice would you give Ruth?
8.4. What are the questions that Ruth should ask Ken to help her acquire the necessary elements of empowerment? What questions should Ken ask Ruth to be better able to ensure her success?
8.3. What should Ruth Cummings and Ken Hoffman discuss in their meeting? Identify specific agenda items that should be raised.
8.2. What guidelines related to engagement were violated by Ken Hoffman? By Ruth Cummings?
8.1. What guidelines related to empowerment were violated by Ken Hoffman? By Ruth Cummings?
7.21. Looking back on your whole skill practice and application experience, what have you learned? What has been surprising? In what ways might this experience help you in the long term?
7.20. How can you improve? What modifications can you make next time? What will you do differently in a similar situation in the future?
7.19. After you have completed your implementation, record the results. What happened?How successful were you? What was the effect on others?
7.18. What are the indicators of successful performance? How will you know you have been effective? What will indicate you have performed competently?
7.17. Identify the specific behaviors you will engage in to apply this skill. Operationalize your skill performance.
7.16. Now identify the setting or the situation in which you will apply this skill.Establish a plan for performance by actually writing down a description of the situation.Who else will be involved? When will you do it? Where will it be done?Circumstances:Who else?When?Where?
7.15. Write down the two or three aspects of this skill that are most important to you.These may be areas of weakness, areas you most want to improve, or areas that are most salient to a problem you face right now. Identify the specific aspects of this skill that you want to apply.
7.14. Identify a difficult situation involving negotiations. This might involve transactions at work, at home, or in the community. Review the guidelines for integrative bargaining and identify the specific tactics you plan to use. Write down specific questions and responses to likely initiatives
7.13. Recall a conflict situation you have faced in the past that ended with a good outcome and another that didn’t end well. How had you managed the conflict? What conflict management approach did you use for the two conflict situations? Reflect on the management approach you used and the
7.12. Identify a situation in which another individual is doing something that needs to be corrected. Using the respondent’s guidelines for collaborative problem solving, construct a plan for discussing your concerns with this person. Include specific language designed to state your case
7.11. Select three individuals who are from diverse cultural backgrounds and have work experience outside of their native culture. Discuss with them the sources(especially the personal differences) of previous conflicts they have experienced at work. Ask them about their preferences in dealing with
7.10. Identify a recent conflict between you and a family member, a classmate, a friend, or a colleague that didn’t end well. Describe the details of this conflict objectively in your journal. Discuss how the conflict began, how you managed or responded to it, and finally, how it ended. Identify
7.9. What is the most appropriate conflict management strategy?
7.8. What are the salient situational factors?
7.7. What is the most appropriate conflict management strategy?
7.6. What are the salient situational factors?
7.5. What is the most appropriate conflict management strategy?
7.4. What are the salient situational factors?
7.3. Based on the behavioral guidelines for the collaborative approach, how could Dan have managed this conflict more effectively?
7.2. What approaches to conflict management are used by the actors in this situation?How effective was each?
7.1. What are the sources of conflict in this case?
6.13. Looking back on your whole skill practice and application experience, what have you learned? What has been surprising? In what ways might this experience help you in the long term?
6.12. How can you improve? What modifications can you make next time? What will you do differently in a similar situation in the future?
6.11. After you have completed your implementation, record the results. What happened?How successful were you? What was the effect on others?
6.10. What are the indicators of successful performance? How will you know you have been effective? What will indicate you have performed competently?
6.9. Identify the specific behaviors you will engage in to apply this skill. Operationalize your skill performance.
6.8. Now identify the setting or the situation in which you will apply this skill.Establish a plan for performance by actually writing down a description of the situation.Who else will be involved? When will you do it? Where will it be done?Circumstances:Who else?When?Where?
6.7. Write down the two or three aspects of this skill that are most important to you.These may be areas of weakness, areas you most want to improve, or areas that are most salient to a problem you face right now. Identify the specific aspects of this skill that you want to apply.
6.6. Using the six-step model for creating a motivational work environment (see Table 6.2), design a specific plan for managing a new relationship (e.g., a new subordinate) or a new phase in an old relationship (e.g., friend, family member, or subordinate about to begin work on a new project).
6.5. Identify a motivation program currently running at your workplace. Does it motivate you to perform better? Assess the program based on the six elements of the integrative program. Identify the elements that are in place and elements that were not adequate in the program. Based on your
6.4. Interview a manager of a real-life organization on problems they faced in motivating employees to perform. Request the manager to share with you a specific problem he faced in the past with employee motivation and the methods they used to solve the problem. Ask the manager if the approaches

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