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supply chain management 2nd
Developing Management Skills 9th Global Edition Whetten - Solutions
6.3. Conduct a survey with employees of an organization of your choice. Ask them to list five things that they love most, and five things they hate most about working at the company. Compile the lists and group them according to themes based on the key six diagnostic questions—goals and
6.2. What are the high-priority action items you would include in a consulting report to Steve Morgan, president of EL? Focus on specific actions that he could initiate that would better use the abilities of the staff and foster a more motivating work environment.
6.1. Using the behavioral guidelines and Figure 6.5 as diagnostic aids, what are the strengths and weaknesses of Electro Logic (EL) from a motivational perspective?
5.15. 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?
5.14. How can you improve? What modifications can you make next time? What will you do differently in a similar situation in the future?
5.13. After you have completed your implementation, record the results. What happened?How successful were you? What was the effect on others?
5.12. 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
5.11. Identify the specific behaviors you will engage in to apply this skill. Operationalize your skill performance.
5.10. 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?
5.9. 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.
5.8. Think of an idea (for example, a proposal to convert 9 to 5 office hours to flexible working hours or to launch a new product or product line) to be proposed to the board of directors (a panel of lecturers and a few selected students playing various functional roles). Applying upward
5.7. Watch at least two realistic dramas (movies, plays, TV). Observe the influence strategies used by various characters. Which form of influence did they use most frequently, and why? Did certain people demonstrate a preference for a particular strategy? If so, was this based on personality
5.6. Over time, analyze your efforts to influence other people. Use the “Three Rs” model to catalog your strategies. Consider why you used each strategy. Did you repeatedly rely on one or two strategies, or did you vary your approach according to circumstances?Keep track of the outcome of each
5.5. With examples, identify how you can increase your power in daily situations using the four sources of personal power discussed in the chapter. Describe the actual environment, including the relevant personal characteristics and the requirements for personal trustworthiness. Create a detailed
5.4. Select a friend or associate who has complained to you about feeling powerless in an organizational position. This might be a person who holds a relatively insignificant leadership position in a campus organization or a low-level position in a work organization.Perhaps the individual feels his
5.3. Using the information on influence strategies in the second half of this chapter as your guide, strategize how you would address the challenges you are likely to encounter if you accepted the position of River Woods plant manager.
5.2. If you were offered the new River Woods plant manager position, based on what you’ve learned about the sources of position power, what actions would you take to ensure that as the company’s first general manager you had the necessary clout to accomplish your assigned duties?
5.1. If you were part of the selection committee for the River Woods plant manager position, based on what you’ve learned about the sources of personal power in this chapter, describe what you’d consider to be the ideal candidate’s qualifications.
4.18. 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?
4.17. How can you improve? What modifications can you make next time? What will you do differently in a similar situation in the future?
4.16. After you have completed your implementation, record the results. What happened?How successful were you? What was the effect on others?
4.15. What are the indicators of successful performance? How will you know you have been effective? What will indicate you have performed competently?
4.14. Identify the specific behaviors in which you will engage to apply this skill.Operationalize your skill performance.
4.13. 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?
4.12. 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.
4.11. Search online for videos of an example of a coaching session and an example of a counseling session. Compare the two methods. What are the similarities in the two methods? What are their main differences? What is the main distinguishing element of the method? Which method do you prefer in
4.10. Write and enact a play in your class that portrays a conversation between a supervisor and an employee during a performance appraisal meeting. The supervisor often has to provide negative feedback—frequently late for work, takes extended lunch, submits assignments late, doesn’t work well
4.9. Teach someone you know how to implement a personal management interview(PMI) program. Highlight the major advantages and characteristics of using PMI.Using examples, explain how it could be employed in family settings.
4.8. Using the principles of supportive communication, create two comic strips about two managers—one depicting the supportive interactions (verbal, nonverbal and body language) of a manager and their employees, and the other should portray a manager who displays unsupportive and discouraging
4.7. If you were the coach of Susette, how would you assist her in being more competent as a supportive communicator? How would you coach Leonardo to be more supportive even though it is he who faces the problem?
4.6. Which statements in the conversation were most helpful? Which were least helpful, or could have produced defensiveness or closed off the conversation?
4.5. Categorize each statement in the case according to the supportive communication characteristic or type of response it represents. For example, the first statement by Leonardo obviously is not very congruent, but the second one is much more so.
4.4. Conduct a role play. Handle the key issues that exist between Ron and Mike.Identify the principles you used to make this a productive conversation. If you were Ron, what would you do in your follow-up meeting with Mike?
4.3. Categorize each of the statements by naming the rule of supportive communication that is either illustrated or violated.
4.2. If you were to change this interaction to make it more productive, what would you change?
4.1. What principles of supportive communication and supportive listening are violated in this case?
3.21. 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?
3.20. How can you improve? What modifications can you make next time? What will you do differently in a similar situation in the future?
3.19. After you have completed your implementation, record the results. What happened?How successful were you? What was the effect on others?
3.18. What are the indicators of successful performance? How will you know you have been effective? What will indicate you have performed competently?
3.17. Identify the specific behaviors in which you will engage to apply this skill.Operationalize your skill performance.
3.16. 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?
3.15. 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.
3.14. Identify a problem faced by one of your family members, friends or classmates for which you don’t have a solution. Choose one of the techniques provided in this chapter (refer Table 3.5 and 3.6) and use it to generate more alternatives and practice the technique. Which technique worked best
3.13. Recall one recent decision that you have made. Apply the creative problem-solving techniques discussed in the chapter and re-analyze the problem and the solution you had provided. Record the details in your journal, including the potential different results based on the new approach.
3.12. Reflect on a recent classroom or work related problem that you have solved. Did you apply the analytical or creative problem-solving approach? Was the outcome desirable? Next, try to solve the problem using the other approach. Is the solution similar to or different from your first outcome?
3.11. Teach someone the four types of creativity and ask them to provide a personal example for each type. Record the incident in your journal.
3.10. What tools for fostering creative problem solving are applicable to Apple, and which would not be workable? Which ones do you think are used the most there?
3.9. What are the major obstacles and conceptual blocks that face Apple right now?What do employees need to watch out for?
3.8. Assume you were a consultant to the CEO at Apple. What advice would you give on how Apple could capitalize on its creativity? How can Apple make money based on its own inclination to pursue creativity in certain ways?
3.7. Consider the four approaches to creativity. What approach(es) has Apple relied on? What alternatives have other firms in the industry pursued? What other alternatives could Apple implement?
3.6. What do you learn from this case that would help you advise other organizations, such as Microsoft in protecting its market from Google, Barnes & Noble.com in displacing Amazon.com, or American Greetings in becoming the dominant player in the greeting-card business? What practical hints do you
3.5. Knowing what you know about problem solving, what kinds of conceptual blockbusters could be useful to Pepsi executives, or to Coke executives? What rules of thumb seem relevant in these kinds of situations?
3.4. How do problem-solving and decision-making processes change under time pressures or crises?
3.3. How do explain the success of Coke versus Pepsi over the last 20 years? What would you now advise Pepsi to do?
3.2. What is the difference between a blind taste test and taking a six-pack home and consuming the entire amount? What do you suppose were the results of that test?
3.1. What conceptual blocks were experienced by Coke executives?
2.25. 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?
2.24. How can you improve? What modifications can you make next time? What will you do differently in a similar situation in the future?
2.23. After you have completed your implementation, record the results. What happened?How successful were you? What was the effect on others?
2.22. 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
2.21. Identify the specific behaviors in which you will engage to apply this skill.Operationalize your skill performance.
2.20. 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?
2.19. 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.
2.18. Create a list of tasks for yourself and prioritize them. First complete the important tasks and then the urgent ones. Reverse this strategy the following day. Record the effectiveness of the two strategies.
2.17. Record your experience and feelings when performing community service. Do you feel less stressed? Why or why not?
2.16. Learn and practice meditation for stress-reduction by searching on the Internet or visiting a meditation centre near you. Share your experience—whether or not it helped you release stress—with the class.
2.15. Life-balance activities help us to develop personal resiliency to handle stress better and also find ways to thrive in difficult situations. Identify how and when such activities could be carried out. Record any stressful situation in which life-balance activities have helped you.
2.14. Establish a SMART, short-term goal or plan that you wish to accomplish this year.Make it compatible with the top priorities in your life. Specify the behavioral action steps, the reporting and accounting mechanisms, and the criteria of success and rewards. Share this plan with others you know
2.13. Write a personal principles statement. Specify precisely your core principles; those things you consider to be central to your life and your sense of self-worth; and the legacy you want to leave. Identify at least one thing that you want to accomplish in your life that you would like to be
2.12. With a coworker or colleague, identify ways in which your work at school, job, or home can be redesigned to reduce stress and increase productivity. Use the hints provided in the chapter to guide your redesign.
2.11. Ask a group of people how they resolve stress, and create a list of the five techniques that were most common. In your journal, record whether the methods worked for you or not. Reflect on the reasons why the technique worked or did not work for you personally. Share your answers with the
2.10. Consider the “time management matrix” (Covey and Lakein, 1989). Suggest an example from your life for each of the four types of activity. Do you think each example should be handled based on the relative importance and urgency? Discuss the implications it has for your future and write
2.9. Do a systematic analysis of the stressors you face in your job, family, school, and social life. List the types of stressors you face, and identify strategies to eliminate or sharply reduce them. Record this analysis in your journal.
2.8. If you were hired as a consultant to Chet, what would you advise him?
2.7. Which of Chet’s personal characteristics inhibit his effective management of time?
2.6. What are the organizational problems in the case?
2.5. What principles of time and stress management are violated in this case?
2.4. What other prescriptions could the author take besides the four mentioned here?Generate your own list based on your own experiences with stress.
2.3. Are these prescriptions effective coping strategies or merely escapes?
2.2. What troubles, challenges, or stressors do you face right now to which these prescriptions might apply?
2.1. What is effective about these strategies for coping with stress, and why did they work?
1.24. Use your journal to record any perceived difference in the following five critical areas of self-awareness—emotional intelligence, personal values, cognitive or learning style, orientation towards change, and core self-evaluation. Reflect on why and how they changed in your journal.
1.23. Identify five instrumental and five terminal values that guide your behaviors.Identify two values that you can change depending on the situation you are in and two that you cannot alter easily. Provide reasons for your decisions.
1.22. With a colleague or classmate, identify your cognitive style based on their interactions with you. Using the cognitive style indicator, match their assessment of your cognitive style with your self-assessment (see skill assessment). Discuss the differences(if any) in the assessments with your
1.21. Write a detailed description of a recent incident where you might not have acted emotionally intelligent with a friend, family member, or stranger. How would you behave the next time you are in a similar situation?
1.20. Ask someone you know well to complete the assessment instruments wherein that person rates you on each item. Compare your own scores and those of this other person. Discuss differences, strengths, and areas of confusion. The goal is to help you increase your self-awareness by getting a
1.19. Keep a journal for at least the remainder of this course. Record significant discoveries, insights, learnings, and personal recollections—not daily activities. Write in your journal at least twice a week. Give yourself some feedback.
1.18. Assume each of these individuals were members of your team. What would be the greatest strengths and weaknesses of your team? What kinds of attributes would you want to add to your team to ensure that it was optimally heterogeneous?
1.17. If you were assigned to hire a senior manager for your organization and this was your candidate pool, what questions would you ask to identify:❏ Cognitive styles❏ Values orientations❏ Orientation toward change❏ Core self-evaluation Which one of these people would you hire if you
1.16. What is your prediction about the dominant cognitive styles of each of these individuals?What data do you use as evidence?
1.15. Rank these individuals from highest to lowest in terms of:❏ Emotional intelligence❏ Values maturity❏ Tolerance of ambiguity❏ Core self-evaluation Justify your evaluations in a discussion with your colleagues and compare your scores.
1.14. What do your answers tell you about your own emotional intelligence, values, cognitive style, attitude toward change, and core self-evaluation?
1.13. What circumstances might arise to make you change your mind about your decision?Could there be a different answer to each case in a different circumstance?
1.12. What additional information would you need in order to be certain about your choices?
1.11. What principles or basic values for decision making did you use in each case?
1.10. Why did you make the choices you did in each case? Justify each answer.
1.9. What level of values maturity is displayed by each alternative? What ethical principles are demonstrated?
1.8. What is your rationale for the decisions you made in questions 1 and 2 above?Discuss your rationale with your colleagues.
1.7. If you were the instructor for the course, which of the following would you do?a. Flunk the 77 students who did not complete 40 questions.b. Require the 77 students to retake the exam, but let them graduate.c. Require all 139 students to retake the course since no student reported the problem,
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