Exam structure

• 30 multiple choice questions

• Emphasis will be on the following chapters– 4, 7, 8, 9, 10, 11,12, 14, 16 (assigned pages)– Some questions will be based on the

Blackgold Cases, Bob Knowlton, L.E.S., and The Politics of Performance Appraisal

• bring your copies of these cases to exam

• No questions on The Ropes . . . book

Cases (Blackgold and other three)

• There are opportunities to test how you can use concepts discussed in class to understand or explain the situations in these cases, e.g.– Social perceptions– Managing in an “e-business”– Motivating individuals, both those who work and do

not work for you– Decision making, including game theory– How to deal with or manage conflict– Leadership style

Tips

• Questions will generally be in the form of an application of a concept– When faced with this situation . . .?– This situation is called . . . ?

• NOTE: The following slides are intended as a guide.

Try to define a specific situation for the following:

7-2b

Figure 7-1b

$2

1 hour

= $2 per hour$3

1 hour

= $3 per hour

B. Negative InequityB. Negative Inequity

SelfSelf OtherOther

Negative and Positive Inequity Negative and Positive Inequity (cont)(cont)

7-2c

Figure 7-1c

$2

1 hours

= $1 per hour

C. Positive InequityC. Positive Inequity

$3

1 hour

= $3 per hour

SelfSelf OtherOther

Negative and Positive Inequity Negative and Positive Inequity (cont)(cont)

Upward FeedbackUpward Feedback:: Subordinates evaluate

their manager’s style and performance. 360-Degree Feedback360-Degree Feedback:: Specific (typically

anonymous) feedback generated by one’s manager, peers, subordinates, and other key people.

For group discussion:For group discussion: Are you in favor of this trend toward nontraditional feedback? Explain. What are its limits?

8-5

Nontraditional FeedbackNontraditional Feedback

10-3a

Figure 10-1

PerformingAdjourning

Norming

Storming

Forming

Return toIndependence

Dependence/interdependence

Independence

Tuckman’s Five-Stage TheoryTuckman’s Five-Stage Theoryof Group Developmentof Group Development

16-3

•UnfreezingUnfreezing- Creates the motivation to change- Encourages the replacement of old behaviors and attitudes with those desired by management- Entails devising ways to reduce barriers to change- Creates psychological safety

• • ChangingChanging- Provides new information, new behavioral models, or new ways of looking at things- Helps employees learn new concepts or points of view- Role models, mentors, experts, benchmarking results, and training are useful mechanisms to facilitate change

•RefreezingRefreezing- Helps employees integrate the changed behavior or attitude into their normal way of doing things- Positive reinforcement is used to reinforce the desired change- Coaching and modeling help reinforce the stability of change

Lewin’s Change ModelLewin’s Change Model

The leading reasons why people resist change are:The leading reasons why people resist change are:• An individual’s predisposition toward change• Surprise and fear of the unknown• Climate of mistrust• Fear of failure• Loss of status and/or job security

16-7a

Resistance to ChangeResistance to Change:: an emotional/behavioral response to real or imagined work change.

Resistance To ChangeResistance To Change

13-2a

Rational persuasionRational persuasion. Trying to convince someone with reason, logic, or facts.

Inspirational appealsInspirational appeals.. Trying to build enthusiasm by appealing to others’ emotions, ideals, or values.

ConsultationConsultation.. Getting others to participate in planning, making decisions, and changes.

IngratiationIngratiation. Getting someone in a good mood prior to making a request; being friendly, helpful, and using praise or flattery.

Personal appealsPersonal appeals. Referring to friendship and loyalty when making a request.

Nine Generic Influence TacticsNine Generic Influence Tactics

13-2b

ExchangeExchange.. Making express or implied promises and trading favors.

Coalition tacticsCoalition tactics. Getting others to support your effort to persuade someone.

PressurePressure. Demanding compliance or using intimidation or threats.

Legitimating tactics.Legitimating tactics. Basing a request on one’s authority or right, organizational rules or polices, or express or implied support from superiors.

Nine Generic Influence TacticsNine Generic Influence Tactics

• Incompatible personalities or value systems.• Overlapping or unclear job boundaries.• Competition for limited resources.• Interdepartment/intergroup competition.• Inadequate communication.• Interdependent tasks.• Organizational complexity.

11-3a

Antecedents of ConflictAntecedents of Conflict

• Unreasonable or unclear policies, standards, or rules.

• Unreasonable deadlines or extreme time pressure.• Collective decision making.• Decision making by consensus.• Unmet expectations.• Unresolved or suppressed conflict.

11-3b

Antecedents of Conflict Antecedents of Conflict (continued)(continued)

11-6

Figure 11-1

• Conflict within the group is high• There are negative interactions between groups (or between members of those groups)• Influential third-party gossip about other group is negative

• Work to eliminate specific negative interactions between groups (and members).• Conduct team building to reduce intragroup conflict and prepare employees for cross-functional teamwork.• Encourage personal friendships and good working relationships across groups and departments.• Foster positive attitudes toward members of other groups (empathy, compassion, sympathy).• Avoid or neutralize negative gossip across groups or departments.

Recommended actions:Recommended actions:Level of perceivedLevel of perceived

Inter-group conflict tendsInter-group conflict tendsto increase when:to increase when:

Minimizing Inter-group Conflict: An Minimizing Inter-group Conflict: An Updated Contact ModelUpdated Contact Model

11-8

Figure 11-2

Integrating Obliging

Dominating Avoiding

Compromising

High Low

High

Low

Con

cern

for

Oth

ers

Concern for SelfSource: MA Rahim, “A Strategy for Managing Conflict in Complex Organizations, Human Relations, January 1985, p 84. Used with author’s permission.

Five Conflict-Handling StylesFive Conflict-Handling Styles

These type of topics may lend themselves more to “definition

type” questions

8-3

Feedback:Feedback: “Objective information about

individual or collective performance.”

Functions of Feedback:Functions of Feedback: - Instructional - Motivational

Sources of FeedbackSources of Feedback

-Task

-Self

- Others

Ch 8: FeedbackCh 8: Feedback

14-2b

• Gender and leadershipGender and leadership

- men and women were seen as displaying more task and social leadership, respectively

- women used a more democratic or participative style than men, and men used a more autocratic and directive style than women

- men and women were equally assertive

- women executives, when rated by their peers, managers and direct reports, scored higher than their male counterparts on a variety of effectiveness criteria

Trait Theory (continued)Trait Theory (continued)

• Ohio State StudiesOhio State Studies identified two critical dimensions of leader behavior.1. 1. ConsiderationConsideration:: creating mutual respect and trust with followers2. 2. Initiating StructureInitiating Structure:: organizing and defining what group members should be doing

• University of Michigan StudiesUniversity of Michigan Studies identified two leadership styles that were similar to the Ohio State studies- one style was employee centered and the other was job centered

• Blake and Mouton’s Managerial GridBlake and Mouton’s Managerial Grid represents four leadership styles found by crossing concern for production and concern for people

14-3

• Research shows that there is not one best style of leadership. The effectiveness of a particular leadership style depends on the situation at hand.

Behavioral Styles TheoryBehavioral Styles Theory

AgreementAgreement: Strive for equitable and fair agreements that last.

Stronger relationships:Stronger relationships: Build bridges of goodwill and trust for the future.

Learning:Learning: Greater self-awareness and creative problem solving.

11-4

Desired Outcomes of ConflictDesired Outcomes of Conflict