Individual Learning Project Paper 10 Page

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SELF-ASSESSMENT 2.6 ARE YOU INTROVERTED OR EXTRAVERTED? PURPOSE This self-assessment is designed to help you estimate the extent to which you are introverted or extraverted.

INSTRUCTIONS The statements in the scale below refer to personal characteristics that might or might not be char- acteristic of you. Mark the box indicating the extent to

IPlP Introversion - Extraversion Scale

which the statement accurately or inaccurately describes you. Then use the scoring key in Appendix B at the end of this book to calculate your results. This exercise should be completed alone so that you can assess yourself honestly without concerns of social comparison. Class discussion will focus on the meaning and implications of extraversion and introversion in organizations.

HOW ACCURATELY DOES EACH OF THE STATEMENTS LISTED VERY ACCURATE MODERATELY BELOW DESCRIBE YOU? DESCRIPTION OF ME ACCURATE

NEITHER ACCURATE NOR INACCURATE

MODERATELY INACCURATE

VERY INACCURATE DESCRIPTION OF ME

1. I feel comfortable 0 around people.

2. I make friends easily.

3. I keep in the background.

4. I don't talk a lot.

5. I would describe my experiences as somewhat dull.

6. I know how to captivate ❑ ❑ ❑ people.

7. I don't like to draw ❑ ❑ ❑ attention to myself.

8. I am the life of the party. ❑ ❑ ❑

9. I am skilled in handling ❑ ❑ ❑ social situations.

10. I have little to say. ❑ ❑ ❑

Source: Adapted from instruments described and/or presented in L. R. Goldberg, J. A. Johnson, H. W Eber, R. Hogan, M. C. Ashton, C. R. Cloninger, and H. C. Gough, "The International Personality Item Pool and the Future of Public-Domain Personality Measures:' Journal of Research in Personality 40 (2006), pp. 84-96.

After reading this chapter go to www.mhhe.com/mcshane6e for more in-depth information and interactivities that correspond to the chapter.

( 3 Perceiving Ourselves and Others in Organizations

/ learning objectives After reading this chapter, you should be able to:

LO1 Describe the elements of self- concept and explain how they affect an individual's behavior and well-being.

LO2 Outline the perceptual process and discuss the effects of categorical thinking and mental models in that process.

LO3 Discuss how stereotyping, attribution, self-fulfilling prophecy, halo, false-consensus, primacy,

LLJ

LOE

and recency effects influence the perceptual process.

Discuss three ways to improve perceptions, with specific applications to organizational situations.

Outline the main features of a global mindset and justify its usefulness to employees and organizations.

years as a sales representative before joining this company. Edward is single and has no children.

Lee L. Lee has been with this organization for seven years. The first two years were spent as a sales representative in the office that she now manages. According to the regional direc- tor, Lee rates about average as a branch manager. She earned an undergraduate degree in geography from a major university and worked as a sales representative for four years with another insurance company before joining this organization. Lee is 40 years old, divorced, and has no children. She is a very ambi- tious person but sometimes has problems working with her staff and other branch managers.

Sandy S. Sandy is 47 years old and has been a branch manager with this company for 17 years. Seven years ago, her branch made the lowest contribution to the region's profits, but this has steadily improved and is now slightly above average. Sandy seems to have a mediocre attitude toward her job but is well liked by her staff and other branch managers. Her experience in the insurance industry has been entirely with this organization. She previously worked in non-sales positions, and it is not clear how she became a branch manager without previous sales experi- ence. Sandy is married and has three school-aged children. Several years ago, Sandy earned a diploma in business from a nearby community college by taking evening courses.

Bonus Allocation Form

NAME INDIVIDUAL DECISION TEAM DECISION

Bob B.

Edward E.

Lee L.

Sandy S.

TOTALS:

$100,000 $100,000

lEgathy Inputs Form

INPUT FACTOR* INPUT WEIGHT**

TOTAL: 100%

"List factors in order of importance, with most important factor listed first.

"*The weight of each factor is a percentage ranging from 1 to 100. All factor weights together must add up to 100 percent.

SELF-ASSESSMENT 5.6 NEED-STRENGTH QUESTIONNAIRE Although everyone has the same innate drives, secondary or learned needs vary from one person to the next in the same situation. This self-assessment provides an estimate of your need strength on selected secondary needs. Read each of the statements below and check the response that you believe best reflects your position regarding each state- ment. Then use the scoring key in Appendix B at the end of

the book to calculate your results. To receive a meaningful estimate of your need strength, you should answer each item honestly and by reflecting on your personal experi- ences. Class discussion will focus on the meaning of the needs measured in this self-assessment, as well as their rel- evance in the workplace.

Personal Needs Questionnaire

HOW ACCURATELY DO EACH OF THE FOLLOWING

VERY ACCURATE MODERATELY

NEITHER ACCURATE MODERATELY VERY INACCURATE

STATEMENTS DESCRIBE YOU?

DESCRIPTION OF ME ACCURATE

NOR INACCURATE INACCURATE DESCRIPTION OF ME

I would rather be myself than be well thought of.

2. I'm the type of person who never gives up.

3. When the opportunity ❑ occurs, I want to be in charge.

4. I try not to say things that others don't like to hear.

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(continued)

Personal Needs Questionnaire (continued)

HOW ACCURATELY DO EACH OF THE FOLLOWING STATEMENTS DESCRIBE YOU?

VERY ACCURATE DESCRIPTION OF ME

MODERATELY ACCURATE

NEITHER ACCURATE NOR INACCURATE

MODERATELY INACCURATE

VERY INACCURATE DESCRIPTION OF ME

5. I find it difficult to talk about my ideas if they are contrary to group opinion.

6. I tend to take control of things.

7. I am not highly motivated to succeed.

❑ ❑ ❑ ❑ ❑

8. I usually disagree with others only if I know my friends will back me up.

❑ ❑ ❑ ❑

9. I try to be the very best at what I do.

10. I seldom make excuses or apologize for my behavior.

11. If anyone criticizes me,

❑

f I

❑ ❑ ❑

I can take it.

12. I try to outdo others. El ❑

13. I seldom change my opinion when people disagree with me.

1-1

14. I try to achieve more than what others have accomplished.

❑ CI

15. To get along and be liked, El ❑ I tend to be what people

expect me to be.

Sources: Adapted from instruments described and/or presented in L.R. Goldberg, J.A. Johnson, H.W. Eber, R. Hogan, M.C. Ashton, C.R. Cloninger, and H.C. Gough, "The International Personality Item Pool and the Future of Public-Domain Personality Measures:' Journal of Research in Personality 40 (2006), pp. 84-96; H.J. Martin, "A Revised Measure of Approval Motivation and Its Relationship to Social Desirability," Journal of Personality Assessment 48 (1984), pp. 508-19.

After reading this chapter go to www.mhhe.com/mcshane6e for more in-depth information and interactivities that correspond to the chapter.

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differences. Determine your group's score in the same man- ner. Write these scores and summary statistics into the spaces below.

Your total score

Average of the individual scores in your group

Your group's total score

Number of individuals in your group with a lower score than your group's total score

SELF-ASSESSMENT 8.6 WHAT TEAM PURPOSE This self-assessment is designed to help you identify your preferred roles in meetings and similar team activities.

INSTRUCTIONS Read each of the statements below and circle the response that you believe best reflects your posi- tion regarding each statement. Then use the scoring key in

Source: Copyright © 1992 by Richard Field and Nicola Sutton. All rights reserved. Based on information in Joseph Graham Ambrosi, Hiking in Alberta's Southwest (Vancouver, BC: Douglas & McIntyre Ltd., 1984); Gillean Daffern, Kananaskis Country: A Guide to Hiking, Skiing, Eques- trian & Bike Trails, 2nd ed. (Calgary, AB: Rocky Mountain Books, 1995); Patricia E. Kariel, Hiking Alberta's David Thompson Country (Edmonton, AB: Lone Pine Publishing, 1987).

ROLES DO YOU PREFER? Appendix B at the end of the book to calculate your results for each team role. This exercise should be completed alone so that you can assess yourself honestly without concerns of social comparison. Class discussion will focus on the roles that people assume in team settings. This scale as- sesses only a few team roles.

Team Hales Preferences Scale

CIRCLE THE NUMBER THAT BEST REFLECTS YOUR POSITION REGARDING EACH OF THESE STATEMENTS

DOES NOT DESCRIBE ME AT ALL

DOES NOT DESCRIBE ME VERY WELL

DESCRIBES ME SOMEWHAT

DESCRIBES ME WELL

DESCRIBES ME VERY WELL

1. I usually take responsibility for getting the 1 2 3 4 5 team to agree on what the meeting should accomplish.

2. I tend to summarize to other team members 1 2 3 4 5 what the team has accomplished so far.

3. I'm usually the person who helps other team 1 2 3 4 5 members overcome their disagreements.

4. I try to ensure that everyone gets heard on 1 2 3 4 5 issues.

5. I'm usually the person who helps the team 1 2 3 4 5 determine how to organize the discussion.

6. I praise other team members for their ideas 1 2 3 4 5 more than do others in the meetings.

7. People tend to rely on me to keep track of 1 2 3 4 5 what has been said in meetings.

8. The team typically counts on me to prevent 1 2 3 4 5 debates from getting out of hand.

9. I tend to say things that make the group feel 1 2 3 4 5 optimistic about its accomplishments.

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(continued)

terms of animals, you may encounter a bear looking for berries. While bear attacks on humans are not common, they are not unusual either. It is also possible that elk or moose may be encountered. These large plant eaters are not usually dangerous to humans, but they should be avoided during the mating season. There are also some in- sects to be considered. Ticks can carry Rocky Mountain Spotted Fever, which can be fatal if left untreated. Bees can also be dangerous if the person stung has a strong allergic reaction.

You are all currently dressed in warm clothes, including wool socks and sturdy hiking boots, and each person has a day pack in which to carry those items that you deem necessary.

PART I: INDIVIDUAL DECISION There are 15 items listed below. Before you set out on your hike, your task is to rank these items according to their general importance for a hiker, not for you specifically. Rank the items from 1, the most important, to 15, the least important. No ties are allowed. You might want to consider, "If a hiker was allowed to take only one item, what would it be?" That item would be ranked number 1. Then, "If a hiker was allowed only one more item, what would it be?" That item would rank number 2. Write your rankings in the column titled "Your Ranking." It is important to remember that the deci- sions that you are making are for your group as a whole and should not be influenced by factors affecting you as an individual.

YOUR

GROUP

EXPERT

YOUR

GROUP ITEMS

RANKING

SCORE

Canteen with water

Matches

Compass

Hat

Repair kit (includes short length of cord, string, duct tape, and shoelaces)

First aid kit (includes blister protection and aspirin)

Five sleeping bags

Sunglasses

Flashlight

Topographic map and Kananaskis Country Trail guide book

Food

Five-person tent with waterproof fly

Sunscreen

Rain gear

Insect repellent

PART GROUP DECISION Now form groups. Take a few minutes to examine and discuss your individual assumptions before you begin to discuss how to rank spe- cific items. Use constructive controversy decision rules to guide your decision method and rank the 15 items again. These rules are as follows: (1) Be critical of ideas, not peo- ple; (2) focus on making the best possible decision, not winning; (3) encourage everyone to participate in the dis- cussion; (4) listen to everyone's ideas, even if you do not agree; (5) restate what someone has said if their point is not clear to you; (6) bring out the ideas and facts supporting both sides of the argument and then try to integrate

them; (7) try to understand both sides of the issue under dis- cussion; and (8) change your mind if the evidence clearly indicates that you should do so.*

Write your group's answers into the "Group Ranking" column.

PART III: SCORMIG Your instructor will inform you of how experts have ranked these 15 items. Write these rankings into the column titled "Expert Ranking." To calculate your personal score, calculate for each of the 15 items the absolute difference between your ranking and the expert's ranking, then sum these 15 absolute value

*D.VV. Johnson and F.P. Johnson. Joining Together: Group Theory and Group Skills. Upper Saddle River (Upper Saddle River, NJ: Merrill, 2009).

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Team Roles Preferences Scale (continued)

CIRCLE THE NUMBER THAT BEST REFLECTS YOUR POSITION REGARDING EACH OF THESE STATEMENTS

DOES NOT DESCRIBE ME AT ALL

DOES NOT DESCRIBE ME VERY WELL

DESCRIBES ME SOMEWHAT

DESCRIBES ME WELL

DESCRIBES ME VERY WELL

10. Team members usually count on me to give 1 2 3 4 5 everyone a chance to speak.

11. In most meetings, I am less likely than 1 2 3 4 5 others to criticize the ideas of teammates.

12. I actively help teammates to resolve their 1 2 3 4 5 differences in meetings.

13. I actively encourage quiet team members 1 2 3 4 5 to describe their ideas about each issue.

14. People tend to rely on me to clarify the 1 2 3 4 5 purpose of the meeting.

15. I like to be the person who takes notes 1 2 3 4 5 or minutes of the meeting.

After reading this chapter go to www.mhhe.com/mcshane6e for more in-depth information and interactivities that correspond to the chapter.

257

(9 Communicating in Teams and Organizations

learning objectives After reading this chapter, you should be able to:

LO1 Explain why communication is important in organizations, and discuss four influences on effective communication encoding and decoding.

Compare and contrast the advantages of and problems with electronic mail, other verbal communication media, and nonverbal communication.

LO3 Explain how social acceptance and media richness influence the preferred communication channel.

LO4 Discuss various barriers (noise) to effective communication, including cross-cultural and gender-based differences in communication.

LO5 Explain how to get messages across more effectively, and summarize the elements of active listening.

Summarize effective communication strategies in organizational hierarchies, and review the role and relevance of the organizational grapevine.

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VIGNETTE #3 One of your subordinates is working on an important project. He is an engineer who has good tech- nical skills and knowledge and was selected for the project team for that reason. He stops by your office and appears to be quite agitated: His voice is loud and strained, and his face has a look of bewilderment. He says, "I'm supposed to be working with four other people from four other depart- ments on this new project, but they never listen to my ideas and seem to hardly know I'm at the meeting!"

Develop three statements that respond to the speaker in this vignette by (a) showing empathy, (b) seeking clarifica- tion, and (c) providing nonevaluative feedback.

VIGNETTE #4 Your subordinate comes into your office in a state of agitation, asking if she can talk to you. She is polite and sits down. She seems calm and does not have an angry look on her face. However, she says, "It seems like you consistently make up lousy schedules; you are unfair and unrealistic in the kinds of assignments you give certain people, me included. Everyone else is so intimidated they don't complain, but I think you need to know that this isn't right and it's got to change."

Develop three statements that respond to the speaker in this vignette by (a) showing empathy, (b) seeking clarifica- tion, and (c) providing nonevaluative feedback.

TEAM EXERCISE 9.5 CROSS-CULTURAL COMMUNICATION GAME PURPOSE This exercise is designed to develop and test your knowledge of cross-cultural differences in communi- cation and etiquette.

MATERIALS The instructor will provide one set of question/answer cards to each pair of teams.

INSTRUCTIONS Step 1: The class is divided into an even number of teams. Ideally, each team would have three students. (Two- or four-student teams are possible if matched with an equal- sized team.) Each team is then paired with another team and the paired teams (Team "A' and Team "B") are assigned a private space away from other matched teams.

Step 2: The instructor will hand each pair of teams a stack of cards with the multiple-choice questions face down. These cards have questions and answers about cross-cultural dif- ferences in communication and etiquette. No books or other aids are allowed.

Step 3: The exercise begins with a member of Team A picking up one card from the top of the pile and asking

the question on that card to the members of Team B. The information given to Team B includes the question and all alternatives listed on the card. Team B has 30 seconds after the question and alternatives have been read to give an answer. Team B earns one point if the correct answer is given. If Team B's answer is incorrect, however, Team A earns that point. Correct answers to each question are in- dicated on the card and, of course, should not be revealed until the question is correctly answered or time is up. Whether or not Team B answers correctly, it picks up the next card on the pile and reads it to members of Team A. In other words, cards are read alternatively to each team. This procedure is repeated until all of the cards have been read or time has expired. The team receiving the most points wins.

Important note: The textbook provides very little informa- tion pertaining to the questions in this exercise. Rather, you must rely on past learning, logic, and luck to win.

SELF-ASSESSMENT 9.6 ARE YOU AN ACTIVE LISTENER? PURPOSE This self-assessment is designed to help you estimate your strengths and weaknesses on various dimen- sions of active listening.

INSTRUCTIONS Think back to face-to-face conversa- tions you have had with a coworker or client in the office, hallway, factory floor, or other setting. Indicate the extent to which each item in the following table describes your

behavior during those conversations. Answer each item as truthfully as possible so that you get an accurate estimate of where your active listening skills need improvement. Then use the scoring key in Appendix B to calculate your results for each scale. This exercise is completed alone so students assess themselves honestly without concerns of social com- parison. However, class discussion will focus on the impor- tant elements of active listening.

285

Active Listening Skills Inventory

WHEN LISTENING TO OTHERS IN FACE-TO-FACE, TELEPHONE, OR SIMILAR CONVERSATIONS, HOW OFTEN DO YOU DO THE FOLLOWING?

NEVER OR RARELY SELDOM SOMETIMES OFTEN

ALMOST ALWAYS

1. I keep an open mind when others describe their ideas.

2. I organize the speaker's ideas while s/he is talking to me.

❑ ❑

111

❑ III

3. I ask questions to show I understand ❑ ❑ ❑ ❑ and am focused on the speaker's message.

4. I interrupt before the speaker 111 ❑ 111 ❑ 0 sufficiently presents his/her views.

5. While listening, I mentally sort out ❑ ❑ the speaker's ideas so s/he makes

sense to me.

6. I use gestures and words (nodding, ❑ 111 111 111 agreeing ► to show I am listening.

7. I let my mind wander when listening ❑ ❑ 111 111 to people.

8. I try to visualize and feel the speaker's ❑ ❑ ❑ ❑ 0 experience while s/he is describing those events.

9. I summarize the speaker's ideas to ❑ ❑ ❑ ❑ ❑ confirm that I understand him/her correctly.

10. I focus on what the speaker is saying ❑ ❑ ❑ ❑ to me even when it doesn't sound interesting.

11. I see the topic from my perspective ❑ ❑ ❑ ❑ rather than from the speaker's perspective.

12. I show interest while listening III 111 ❑ ❑ to others.

After reading this chapter go to www.mhhe.com/mcshane6e for more in-depth information and interactivities that correspond to the chapter.

286

in losses in one year. They managed to keep everyone in line, resulting in countless transaction record irregulari- ties and over 800 breaches of the bank's trading limits. Duffy and a few other traders were jailed for securities violations. Several executives, including both NAB's chief executive and chairman, lost their jobs due to these events.

Discussion Questions

1. What were the main sources of power that Luke Duffy used to keep everyone in line with his irregular business

practices? Describe how he applied these power sources to influence subordinates and senior executives.

2. What contingencies strengthened Luke Duffy's power at NAB's foreign currency options desk?

3. What can companies do to minimize this sort of abuse of power and influence?

Sources: R. Gluyas, "Fear and Loathing in NAB's Forex Fiasco," The Australian, August 6, 2005, p. 35; E. Johnston, "Anything Goes: Ex-Trader Says," Australian Financial Review, August 2, 2005, p. 3; E. Johnston, "Expletives and Stench in Hothouse of NAB Dealers," Australian Financial Review, August 6, 2005, p. 3.

TEAM EXERCISE 10.3 IMPRESSION MANAGEMENT IN EMPLOYMENT INTERVIEWS

By Sandra Steen, University of Regina

PURPOSE This exercise is designed to help you examine impression management as it relates to employment interviews.

INSTRUCTIONS Step 1: Form teams with four or five members.

a) Identify specific principles or rules to help an inter- viewee guide the best response to each interviewer question.

b) Provide specific statements the interviewee should say in the interview to represent that principle/rule in action.

For example:

Interview Question: Why are you leaving your current job?

Principle/Rule: Keep positive; don't criticize your cur- rent employer.

Possible Statement: "I enjoyed working at XYZ, but I was looking for more personal growth and develop- ment, which your company has a great reputation for."

INTERVIEW QUESTIONS

• What interests you about this job? • What are your greatest weaknesses? • Describe a time when you had to deal with a profes-

sional disagreement or conflict with a coworker. • Is there anything you would like to avoid in your

next job? • How many times do a clock's hands overlap in a day?

Step 2: The instructor will lead a class discussion about each of the interview questions.

1. What was your ideal answer? 2. What impression of your knowledge or skills were

you attempting to create with your ideal answer? 3. What is an example of an unsuitable interview

response?

Discussion Question

1. Why is it important that the personal brand you cultivate in an employment interview is an authentic representa- tion of your knowledge and skills?

TEAM EXERCISE 10.4 DECIPHERING THE NETWORK PURPOSE This exercise is designed to help you interpret social network maps, including their implications for orga- nizational effectiveness.

MATERIALS The instructor will distribute several social network diagrams to each student.

INSTRUCTIONS (SMALLER CLASSES) The instruc- tor will organize students into teams (typically four to seven people, depending on class size). Teams will examine each social network diagram to answer the following questions:

1. What aspects of this diagram suggest that the network is not operating as effectively as possible?

2. Which people in this network seem to be most powerful? Least powerful? What information or features of the diagram lead you to this conclusion?

3. If you were responsible for this group of people, how would you change this situation to improve their effectiveness?

After teams have diagnosed each social network map, the class will debrief by hearing each team's assessments and recommendations.

INSTRUCTIONS (LA RGER CLASSES) This activity is also possible m large classes by projecting each social net- work diagram on a screen and giving students a minute or

313

two to examine the diagram. The instructor can then ask specific questions to the class, such as pointing to a specific individual in the network and asking whether he or she has high or low power, what level of centrality is apparent, and

whether the individual's connections are mainly strong or weak ties. The instructor might also ask which quadrant on the map indicates the most concern and then allow indi- vidual students to provide an explanation as to why.

SELF-ASSESSMENT 10.5 HOW DO YOU INFLUENCE COWORKERS AND OTHER PEERS?

PURPOSE This exercise is designed to help you under- stand different forms of influence when working with co- workers (i.e., people at the same organizational level), as well as estimate your preference for each influence tactic in this context.

INSTRUCTIONS Think about the occasions when a co- worker disagreed with you, opposed your preference, or was reluctant to actively support your point of view about something at work. These conflicts might have been about company policy, assignment of job duties, distribution of resources, or any other matter. What did you do to try to get the coworker to support your preference?

The statements below describe ways that people try to influence coworkers. Thinking about your own behavior

over the past six months, how often did you engage in each of these behaviors to influence coworkers (i.e., people at a similar level in the organization)?* Circle the most accurate number for each statement. When done, use the scoring key in Appendix B to calculate your results. This exercise is completed alone so students assess themselves honestly without concerns of social comparison. However, class dis- cussion will focus on the types of influence in organiza- tions and which influence tactics are most and least successful or popular when influencing coworkers.

*Note: If you have not been in the workforce recently, complete this instrument thinking about influencing another student instead of a coworker.

Coworker Influence Scale

OVER THE PAST SIX MONTHS, HOW OFTEN DID YOU USE THE FOLLOWING TACTICS TO INFLUENCE COWORKERS?

RARELY/ NEVER SELDOM SOMETIMES OFTEN

ALMOST ALWAYS

1. Gave the coworker logical reasons why the 1 2 3 4 5 matter should be decided in my favor.

2. Made my authority or expertise regarding the 1 2 3 4 5 issue known without being obvious about it.

3. Tried to negotiate a solution, where I would offer 1 2 3 4 5 something in return for the coworker's support.

4. Demanded that the matter should be resolved in 1 2 3 4 5 my favor.

5. Avoided showing the coworker information 1 2 3 4 5 that opposed my preference.

6. Enlisted the support of other employees so the 1 2 3 4 5 coworker would see that I have the more popular preference.

7. Claimed or demonstrated that my preference has 1 2 3 4 5 management support.

8. Said something positive about the coworker, 1 2 3 4 5 hoping this would increase his/her support for my views.

9. Tried to convince the coworker using factual 1 2 3 4 5 information and logic.

(continued)

314

Coworker Influence Scale (continued)

OVER THE PAST SIX MONTHS, HOW OFTEN DID YOU USE THE FOLLOWING TACTICS TO INFLUENCE COWORKERS?

RARELY/ NEVER SELDOM SOMETIMES OFTEN

ALMOST ALWAYS

10. Subtly let the coworker know about my expertise 1 2 3 4 5 on the matter.

11. Offered to support or assist the coworker on 1 2 3 4 5 something if he/she would agree with me on

this matter.

12. Showed impatience or frustration with the 1 2 3 4 5

coworker's opposition to my preference.

13. Presented information in a way that looked 1 2 3 4 5

better for my preference.

14. Claimed that other staff support my position on 1 2 3 4 5

this matter.

15. Suggested or threatened to have the issue 1 2 3 4 5

resolved by higher management.

16. Became friendlier toward the coworker, hoping 1 2 3 4 5

this would create a more favorable opinion of

my viewpoint.

17. Helped the coworker to see the benefits of my 1 2 3 4 5

preference and/or the negative outcomes of

other choices.

18. Quietly or indirectly showed the coworker my 1 2 3 4 5 authority, expertise, or right to have this matter

decided in my favor.

19. Mentioned that I had helped the coworker in the 1 2 3 4 5 past, hoping that he/she would reciprocate by supporting me now.

20. Let the coworker know that I might be 1 2 3 4 5

disagreeable or uncooperative in the future if he/she did not support me now.

21. Framed and selected information that mainly 1 2 3 4 5 agreed with (rather than opposed) my

preference.

22. Made sure that at least a few other people were 1 2 3 4 5

on my side of this issue.

23. Pointed out that my view was consistent with 1 2 3 4 5

the company's values or policies.

24. Showed more respect toward the coworker, 1 2 3 4 5

hoping this would encourage him/her to

support me.

After reading this chapter go to www.mhhe.com/mcshane6e for more in-depth information and interactivities that correspond to the chapter.

315

1 1 Conflict and Negotiation in the Workplace / learning objectives

After reading this chapter, you should be able to:

LO1 Define conflict and debate its positive and negative consequences in the workplace.

LO 'e Distinguish constructive from relationship conflict and describe three strategies to minimize relationship conflict during constructive conflict episodes.

LO3 Diagram the conflict process model and describe six structural sources of conflict in organizations.

LO4 Outline the five conflict handling styles and discuss the circumstances in which each would be most appropriate.

LO5 Apply the six structural approaches to conflict management and describe the three types of third- party dispute resolution.

L06 Describe the bargaining zone model and outline strategies that skilled negotiators use to claim value and create value in negotiations.

ACTION ALTERNATIVE RANKING (1 & 2)

1. Agree to accept the raw material in the different format.

2. Refuse to accept the material in the new format because it would cause a disruption in your operation.

3. Propose a solution where you accept material in the new format during the first shift but not during the second and third.

4. Tell Ted Smith that you do not wish to deal with the issue at this time, but that you will consider his request and get back to him at a later date.

5. You decide to tell Ted Smith of your concern regarding his failure to consult with you before installing new equipment. You inform him that you wish to find longer-term solutions to the conflict between you.

scENIARIO #5

Setting

You are employed as supervisor of the compensation and benefits section in the human resources department of a medium-sized pharmaceutical company. Your staff of three clerks is responsible for maintaining contacts with the various benefits providers and answering related ques- tions from the company's employees. Your section shares secretarial, word processing, and copier resources with the training and development section of the department. Re- cently, a disagreement has arisen between you and Beth Hanson, the training and development supervisor, over when the secretarial staff should take their lunch breaks. Beth would like the secretarial staff to take their lunch

breaks an hour later to coincide with the time most of her people go to lunch. You know that the secretaries do not want to change their lunch times. Further, the current time is more convenient for your staff.

At this time, you are hard-pressed to deal with the situa- tion. You have an important meeting with the provider of dental insurance in two days. It is critical that you are well prepared for this meeting, and these other tasks are a distraction.

Action Alternatives for Scenario #5

Please indicate your first and second choices from among the following alternatives by writing the appropriate num- ber in the space provided.

ACTION ALTERNATIV

1. Take some time over the next day and propose a solution whereby three days a week the secretaries take their lunch at the earlier time and two days at the later.

2. Tell Beth Hanson you will deal with the matter in a few days, after you have addressed the more

pressing issues.

3. Let Beth Hanson have her way by agreeing to a later lunch hour for the secretarial staff.

4. Flat out tell Beth Hanson that you will not agree to a change in the secretaries' lunch time.

5. Devote more time to the issue. Attempt to achieve a broad-based consensus with Beth Hanson that meets her needs as well as yours and those of the secretaries.

Source: G.A. Callanan and D.F. Perri, "leaching Conflict Management Using a Scenario-Based Approach," Journal of Education for Business 81 (January/ February 2006), pp. 131-39.

TFAM YFRCISE 11.4 UGLI ORANGE ROLE PLAY PURPOSE This exercise is designed to help you under- stand the dynamics of interpersonal and intergroup con- flict, as well as the effectiveness of negotiation strategies under specific conditions.

MATERIALS The instructor will distribute roles for Dr. Roland, Dr. Jones, and a few observers. Ideally, each

negotiation should occur in a private area away from other negotiations.

INSTRUCTIONS Step 1: The instructor will divide the class into an even number of teams of three people each, with one partici- pant left over for each team formed (e.g., six observers if

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OVER THE PAST SIX MONTHS, HOW OFTEN DID YOU DO THE FOLLOWING TO HANDLE CONFLICTS?

1. I went along with the other party's wishes rather than my own.

2. I compromised by accepting a middle ground solution.

3. I tried to creatively find the best solution for everyone.

4. I avoided differences of opinion as much as possible.

5. I pushed my own ideas and preferences.

6. I tried to make the dispute seem less important.

7. I accommodated the other party's wishes.

8. I did my best to get what I wanted.

9. I tried to figure out how to satisfy both my interests and the other party's.

10. I made sure that both sides gave in a little.

11. I worked toward a 50-50 compromise.

12. I fought for my own position.

13. I searched for a solution that satisfied both parties.

14. I delayed or avoided solving the disagreement.

NEVER/ RARELY SELDOM SOMETIMES OFTEN

ALMOST ALWAYS

1=1

❑ ❑

111 ❑

1=1 III ❑

❑ ❑ ❑

❑ III ❑

there are six teams). Half of the teams will take the role of Dr. Roland, and the other half will be Dr. Jones. The instructor will distribute roles after these teams have been formed.

Step 2: Members within each team are given 10 minutes (or other time limit stated by the instructor) to learn their roles and decide negotiating strategy.

Step 3: After reading their roles and discussing strategy, each Dr. Jones team is matched with a Dr. Roland team to conduct negotiations. Observers will receive observation forms from the instructor, and two observers will be as- signed to watch the paired teams during prenegotiations and subsequent negotiations.

Step 4: As soon as Roland and Jones reach agreement or at the end of the time allotted for the negotiation (which- ever comes first), the Roland and Jones teams report to the instructor for further instruction.

Step 5: At the end of the exercise, the class will congregate to discuss the negotiations. Observers, negotiators, and in- structors will then discuss their observations and experi- ences and the implications for conflict management and negotiation.

Source: This exercise was developed by Robert J. House, Wharton Business School, University of Pennsylvania. A variation of this incident involving sisters is also described in R. Fisher, W. Ury, and B. Patton, Getting to Yes: Negotiating Agreement without Giving In, 2nd ed. (New York: Harvard University, 1991).

SELF-ASSESSMENT 11.5 WHAT IS YOUR PREFERRED CONFLICT HANDLING STYLE?

PURPOSE This self-assessment is designed to help you to identify your preferred conflict management style.

INSTRUCTIONS Read each of the statements below and select the response that best indicates how often you handle conflict in the way described in that statement. Then use

the scoring key in Appendix B to calculate your results for each conflict management style. This exercise is completed alone so you can assess yourself honestly without concerns of social comparison. However, class discussion will focus on the different conflict management styles and the situa- tions in which each is most appropriate.

Conflict Handling Style Scale

(continued)

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NEVER/ ALMOST RARELY SELDOM SOMETIMES OFTEN ALWAYS

OVER THE PAST SIX MONTHS, HOW OFTEN DID YOU DO THE FOLLOWING TO HANDLE CONFLICTS?

❑

❑ ❑

15. I held my position.

16. I let the other side have its way.

17. I tried to settle the conflict with a half-way

compromise.

18. I tried to find a solution that benefited both sides.

19. I avoided communicating with the people with whom

I had the conflict.

20. I gave the other party what it wanted.

Conflict Handling Style Scale (continued)

Sources: This scale was created by Steven L. McShane, based on information and instruments published in R.R. Blake, H.A. Shepard, and J.S. Mouton, Managing Intergroup Conflict in Industry (Houston, TX: Gulf Publishing, 1964); K.W. Thomas, "Conflict and Negotiation Processes in Organizations," in Handbook of Industrial and Organizational Psychology, 2nd ed., ed. M.D. Dunnette and L.M. Hough (Palo Alto, CA: Consulting Psychologists Press, 1992), pp. 651-718; C.K.W. de Dreu, A. Evers, B. Beersma, E.S. Kluwer, and A. Nauta, "A Theory-Based Measure of Conflict Management Strategies in the Workplace," Journal of Organizational Behavior 22 (2001), pp. 645-68; M.A. Rahim, Managing Conflict in Organizations, 4th ed. (New Brunswick, NJ: Transaction Publishers, 2011).

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Leadership in Organizational Settings

learning objectives After reading this chapter, you should be able to:

LO1 Define leadership and shared leadership.

LO2 Identify eight competencies associated with effective leaders, and describe authentic leadership.

LU3 Describe the key features of task- oriented, people-oriented, and servant leadership, and discuss their effects on followers.

LO4 Discuss the key elements of path-goal theory, Fiedler's

contingency model, and leadership substitutes.

LO5 Describe the four elements of transformational leadership, and distinguish this theory from transactional and charismatic leadership.

LOb Describe the implicit leadership perspective.

L07 Discuss cultural and gender similarities and differences in leadership.

SELF-ASSESSMENT 12.4 DO LEADERS MAKE A DIFFERENCE? PURPOSE This assessment is designed to help you assess your beliefs about the influence of leaders.

INSTRUCTIONS Read each of the statements below and circle the response that best indicates your personal belief

Romance of Leadership Scale

about that statement. Then use the scoring key in Appen- dix B to calculate the results for each leadership dimen- sion. After completing this assessment, be prepared to discuss in class the relevance and level of implicit leader- ship theory.

TO WHAT EXTENT DO YOU AGREE OR DISAGREE THAT ... STRONGLY

AGREE AGREE NEUTRAL DISAGREE STRONGLY DISAGREE

1. Even in an economic recession, a good leader can 0 0 0 0 0 prevent a company from doing poorly.

2. The quality of leadership is the single most important ❑ ❑ ❑ 0 influence on how well the organization functions.

3. The CEO and executive team have relatively little ❑ ❑ effect on the company's success or failure.

4. Sooner or later, bad leadership at the top will result in ❑ ❑ ❑ ❑ ❑ declining organizational performance.

5. The effect of a company's leaders on organizational ❑ ❑ ❑ ❑ ❑ performance is fairly weak.

6. A company is only as good or as bad as its leaders. ❑ ❑ ❑ ❑ ❑

7. Even the best leaders can't help an organization very ❑ ❑ ❑ ❑ ❑ much when the economy is bad or competition is tough.

8. It is impossible for an organization to do well when its ❑ ❑ ❑ ❑ ❑ leaders are average.

9. Compared with the economy, competition, and other ❑ ❑ 111 ❑ ❑ external forces, leaders have only a small influence on a firm's performance.

10. The company's top executives have the power to make or break the organization.

Source: Adapted and condensed by B. Schyns, J.R. Meindl, and M.A. Croon, "The Romance of Leadership Scale: Cross-Cultural Testing and Refinement," Leadership, Vol. 3, No. I, (2007), pp. 29-46. Copyright © 2007. Reproduced with permission of Sage Publications.

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13 PART FOUR: ORGANIZATIONAL PROCESSES

Designing Organizational Structures

learning objectives After reading this chapter, you should be able to:

LO , Describe three types of coordination in organizational structures.

LO2 Discuss the role and effects of span of control, centralization, and formalization, and relate these elements to organic and mechanistic organizational structures.

LO3 Identify and evaluate six types of departmentalization.

LO4 Explain how the external environment, organizational size, technology, and strategy are relevant when designing an organizational structure.

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Even the CEO of TBWA Worldwide, Tom Carroll, ac- knowledged that Digital Arts hit some bumps in the road: "We played with certain things, we experimented with cer- tain things, and some of it has worked and some of it hasn't," he noted. "We get better every day. We learn more every day."

But perhaps the most important thing that Carroll and other corporate heads learned was that chief digital officers do not fit easily into traditional creative giants. DeCourcy recently left TBWA, as did her counterparts at the creative agencies Ogilvy & Mather and Young & Rubicam. None of the companies has since filled these positions with new staff. The remaining digital geniuses have been folded into existing media departments. In effect, the experiment of creating an organizational structure with an elite digital SWAT team has come to an end.

Perhaps the main problem with a chief digital officer and a team of digital geniuses is that the unit will never match a sprawling organizational structure. DeCourcy's Digital Arts group operated at the worldwide level, as part of the Media Arts unit. Thus, financial questions arose when it plugged in to local agencies, such as whether bill- ing for the well-compensated digital artists would come out of a local office's budget. The New York-based digital units also faced resistance from local offices that were wary of losing client revenue to headquarters. They appeared to "parachute in" on projects and take too much credit.

Another problem was that the digital leaders found themselves pulled in different ways. It was unrealistic to expect a single digital leader to take responsibility for the entire agency's digital success or failure. "It's just one per- son," said Ogilvy North America CEO John Seifert. "What I think the flaw has been is that too much has been as- sumed or made of a single person in that role," which meant that the digital chiefs were "just stretched in a mil- lion directions."

Finally, digital was never a centerpiece in the competi- tive strategy of traditional agencies. Although they wanted greater digital know-how, such all-purpose shops mainly

tout their breadth of services, not their digital prowess. "The reality is there is a degree to which these agencies feel the need to get digital," said one source. "And if we remem- ber at their heart that they're advertising agencies, then there's probably only a certain degree [of digital expertise] that they need to have as creative services companies."

This reality seemingly has sunk in. Chief executives claim their agencies no longer need chief digital officers, and they assert that digital is "not all or nothing," in TBWA's Tom Carroll's words. "Our guys get closer and closer to doing what [digital agencies do]. We get closer every day—and that's enough."

In response, Ogilvy's John Seifert argues for closer digi- tal integration rather than a distinct corporate structure for digital experts, because the rank and file "have to be part of this digital revolution." The chief digital officers who have departed generally agree, noting "Digital needs to be so in- tegral to the organization that it's not distinguished by a group or individual leaders." In effect, traditional creative agencies are taking a bottom-up rather than top-down approach to their digital transformation.

Discussion Questions

1. List the main reasons organizational structures with chief digital officers did not work well at TBWA and other major creative agencies.

2. What form of departmentalization best represents the Digital Arts group at TBWA and similar digital genius SWAT teams?

3. Suppose you were head of a very large, traditional advertising agency. Having read this case study, what organizational structure would you use to encourage more emphasis on digital media across the organization?

Sources: B. Morrissey and A. McMains, "The Twisting Path to New Agency Models," Ad Week, May 10, 2010; A. McMains, "New Strategies Replace Solo Acts," Ad Week, June 28, 2010.

TEAM EXERCISE 13.3 THE CLUB ED EXERCISE

Cheryl Harvey and Kim Morouney, Wilfred Laurier University

PURPOSE This exercise is designed to help you under- stand the issues to consider when designing organizations at various stages of growth.

MATERIALS Each student team should have enough overhead transparencies or flip chart sheets to display sev- eral organizational charts.

INSTRUCTIONS Each team discusses the scenario pre- sented. The instructor will facilitate discussion and notify teams when to begin the next step. The exercise and

debriefing require approximately 90 minutes, though fewer scenarios can reduce the time somewhat.

Step 1: Students are placed in teams (typically four or five people).

Step 2: After reading Scenario #1, each team will design an organizational chart (departmentalization) that is most appropriate for this situation. Students should be able to describe the type of structure drawn and explain why it is appropriate. The structure should be drawn on an over- head transparency or flip chart for others to see during

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subsequent class discussion. The instructor will set a fixed time (e.g., 15 minutes) to complete this task.

Scenario #1. Determined never to shovel snow again, you are establishing a new resort business on a small Caribbean island. The resort is under construction and is scheduled to open one year from now You decide it is time to draw up an organizational chart for this new venture, called Club Ed.

Step 3: At the end of the time allowed, the instructor will present Scenario #2, and each team will be asked to draw another organizational chart to suit that situation. Again, students should be able to describe the type of structure drawn and explain why it is appropriate.

Step 4: At the end of the time allowed, the instructor will present Scenario #3, and each team will be asked to draw another organizational chart to suit that situation.

Step 5: Depending on the time available, the instructor might present a fourth scenario. The class will gather to pres- ent their designs for each scenario. During each presentation, teams should describe the type of structure drawn and explain why it is appropriate.

Source: Adapted from C. Harvey and K. Morouney, Journal of Manage- ment Education 22 (June 1998), pp. 425-29. Used with permission of the authors.

SELF-ASSESSMENT 13.4 WHAT ORGANIZATIONAL STRUCTURE DO YOU PREFER?

PURPOSE This exercise is designed to help you under- stand how an organization's structure influences the per- sonal needs and values of people working in that structure.

INSTRUCTIONS Personal values influence how comfort- able you are working in different organizational structures. You might prefer an organization with clearly defined rules or no rules at all. You might prefer a firm where almost any em- ployee can make important decisions or one where important

Organizational Structure Preference Scale

decisions are screened by senior executives. Read each state- ment below and indicate the extent to which you would like to work in an organization with that characteristic. When fin- ished, use the scoring key in Appendix B at the end of the book to calculate your results. This self-assessment should be completed alone so that you can assess yourself honestly without concerns of social comparison. Class discussion will focus on the elements of organizational design and their rela- tionship to personal needs and values.

I WOULD LIKE TO WORK IN AN ORGANIZATION WHERE ... NOT AT ALL A LIME SOMEWHAT VERY MUCH SCORE

1. A person's career ladder has several steps toward higher status and responsibility.

2. Employees perform their work with few rules to limit their discretion.

❑

3. Responsibility is pushed down to employees who ❑ ❑ ❑ perform the work.

4. Supervisors have few employees, so they work closely ❑ ❑ ❑ with each person.

5. Senior executives make most decisions to ensure that ❑ ❑ ❑ the company is consistent in its actions.

6. Jobs are clearly defined so that there is no confusion ❑ ❑ ❑ ❑ over who is responsible for various tasks.

7. Employees have their say on issues, but senior ❑ ❑ ❑ ❑ executives make most of the decisions.

8. Job descriptions are broadly stated or nonexistent. ❑ ❑ ❑ ❑

9. Everyone's work is tightly synchronized around top- management operating plans.

(continued)

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I WOULD LIKE TO WORK IN AN ORGANIZATION WHERE

10. Most work is performed in teams without close

supervision.

11. Work gets done through informal discussion with coworkers rather than through formal rules.

12. Supervisors have so many employees that they can't

watch anyone very closely.

13. Everyone has clearly understood goals, expectations,

and job duties.

14. Senior executives assign overall goals, but leave daily decisions to frontline teams.

15. Even in a large company, the CEO is only three or four levels above the lowest position.

Organizational Structure Preference Scale (continued)

NOT AT ALL A LITTLE SOMEWHAT VERY MUCH SCORE

1=1 ❑

0 0

❑

❑ ❑ ❑ ❑

Li ❑

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4 1 ) Organizational Culture / learning objectives

After reading this chapter, you should be able to:

LO1 Describe the elements of organizational culture and discuss the importance of organizational subcultures.

List four categories of artifacts through which corporate culture is deciphered.

Discuss the importance of organizational culture and the conditions in which organizational culture strength improves organizational performance.

Compare and contrast four strategies for merging organizational cultures.

Identify four strategies for changing or strengthening an organization's culture, including the application of attraction- selection—attrition theory.

Describe the organizational socialization process and identify strategies to improve that process.

class (see Part A). Their responses are shown in the table below. Working in teams, analyze the information in this table and answer these questions:

Discussion Questions for Part B

1. In your opinion, what are the dominant cultural values in this organization? Explain your answer.

2. What are the positive aspects of this type of culture? 3. What are the negative aspects of this type of culture? 4. What is this organization's main business, in your opin-

ion? Explain your answer. 5. These groups all reported to one manager. What advice

would you give to the manager about this unit?

Metaphor Results of Five Teams in a Cincinnati Organization

TEAM ANIMAL FOOD PLACE TV SHOW SEASON

1 Rabbit Big Mac Casino 48 Hrs. (movie) Spring

2 Horse Taco Racetrack Miami Vice Spring

3 Elephant Ribs Circus Roseanne Summer

4 Eagle Big Mac Las Vegas CNN Spring

5 Panther Chinese New York LA LAI! Racing

Source: Adapted from D.L. Luechauer and G.M. Shulman, "Using a Metaphor Exercise to Explore the Principles of Organizational Culture," Journal of Management Education 22 (December 1998), pp. 736-44. Used with permission of the authors.

CLASS EXERCISE 14.4 DIAGNOSING CORPORAI E CULTURE PROCLAMATIONS

PURPOSE This exercise is designed to help you under- stand the importance and context in which corporate cul- ture is identified and discussed in organizations.

INSTRUCTIONS This exercise is a take-home activity, though it can be completed in classes where computers and Internet connections are available. The instructor will divide the class into small teams (typically four or five peo- ple per team). Each team is assigned a specific industry— such as energy, biotechnology, or computer hardware.

The team's task is to search the websites of several com- panies in the selected industry for company statements about their corporate cultures. Use company website search engines (if they exist) to find documents with key phrases such as "corporate culture" or "company values."

In the next class, or at the end of the time allotted in the current class, report on your observations by answering the following three discussion questions.

Discussion Questions

1. What values seem to dominate the corporate cultures of the companies you searched? Are these values similar or diverse across companies in the industry?

2. What was the broader content of the web pages on which these companies described or mentioned their corporate cultures?

3. Do companies in this industry refer to their corporate cultures on their websites more or less than companies in other industries searched by teams in this class?

SELF-ASSESSMENT 14.5 WHICH CORPORATE CULTURE DO YOU PREFER?

PURPOSE This self-assessment is designed to help you identify the corporate culture that fits most closely with your personal values and assumptions.

INSTRUCTIONS Read each pair of statements in the Corporate Culture Preference Scale and circle the state- ment that describes the organization you would prefer to work for. Then use the scoring key in Appendix B at the end of the book to calculate your results for each subscale.

The scale does not attempt to measure your preference for every corporate culture—just a few of the more common varieties. Also, keep in mind that none of these corporate cultures is inherently good or bad. The focus here is on how well you fit within each of them. This exercise should be completed alone so that you can assess yourself honestly without concerns of social comparison. Class discussion will focus on the importance of matching job applicants to the organization's dominant values.

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I WOULD PREFER TO WORK IN AN ORGANIZATION:

1 a. Where employees work well together in teams.

2a. Where top management maintains a sense of order in the workplace.

3a. Where employees are treated fairly.

4a. Where employees adapt quickly to new work requirements.

5a. Where senior executives receive special benefits not available to other employees.

6a. Where employees who perform the best get paid the most.

lb. That produces highly respected products or services.

or 2b. Where the organization listens to customers and responds quickly to their needs.

or 3b. Where employees continuously search for ways to work more efficiently.

or 4b. Where corporate leaders work hard to keep employees happy.

or 5b. Where employees are proud when the organization achieves its performance goals.

or 6b. Where senior executives are respected.

7a. Where everyone gets her or his job done like clockwork. or

8a. Where employees receive assistance to overcome or any personal problems.

9a. That is always experimenting with new ideas in the or marketplace.

10a. That quickly benefits from market opportunities. or 10b. Where employees are always kept informed about

7b. That is on top of innovations in the industry.

8b. Where employees abide by company rules.

9b. That expects everyone to put in 110 percent for peak performance.

what's happening in the organization.

11a. That can quickly respond to competitive threats. or 11b. Where most decisions are made by the top executives.

12a. Where management keeps everything under control. or 12b. Where employees care for each other.

Corporate Culture Preference Scale

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1. I generally prefer the unexpected to the predictable.

2. I am much more comfortable at ❑ ❑ events where I know most of the people there.

3. I don't consider new situations any more threatening than familiar situations.

4. I prefer solving problems that have only one "best" solution rather than

many solutions.

5. I dislike ambiguous situations.

6. I avoid situations that are too complicated for me to easily

understand.

7. I like situations that can be interpreted in more than one way.

8. I cope well with unexpected events.

9. Familiar situations are always preferable to me than unfamiliar situations.

10. I enjoy working in ambiguous situations.

❑ ❑ ❑ ❑ ❑

III ❑ ❑ ❑ ❑

111 ❑ ❑ ❑ ❑

❑ El ❑

❑ 111

TO WHAT EXTENT DOES EACH STATEMENT DESCRIBE YOU? INDICATE YOUR LEVEL OF AGREEMENT BY MARKING THE

STRONGLY MODERATELY SLIGHTLY SLIGHTLY MODERATELY

STRONGLY

APPROPRIATE RESPONSE ON THE RIGHT

AGREE AGREE AGREE NEUTRAL DISAGREE DISAGREE

DISAGREE

SELF-ASSESSMENT 15.3 ARE YOU TOLERANT OF CHANGE? PURPOSE This exercise is designed to help you under- stand how people differ in their tolerance of change.

INSTRUCTIONS Read each of the statements below and circle the response that best fits your personal belief. Then use the scoring key in Appendix B at the end of this book to

calculate your results. This self-assessment should be completed alone so that you can rate yourself honestly without concerns of social comparison. Class discussion will focus on the meaning of the concept measured by this scale and its implications for managing change in organi- zational settings.

Tolerance of Change Scale

Source: Adapted from D.L. Mclain, "The Mstat-I: A New Measure of an Individual's Tolerance for Ambiguity," Educational and Psychological Measurement 53, no. 1 (1993), pp. 183-89; S. Budner, "Intolerance of Ambiguity as a Personality Variable," Journal of Personality 30 (1962), pp. 29-50.

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stif4 additional cases

Case

Case 3

Case 4

Case 5

Case 6

Case 7

Case

Case 1:

Arctic Mining Consultants

Bridging the Two Worlds—The Organizational Dilemma

Chengdu Bus Group

Fran Hayden Joins Dairy Engineering

Going to the X-Stream

Keeping Suzanne Chalmers

The Regency Grand Hotel

The Shipping Industry Accounting Team

Simmons Laboratories

Tamarack Industries

Treetop Forest Products

Vetements !Abe

CASE 1: ARCTIC MINING CONSULTANTS

By Steven L. McShane, University of Western Australia, and Tim Neale

Tom Parker enjoyed working outdoors. At various times in the past, he worked as a ranch hand, high steel rigger, head- stone installer, prospector, and geological field technician. Now 43, Parker is a geological field technician and field co- ordinator with Arctic Mining Consultants. He has special- ized knowledge and experience in all nontechnical aspects of mineral exploration, including claim staking, line cut- ting and grid installation, soil sampling, prospecting, and trenching. He is responsible for hiring, training, and super- vising field assistants for all of Arctic Mining Consultants' programs. Field assistants are paid a fairly low daily wage (no matter how long they work, which may be up to 12 hours or more) and are provided meals and accommodation. Many of the programs are operated by a project manager who reports to Parker.

Parker sometimes acts as a project manager, as he did on a job that involved staking 15 claims near Eagle Lake, Alaska. He selected John Talbot, Greg Boyce, and Brian Millar, all of whom had previously worked with Parker, as the field assistants. To stake a claim, the project team marks a line with flagging tape and blazes along the pe- rimeter of the claim, cutting a claim post every 500 yards (called a "length"). The 15 claims would require almost

60 miles of line in total. Parker had budgeted seven days (plus mobilization and demobilization) to complete the job. This meant that each of the four stakers (Parker, Talbot, Boyce, and Millar) would have to complete a little over seven "lengths" each day. The following is a chronology of the project.

DAY 1 The Arctic Mining Consultants crew assembled in the morning and drove to Eagle Lake, from where they were flown by helicopter to the claim site. On arrival, they set up tents at the edge of the area to be staked and agreed on a schedule for cooking duties. After supper, they pulled out the maps and discussed the job—how long it would take, the order in which the areas were to be staked, possible he- licopter landing spots, and areas that might be more diffi- cult to stake.

Parker pointed out that with only a week to complete the job, everyone would have to average seven and a half lengths per day. "I know that is a lot:' he said, "but you've all staked claims before and I'm confident that each of you is capable of it. And it's only for a week. If we get the job done in time, there's a $300 bonus for each man." Two

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