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Organizational Behavior: Emerging Knowledge, Global Reality. Sixth Edition

SELF.AS$EssMENT 2.6 ARE YOU INTROVERTED OR EXTRAVERTED? PURPOSE This self-assesslnent is designed to help you estimate the extent to which you are intrr:verted or extraverted,

INSTRUCTIONS The statements in the scale belorv refer

to personal characteristics that might or might not be char-

acteristic of 1rcu, Nlark the box indicating the extent to

lPlP lntroversion-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 1'orirself ironestly

rvithout concerns of social comparison' Class discussion

lvill focus on the meaning and implications of extraversion and introversion in organizations.

Sourca: Adapted ftom imtruments described and/or presentcd in L, R. Goldberg, I. A. Iohnson, H. W Eber, R. HoFn, M. C' Ashton, C R Cloningcr' and

X, C. Gough, "The Intemational p€rsonalitf ltem Po;l and the Future of Public-bomain Personality Measuresi'/oqrra, of Research in Personality 40 12006\,

pp.84-96.

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1. I feel comfortable around people,

2. I make friends easily.

3. I keep inthe background^

4. ldonttalkalot.

5. lwould describe my experiences as somewhat duli.

6. I know howto captivate people.

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I don't like to draw attention to myself,

I am the life of the parry.

I am skilled in handling social sltuations.

I have little to say.

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10.

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organizational Behavior: Emerging Knowledge, Global Reality' Sixth Edition 167

years as a sales representative before ioining this comPa$y'

hdrvard is single and has no children'

Lee L. Lee has been with this organization for seven lears' The first trt'o years lvere sPent as a sales rePreselrtative

in the

oftice that she now nranages' According to the regionai direc-

tor, Lee rates about average as abranch manager' She eamed an

,-d.rg*"durt. degree in geographl from a major.r'rniversity

a$d rvirked as a sales represeniative for fouryears with another

ir.**.. comPany before joining this organization' Lee is Io y.*t

"fa, ar*r..d, *d hut no children' She is a very ambi-

,ioix p.rron but sometimes has problerns working with her

staffand other branch tnanagers'

Sandy S. Sandy is 47 years oid and has been a branch *urrrg., with this conPany for 17 years' Seven, years

ago'

ir.r Ui*.f, made the lorvest contribution to the region's

;;;f,,t:;t.i this has steadily improved and is norv siightly

'nUor. ,t.rug.. Sandy seems to have a mediocre attitude

to*ura n", lob but is well liked by her staff and other

branch managers. Her experience in the insurance industry

i;;;; .nti.ely rvith this organization' She previously rrorked in non-sales positions, and it is not clear holv

she

became a branch n rn.gtt lvithout previous sales.experi-

.n... S*ay is married ut'd hut three school-aged children'

i.u.tuf y.*. "go,

Sandy earned a diploma in business from

a nearby community coliege by taking evening courses'

xlist factors in order ofimportance, with most important factor

listed fust. **The weight of each factor is a Percentage rangtng from

1 to 100' All

factor weilhts together must add up to I00 Percent'

5.5 NEED.STRENGTH OUESTIONNAIRE

Although ever)'one has the same innate drives' secondary

orl i.*i"a ,r."d, ,rry from one Person to the next in the same situation. This self-assessment provides an

estimate

o1'roo, need strength on selected secondary needs' Read

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,t . statemJnts below and check the response that

1.orl.ti"u" U.tt reflects yout position regardrng.each-state-

inerrt. Then use the scoring key in Appendix B at the end of

the book to calculate your results' To receive a meaningful

"riti-i. "r y"rr n".i strength, you shotrld answer each

item honestiy and by reflecting on your Personal exPell-

ences. Class discussion rvill foius on the meaning of the

;;;;;;;t"t.d in this self-assessment' as rvell as their rel- evance in the wor$lace'

Bob B.

Edward E'

Lee L.

Sandy S.

TOTALS:

I. i would rather be myself than be well thought ot.

2. l'mthetYPeofPerson who never gives uP

3. When the oppoftunitY occurs, I want to be in

ch arge.

4. I tn/ not to say things that others donl like to hear.

J {

Bonus Allocation Form

$100,000 $t00,000

Equity lnPuts Form

TOTAL:

o/o

-% 100%

EACH OEI}IE FOIIOUIIITG,STtrSTBfiSDT8CfiIBEYOI.r? :

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Organizational Behavior

Personal Needs Ouestionnaire

4 4

5. t find it difficultt0 talk about my ideas if they are contrary to group opinion.

8. I tend to take control of things.

7. I am not highly motivated to succeed.

8. I usually disagreewith others only if I know mY friends will back me up.

9. ltrylobetheveryl:est at what I do.

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

l1 . lf anyone criticizes me, I can take it.

12. ltrytooutdoothers. ,l3.

lseldomchangemy opinion when people

disagree with me.

14. ltrytoachievemore than what others have

accomplished.

15. To get along and be liked,

I tend to be what People oxpect me to be.

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Saurces;Adapted from instruments desoihed and/or presented in L.R. Goldberg, I.A. Iohnson, H.W Eber, R Hogan, M'C. Ashton, C.R Cloninger, and

ff.C. Gough, "The lnternational personality Item Pooiurd the Future of Public-Domain Personality Memuresi' /oarx al of Raearch in Petsonality 40 (2006)'

pp. s4-%;H.J. Ma{in, .A Revised Meoure ofdproval Morivation ard Its Relatimship to Social Desirabilityi',Ioun al oJ Personality Assessment 48 (1984),

pp. s08-19.

Afier reading this chapter go to

that conespond to the chapter.

i: i for more in-deptr informaUon and interactivitles

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Organlzational Behavior

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! total score -- Number of individuals in your group with a iower score than your group's total score

---_

sffi s-F-&ss#"$srd ffi [\eT ffi .e wEd.eY Tffi,qrdn PURPOSE This self-assessment is designed to help you identifr 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

Sorrce:Coplright ,9 1992 by Richud lield md Nicola Sutton All right: reserved. Based on infonnation in Joseph Graham,{lnbrosi, Hiking ir AIbcrtcl Soalliweit (Vancourer, BC: Douglas & Mclntlte l-td., 1984); Gillean Daffern, Kananaskis Country: A Gride to Hiking, Skiing. Equt' triot I Bike Trails, 2nd ed. (Calgarl', AB: Roclq' \{ountain Books, 1991 Patricia E. Kariel, lliking Allterta's David'I"hotttpson Counfry (Edmon:i: AB: l.one Pine Publishing, 1987).

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Appendix B at the end ofthe book to calculate your resuir* for each team role. This exercise should be completed alow so that you can assess yourself honestly without concerlt of social comparison. Class discussion will focus on tix roles that people assume in team settings, This scale ac- sesses only a few team roles.

Tesm Boles Prelerences $cale

'1. I usually take responsibiiity for getting the team to agree on lvhat the meeting should accomplish.

2. I tend to summarize to other team members what the tsam has accomplished so far.

3. l'm usually the person who helps other teanr members ove160me their disagreements.

4. I tryio ensure that everyone gets heard on issues.

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

6. I praise other team members for their ideas rnors than do others in tho meetings.

7. People tend to rely on me to keep track of what has been said in meetings.

B. Theteamrypically counts on meto prevent debates from gstting out of hand.

9. ltendto saythingsthat makethe groupieal optimistic ab0ut its accomplishments.

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10. Team members usually count on me to give

everyone a chance to sPeak.

1 1. ln most meetings, I am less likely than

others to criticize the ideas of teammates.

'12. I actively help teammates to resolve their

ditierences in meetings.

13. I actively encourage quietteam members to describe their ideas about each issue'

14. People tend to rely on me to clarifythe purpose of the meeting.

15. I like to be the person who takes notes

or minutes of the meeting.

After reading this chapter go to

that cone$pond to the chaPter.

, r . r . lor mors in-dep$ informaflon and lnteractivities

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VIGNETfE #3 One of your subordirates is working on

* fr"p".,*, project. He is an enSinee-r wh1 las good tech- ;ffkilG'd knowledge and was selected forthe proiect i.* ioiru., t ason. Heitops byyour office and lPPears 1o ha ouite acitated: His voice is ioud and strained

and his

;"".til ;i,oi J u"*.,latt-tnt' He says' "l'm supposed to U.**"ttt"g*r*t foru other peopte aom f,1J ot!1t *f*- ments on this new prqect, but tirey never

listen to my ideas

li *"i i" n-af know I'm at the meeting!"--- O..r"lop tt ree statements that respond

to the speaker in

rtrtl;;;A"by (a) showing empatt-rr' p);eeps darifica- tion, aid (c) providing nonevaluative feedbacK

VIGNETIE *4 Your subor&nate comes into your office

irasiie oi"git"tio", "skinc if sh: tt" l*]:1^o;1^s.l*u' c er-rY

'ets calm and does nothave anpolite and sits down' She st ,.r* .^-*c lilre

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oeoDle, me includcd. Everyone elie is so intimidated they

ffii:ffiil;;, I ,hidv'" need to know that this isnt right and it's got to change"'---D"r"lop

tiru" $tatements that respond to the speaker in

tfrir **"i. Uy (a) showing emp"ttty' tUl-ttuti"g darifica- tion, aitl (c) providing nonevaluative teedbacr

the ouestion on that card to the members of Team B' The

ilil;#;;;;i'"* B includes the question and all

"kt;;;; iir,"d on the card' Team B has 30 seconds

;;;;;o.Jon and alternatives have been read to give

an answer. Team B earns one point if the. correct ansrver is

g'i'r.* if ta"* B's answer is incorrect' horvever' Team A

3urn, tfrut point' Correct anslvers to each question are in-

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card and, ofcourse' should not be revealed

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question is correctly ansrvered :.r 1tT: 1: "p flrft.,i"t or not Team B answers correctly' it

picks up the

""-i."ti "" ,fre pile and reads it to members of Team

i" *t.t words, cards are read alternatively to each team'

This procedure is repeated until all ofthe cards have been

,eaj;;il; has expired' The tearn receiving the most

points wins.

Important note: The textbook provides very little informa-

ii.i p".i"lti"g to the questions in this exercise' Rather' you

*rrt'..ty o" p:ust learning' Iogic' and luck to rvin'

O 2011, 200L Sieven L il{cShane'

PURPOSE This exercise is designed to develop and test

i'"I* 'f.t""*age

of cross-cultural differences in communi-

cation and etiquette.

MATERIALS The instructor rvill provide one set of

question/ansrver cards to each pair of teams'

INSTRUCTIONS .*i l,--ift. aass is divided into an even number oJteams' ;d;llrt "*h

team would have three students' (Trvo- or

iour-student teams are possible if matched with an equal-

,ir.a t.u*.) Each team is then paired with another team

il;i;;;a "ams

(Team'H' and ream "8") are assigned

. prlrrt. *pt.. alvay from other matched teams'

SteD 2: The instructor will hand each pair of teams a stack if?aidt *il,h. multiple-choice questions face down'

These

il;;fi;;rtion* una "n'*t'i about cross-cultural dif-

i.r.rr.., in communication and etiquette' No books or

other aids are aliorved'

.\tpn i: The exercise begins with a member of Team A

,i";tntrg "p "* ."a frori the top of the pile and asking

SffitP-S\$Sffi$SrVEffiruY 9'& Affitr' Y#Li &$d

PURPOSE This self-assessment is designed to help you

;;;;;tt;;;ngths and weaknesses on various dimen- sions of active listening'

INSTRUCTIONS Think back to face-to-face conversa-

;;;t;;;;;;; had with a coworker or client in the office' ;.#y, factory floor or other setting' Indicate the extent iJ*fti"f. "*it

item in the following table describes your

behavior during those conversations' Anslver each item as

il;tuliy; #sible so that 1'ou get anaccurate estllnate of

;;;;r;". active listenin g sicill' need t T':o:-t*::t : tnt"

or. iiJ r.oring key in App"endl* 3 16 srlrulate your results

i", .".frr.uf.."fhis exerii'" is completed alone so students

;;.J;;dr* honestly rvithout corcerns of social corn- oo.irorr' Horvever, class discussion will

focus on the rnlPor-

'tant elements of active listenirrg'

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Organizational Behavior

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

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

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

4. I interrupt betore the speaker sutficiently presants his/her views.

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

6. I use gestures and words (nodding, aOreeing) to show I am listening,

7. I let my rnind wander when listening to people.

8. I try to visualize and feel th6 speaker's experience while s/he is describing those events.

9. I summarize the speakor's ideas to confirm that I understand him/her eorrectly.

i0. I focus on whatthe speaker is saying to me even when it doesn't sound interesting.

1 l , I see the topic from my perspective rather than from the speaker's perspective.

12. I show interest while listening to othsrs.

0 2010 Steven L iUcShane.

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Active Listening Skills Inventory

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two to exanine the diagram. The instructor can then ask

specific questions to the class, such as pointing to a specific

inarido.t it O. network and asking whether he or she has high or low power, what level ofcentrality is aPParent, and

whether thc individuat's connections are mainly l.'eak tres. The instructor might also ask rqhich

the map indicates the most co[cern and then ailo''.

vidual students to provide an explanation as to rvhl"

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 $,ell as estimate your preference for each influence tactic in this context.

INSTRUCTIONS Think about the occasions when a co- rvorker disagreed with you, opposed your preference, or was reluctant to actively support your point ofview about something at work. These conflicts might have been about company policy, assignment of job duties, distribution of resources, or any other matter. \\hat 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 ofthese behaviors to influence coworkers (i.e., people at a similar level in the organization)?* Circle the most accura:i number for each statement. When done, use the scorir.: key in Appendix B to calculate your results. This exerc:s: -. completed alone so students assess themselves hone::.' t'ithout concerns of sociaj comparison. However, clas-. :-,. cussion will focus on the t,?es of influence in orga::_:-- tions and r.vhich influence tactics are most anci .;:., successfi:l or popular when influencing colvorkers.

'rVote; Ifyou have not been in the rrorkforce recent.l,v, complete t:-:: instrument thinking about influencing another student instead c,: : corvorket.

Coworker lnlluence Scale

l. Gave the coworker logical reasons whythe matter should be decided in my favor.

2. Made my authority or expertiss regarding the issue known without being obvious about it.

3. Tried to negotiate a solution, where I would offar something in return forthe coworkers support,

4. Demanded thatthe matter should be resolved in my favor.

5. Avoided showing the coworker information that opposed my preference.

6. Enlisted the support of other employees so the coworker would see that I have the more popular preference.

7. Claimed or demonstrated that my preference has managemsnt supp0rt.

8. Said something positive aboutthe coworker, hoping this would increase his/her support for my views.

9. Tried to convince the coworker using factual information and logic.

Organizational Behavior

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10. Subtly iet the coworker knor,./ about my expertise on the matter.

1 1 . 0ffered to support or assist the coworker on something if he/she would agree with me on this matter.

i2. Showed impatience orfrustration withthe coworker's opp0sition to my preterence.

13. Presented information in a uraythat looked better for my preference.

14. Claimedthatother staftsupportmy position on this matter.

1 5, Suggesteri 0r threatened to have the issue resolved by higher management,

16. Became friendlier toward the coworker, hoping this would create a morg favorable opinion of my viewpoint.

17. Heiped the coworker to ses the benefits of my preference and/0r the negative ouicomes of other choices,

18. 0uietly or indirectly showed the coworker my authority, expertise, or right to have this matter decided in my favor.

i9. Mentionedthat I had helpedthe coworkerinthe past, hoping that he/she would reciprocate by supporting me now

20. Let the coworker know that I might be disagreeable or unsooperativs in ths future if helshe did not suppori ms now.

21. Framed and selected information that mainly agreed with (ratherthan opposed) my preference.

22. Made surs that at least a few other people rvere on my side ofthis issue.

23, Pointed outthatmyview was consistontwith the company's values or policies.

' 24. Showed more respecttowardthe coworker,

hoping this would encouraqe him/her to support me,

: ?01 i Steven L. McShane.

Alier reading thls chapter go to , ,

that conespond to &e chapter.

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Organizational Behavior

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

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

Step j: After reading their roles and discussing strategy, each Dr. ]ones team is matched with a Dr. Roland team to conduct negotiations. Observers will receive observation forms fronr the instructor, and two observers ll,ill be as- signed to n'atch the paired teams during prenegotiations and subsequent negotiations.

1. I went along with the other party,s lvishes rather than my own.

2. I compromised by accepting a middle ground solution,

3. I tried to creativelylind the bestsolution for everyone.

4. I avoided ditferences 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.

B. I did rny bestto getwhat I wantsd.

9. I tried to figure out how t0 satisfy both my interests and the other parry's.

1 0. I made sure that both sides qave in a little.

11. I worked toward a 50-80 compromise,

12. t fought for my ou,in position.

13. I searched for a soiution that satisfied both narties.

Step 4: As soon as Roland and |ones reach agreem.:-, .1 at the end oi the time allotted for the negotiation (iu'i-:.:. ever comes first), the Roiand and |ones teams report i- :,1- instructor for further instruction.

Sfep 5: At the end ofthe exercise, the class will congr.:.;: to discuss the negotiations, Observers, negotiators, ai: ..: structors will then discuss their observations and e_-r,: ences and the implications for conflict *rn"g...-r .- - negotiation.

Souree:This exercise rvas dettloped by Robert ], House, \Vharton B;. --..,. School, Unhersiq'ofPennsylvania. A I'ariation ofthis jncident in-;:: -;' sisters is also described in R. Fisher; 1\1 Ury, and B. patton, 6€fti,ii i; . : NegotiatiilgAgrcemett *'ithout Git,itig Ill, 2nd ed. (New York: Har-.:: Unil'€rsiq', 1991).

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

PURPOSE lhis self-assessmeDt is designed to help you to identifiyour preferred conflict management style,'

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

Gonflict Handling Styte Scate

the,scoring key in Appendix B to caiculate your resu:: : each conflict management styie. This exercise is comp-.:.: alone so you can assess yourself honestly without con;:.:::,, of sociai courparison. However, class discussion wili :-.: _,, on the different conflict management styles and tire :.:_r. tions in which each is most appropriate.

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I delayed or avoided solving the disagreement,

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Conflict Handling Style Scale lcontinued)

I5. I held my position.

16. I let the other side have its way.

'17. ltried 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 urith whom I had the confiict,

20. I gave the other party what it wanted.

After reading this chapter go to that conospond to he chapter.

for more ln-depth irformation and interactivltiee

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Sorrcesr This scale lr'as creat€d by steven L lllcShane, based on intbrmation md instrumenn published in R.R. Blake, H.A. sheparil, and i.s. rrouton, .lrardgr8intergroup ConJlict ir fidrclry {Houston, '1X: Gulf Publislring, i964); K,lt 'Ihomas, .Conflict and Negotiation processes in Orgmization s,,, in llandbook oJindustrial and orgnnizational Psycholog|', 2nd ed., ed. M.D. Diunncne ald L.\1. Hough (palo AIto, CAiconsulting psychologisti press, 1992), pp. 65t-718;C'K 1{ de Dreu' A' F'vers' B' Beersma, E.s. Kluwer, and A. Nauta, 'A Theory-Based ir{easure of conflict Meagen}ent strategies in the wor l<place,,, lournel oforyanizationolEeltavior22(2001),pp 645-68;.N{A Rahim,tlanagingcoiftiaitar{anizqtio,ts,4thed.(NervBrunswick,N);Tiansactionpublishers,2011).

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PURPOSE This assessment is designed to help you assess your beliefs about the influence ofleaders.

INSTRUCTIONS Read each of the statements below and

circle the response that best indicates your personal belief

Bomance ol Leadership Scale

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

2. The quality of leadership is the single rnost impoftant

influence on how well the organization functions,

3. The CEO and executive team have relatively little

effect on the companyh success or failure.

4. Sooneror later, irad leadership atthetopwill resultin 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. Eventhe bestleaders canthelp an organization very much rr,rhen the economy is bad or competition is tough'

B. lt is impossible for an organization to do well when its

leaders are average,

9. Compared with the economy, competition, and other

external iorces, leaders have only a small influence

on a firm's Performance.

10, The company'stop executives have the powerto make

or break the organization'

iU.EKffi A M&FFffi$qffiruCffi"? 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 ofimplicit leader- ship theory.

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sorrca:A&pted ild condcnsed by B. schyns, I,R Meindl, md M.A. cron, "The Romuce of Leadership scale: cross-cultural Tesling and Refrnementi'

i'eatdership,vol.3,i,lo t, (2002), pp.29-*1. copyright o zooz. Reptoducedwirh permission ofSage Publications.

Afterleadingthischapterg0toformorein.depthinformati0nandinteractivities that colrBspond to the chaPter.

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ffiffi Organizational Behavior

subsequent class discussion.'Ihe instructor rvill set a flxed time (e.g., 15 minutes) to complete this task.

Sci:nario #I- Determined never to shovel snorv again, you ars establishing a nerv resort business on a srnall Caribbean island. The rcsort is undcr construction and ls schcduled to open one year tiom norv. You decide it is time to drar,r' up an orgirnizational chart for this nerv venture, called Club Ed.

Step i: At thc end of the time allorved, the instructor rvill present Scenario #2, and each team mll be asked to drau' another organizational chart to suit that situation, Again, students should be abie to describe the fpe of structure drarvn and explain v,'hy it is appropriate.

PURPOSE This exercisc is designed to heip you under- stand horv an oi'ganization! structure influences the per- sonal needs and values of peopie rvorking in that structure.

INSTRUCT]ONS Personal values iniluence how comfort- able 1ou are lvorking in different organizational stt'uctures. You nright prefer an organization rvith clearly defined rules or no rules at all. You might prefer a firm where almost any em- plol'ee can rnalie important decisions or one where important

0rganizational Structure Prelerence Scale

1. A person's career ladder has several steps toward higher status and resp0nsibility.

2. Employees perfornr iheir work with few rules to limit their discretion.

3. Responsibility is pushed down to employees urho pedorm the lvork.

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

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

6. Jobs are clearly detined so that thers is no confusion over who is responsihle for various tasks.

7. Employaes have their ssy on issues, but sonior executives make most of the decisions.

8. Job descriptions are broadly stated or nonexistent.

9. Everyone's work ls tightly synchronized around top- mana gement operating plans.

Step 4: At the end of the time ailowed, the instn present Scenario #3, and each team nill be askec another organizational chart to suit that situation.

Stcp 5: Depending on the time available, the r:. might present a fourth scenario. The class n'il1 gathe : ent their designs for each scena io. During each pre,-, teams should describe the type of structure c:: explain *'hy it is appropriate.

Sourue;Adapted from C. Huvey and K. irlorouney, /oarrai :,'. mttrt Education 22 (lune 1998), pp. 425-29. Used with perr^:: lhe authors.

decisions are screened by senior executives. Reaci :,: ment belory and indicate the extent to lvhich you;': to ryork in an organization urith that characteristic. 'i"

ished, use the scoring key in Appendix B at the r: book to caiculate your results. This self-assessment :; completed alone so that you can assess yourse!: . without concerns of social comparison. Class discu-.. focus on the elements of organizational design anc -:

tionship to personal needs and values.

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0rganizational Structure Preference Scale lcontinuedl

Atterreadingthischapterg0t0iormorein.depthinformationandinteractivities that correspond to the chaPter'

l. Work gets done through informal discussion with coworiers rather than through formal rules'

1 2. Supervisors have so many employees that they can't

watch anyone very closelY'

13. Everyone has clearly understood goals' expectations'

and iob duties.

I4, Senior executives assign overall goals' but leave daily

decisions to frontline teams'

1 5. Even in a large company, the CEO is only three or four

levels above the lowest Position'

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Scurce: Adapted from D.L. Luechauer rnd G.ir{. Shulman, "u*sing a tr{etaphor Ixercise to Explore the Principles of Organizational Cultare," lourml of llanagenent Edttcation ZZ (Decembet 1998), pp.736-4.1. LIsed rtith pe:mission ofthe authors.

class (see Part A). Their responses are shonm in the table 2. belo'rv. Working in teams, analyze the information in this 3. table and anslyer these questions: 4.

Discussion Ouestions for Part B 5. 1. In your opinion, lrhat are the dominant cultural values

in this organization? Explain your ans'!lrr.

Metaphor Besults ol Five Teams in a Cinsinnati 0rganization

PURPOSE This exercise is designed to help you under- stand the importance and conte:rt in which corporate cul- ture is identified and discussed in orgardzations.

INSTRUCTIONS This exercise is a take-home activitf, though it can be completed ia classes where computers and Internet connections are available. The instructor will divide the class into small teams (qpicallyfout or fivepeo- ple per team). Each team is assigned a specillc industry- such as energy, biotechnology, or computer hatdware.

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 phtases such as "corporate culture" or "compaoyvalues."

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

INSTRUCTIONS Read each pair of statements in the Corporate Culture Prefereoce 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 ofthe book to calculate your results for each subscale.

ltlhat are the positive aspc.cts of this gpe of culture? \Vhat are the negative aspects ofthis type ofculture? \.Vhat is this organizationl main business, in your opin- ion? Explain your ans\r/er.

These groups ail reported to one manager. \t/hat advice would you give to the manager about this unit?

In the next class, or at the end of the time ailottetl in the current class, report on your observations by answ'ering the following three discussion questions.

Discussion Q,uestions 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. \\rhst was the broader content ofthe lveb pages on which these companies described or mentioned their corporate cultures?

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

The scale does not attempt to measure your preference for every corporate culture-just a few of the more common varieties. Aiso, keep in mind that none of these cot'Porate cultures is inherently good or bad. The focus here is on ho'lv weii you fit rvithin each of them' 'Ihis exercise should be completed alone so that you can assess yourselfhonestly

u'ithout conce(ns of social comparison. Class discussion will focus on the irnportance of matching job applicants to the organization's dominant values.

429

SELF.ASSESSMENT 14.5 WHICH CORPORI\TE CULTURE DO YOU PREFER?

Rabbit

Horse

Elephant

Eagle

Panther

Big Mac

Taco

Ribs

Big Mac

Chinese

Casino

Hacetla ck

Circus

Las Vegas

New York

48 Hrs. (movie)

Miani Vice

Roseanne

CNN

ULaw

Spring

Summer

Spring

Racing

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Organizational Behavior

Gorporate Culture Preference Scale

'1a] uJhere employees work well together in teams'

ii.'Wn.r. top managament maintains a sonse of order in

4a. Where employees adapt quickly to new work

requirements.

5a. Where senior executives receive special benetits not

available to othor emPloyoes'

emptoyees who perform tho best get naid

7a. Whare everyone gets her or his iob done like clockwork'

M.)Nn r" employees receive assistance to overcome U

^nY Prrtonal Problems'

/ia* That is always experimenting with new ideas in the

\--l marketplace. 10a. That quickly benefits from market opportunhies'

lb. That produces highly respected products 0r sorvices'

(zul wner. tne organization listens to customers and \' " resPonds quicklY to their needs'

3b. Where employees continuously search for ways to

work more ef{icientlY'

,'ifr, ,ivn*t. c0rporate leaders work hard to keep employees L- huppy. 6-hnrrremployees are proud when the organizationt' --'

achieves its performance goals'

Where senior executives are respected'

,That is on top of innovations in the industry'

Where employees abide by company rules'

That expects everyone to put in 1 10 percent for peak

performance.

Where employees are always kept informed about

what's happening in the organization'

Where most decisions are made by the top executives'

employees care for each other'

Coplright @ 2000 Steven L' McShane'

After reading this chaPter go to

that Gorrespond to the chaPter.

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That can quickly respond to competitivo threats'

Where managernent keeps everYthing under control'

$ffi g-P-e.SSffi $SFSffi ruT 3 S.B,r-\ffi ffi Yff t.i PURPOSE This exercise is designed to help you under- stand how people differ in ttreir tolerance ofchange.

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

Tolerance ol Changs Scale

caiculate your results. This self-assessment should be completed alone so that you can rate yourself honestly rvithout concerns of social comparison. Class discussion rvill focus on the meaning of the concept measured by this scale and its implications for managing change in organi- zational settings.

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1. I generallypreferthe unexpected to the predictable.

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

3. I don'tconsider newsituations 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 {or me to easily understand.

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

8, I cope well wifi unexpBcted ovents.

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

t0. lenloyworking in ambiguous situations.

53, no,1 (f993), pp. 183-89; S. Budner, "Intolermce ofAmbiguiq,as a PersonalityVariable,"/ournal ofPersonality 30 (1962), pp.29-50,

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