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Organizatlonal Behavior

Se*rinE Kev: The following pages provide the scoring keys for the self- assessments that are presented in each chapter ofthis text- boolc These self-assessments, as v'rcll as the self-assessments summarized in this book, can be scored automatically in the Connect Library.

CHAPTER 2: SCORING KEY FOR THE EXTRAVERS ION-I NTROVERSION SCALE Scoring Instrucfioas: Use the table below to assign numbers to each bor you checked. For example, ifyou checked "Moderately Inaccurate" for statement #l ("I feel comfort- able around peopld'), you would assign a "1" to that state- ment. Aftet assigning numbers for ali l0 statements, 6dd up the numbers to estimate your extraversion-introversion personality.

Interpreting Your Score: Extraversion characterizes people who are outgoing, talkative, sociable, and asseltive, It in- cludes several facets, such as friendliness, gregariousness, assertiveness, activity level, excitement-seeking, and cheer- fulness. The opposite ofextraversion is introversion, which refers to the personality characteristics ofbeing qulet, shy, and cautious. Extraverts get their energy from the outer rvor'ld (people and things around them), rvhereas introverts get their energy from the internal world, such as personal reflection on concepts and ideas. Introverts are nrore in- clined to direct their interests to ideas rather than to social events.

This is the short version of the IPIP Introversion- Extraversion Scale, so it estimates overall introversion- extraversion but not specific facets rvithin the personality dimension. Scores range frorn 0 to 40. Lorv scores indicate 484

introversion; high scores indicate extraversion. 'lhe nc in the follolving table are estimated from results of r adults (under 30 years old) in Scotland and undergri ate psychology students in the United States. Howt introversion-extraversion norrns vary i}om one grou the next; the best norms are likely based on the entire , you are attending or on past students in this course,

lPlP Extraversion-lntroversion Norms

Amsmssixffir: tr\t L*,

High extraversion Moderate sxtraversion ln:betuleen extraversion i introversion Moderate introversion High introversion

Strongly Agree = i Moderately Agree = 2 Slightly Agree : 3 Slightly Disagree = 4 Moderately Disagree ,

Strongiy Disagree = 6

L &*'f,ivi{

CHAPTER 3: SCORING KEY FOR THE WOI CENTRALIW SCALE Scoring Instructions; Use the table below to assign num to each box you checked. For example, if you cher "Moderately DisagreC' for statenent #3 ("Work shoul only a small part of one's lifd'), you would assign a "l that statement After assigning numbers for all5 statem, add up your scores to estimate your lwel of work centr;

7-20 0-6

Strongly Agree = 6 ModeratelyAgree:5 Slightly Agree : 4 Slightly Disagree = 3 Moderately Disagree = 2 Strongly Disagree = I

Interpreting Your Score:I'he rvork centrality scale r sures the extent that rvork is an important part of the i vidual's self-concept. People with high work centr define themselves mainly by their rvork roles and '

Very accurate description of Very accurate description me:4 of me:O Moderately accurate = 3 Moderately accurate = I Neither accurate nor Neither accurate nor inaccurate:2 inaccurate = 2 Moderately inaccurate = 1 Moderately inaccurate = 3 Very inaccurate description of Very inaccurate description me=0 ofme=4

496

fl*r I

Organizational Behavior

Appendix B

Emotional lntelligence Self-Assessment Norms

Average Score Top 1(}th percontile

Top 25th percentiis

Median {5fth percentile}

Bottom 25th percentile

Bottom loth percentila

Need for achievement:

Need for social approval:

16.3 '19

l5 14

14,8

t5 l3 t'l

14.5

14.7

l8 l6 t5 I3 r0

t1_ -

a: i.r

CHAPTER 5: SCORING KEY FOR THE PERSONAL NEEDS OUESTIONNAIRE Scaring Instructions: Use the table at the right to assign numbers to each box you checked. Insert the number for each statement on the appropriate line in the scoring key below. For example, if you checked "Moderately inaccu- rate" for statement #1 ("I would rather be myself than be well thought of"), you would write a "3" on the line wlth "(l)" underoeath tt. After assigning numbers for all 15 statements, add up your scores to estimate your results for the two learned needs measured by this scale.

Very accurate description of me :4 llloderately accurate = 3 Neither accurate nor inaccurate : 2 Moderately inaccurate = 1 Very inaccurate description ofme=0

Very accurate descr,;:: - ofme=0 Moderately accurate = '

Neither accurata nor inaccurate = 2tnaccurare = z Moderately inaccura:* = lModerately rnaccura:* = . Very inaccurate desc' :: :. olme = 4

dqh L- !

h{aro}0

(2) (3) (6) {7) {s} l12l (14}9*{*a*4*g* )-*L+A=- {1) (4) (5) (8) {ro) (11) fl3} {15)

Although everyone has the same innate drives, our secondary or learned rteeds vary based on our personal- ity, values, and self-concept. This seif-assessment pro- vides an estimate of your need strengtir on trvo learned needs: need for achievement and need for sociai approval.

Interpreting Your Need for Achievement Scorcr 'l'his scale, lbrnrally called "achievement striving," estimates the ex- tent to rvhich you are rnotivated to take on and achieve chailenging personal goais. This includes a desire to per- tbrn better than others and to reach one's potential. The scale ranges from 0 to 28. How high or low is your need for achievement? The ideai would be to compare your score \tith the collective results ofother students in your class. Otherwise, the table at the right ofiers a rough set of nornrs rvith which you can compare your score on this scale.

Interpretir.g Your Need for Social Approval Score: Th,- :... , for social approval scale estimates the extent to rvhi::. " :,-

?+-28 l8-23

1Z-17

6-r I

0-5

High need for achievemeni Above average need for achievement Average need ior achieveme': Below average need for achievement

Low need for achievement

498

486

r.l '. :i:l

..:,

' ;:,

Need for Achievement Norms

s00 Organizational Behavior

Appendix B

CHAPTER 7: SCORING KEY FOR THE CREATIVE PERSONAUW SCALE Scoring Instrucfioasr Assign a positive poht ( + I ) after each of the following words that you checked off in the self-assessmentl

Encourager

Gatekeeper

Harmonizer

I nitiator

Summarizer

Intetpreting Your Score: The five team roies firexsrrii -::- are based on scholarship over the years. ths f611svt;:,L:*r defines these five roles and presents the range ofsci::r ::. high, rnedium, and lorv levels of each role, These nc::,. -i based on results from a sample ofNIBA students.

Capable Clever Confident Egotistical Humorou.s Individualistic Informal Insightful Inteiligent

Inventive 0riginal Reflective Resourceful Self-confident Sexy Snobbish Unconventionai trVide interests

Assign a negative point (-1) after each oi tire follorving rvords that you checked offin the self-assessment:

dlrr*-._- g

{__

- Affected

- Cautious

-- Commonplace

- Conservative

- Conventional

- Dissatisfied

- Honest

- Mannerly

- Narrowinterests

- Sincere

- Submissive

- Suspicious

Encourager: People who score high on this dimension havs a strong tendency t0 praise and supportthe ideas of othar tsam members, thereby showing warmth and solidaritywith ttre group,

Gatekecper: People who scors high on this dimension have a strong tendency to encourage all team members to participate in the disoussion.

llrrmonizcr: People who score high on this dimension have a suong tendency to modiato intragroup conflicts and reducB tonsion,

lnitietcr People who score high on this dimension havo a strong tsndoncy t0 identily goals for thh meeting, including waysto work on those goals.

$urrnarLcr: People who score high on this dimsnsion have a strong tendency to keep track of whatwas $oid in $6 meoting (i.e., act as $s team's momory).

High: 12 ane above

Medium: I tc " Low: 8 and Le-:x

High: '12 ane above

Medium: 9 t: " Lowl 8 and L: :* High: 1 1 anc above

Medium: 9 tc 'l Low: 8 and t.: :,*

High: l2 anc above

Medium: I tc "' low: 8 and b: :', High: 10 anc ::: ,i Medium: I tc i Low: 7 and la :,,

Next, sum the positive and negative points, Interpretlng Your Score: This instrument estimates your creative potential as a personal characteristic. The scale recognizee that creative people are intelligent and persis- tent and possess an inventive thlnking style. Creative personality varies somewhat from one occupational group to the next. The table below provides norms based on undergraduate and graduate uoiversity/couege students.

CHAPTER 8: SCORING KEY FOR THE TEAM ROLES PREFERENCE SCALE Scoring Instructiors: Write the scores circled for each item on the appropriate line in the scoring key at the top ofthe right column (statement numbers are in parenthesee), and add up each scale.

CHAPTER 9: SCORING KEY FOR THE ACIII* LISTENING SKILIS TNVENTORY Scoriag Instrucfions: Use the first table below to scorE * response you marked for each statement. Then, i* q scoring key, write that score on the line correspondiog u

k-..J (u)'/) fi3)/', ---.t- (l2l

(141 i

(15)

-) g (1fl1 'i {gt 1

(51

/\ (7)

(9,

-:r- (4

(q)

{r }n

lzl

Above +9 You have a high creative personality +1 to +9 You have an average creative

personality Below +1 You have a low creative personality

488

Team Role Preference Delinitions and Noms

eg_, ,qv,vr; Ernergtng KnovJledge, Global Reality, Sixth Ed jtion

Appendix B

the statement number (staterncnt numbers are in paren- lfeyl) and add up each subscal.. fo..**,pt., ifvorr.fl..rca"Seldom'for starement #1 (.i keep ., "d;;;;. . Iir*would write a "2" on the line witt, "ir)i; ,ra"rr.r,lr,r. Calculate the overall Active Listeningi.rr.ffi r.*. Uysumming ail subscales.

9.1-|4PTER 10: SCORING KEy FOR THE COWORKER INFLUENCE iar.r Scoring Instructians: To calculate your scores on theCoworker Influence Scale write tt

"nurul., .l..i"a m,fil.tr::::^T,-:: ,h" appropriate line in the ,"..iog t yDerow (statement numbers are in parentheses), and,addup each scale.

btterpreting yaur Score: The three active listening dirnen_sions are defined as follows: .

l-:T,:*,Sensing is the process of receiving signalstrom the sender and paying attention to th-emlActive

Active listening Norms

489

listeners improve sensing in three ivays. They postpone evaiuation by not forming an opiniori ,",i1 ii.,J rp.of... has finished, avoid interrupting the speakels.o,i*rru- tion, and remain motivated to iisten a ,lr. ri"ut ... Evaluatingr This dimension of active listening includesunderstanding the message meaning, evaluatinq the rnessage> and remembering the message. To imirove their evaluation ofthe conversation, active listeners entpathize ryith the speaker_they try to understand and be sensitive to the speakcr,.s feelings, thoughts, andsituation. Evaluation also improves Uyirgunir?nu tir.speaker's ideas during the communicati"; ;;;"., Respondingr Responding, the third dinrension ofactive listening, is feedback to tie sender, *fri.i *rri"rr*

"radirects tire speaker's communication. Active listeners siorv interest through nonverbal.r.. 1"y..""o.i, noa_ orng, slrnbiotic faciiri expression) and by sending back channel signals (e.g., .'I sed). They also A.rtfy,il;*_ sage, such as by summarizing or rephrasing ti.,e rp"ai.ert ideas at appropriate breaks ( So you,r. ,"pif [ri. . . i,L. Scores on the three Active Listening dlmensions rangefrom 4 to 20. The overall score ranges from 12 to 60, Normsvary fro:n one group to the next. Tie follo*.rg iJt. jro*,

norms from a sample of B0 MBA students i, iir" .orr"i", li::I.P-.:! fl,g,f":? Fo, .*u*pr., ii; ;;; ;il p.,_cenure lor sensing is 17, indicating that 10 percent ofpeople score 17 or above and 90 perclnt ..or. Ulo*1, onth-is dimension. Keep in mind that tt .r. ,.*"* ."0....n, self-perceptions. Evaluations from others i.".fr m iili""gf,360-degree feedback) may provide u *or. u..u.ri"

".ti-rnale ot y.our acti.r,e listening on one or more dimensions, pa rtic uia rll' the responding dirnension,

".i,i.frlr rir,irl. r"others.

htterpreting Yaur Score: Influence refers to aly behavior thatattempts to alter someone,s attitudes or beh#or. it ur" u..several types of influence, including tt . "ight

;.;ur;a Uythis instrument. This instruruent assesses your preference forusing each type ofinfluence on coivorkers and oth* ,."rf. ,,a similar level as your position in the organization. - ' -= . Persuasion: persuasiort refers to usinglogical and emo_tional appeals to change others,attituier."ffri, i. on. of

J1 t,1

L. U!.I. _t= b lt J9) (L {,}) . '\m + 4 +-E)+--LE _r"(31 (61 {s} uzY

501

mR'srf,HE nil$

Rarelylnever = 5 Seldom = 4 Sometimes = 3 Often = 2

Barely/never: 1 Seldom : 2 Sometimes = 3 0ften = 4

Almost always = 1 Almost aiways : S

Sensing

Evaluating

Besponding

Active listening total

Add up all dimension )\^scores: -_j

Average Score Top 1fth percent;le Top 25th percentile Median (50th percentilel Bottom 25th percentile Bottom 10th percenti,e

14.6

t6 14

14.4

t7 tb

t4 13

16.6

t9 l8 16

t5 14

45.6

Organlzational Behavior

Appendix B

Information Con&ol: Information control inr' :'''' :t explicitly manipulating others' 1tt:::.

t1 * f:11 ". -' foi ,t . potpor" of chairging their attitudes ani :. :* iravior. It includes screening out information :--- i ::::4 oppose your preference and embellishing or lri:'-riii:a' irif informatlon that suPPorts 1'our position' --"t-'t= ,"".n. tutr.y, more than ha'lf of employees b'' :': :tt*i coworkers engage inthis tactic'

are all examPles of ingratiation'

rvhen a group of people with common intere::i band to[ethir to influence others' It also eri::' :-: i percePtion, such as when you convince sone'1 :: i':i4i ihut ,eu"rul p€oPle are on your side and supiri r-'

-::r;!i'

company policY). . Ingratiation: Ingratiation is a special case of i;:-t::

sion management in'rvhich you attemPt to ilir:tr{: i: perception of liking or similarity to another ;:: : ; it't. ttop. that he or she wili become rnore sui; - = " ' vour iiear. Flattering the corvolker' becomir; ::- :: - iier with the coworker, helping the cot'orke: "*-- expectation ofreciprocity), shorring suppor: : '' - ' coworker's ideas, and asking for the coworke: ' : ': -

--4

the n:ost widely used influeilce strategies toward others

in ary Positior (e'g., coworkers, bosses, subordinates)' Silent Authority: The silent application of authority occurs when someone compiies rvith a request because

her or she is aware of the requester's legitimate or e*p.rt puruer. This influence tactic is very subtle' such us muking th" target person a'tvare of the status or expertise of the person making the request' . .

. Exchange: Exchurge involves the promise of benefits o, ,aro.ir.., in exchange for the target person"r compli- ance with your request' This tactic also includes re- ntnding the targei of past benefits or favors' rvith the exoectaton thaithe talget will now make up for that dett. Negotiation is also part ofthe exchange strategf

. Assertiveness: Assertiveness involves actively applying legitimate and coercive po^wer to influence others''Ihis taitic inciudes demanding that the other person com- ply ltith your rvishes, sholving frustration or impa- iiJrrce ruith the other person, and using tirreats of sanctions to force comPiiance'

Scores on the eight Coworker Influence Sci: sions range from 3 to i5. Higher scores indjc:- person ha*s a higher preference for and use of ::;-: iar tactic, Norml vary from one grouP to the re:* lowing table shows norms from a sample c:

-i "i studeits in two countries (Australia and Sins::;r: example, the toP lOtil percentjle for assertiveneii - ' cating that 10 percent of peopl3. score 9 :: '*':t_ 90 peicent score below 9 on this dimension' Le:: that these scores rePresent self-perceptions

-::;

lic,ur others (such ai through 360-degree fee:: ' ' provide a Inore accurate estimate ofyour prei::::: : ence tactics,

Persuasion

Silent Authority

Exchange

Assertiveness

lnformation Control

Coalition Formation

Upward Appeal

lngratiation

uf f,I \\!l"4 + ---+- {2} (10} (18)/. l-' t -l-+-7-?*-(3I fir1 (1s) 4+4+l = {4} lill (20} AA'Jl++- (51 fi3) (2l l

Atr,.\ -+s(6) (t$) (22)| * I +"'=(?l (!51 te?) .?-t * \ + -=,.= t8l {16} {24}

. Coalition Formatiotr: Coalition formation i:: ':

Average Score Top iOth Percontile Top 25th percentile Median (5fth Percentile) Bottom 25th Percentile Bottom 1oth percentile

12.6 15

13 IL l0

10.0 1.!

12 10

I 7

7.3 10 s 8 6 4

502

--: ri II\r

\\ 0bi

ffi

Coworker lnlluence Scale ltlorms

Organizational Behavior: Emerging Knowledge' Global Realiry Sixth Edition

Appendix B

CHAPTER 11: SCORING KEY iiiiirni coNFLEr HANDLING scALE *oring tnstrttcliors: To estimate- your preferred conflilhan- Ains;des, use the first table bclow to score the response ;:*;;l; i.r each statement' Then' in the scoring key ia*,, *ir. tn*score on the line corespondingto the late- ment number (statement numbers are in parenthe.ses) and Ja

"p ""*t t*scale. For example, {f9u c{&ea

"seldonf'

for stit ment #1 fI went along with the others '-' "')' you

would write a'2" on the line with "(1)" underneath iL

. Yielding: Yielding involves givhg in **P.lo"t.:o,.. tt

" otn"l tiaut wihes, or at least cooperating with little

or no attention to your own interests' This style involves

*uti"g *ril.t ral concessions, uncouditional ProTl$es' arrl "ii.r-S

lt+ with no expectatiou of reciprocallrelp' . Compromising Compromising involves looldng lor a-

;ri il;t";hi:hyo* lott"t are offsetbyequallyv"l-'"ua gtint. It involves matching the other party's con- .*ti"*, ,at "g conditional

promises or threats' and

"ai"ay **"ttiig for a middle ground between the in'

terests ofthe two Parties' . .l*idirg, lroidiirg tries to smooth over or avoid con-

flia situitions altogether' It represents- a low concern i;;ih *lf ."d th"e other party' In other words' avoid- els try to supPress thinking about the conflict'

. Forcing, Foriing tries to win the conflict at the othert .*p.nrl' It includes "hard' influence tactics' particu- larly assertiveness, to get one's otrrr rvay'

. p.oUt.. Solving: Problem solving tries to tind a mu- tuaily beneficial iolution for both parties' Information sharing is an important feature ofthis style' because uoif pl,i"t r..d to identify common ct::t* i"d pot."tiat solutions that satisfy both (or all) of them'

S.o.., on the flve Conflict Handling Scale dimensions ranee from 4 to 20. I{igher scores indicate that the person

has

" frl?ft.. *.f.t nce for"and use of that particular cont'lict han-

;;?;;[. N"tms varv fiom one grouP to the next' The fol- r"*,ig iJf. shorvs norms from a sample of 70 MBA students in twJcountries (Australia and Singapore)' For example'

the

iop f Oth percentile fol yielding is 14' indicating that 1o per-

..",.ip*pf. ,core 14 or above and 90 percent score below 14 ou this'dimeusion. Keep in mind that these scores represent

,"f-p.r..ptiorrr' Evaluaions from others (such as through 360- a-.gi." f".aU".k) may.provide a.more acculate estimate of

It* erpretin\ Yotu' Scor e:This i:rstrument measures 1'our pref-

.r*ni. fo. "u"a ,se of the five conllict handling dimensions: yoL preferred conflict handling style'

Average Score Top 1Oth percentile Top 25th Parcentile Median (50th Percentile) Bottom 25th Percentile Bottom 1oth Percentile

6.8 t0 I 7 5 4

7.4 t0 I I' 6 4

8.1

l0 B.;i 6 5

8.9 13 1?. 10

7 4

Rarely/never = 1 Seldom : 2 Sometimes = 3 0ften : 4 Almost alwaYs = 5

Yiolding

Compromising

Forcing

Problem solving

Avoiding

hl---l-+--z-+L= (11 q.t (lil t/]ot lL+it_ a-2+-)-- l2l 0ol (tll yil1*5*4+!-)-=q 8 u,'l 'E' -.,.+-, +__J_++_(31 Lgl {13} u,8}:L+7=*1-*4= (4) (6) {141 (1s}

;)2 ta't lrl-t

;

Average Score Top 1Oth Percentile Top 25th Percentile Median (50th Percentile) Bottom 25th Percentile Bottom loth Percentile

11.0 | 14

l1 l0 I

13.8

12.

10.2

12, 10

13.5

17 tr

15 t?

15.9 'lg

l3t

503

491

ffi

Organizational Behavior

Appendix B

CHAPTER 12: SCORING KEY FOR THE ROMANCE OF LEADERSHIP SCALE Scoring Instrucfiors: Use the table below to score the re- sponse you marked for each statement. Then, add up the scores to calculate your Romance ofLeadership score, For example, if you marked "Disagree" for statement #1 (.,Even in an economic . . ,"), you would write a "2" on the line with "(1)" underneath it,

CHAPTER 13: SCORING KEY FOR ORGAN IZATIONAL STRUCTURE PREFERENCE SCALE Scoring Instrucflons; Use the table below to assign nui:-:.: to each response you marked. Insert the number ib: .,:: statement on the appropriate line in the scoring ke: : exampie, if you checked "Not at all" for item #1 ('A pe:.:: career ladder . . ."), you rvould write a "0" on the iine ..::-: "( 1 )" underneath it. After assigning numbers for al l 5 ;::: : ments, add up the scores to estimate your degree of ::.:. - ence for a tail hlerarchy, formalization, and centraliz.::: _: Then calculate the overall score by summing all scaies.

Total score: V1-1- + (lt

+ \+ (6)

I , t, ,J-+2- (4) (5) 9* Jt'(gl' {l0l

Not at all : 3 A little : 2 Sornewhat = i Very much : 0

Tall Hierarchy (H)

Formalization {F}

Centralization (c)

Total score {Mechanistic}

4 f?t4-r 0-

Not at all : 0 Aiittle = 1 Somewhat = 2 Very much = 3

{rl (4} (lo} l12l (15}| .l /.t ,,-a ZI r -J t!--r (-. --=l2l (61 0l {1t} (r3)(). i i '.t (,r -+r+_+_+_=(3) (51 {7) (e} (14) Add up all dimension scores (H+F+C)=

Ifiterpreting Your Score: Rornance of ieadership is a phe- nomenon in which follo*'ers (and possibly other stake- holders) want to believe that leaders make a difference in the organization's success. People rvith a higlr romance of Ieadership score attribute the causes of organizational events much more to its leaders and much less to the econ- omy, competition, and other factors beyond the leader's short-term controi. This scale ranges from l0 to 50, rvith higher scores indicating that the person has a higher ro- mance of leadership. The ioilowing norms are derived frorn a large sample of European empior.ees rvith an average age in their mid-30s and work experience averaging about 15 years. However, these norms should be vierved with cau- tion, because the romance of leadership scaie is a recent development and norms for any instrument can vary from one group to the next.

T '-'.:-

w {8}

L\,

Interpreting Your kore: f'he three organizational str.-:'-,.: dirnensions and the overall scorc are defined belo*-. " . :-L with the range of scores for high, medium, and lorr jei.:-, .:,r each dimension based on a sanrple of MBA students.

Organizationa! Structuro Preference Subscale Delinitions and ltlorms

Iall hierarchy: People with high scores High: l1 to r: on this dimension prefer to work in orga- Medium; 6:l .I

chy and a narroviJ span of control (few LouJ: uel0\1 : employees per supervisor).

Stronglydisagree=5 Stronglydisagree = l Disagree=4 Disagree=2 Neutral=3 Neutral:3 Agree=z A,gree=4 Strongly agree : I Strongly agree = S

38-50 Above average romance of leadership 27-37 Average romance of leadership 10-26 Below average romance of leadership

504

492

Romance ol teaderchip lrlorms

Appendix B

Organtzatt<.lrtar Psr ro vrvr'

Li (1l.p1

/ (7al

.L {10b) r.j {10a)

CHAPTER 15: SCORING KEY ioiirHe ToLERANcE oF cHANGE SCALE Scorirtg btstrttctiotis: Use the table belorv

to assign num'

bers to each box you checked' For example'..if you

;".kd :ruiua.r.*iy disagree" for-statement o.' 1"' gtf erally prefer the unexpecteo.' ' ' ,t) you rn'ould write a "2" treside that statement' After assigning numbers(12a1 for all 10 statem€nts, add up your

t- .-- scol'es to estimate your tolerance for (9b) change.

4--:- (12b)

+i {11a}

CHAPTER 14: SCORING KHf FOR THE-- - , ;iftoril*ii-Cur-rune PREFERENcE scALE Scoting Instrucfionsj On each line below'

write in a "1" if vou circled the statement *d " "0" if

you &d not' Then

laa op tt. scores for each subscale'

Control Culture

Performance Culture

BelationshiP Culture

ResPonsive Culture

,..)+ll*L/*i)* 1za) (5a) (6bl (8b)',. _**-j_* \ + {1b} (3b} (5b) (6a}I*J-* i +-!-n (ta) lsal (4b) (8a) -r-.*:j*f*L*(2b) 1+al (?b] {ea)

lntcrprcting Your Score: These corporate cultures ma1'be

found in rnany organizations' bur thty ttp"'"ot only four'

;t' *r;; forJiut."o'g'nizational cultures' Also' teep in

mind that none of these tttl*"' is inherently good or bad' il;isJff;** in different situations' The four corlorate';"h;;t-;;;;fined in the table at the top of the right coi- umn, along with the range of "o"'

for high' medium' and

f"* f.".ftif each dimension based on a sample of I'IBA students.

fomaliration: People wittr high scores on this dimension prefer to work in orga' niitifins'"tttt" io'bs are clearly defined with limited discredon'

Gsntralization: People with high scores

in tttit Uimrntion prefel to work in orga- nizations where decision meking occurs

*.intv .*ong top managemont rather [tran ipteaa o,rtto lower'lswl staff'

Total Score (tirchrnldlclr: People with , t igh ttot.t on this dimension prefer

High:12t0 15

Medium:9toi1 Low: Below I

High: 10 to 15

Medium:7 to 9

Low: Below 7

High: 30 to 45

Medium: 22 to 29

Low: Below 22to"wort in mechanistic organizations' wtrereas those with low scores preler

to work in organic organizational struc-

irr"s. friecfranistic structures are char- .rtttitta by a narrow span of control ,nO ttiSit degree offormalization and

..nttaiir.tiJn. 0rganic structuros have

. t"iA, tpan of tontrol, little formaliza- tirn, .-rA.ject.talized decision making'

Control Gulture: This culture values the

role of senior executives to lead the or-

ganieation. lts goal is to keep everyone

aligned and under control'

Perlormance Cultute: This culture val-

,r. in*iriAr.f and olganizational perior- rrn., ,.a strives for ef{ectiveness and efficiencY.

Relationship Gulture: This culture vai-

,u.luttut',ig and well-being lt consid- ers open communication, fairness' i.u**orf, and sharing a vital Part of organizational Iife'

ResponsiYe Gulture: This culture values

its ati[tv to keep in tune with the extBr- nal enviionment, including being. com--

High: 3 to 6

Medium: 1 to 2

Low:0

High: 5 to 6

Medium: 3 to 4

Low:0 to 2

High:6 Medium: 4to 5 Lowl0 to 3

High:6 Medium: 4 to 5

Low:0 to 3 ptriiir. .nO realizing new opporhrnities'

493

Corponto Culturs Prelerance Subscale Definitions and ltloms -

Strongly Agree = 7 ModeratelY Agree = 6 Slightly Agree = 5 Neutral = 4 Slightly Disagree = 3 ModeratelY 0isagree = 2

StronglYAgree = 1 ModeratelYAgree = 2 Slightly Agree = 3 Neutrai = 4 SlightlY Disagree = 5 ModerateiY Disagree = 0

Strongly Disagree = 1 StronglY Disagree : 7

Organizatlonal Behavior

Appendix B

Interpreting Yotr Score: This instrument is formally known as the "tolerance ofambiguit/'scale. The originai scale, de- veioped 50 years ago, has since been revised and rrdapted. The instrumenl presented here is an adaptation of these re- vised instruments. People with a high tolerance lor ambigrr. ity are comtbrtabie rvith uncertai[ty and nerv situations. These are characteristics ofthe hlperfast changes occurring in many organizations today. This instrunrellt ranges from 10 to 70, lvith higher scores indicating a higher tolerance for change (i.e., higher tolerance for ambiguity). The tabie at the right indicates the range of scores for high, medium, and iorv tolerance for char:ge. These torms are estimates frotn rccent studies using some or all of these items.

You seemto have a high tolerance change. You seem to have a moderate leve tolerance for change. You seem to have a low degree of ance for change. lnstead, you prel stable work environments.

506

ffiii ffi 50- 70

30-49

1 t)-29

I r:

,{t ---***

.., 1