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Organizational Eehavion Emerging thowledge, Global Reality, Sixtn eiitjol

SELF.ASSESSMENT 2.6 ARE YOU INTROVERTED OR EXTRAVERTED? FURPOSE This self-assessment ts desigred to help you

estimate the extent to which you are introverted or extraverted,

INSTRUCTIONS The statements in the scale below refer

to personal clraracteristics that might or might not be char-

acteristic of you, Mark the box indicating the ortent to

which the statement sccnrately or inaccurately describes you. Then use the scoringkey ia Appendix B at the end of ihis book to calculate your results' This exercise should be

completed alone so that you can a$ess yourself honestly

without concerrul of social comparison. Class discursion

will focus on the meaning antl implications of extraversion and introversion in organizations,

lPlP tntrousnion-Extraversion Scale

1. I feel comfortable around people,

2" I make friends easilY.

i3. Jkeep infie background.\_/ 4. ldonttalkalot

5. I would detcribo my erperiences as somewhat dull.

6. I know howto captivate people.

I dont like to draw sttontion to myself.

I am the lifs ot$e party.

I am skilled in handling social situations.

I have little to Eay.

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Sourca: Adapted ftom i$trumcnts dcscribcd ord/or prrcscntcd in L, R. Goldbetg, J. A. Iohnson, I.{. v{ Ebct R. Hogur, M. C' A$ton' C' R Cloningcr' urd

n. C. Cougb, "fhelntemational penooalityltemPo;l rld thE Future of Publk-bomein PersonatityMeasure{/outnolofResea/dt ,//.Peronalitytt$ l2tt06),

pp. E4-96.

* vCIdt(fik€ [x*ou*t*n : A * Afier reading trh Ghapter gob ili:r,r:i.Eihiri:, ?*il1i'rriu:;!:a**ti;: hr more ln-dsptr lnbfmatpn and intsractiYttl€s fiat conespond h tm chapter.

Organizational Behavior: Emerging Knowledge' Global Reality' Sixth Edition ffi

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vears as a sales representative before jointng this comPany'

ldward is single and has no children'

Lee L. Lee has been with this organization for seven years' The fust two year$ were sPcnt as o suLs t"presentative

in th"

offlce that she now manages. According to the regional direc-

tor, Lee rates about average as abranc'h manager' She earned an

*a.rgr"ao.t degree in geograPhl agm a major,unirersity *i*iL"a *

"..te. r*ptaent"ti* for foutyears with anotlrer

il;;. comPany before joining this organization' Lee is ;;;;;u dh;#d, antl has no children' she is a very ambi ;;; ;tt** but sometimes has problems working with her staffand other branch managers'

Sandy S. Sandy is 47 yea:s old and has been a branch

-*rg.t with this company for 17 years' Seven years ago'

;;;;;;"de the lowest contribution to the region's

"rrn,t, but this has steadily improved and is now slightly

il;;;;;; sandy seems to have a mediocre attitude io**a her iob but is well liked by her staff and other branch managers' Her experience in the insurance

industry

fr"r i."i..'[tay with this organization' She previously worked in non-sales positions, and it is not clear how

she

i.."-. a branch man"gtt without previous sales.experi- .ii" i*ay i..*ried aid has three school-aged children' i;;;;Jt*

"g" sandveamed adiploma in business from

a nearby community college by taking evening courses'

Althoueh everyone has the same innate drives' secondary

"li"*ita t".is vary from one Person to the next in the

same situation' This self-assessment provides au estimate

ofro* need strength on selected seiondary needs' Read

"^Ji"f tir. .a.temints below and check the response that

vou believe best reflects your positlon regarding each state-

;;";. ii;; "t;

the scorins kev in Appendix B at the end of

*List factors in order ofimportatrce, with most imPortant factor

listed fust. *#The wdght of each factor is a percertage ran$ng from I to 100' All

factor w€ights together must add up to I00 Perc€nt'

5EI.F-ASSESSMENT 5"6 NEED-STRENGTH AUESTIONNAIRE the book to calculate your resuls' To receive a

meaningful

;;;t; "i

y"ur need strength, you should answer each

item honestly and by reflecting on your Persoflal experl-

en.es. Class discussion will focus on the meaning of the

;;;;;;;"d in this self-assessment' as well as their tel- evance in the worlElace'

BonusAllocation Fonm

BobB, $ Edward E, $ Lee L. $

T0TALS: S100,W) $m'000

1. I would rather be mYself than be well thought of.

2 l'mthetYPeofPerson who never gives uP.

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

chorge.

4. ltrynottosaythings that othors don't liks

to hear.

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Organizational Behavlor

Perconal l{aedrOuestionnairo lcontinuedl

4 4

5. I lind it difticuftto talk about my ideas if theY are contraryto group opinion.

8. ltendtotakecofirol ofthings.

7. I am not highly motivatsd to succeed.

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

9. ltryto be the very best atwhat I do.

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

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

12. ltrytooutdoolhors.

13. I seldom changomy opinion when pooplo

disagree with me.

14. ltryto achieve more than uftat o$srs have sccomplished,

15, To getalong and be tiked,

I tend to bo what people

sxpsct m0 to b8,

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Sources:Adapted from instruments described and/or presented in L.R. Goldberg; J.A. Johnson, H.Wi Eber, R. Hogan, M.C. Aslrton, C'R- Clonirger, and

H.C. Gougb,"Ihe Intcrnational Personalityltea Pooiand the Fuhue ofPublic-Domain PetsonalityMeasuref /ourxal ofR*earchinPersonality a0 QrlAO,

pp. S4-gdi11l. tdarrin, A Reviscd Mcarue ofApprmal Motivatim and Its Retetimship to Socid Desirabilityl Jownal oJPersonality Assxsment 48 (1984\,

pp.508-19.

Altor reading this chapter go to

ffiat conespond to fie chapter. r,,',' , for more in-dept intormation and interactivitles

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Organlzational Behavior

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

Your total score

Average ofthe 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-AS5HSSMHNT 8"6 WHAT THATVT 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

Team Bolos Preferences Scata

L I usually tako responsibility for getting the taam to agre6 on what the meeting should accomplish.

2. I tend to summarize to other team nembers what the teom has accomplished so far.

3. l'm usually the per$on who helps other teom members overcoms their disagrsemants.

4. ltryto snsurethetevoryons gets heard on issues.

5. I'm usuallythe personwho helpstheteam determine how to organize the discussion,

6. I praise other tsam members for their ideas more than do others in the meetings.

7. People tond to rely on me to keep track o{ what has been said in meetings.

8. Ths team typically counts 0n m€ to prevent debates from getting out of hand.

9. I tend to saythings that make the group loel optimistic about its accomplishments,

sorrce: Copyright @ 1992 by Richard Field md Nicola Sutton. Ali rights rererved. Based on informadon in loseph Graham Ambrosi, Hitirg ir Albsta! Southwest (Ymcmvcr, BC: Douglc & Mclntyrc Ltd. 198d); Gillean Daffern, I(anatashs Country: A.Gride to Hi&ing Skiing Equu' ttiatt & Bil,cTrails, 2nd ed, (Calgary, AB: Rocly Mountain Books, 199-< t Patricia E K.riel, Hiking Albertds Davld Thompson Country (Edmontoe- AB: Lone Pine Publishing 1987).

R*LHS DO YOU FREFER? Appendix B at the end of the book to calculate your resul,* for each team role. This exercise should be completed alo* so that you can assess yourself honestly without concemit of social comparison. Class discussion will focus on the roles that people assume in team settings. This scale *s- sesses only a fewteam roles.

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I0. Team members usually count on me to give sveryone a chance to spsak.

1 1. ln most meeting& I am less likely than ' others to criticizo the ideas of teammates.

12, I actively help teammates to rosolvs thoir

I diflerences in meetings' 13. I activelyencourage quietteam membors

I to describe their ideas about 0ach issue. I

i t4, People tend to rely on me to clarify thgj purpose ofthe moeting. I

I ts. t liketo be the personwhotakes nstes I or minutes of ths mooting, I

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VIGNETTE #3 One of your subordinates is working on

"rllo"tt*t froject. He is an engineer

who has good tech-

;ffkiil ani knowledge and was selected for the proiect ["* i"i,u., *ason. Heitops by your of;fice and lPPears to t'. o,rite aeitated: His voice is ioud and straine4 and his

;".*il ;iooi oJuu*la"tt"tnt' He says' "I'm supposed to ;;;*r"il h four other people from four othet j:tt"- ments on this new proiect, but titey never

listerr to my ideas

*il."i i" rtrrdly know I m at the meeting!"-- b"r.lop three itatements that respond to :T:P-:**

thi;;;;;"by (a) showing emptftv' Ib) :"t$g clarifica'

tion, aia (c) providing nonevaluative feedback'

VIGNETTE #4 Your subordinate cotnes into your ofiice

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;;;J;-. included. Everyone elie is so intimidated they ffiil;;rai"i"J rrtit* yt" need to know that this isnt right and itt got to change"'--'D".,"lop

tf,ree stateme[ts that respond to the speaker in

trtJ;;ffi; ty (a) showing empat.hv' !b) :TTng cluinca-

tion, aia (c) providing nonevaluative feedbacrc

TEAhN EXERCISE 9.5 r .{.:}M

r#i ii lt !;,'.\.'a itirit t'iri, i;i lial)

PURPOSE This exercise is designetl to develop and test

yJr l""*f"ag" of cross-cultural differences in communi-

cation and etiquette.

MATERIALS The instructor will provide one set of

question/answer cards to each pair ofteams'

INSTRUCTIONS ;;; ;-ih; ;"r, i. auatd it"o an even number of teams' ;ff"11, .".t, i"o* would have three students'

(Two- or

four-student teams are possiblc if matched with I equal-

.ir.i,**'l Each tearnis then paired with.anotler.team il;Jf,JHteams (Team'A' ana team "g') are assigned

" ptiu",. tp"." away from other matched teams'

Steo 2: The instructor will hand each pair ofteams a stack J #;r ;i;;; *,rttlpL-tttoitt questions face down' These ;ffir;; nt*ti** ina *"'*tt about cross'cultural

dif-

i;;;;.t in communication and etiquette' No books or other aids are allowed'

Steo 3: The exercise begins with a-1em!9r of Tbam A

ni.I*"g ;;";;;'J f'oJ thu top of the pile and asking

SELF-ASSE$S?SIENT 9"6 ARffi Y#U Aru

PURPOSE This self-assessment is designed to help you

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

INSTRUCTIONS Think back to face-to-face conversa-

;i;;t;;;;;"; r,"a *tt' a coworker or client in the office' ;il;" factory floor, or other setting' Indicate the extent ffiil:il;;i'i..* i" the following table describes vour

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

;;;;,i"; gr*n to Team B includes the question and all Ji.tt",rt* ioted on the card' Team B has 30 seconds Hil; q;i;" and alternatives have been read to give an answer. Team B earns one point ifthe-correct

answer is

gir;; iiT..- B's answer is incorrect' however' Team A E.rn, tfr"t pof"t. Correct answers to each

question are in-

il;;J;;A;card and, of course' should notbe revealed ,iiif A" guestion is correctly answered or time is up' l rl*ah";; not Team B answeis correctly' it

picks up the

;;;;;rh" pile and reads it to members of Team A' ir

"tfr.t *t.at, c-ards are read alternatively to each team'

This procedure is rePeated until all ofthe cards have been

t""i t"t

i*.-has eipired' The team receiving the most

points wins.

Import nt note: The textbook provides very little informa-

ffi ;;J;g to the questionJin this exercise' Rathcr' you

r"ttit+." p"stlearning' logic' and luckto win' 6 201 1' 2001 Steven L' McShane'

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ACTIVE LISTEhIER?

behavior during those convetsattons' Answer each item as

ffi;idiy;;;:slbb so thatvot cet ar-.accur1:e Jstimate of

where vour active listening tititls nttd improvement' Then

H.tiffi;;i*v i" epi't"aix B to crlrulate vour results f"t *.1 t"A.,ihis exercise is completed alone

so:t,udents

;r"r. ;;dr* honestly without colcerns of social com- o".itorr. However, class discussion will focus

on the rmpor-

tant elements of active listening'

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Organizational Behavior

Active Li$oning Skills lnventory

'1. I keep an open mind when others desctibe their ideas,

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

3. I ask questions to show I understand and am locused on the speake/s message.

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

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

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

7. I let my mind wanderwhen listening to poople.

L l try t0 viEualizs and foel tho speakert experience while slhe is describing those events,

9. I summarize the speaker's ideas to confirm that I undorctand him/her eorrsctly.

10. I focus on whatthe speaker is saying ' to me evBn when it doesn't sound

interesting,

11. I see the topic from my perspective

rather than from fie speaker's perspective.

12. I show intsrestwhile listening to others,

@ 2010 Steven L McShane.

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lor more ln-depth infonnation and lnteracwities iAfter readlng thischapter goto l that conespond to tie chapter.

ffi -orealflfronlrleha ior

two to examine the diagram. The instructor can then ask

speciflc queotions to the class, such as pointing to a specific

individual in the networkand asking whether he or she has

high or low power, what level ofcentrality is apparent, and

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 worldng with co- wolkers (i.e., people at the same organizadonal level), as well as estimate your preference for each influence tactic in this context.

INSTRUCTIONS Think about the occasions when a co- worker &sagreed with you, opposed your preference, or was reluctant to actively support your polnt ofview about somethiag at work These conflicts might have been about company policy, assignment of job duties, &stribution of resources, or any other nratter. What did you do to try to gct the coworker to support your prderence?

Thc statements below describe ways that people try to influence coworkers. Thinking about your owa behavior

whether thc in&vidual's connections are mainly stroq weak ties. The instructor might dso ask which

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

}tVola;Ifyou hrve not bcen in thc workforce recently, coraplete this iostrument thinking about influeacing anothcr stuahnt inet€ad of. coworker.

the map indicates t}te most concern and then allou

vidual students to provide an explanation as to why.

Goworker lnlluencc Scalo

l. Grve the coworker logical reasons whythe matter should bo decided in my favor,

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

3. Tried to n€gotiets a solution, where lwould oflor something in return forthe coworke/s support

4. Demended that the mattsr should be resolved in my favor.

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

0. Enlisted fie sqpport of ofrer employses so lhe coworksr would see $at I have the more popular preference.

7. Claimed or demonstratod that my preferenca has managsment supp0rt

8. Said something positive eboutthe coworker, hoping tris would increase his/her support for myviews.

9. Trisd to convince fis coworker using factual information and logic.

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Cgyo$g lnfl.lronce-_S9ale lcontinuerdl

10. Subtly let the coworker know about my expertise on the matter.

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

12. Showed impatisnce 0r frustration wilh the coworke/s opposition to my preference.

13. Prosonted information in a waythat looked better for my preference,

14. Claimed that other staff support my position on this matter.

I 5. Suggested or threatensd to have the issue resolved by higher management

t6. Became friendliertoward fie coworker, hoping this would croato a more favorable opinion of my viewpoint.

17, Helped the coworker to see the benefits of my prelorence and/or the n6gativ0 outcomes of other choices.

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

19. Mentioned that I had helped the coworker in the past, hoping that he/she would reciprocate by supporting mo now.

20. Letthe coworker knowthat I might be disagreeable or uncooperative in the future it he/shs did not support mo now.

21. Framed and selected information $at mainly agreed with (rathsr than opposed) my prelerence.

22. Made sure that at least a few qther people were on my side ofthis issue.

23. Pointed out that nry view was consistent with the company's values or polioies.

; 24. Showed mors respecttowardthe coworker, I hopinq this would encourage him/hsr to ; supponmo,

After reading $ls chapter go to i that cono8pond to fte chapter,

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3s6 Organizational Behavior

there are six teams). Half of the teams will take the role of Dr. Roland, and the other half will be Dr. |ones. 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 j: 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 Roiand and Jones reach agreeme:.: le at the end of the time allotted for the negotiation (rv!::::. ever comes first), the Roland and |ones teams report t. ::r!: instructor for further inslruction.

Sfep 5: At the end of the exercise, the class will congre+= to discuss the negotiations, Observers, negotiators, ani -:- structors nill then discuss their observations and e::.:: - ences and the implications for conflict *rn.gu-.", .,.-., negotiation.

Salrce.'This exercise was dweloped by Robert i. House, Wharton B-.:s School, Unhersity ofPennsylvania. A yariation ofthis incident in-c+:4 sisters is also described ir R, Fisher, lli Ury and B, Patton, 6ettir,g ;_- ..: Negotiatiilg Agreetnent *,itholrt Gilittg In, Znd ed. (New York: Han-r: Unlv€rsity,1991).

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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

Gonflict Handling Style Scate

the_scoring key in Appendix B to calculate your resuii_i ::- each conflict management style. This exercise is comp.::* alone so you can assess yourselfhonestly without con;:::*i of sociai comparison. Howeve4 class discussion rvill t+;.:.:r on the different conflict management styies and the s:::;_ tions in which each is most appropriate.

1. I went along with the other party,s wishes rathor lhan my own.

2. I compromised by accepting a middle ground solution,

3. I tried t0 creatively lind the bsst solution for ev€ryone.

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.

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

9. I tried to figure out how to satisfy both my interosts and th€ other party's.

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

11. I worked toward a 50-80 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 disagre€ment,

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15. I held my position.

.16. lletthe otherside have itsway.

17. I trisd to settle $e conflict witlr a half-way compromise.

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

19, I avoided communicating witi the peoph with whom I had tlre conllict

20. I gave the 0thsr partywhat itwanted.

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Aftu raadlng fits chapter go to ' hat consspond to tE chaptsr.

SHLF-,&5SE$SMENT 18.4 M# LEAMffiRS f,VlAKE A DIFFERHNCH? PURPOSE This assessment is designed to help you assess your belids about the influence ofleaders'

INSTRUCflONS Read each of the statements below and circle the response that best indicates your Personal belief

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

Bomancs or lgalemtlp Sc{1

1, Even in an gconomic recession, a good leader can pr6vent a company from doing poorly,

2. The quality ol leadership is the single most important

inlluence on how well the organization lunctions.

3. The CEO and exccutivo team havs relatively little

effect on ths company's success or failure'

4. Soonor or later, bad leadership at ths top will resuh in declining organizational performance.

$, 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 cant help an organization very much when ttre economy is bad or competition istough.

8. lt is impossible lor an organization to do well when its

leaders are avorag6.

9. Compared with the sconomy, competition, and other extornal rorces, leaders have only a small influence

on a firm's Pertormancs.

10. The company's top executives have the powerto make

or break the organization'

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Source:Adapted and condcnsed by B. schyns, J,R Meindl, and M.A. cron, "TheRornuce of Leaderhip scale: cross'cultural Testing and Refrnement"'

i'*tiership,vol.l,No.t,(2.ttoz),pp.2g_+s. copyright @ 2007. Reproducedwithpermission ofsage Publiotions.

After reading tttis chapter go to

that coneepond to the chaPter.

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Organizational Behavior

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

Scenario #L Determined never to shovel snow again, you are establishlng a new resort business on a small Caribbean island. The resort is under construction and is scheduled to opefl 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 lnstructor will present Scenario #2, and each tearn will be asked to draw another organizational chart to suit that situation, Agaio, students should be able to describe the type of structure drawn and explain why it is appropriate.

PURPOSE This exercise is designed to help you under- stand how an organizatiorfs structure influences the per- sonal needs and values ofpeople working in that skucture.

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 tnportant

0rganizational Structurs Prelerence Scale

l. A person's career ladder has several stspstoward higher status and responsibility,

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

3. Responsibility is pushed down to employees who pedorm tho 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.

L Jobs are clearly defined so that there is no conlusion over who is responsible for various tasks.

7. Employees have their say on issues, but senior executives make most ofthe decisions,

8. Job descriptions are broadly statsd or nonexistent.

9. Everyone's work is tightly synchronized around top- managomsnt oporating plans.

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

Step 5; Dependl"g on the time available, the ie might present a fourth scenario. The class will gather ent their designs for each scenario, During each prex 'teams should describe the type of structure dre explain why it is appropriate.

SaurcerAdapted from C. Harvey and K. Morouney, /orrnal c,.f,l mnt Educqtion 22 (Jurc 1998), pp. 425-29. Usd lyith pcrc the authors.

decislons are screened by senior e:<ecutives, Read ea ment below anil indicate the extent to which you *r to workin an organizationwith thatcharacteristic $i ished, use the scoring key in Appendix B at the es book to calculate your results. This self-assessment d completed alone so that you can assess yourse[i without concerns of social comparison. Clase discus focus on the elements oforganizational design and t! donship to personal needs andvalues,

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t. Work gets dono through informal discussion wi$t" rowotitt. tttter than through formal rules'

12, Supewisors have so many smployees thatthey cant

watch anYone very closelY'

t3. Everyone has clsarly understood goals' expectations'

and iob duties.

,l4. Senior exscutivee asoign overall

goals' but leave daily

decisions to frontline teamg

15. Even in a large company, the CEO is only ttrres orfoul

levels above fie lowest Position'

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organizationalBehavior:EmergingKnowledge,GlobalReallty,SixthEditioniii.ffi

Sourcor Adapted from D.L. Luechauer and G.M. Shulman, "Using a Metaphor Exercise to Explore the Principles of Organizatlonal Culture ,' lounal of Managcilen Educallor 22 (December 1998), pp. 735-44. Used I'ith permission ofthe authors.

class (see Part A). Their responses are sho$rn in the table 2. below Working in teams, artalyze the information in this 3, table andanswer these questions: 4.

Discussion Q,uestions for Part B 5. 1. In your opinion, what are the dorninant cultural values

in &is organization? Explain your answer.

Metaphor Resultr ol five Teams in . Ginoinnati 0rganization

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.

INSTRUGIIONS This exercise is a take-home activitf, though it can be completed in classes where computers and Internet connections are available. The instructor will divide the class into small teame (typically four or {ive peo- ple per team). Each team is assigned a speciflc 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 "companyvalues."

PURPOSE This self-assessment is designed to help you identify the corporate culture that fits most closely with your petsoual 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 ofthe book to calculate your results for each subscale.

What are the positive aspects of this qpe of culture? What are the negatiye aspects of this type of culture?

What is this organization's main business, in your opin- ion? Explain your answer.

These groups all reported to one manager. What advice wouldyou give to the manager about this unit?

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

Discussion Ouestions 1.. What values seem to dominate the corporate cultures of

the companies you searched? Are these values sfuailar or diverse across companies in the industry?

2. What was the broader content of the web pages on which these corr4ranies described or mentloned their corporate cultures?

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

The scale does not attempt to m€asure 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 yourselfhonestly

without concerns of social comparison. Class discussion will focus on the importance of matching job applicants to the organizadorfs dominant values.

SEtF-A5SE55MEruT T4.5 WHICH CSRPORATE CULTURH DS YOTJ PREFHR?

Rabbit

Horss

Elephant

Eagle

Pamher

Big Mac

Taco

Rihs

Big Mac

Chinesa

Casino

Racetrack

Circus

Las Vegas

NewYork

48|lrs. {moviel

Miami Vice

Roseanne

CNN

ALaw

Spring

Summer

Spring

Racing

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Afier reding tris cha$ergo to'r

$at conespond b fie chapter.

Where employees work welltogsfter in teams'

Xwh.r, top ,anagemsnt maintains a sense of order in

4a. Where employeea adapt quicklyto newwork

requirements.

5a, Where senior executives receive special benefits not

available to other employees'

employees who perform the beet get paid

7a. Where everyone gsts her or his iob done like clockwork'

ffi)$hrr, ,*ployees receive assistance to overcome4-l any Personal Problems' &. nrat is always experimenting wittr new ideas in the \.-/ marketDlace,

That quickly benefiB from market opportunhies'

That can quickly respond to competitive threats'

Where management keeps everything under control'

1 b. That produces highly respectod products or services'

/2il wttere tt e organization listons to customors andY resPondsquicklYtotheirneeds'

3b. Where employees continuously search fol w8ysto

work more efficiendY' a--\

or fl. ivtt.t. corporate laadcrs work hard to kesp employees Yh.ppy.

6o)*"rremployees are proud when the organizationY achievee its Performanco goals'

6b, Where sonior executives ars respected'

@tt t, it on ,p of innovations in the industrY'

8b. Where employees abide by company rules'

9b. That expects overyone to put in 1 t0 percentlor peak

performance'

1&. Where employees are always kopt informod about

what's happening in the organization'

t1b. Where most decisions are made bythe top executives'

employees oare lor each sther'

Cogtlgtrt@ 20m StcvenL. McShanc'

sELF.ASSESsMENT,I5.3 ARE YOU TOLERANT OF CHAhIGE? PURPOSE This exercise is designed to help you under- stand how people differ in their tolerance ofc.hange.

INSTRUCilONS Read each of the statements below and circle the response that best fits your personal belief, Then use the scoringkey in Appendix B at the end ofthis book to

calculate your results. This self-assessment should be completed alone so that you can rate yourselfhonestly without concerns of social comparison. Cla*s discussion will focus on the meaning ofthe concept Eeasured bythis scale and its implications for managing change in organi- zational settings.

Tolorance ol Chango Scale

Sorarca; Ad4tcd from D.L lvklrtn, "The Mstat-h A New Mca$rc of an Indlvidual's Tblerance (or Atttblgalty," Eilucational and Psychologhal Measarement 53, no. 1 (f993), pp. 183-89; S. Budncr, 'Intolerance ofAmblguity as a Personality Yarl,fr/(e," Iournal otPetsonalig 3O 11962), pp. 29-50.

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3. ldontconsidornewsituationsarry tr tr tr <8> D tr tr more threatening than familiar situations.

4.lpreferoolvingproblemsthathave D E n tr tr n tr only one -b€sf solntion rather than many solutions.

5. I dislike ambiguoussituations. tr D 0. I avoid situations that aro too tr tr

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7. llikeaituationstftatcanbo D d tr Il U tr tr intorpreted in morethan ono way.

8. lcopewellwitr unoxpect0d ovontrs" tl L Familiar situations aro ah,vays D

preferable to me than unfamiliar situations.

10. I enioywo*ing in ambiguous tr tl n shuations.

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