Merged Document 2

Managing Individual Differences

Lesson 1: Traits

Chapter 11

Chapter 11 Lesson 1: Traits

Major Ques=ons You Should Be Able to Answer

11.1 In the hiring process, do employers care about one’s personality and individual traits?

11.2 How do the hidden aspects of individuals-‐their values and aKtudes-‐affect employee behavior?

11.3 Is it important for managers to pay aLen=on to employee aKtudes?

11.4 What are the distor=ons of percep=on that can cloud one’s judgment?

11.5 What causes workplace stress, and how can it be reduced

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Chapter 11 Lessons

•  Lesson 1: Traits •  Lesson 2: Values & AKtudes •  Lesson 3: Percep=on & Stress

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Lesson 1 Traits

•  Personality •  Big 5 Personality Traits •  Important Traits in Organiza=ons •  What Can Managers Do?

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Personality and Individual Behavior

•  Personality the stable psychological traits and behavioral aLributes that give a person his or her iden=ty

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The Big 5 Personality Dimensions " Extroversion

" how outgoing, talka=ve, sociable, and asser=ve a person is

" Agreeableness " how trus=ng, good-‐natured, coopera=ve, and soX-‐hearted one is

" Conscien=ousness " how dependable, responsible, achievement-‐oriented, and persistent

one is

" Emo=onal stability " how relaxed, secure, and unworried one is

" Openness to experience " how intellectual, imagina=ve, curious, and broad-‐minded one is

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Do Personality Tests Work for the Work Place

" Extroversion has been associated with success for managers and salespeople

" Conscien2ousness has been found to have the strongest posi=ve correla=on with job performance and training performance

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Cau=ons about using Personality Tes=ng in the Workplace

8 Table 11.1


Proac=ve Personality

" Proac=ve personality someone who is more apt to take ini=a=ve and persevere to influence the environment

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5 Important Traits in Organiza=ons " Locus of control

" indicates how much people believe they control their fate through their own efforts " internal, external

" Self-‐efficacy " belief in one’s ability to do a task " learned helplessness

" Self-‐esteem " the extent to which people like or dislike themselves, their overall self-‐evalua=on

" Self-‐monitoring " the extent to which people are able to observe their own behavior and adapt it to

external situa=ons " Emo=onal intelligence

" ability to cope, to empathize with others, and to be self-‐mo=vated

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Five Ways that Managers can Boost Self-‐Esteem 1.  Reinforce employees’ posi=ve aLributes and

skills 2.  Provide posi=ve feedback whenever possible 3.  Break larger projects into smaller tasks and

projects 4.  Express confidence in employees’ abili=es to

complete their tasks 5.  Provide coaching whenever employees are seen

to be struggling to complete tasks

11 Table 11.2


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Lesson 2: Values & A9tudes

Chapter 11

Chapter 11 Lesson 2: Values & A9tudes

Lesson 2 Values & A9tudes

•  OrganizaAonal Behavior •  Values & A9tudes

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OrganizaAonal Behavior

" Organiza/onal Behavior " tries to help managers not only explain workplace behavior but also to predict it, so that they can beIer lead and moAvate their employees to perform producAvely

" individual, group behavior

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Values & A9tudes

" Values abstract ideals that guide one’s thinking and behavior across all situaAons

" A8tude a learned predisposiAon toward a given object

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Three Components of A9tudes

" Affec/ve consists of feelings or emo*ons one has about a situaAon

" Cogni/ve beliefs and knowledge one has about a situaAon

" Behavioral refers to how one intends or expects to behave toward a situaAon

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QuesAon? The statement, “I am never going to eat at

this restaurant again,” reflects the _________ component of an a9tude.

A.  Behavioral B.  Decisional C.  CogniAve D.  AffecAve

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The Components of A9tude

7 Table 11.4

Affec/ve “I hate people who talk on cell phones in restaurants.” “I hate pu8ng on a suit for work.” “I really like working from home.” “I like commu/ng by train because I have /me to myself.” “I don’t like working in office cubicles because they don’t have doors and so there’s no privacy.”

CogniAve “I can’t appoint Herschel because creaAve people don’t make good administrators.” “The tallest building in the world is in Chicago.” (Actually, it’s in Dubai.)

Behavioral “I intend to fill out my expense report tomorrow.” “I’m going to turn over a new leaf at New Year’s and stop eaAng junk food.” “I’m going to try to avoid Cheryl because she’s a Democrat.” “I’m never going to talk to Mike because he’s a Republican.”


A9tudes " Cogni/ve dissonance the psychological discomfort a person experiences between his or her cogniAve a9tude and incompaAble behavior

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Anne

Bill Chuck

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–

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A9tudes " Cogni/ve dissonance the psychological discomfort a person experiences between his or her cogniAve a9tude and incompaAble behavior " People will seek to reduce the dissonance or tension of the inconsistency

" How people deal with the discomfort depends on three factors 1.  Importance

(how important are the elements creaAng the dissonance?) 2.  Control

(how much control does one have over the elements creaAng the dissonance?)

3.  Rewards (what rewards are at stake in the dissonance)

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Three Ways to Reduce CogniAve Dissonance

10 Table 11.5


Work-‐Related A9tudes

" Employee engagement " an individual’s involvement, saAsfacAon, and enthusiasm for work

" Job sa/sfac/on " extent to which you feel posiAvely or negaAvely about various aspects of your work

" Organiza/onal commitment " reflects the extent to which an employee idenAfies with an organizaAon and is commiIed to its goals

" Strong posiAve relaAonship between organizaAonal commitment and job saAsfacAon

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Important Workplace Behaviors

" Performance and producAvity " Absenteeism and turnover " OrganizaAonal ciAzenship behaviors " CounterproducAve work behaviors

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Lesson 3: Percep8on & Stress

Chapter 11

Chapter 11 Lesson 3: Percep8on & Stress

Lesson 3 Percep8on & Stress

•  Percep8on •  Stress

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Percep8on

" Percep,on is the process of interpre8ng and understanding one’s environment

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Four Steps in the Perceptual Process

4 Figure 11.2


Percep8on Test

•  Count the number of 8mes that members of the white shirt team “pass” the basketball from one person to another in this short video – Straight passes, – Bounce passes, & – Hand offs

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hOp://www.youtube.com/watch?v=vJG698U2Mvo


Distor8ons in Percep8on

" Selec,ve percep,on " tendency to filter out informa8on that is discomfor8ng, that seems irrelevant, or that contradicts one’s beliefs

" Stereotyping " tendency to aOribute to an individual the characteris8cs one believes are typical of the group to which that individual belongs

" sex-‐role, age, race/ethnicity

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Distor8ons in Percep8on

" Halo effect " forming an impression of an individual based on a single trait

" Causal a9ribu,ons " ac8vity of inferring causes for observed behaviors " fundamental, self-‐serving bias

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Fundamental AOribu8on Error

Causal A9ribu,ons for Posi,ve Outcomes

Causal A9ribu,ons for Nega,ve Outcome

Self Internal External Other External Internal

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Example: Are aOrac8ve people paid more than “ordinary” people?

" Being good looking seems to be strongly associated with self-‐confidence

" Employers showed higher es8mates for beau8ful people’s produc8vity

" Good-‐looking people are good communicators

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Self-‐Fulfilling Prophecy

" Self-‐Fulfilling Prophecy " the phenomenon in which people’s expecta8ons of themselves or others lead them to behave in ways that make those expecta8ons come true

" also called the Pygmalion effect

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Stress

Stress is the tension people feel when they are facing or enduring extraordinary demands, constraints, or opportuni8es and are uncertain about their ability to handle them effec8vely

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Sources of Job-‐Related Stress

1.  Gene8c or personality characteris8cs 2.  Job itself 3. Others’ expecta8ons 4.  Co-‐workers & managers 5.  The environment & culture 6.  Forces outside the organiza8on

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Consequences of Stress

" Burnout is state of emo,onal, mental, and even physical exhaus,on

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Reducing Stressors in Organiza8ons

" Roll out employee assistance programs " Recommend a holis8c wellness approach " Create a suppor8ve environment " Make jobs interes8ng " Make career counseling available

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Mo#va#ng Employees

Lesson 1: Mo#va#on

Chapter 12

Chapter 12 Lesson 1: Mo#va#on

Major Ques#ons You Should Be Able to Answer

12.1 What’s the mo#va#on for studying mo#va#on? 12.2 What kinds of needs mo#vate employees? 12.3 Is a good reward good enough? How do other factors affect mo#va#on?

12.4 What’s the best way to design jobs—adapt people to work or work to people?

12.5 What are the types of incen#ves I might use to influence behavior?

12.6 How can I use compensa#on and other rewards to mo#vate people? 2


Chapter 12 Lessons

•  Lesson 1: Mo#va#on •  Lesson 2: Content Models •  Lesson 3: Process Models •  Lesson 4: Job Design •  Lesson 5: Reinforcement

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Lesson 1 Mo#va#on

•  What is mo#va#on? •  Intrinsic & Extrinsic factors •  Why is mo#va#on important?

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Mo#va#on What is it and Why is it so important

Mo2va2on is the psychological processes that arouse and direct goal-‐directed behavior

5 Figure 12.1


Mo#va#on What is it and Why is it so important

" Extrinsic rewards are the payoffs a person receives from others for performing a par#cular task

" Intrinsic rewards cause the sa#sfac#on a person receives from performing the par#cular task itself

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Why is Mo#va#on Important?

You want to mo2vate people to: " Join your organiza#on " Stay with your organiza#on " Show up for work at your organiza#on " Be engaged while at your organiza#on " Do extra for your organiza#on

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Mo#va#ng Employees

Lesson 2: Content Models

Chapter 12

Chapter 12 Lesson 2: Content Models

Lesson 2 Content Models

•  Maslow’s Hierarchy of Needs •  Alderfer’s ERG Model •  McClelland’s Acquired Needs Theory •  Herzberg’s Two-‐Factor Theory

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Content Perspec#ves

" Content perspec/ves are theories that emphasize the needs that mo#vate people

" Needs are physiological or psychological deficiencies that arouse behavior

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Maslow’s Hierarchy of Needs

Hierarchy of needs theory proposes that people are mo#vated by five levels of needs " Physiological " Safety " Love " Esteem " Self-‐actualiza#on

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5 Figure 12.2

Maslow’s Hierarchy of Needs


Revised Pyramid of Needs

6

http://asunews.asu.edu/20100819_maslowspyramid


Alderfer’s ERG Theory

ERG theory assumes that three basic needs influence behavior 1.  Existence; 2.  Relatedness; and 3.  Growth

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Three Kinds of Needs

" Existence needs " desire for physiological and material well-‐being

" Relatedness needs " desire to have meaningful rela#onships with people who are significant to us

" Growth needs " desire to grow as human beings and to use our abili#es to their fullest poten#al

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McClelland’s Acquired Needs Theory

Acquired Needs Theory states that three needs -‐ achievement, affilia,on, and power -‐ are major mo#ves determining people’s behavior in the workplace

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The Three Needs

" Need for achievement " desire to achieve excellence in challenging tasks

" Need for affilia/on " desire for friendly and warm rela#ons with other people

" Need for power " desire to be responsible for or control other people

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Ques#on?

Pa_y prefers working alone, is comfortable taking moderate risks, and feels good when accomplishing a goal. Pa_y probably has a: A.  High need for achievement B.  High need for affilia#on C.  High need for power D.  Low need for achievement

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Herzberg’s Two-‐Factor Theory

" Two-‐Factor Theory proposed that work sa,sfac,on and dissa,sfac,on arise from two different factors: " work sa#sfac#on from so-‐called mo#va#ng factors and " work dissa#sfac#on from so-‐called hygiene factors

" Hygiene factors " factors associated with job dissa#sfac#on which affect the job context

in which people work " Mo/va/ng factors

" factors associated with job sa#sfac#on which affects the job content or the rewards of work performance

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13 Figure 12.4

Herzberg’s Two-‐Factor Theory


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Mo#va#ng Employees

Lesson 3: Process Models

Chapter 12

Chapter 12 Lesson 3: Process Models

Lesson 3 Process Models

•  Equity Theory •  Expectancy Theory •  Goal SeCng Theory

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Equity Theory

Equity theory " focuses on employee percep#ons as to how fairly they think they are being treated compared to others

" Inputs, outputs, comparison

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Equity Theory

4 Figure 12.6


Equity Theory Referents: Can a manager influence choice of referents?

Past Present Future

Self I compare current earnings to what I used to earn

I make this much at my other job

I’m an intern with great career poten#al

Other The last guy in this job made this much

The other guy doing the same job makes this much

Newer hires will make this much

Composite Industry averages for last year

Current industry averages

This is projected to be a hot/growth field in the future

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Past Present Future










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Past Present Future










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Expectancy Theory

Expectancy Theory " suggests that people are mo#vated by two things: (1) how much they want something, and (2) how likely they think they are to get it

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Expectancy Theory

" Expectancy " belief that a par#cular level of effort will lead to a par#cular level of performance

" Instrumentality " expecta#on that successful performance of the task will lead to the desired outcome

" Valence " the value a worker assigns to an outcome

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Expectancy Theory: The Major Elements

10 Figure 12.7


Ques#on?

Last year, Diana’s boss promised her a big bonus if she met her goals. At the end of the year, aaer Diana had exceeded her goals, she found her bonus was very small. In the future, Diana’s _____ will probably be ____. A.  Valence; low B.  Instrumentality; low C.  Expectancy; low D.  Expectancy; high

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Goal SeCng Theory

1.  Goals should be specific 2.  Goals should be challenging 3.  Goals should be achievable 4.  Goals should be linked to ac#on plans

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Mo#va#ng Employees

Lesson 4: Job Design

Chapter 12

Chapter 12 Lesson 4: Job Design

Lesson 4 Job Design

•  Fi>ng jobs to people •  Hackman & Oldham’s Job Characteris#cs Model

2


Job Design Perspec#ves

Job design is the division of an organiza#on’s work among its employees and the applica#on of mo#va#onal theories to jobs to increase sa#sfac#on and performance " Job simplifica#on, " job enlargement, " job enrichment

3


Job Characteris#cs Model

4 Figure 12.8


Job Characteris#cs Model

5 Figure 12.8


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Mo#va#ng Employees

Lesson 5: Reinforcement

Chapter 12

Chapter 12 Lesson 5: Reinforcement

Lesson 5 Reinforcement

•  Reinforcement Theory – Posi#ve and Nega#ve Reinforcement – Punishment and Ex#nc#on

•  Compensa#on – Monetary – Non-‐monetary

2


Reinforcement Perspec#ves on Mo#va#on Reinforcement theory " aDempts to explain behavior change by sugges#ng that behavior with posi#ve consequences tends to be repeated, whereas behavior with nega#ve consequences tends not to be repeated

3


Reinforcement… " Steps to reinforce desired behavior

" Posi#ve reinforcement " use of posi#ve consequences to encourage desirable behavior

" Nega#ve reinforcement " removal of unpleasant consequences following a desired behavior

" Steps to stop undesired behavior " Punishment

" applica#on of nega#ve consequences to stop or change undesirable behavior

" Ex#nc#on " withholding or withdrawal of posi#ve rewards for undesirable behavior, so that behavior is less likely to occur

4


Four Types of Reinforcement

5 Figure 12.9


Using Reinforcement to Mo#vate Employees

Posi8ve reinforcement " Reward only desirable behavior " Give rewards as soon as possible " Be clear about what behavior is desired " Have different rewards and recognize individual differences

6


Reinforcement Issues…

•  Frequency – How oWen do you reinforce? –  Every #me –  Fixed Schedule (e.g., every 5th #me, every other day)

–  Randomly •  Amount of Reinforcement

–  Fixed amount –  Random amount –  Propor#onal to behavior/effort

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Elements of Popular Incen#ve Compensa#on Plans

" Piece rate " Sales commission " Bonuses " Profit-‐sharing " Gainsharing " Stock op#ons " Pay for knowledge

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Non-‐monetary Ways of Mo#va#ng Employees " Flexible workplace " Thoughculness " Work-‐life benefits " Surroundings " Skill-‐building & educa#onal opportuni#es " Sabba#cals

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Groups & Teams

Lesson 3: Managing Teams

Chapter 13

Chapter 13 Lesson 3: Managing Teams

Lesson 3 Managing Teams

•  Things to consider when managing teams •  Team building •  Effect of team size •  Roles, Norms, Cohesiveness & Groupthink

2


ConsideraGons When Building EffecGve Teams


Three Corporate Internal Team-‐Training Videos

•  Ernst & Young’s Oh Happy Day!

•  Bank of America’s One Bank…

•  Kodak’s Winds of Change


Ernst & Young’s take on Teamwork

•  Oh Happy Day! Teamwork is how we learn…

•  Many corporaGons invest in so-‐called “team building” video producGon to fan the flames of employee enthusiasm. Some are good, some are bad, and some – well, some are Ernst & Young.

•  A pundit said: “This is either the best SNL sketch or the worst corporate video ever made.”

http://www.youtube.com/watch?v=MaIq9o1H1yo


Bank of America (BofA) merges with MBNA & needs a li^le team building

•  U2’s One used to promote the merger of MBNA with Bank of America – One Bank, One Card… – We’ll make lots of money –  Integra@on has never had us feeling so good – Trust and teamwork, doing the right thing – Live out our core values http://www.youtube.com/watch?v=wmIObmv2t6M&feature=related


Kodak’s Winds of Change

•  An internal video intended as a morale booster within Kodak

•  According to actual Kodak employees this video actually works –  They know it’s grass! Try to patent that! –  Booyah! –  Turn the schmaltz back up to 11! – All those damned pictures of cute puppies…

http://www.youtube.com/watch?v=GtYXGY4wB-0


Three Corporate Internal Team-‐Building Training Videos

•  The team-‐building videos •  Ernst & Young’s Oh Happy Day! •  Bank of America’s One Bank… •  Kodak’s Winds of Change

•  What worked in the videos? •  What did not work? •  What factors will tend to increase cohesion and performance within a team? h^p://blogs.bnet.com/intercom/?p=2861&tag=content;col1


Size: Small Teams or Large Teams?

" Small teams: 2-‐9 members " beêr interacGon " beêr morale

" Disadvantages " Fewer resources " Possibly less innovaGon " Unfair work distribuGon

" Large Teams: 10-‐16 members " More resources " Division of labor

" Disadvantages " Less interacGon " Lower morale " Social loafing


Examples of Team Size

" At Amazon.com, there is a “two pizza” rule – if a team can’t be fed by two pizzas it’s too large

" Harvard professor thinks there should be no more than six

" Many companies have their own ideal sizes


Why Norms are Enforced

" To help the group survive " To clarify role expectaGons " To help individuals avoid embarrassing situaGons

" To emphasize the group’s important values and idenGty


Cohesiveness & Groupthink

" Cohesiveness " tendency of a group or team to sGck together

" Groupthink " a cohesive group’s blind unwillingness to consider alternaGves


Groupthink " Symptoms of Groupthink " Invulnerability, inherent morality, and stereotyping of opposiGon

" RaGonalizaGon and self-‐censorship " Illusion of unanimity, peer pressure, and mindguards " Groupthink versus “the wisdom of the crowds”

" Results of Groupthink " ReducGon in alternaGve ideas " LimiGng of other informaGon

" PrevenGng Groupthink " Allow criGcism " Allow other perspecGves


Ways to Build CollaboraGve Teams Invest in signature relaAonship pracAces. ExecuAves can encourage collaboraAve behavior by making highly visible investments – in faciliAes with open floor plans to foster communicaAon, for example – that demonstrate their commitment to collaboraAon.

Modeling collaboraGve behavior. At companies where the senior execuGves demonstrate highly collaboraGve behavior themselves, teams collaborate well.

Create a “gik culture.” mentoring and coaching – especially on an informal basis = help people build the networks they need to work across corporate boundaries.

Ensuring the requisite skills. Human resources departments that teach employees how to build relaGonships, communicate well, and resolve conflicts creaGvely can have a major impact on team collaboraGon.

SupporGng a strong sense of community. When people feel a sense of community, they are more comfortable reaching out to others and more likely to share knowledge.

Assigning team leaders that are both task-‐ and relaGonship-‐oriented. The debate has tradiGonally focused on whether a task or relaGonship orientaGon creates beêr leadership, but in fact both are key to successfully leading a team. Typically, start out more heavily on a task orientaGon and shik later toward a relaGonship orientaGon.

Building on heritage relaGonship. When too many team members are strangers, people may be reluctant to share knowledge. The best pracGce is to put at least a few people who know one another on the team.

Understanding role clarity and task ambiguity. CooperaGon increases when the roles of individual team members are sharply defined yet the team is given laGtude on how to achieve the task.

Table 13.3


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Groups & Teams

Lesson 4: Teams & Conflict

Chapter 13

Chapter 13 Lesson 4: Teams & Conflict

Lesson 4 Teams & Conflict

•  The nature of conflict •  Conflict handling styles •  Conflict and performance?

2


The Nature of Conflict

" Conflict " process in which one party perceives that its interests are being opposed or negaDvely affected by another party

" Nega2ve conflict " conflict that hinders the organizaDon’s performance or threatens its interest

" Construc2ve conflict " conflict that benefits the main purposes of the organizaDon and serves its interests


Three Kinds of Conflict

" Personality conflict " Personality clashes, scarce resources, Dme pressure, communicaDon failure

" Intergroup conflicts " Inconsistent goals or reward systems, ambiguous jurisdicDons, status differences

" Mul2cultural conflicts


Five Conflict Handling Styles

" Avoiding -‐ “Maybe the problem will go away” " Accommoda2ng – “Let’s do it your way” " Forcing – “You have to do it my way” " Compromising – “Let’s split the difference” " Collabora2ng – “Let’s cooperate to reach a win-‐win soluDon that benefits both of us”


Devices to SDmulate ConstrucDve Conflict 1.  Spur compeDDon among employees 2.  Change the organizaDon’s culture &

procedures 3.  Bring in outsiders for new perspecDves 4. Use programmed conflict


Programmed Conflict

" Dialec2c method " process of having two people or groups play opposing roles in a debate in order to be[er understand a proposal

" Devil’s advocacy " process of assigning someone to play the role of criDc to voice possible objecDons to a proposal and thereby generate criDcal thinking and reality tesDng


RelaDonship Between Level of Conflict* and Level of Performance

Figure 13.2

* Cohesion too

*


9

Power, Influence & Leadership

Lesson 1: XXXX Lesson 1: The Nature of Leadership

Chapter 14

Chapter 14 Lesson 1: The Nature of Leadership

Major QuesAons You Should Be Able to Answer

14.1 What’s the difference between a manager and a leader?

14.2 What does it take to be a successful leader? 14.3 Do effecAve leaders behave in similar ways? 14.4 How might effecAve leadership vary according to the situaAon on hand?

14.5 What does it take to truly inspire people to perform beyond their normal levels?

14.6 If there are many ways to be a leader, which one would describe me best?

2


Chapter 14 Lessons

•  Lesson 1: Nature of Leadership •  Lesson 2: Power & Influence •  Lesson 3: Approaches to Leadership 1 •  Lesson 4: Approaches to Leadership 2

3


Lesson 1 Nature of Leadership

•  What is leadership? •  Leading versus Managing

4


The Nature of Leadership

" Leadership the ability to influence employees to voluntarily pursue organizaAonal goals

" Managers & Leaders " Management is about coping with complexity " Leadership is about coping with change


The Four FuncAons of a Manager

Managers lead, control, plan and organize. Look at how managers you know exhibit these funcAons.

6


Being a Manager: Coping with Complexity

" Determining what needs to be done: Planning and BudgeAng

" CreaAng arrangements of people to accomplish an agenda: Organizing and Staffing

" Ensuring people do their jobs: Controlling and Problem Solving


Being a Leader: Coping with Change

" Determining what needs to be done – se]ng a direcAon

" CreaAng arrangements of people to accomplish an agenda -‐ aligning people

" Ensuring people do their jobs – moAvaAng and inspiring


9


Lesson 1: XXXX Lesson 2: Power and Influence

Chapter 14

Chapter 14 Lesson 2: Power and Influence

Lesson 2 Power and Influence

•  Five sources of power •  Influence tac?cs

2


Five Sources of Power 1.   Legi/mate power results from managers’ formal posi?ons

within the organiza?on

2.   Reward power results from managers’ authority to reward their subordinates

3.   Coercive power results from managers’ authority to punish their subordinates

4.   Expert power results from one’s specialized informa?on or exper?se

5.   Referent power derived from one’s personal aIrac?on


Gene Hackman as Coach Norman Dale in Hoosiers (1986) •  Observe Coach Norman’s interac?on with temporary Coach George – What bases of power does each character use in their power struggle over control of the team

•  Also observe Coach Norman’s interac?on with the members of the basketball team – Likewise, try to iden?fy the different bases of power that the players and the coach use in their struggle over control of the team

4


Five Sources of Power in Hoosiers 1.   Legi/mate power results from managers’ formal posi?ons







Kenneth Branagh in Shakespeare’s Henry V (1989) •  Which of the 5 sources of power would you expect a 15th century monarch to have in greatest abundance?

•  Which of the 5 sources of power does Henry V use in this famous St. Crispin’s Day speech before the BaIle of Agincourt? Why?

Video Link http://www.youtube.com/watch?v=dDZVxbrW7Ow&feature=related

Script Link http://www.gonderzone.org/Library/Knights/crispen.htm

6


Five Sources of Power in Henry V 1.   Legi/mate power results from managers’ formal posi?ons







Tac?cs for Influencing Others

Ra/onal persuasion

Inspira/onal appeals Consulta/on Ingra/a/ng

tac/cs

Personal appeals

Exchange tac/cs

Coali/on tac/cs

Pressure tac/cs

Legi/ma/ng tac/cs

14-‐8


Nine Influence Tac?cs 1.  Ra?onal persuasion -‐ convincing someone by using logic, reason, or facts 2.  Inspira?onal appeals -‐ building enthusiasm or confidence by appeals to

emo?ons, ideals, or values 3.  Consulta?on -‐ gecng others to par?cipate in a decision or change 4.  Ingra?a?ng tac?cs -‐ ac?ng humble or friendly before making a request 5.  Personal appeals -‐ referring to friendship and loyalty when making a

request 6.  Exchange tac?cs -‐ reminding someone of past favors or offering to make

a trade 7.  Coali?on tac?cs -‐ gecng others to support your effort 8.  Pressure tac?cs -‐ using demands, threats, or in?mida?on 9.  Legi?ma?ng tac?cs -‐ basing a request on implied support from

superiors, or on rules or policies

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10


Lesson 1: XXXX Lesson 3: Approaches to Leadership 1

Chapter 14

Chapter 14 Lesson 3: Approaches to Leadership 1

Lesson 3 Approaches to Leadership 1

•  Trait approaches •  Behavioral approaches •  ConAngency approaches •  Full-‐range approach •  AddiAonal approaches in research

2


Approaches to Leadership

Table 14.1


Do Leaders Have DisAncAve Personality CharacterisAcs?

" Trait approaches to leadership " aJempt to idenAfy disAncAve characterisAcs that account for the effecAveness of leaders


Key PosiAve Leadership Traits General trait Specific characteris6cs

Task competence Intelligence, knowledge, problem-‐solving skills

Interpersonal competence Ability to communicate and ability to demonstrate caring and empathy

IntuiAon

Traits of character ConscienAousness, discipline, moral reasoning, integrity, honesty

Biophysical traits Physical fitness, hardiness, energy level

Personal traits Self-‐confidence, sociability, self-‐monitoring, extraversion, self-‐regulaAng, self-‐efficacy

Table 14.2


Do Women Have Traits that Make Them BeJer Leaders?

Studies show that women execuAves score higher than their male counterparts on a variety of measures -‐ from producing high quality work to goal-‐seXng to mentoring employees


Leadership Lessons from the GLOBE Project

Project GLOBE " ongoing aJempt to develop an empirically based theory to “describe, understand, and predict the impact of specific cultural variables on leadership and organizaAonal processes and the effecAveness of these processes


Leadership Lessons from the GLOBE Project

Universally posi6ve leader a@ributes Universally nega6ve leader a@ributes

Trustworthy Loner

Just Asocial

Honest NoncooperaAve

Foresight Irritable

Plans ahead Nonexplicit

Encouraging Egocentric

PosiAve Ruthless

Dynamic dictatorial

Table 14.4

Lessons from GLOBE: Leadership a@ributes universally liked and disliked across 62 na6ons


Behavioral Approaches

" Behavioral leadership " approaches aJempt to determine the disAncAve styles used by effecAve leaders


Michigan Leadership Model

" Job-‐centered behavior " principal concerns were with achieving producAon efficiency, keeping costs down, and meeAng schedules

" Employee-‐centered behavior " managers paid more aJenAon to employee saAsfacAon and making work groups cohesive


Ohio State Leadership Model

" Ini6a6ng structure " behavior that organizes and defines what group members should be doing

" Considera6on " expresses concern for employees by establishing a warm, friendly, supporAve climate


12


Lesson 1: XXXX Lesson 4: Approaches to Leadership 2

Chapter 14


Lesson 4 Approaches to Leadership 2

•  Trait approaches •  Behavioral approaches •  ConAngency approaches •  Full-‐range approach •  AddiAonal approaches in research

2


Approaches to Leadership

Table 14.1


ConAngency Approaches

Con-ngency leadership model determines if a leader’s style is task oriented or relaAonship-‐oriented and if that style is effecAve for the situaAon at hand


The Path-‐Goal Leadership Model

Path-‐Goal Leadership Model " holds that the effecAve leader makes available to followers desirable rewards in the workplace and increases their moAvaAon by clarifying the paths, or behavior, that will help them achieve those goals and providing them with support

" Includes elements of an acAvely involved manager in the expectancy model of moAvaAon


House’s Revised Path-‐Goal Theory

Figure 14.1


The SituaAonal Leadership Model " Situa-onal Leadership Theory: Leadership behavior reflects how leaders should adjust their leadership style according to the readiness of the followers


Dimensions of SituaAonal Control

" Leader-‐member rela-ons reflects the extent to which the leader has the support, loyalty, and trust of the work group

" Task structure extent to which tasks are rouAne and easily understood

" Posi-on power refers to how much power a leader has to make work assignments and reward and punish


SituaAonal Leadership Model

Figure 14.2


Full Range Model " Transac-onal leadership

" focuses on clarifying employees’ roles and task requirements and providing rewards and punishments conAngent on performance

" Transforma-onal leadership " transforms employees to pursue organizaAonal goals over self-‐interests

" influenced by individual characterisAcs and organizaAonal culture

" Key Behaviors of TransformaAonal Leaders " InspiraAonal MoAvaAon " Idealized Influence " Individualized ConsideraAon " Intellectual SAmulaAon


ImplicaAons of TransformaAonal Leadership

" It can improve results for both individuals and groups

" It can be used to train employees at any level " It requires ethical leaders


Things Managers Should do to be EffecAve TransformaAonal Leaders •  Employ a code of ethics. The company should create and enforce a

clearly stated code of ethics.

•  Choose the right people. Recruit, select, and promote people who display ethical behavior.

•  Make performance expecta-ons reflect employee treatment. Develop performance expectaAons around the treatment of employees; these expectaAons can be assessed in the performance-‐appraisal process.

•  Emphasize value of diversity. Train employees to value diversity.

•  Reward high moral conduct. IdenAfy, rewa4rd, and publicly praise employees who exemplify high moral conduct.

Table 14.7


Four AddiAonal PerspecAves " Leader-‐Member Exchange (LMX) Emphasizes that leaders have

different sorts of relaAonships with different subordinates

" Shared leadership Simultaneous, ongoing, mutual influence process in which people share responsibility for leading

" Servant leaders Focus on providing increased service to others -‐ meeAng the goals of both followers and the organizaAon -‐ rather than to themselves

" E-‐leadership Can involve one-‐to-‐one, one-‐to-‐many, and within-‐group and between-‐group and collecAve interacAon via informaAon technology


CharacterisAcs of the Servant Leader 1.  Focus on listening 2.  Ability empathize with others’ feelings 3.  Focus on healing suffering 4.  Self-‐awareness of strengths and weaknesses 5.  Use of persuasion rather than posiAonal authority to influence

others. 6.  Broad-‐based conceptual thinking. 7.  Ability to foresee future outcomes. 8.  Belief that they are stewards of their employees and resources. 9.  Commitment o the growth of people. 10.  Drive to build community within and outside the organizaAon.

Table 14.8


15

1

Interorganizational & Personal Communication

Lesson 1: XXXX Lesson 1: The Communica1on Process

Chapter 15

2

Chapter 15 Lesson 1: The Communication Process

2

Major Questions You Should Be Able to Answer

15.1 What do I need to know about the communication process to be an effective communicator?

15.2 What are the important barriers I need to be aware of, so I can improve my communication skills?

15.3 How can I use the different channels and patterns of communication to my advantage?

15.4 How do contemporary managers use information technology to communicate more effectively?

15.5 How can I be a better listener, reader, writer, and speaker?

3


3

Chapter 15 Lessons

n  Lesson 1: The Communication Process n  Lesson 2: Communication in the Information Age

4


4

Lesson 1 The Communication Process

n  What is communication n  The communication process n  Barriers to communication

5


5

Communication Defined: The Transfer of Information & Understanding

" Communication the transfer of information and understanding from one person to another " 81% of a manager’s time in a typical workday is

spent communicating

6


6

How the Communication Process Works

" Sender " person wanting to share information-called a message

" Receiver " person for whom the message is intended

" Encoding " translating a message into understandable symbols or language

" Decoding " interpreting and trying to make sense of the message

7


7

How the Communication Process Works

" Medium " the pathway by which a message travels

" Feedback " the receiver expresses his reaction to the sender’s

message

" Noise " any disturbance that interferes with the transmission

of a message

8


8

The Communication Process

Figure 15.1

9


9

Selecting the Right Medium

" Medium richness indicates how well a particular medium conveys information and promotes learning " Lean medium best for routine situations and to

avoid overloading " Rich medium best for nonroutine situations and to

avoid oversimplification

10


10

Barriers to Communication

1.  Physical barriers: Sound, time, space, & so on

2.  Semantic barriers: When words matter

3.  Personal barriers: Individual attributes that hinder communication

11


11

Communication Problems: Tom Hanks’ Viktor Navorski in The Terminal (2004)

Tom Hanks’ character, Viktor Navorski, is stuck in limbo at an international airport after his home country has a military coup and his passport is cancelled. n  How many types of communication problems can you

identify in this clip? n  What are the sources of these problems?

http://www.youtube.com/watch?v=nOn3xbI6Vyk

12


12

Some Barriers that Happen Within the Communication Process

n  Sender barrier – no message gets sent. Example: If a manager has an idea but is afraid to voice it because he fears criticism, then obviously no message gets sent.

n  Encoding barrier – the message is not expressed correctly. Example: If you vocabulary is lacking or English is not your first language you may have difficulty in expressing what it is you mean to say.

n  Medium barrier – the communication channel is blocked. Example: When someone’s phone always has a busy signal or a computer network is down.

Table 15.1

13


13

Some Barriers that Happen Within the Communication Process (continued)

n  Decoding barrier – the recipient doesn’t understand the message. Example: Perhaps you’re afraid to show your ignorance when someone is throwing computer terms at you and you fail to ask for an explanation.

n  Receiver barrier – no message gets received. Example: because you were talking to a co-worker, you weren’t listening whey your supervisor announced today’s work assignments.

n  Feedback barrier – the recipient doesn’t respond enough. Example: you give some people street directions, but since they only nod their heads and don’t repeat the directions back to you, you don’t really know whether you were understood.

Table 15.1

14


14

Question?

Greg was thinking about how he just did on his Economics test when his Management professor talked about tomorrow's Management quiz. This is an example of a(n) _____ barrier.

A.  Encoding B.  Decoding C.  Medium D.  Receiver

15


15

Semantic Barriers

" Semantics studies of the meaning of words " Jargon is terminology specific to a particular

profession or group

16


16

Nonverbal Communication " Nonverbal communication consists of

messages sent outside of the written or spoken word

" Expressed through: " interpersonal space, " eye contact, " facial expressions, " body movements & gestures, " touch, " setting and " time

17


17

Toward Better Nonverbal Communication Skills

Do Don’t

Maintain eye contact Look away from the speaker

Lean toward the speaker Turn away from the speaker

Speak at a moderate rate Speak too quickly or slowly

Speak in a quiet, reassuring tone Speak in an unpleasant tone

Smile and show animation Yawn excessively

Occasionally nod head in agreement Close your eyes

Table 15.2

18


18

Linguistic Characteristic

Men Women

Taking credit Greater use of “I” statements (e.g., “I did this” ); more likely to boast about their achievements

Greater use of “We” statements; less likely to boast about their achievements

Displaying confidence Less likely to indicate they are uncertain about an issue

More likely to indicate a lack of certainty about an issue

Asking questions Less likely to ask questions (e.g., asking for directions)

More likely to ask questions

Conversation rituals Avoid making apologies because it puts them in a one-down position

More frequently say “I’m sorry”

Giving feedback More direct and blunt More tactful; tend to temper criticism with praise

Giving compliments Stingy with praise Pay more compliments than men do

Indirectness Indirect when it comes to admitting fault or when they don’t know something

Indirect when telling others what to do

19


19

Gender differences in communication behaviors, while statistically significant are not determinative

0

0.05

0.1

0.15

0.2

0.25

0 2 4 6 8 10 12 14 16 18

Prob

abili

ty D

ensi

ty

20


20

Communication Channels " Formal communication channels follow the chain of

command and are recognized as official " vertical, horizontal, external

" Informal communication channels develop outside the formal structure and do not follow the chain of command " Grapevine

" unofficial communication system of the informal organization

" Management by wandering around " term used to describe a manager’s literally wandering around his

organization and talking with people across all lines of authority

21


21

1

Interorganizational & Personal Communication

Lesson 1: XXXX Lesson 2: Communica/on in the Informa/on Age

Chapter 15

2

Chapter 15 Lesson 2: Communication in the Information Age

2

Lesson 2 Communication in the Information Age

n  New norms among the Millenials n  Digital communication n  Recommendations

3


3

Communication in the Information Age

" Multicommunicating " represents the use of technology to participate in

several interactions at the same time

4


4

Eight Norms of the Millennial or Internet Generation

1.  Freedom – the desire to experience new and different things. 2.  Customization – the desire to have personalized products and

choices. 3.  Scrutiny – not taking “facts” and authority figures at face value. 4.  Integrity – trust in people, products, and employers is important. 5.  Collaboration – relationships are of key importance. 6.  Entertainment – keep things moving and interesting. 7.  Speed – instant feedback is expected. 8.  Innovation – impatience for new and different user experiences.

Table 15.5

5


5

Digital Communication & the New Workplace

" Videoconferencing " uses video and audio links along with computers to

enable people in different locations to see, hear, and talk with each other

" Telepresence technology " high-definition videoconference systems that simulate

face-to-face meetings between users

6


6

Digital Communication & the New Workplace

Benefits of Telecommuting 1.  Reduce capital costs 2.  Increase flexibility and autonomy for workers 3.  Provide a competitive advantage when recruiting 4.  Increase job satisfaction 5.  Increase productivity 6.  Ability to tap into nontraditional workers

7


7

Downside of the Digital Age

" Security " a system of safeguards for protecting information

technology against disasters, system failures, and unauthorized access that result in damage or loss

" Identity theft " thieves hijack your name and identity and use

your good credit rating to get cash or buy things

8


8

Disadvantages of Email

1.  Has been a decrease in all other forms of communication among co-workers—including greetings and informal conversations

2.  Emotions often are poorly communicated or miscommunicated via e-mail messages; and

3.  The greater the use of e-mail, the less connected co-workers reportedly feel.

9


9

Tips for Better E-Mail Handling

Treat all e-mail as confidential Be careful with jokes and informality Avoid sloppiness, but avoid criticizing others’ sloppiness When replying, quote only the relevant portion Not every topic belongs on an email

Table 15.7

10


10

Tips for Better Email Handling With Your Professors n  Avoid sloppiness, grammar…mentioned before n  Identify yourself

n  Sometimes we can tell who you are from your email address but if outside of ASU we do not automatically know who [email protected] is.

n  Give specifics n  If you mention that you are one of our students mention which

class (we teach several) and even which section of which class (SLN or time/date, team)

n  Formality (this varies among faculty) n  Use of titles (Dr., Professor…) n  Text message abbreviations

11


11

Cell Phones: Use & Abuse

" Cell phones are now mostly smartphones " As smartphones develop more features and

make available more applications, their importance will only increase

Keep the volume of your voice down while on the phone; no need to shout Don’t force defenseless others on buses, in restaurants, and so on to have to listen to your phone conversations Shut off your ringer during meetings and public performances; set the phone on “vibrate,” and return calls at a discrete distance. Don’t text during meetings or other conversations. Don’t dial/text while driving

12


12

Being an Effective Listener

" Judge content, not delivery " Ask questions, summarize remarks " Listen for ideas " Resist distractions, show interest " Give a fair hearing

13


13

Being an Effective Reader

" Realize that speed reading doesn’t work " Learn to streamline reading " Do top-down reading – SQ3R

" Learn to Streamline reading " Be savvy about periodicals and books " Transfer your reading load " Make internal memos and e-mail more efficient

14


14

Top-Down Reading System

" Rate reasons to read " Question and predict answers " Survey the big picture " Skim for main ideas " Summarize

15


15

Being an Effective Writer

" Don’t show your ignorance " Understand your strategy before you write " Start with your purpose " Write simply, concisely, and directly " Telegraph your writing with a powerful layout

16


16

Being an Effective Speaker

1. Tell them what you’re going to say 2. Say it 3. Tell them what you said

17


17

1

Control & Quality Improvement

Lesson 1: XXXX Lesson 1: The Control Process

Chapter 16

2

Chapter 16 Lesson 1: The Control Process

2

Major Questions You Should Be Able to Answer 16.1 How do managers influence productivity? 16.2 Why is control such an important managerial function? 16.3 How do successful companies implement controls? 16.4 How can three techniques—balanced scorecard, strategy

maps, and measurement management—help me establish standards and measure performance?

16.5 What are the financial tools I need to know about? 16.6 How do top companies improve the quality of their

products or services? 16.7 What are the keys to successful control, and what are the

barriers to control success?

3


3

Chapter 16 Lessons

n  Lesson 1: The control process n  Lesson 2: Balance scorecard perspectives n  Lesson 3: Financial control n  Lesson 4: Quality

4


4

Lesson 1 The Control Process

n  Controlling n  Productivity n  The Control Process

5


5

Controlling is…

Controlling is 1.  monitoring performance, 2.  comparing it with goals, and 3.  taking corrective action as needed.

6


6

Managing for Productivity & Results

Figure 16.1

7


7

Productivity

" Productivity " outputs divided by inputs where: outputs are the

goods and services produced, and inputs are labor, capital, materials, and energy

" Productivity = goods + services labor + capital + materials + energy

8


8

Control: When Managers Monitor Performance

Figure 16.2 Controlling for Productivity

9


9

Why is Control Needed?

1.  To adapt to change & uncertainty 2.  To discover irregularities & errors 3.  To reduce costs, increase productivity,

or add value 4.  To detect opportunities 5.  To deal with complexity 6.  To decentralize decision making & facilitate

teamwork

10


10

Steps in the Control Process

Figure 16.4

11


11


1. Establish standards " performance standard is the desired performance

level for a given goal " best measured when they can be made quantifiable

2. Measure performance " usually obtained from written reports, oral reports,

and personal observations

12


12


3. Compare performance to standards " Management by exception – control principle that

says managers should be informed of a situation only if data show a significant deviation from standards

4. Take corrective action if necessary " Make no changes " Recognize and reinforce positive performance " Take action to correct negative performance

13


13

Question?

A UPS driver fails to perform according to the standards set for the route and traffic conditions. A supervisor rides along and gives suggestions for improvement. This is the ____________ stage of the control process.

A.  Compare performance to standards B.  Establish standards C.  Take corrective action D.  Measure performance

14


14

Levels of Control

" Strategic control monitoring performance to ensure that strategic plans are being implemented and taking corrective action as needed

" Tactical control monitoring performance to ensure that tactical plans - those at the divisional or departmental level - are being implemented

" Operational control monitoring performance to ensure that operational plans - day-to-day goals - are being implemented and taking corrective action as needed

15


15

Six Areas of Control

1.  Physical 2.  Human resources 3.  Informational 4.  Financial 5.  Structural 6.  Cultural

16


16

Question?

A drug test employed by an airline in its hiring process is an example of a(n) _______ resource control.

A.  Physical B.  Human C.  Financial D.  Informational

17


17

1


Lesson 1: XXXX Lesson 2: Balanced Scorecard Perspec2ves

Chapter 16

2

Chapter 16 Lesson 2: Balanced Scorecard Perspectives

2

Lesson 2 Balance Scorecard Perspectives

n  Balance Scorecard Perspectives n  Financial n  Customer n  Internal Business n  Innovation & Learning

n  Measure Managed Firms

3


3

The Balance Scorecard

" Balanced scoreboard gives top managers a fast but comprehensive view of the organization via four indicators: (1) customer satisfaction, (2) internal processes, (3) innovation and improvement activities and, (4) financial measures

4


4

The Balanced Scorecard: Four Perspectives

Figure 16.5

5


5

The Balanced Scorecard: Four Perspectives

" Financial " profitability, growth, shareholder values

" Customer " priority is taking care of the customer

" Internal business " quality, employee skills, and productivity

" Innovation & learning " learning and growth of employees

6


6

The Visual Balanced Scorecard

Strategy map: a visual representation of the four perspectives of the balanced scorecard that enables managers to communicate their goals so that everyone in the company can understand how their jobs are linked to the overall objectives of the organization

7


7

The Strategy Map

Figure 16.6

8


8

Why Measure-Managed Firms Succeed

" Top executives agree on strategy " Communication is clear " There is better focus and alignment " The organizational culture emphasizes teamwork

and allows risk taking

9


9

Barriers to Effective Measurement

" Objectives are fuzzy " Managers put too much trust in informal

feedback systems " Employees resist new measurement systems " Companies focus too much on measuring

activities instead of results

10


10

Question?

Jeff’s sales goal was to “improve sales”. Which barrier to measurement is this?

A.  Objectives are fuzzy B.  Managers put too much trust in informal feedback systems C.  Employees resist new measurement systems D.  Companies focus too much on measuring activities

11


11

1


Lesson 1: XXXX Lesson 3: Financial Tools

Chapter 16

2

Chapter 16 Lesson 3: Financial Tools

2

Lesson 3 Financial Tools

n  Budget n  Accounting Tools n  Audit

3


3

Financial Tools for Control

" Budget " formal financial projection

" Incremental budgeting " allocates increased or decreased funds to a

department by using the last budget period as a reference point

4


4

Financial Tools for Control

Table 16.1

5


5

Fixed versus Variable Budgets

" Fixed budgets " resources are allocated on a single estimate of

costs

" Variable budgets " resources are varied in proportion with various

levels of activity

6


6

Accounting Tools " Financial Statements

" Balance sheet " summarizes an organization’s overall financial worth – assets

and liabilities - at a specific point in time " Income statement

" summarizes an organization’s financial results – revenues and expenses - over specified period of time

" Ratio Analysis " Liquidity ratios

" indicate how easily a firm’s assets can be converted to cash " Debt management ratios

" degree to which a firm can meet it’s long-term financial obligations " Return ratios

" how effective management is generating a return or profit

7


7

Audits

" Audit formal verification of an organization’s financial and operational systems " External – performed by outside experts " Internal – performed by organization’s own professional staff

8


8

1


Lesson 1: XXXX Lesson 4: Quality

Chapter 16

2

Chapter 16 Lesson 4: Quality

2

Lesson 4 Quality

n  Deming Management n  PDCA Cycle n  TQM

3


3

Deming Management

1.  Quality should be aimed at the needs of the consumer 2.  Companies should aim at improving the system, not

blaming workers 3.  Improved quality leads to increased market share,

increased company prospects, & increased employment 4.  Quality can be improved on the basis of hard data,

using the PDCA cycle

4


4

The PDCA Cycle

Figure 16.7

5


5

Total Quality Management

" Total Quality Management (TQM) " a comprehensive approach - led by top management

and supported throughout the organization - dedicated to continuous quality improvement, training, and customer satisfaction

6


6

Two Core Principles of TQM

1. People orientation " everyone involved in the organization should focus

on delivering value to customers, and

2. Improvement orientation " everyone should work on continuously improving

work processes

7


7

Applying TQM to Services: The Rater Scale

" RATER scale " enables customers to rate the quality of a service

along dimensions – reliability, assurance, tangibles, empathy, and responsiveness

8


8

Some TQM Techniques

" Benchmarking " Outsourcing " Reduced cycle time " ISO 9000 and 14000 Series " Statistical process control " Six Sigma & Lean Six Sigma

9


9

Question?

In Harvey's job, he takes random samples of production runs to ascertain quality. His job involves:

A.  Benchmarking B.  Statistical process control C.  Reduced cycle time D.  Feedforward control

10


10

Keys to Successful Control Systems

1.  They are strategic & results oriented 2.  They are timely, accurate, & objective 3.  They are realistic, positive, & understandable &

encourage self-control 4.  They are flexible

11


11

Barriers to Control Success

1.  Too much control 2.  Too little employee participation 3.  Overemphasis on means instead of ends 4.  Overemphasis on paperwork 5.  Overemphasis on one instead of multiple

approaches

12


12

perceptual process- retrieving from memory- selective attention- storing in memory

Leading people- influencing, directing, motivating

managers need to understand “personality attributes” so they can better understand how people perceive and act within the organization.

Job Satisfaction: is the extent to which you feel positively or negatively about various aspects of your work.

Burnout is commonly expressed by missed deadlines, longer lunch breaks, showing indifference to performance.

Attitude: a learned predisposition toward a given object.- composed of affective, cognitive, and behavioral components

organizational behavior: helps managers to explain workplace behavior and to predict it so they can better lead and motivate their employees to perform productively

5 personality traits (five traits) managers need to be aware of to understand workplace behavior:- locus of control- self-efficacy- self monitoring- self-esteem- emotional intel

“Counterproductive” work behaviors are types of behavior that harm employees and the org as a whole.

stressor is the source of stress

behaviors are actions and judgements

job “involvement” is the extent to which a person identifies with or is personally involved with his or her job

Characteristics of a Type A behavior pattern:- competitive- increased performance- deadline-focused- hurried

turnover is when employees leave their jobs

4 important types of workplace behaviors managers should know:- evaluating employees when they are working- when they are not working- when they exceed work roles- when those behaviors are counterproductive

emotional intelligence is characterized by:- self-awareness- relationship management- social awareness

emotional intelligence: the ability to cope, to empathize with others, and to be self-motivated

Cognitive dissonance describes the psychological discomfort a person experiences between his or her cognitive attitude and incompatible behavior.

reduce cognitive dissonance by:- changing your attitude and/or behavior- reducing the importance of the inconsistent behavior- finding pos elements that outweigh the dissonant ones

org citizenship behaviors are those behaviors not directly part of the employees job descriptions that exceed their work-role requirements

distortion in perception:

- selective perception- stereotyping- halo effect- causal attribution

organizational behavior:- interdisciplinary field that is dedicated to better understanding and management of people at work

stereotyping: tendency to attribute to an individual the characteristics one believes are typical of the group to which that individual belongs.

counterproductive work behaviors harm employees and the organization as a whole

Values are abstract ideals that guide ones thinking and behavior across all situations

roles are sets of behavior that people expect of occupants of a position stress may come from- role ambiguity- role overlaod- role conflict

big five (5) personality dimensions (big 5)- extroversion- agreeableness- conscientiousness- emotional stability- openness to experience

The big five (big 5) personality dimensions that have a positive relationship to job performance, the conscientiousness trait has to the strongest pos correlation.

extroversion, agreeableness, and conscientiousness all have a pos relationship to job performance, but conscientiousness has the strongest pos correlation

someone who tends to take initiative and perseveres to influence their environment is said to have a proactive personality

high levels of stress leads to low performancemoderate levels of stress leads to optimal performancelow levels of stress lead to low performance

benefit of positive stress- increased creativity- increased performance- increased effort

managers can create stress for employees by- exhibiting inconsistent behavior- providing inadequate directions- showing a lack of concern- failing to provide support

the Affective component of an attitude consists of the feelings or emotions one has about a situation- ex: “i hate people who talk on cell phones in restaurants”

Buffers: administrative changes that managers can make to reduce the stressors that lead to employee burnout

the cognitive component of an attitude consists of the beliefs and knowledge one has about a situation

alcoholism: - becomes progressively worse- is chronic- potentially fatal

3 types of attitudes managers are particularly interested in:- employee engagement- job satisfaction- organizational commitment

Holistic wellness programs, encourage employees to strive for a harmonious and productive balance of physical, mental, and social well-being

Selective perception distorts managers problem solving

actions managers should take when employees exhibit low self-efficacy- nurture self-efficacy by giving constructive pointers and pos feedback- reward small successes- assign people with low self efficacy to jobs that are complex, challenging, and autonomous to enhance self-efficacy

locus of control: the measure of how much people believe they are in charge of their fate through their own efforts

employee engagement: an individuals involvement, satisfaction, and enthusiasm for work.

openness to experience:- intellectual- curious- imaginative- broad minded

agreeableness is how trusting, good natured, cooperative, and soft-hearted one is.

fundamental attribution bias: people attribute another person’s behavior to his or her personal characteristics rather than to situational facts.

self-monitoring: observing ones own behavior and adapting it to external situations

self esteem: the degree to which people have pos feelings about themselves. the extent to which people like or dislike themselves

Causal Attribution: making inferences about the causes for observed behavior

self-serving bias: when people tend to take more personal responsibility for success than for failure

The halo effect: forming a positive impression of an individual based on a single trait

self-efficacy: belief in ones ability to complete a task

stress: when people face or endure extraordinary demands, constraints, or pops and are uncertain about their ability to handle them effectively

Perception is important for managers to understand because it has considerable bearing on the managers judgement and job and can lead to mistakes that can be damaging to yourself, other people, and your organization.

Older workers are often depicted as less creative and more accident prone and have higher absenteeism but this is not borne out.

sex-role stereotypes: ex. are when women are viewed as moody, emotional, and catty, whereas men are not.- also says that men and women are better suited to different roles.

age stereotypes tend to depict older workers as having a tendency to be less involved and less satisfied in their work compared to younger workers.

personality consists of the stable psychological traits and behavioral attributes that give a person his or her identity

every job has certain expectations, but in some jobs performance and productivity are easier to define than in others. measure what is expected in the particular job

there is a pos correlation between organizational citizenship behaviors and job satisfaction and performance. - organizational citizenship is characterized by value-adding behaviors such as:

- making constructive statements about the del- taking a personal interest in the work of others,- making suggestions for improvements- mentoring new employees

Values are fairly well set by the time people are in their early teens but can be reshaped by significant life-altering events

its important for managers to understand the values of their workers because from a managers point of view, it is helpful to know that values are those concepts, principles, things, people, or activities for which a person is willing to work hard.

job satisfaction and work performance influence each other- one of the key things in job satisfaction is increasing life satisfaction

standardized personality test is used to score people on each dimension in order to assess peoples personality profiles

self fulfilling prophecy is completing tasks in such a way that makes others opinion of them favorable

McClellands acquired needs theory, “control freak” might be described as individual with normal achievement needs, low level of affiliation needs and a very high level of power needs.

Maslows hierarchy of needs (top - highest)5. physiological 4. safety3. love2. esteem1. self-actualization

goal setting process only works if people understand and accept

process perspective theories:- equity theory- expectancy theory- goal-setting theory

volunteers look for an intrinsic reward

Alderfer’s ERG theory: three universal needs (existence, relatedness, and growth) constitute a hierarchy of needs and motivate behavior. Alderfer proposed that needs at more than one level can be motivational at the same time.

extrinsic rewards are received from others for performing a particular task

3 key elements in equity theory - inputs, comparisons, rewards

Needs: physiological or psychological deficiencies that arouse behavior- Maslow says that once you achieved one level of needs, you will then seek to fulfill the next level of needs

4 perspectives on motivation: content, process, job design, reinforcement

content is based on perspective needs

Hackman and Oldham job characteristics model composed of 3 major elements:- five core job characteristics- three psychological states- work outcomes

Herzberg’s 2 factor two-factor theory distinguishes between motivator needs and hygiene needs. this theory proposes that motivator needs must be met for high motivation and job satisfaction.

process perspectives are concerned with the thought process by which people decide how to act

org objective: a commitment to achieve a specific measurable result/outcome within a stated period of time

4 elements of goal-setting theory- challenging- achievable- specific

simple model of motivation (beginning at top)1. unfulfilled need2. motivation3. behaviors4. rewards5. feeback

peoples Motivation determines the direction of their behavior, level of effort, level of persistence.

equity theory - inputs are education experience, skills contributed to org.

extinction reinforcement- when a supervisor no longer gives bonuses for selling a particular product, employees are less likely to try to sell that product.

equity theory suggests that people compare the ratio of their own outcomes to INPUTS against the ratio of someone else’s outcomes to inputs

Outputs are rewards that people receive from an organization

job enlargement will not necessarily have a significant and lasting effect on performance if the tasks themselves are all unsatisfying

if people have choices they will be motivated by:- how much they want something- how likely they think they are to get what they want.

physiological needs deal the most with basic juan survival needs of food, clothing, shelter, and comfort.

to be motivated, must have 3 psychological states:- knowledge of the actual results of the work- experienced responsibility for the work outcomes- experienced meaningfulness of work

relatedness needs are desire for meaningful relationship with people who are significant

growth - where someone can use their abilities to their fullest potential (alderfer ERG theory needs)

job characteristics model:- autonomy - feedback- task significance- task identity- skill variety

herzbergs hygiene factors - working conditions- supervisors- pay- company policy

Herzbergs two-factor theory focuses on hygiene and motivating

Mclelland two types of power - Personal, institutional

Valence (evaluation of valence example) asking yourself how badly you want a bonus u could earn by working overtime on a current project- valence is the value or importance a worker assigns to the possible reward offered for performing a task

^^ Expectancy is when you believe that if you work hard, it will lead to strong performance

safety is concerned with physical and emotional security

non monetary sources of motivation include - enrichment, empowerment, job enlargement

esteem needs- self respect- status- reputation

Scanlon plan - gainsharing

punishment: application of negative consequences to stop or change undesirable behavior

aspects of love (Maslow hierarchy)- affection

- friendship

instrumentality - the expectation that successful performance of a task will lead to a desired outcome

storming stage of team development- experiences individual conflicts and the emergence of individual personalities within the group

Performing state of team development- team is now starting to focus on solving problems and completing tasks

4 types of work teams:- advice- action- project- production

5 stages of team development (first top)1. forming2. storming3. norming4. performing5. adjourning

Norms- unwritten- powerful influence on group and org behavior- point out boundaries between acceptable and unacceptable behavior

norming stage - focuses on establishing unity and identifying roles and team values

forming stage - a leader should allow time for people to become acquainted and socialize

constructive conflict is considered “good”, benefits the main purposes- conflict is a process in which one party perceives that its interests are being opposed

5 primary styles of dealing with conflict- avoiding- accommodating- forcing- collaborating- compromising

team - a group of people with complimentary skills who are committed to a common purpose, performance goals, and approach for which they hold themselves mutually accountable

group - two or more freely interacting individuals who share collective norms and goals and have common identity

self-managed teams are without supervision

social loafing is the tendency for people to exert less effort when working in groups than when working alone

division of labor - dividing work into particular tasks that are assigned to particular workers.

informal group is a group that is built around a COMMON interest and has no officially appointed leader

7 considerations for transforming a group into an effective team:- size- cohesiveness- clear performance goals and feedback- groupthink- motivation through mutual accountability

teamwork - - increased productivity- reduced costs- increased speed

smaller team disadvantages -- possibly less innovation- unfair work distribution- fewer resources

small team advantages - more interaction - more morale

team members is optimal at 5-6

small team consists of 2-9 members

large team disadvantages- less interaction- social loafing- lower morale

teams - work intensely with each other to achieve a specific, overriding, common objective, holding themselves mutually accountable for its achievement.

a leader heads a formal group established to do something productive

conflict triggers- multicultural conflicts- personality conflicts- intergroup conflicts

production team - responsible for performing day to day operations (mining team, flight attendant crews, maintenance crews)

action teams -(hospital surgery teams, swat, cockpit crew, mountain-climbing)

Avoid groupthink by encouraging constructive criticism and seek other perspectives

maintenance role - encouraging, standard setting, harmonizer, compromiser within a group

consequences of too little or too much conflict in work groups- apathy- infighting and dissatisfaction- lack of creativity- indecision

cross-functional team - people from different departments

project team - works to do creative problem solving, often by applying the specialized knowledge of members of a cross-functional team composed of specialist.

task role - behavior that concentrates on getting the teams tasks done

programmed conflict - split team into opposing sides and will have them engage in role-playing to help them consider the decision from multiple perspectives

maintenance role - behavior that fosters constructive relationships among team members

dialectic method - dividing teams into two separate teams that played opposing roles in a debate

advice team - created to broaden the information base for making managerial decisions

intergroup conflicts - ambiguous jurisdictions, inconsistent goals or reward systems, status differences

groups with moderate levels of cohesiveness tend to make the best decisions

legitimate power - power that all managers have that results from their formal position within the org

Referent power - respect leads to loyalty

expert power - results from ones specialized info or expertise

coercive power - all managers have it, results from managers authority to punish their subordinates

reward power - ability to influence the behavior of employees by publicly praising their achievements

behavioral approach to leadership attempts to determine the combo of traits, skills and behaviors that effective leaders use when interacting with others.

ohio state leadership model major dimensions of leader behavior- consideration- initiating structure

leader-member exchange model of leadership considers the in-group and the out group

Situational control: in Fiedler’s model, the level influence a leader has in his or her immediate work environment

Revised path-goal model - the leadership model that includes the factors of leader behavior, employee characteristics, environmental factors, and the resulting leadership effectiveness

Merged Document 2

Documents

job characteris cs model

xa xxx pproaches

strongest pos correlation

nega ve consequences

compare current earnings

proac ve personality

balanced scorecard perspectives

managers formal posi