This Document Contains Chapters 12 to 13 CHAPTER 12 POWER, POLITICS, AND ETHICS SAMPLE ANSWERS TO DISCUSSION QUESTIONS 1. Contrast the bases of power available to an army sergeant with those available to the president of a voluntary community association. How would these differences in power bases affect their influence tactics? Answer: The sergeant commands considerable legitimate power by virtue of his or her rank. This legitimate power is accompanied by coercive power and reward power— unfavourable duties can be assigned and weekend passes can be granted. The president of the community association normally possesses little legitimate, reward, or coercive power. A strong hierarchy does not exist to back up legitimate power. Furthermore, the president would have few discretionary resources to use as rewards, and since the association is voluntary, members can easily resign in response to coercion. Both the sergeant and the president have the opportunity to command referent or expert power, depending on their individual qualities. In regard to tactics, the sergeant’ can “get away with” using his or her legitimate, coercive, and reward power, especially if coercive power is used carefully and conservatively. Not having these bases of power available, the president of the voluntary association must rely more heavily on referent and expert power to exact the same degree of influence. 2. Are the bases of individual power easily substitutable for each other? Are they equally effective? For example, can coercive power substitute for expert power? Answer: The key word in the first question is “easily.” In the extreme case, bases of power are substitutable. For example, extreme coercion may result in more influence than mild reward. Thus, absolutely promising to fire workers for slack performance may lead to higher productivity than providing them with a very low wage incentive. However, under normal circumstances, the bases of power are not equally effective in terms of the trouble-free influence they confer. For example, expert power is more effective than coercive power. Thus, under typical conditions, it is unlikely that coercive power can substitute for expert power, especially in the long run. 3. Suppose that you are an entrepreneur who has started a new chain of consumer electronic stores. Your competitive edge is to offer excellent customer service. What would you do to empower your employees to help achieve this goal? Answer: The motivation part of the empowerment equation suggests selecting people who will be intrinsically motivated by power and opportunity. The entrepreneur should align the reward system for her employees with excellence in customer service. The entrepreneur would have to provide a culture that promotes freedom from bureaucracy that allows her hires to take initiative in the area of customer service. 4. Imagine that you are on a committee at work or in a group working on a project at school that includes a “high Mach” member. What could you do to neutralize the high Mach’s attempts to manipulate the group? Answer: High Machs like to work face-to-face in confused, unstructured, and emotional situations. They are quite willing to form coalitions to get their way. A high Mach could be neutralized if the meetings are conducted in a very formal way, with an agenda, minutes, motions, and so on. This structure prevents confusion and domination by the high Mach. Also it requires the high Mach to commit himself or herself (for example, by voting). Machs often dislike this because it constrains their future behaviour. Finally, it is useful if all work can be done in one group session. This prevents the high Mach from forming coalitions behind the scenes. 5. Discuss the conditions under which the following subunits of an organization might gain or lose power: legal department; research and development unit; public relations department. Use the concepts of scarcity, uncertainty, centrality, and substitutability in your answers. Answer: The legal department might lose power if outside legal firms have a better record of defending the firm against product liability suits. This occurs because the department’s services are found to be substitutable. The research and development unit might gain power if competitors make technical advances that threaten a firm’s market share. The resulting uncertainty should permit R&D to obtain more resources and expand its staff. The public relations department could gain power if a firm is threatened with failure due to allegations of mismanagement and illegal activities. Its functions become more central as all parts of the organization become dependent on its expertise in countering the adverse publicity. 6. Differentiate between power and politics. Give an example of the use of power that is not political. Answer: Power is the capacity to influence others who are in a state of dependence. Politics is the pursuit of self-interest that might or might not help the organization. Many uses of power are not political, but politics can involve some abuse of power. A nonpolitical use of power might be the routine use of rewards by a manager. For example, the manager might promise to recommend the employee with the best performance rating for a promotion. The manager is exercising reward power, but both these means and their ends are sanctioned by the organization. 7. Is it unethical to occasionally surf the internet at work? Is it unethical to download pornography? Defend your answers. Answer: When considering whether occasional internet surfing at work is ethical or not, one would have to consider if there exists a formal policy relating to this. If clear guidelines exist expressly forbidding the use of the internet for personal reasons, even infrequent use would be viewed as unethical. In the absence of clear rules, the ethicality of surfing would rest on the harm done to the organization in terms of wasted resources and time. If the surfing uses an insignificant amount of bandwidth and occurs during breaks or off-hours, then it would not seem unethical. If the surfing occurs during work time when the employee should be engaged in other tasks or puts the organization at risk of computer worms and viruses, it becomes unethical. As such, it is a question of policy, frequency, timing, and sites visited. In terms of downloading pornography at work, answers will vary. This is perhaps unethical on moral grounds, especially to the extent that co-workers could be exposed to unwanted material and that such exposure could be construed as a form of sexual harassment. 8. Is sexual harassment more likely to be a problem in some occupations and types of organizations? Describe those occupations and organizational cultures where sexual harassment is most likely to be a problem. What can be done to prevent sexual harassment in these occupations and organizations? Answer: Sexual harassment is most likely in occupations and organizations that have traditionally been dominated by males. In such occupations, the work environment is more likely to be hostile toward women. It is also more likely in occupations and organizations where there exists a gender power imbalance in which males have more power than females. In these situations, managers or supervisors might use their position, reward, or coercive power to request sexual favors, demonstrate verbal or physical conduct of a sexual nature as a condition of employment, or as a basis for employment decisions towards those in less powerful positions. Whether the harasser is a supervisor or a co-worker, he/she is likely to be more powerful than the person being harassed. The most vulnerable victims of sexual harassment are those who are powerless and can’t afford to lose their jobs. Sexual harassment is also more prevalent in occupations and organizations that perpetuate the societal power imbalance between men and women. For example, the higher incidences of sexual harassment reported in military environments are believed to be partly a function of the rigid hierarchy and power differentials in the organization structure. Incidents of sexual harassment and organization inaction to complaints of sexual harassment are also more likely in male-dominated industries and organizations in which women are powerless and men attempt to execute and secure their dominance and position of power relative to women. Organizations can effectively deal with sexual harassment and increase their responsiveness to it by taking a number of important measures: 1. Examine the characteristics of deaf ear organizations. 2. Foster management support and education. 3. Stay vigilant. 4. Take immediate action. 5. Create a state of the art policy. 6. Establish clear reporting procedures. In general, organizations that are responsive to complaints of sexual harassment have top management support and commitment, comprehensive education and training programs, continuously monitor the work environment, respond to complaints in a thorough and timely manner, and have clear policies and reporting procedures. SAMPLE ANSWERS TO INTEGRATIVE DISCUSSION QUESTIONS 1. Consider the role of politics and ethics in decision making. How can organizational politics be a source of effective or ineffective decision making in organizations? In what way can the causes of unethical behaviour influence decision making? Answer: Politics and ethics are both factors in the decision making process. Bounded rationality indicates that political considerations such as the need to please others in the organization acts as a bound to rationality. Ethics involves systematically thinking about the moral consequences of decisions. Politics, however, can result in good or bad decisions. It all depends on how it is used and for what purpose or ends. When politics is used in the pursuit of ends that are good for the organization, then the result might be an effective decision. However, when politics is used to pursue disapproved outcomes, decisions are likely to be ineffective. Thus, politics can lead to both effective and ineffective decision outcomes. When politics is used to pursue one’s own agenda and preferred outcome, the steps in the rational model of decision making are more likely to be short-circuited. Unethical behaviour can also lead to ineffective decisions. For example, when individuals are tempted by personal gain or have a strong economic orientation, they too will short-circuit the steps of the rational model of decision making in pursuit of their preferred problem solution regardless of what is best for the organization and its stakeholders. 2. How can an organization create an ethical workplace where ethical behaviour is the norm? Refer to the organizational learning practices in Chapter 2, attitudes in Chapter 4, ethical leadership in Chapter 9, and the contributors to organizational culture in Chapter 8 to answer this question. Answer: Given that one of the causes of unethical behaviour is the culture of an organization, it is worth considering how organizations can create an ethical culture. There are several topics in the text that indicate how organizations might proceed. For example, the learning practices in Chapter 2 suggest that an ethical culture can be created by rewarding and positively reinforcing ethical behaviour and decision making and through formal training programs on ethics. Chapter 4 indicates that an ethical culture can be created by changing people’s attitudes. This might involve a change in beliefs (what people think about ethics) or values (how people feel about ethics) that indicate why ethical behaviour is necessary and why it is important. This will help to create a positive attitude toward ethics and should lead to more ethical behaviour. Chapter 9 describes ethical leadership and how the norms regarding ethical conduct are influenced by the actions of the organization’s leaders. Ethical leaders model what is deemed to be normatively appropriate behaviour, make ethics salient in the workplace, and draw attention to it by engaging in explicit ethics-related communications and by setting ethical standards. They reward ethical conduct and discipline those who don’t follow ethical standards and consider the ethical consequences of their decisions. Thus, the extent to which ethics is an important part of an organization’s culture is influenced by the behaviour and ethics of its leaders. Finally, Chapter 8 suggests that an ethical culture can be created when the organization’s leaders model ethical behaviour and by communicating and reinforcing ethics through rigorous selection and socialization practices, and the use of symbols, rituals, and stories. Thus, the culture of an organization has a major impact on ethical conduct and organizational culture is developed and maintained by its leaders. Ethical leadership is therefore a key factor in creating an ethical workplace. SAMPLE ANSWER TO ON-THE-JOB CHALLENGE QUESTION: CBC’S STEVEN SMART Who are the stakeholders in this ethical scenario? What kinds of role conflicts are operating here? Should Smart continue on the provincial legislature beat, or is this ethically unacceptable? Answer: Stakeholders who might be affected by these events include Smart, his wife Rebecca Scott, the CBC in general, Smart’s local CBC management, the Premier and her staff, and the news-consuming public. Clearly, the CBC ombudsperson feels that Smart could face possible conflict between his role as a spouse and his role as a reporter that might somehow compromise the objectivity of his reporting. This could in turn damage the reputation of the CBC and damage the public’s “right to know.” In addition, perceptions of bias could damage the interests of Smart’s wife and the Premier, as they might be implicated in any charge of bias. Local CBC management is probably facing some role conflict as well, trying to be supportive of Smart but faced with pressure from the ombudsperson. Student opinions will vary as to whether the reporter should change beats, in line with their judgments about just how serious of an ethical issue is at stake here. When students say that Smart should stay or go, be sure they clarify the assumptions under which they are operating. For example, is the actual potential for bias the primary issue or is it the potential for perceptions of bias? This distinction is not trivial. Use conflicting opinions about Smart to highlight the subjectivity that often comes into play when ethical “gray areas” are exposed. EXTRA ESSAY QUESTIONS 1. Compare and contrast the five bases of power. Answer: • Legitimate Power: Derived from a formal position or role within an organization. It is based on authority and the right to make demands. • Contrast: It is limited to the scope of the role and may not inspire personal commitment. • Reward Power: Based on the ability to grant rewards such as promotions, raises, or other incentives. • Contrast: Effective for motivating employees but may lead to dependency on rewards for performance. • Coercive Power: Relies on the ability to punish or impose negative consequences. • Contrast: Can create fear and resentment but may lead to compliance in the short term. • Expert Power: Stems from having specialized knowledge or expertise. • Contrast: Often respected and influential, but dependent on the relevance and accuracy of the expertise. • Referent Power: Based on the ability to attract others and gain their admiration and respect. • Contrast: Creates strong personal influence but relies on the leader's charisma and interpersonal skills. 2. What is the need for power? Answer: The need for power is a psychological drive to influence others, control resources, and achieve personal or organizational goals. It often stems from a desire to gain respect, control one's environment, or achieve specific outcomes. Power is essential for leadership and decision-making, and understanding one's need for power helps in managing and leveraging it effectively. 3. How do individuals obtain power? Answer: Individuals obtain power through various means: • Formal Authority: Gaining power through position or role within an organization. • Expertise: Developing specialized knowledge or skills that others rely on. • Network Building: Creating and maintaining relationships with influential individuals. • Resource Control: Managing or controlling critical resources or information. • Charisma: Using personal appeal and influence to attract and lead others. 4. Under what circumstances will organizational politics be functional or dysfunctional? Answer: • Functional Politics: When it helps achieve organizational goals, improves decision-making, and fosters collaboration. Examples include advocating for resources, negotiating between departments, and influencing key decisions constructively. • Dysfunctional Politics: When it undermines trust, creates conflict, or focuses on personal gain at the expense of organizational goals. Examples include manipulative behaviors, sabotaging others' work, and engaging in self-serving actions. 5. How do organization departments obtain power? Answer: • Control of Resources: Departments that manage essential resources (e.g., budget, personnel) often hold significant power. • Expertise: Departments with specialized knowledge or technical expertise can exert influence. • Centrality: Departments crucial to organizational operations or decision-making processes gain power through their central role. • Network Connections: Departments that build strong relationships and alliances within the organization can leverage their network for power. 6. Describe some common ethical dilemmas faced by organizational decision makers. Answer: • Conflicts of Interest: Deciding between personal gain and organizational benefit. • Transparency vs. Confidentiality: Balancing the need for transparency with maintaining confidentiality. • Fairness vs. Favoritism: Ensuring fairness while managing personal relationships or preferences. • Compliance vs. Ethical Standards: Adhering to legal requirements while aligning with higher ethical standards. 7. What are the causes of unethical behavior and what can organizations do to improve ethical decision making? Answer: • Causes: • Pressure to Perform: Unrealistic performance expectations can lead to unethical behavior. • Lack of Clear Guidelines: Ambiguity in ethical standards can result in unethical actions. • Personal Gain: Individuals may prioritize personal benefits over ethical considerations. • Improvements: • Develop Clear Policies: Create and communicate clear ethical guidelines and standards. • Provide Training: Offer regular ethics training and support for ethical decision-making. • Encourage Reporting: Establish mechanisms for reporting unethical behavior without fear of retaliation. • Lead by Example: Leadership should model ethical behavior and uphold ethical standards. 8. What is whistle-blowing and what does it have to do with power, politics, and ethics? Answer: • Whistle-Blowing: The act of reporting unethical, illegal, or inappropriate behavior within an organization. Whistle-blowers often face significant personal and professional risks. • Relation to Power, Politics, and Ethics: • Power: Whistle-blowers challenge the power structures within organizations by exposing misconduct. • Politics: Whistle-blowing can be influenced by organizational politics, where motivations might include personal grievances or a desire to improve the organization. • Ethics: Whistle-blowing is an ethical action aimed at addressing and correcting unethical behavior, though it can be controversial and involve ethical dilemmas about loyalty and confidentiality. 9. What is sexual harassment and what can organizations do to prevent it? Answer: • Sexual Harassment: Unwanted and inappropriate sexual advances, comments, or behavior that creates a hostile work environment. It can include physical, verbal, or non-verbal actions. • Prevention: • Implement Policies: Establish clear anti-harassment policies and procedures. • Provide Training: Offer training for employees and managers on recognizing, preventing, and addressing harassment. • Encourage Reporting: Create a safe and confidential process for reporting harassment. • Enforce Consequences: Take appropriate disciplinary action against those who engage in harassment. 10. What is political skill and what are the four facets to political skill? Answer: • Political Skill: The ability to effectively navigate and influence organizational politics to achieve personal or professional goals. • Four Facets: • Social Astuteness: Understanding and interpreting social cues and dynamics accurately. • Interpersonal Influence: Using interpersonal skills to influence and persuade others. • Networking Ability: Building and maintaining a network of relationships to achieve goals. • Apparent Sincerity: Displaying authenticity and credibility to gain trust and influence. TEACHING NOTES FOR THE POLITICAL SKILL INVENTORY EXPERIENTIAL EXERCISE This exercise is form an article by Ferris et al. (2005) in which they develop and validate the Political Skill Inventory (Development and Validation of the Political Skill Inventory, Journal of Management, 31, 126-152). They define political skill as “the ability to understand others at work and to use such knowledge to influence others to act in ways that enhance one’s personal and/or organizational objectives.” (p.127). They further note that politically skilled individuals convey a sense of personal security and calm self-confidence that attracts others and gives them a feeling of comfort. People high in political skill not only know precisely what to do in different social situations at work, but how to do it in a manner that disguises any ulterior, self-serving motives, and appears to be sincere. The authors report that political skill was positively related to self-monitoring, political savvy, and emotional intelligence; negatively related to trait anxiety; and not related to general mental ability. Political skill also predicted the performance ratings of managers. Further, among the four facets of political skill, social astuteness was found to be the strongest predictor of job performance. Why social astuteness? According to the authors, this is “because of the employee’s adeptness at presenting his or her work behaviour in the best possible light. Socially astute individuals use their ability to read situations and people and use their flexibility as input to the design of tailored attempts to influence others.” (p.132). This exercise allows students to assess their political skill. To compute one’s overall political skill, add up the scores and divide the total by 18. Scores below 2.3 indicate low political skill and scores over 4.6 signal high political skill. You can also compute scores for the various dimensions of political skill. To determine social astuteness, sum answers 5, 7, 16, 17, and 18 and divide by 5. To determine interpersonal influence, sum answers 2, 3, 4, and 12 and divide by 4. To assess networking ability, sum answers 1, 6, 9, 10, 11, and 15 and divide by 6. Finally, to compute apparent sincerity, sum answers 8, 13, and 14 and divide by 3. It is also useful to see how others rate one’s political skill so students should have a close friend use the scale to rate them and then compare his or her rating with their own. For the purpose of class discussion, you might ask the following questions to the class or have students form groups to discuss these questions: 1. What is political skill and what does it involve? Answer: Political skill is the ability to understand and influence others in a work environment to achieve personal or organizational objectives. It involves: • Social Astuteness: The ability to read and understand social situations and the dynamics between people. • Interpersonal Influence: The capacity to persuade and influence others through communication and behavior. • Networking Ability: Building and maintaining relationships to leverage for influence and support. • Apparent Sincerity: Demonstrating authenticity and credibility to gain trust and appear sincere. 2. What is your overall political skill score and what does it say about your political skill? Answer: To calculate the overall political skill score, sum the responses to all items on the Political Skill Inventory and divide by 18. A score below 2.3 indicates low political skill, while a score over 4.6 indicates high political skill. The score reflects your ability to influence and navigate social interactions at work. 3. What facets of political skill did you score high on? Which ones did you score low on? Answer: Calculate the scores for each facet: • Social Astuteness: Sum answers 5, 7, 16, 17, and 18 and divide by 5. • Interpersonal Influence: Sum answers 2, 3, 4, and 12 and divide by 4. • Networking Ability: Sum answers 1, 6, 9, 10, 11, and 15 and divide by 6. • Apparent Sincerity: Sum answers 8, 13, and 14 and divide by 3. Identify the facets with the highest and lowest scores to understand where you excel and where you might need improvement. 4. How do your own ratings compare to the ratings made by your friend? For which facet is there the greatest difference? How do you explain the differences? Answer: Compare your self-assessment with the ratings provided by your friend. Identify the facet with the greatest difference in ratings. Differences may arise due to varying perspectives on how political skills are perceived, differences in self-awareness versus others' observations, or discrepancies in how each facet is valued or demonstrated. 5. Why do some people have more political skill than others? Given that emotional intelligence was found to be positively related to political skill, you might ask students to think about this and explain why EI is related to political skill. Answer: People may have varying levels of political skill due to differences in inherent personality traits, experiences, and opportunities for developing social and interpersonal abilities. Emotional intelligence (EI) is related to political skill because it enhances one's ability to understand and manage emotions, perceive social cues accurately, and build effective relationships—all crucial for navigating organizational politics successfully. 6. How important is political skill for your job performance and career success? Answer: Political skill is important for job performance and career success because it helps individuals effectively influence others, navigate complex social dynamics, and build relationships that can lead to career advancement. High political skill can enhance networking opportunities, improve decision-making, and facilitate career progression by helping individuals gain visibility and support within the organization. 7. What facets of political skill do you think you need to improve and what can you do to improve them? Answer: Identify the facets where you scored lower and consider strategies for improvement: • Social Astuteness: Observe and analyze social interactions more closely; seek feedback on your perceptions and responses. • Interpersonal Influence: Practice persuasive communication and negotiation skills; learn from effective influencers. • Networking Ability: Build and nurture professional relationships; participate in networking opportunities. • Apparent Sincerity: Work on displaying authenticity and honesty; seek feedback on how others perceive your sincerity. Improvement can involve targeted training, seeking mentorship, and practicing specific skills in real-life situations. TEACHING NOTES FOR THE DOUBLING UP CASE INCIDENT 1. What kind of organizational politics are at work here? Answer: When one looks at the explanations given by the faculty members who have been teaching in the international programs and subcontracting their CAU teaching to graduate students, it is obvious that organizational politics is involved. This can be seen when one uses the means/ends matrix as shown in Exhibit 12.4. Let’s first look at the ends. The ends include free travel to nice climates and additional income neither of which is an organizational goal. Now consider the means used to achieve these outcomes. The faculty members have subcontracted their CAU teaching to graduate students at a rather low rate. Thus, neither the goals nor the means are likely to be approved by the university. Further, the goals of the university have been neglected by the faculty who are instead pursuing their own personal goals. Thus, not-sanctioned tactics are used to pursue not-sanctioned outcomes. This is the most flagrant abuse of power and constitutes organizationally dysfunctional political behaviour. 2. What influence tactics might the profs have used to get the grad students to fill in for them? Answer: Influence tactics are used to convert power into actual influence over others. In this case, the profs might have used several of the influence tactics to get the grad students to fill in for them. For starters, they probably used exchange by offering the students various opportunities, funding, research assistantships, resources etc. for teaching the courses for them. They might have also used ingratiation such as flattery and acting friendly and telling the students how good they are in the classroom and how much they are liked by undergraduate students. They might have also used rationality such as logic and reason with regard to the importance of teaching experience in graduate school and how it will help one get a job when they graduate. And in some cases, some profs might have used assertiveness to get a student to agree to the teaching by ordering them to do it. Chances are that exchange and rationality would be most likely and most effective as well as ingratiation, especially to the extent that the profs have referent, reward, and expert power. 3. Discuss the ethics of the professors “doubling up” on their teaching. Answer: Ethics involves systematic thinking about the moral consequences of one’s decisions. Further, moral consequences can be framed in terms of the potential for harm to any stakeholders in the decision. Stakeholders are the people inside or outside of an organization who have the potential to be affected by decisions. In this case, the most obvious stakeholders are the graduate students who are doing the teaching, the undergraduate students who they are teaching, and the university itself including the departments involved as well as other faculty. The consequences can be harmful for all of these stakeholders. The graduate students might have less time to complete their dissertation or course work and their grades might suffer and their graduation might be delayed. The undergraduate students are not getting the instructor they signed up for and the quality of the course might not be satisfactory or as good as it would be if the professor who was supposed to teach it actually did. Finally, the university, department, and other faculty can also be affected to the extent that the situation becomes public and shows the university and its faculty in a negative and unflattering light. And of course, the university is paying the faculty a full salary while they are neglecting all of their university duties and responsibilities. Thus, the “doubling up” of the professors in question can be considered unethical behaviour given that there is a very clear potential for harm and negative consequences to all of the major stakeholders. TEACHING NOTES FOR THE ORANGEWERKS: A QUESTION OF ETHICS CASE STUDY 1. Discuss the power dynamics at OrangeWerks. What bases of power do the founders hold over David Samarin? What bases of power does he hold over them? Answer: As his bosses, the founders hold some legitimate power over David. Also, they hold some reward power, as the mention of the $5000 bonus illustrates. Perhaps most important is coercive power. As indicated in the case, there is a downturn in the economy, and the founders have shown their willingness to dismiss employees who thwart their goals. These facts signal insecurity for employees, and its effects are seen in David’s grudging compliance in obtaining illegal software, something that he knows is wrong. David appears to be a skilled engineer who is for the most part performing his job well. He thus has some expert power. In addition, and even more salient, he holds coercive power by virtue of his knowledge about the pirated software, the fake accounts, and the failure to register with the Workplace Safety and Insurance Board. Each of these factors, if exposed, could spell trouble for the viability of OrangeWerks. 2. What are some likely causes of unethical behaviour in contemporary high-tech startups such as OrangeWerks? Answer: Lack of resources combined with a sense of urgency are prime culprits. Startups often have to operate on a shoestring, so there is a strong temptation to cut corners and engage in unethical or questionably ethical behaviour. The very fact that technology changes so quickly means that time is of the essence, and strong competition to “be there first” puts a strain on the ethical climate. Because high-tech often implies innovative ideas, some founders might over-identify with the firm and its unique products “doing anything” to further the interests of the organization. Startups with less glamorous products or services might be less likely to provoke this dysfunctional identification. 3. There are clearly ethical issues at play in the case. Who are the various stakeholders in this ethical drama? Answer: The founders of the firm are stakeholders, of course. The firms whose software has been pirated are stakeholders, as are the venture capitalists who are being misled by the fake downloads of the OrangeWerks product. The employees are important stakeholders, and they are at risk on several grounds. In a weak economy they have taken employment in a somewhat shaky startup, which is engaging in unethical practices which might bring down the company or taint their own professional reputation. The failure to register the company with the Workplace Safety and Insurance Board could even affect the families of the employees, let alone the employees themselves. Thus, the families are also stakeholders. 4. Which action is most and least unethical—employing pirated software, creating 15,000 fake download accounts, or failing to register with the Workplace Safety and Insurance Board? Answer: Answers will vary, and different stakeholders are implicated in the three events, respectively, software providers, investors, and employees. The goal should be to get the students to articulate the reasons for their rankings and how these reasons map on to the differences between the stakeholders. It should be noted if it does not arise that the improper software usage is definitely illegal. • Most Unethical: Creating 15,000 fake download accounts is the most unethical action. It involves deliberate deceit and fraud, which can severely undermine trust and integrity, harm other businesses, and violate laws. • Least Unethical: Failing to register with the Workplace Safety and Insurance Board is the least unethical among the three actions, though it still represents a serious issue. It may primarily affect compliance with legal obligations and employee safety, but it does not involve direct deception or fraud against individuals or other businesses. • Employing Pirated Software is also highly unethical as it involves copyright infringement and unfairly exploits intellectual property. However, in comparison to creating fake accounts, it may have a slightly less immediate impact on individuals or business operations. Each of these actions has significant ethical implications, but the context and potential harm they cause can influence their level of unethicality. 5. Did David act ethically in reading the email fragments? Answer: He stumbled across the fragments doing a legitimate part of his job. This does not seem unethical. 6. Describe the role conflict faced by David. Answer: For one thing, David’s professional role as an engineer conflicts with his assigned or bureaucratic role to secure illegal software (this is inter-role conflict, as per Chapter 7). Also, he faces some person-role conflict (Chapter 7), as certain ethical aspects of his work role seem to be in conflict with his personal ethical values. David is torn between wanting to see the company succeed and knowing that any success will be tainted by unsavoury ethical tactics. 7. Discuss how David might employ influence tactics and political skill to help resolve his ethical dilemma. Answer: Given the tactics discussed in the text, making an upward appeal to the founders based on rationality seems to be a possibility. Pointing out that the ethical lapses are bound to catch up with them and lead to the demise of OrangeWerks might be the right way to proceed. This could be used in conjunction with coalition formation to enlist support from like-minded colleagues. Any political skill that David can muster will be useful on both fronts. Networking ability will be invaluable in coalition formation. Social astuteness, interpersonal influence, and apparent sincerity will be helpful in dealing with both the founders and colleagues. For example, he must come off as sincere and not self-serving in any confrontation with the founders. Equally, interpersonal influence will be critical in getting colleagues to form a united front. David can use various influence tactics and political skills to navigate and resolve his ethical dilemma effectively. Here’s how he might approach it: 1. Social Astuteness: David should analyze the dynamics and interests of all stakeholders involved. By understanding their values, priorities, and motivations, he can tailor his approach to align with their concerns and gain their support. 2. Interpersonal Influence: David can use persuasive communication to present his case clearly and convincingly. He should emphasize the ethical and legal benefits of resolving the dilemma in a compliant manner, highlighting how it aligns with the organization’s values and long-term goals. 3. Networking Ability: Building alliances with key influencers within the organization can be crucial. David should seek support from individuals who have a strong influence on decision-making or who share similar ethical values. Leveraging these relationships can help build a coalition to advocate for ethical practices. 4. Apparent Sincerity: Demonstrating authenticity and commitment to ethical standards is essential. David should be transparent about his concerns and intentions, ensuring that his actions and communications reflect a genuine commitment to resolving the issue ethically. 5. Influence Tactics: David might use tactics such as: • Rational Persuasion: Present logical arguments and evidence to support ethical solutions. • Consultation: Involve others in the decision-making process to gain their input and buy-in. • Inspirational Appeals: Appeal to the organization's values and mission to motivate others to support ethical practices. By employing these tactics and leveraging political skill, David can effectively address his ethical dilemma, foster a supportive environment, and work towards a resolution that upholds both ethical standards and organizational integrity. 8. What should David do now? Answer: Answers will vary. How about preparing a purchase order for the software to serve as a talking point with the founders? And how about an informal dinner at a sports bar after work to pitch his ideas to hopefully sympathetic colleagues? 1. Assess the Situation: David should thoroughly review the ethical dilemma and its implications. He needs to gather all relevant information and understand the full scope of the issue, including legal and ethical considerations. 2. Consult with Key Stakeholders: Engage with influential colleagues, mentors, or advisors to seek their perspectives and advice. This will help him understand different viewpoints and gain support for his course of action. 3. Evaluate Alternatives: Consider various solutions to the ethical dilemma. Assess each option's potential outcomes, risks, and alignment with ethical standards and organizational values. 4. Communicate Clearly: Develop a clear and persuasive argument for the chosen solution. Prepare to present this argument to stakeholders and decision-makers, emphasizing the ethical and practical benefits of the proposed resolution. 5. Implement the Solution: Take actionable steps to address the ethical issue. Ensure that any necessary changes are made and that ethical practices are reinforced within the organization. 6. Monitor and Review: After implementation, monitor the outcomes to ensure that the solution is effective and that ethical standards are maintained. Be prepared to make adjustments if needed. By following these steps, David can address the ethical dilemma responsibly and demonstrate his commitment to ethical integrity and effective problem-solving. CHAPTER 13 CONFLICT AND STRESS SAMPLE ANSWERS TO DISCUSSION QUESTIONS 1. The manager of a fast food restaurant sees that conflict among the staff is damaging service. How might she implement a superordinate goal to reduce this conflict? Answer: Superordinate goals are attractive outcomes that can only be achieved by collaboration. Their introduction may be useful when conflict is so extreme that the parties use normal problem-solving meetings only as an excuse to attack each other. The manager might institute a team-oriented reward that can only be achieved through cooperation. 2. A company hires two finance majors right out of college. Being in a new and unfamiliar environment, they begin their relationship cooperatively. However, over time, they develop a case of deep interpersonal conflict. What factors could account for this? Answer: Interpersonal conflict is a process of antagonism that occurs when one person or organizational subunit frustrates the goal attainment of another. Thus, conflict involves the joint occurrence of antagonism and blocked goals, and is characterized by high antagonism and low mutual assistance. Since the two finance majors may feel that only one of them may be chosen for future promotions, this could lead to interpersonal conflict. 3. What are some of the factors that make it a real challenge for conflicting parties to develop a collaborative relationship and engage in integrative negotiation? Answer: Integrative negotiation is a win-win process where gains can be made by all parties involved. Since developing an understanding of the other party’s wants and needs takes time and effort, conflicting parties may only concentrate on their side of the “win” equation. 4. Two social workers just out of college join the same county welfare agency. Both find their case loads very heavy and their roles very ambiguous. One exhibits negative stress reactions, including absence and elevated alcohol use. The other seems to cope very well. Use the stress episode model to explain why this might occur. Answer: The stress episode model indicates that both social workers are encountering stressors — heavy work load and role ambiguity. At least two basic factors are responsible for their different reactions to these stressors. First, they may differ in personality. One experiences more stress (conflict or frustration) than the other. The person who copes poorly may be high on Type A behaviour and low in self-efficacy and thus finds the stressors on the new job especially threatening. Second, both may experience equal levels of stress, but one may have the resources for superior stress reactions. For instance, the person who appears to be adjusting to the job may have exhibited a problem-solving reaction, such as intentionally managing his or her time to cope with the case load or asking his or her boss for feedback to reduce role ambiguity. The other social worker has resorted to occasional withdrawal and an addictive substance to temporarily deal with stress. 5. Imagine that a person who greatly dislikes bureaucracy assumes her first job as an investigator in a very bureaucratic government tax office. Describe the stressors that she might encounter in this situation. Give an example of a problem-solving reaction to this stress. Give an example of a defensive reaction to it. Answer: The question involves a poor fit between the investigator’s personality and the job setting in which she finds herself. She might experience frustration if she perceives tax office red tape as interfering with her performance. In addition, she may experience approach-avoidance conflict. The new job may attract her because of its salary and prestige, but repel her because it doesn’t suit her work environment preference. She may want to fit in and look good to her boss, but at the same time she rejects the bureaucratic structure. More specifically, she might feel considerable stress because of her boundary role as an investigator. Those being investigated may make requests for cooperation that are not permitted because of red tape and regulations. A problem-solving reaction might be to seek employment in an environment that is more suited to her personality. A defensive reaction might be to displace her anger at the bureaucracy onto those citizens she is investigating. 6. What factors might explain why bullying persists? How do workplace bullies get away with it? Answer: Bullying refers to repeated negative behaviour directed toward one or more individuals of lower power or status. Although bullying can involve physical aggression, it is most often a more subtle form of psychological aggression and intimidation that can include incessant teasing, demeaning criticism, social isolation, or sabotaging others’ tools and equipment. An essential feature of bullying is its persistence. Another key feature of the bullying process is some degree of power or status imbalance between the bully and the victim. These factors help to explain why bullying persists and how workplace bullies get away with it. First, because it usually involves a subtle form of psychological aggression and intimidation rather than physical aggression, it is more difficult for others to observe it and even if they do, some might simply pass it off as just teasing or joking around. Obviously, when physical aggression is involved it can’t be ignored or passed off as joking around. The second factor stems from the power or status imbalance. The victim is not likely to complain if they fear that the situation might get worse or that they might lose their job. Thus, being at a status and power disadvantage prevents the victim from speaking up and doing anything about it. And if there is no physical aggression involved, others might not perceive the bullying as a serous problem especially if they themselves have been involved bullying the victim. It might also be the case that the bully is the person’s boss and there is nobody to go to for help. Thus, the bullying persists and the bully gets away with it. 7. Compare and contrast the stressors that might be experienced by an assembly line worker and the president of a company. Answer: Both could experience interpersonal incompatibility with co-workers or job insecurity. In fact, in some unionized companies, the worker’s job might be more secure than the president’s. It is likely that the president works longer hours and has more responsibility. In addition, the president is susceptible to stress from the boundary role aspects of the job. On the other hand, the assembly worker may experience stress because of poor or unsafe working conditions, shift work, and underutilization of potential. 8. Discuss the advantages and disadvantages of hiring employees with Type A personality characteristics. Answer: Type A persons are highly task involved and achievement oriented, and they reveal marked organizational and occupational success when compared to Type B persons. They work persistently on tasks and ignore fatigue. On the other side of the coin, Type A individuals react negatively to stressful situations and have a greater incidence of coronary heart disease than Type B individuals. They may be hostile, aggressive, and impatient with others who slow their progress. While they may be personally successful, Type A people may create a work climate that damages the attitudes and performance of others. SAMPLE ANSWERS TO INTEGRATIVE DISCUSSION QUESTIONS 1. Does personality influence the way that individuals manage conflict? Consider the relationship among each of the following personality characteristics and the five approaches to managing organizational conflict described in this chapter: The “Big Five” dimensions of personality, locus of control, self-monitoring, self-esteem, need for power, and Machiavellianism. Answer: The chapter describes the following approaches for managing organizational conflict: 1. Avoiding - This style is characterized by ones low assertiveness of one’s interests and low cooperation with the other party. 2. Accommodating - This style is characterized by acquiescing to the other party’s wishes and ignoring your own interests. 3. Competing - This style that maximizes assertiveness and minimizes cooperation. 4. Compromise - Compromise involves each party giving up something with the expectation that it will receive something in exchange. 5. Collaborating - This style exists when mutual assistance is high and antagonism is low. It maximizes both assertiveness and cooperation. It is interesting to consider if personality is a factor in terms of which of these approaches an individual will use to manage a conflict situation. Following are some suggestions of the possible relationship between personality characteristics and conflict management style: 1. Big Five Dimensions of Personality – Low emotional stability is likely to be related to the avoiding or accommodating approach. Openness to experience and agreeableness should be related to more compromising and collaborating, and conscientiousness should be related to more compromise. Extraverts might be more likely to compete compared to introverts. 2. Locus of Control – Individuals with an internal locus of control will be more likely to compromise and collaborate. Individuals with an external locus of control are more likely to use the avoiding or accommodating approach. 3. Self-Monitoring – High self-monitors, who regulate how they appear and behave in social settings, will probably lean towards compromising and collaborating given their concern for socially appropriate behaviour. Low self-monitors would not hesitate to compete. 4. Self-Esteem – People with low self-esteem will be more likely to lean towards the accommodating approach. Those with high self-esteem are more likely to compromise and collaborate. 5. Need for Power – Individuals with a high need for power will want to exert their influence and will use the competing or compromising approach. 6. Machiavellianism – High Machs are most likely to use the competing approach. 2. Can leadership be a source of stress in organizations? Refer to the leadership theories described in Chapter 9 (e.g., leadership traits, behaviours, situational theories, participative leadership, strategic leadership, and LMX theory) and explain how leadership can be a source of stress? According to each theory, what can leaders do to reduce stress and help employees cope with it? Answer: Leadership can definitely be a source of stress. Leaders who are tough and domineering and whose behaviours are directive and controlling are particularly likely to provoke stress. The situational theories of leadership suggest that leadership will be stressful when it does not match the situation. For example, according to Path-Goal Theory, directive behaviour might be stressful for a routine or frustrating task. Leaders who are more supportive and participative are less likely to provoke stress. Participative leaders that allow employees some input and control over decisions that affect them are likely to lessen employee stress. LMX theory suggests that leaders who develop high quality relationships with employees can help to prevent stress. Strategic leaders should also be effective for limiting stress and for helping employees cope with it. Strategic leadership involves a leader’s “ability to anticipate, envision, maintain flexibility, think strategically, and work with others to initiate changes that will create a viable future for the organization.” Strategic leaders can reduce employees’ stress by providing them with a clear understanding of the organization’s purpose and vision and by providing guidelines for where the organization is going and how it will get there; ensuring that employees receive the training they need to develop the knowledge and skills to perform their jobs effectively; developing an effective organizational culture that provides the organization with a competitive advantage; establishing ethical practices and an ethical culture that guides the behaviour of organizational members; and by establishing organizational controls that guide work and organizational activities. Thus, strategic leaders can reduce many of the sources of work stress such as job insecurity and change, role ambiguity, role conflict, sexual harassment, bullying, and interpersonal conflict. In general, leaders that provide employees with what they require to perform their jobs effectively (e.g., direction or support) are less likely to cause stress in employees. As well, employees are less likely to experience stress or to suffer its negative effects when their leaders are supportive and participative, and when they have high quality relationships with them. SAMPLE ANSWER TO ON-THE-JOB CHALLENGE QUESTION: WHY DON’T PEOPLE TAKE THEIR VACATIONS? What do you think explains the reluctance of so many people to forego deserved vacation time? If you were or are a manager, how would you react to staff who don’t use all their vacation days? What are the long-term implications of this behaviour? Answer: There are a number of reasons why people might forego their vacation time. For starters, some people might be able to use their vacation time to earn more money. In other words, they exchange unused vacation time for money. Some people might feel that they have too much work to do to take time off and worry about falling behind. In fact, 13 percent said that their work is their life and they are too busy to get away. Others might feel that with the current economic situation they are lucky to have a job and don’t want to risk being away for fear of not having a job when they return. Some people said they would feel guilty taking time off while others said they don’t want to take an expensive vacation because they are worried about losing their job. Of course some people like Type As, just don’t want to stop working to take a break. What are the potential consequences for employees who do not take their vacation time? As indicated in the question, 42 percent of the respondents reported being tired, stressed, and in need of a vacation. Thus, when employees don’t take their vacation time they are at risk for being more stressed and this is likely to negatively affect their well-being and performance. For example, the poll found that 41 percent of respondents say they are more productive when they come back from vacations and 54 percent said they are rejuvenated and reconnected to their personal lives. So employees who do not take vacation time will not be as productive, they may be absent more often, and they might be more susceptible to using additive substances. They might also be at risk for burnout as well as more likely to have physiological reactions to stress such as elevated levels of blood pressure and cardiovascular problems. Stress experts say that the need for time away from work is more important than ever given the increased demands and stress in the workplace. Clearly, there are risks of not taking time away from work for employees and organizations. Employees will find themselves increasingly stressed and unable to cope which will impact their productivity as well as their psychological and physical well-being and health. Organizations will have employees who might be more likely to become ill, to be absent, and less productive and this can be costly in the long-term. In fact, it is reported that mental nervous disorders are the top claim for disability that insurance companies are seeing as many people do not know how to take a break. In addition, the mental and physical health issues associated with burnout are seen in escalating drug costs and short-term disability. Thus, there are serious long-term implications of this behaviour for employees and organizations. Managers need to encourage and even require employees to take time off and make good use of their vacation time – something that will benefit everyone and contribute to greater work-life balance in the workplace and employee well-being. EXTRA ESSAY QUESTIONS 1. Describe the model of a stress episode. Answer: The model of a stress episode involves three main stages: • Stressor: An external event or condition that triggers the stress response (e.g., workload, deadlines). • Perception: The individual's interpretation of the stressor, which can be influenced by personal beliefs and previous experiences. • Stress Response: The physiological and psychological reaction to the stressor, including symptoms such as anxiety, increased heart rate, and emotional strain. 2. Explain how personality relates to stress. Answer: Personality influences how individuals perceive and respond to stress. Traits such as neuroticism are associated with higher stress levels due to a tendency to perceive situations as more threatening. Conversely, traits like resilience and optimism can mitigate stress by fostering a positive outlook and effective coping strategies. Personality affects both the perception of stressors and the ability to manage stress. 3. Discuss the various stressors that affect executives and managers. Are these stressors likely to affect professionals or operative employees? Answer: Executives and managers face stressors such as high responsibility, decision-making pressures, and managing complex team dynamics. These stressors often involve strategic planning, long hours, and accountability for organizational performance. While these stressors primarily impact executives and managers, professionals and operative employees also face stressors like job demands, work-life balance, and role ambiguity. The nature and intensity of stressors may differ, but stress is prevalent across all levels. 4. Compare the effectiveness of behavioral and psychological reactions to stress. Answer: • Behavioral Reactions: Involve actions like exercise, time management, or seeking social support. They are effective for managing stress by directly addressing stressors or reducing their impact. However, they may require significant effort and commitment. • Psychological Reactions: Include cognitive strategies like reframing or mindfulness. These reactions are effective in altering perceptions of stress and enhancing emotional resilience. They can provide long-term benefits by changing how stress is experienced and managed. 5. What can organizations do to reduce the stress experienced by their members? Answer: Organizations can reduce stress by: • Improving Work Environment: Creating a supportive and healthy work environment. • Offering Flexible Work Arrangements: Providing options for work-life balance. • Implementing Stress Management Programs: Offering resources like counseling and wellness programs. • Encouraging Open Communication: Fostering a culture where employees can discuss stressors and seek help. • Providing Training and Development: Equipping employees with skills to manage stress and improve job performance. 6. Discuss the following three propositions: a) Organizations have a moral obligation to their employees to make the organizational environment as stress-free as possible, b) Stress reduction in organizations makes good business sense, c) Not only would a stress-free organization be impossible to achieve, but such an environment would not be entirely desirable for either the individual or the organization. Answer: • a) Organizations do have a moral obligation to create a supportive work environment. Reducing excessive stress demonstrates care for employee well-being and contributes to a healthier workplace. • b) Stress reduction is good business sense as it can lead to increased productivity, lower absenteeism, and reduced turnover. A healthier workforce often results in better performance and organizational success. • c) Achieving a completely stress-free organization is unrealistic and not necessarily desirable. Some level of stress can be motivating and drive performance. A balance where stress is managed effectively, but not entirely eliminated, is often more practical and beneficial. 7. Differentiate among conflict, collaboration, and competition. Answer: • Conflict: A disagreement or clash between individuals or groups with opposing interests or goals. Conflict can be constructive or destructive depending on how it is managed. • Collaboration: A cooperative approach where individuals or groups work together towards a common goal. It involves sharing resources, knowledge, and efforts to achieve mutual benefits. • Competition: An approach where individuals or groups vie against each other to achieve their own goals. It can drive innovation and performance but may also lead to adversarial relationships and reduced cooperation. 8. What causes organizational conflict? Answer: Organizational conflict can be caused by: • Resource Scarcity: Competition for limited resources like budget or staff. • Role Ambiguity: Unclear job roles and responsibilities. • Communication Breakdown: Misunderstandings and lack of clear information. • Diverse Interests: Conflicting goals and priorities among individuals or departments. • Power Struggles: Disputes over authority and influence. 9. Explain how conflict may be functional. Cite an example to illustrate your answer. Answer: Conflict can be functional when it stimulates discussion, promotes innovation, and leads to better decision-making. For example, in a product development team, differing opinions about design can lead to creative solutions and improved product features. Functional conflict encourages diverse perspectives and helps identify potential issues early, leading to more effective outcomes. 10. What can managers do to resolve conflict? Answer: Managers can resolve conflict by: • Facilitating Open Communication: Encouraging dialogue to understand different viewpoints. • Mediating Discussions: Acting as a neutral party to help parties reach a resolution. • Clarifying Roles and Responsibilities: Ensuring that everyone understands their roles to prevent misunderstandings. • Implementing Conflict Resolution Training: Providing employees with skills to manage conflicts constructively. • Encouraging Collaboration: Promoting teamwork and finding common goals to address the underlying issues. 11. What is the difference between burnout and work engagement? What can organizations do to prevent burnout and facilitate work engagement? Answer: • Burnout: A state of physical, emotional, and mental exhaustion caused by prolonged and excessive stress, leading to decreased performance and motivation. • Work Engagement: A positive, fulfilling work-related state characterized by enthusiasm, dedication, and vigor. To prevent burnout and facilitate work engagement, organizations can: • Offer Support and Resources: Provide access to mental health resources and support systems. • Promote Work-Life Balance: Encourage flexible work arrangements and time off. • Foster a Positive Work Environment: Create a culture of recognition, appreciation, and support. • Provide Opportunities for Growth: Offer career development and training to keep employees motivated and engaged. • Monitor Workloads: Ensure workloads are manageable and that employees are not overburdened. TEACHING NOTES FOR STRATEGIES FOR MANAGING CONFLICT EXPERIENTIAL EXERCISE Before discussing this exercise, you might ask students in general how they have managed conflict in their lives. Ask them to provide examples of conflict situations they have been in and how they managed them. Also ask students to give specific examples of conflict situations and how they managed the conflict and what the results were. Students should follow the instructions provided in Chapter 13 of the text (p.485) for Strategies for Managing Conflict. For each of the 20 statements, students should indicate the extent to which they use each of the strategies. Once they have completed all 20 questions, they can calculate their scores on each strategy as follows: Competing: Add 1, 6, 11, and 16 Accommodating: Add 2, 7, 12, and 17 Compromising: Add 3, 8, 13, and 18 Avoiding: Add 4, 9, 14, and 19 Collaborating: Add 5, 10, 15, and 20 Students should then identify their primary conflict management strategy (their highest score) and their secondary conflict management strategy (their second highest score). The following questions can be used to discuss conflict management and the exercise. You might have students discuss these questions in groups and then have each group discuss their answers in a class discussion. 1. Students should discuss their scores and indicate their primary and secondary conflict management strategy. Prior to this exercise, what strategy do they think they have been using to manage conflict situations and how successful have they been? What do their scores say about how they manage conflict and do the scores help to understand or explain the results of various conflict situations they have experienced? Answer: Introduction: Begin by engaging students in a general discussion about conflict management. Ask them to share personal experiences regarding conflict situations they have faced and how they handled them. Encourage them to provide specific examples and discuss the outcomes of their conflict management strategies. Instructions for the Exercise: 1. Complete the Assessment: • Students should follow the instructions provided in Chapter 13 (p.485) for "Strategies for Managing Conflict." • For each of the 20 statements, they should rate the extent to which they use each strategy. 2. Calculate Scores: • Competing: Add scores for statements 1, 6, 11, and 16. • Accommodating: Add scores for statements 2, 7, 12, and 17. • Compromising: Add scores for statements 3, 8, 13, and 18. • Avoiding: Add scores for statements 4, 9, 14, and 19. • Collaborating: Add scores for statements 5, 10, 15, and 20. 3. Identify Strategies: • Determine their primary conflict management strategy (highest score). • Determine their secondary conflict management strategy (second highest score). Discussion Questions: 1. Discuss Scores and Strategies: • Share your primary and secondary conflict management strategies. • Reflect on what you thought your predominant strategy was before this exercise. Were your assumptions accurate? • How do your scores align with the strategies you believed you used in managing conflict? • Analyze how your primary and secondary strategies have influenced the outcomes of conflict situations you have experienced. Discussion Points: • Reflection on Previous Beliefs: Compare your expectations about your conflict management style with the results from the exercise. • Understanding Conflict Outcomes: Consider if the effectiveness of your conflict resolution aligns with the strategies you scored highest in. Discuss any patterns or insights gained. Additional Points for Class Discussion: • Effectiveness of Strategies: Reflect on how each strategy might impact the resolution of conflicts and relationships in various contexts (e.g., workplace, personal life). • Adapting Strategies: Discuss how understanding your conflict management style can help in adapting strategies to different conflict scenarios. • Development: Explore how students can develop or improve their less dominant conflict management strategies to enhance their overall effectiveness in conflict situations. 2. Students should describe a conflict situation they have experienced and describe the strategy they used to manage it. Did they use their primary or secondary strategy? What was the outcome of the conflict? Ask students to consider if they should have used a different strategy and if so, what strategy and why? Answer: Introduction: Start the discussion by engaging students in sharing their personal experiences with conflict. Ask them to describe specific conflict situations, the strategies they employed, and the outcomes of those situations. Instructions for the Exercise: 1. Complete the Assessment: • Follow the instructions from Chapter 13 (p.485) of the text. • For each of the 20 statements, rate the extent to which each strategy is used. 2. Calculate Scores: • Competing: Sum scores for statements 1, 6, 11, and 16. • Accommodating: Sum scores for statements 2, 7, 12, and 17. • Compromising: Sum scores for statements 3, 8, 13, and 18. • Avoiding: Sum scores for statements 4, 9, 14, and 19. • Collaborating: Sum scores for statements 5, 10, 15, and 20. 3. Identify Strategies: • Determine your primary conflict management strategy (highest score). • Determine your secondary conflict management strategy (second highest score). Discussion Questions: 1. Describe a Conflict Situation: • Share a specific conflict situation you have experienced. • Explain the conflict management strategy you used. • Identify if you used your primary or secondary strategy. • Describe the outcome of the conflict. 2. Evaluate the Strategy Used: • Reflect on whether the strategy you employed was effective in resolving the conflict. • Consider if a different strategy might have been more effective. • Discuss what other strategy you could have used and why it might have been more appropriate. Additional Points for Discussion: • Effectiveness of Strategies: Analyze how the effectiveness of the employed strategy impacted the resolution and relationships involved in the conflict. • Alternative Strategies: Explore alternative strategies that might have led to a better outcome and discuss the rationale behind choosing those strategies. • Learning and Improvement: Reflect on how understanding your conflict management styles can inform future conflict situations and improve overall conflict resolution skills. Encourage students to use their insights from this exercise to enhance their approach to managing conflict in various contexts, whether personal or professional. 3. Students should discuss their scores on each of the five conflict management strategies. Based on their scores, they should discuss their strengths and weaknesses in relation to the five strategies and how they manage conflict. What do their scores say about how effectively they manage conflict? Answer: •Students should review their scores for each conflict management strategy and discuss their primary and secondary strategies. They should analyze their strengths and weaknesses based on these scores. For example, a high score in Collaborating indicates a tendency to seek win-win solutions, while a high score in Avoiding suggests a tendency to sidestep conflicts. Reflect on how these tendencies affect their conflict management effectiveness. Students should reflect on their conflict management scores to identify strengths and weaknesses, using high scores to reinforce effective strategies and low scores to target areas for improvement. This self-assessment helps them understand their conflict management effectiveness and areas for growth. 4. Based on their answers to the previous question, students should discuss what they are doing that is contributing to a high or low score on each of the five strategies. In other words, they should give specific examples of their use of the different strategies and the results of various conflicts. What could they have done differently to achieve a better outcome? Answer: Students should consider specific instances where they used different conflict management strategies and evaluate the outcomes of those conflicts. For example, if a student has a high score in Competing, they might have frequently pushed for their own goals at the expense of others. Discuss what specific actions led to their high or low scores in each strategy and whether different approaches could have improved the conflict outcomes. For instance, if Avoiding was used excessively, students might explore how engaging more directly could have led to better resolutions. Additional Points for Discussion: • Impact of Strategies: Discuss how the choice of strategy influences conflict resolution and relationships within the team or organization. • Alternative Approaches: Explore alternative strategies that could be employed in specific situations to achieve more effective outcomes. • Continuous Improvement: Encourage students to reflect on how they can leverage their strengths and address their weaknesses in conflict management moving forward. By engaging in this discussion, students will gain insights into their own conflict management styles and learn strategies to enhance their effectiveness in handling conflicts. 5. Students should discuss some actual changes they can make to improve their use of the different strategies and to better manage conflict in their lives. Ask students to indicate what strategies they need to try to use more often and give specific examples of what they can do next time they are in a conflict situation. Answer: Students should reflect on their current conflict management strategies and consider specific changes they can make to improve their effectiveness. They should identify which strategies they need to use more often based on their scores and experiences. For example: • Increase Use of Collaborating: If a student’s score in Collaborating is low, they should focus on adopting a more collaborative approach in future conflicts. They could practice asking open-ended questions, exploring mutually beneficial solutions, and working together with others to address the underlying issues. Specific actions might include scheduling a meeting to discuss concerns openly or brainstorming solutions with all parties involved. • Enhance Compromising Skills: For those with low scores in Compromising, they should work on finding middle ground in conflicts. They might start by identifying acceptable trade-offs and negotiating with the other party to reach a fair agreement. An example could be proposing a solution that meets some needs of both sides, such as adjusting deadlines or splitting responsibilities. • Address Avoiding Tendencies: Students who score high in Avoiding should work on facing conflicts head-on rather than evading them. They might set goals to address issues directly in a timely manner and communicate their concerns more assertively. For instance, they could practice initiating difficult conversations or addressing minor issues before they escalate. • Practice Accommodating: If Accommodating is underused, students might focus on being more flexible and supportive of others’ needs and preferences. They can make a conscious effort to listen actively, acknowledge others’ perspectives, and make concessions when appropriate. By implementing these changes, students can better manage conflicts and improve their overall effectiveness in resolving disputes. Encouraging them to set specific, actionable goals for how they will apply these strategies in real-life situations will help reinforce their learning and development. Some additional questions to consider for class discussion: 1. What is conflict and what are the different types of conflict? Answer: Conflict is a disagreement or clash between individuals or groups due to differing interests, values, or goals. It can arise in various contexts, such as workplaces, families, or social groups. The different types of conflict include: • Interpersonal Conflict: Conflict between individuals, often involving personal disagreements or clashes in personality. • Intrapersonal Conflict: Conflict within an individual, such as internal struggles with decisions or values. • Intergroup Conflict: Conflict between different groups or teams within an organization or community. • Organizational Conflict: Conflict that occurs within or between organizations, often due to structural, procedural, or strategic issues. • Role Conflict: Conflict arising when individuals face conflicting demands related to their roles in a group or organization. 2. What are the different modes of managing conflict? How effective is each mode? Answer: The different modes of managing conflict include: • Competing: Assertive and uncooperative; individuals pursue their own interests at the expense of others. Effective in urgent situations but may harm relationships long-term. • Accommodating: Cooperative and unassertive; individuals prioritize others' needs over their own. Effective for maintaining relationships but may lead to unmet personal needs. • Compromising: Moderately assertive and cooperative; individuals seek a middle ground. Effective for reaching quick, fair solutions but may result in a less optimal outcome. • Avoiding: Unassertive and uncooperative; individuals withdraw from the conflict. Effective for minor issues or when more information is needed but can lead to unresolved problems. • Collaborating: Assertive and cooperative; individuals work together to find a mutually beneficial solution. Effective for complex issues and building long-term relationships, but may require more time and effort. 3. How is conflict managed when using negotiation? What is the difference between distributive and integrative negotiation? Answer: Conflict is managed in negotiation by engaging in discussions to reach a mutually acceptable agreement. • Distributive Negotiation: Also known as "win-lose" negotiation, this approach assumes that resources are fixed and any gain by one party is a loss for the other. Tactics include making initial high demands and making concessions gradually. It is often used for single-issue negotiations where the goal is to maximize one's share of limited resources. • Integrative Negotiation: Also known as "win-win" negotiation, this approach seeks to expand the available resources and find solutions that satisfy the interests of all parties. Tactics include exploring interests, generating options, and finding mutual gains. It is effective for multi-issue negotiations where there is potential for creative solutions that benefit everyone. 4. Describe the tactics that can be used for distributive negotiation and integrative negotiation. What effect is each tactic likely to have? Answer: • Distributive Negotiation Tactics: • Anchoring: Setting an initial high offer to influence the negotiation range. Can lead to more favorable outcomes if the anchor is high. • Making Concessions: Gradually reducing demands to encourage reciprocal concessions. Can help in reaching a compromise but may also reveal your limits. • Using Leverage: Applying pressure or threats to gain an advantage. Can lead to quick agreements but may damage relationships. • Integrative Negotiation Tactics: • Interest Exploration: Identifying underlying interests and needs of all parties. Helps in finding common ground and creating value. • Option Generation: Brainstorming multiple solutions to address different interests. Increases the likelihood of finding a mutually beneficial agreement. • Building Trust: Developing a cooperative relationship through transparency and communication. Facilitates collaboration and long-term agreements. 5. What is third party involvement and when is it most likely to be used? Answer: Third party involvement refers to the participation of an external party to help resolve a conflict between the primary parties. It is most likely to be used in the following situations: • When conflicts are too complex or entrenched for direct resolution. A third party can offer neutral perspectives and facilitate discussion. • When parties cannot reach an agreement through direct negotiation. Mediation or arbitration can help in breaking impasses. • When relationships between parties are strained or deteriorating. A third party can assist in rebuilding communication and trust. • When there is a need for an impartial decision-maker. In arbitration, the third party makes binding decisions based on the merits of the case. Third parties can include mediators, arbitrators, or facilitators, each playing different roles in guiding the resolution process. TEACHING NOTES FOR BRINGING BABY TO WORK CASE INCIDENT 1. A number of news stories have appeared suggesting that babies in the workplace are a source of considerable interpersonal conflict. What are some likely reasons for this? Answer: Babies at work might cause conflict for a variety of reasons. Perhaps most likely is that bringing a child to work is viewed as a perk that is not available to everyone (for example, those with older children; those without children). Those who cannot avail themselves of the practice become jealous of those who can. As indicated in the vignette, some might view the presence of babies as distracting or unprofessional and take it out on the doting parent. Some people have ideas about the separation of family and work that might make them prone to see the practice as a violation of good sense. It seems likely that it is mothers that would avail themselves of this practice, and gender stereotypes might come into play (e.g., that mothers should devote full attention to the child and not work for awhile). 2. Is bringing baby to work the ultimate example of work-family integration or does it go too far in blurring the distinction between work and family? Answer: Opinions will vary about whether bringing babies to work is good work-family integration or whether it blurs the line between work and non-work to an unacceptable degree. Be sure students give their reasoning behind their views on this. Work-Family Integration Perspective: • Support for Integration: Bringing a baby to work can be seen as a strong example of work-family integration, allowing employees to balance their professional responsibilities with their family obligations more effectively. It can help parents manage their dual roles without having to choose between work and family commitments, thus potentially increasing job satisfaction and reducing stress. This practice aligns with the growing trend of creating more flexible work environments that support employees' diverse needs. • Benefits: It may enhance employee retention and loyalty, improve morale, and demonstrate a company's commitment to family-friendly policies. It can also reduce the need for unscheduled absences due to child care issues, as employees can manage their responsibilities more seamlessly. Blurring the Distinction Perspective: • Concerns about Blurring Boundaries: Critics argue that bringing a baby to work could blur the lines between work and family life, potentially leading to distractions and decreased productivity. It may disrupt the work environment for other employees and create challenges in maintaining a professional atmosphere. For some workplaces, especially those requiring high concentration or safety, this integration might not be practical or appropriate. • Potential Issues: It could create discomfort among colleagues who may prefer a clearer separation between work and personal life. Additionally, it may lead to unequal treatment or resentment if not managed properly, as not all employees may have the same family obligations or desires. Conclusion: The decision to allow employees to bring babies to work should consider the specific context of the organization, including its culture, nature of work, and the preferences of the workforce. While it can be a progressive approach to work-family integration, it must be balanced with practical considerations to ensure that it supports both individual needs and organizational objectives effectively. 3. What considerations should underpin a formal policy concerning babies at work? Answer: A policy on bringing babies to work must specify the eligible age range and the exact conditions under which the practice is permissible. It should also be clear who signs off on the practice (the direct manager, HR) and what the grounds are (e.g., work disruption) for terminating or denying the opportunity. Difficult issues might arise when many parents desire to engage in the practice. As an aside, you might query students about their views on the practice of allowing employees to bring pets to work. A few organizations have done this on the presumption that it somehow counters workplace stress or creates a more pleasant work environment. If you can bring pets to work then why not babies? Opinions will vary! When developing a formal policy concerning babies at work, several key considerations should be addressed to ensure the policy is effective, fair, and aligns with both organizational goals and employee needs: 1. Workplace Suitability: • Nature of the Work: Assess whether the workplace environment is appropriate for having babies. Consider if the nature of the work involves high safety risks, requires high concentration, or has other factors that might be disrupted by the presence of children. • Facilities: Ensure there are adequate facilities to accommodate babies and their needs, such as designated areas for feeding, changing, and sleeping. Consider privacy and hygiene standards to maintain a professional environment. 2. Impact on Productivity and Employee Well-being: • Distraction and Productivity: Evaluate how the presence of babies might impact overall productivity and focus within the workplace. Implement guidelines to minimize potential disruptions. • Employee Preferences: Consider how the policy will affect other employees. Ensure the policy respects different preferences and maintains a balanced work environment for all. 3. Clear Guidelines and Expectations: • Scope of the Policy: Define who is eligible to bring babies to work (e.g., new parents) and under what conditions (e.g., during specific hours or in certain areas). • Behavioral Expectations: Establish guidelines for appropriate behavior, such as maintaining professionalism and ensuring that the baby’s presence does not interfere with work tasks or colleagues. 4. Health and Safety Considerations: • Health Protocols: Implement health and safety measures to protect both the baby and the employees. This includes cleanliness, vaccination requirements, and procedures for managing any health issues that may arise. • Emergency Preparedness: Prepare for emergency situations by having clear procedures in place for dealing with health emergencies involving the baby or other issues that might arise. 5. Equity and Inclusion: • Fairness: Ensure the policy is applied fairly and does not create inequalities or resentment among employees. Consider how to accommodate those who may not benefit from the policy or have different family situations. • Support Mechanisms: Provide support for employees who may need it, such as flexible working arrangements or access to additional resources if they are balancing work and childcare responsibilities. 6. Feedback and Evaluation: • Policy Review: Establish a process for regularly reviewing and updating the policy based on feedback from employees and changes in organizational needs. • Feedback Mechanism: Create channels for employees to provide feedback on the policy and suggest improvements, ensuring the policy evolves to meet the needs of all stakeholders. By addressing these considerations, organizations can create a policy that supports employees with young children while maintaining a productive and professional work environment. TEACHING NOTES FOR TOUGH GUY CASE STUDY 1. Earlier in the chapter conflict was defined as a process that occurs when one person, group, or organizational subunit frustrates the goal attainment of another. Speculate about how Chip Mazey has frustrated the goal attainment of personnel at Hudson Smith Gordon. Answer: This requires some speculation, but employees such as Jeremy Fraser surely come to Wall Street hoping to succeed and rise through the investment bank ranks. This requires sponsorship, mentorship, and support, all qualities that Chip Mazey is lacking in providing. This is sure to frustrate the goal attainment of the analysts. Support staff might harbour less lofty career ambitions, but they at least expect a pleasant, respectful work environment. This is missing in the poisonous atmosphere unnecessarily created by Mazey. 2. Is the conflict observed in the case relationship, task, or process conflict? Please explain your reasoning. Answer: There is a bit of all three forms of conflict, but the core form is relationship conflict. Mazey has a personality that seems to stimulate and then thrive on conflict. It perhaps stems from a combination of insecurity, narcissism, and superiority complex. In any event, he can’t get on with others (especially those lower ranked than he at Hudson). There are elements of task and process conflict evident in his random micro-management activity, but they seem to stem from the relationship conflict rather than from some deep seated ideas about what or how work should be accomplished. 3. The chapter outlined a number of causes of conflict. Which seem to be prevalent in this case? Feel free to cite some other contributors as well. Answer: Poorly managed power and status differences lie at the heart of the conflict, which is exacerbated by the close interdependence of the work. Subordinates simply can’t avoid Mazey, and the failure to confront him just reinforces his bad behavior. This is one of those classic “personality” conflicts in which a difficult individual poisons working relationships with virtually everyone of equal or lower organizational rank. 4. The chapter discusses five modes of managing conflict: avoiding, accommodating, competing, compromise, collaborating. What mode does Chip Mazey employ? What mode does his staff employ? Answer: Mazey handles conflict by competing. Everyone else appears to be accommodating him. This is a bad recipe for the workplace climate and for productivity, as evidenced by the repeated “make work” assignments alluded to in the case. 5. Chip Mazey’s subordinates seem to be suffering from stress, but what are its exact causes? That is, how does his behaviour translate into stress for others? Answer: Let us count the ways: “Make work” assignments lead to role overload; bullying promotes interpersonal conflict; his management style impinges on the family life of subordinates; people feel job-insecure. Chip Mazey’s behavior translates into stress for his subordinates through several specific mechanisms: 1. Micromanagement: • Control and Overload: Mazey’s tendency to micromanage can lead to employees feeling overwhelmed and stressed due to excessive oversight and a lack of autonomy. When employees are not trusted to manage their own tasks, it can erode their confidence and increase their stress levels. 2. Unrealistic Expectations: • Pressure and Anxiety: Setting unrealistic deadlines and demanding high performance levels can create constant pressure on employees. This pressure to meet high expectations, often without adequate resources or support, can result in chronic stress and burnout. 3. Poor Communication: • Confusion and Uncertainty: If Mazey’s communication is unclear, inconsistent, or overly critical, it can lead to confusion and uncertainty among employees. Lack of clear guidance or feedback can create stress as employees struggle to understand expectations and performance standards. 4. Lack of Support: • Isolation and Frustration: A leadership style that does not provide adequate support or resources can make employees feel isolated and frustrated. Without proper support, employees may feel like they are struggling alone, increasing their stress levels. 5. Authoritarian Leadership Style: • Fear and Tension: An authoritarian or overly dominant leadership style can foster a work environment where employees are afraid to voice concerns or provide honest feedback. This fear can lead to increased stress as employees worry about potential negative repercussions. 6. Inconsistent or Arbitrary Decision-Making: • Unpredictability: If Mazey’s decisions are inconsistent or perceived as arbitrary, it can create a sense of unpredictability and instability. Employees may feel anxious about their job security and the fairness of their work environment, contributing to stress. 7. Inadequate Recognition or Reward: • Demotivation: A lack of recognition for hard work or failure to reward achievements can lead to demotivation and stress. When employees do not feel their efforts are valued or rewarded, it can diminish their job satisfaction and increase stress. In summary, Chip Mazey’s behavior, characterized by micromanagement, unrealistic expectations, poor communication, lack of support, an authoritarian style, inconsistent decision-making, and inadequate recognition, creates a high-stress environment for his subordinates. Understanding these stressors can help in addressing and mitigating the negative impacts on employee well-being and performance. 6. Is Chip a bully? Defend your answer. Answer: He is surely a bully. As the text explains, bullying is “repeated negative behaviour directed toward one or more individuals of lower power or status that creates a hostile work environment.” This is a classic case. He engages in negative behavior repeatedly to multiple targets who have less power than him. 7. Despite his obvious reputation, how has Chip managed to retain a position of power? Answer: The unit that Chip manages controls strategic contingencies (Chapter 12) at the investment bank by procuring scarce resources—as the case notes, he makes the bank a lot of money in spite of being obnoxious. In addition, Chip appears to be able to control himself well enough to hide the worst of his excesses from his superiors. 8. What should Jeremy Fraser do now? What should his goals be? Answer: This bullying is intolerable. Fraser needs to form a coalition with a few peers and confront Mazey with their complaints. They should put him on notice that they are prepared to bypass him and go to top management unless he can exhibit a more collaborative style. Mazey’s actions have even extended to potentially disturbing client relationships, and they are virtually unethical. If he cannot change, Mazey should be moved to a position that capitalizes on his investment savvy but does not involve supervisory duties. Solution Manual for Organizational Behaviour: Understanding and Managing Life at Work Gary Johns, Alan M. Saks 9780133347500, 9780133951622
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