This Document Contains Chapters 10 to 11 Chapter 10 Issues between Organizations and Individuals Suggested Answers to Discussion Questions 1. Explain the basic model of legitimacy of organizational influence. Does it seem to be a reasonable one within which you could work? Provide personal examples for each of the four cells. Students’ answers may vary. The two key variables in the model are where it occurs (conduct on the job or off of it) and the degree of job-relatedness (conduct that is job-related or not job-related).. There is agreement on high legitimacy when conduct is on the job and job-related. Legitimacy is less accepted as an act’s connection with the job becomes less clear. If the act is on the job, but not job-related, such as playing cards during lunch hours, questions arise about legitimacy. The basic model of legitimacy of organizational influence is a framework that describes the perceived fairness of the influence an organization exerts over individuals. This model suggests that the legitimacy of influence depends on two factors: the perception of the outcome's fairness and the perception of the process leading to that outcome. This model seems reasonable within which one could work, as it provides a structured way to understand and evaluate the influence of organizations on individuals. It allows for a nuanced approach, considering both the outcome and the process, which can lead to a more equitable and sustainable organizational environment. Personal examples for each of the four cells could include: 1. Legitimate Influence: A promotion based on clearly communicated performance metrics and fair evaluation processes. 2. Illegitimate Influence: Being unfairly passed over for a promotion despite meeting all criteria, due to favoritism. 3. Non-Illegitimate Influence: Receiving a bonus based on team performance where the criteria were communicated but perceived as slightly unfair due to the team dynamics. 4. Non-Legitimate Influence: Being reprimanded for a mistake that was largely due to unclear instructions or unrealistic expectations. In each case, the perception of fairness in the outcome and the process plays a crucial role in determining the legitimacy of organizational influence. 2. Think of a job you have had or now have. Did you feel that the employer invaded your right to privacy in any way? Discuss. Did the employer have a policy, explicit or implicit, with regard to right of privacy? Students’ answers may vary. The answer will be dependent upon the answer to question 1. One key issue is the effect of any written policy regarding right to privacy. Responses are usually more favorable to the employer’s position when the organization did in fact have a written policy spelling out what methods were and were not condoned for investigation of employees. In a past job, I felt that my employer invaded my right to privacy regarding the monitoring of personal communications. The company had a policy that all electronic communications, including emails and instant messages, could be monitored for compliance and security purposes. While I understood the need for security measures, I felt that this policy infringed on my right to privacy, especially when it came to personal communications during breaks or after work hours. The company's policy regarding privacy was explicit, as it was outlined in the employee handbook and in various training sessions. However, the extent of monitoring and the lack of clarity on what constituted acceptable use of electronic communication devices led to a feeling of being constantly watched and limited in my personal communication. This experience made me more aware of the balance between organizational security needs and individual privacy rights. It also highlighted the importance of clear communication and transparency in policies related to privacy to ensure that employees feel respected and valued in the workplace. 3. Assume you are going to interview for a job as a teller with a bank and heard in advance that an honesty test would be used to explore your history and probability of honesty. Describe how you would feel about each type of test, and explain why you would feel that way. Students’ answers may vary. Honesty tests, also known as integrity tests, attempt to get the respondent to disclose information about his or her previous or prospective honesty. Two issues have occasionally arisen with the use of honesty test: its validity and invasion of privacy. Validity is high, but needs to be further improved to minimize the risk of falsely identifying innocent individuals. There are those who believe that the mere use of a polygraph is an invasion of their privacy. Many students will probably express the belief that they should not have to “prove” their honesty, as there is not probable cause to warrant such an investigation. If I were preparing to interview for a teller position at a bank and learned that an honesty test would be part of the process, I would likely have mixed feelings about it. On one hand, I understand the importance of ensuring that employees in sensitive roles, such as handling money, are trustworthy and honest. On the other hand, I might feel a bit apprehensive or even offended by the implication that my honesty needs to be tested. Regarding a polygraph test, I would feel uneasy and perhaps even resistant. Polygraph tests can be inaccurate and may produce false results, which could unfairly impact my chances of getting the job. Additionally, I might feel that my privacy is being invaded, as the test delves into personal history and behaviors. On the other hand, a more standard honesty test, such as a questionnaire or situational judgment test, might be more acceptable to me. While still probing into my past behavior and attitudes, these tests are less invasive and may be perceived as a more fair and standardized way to assess honesty. Overall, while I understand the rationale behind using honesty tests in the hiring process, I would prefer a method that is more objective, transparent, and respectful of my privacy. 4. Form small groups and visit a company to discuss its program for the treatment of alcoholism and hard-drug abuse. What other behaviors is the company concerned about from a health standpoint? Report the highlights of the program to your class, and give your appraisal of its probable effectiveness. Students’ answers may vary. Employers today are likely to have an integrated wellness program in place in their organizations. With today’s soaring health care costs, it is clear that employers must do whatever they can to assure themselves a healthy, attending, productive workforce. Besides alcoholism and drug abuse programs, the employer is likely to have programs on obesity, proper diet, eating disorders, coping with stress, controlling aggression, and many others. Highlights of programs reported upon will probably center around efforts of the organization to make the program(s) nonthreatening and logical extensions of the work relationship the organization already has with the employee. Our group visited XYZ Company to discuss its program for the treatment of alcoholism and hard-drug abuse, as well as other behaviors the company is concerned about from a health standpoint. Highlights of the program include: 1. Employee Assistance Program (EAP): XYZ Company offers an EAP that provides confidential assessments, short-term counseling, and referrals to treatment programs for employees struggling with alcoholism, drug abuse, and other behavioral health issues. 2. Education and Awareness: The company conducts regular educational programs and awareness campaigns to inform employees about the risks of substance abuse and encourage healthy behaviors. 3. Wellness Initiatives: XYZ Company promotes overall employee wellness through initiatives such as fitness programs, healthy eating options, and stress management workshops. 4. Supportive Environment: The company fosters a supportive environment where employees feel comfortable seeking help for their behavioral health issues without fear of stigma or discrimination. Our appraisal of the program's probable effectiveness is positive. The company's comprehensive approach, including prevention, education, treatment, and support, demonstrates a commitment to addressing behavioral health issues proactively. By creating a supportive environment and offering accessible resources, XYZ Company is likely to see positive outcomes in terms of employee health and well-being. 5. Assume one of your employees has recently tested positive for the AIDS virus. Although he is still fully capable of performing his job duties, another employee has come to you and objected to working closely with him. How would you respond? Students’ answers may vary. One should first remind (or inform) the complainant that the man in question does not have AIDS as yet, only the virus, and may be perfectly able to perform his job for years to come. Every effort should be made to be receptive to the complainant’s concerns, but the main goal is to educate him/her that there is no immediate danger from merely working in proximity to the infected employee. Obviously, some work environments, where workers are in very close proximity and likely to receive minor injuries, may dictate some precautionary measures, such as issuing protective gloves or clothing, to prevent transmission of the virus via bodily fluids. As a manager, my response to this situation would prioritize both the health and well-being of all employees and the protection of the affected employee's rights. Here is how I would address the issue: 1. Confidentiality and Privacy: First and foremost, I would ensure that the employee's medical information remains confidential and is not disclosed without their consent. This is in accordance with the Americans with Disabilities Act (ADA) and other relevant laws protecting individuals with HIV/AIDS. 2. Education and Awareness: I would educate the concerned employee about the facts of HIV/AIDS transmission, emphasizing that HIV is not transmitted through casual contact or through the air. This education is crucial to dispel any myths or misconceptions and reduce stigma. 3. Accommodation and Support: I would discuss with both employees to understand their concerns and explore possible accommodations to alleviate any discomfort. This could include adjusting work assignments or schedules to minimize close contact if feasible and acceptable to both parties. 4. Workplace Policies: I would review and reinforce the company's non-discrimination and anti-harassment policies, ensuring that all employees understand their rights and responsibilities in creating a respectful and inclusive work environment. 5. Employee Assistance: I would offer counseling or support services to both employees, recognizing that this situation may be stressful for both the employee with HIV/AIDS and the colleague expressing concerns. 6. Monitoring and Follow-up: I would monitor the situation closely to ensure that the accommodations are effective and that both employees feel supported. Regular follow-up discussions may be necessary to address any new concerns or issues that arise. Overall, my goal would be to handle the situation with sensitivity, respect, and a focus on maintaining a supportive and inclusive workplace for all employees. 6. Form discussion groups of four to five people, and develop a list of the top six QWL items your group wants in a job. Present your group report, along with your reasons, to other class members. Then, discuss similarities and differences among group responses. Students’ answers may vary. Answers should concentrate on items that provide evidence of high task identity, high task significance, high autonomy, much skill variety, and plenty of feedback. Responses may be expressed in other terms, but they will relate to the core job dimensions. Our group, consisting of four members, brainstormed and discussed the top six Quality of Work Life (QWL) items we value in a job. Here is our list, along with the reasons behind our choices: 1. Work-Life Balance: We prioritize jobs that allow for a healthy balance between work and personal life. Flexible work hours, telecommuting options, and generous vacation time are important for us to maintain well-being and prevent burnout. 2. Job Security: We value job security as it provides stability and peace of mind. Knowing that our positions are stable allows us to focus on our work without undue stress about potential layoffs. 3. Opportunities for Growth and Advancement: We seek jobs that offer opportunities for professional development, career advancement, and skill enhancement. These opportunities not only help us grow personally and professionally but also keep us engaged and motivated in our roles. 4. Supportive and Positive Work Environment: A positive work environment, characterized by supportive colleagues and supervisors, open communication, and recognition for achievements, is crucial for our job satisfaction and overall well-being. 5. Competitive Compensation and Benefits: Fair and competitive compensation, along with comprehensive benefits such as health insurance, retirement plans, and other perks, are important for us to feel valued and motivated in our roles. 6. Meaningful and Challenging Work: We desire jobs that provide meaningful work that aligns with our values and interests. Additionally, we value roles that offer challenges and opportunities to learn and grow professionally. When discussing similarities and differences among group responses, we found that while each member had slightly different priorities, there was significant overlap in our top QWL items. For example, work-life balance, job security, and opportunities for growth and advancement were priorities for all group members. This exercise helped us understand each other's perspectives better and highlighted the importance of these QWL items in job satisfaction and overall well-being. 7. Think of the job you now have or a job you formerly had. Discuss both the favorable and unfavorable QWL characteristics contained in it. Students’ answers may vary. Students should discuss the presence, or absence, of the five core job characteristics in responding to this question. The extent to which the job provided meaningful levels of skill variety, task identity, task significance, autonomy, and feedback will be likely to influence their answers. Reflecting on my current job, I can identify several favorable and unfavorable Quality of Work Life (QWL) characteristics: Favorable QWL Characteristics: 1. Supportive Work Environment: My colleagues and supervisors are supportive, encouraging collaboration and open communication. This fosters a sense of teamwork and belonging. 2. Work-Life Balance: The job offers flexibility in terms of work hours and occasionally allows for telecommuting. This flexibility enables me to manage my work and personal life effectively. 3. Opportunities for Growth: There are ample opportunities for professional development and advancement. Training programs and mentorship opportunities are provided to help employees enhance their skills and progress in their careers. 4. Competitive Compensation: The compensation package is competitive, including salary, bonuses, and benefits such as health insurance and retirement plans. This contributes to a sense of financial security and motivation. 5. Meaningful Work: The job involves tasks that are challenging and align with my interests and values. This makes the work more engaging and fulfilling. Unfavorable QWL Characteristics: 1. High Workload: At times, the workload can be overwhelming, leading to stress and work-life imbalance. 2. Limited Recognition: There is limited recognition or rewards for achievements, which can affect motivation and job satisfaction. 3. Lack of Autonomy: Some aspects of the job require micromanagement, limiting autonomy and decision-making authority. 4. Inadequate Work Environment: The physical work environment is sometimes noisy or uncomfortable, affecting concentration and productivity. 5. Limited Job Security: The job may not provide a high level of job security due to factors such as market conditions or organizational changes, leading to uncertainty. Overall, while there are both favorable and unfavorable QWL characteristics in my current job, the positive aspects generally outweigh the negative ones. However, addressing the unfavorable aspects could further improve the overall quality of work life and job satisfaction. 8. Debate this issue in class: “Job breadth is more important than job depth in motivating workers.” Students’ answers may vary. This is a job enlargement versus job enrichment debate. Job breadth is analogous to job enlargement, while job enrichment emphasizes increased job depth. The enrichment/depth position should prevail in the debate. Enlargement merely adds more repetitive, monotonous tasks to a job, while enrichment, if properly done, can add more responsibility, challenge, autonomy, and so forth to the work, thereby making it truly “richer” instead of just “bigger.” In the debate over whether job breadth is more important than job depth in motivating workers, both sides present compelling arguments. Those in favor of job breadth argue that having a wide range of tasks and responsibilities can enhance job satisfaction and motivation. They argue that variety in tasks can prevent boredom and monotony, keeping employees engaged and interested in their work. Additionally, job breadth can provide opportunities for skill development and growth, as employees are exposed to different aspects of the job and the organization. On the other hand, proponents of job depth argue that focusing on a specific set of tasks and becoming an expert in those areas can lead to a sense of mastery and accomplishment, which can be highly motivating. They suggest that deepening one's knowledge and skills in a particular area can lead to higher levels of job satisfaction and performance. Additionally, job depth can lead to greater efficiency and effectiveness, as employees become more specialized and proficient in their roles. Ultimately, the importance of job breadth versus job depth in motivating workers may depend on the individual and the nature of the job. Some individuals may thrive in roles that offer variety and challenge, while others may prefer to specialize and deepen their expertise. Therefore, it may be beneficial for organizations to provide opportunities for both job breadth and job depth, allowing employees to choose paths that align with their preferences and motivations. 9. Think of a job you have had or now have. Were there any ways in which you did not act responsibly (ethically) toward the organization or took unfair advantage of it? Discuss. This is an item that is specific to individuals and situations; answers will obviously vary. Reflecting on my past experiences, I can recall a situation where I did not act as responsibly or ethically as I should have toward the organization. In a previous job, there was a project where I had the opportunity to work overtime and earn extra compensation. However, instead of fully dedicating myself to the project and putting in the required effort, I occasionally left work early or procrastinated on tasks, knowing that I could still claim overtime hours. In doing so, I was not acting in the best interest of the organization or my colleagues who were depending on me to fulfill my responsibilities. My actions were unfair to the organization, as they were paying me for time that I did not fully utilize for work purposes. Additionally, my behavior could have had negative repercussions for the project's success and the overall performance of the team. Looking back, I realize that my actions were not in line with my ethical principles or the values of responsibility and integrity that I strive to uphold. This experience has taught me the importance of being fully committed and responsible in my work, and to always act ethically and with integrity, even when faced with tempting opportunities to do otherwise. 10. Consider your own role as a possible whistle-blower. Under what conditions would you publicly criticize your employer or another employee? Students’ answers will vary, but the following comments are likely to be given. Individuals will probably want to be certain that they have all the facts and are positive that their allegations correct. Further, they should attempt to let the system work for them; that is, they take the matter to the proper officials in the organization and do not get a satisfactory resolution. Many students will want to be a whistle-blower only in situations of serious safety violations. For example, more students would feel compelled to blow the whistle on illegal dumping of hazardous waste than on insider trading. The more visible and defenseless the victims of the action, the more likely students will be to blow the whistle. As a possible whistle-blower, I would consider publicly criticizing my employer or another employee only under certain conditions and after careful consideration. These conditions include: 1. Clear Violation of Law or Ethical Standards: If I become aware of any actions or practices within the organization that clearly violate the law or ethical standards, and if these violations are causing harm to others or the organization as a whole, I would consider blowing the whistle. 2. Exhaustion of Internal Reporting Mechanisms: Before publicly criticizing my employer or another employee, I would ensure that I have exhausted all internal reporting mechanisms available within the organization. This includes reporting the issue to my supervisor, human resources, or any other relevant authority. 3. Evidence to Support Claims: It is important to have concrete evidence to support any claims of wrongdoing before publicly criticizing the employer or another employee. This helps to substantiate the allegations and increases the credibility of the whistle-blower. 4. Consideration of Consequences: I would carefully consider the potential consequences of blowing the whistle, both personally and professionally. This includes the possibility of retaliation or negative repercussions from the employer or colleagues. 5. Intent to Protect Public Interest: My primary motivation for blowing the whistle would be to protect the public interest and prevent harm. If the wrongdoing has the potential to harm others or the community, I would feel compelled to speak out. Overall, my decision to publicly criticize my employer or another employee as a whistle-blower would be based on the severity of the wrongdoing, the availability of internal reporting mechanisms, the strength of the evidence, and the intent to protect the public interest. Assess Your Own Skills Students should honestly circle the number on the response scale that most closely reflects the degree to which each statement accurately describes them as leaders. This section will help them understand how well they exhibit good organizational-influence skills. Incident Two Accounting Clerks Janis’ conduct is a major violation of organizational standards and the employment contract, so it is clearly subject to punitive disciplinary action and discharge. The behavior also is criminal from the state’s point of view. The situation with Lopez is primarily one of individual responsibility to the organization. She made a social transaction with the organization in which she became obligated to support the organization, just as it became obligated to provide support to her. Does she have the right to remain silent about criminal behavior that is dysfunctional to the organization? What if the criminal behavior is serious enough to be a felony? What if the behavior concerns a co-worker so close that her behavior may eventually involve Lopez in an investigation? Since Lopez handles money but has not reported a known embezzlement, serious questions now are raised about her credibility, and these may threaten her ability to continue in a trusted role of handling money. Thus, she might also be dismissed or at least transferred to another position. However, because she did not directly steal from the company, corrective discipline would probably be sufficient to obtain reasonable behavior in similar future situations. Regardless of the final actions decided upon in this case, a lawyer or legal representative of the company should be contacted to ensure that due process has been followed for both employees. Because of the serious nature of the accusations which must be made, management will expose itself to a costly lawsuit if it cannot substantiate the employee’s behaviors. Both employees should receive a written copy of the final decision. The text’s comments about “blowing the whistle on the organization” apply in about the same way to “blowing the whistle” on employee criminal behavior that is a threat to the organization. In a social system, mutual responsibilities arise out of the mutual interests and social transactions that created it. Experiential Exercise The Enriched Student In this exercise students are asked to consider their academic “job” as student, and rate each of the five core dimensions of skill variety, task identity, task significance, autonomy, and feedback, on how much of each is presently in it. Next they are asked to form groups of four to six persons and share their scores and compute the average group scores for each dimension, and discuss the five important steps that university administrators and professors could take to enrich their job as a student. Generating OB Insights Students’ responses will vary for this exercise. They should however, highlight several of the major topics discussed in the chapter such as a model of legitimacy of organizational influence, how rights to privacy are interpreted, bases for discrimination at work, using discipline to change behaviors, etc. Chapter 11 Conflict, Power and, Organizational Politics Suggested Answers to Discussion Questions 1. Discuss the relationship between Theory X and Theory Y, conflict resolution strategies. Students’ answers may vary. Theory X and Theory Y, conflict resolution strategies, and life positions, all are concerned with how people relate to each other. Students may suggest that Theory X (people must be controlled, directed, and coerced) corresponds most directly with the life position of “I’m OK—you’re not OK.” Persons with Theory X and “I’m OK—you’re not OK” attitudes would tend to use a forcing strategy for conflict resolution. Theory Y (people exercise self-control and self-direction) can be associated with the “I’m OK—you’re OK” life position. Persons with these characteristics would use a win-win conflict resolution strategy. Students also could refer to Figure 11.6 for further comparisons. Theory X and Theory Y, developed by Douglas McGregor, are two contrasting theories about worker motivation and management styles. Understanding these theories is crucial for discussing conflict resolution strategies, as they influence how managers perceive and handle conflicts within organizations. Theory X assumes that employees are inherently lazy, lack ambition, avoid responsibility, and require coercion and control to perform tasks. Managers who adhere to this theory tend to be authoritarian and adopt a top-down approach to conflict resolution. They are likely to use strategies such as: 1. Forcing: Imposing one's solution on the other party. This strategy is often used to quickly resolve conflicts, especially when a decisive action is needed. 2. Avoiding: Ignoring the conflict, hoping it will resolve itself over time. This strategy might be employed to minimize immediate disruptions but can lead to unresolved issues festering. Theory Y, on the other hand, posits that employees are self-motivated, seek responsibility, and are capable of self-direction and creativity if given the right conditions. Managers who subscribe to this theory prefer a participative and democratic approach to conflict resolution. They might use strategies such as: 1. Collaborating: Working together with the other party to find a mutually beneficial solution. This strategy is optimal for complex issues where both parties' perspectives and expertise are valuable. 2. Compromising: Finding a middle ground where each party gives up something to reach a mutually acceptable solution. This strategy is useful when time constraints exist and a quick resolution is necessary. The relationship between Theory X and Theory Y and conflict resolution strategies can be summarized as follows: 1. Managerial Perception of Employees: Theory X managers view conflicts as disruptions that need to be controlled, while Theory Y managers see conflicts as opportunities for growth and improvement. 2. Approach to Conflict: Theory X managers are more likely to use forceful and avoidance strategies to maintain control and order. In contrast, Theory Y managers prefer collaborative and compromising approaches, fostering a more inclusive and cooperative work environment. 3. Outcome of Conflict Resolution: The strategies used under Theory X may lead to short-term solutions and potential resentment among employees, whereas Theory Y strategies aim for long-term solutions that enhance employee satisfaction and organizational cohesion. In essence, the alignment of conflict resolution strategies with Theory X or Theory Y reflects a manager's underlying beliefs about human behavior at work. Understanding these theories helps managers choose appropriate conflict resolution strategies that align with their management style and organizational culture. 2. Pair up with another student and explore the concept of trust as a foundation for productive human relationships. Develop several strategies for increasing mutual trust. Students’ answers may vary. Every relationship requires some degree of trust, which is the capacity to depend on each other’s words and actions. Trust takes time to build but can be destroyed in an instant. When someone has a real or perceived reason not to trust another, a potential conflict rises. Possible strategies for increasing mutual trust may include being honest, open and direct communication, and being assertive. Assertiveness training and transactional analysis in combination can be powerful tools for increasing one’s interpersonal effectiveness and thereby mutual trust. Trust is a fundamental component of productive human relationships in organizational settings. When trust is present, it fosters collaboration, open communication, and a positive work environment. Exploring the concept of trust involves understanding its importance and identifying strategies to enhance it within an organization. Here are several strategies for increasing mutual trust: 1. Open Communication: • Transparency: Share information openly and honestly. Keeping employees informed about organizational changes, decisions, and the rationale behind them builds trust. • Active Listening: Encourage a culture where employees feel heard and valued. Managers should actively listen to employees' concerns and feedback without interrupting or dismissing their viewpoints. 2. Consistency and Reliability: • Follow Through on Promises: Ensure that commitments are met. If a manager or employee promises something, they must follow through. Consistently meeting expectations builds reliability. • Consistent Behavior: Demonstrate consistent behavior in actions and decisions. Employees should know what to expect from their leaders and colleagues, reducing uncertainty and building trust. 3. Demonstrating Competence: • Skill Development: Invest in continuous learning and development opportunities for employees to enhance their skills and competencies. • Competent Leadership: Leaders should demonstrate their competence and ability to guide the team effectively. When employees trust in their leaders' capabilities, it strengthens overall trust within the organization. 4. Empathy and Support: • Show Empathy: Understand and acknowledge employees' feelings and perspectives. Empathetic interactions build stronger relationships. • Provide Support: Offer support during challenging times, whether personal or professional. Knowing that the organization cares fosters a sense of trust and loyalty. 5. Fairness and Integrity: • Equitable Treatment: Treat all employees fairly and without bias. Ensure that policies and procedures are applied consistently. • Integrity in Actions: Uphold ethical standards and demonstrate integrity in all actions. Employees should feel confident that their leaders act with honesty and integrity. 6. Building Relationships: • Team Building Activities: Organize team-building activities to strengthen interpersonal relationships among team members. • Social Interaction: Encourage informal social interactions and networking opportunities. Building personal connections outside of work tasks helps build trust. 7. Recognition and Appreciation: • Acknowledge Contributions: Recognize and appreciate employees' hard work and contributions. Public acknowledgment and rewards reinforce a culture of trust and respect. • Provide Constructive Feedback: Offer constructive feedback in a supportive manner. Helping employees grow and improve demonstrates a commitment to their development. By implementing these strategies, organizations can cultivate a culture of trust that enhances collaboration, productivity, and overall job satisfaction. Trust is not built overnight; it requires consistent effort and commitment from all organizational members. Through open communication, reliable actions, competence, empathy, fairness, relationship building, and recognition, mutual trust can be significantly strengthened, leading to more productive and harmonious human relationships at work. 3. How assertive are you (rate yourself from 1 low to 10 high)? Should you be more or less assertive? Under what conditions? Students’ answers may vary. Students should recognize their own positions in regard to the stages of assertive behavior. Each student probably has certain stages to concentrate on improving. Rating My Assertiveness On a scale from 1 (low) to 10 (high), I would rate my level of assertiveness at a 7. This rating reflects my ability to express my opinions and needs clearly and respectfully while also considering the perspectives of others. Should I Be More or Less Assertive? Whether I should be more or less assertive depends on various situational factors and the dynamics of the interactions involved. Conditions for Being More Assertive: 1. Advocating for Resources or Support: • In situations where it is crucial to advocate for necessary resources or support for my team, being more assertive ensures that our needs are communicated effectively to higher management. 2. Addressing Unfair Treatment: • If I or my colleagues are experiencing unfair treatment or discrimination, increased assertiveness is necessary to confront the issue and seek a resolution. 3. Setting Boundaries: • When setting personal or professional boundaries to maintain a healthy work-life balance, being more assertive helps to clearly define and protect those boundaries. 4. Navigating High-Stakes Negotiations: • During negotiations, whether for contracts, salaries, or project scopes, higher assertiveness can lead to better outcomes by ensuring that my interests and positions are strongly represented. Conditions for Being Less Assertive: 1. Collaborative Projects: • In collaborative projects where teamwork and consensus are essential, being less assertive can foster a more inclusive environment, allowing all team members to contribute equally. 2. Mentorship and Coaching: • When mentoring or coaching, adopting a less assertive stance can encourage mentees to express their ideas and develop their problem-solving skills, creating a supportive learning environment. 3. Conflict De-escalation: • In conflicts where emotions are high, reducing assertiveness can help de-escalate the situation and pave the way for more constructive dialogue and conflict resolution. 4. Cultural Sensitivity: • In multicultural teams, understanding cultural norms around communication is crucial. In cultures that value indirect communication, being less assertive can help in respecting and adapting to those norms, thus fostering better relationships. Conclusion Understanding and adjusting my level of assertiveness based on the context allows for more effective communication and relationship-building in the workplace. Striking the right balance between assertiveness and adaptability can lead to more productive and harmonious interactions, ultimately contributing to personal and organizational success. 4. “Resolved: That all employees should be trained to become more assertive.” Prepare to present the pros and cons in a class debate. Students’ answers may vary. Arguments for the pros will probably be couched in terms of the general need for the typical employee to be more assertive, while the argument for the cons will probably assert that some employees are already too assertive. Care should be taken to assure that students understand that there is a tremendous difference between being assertive and being aggressive. Pros of Training Employees to Become More Assertive 1. Improved Communication: • Assertive employees communicate more clearly and effectively, reducing misunderstandings and fostering a culture of open dialogue. • Clear communication leads to more efficient workflows and better team collaboration. 2. Enhanced Conflict Resolution: • Assertive training equips employees with the skills to handle conflicts constructively, promoting a more harmonious workplace. • It helps in addressing issues directly and promptly, preventing conflicts from escalating. 3. Increased Employee Confidence: • Assertiveness training boosts employees' self-confidence, enabling them to express their ideas and opinions without fear. • Confident employees are more likely to take initiative and contribute to innovation and problem-solving. 4. Balanced Work Relationships: • Assertive employees can set healthy boundaries, leading to balanced work relationships and improved respect among colleagues. • It prevents the dominance of aggressive personalities and the marginalization of more passive individuals. 5. Better Stress Management: • Employees who can assertively communicate their needs and manage their workload experience lower stress levels. • This contributes to overall employee well-being and reduces burnout rates. 6. Empowered Workforce: • Training fosters a sense of empowerment among employees, encouraging them to take ownership of their roles and responsibilities. • An empowered workforce is more motivated and engaged, leading to higher productivity. Cons of Training Employees to Become More Assertive 1. Cultural Sensitivity: • In multicultural workplaces, assertiveness may clash with cultural norms that value indirect communication and harmony. • Training must be tailored to respect and accommodate diverse communication styles to avoid cultural insensitivity. 2. Potential for Misinterpretation: • Without proper context, assertiveness training might be misunderstood as promoting aggressiveness. • Employees need to differentiate between assertiveness and aggressiveness to avoid creating a hostile work environment. 3. Varying Individual Needs: • Not all employees may benefit equally from assertiveness training; some may already possess adequate assertiveness, while others may find it challenging to adapt. • A one-size-fits-all approach may not address individual differences and needs. 4. Resource Allocation: • Implementing assertiveness training requires time, effort, and financial resources that might be limited. • Organizations need to weigh the costs against the potential benefits to ensure a worthwhile investment. 5. Risk of Over-Assertiveness: • There is a risk that some employees might become overly assertive, leading to dominance and reduced team cohesion. • Training should emphasize balance and respect to mitigate this risk. 6. Resistance to Change: • Employees accustomed to a different communication style may resist assertiveness training, leading to implementation challenges. • It requires careful change management and ongoing support to ensure acceptance and effectiveness. Conclusion Training employees to become more assertive has significant potential benefits, such as improved communication, conflict resolution, and employee empowerment. However, it also presents challenges related to cultural sensitivity, individual differences, and resource allocation. For assertiveness training to be effective, it must be carefully designed and implemented with consideration of the specific context and needs of the organization and its workforce. 5. Many people do not receive as many strokes as they feel they deserve on a regular basis. Why do they feel this way? What could their managers do about it? What could they do themselves? Students’ answers may vary. People feel this way for two reasons: • Many employees tend to overestimate their worth to the organization, so tend to expect many strokes • Many managers are not adept at, or willing to, give strokes to employees It is important for managers to communicate with employees, which helps the employees better understand the performance expectations in the organization, and provides them a better perspective on when strokes are due. Managers, on the other hand, can work harder to find opportunities to give strokes; they need to “catch people doing well.” The easiest kind of stroke to give (and one of the nicest to receive) is just plain, simple praise, which should be honestly and appropriately given, without resorting to deceptive hyperbole. Employees themselves can seek strokes by volunteering for special projects at work and by being more active in organizational programs, such as suggestion programs and “employee of the month” awards. Many employees feel that they do not receive as many strokes, or positive affirmations, as they deserve on a regular basis. This feeling can stem from several factors related to individual expectations, organizational culture, and communication practices. Reasons for Feeling Undervalued 1. Lack of Recognition: • Employees may feel unrecognized for their efforts and contributions if their work is not regularly acknowledged by their managers. • Inconsistent or infrequent feedback can lead to feelings of being undervalued. 2. High Expectations: • Individuals often set high standards for themselves and expect similar recognition from others. • When these expectations are not met, it leads to a sense of being overlooked. 3. Cultural Factors: • Organizational cultures that do not emphasize recognition and praise can contribute to feelings of neglect. • In some workplaces, the focus is more on correcting mistakes than on celebrating successes. 4. Communication Gaps: • Poor communication between managers and employees can result in a lack of positive feedback. • Employees may also misinterpret the absence of feedback as a sign of disapproval or neglect. 5. Workload and Stress: • High workloads and stress can overshadow achievements, making it harder for managers to notice and acknowledge individual contributions. • Employees under stress may also feel more acutely the lack of positive reinforcement. What Managers Can Do 1. Regular Feedback: • Provide regular, specific, and constructive feedback to employees. Acknowledge both small and significant achievements. • Implement structured recognition programs that highlight and reward employees' efforts consistently. 2. Create a Recognition Culture: • Foster a culture that values and practices recognition. Encourage peer-to-peer recognition in addition to managerial praise. • Celebrate team successes and individual contributions in team meetings, newsletters, or internal communication channels. 3. Personalized Recognition: • Understand individual preferences for recognition. Some employees may appreciate public acknowledgment, while others may prefer private praise. • Tailor recognition to meet these preferences, ensuring that it feels genuine and impactful. 4. Training and Development: • Train managers on the importance of recognition and how to effectively deliver positive feedback. • Encourage managers to be observant and proactive in recognizing employees' hard work and achievements. 5. Set Clear Goals: • Establish clear and achievable goals for employees, providing them with a sense of direction and purpose. • Recognize and celebrate milestones as employees progress towards these goals. What Employees Can Do 1. Seek Feedback: • Proactively ask for feedback from managers and peers. Constructive feedback can help employees understand their performance and areas for improvement. • Regularly communicate achievements and progress to ensure they are noticed. 2. Self-Recognition: • Practice self-recognition by acknowledging personal achievements and successes. • Keep a record of accomplishments to review during performance evaluations or discussions with managers. 3. Communicate Needs: • Clearly communicate the desire for recognition and feedback to managers. Express how positive feedback impacts motivation and performance. • Suggest ways in which recognition can be integrated into the workflow. 4. Support Peers: • Engage in peer recognition by acknowledging colleagues' efforts and successes. This can create a supportive environment and encourage reciprocal recognition. • Participate in or initiate recognition programs or activities within the team. 5. Develop Skills: • Continuously work on personal and professional development to enhance performance and increase the likelihood of being recognized. • Take on challenging projects or initiatives that highlight skills and contributions. Conclusion Feelings of being undervalued can have significant impacts on employee motivation and satisfaction. By understanding the underlying reasons and implementing strategies for regular and meaningful recognition, both managers and employees can create a more positive and supportive work environment. Effective communication, personalized recognition, and proactive engagement from both parties are key to ensuring that employees receive the affirmation they deserve. 6. Think of an organization you are familiar with. What types of power are used there? How do people react to those bases? What changes would you recommend? Students’ answers may vary. Evidence of all five sources of power will probably be given. Coercive power and legitimate (position) power will probably receive the most unfavorable comments, while referent power and expert power are likely to be more highly regarded by the students. Reward power may be positively or negatively viewed, depending on how skillfully it was exercised in the organization. Suggestions for change will probably involve reducing emphasis on coercive and position power and encouraging proper use of the other bases of power. Organization Analysis: Types of Power, Reactions, and Recommendations Organization Overview Let's consider a mid-sized technology company, Tech Innovators Inc., which I am familiar with. The company employs various types of power to influence behavior and decision-making within the organization. Types of Power Used 1. Legitimate Power: • Description: This power stems from the formal position or role within the organization. Managers and supervisors at Tech Innovators Inc. wield legitimate power by virtue of their job titles and responsibilities. • Reaction: Employees generally respect and accept the authority of those in higher positions, but there can be occasional resistance if the power is perceived as being used unfairly or arbitrarily. 2. Expert Power: • Description: This power is derived from having specialized knowledge or skills. At Tech Innovators Inc., senior engineers and IT specialists often hold expert power because of their technical expertise. • Reaction: Employees tend to highly value and respect individuals with expert power, often seeking their guidance and input on complex projects. 3. Reward Power: • Description: This power comes from the ability to provide rewards, such as bonuses, promotions, or other incentives. Managers at Tech Innovators Inc. use reward power to motivate and recognize employee performance. • Reaction: While reward power can be effective in motivating employees, it can also lead to competition and envy if perceived as biased or unevenly distributed. 4. Coercive Power: • Description: This power is based on the ability to punish or discipline. At Tech Innovators Inc., managers may use coercive power to enforce rules and address performance issues. • Reaction: Coercive power often results in compliance but can also lead to resentment, fear, and decreased morale if overused or perceived as unjust. 5. Referent Power: • Description: This power arises from the personal characteristics of the leader, such as charisma, likability, and the ability to inspire. Some leaders at Tech Innovators Inc. possess referent power due to their interpersonal skills and vision. • Reaction: Employees who admire and identify with these leaders are often more motivated and loyal. Referent power fosters a positive organizational culture and strong team cohesion. Reactions to Power Bases • Positive Reactions: Employees at Tech Innovators Inc. generally respond well to expert and referent power, as they respect knowledge and are inspired by charismatic leaders. • Negative Reactions: Reactions to coercive power can be negative, leading to a culture of fear and reduced morale. Legitimate power is accepted but may be questioned if not coupled with expertise or fairness. Reward power is effective but can cause issues if perceived as biased. Recommended Changes 1. Increase Transparency and Fairness: • Action: Ensure that the use of legitimate and reward power is transparent and perceived as fair. Implement clear criteria for promotions and rewards. • Impact: This will build trust and reduce perceptions of bias or favoritism. 2. Enhance Recognition Programs: • Action: Expand recognition programs to include peer recognition and non-monetary rewards. Highlight achievements across all levels of the organization. • Impact: This will increase motivation and ensure that employees feel valued beyond financial incentives. 3. Develop Leadership Skills: • Action: Invest in leadership development programs to enhance referent power among managers. Focus on building interpersonal skills, empathy, and the ability to inspire. • Impact: Strengthening referent power will improve employee morale and loyalty, fostering a positive organizational culture. 4. Balance Use of Coercive Power: • Action: Limit the use of coercive power and focus on positive reinforcement. Use disciplinary actions as a last resort and ensure they are fair and justified. • Impact: Reducing reliance on coercive power will lead to a more supportive and less fear-driven work environment. 5. Leverage Expert Power: • Action: Encourage knowledge sharing and mentorship programs where experts can share their skills with others. Recognize and reward expertise. • Impact: This will enhance the overall competency of the workforce and increase respect for those with expert power. Conclusion Tech Innovators Inc. employs various types of power, each with its own impact on employee behavior and organizational culture. By increasing transparency and fairness, enhancing recognition programs, developing leadership skills, balancing the use of coercive power, and leveraging expert power, the company can create a more positive and effective work environment. These changes will help in fostering trust, motivation, and collaboration among employees. 7. Identify which tactics of organizational politics you have seen used or read about previously. Develop an action plan for responding to these behaviors if you were to encounter them. Students’ answers will vary but should cover the tactics of social exchange, alliances, identification with higher authority, doing favors for others, control of information, selective service, power and status symbols, power plays, networks, and posturing. Identifying Tactics of Organizational Politics and Developing an Action Plan Tactics of Organizational Politics 1. Building Alliances: • Description: Forming coalitions and alliances to gain support for one's initiatives or to strengthen one's position within the organization. • Example: A manager forming a close-knit group with influential colleagues to push for a departmental change. 2. Information Control: • Description: Withholding or manipulating information to maintain an advantage or influence outcomes. • Example: A project leader selectively sharing information with team members to control the direction of a project. 3. Impression Management: • Description: Creating a favorable image to influence others' perceptions, often through strategic self-presentation and visibility. • Example: An employee taking credit for team successes while downplaying their role in failures. 4. Blaming or Scapegoating: • Description: Deflecting blame to others to protect oneself from negative outcomes or criticism. • Example: A supervisor blaming a subordinate for a project's failure to avoid accountability. 5. Upward Appeal: • Description: Seeking support from higher-level managers or executives to gain approval or to enforce decisions. • Example: An employee bypassing their immediate supervisor to get approval directly from senior management. 6. Use of Rewards and Punishments: • Description: Influencing behavior by offering incentives or threatening penalties. • Example: A manager offering promotions or bonuses to loyal employees while threatening underperformers with demotions. Action Plan for Responding to Organizational Politics 1. Building Alliances • Observation: Recognize when alliances are forming and understand their purpose. • Action: • Build your own network of trusted colleagues. • Foster open communication and collaboration across different groups. • Focus on building a reputation for fairness and integrity. 2. Information Control • Observation: Be alert to instances where information is being selectively shared or withheld. • Action: • Ensure transparency by sharing information openly with your team. • Encourage a culture of knowledge sharing. • Verify information from multiple sources before making decisions. 3. Impression Management • Observation: Identify behaviors aimed at self-promotion or strategic visibility. • Action: • Document contributions and achievements objectively. • Provide balanced feedback that recognizes team efforts. • Promote a culture where results speak louder than self-promotion. 4. Blaming or Scapegoating • Observation: Notice when blame is being shifted unfairly. • Action: • Address issues directly with those involved and seek the root cause of problems. • Encourage accountability and a no-blame culture. • Protect and support team members who are unfairly targeted. 5. Upward Appeal • Observation: Be aware of employees seeking to bypass normal channels to influence decisions. • Action: • Maintain open lines of communication with your team and upper management. • Clarify and reinforce the chain of command and decision-making processes. • Address concerns promptly to prevent the need for upward appeal. 6. Use of Rewards and Punishments • Observation: Monitor the use of incentives and penalties within the team. • Action: • Ensure that rewards and punishments are based on clear, objective criteria. • Communicate the rationale behind decisions transparently. • Create a fair and consistent approach to performance management. Conclusion Organizational politics is an inevitable aspect of workplace dynamics. By recognizing and understanding various political tactics, you can develop strategies to respond effectively and maintain a positive, transparent, and fair work environment. Building strong relationships, fostering open communication, and promoting a culture of accountability and integrity are key to navigating and mitigating the impact of organizational politics. 8. Review and explain the idea of a norm of reciprocity as a basis for influencing others. Explain how you have seen it used in interpersonal relationships. How could you make use of it in the future? Students’ answers may vary. “If you do something for me, I’ll do something for you,” and, “one hand washes the other,” are restatements of the ideal of the norm of reciprocity. It is simply an embodiment of the notion of cooperation. Both parties gain from the actions of the other, and a better work environment ensues as well. The norm of reciprocity is a social principle that suggests individuals feel obligated to return favors or gestures in kind when they receive something from others. It's a powerful tool for influencing others because it taps into our inherent desire to maintain a sense of fairness and balance in our relationships. In interpersonal relationships, the norm of reciprocity often manifests in various ways. For instance, when someone does us a favor or extends a kindness, we often feel compelled to reciprocate in some form, whether by returning the favor directly or by helping them in another way. This principle helps foster trust and cooperation among individuals, as it creates a sense of mutual obligation and goodwill. Personally, I've witnessed the norm of reciprocity at play in both professional and personal settings. In the workplace, colleagues often go out of their way to support each other, knowing that their efforts are likely to be reciprocated in the future. Similarly, in social circles, friends and family members frequently exchange favors and gestures of kindness, strengthening their bonds and reinforcing their relationships. In the future, I could leverage the norm of reciprocity to build stronger connections and influence others in positive ways. By proactively offering help, support, or favors to others, I can create a sense of indebtedness that may prompt them to reciprocate in the future. However, it's essential to approach this practice with sincerity and genuine concern for others' well-being, rather than solely focusing on what I can gain from the exchange. By fostering a culture of reciprocity based on mutual trust and respect, I can cultivate more meaningful and rewarding relationships both professionally and personally. 9. Review the definition of organizational politics. Can an organization be totally free of political behavior? What would it be like? How could you make it happen? Students’ answers may vary. It would be virtually impossible to construct an organization that was totally free of organizational politics. In fact, some would argue that the shared ethic of individual advancement, coupled with cooperation and a sense of fair play, results in a good organizational climate. Organizational politics can be defined as the use of power and influence tactics to gain advantages within an organization. It involves behaviors such as forming alliances, manipulating information, and engaging in strategic maneuvering to achieve personal or group goals. While it may be theoretically possible for an organization to minimize or eliminate political behavior entirely, achieving such a state is highly unlikely in practice. This is because organizational politics often emerges as a natural consequence of human interactions within complex social systems. An organization completely devoid of political behavior would likely exhibit several characteristics. First, decision-making processes would be transparent and based solely on objective criteria, with little room for personal biases or hidden agendas to influence outcomes. Second, there would be a strong emphasis on fostering a culture of trust, collaboration, and open communication, where employees feel empowered to express their opinions and concerns without fear of reprisal. Third, leadership would be characterized by integrity, fairness, and a commitment to ethical principles, serving as role models for ethical conduct throughout the organization. Creating an environment largely free of political behavior requires a concerted effort from all levels of the organization. Leaders play a crucial role in setting the tone and expectations for ethical behavior, ensuring that policies and procedures are designed to promote fairness and transparency. Additionally, fostering a culture of trust and collaboration requires ongoing communication, relationship-building, and conflict resolution skills. Employees also have a responsibility to uphold ethical standards and contribute to a positive organizational culture. By practicing integrity in their interactions, avoiding gossip and backstabbing, and promoting teamwork and cooperation, individuals can help mitigate the occurrence of political behavior within their workplace. While complete elimination of organizational politics may be an idealistic goal, organizations can strive to minimize its negative impacts by cultivating a culture of transparency, fairness, and ethical conduct. By promoting open communication, empowering employees, and fostering a climate of trust and collaboration, organizations can create environments where political behavior is less prevalent, allowing them to focus on achieving their strategic objectives and serving their stakeholders effectively. 10. Think about the idea of impression management. In what ways do students use it effectively in the classroom? What additional strategies could they adopt? Students’ answers may vary. Impression management is the ability to protect one’s self-image while intentionally affecting another’s assessment of oneself. Students use it in a variety of ways in a classroom, such as sending positive nonverbal cues (e.g., smiles or eye contact), using flattery, doing favors for others, being a teacher’s “pet,” pretending to work hard or be inquisitive, and so on. Other strategies that students can possibly adopt include networking, providing selective services, controlling information, forming alliances, and so on. Impression management refers to the conscious or subconscious process through which individuals control or manipulate the impression they convey to others. In the context of the classroom, students often employ impression management techniques to shape how their teachers and peers perceive them, which can influence their academic success and social interactions. One effective way students use impression management in the classroom is through their participation and engagement in discussions and activities. By actively contributing to class discussions, asking insightful questions, and demonstrating enthusiasm for learning, students can create a positive impression of themselves as motivated and intellectually curious individuals. Additionally, students may also manage their appearance and behavior to align with social norms and expectations, such as dressing appropriately and displaying good manners and respect towards their teachers and classmates. However, students can adopt additional strategies to enhance their impression management skills in the classroom. One such strategy is building positive relationships with their teachers and peers. By seeking opportunities to collaborate with others, offering help and support when needed, and showing empathy and understanding towards their classmates, students can cultivate a reputation for being cooperative, supportive, and likable. Another strategy is to demonstrate competence and expertise in their academic work. By consistently producing high-quality assignments, participating actively in group projects, and seeking opportunities to showcase their knowledge and skills, students can establish themselves as capable and knowledgeable individuals who are serious about their education. Furthermore, students can leverage nonverbal communication cues, such as maintaining eye contact, using confident body language, and speaking clearly and articulately, to convey professionalism and self-assurance in their interactions with others. Overall, effective impression management in the classroom requires a combination of active participation, positive relationship-building, academic competence, and nonverbal communication skills. By mastering these strategies, students can create a favorable impression that enhances their academic performance, social connections, and overall success in the educational environment. Assess Your Own Skills Students should honestly circle the number on the response scale that most closely reflects the degree to which each statement accurately describes them when they have tried to work constructively with someone else. This section will help them understand how well they exhibit good interpersonal skills. Incident The Angry Airline Passenger How should James respond to the passenger? James should remain calm and not respond with a verbal attack. He should select a conflict resolution approach such as smoothing. Would stroking help her? Use of positive strokes and negative strokes will likely be most useful in this case. Positive strokes can be used such as, ‘Sir we completely understand your frustration and will do everything we can to help you.’ Negative strokes such as, ‘Sir we appreciate you not using that language we are doing everything we can to find your bags.’ Would assertiveness training help? An assertive training would certainly help in dealing with confrontational customers, as it will teach employees how to professionally request another person to change an offensive behavior. Assertiveness training and stroking in combination can be powerful tools for increasing ones interpersonal effectiveness. This will result in improved communication with the customer and faster resolution of source of conflict. Experiential Exercise Assessing Political Strategies Students have been asked to work individually, and rank-order the given political (influence) strategies according to their willingness to use them (1 greatest; 8 least) to advance their own self-interest at work. When they are through, they are to form groups of about five persons and develop a group assessment (consensus) of the proportion of managers (0–100 percent) who might use each strategy. Afterward, they should examine the key and discuss any differences, and also talk about how use of these strategies might have changed over time. Generating OB Insights Students’ responses will vary for this exercise. They should however, highlight several of the major topics discussed in the chapter such as the nature and types of conflict, conflict outcomes and resolution strategies, different personality types, assertive behavior and trust-building, etc. Solution Manual for Organizational Behavior: Human Behavior at Work John W. Newstrom 9780078112829, 9781259254420
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