17. CAREER MANAGEMENT REVIEW QUESTIONS: suggested answers What is career management? Answer: Career management is a lifelong process learning about self, jobs, and organizations, setting personal career goals, developing strategies for achieving the goals, and revising the goals based on work and life experiences. What is the new career, and how does it differ from older notions about careers? Answer: Discrete exchange, occupational excellence, organizational empowerment, and project allegiance characterize the new career. It differs from the old career paradigm in its lack of mutual loyalty and corporate allegiance, and in its emphasis on the employee taking charge of his or her career rather than relying on the organization to manage careers, as well as in other ways.
What are the sources of potential conflict during organizational entry? How can they be avoided? Answer: Conflicts arise during organizational entry because both individuals and organizations attempt to present themselves in the best possible light and may not provide complete or accurate information. Conflicts also arise because when organizations present themselves only favorably in order to attract a large number of candidates, mismatches between candidates and the organization occur. Similarly, when individuals present themselves too favorably, they may receive offers for positions that do not really fit their skills and aspirations. These conflicts can be avoided through the use of realistic job previews, in which both the positive and negative aspects of the job are discussed. What is a realistic job preview, and why is it important? Answer: Realistic job previews give positive, neutral, and negative information about the company and the job. This leads to better employment matches, lower turnover, and higher job satisfaction. What are psychological contracts? Answer: Psychological contracts are implicit agreements between individuals and organizations that specify what each is expected to give and receive in a working relationship. What stressors are associated with socialization? Answer: Ambiguity creates stress during anticipatory socialization while the newcomer tries to gather information about the job and the organization, and realities of role, task, and interpersonal relationship demands associated with the new job create stress in the encounter phase. What are the career functions provided by a mentor? Answer: Mentors provide guidance and counseling to protégés. They provide career functions of sponsorship, exposure and visibility, coaching, and protection. They also provide psychosocial functions of role modeling, acceptance and confirmation, and friendship. What are some of the most likely causes of home–work conflicts? Answer: Common causes of home–work conflicts include stress on the job, childcare responsibilities, eldercare responsibilities, scheduling conflicts, and lack of time. What are the two key issues to deal with during the maintenance career stage? Answer: Two key issues facing workers in this stage involve sustaining performance and becoming a mentor. What is the key to career survival? Answer: Envisioning oneself as the sole proprietor of one’s career, in competition with everyone else involved in a similar career, is critical in learning to survive. It requires a person to continually add value to the organization, continually assess his or her awareness of and connections with the working environment, and work at adopting new ideas, techniques, and technologies. DISCUSSION AND COMMUNICATION QUESTIONS: suggested answers What are the realities of the new career? How can developing your emotional intelligence help you turn these realities into opportunities to improve your career? Answer: The concept of the new career centers on the fact that individuals will hold jobs with multiple organizations throughout their careers and, therefore, must be able to adapt to a constantly changing environment. Developing emotional intelligence can help them master the interpersonal skills necessary to adapt and succeed. What do you think will be the most stressful career stage? What type of stressors led you to make this choice? Answer: We all have a tendency to think that the stage we currently face is the most difficult and stressful. However, students trying to enter the job market may have added reasons for concern during times when the job market is relatively tight. Does the career stage model have exceptions? In other words, can it be applied to all careers? If not, what are the exceptions? Answer: Careers that have delayed entry, such as those requiring advanced education, will compress and delay the impact of the stages. Individuals who leave and re-enter the workforce will have different pressures than those who have been steadily progressing through the stages. Do men and women have different expectations of a dual-career partnership? How do these expectations differ? Answer: Students will vary with their answers. Research validates that the expectations are vastly different. An additional experiential exercise at the end of this chapter deals with the difference in values between males and females in dual-career partnerships. Yes, men and women often have different expectations in a dual-career partnership. These differences can include: 1. Work-Life Balance: Women may prioritize a more equitable distribution of domestic responsibilities, while men might expect more traditional roles, where one partner takes on a larger share of household duties. 2. Career Sacrifice: Women are more likely to anticipate making career sacrifices or adjustments for family needs, whereas men might expect their careers to remain uninterrupted. 3. Financial Contributions: There can be differing expectations about financial contributions, with women often expecting more shared financial responsibilities, while men might anticipate maintaining a larger share. 4. Career Support: Women may expect more active support for their career ambitions from their partners, whereas men might not foresee the same level of support needed for their careers. 5. Flexibility: Women might anticipate needing more flexibility in their work schedules to accommodate family responsibilities, while men might expect traditional work hours and roles. Given the downsizing and restructuring in many organizations, how can organizations help employees with career management if there are fewer opportunities for promotion? Answer: Career management seminars are especially important in dealing with the concept of individual responsibility for career paths. Organizations can aid members in maintaining their self-esteem during separation from the organization through the use of outplacement services. The company may need to help employees redefine career success. Organizations can support employees with career management despite fewer promotion opportunities by: 1. Career Development Programs: Offer training, skill development, and workshops to help employees enhance their current roles and prepare for future opportunities, even if promotions are limited. 2. Lateral Moves: Encourage and facilitate lateral moves within the organization to help employees gain diverse experiences and skills. 3. Mentoring and Coaching: Provide access to mentors and career coaches who can guide employees in career planning, goal setting, and skill development. 4. Career Pathways: Develop clear career pathways and alternative career tracks, showing how employees can grow and advance in different directions within the organization. 5. Recognition and Feedback: Implement robust recognition programs and regular feedback mechanisms to acknowledge employees' contributions and provide constructive guidance for their growth. How has each of the four challenges (globalization, diversity, technology, and ethics) affected career management in recent years? Answer: The increase in international assignments for managers is likely to continue for several years. As a result, most individuals will work in highly diverse environments. Technology has enriched many jobs, and has also made possible such career innovations as telecommuting. Many companies struggle with career decisions that have ethical implications, such as layoffs, forced retirements, changes in organizational structure, etc. Each of the four challenges has significantly impacted career management in recent years: 1. Globalization: • Increased Competition: Employees now face competition from a global talent pool, which requires them to develop unique skills and a global perspective. • Cross-Cultural Skills: Career management includes developing cross-cultural competencies and the ability to work effectively in diverse international environments. 2. Diversity: • Inclusive Practices: Organizations are focusing more on inclusive practices and career development opportunities for underrepresented groups, leading to broader career management strategies. • Bias Awareness: There is a growing emphasis on recognizing and overcoming biases in career advancement and development. 3. Technology: • Skill Evolution: Rapid technological advancements necessitate continuous skill updating and adaptability, affecting how employees manage their careers. • Remote Work: Technology has enabled remote work, changing career management to include managing virtual teams and remote job opportunities. 4. Ethics: • Ethical Standards: Career management now involves navigating and adhering to higher ethical standards, including corporate social responsibility and ethical decision-making. • Reputation Management: Employees and organizations must manage reputations carefully, as ethical behavior and corporate integrity are increasingly scrutinized. Contact the human resources manager of a local business. Ask if he or she would take a few minutes to discuss some issues about résumés with you. Structure your discussion around the following questions: a. How often do you encounter “padded” résumés? What is the most common “padding” and how do you react to it? b. Do you verify the information on résumés? How do you do this? How long does it take for you to be sure that an applicant has been honest about his/her qualifications? c. What would you do if you found that a productive, loyal employee had lied on a résumé when applying for a job? Is “résumé fraud” an offense that warrants firing? Summarize the findings from your interview in a memo to your instructor. Answer: If you have time for discussion, compare the responses of the HR managers from the various businesses. Discuss the similarities and differences among the responses and consider why the differences might exist based on the type of organization, type of positions they typically hire for, etc. Memo To: [Instructor’s Name] From: [Your Name] Date: [Current Date] Subject: Summary of Interview with HR Manager on Résumé Issues I recently interviewed [HR Manager’s Name], the Human Resources Manager at [Local Business], regarding résumé concerns. Here are the key findings: 1. Padded Résumés: The HR Manager frequently encounters padded résumés, with the most common padding being exaggerated job responsibilities or skills. They address this by probing deeper during interviews and checking references for verification. 2. Verification Process: The HR Manager verifies résumé information through reference checks, background checks, and verification of educational credentials. This process typically takes a few days to a week, depending on the depth of the verification required. 3. Résumés Fraud Consequences: If a productive, loyal employee is found to have lied on their résumé, it is considered a serious issue. While it may not always lead to immediate termination, it warrants a thorough investigation and can lead to firing if the lie significantly impacts job performance or trustworthiness. Best regards, [Your Name] Select an individual in the field you want to work in or in a company for which you might want to work. Contact the individual and ask if you might take a minute of her or his time for some career advice. Ask the following two questions, along with others you design yourself. First, how has the idea of a “career” changed over the past few years? Second, what advice would the person give to college students just beginning a new career? Be prepared to present your interview results in class. Answer: This is another good exercise to encourage students to think about their careers. Spend time in class discussing the advice students were given by the individuals they interviewed regarding beginning a career. Interview Summary Interviewee: [Name], [Position], [Company] Date: [Current Date] Contact Information: [Contact Details] 1. How has the idea of a “career” changed over the past few years? The concept of a career has evolved significantly: • Flexibility and Adaptability: Modern careers are more fluid, with frequent changes in roles, industries, and job functions. People are expected to adapt to new skills and career paths more rapidly than before. • Focus on Skills and Experiences: There is a greater emphasis on acquiring diverse skills and experiences rather than following a linear career trajectory. Professional growth is often marked by skill acquisition and project achievements rather than traditional promotions. • Work-Life Integration: The idea of work-life balance has shifted towards work-life integration, where professionals seek roles that align with their personal values and lifestyles, blending professional and personal fulfillment. 2. What advice would you give to college students just beginning a new career? • Embrace Lifelong Learning: Continuously seek opportunities for learning and development to stay relevant in a rapidly changing job market. • Network Actively: Build and maintain professional relationships through networking, which can open doors to new opportunities and provide valuable insights and support. • Be Open to Change: Be prepared to pivot and adapt as needed. Flexibility in career goals and expectations can lead to unexpected and rewarding opportunities. • Seek Mentorship: Find mentors who can offer guidance, feedback, and career advice. Their experience can be invaluable as you navigate your career path. • Focus on Your Strengths: Identify and develop your unique strengths and interests to create a fulfilling career that aligns with your personal and professional goals. Presentation Preparation: • Introduction: Briefly introduce the interviewee and their background. • Career Changes: Summarize how the concept of a career has shifted over recent years. • Advice for Students: Share the key pieces of advice given to new graduates starting their careers. • Q&A: Be ready to answer any questions from classmates about the interview findings. ETHICal dilemma Lynn’s options are to accept the dream job with Smith & Johnson knowing that she may not want to give the same level of commitment to her work after giving birth as she did before that, or to reject the offer and find work at another firm. Using consequential, rule-based, and character theories, evaluate Lynn’s options. Answer: Consequential – If Lynn accepts the job with Smith & Johnson, she will have her dream job in exactly the kind of firm she has always wanted to work making a very good salary, but she will have to be on call around the clock even after she gives birth if she and her husband start a family soon, which is a commitment she’s not sure she can make. If she rejects the job, she will have to find a job in a different firm that may not offer the kind of work or environment she has always wanted and may still require the same level of commitment. Rule-based – Because Lynn doesn’t actually work for Smith & Johnson yet, she has no real obligations to them. She does have obligations to her husband and to her own desires to work in a particular type of law firm, and if she starts a family, she will have obligations to her child(ren). Character – Lynn seems to place a great deal of value on her personal integrity. In other words, she is troubled by the prospect of taking the job when she thinks she may not be able to fulfill the firm’s expectations in the future. She also doesn’t want to shortchange her children when she starts her family. What should Lynn do? Why? Answer: This is a tough call, in part, because little information is provided about the timing of Lynn’s possible promotion to senior associate or the timing of her starting a family. The answer also depends on the availability of jobs in other firms and the urgency of starting to earn a good salary. If she and her husband can afford to wait for her to start working, she should probably reject the offer and continue looking for a job in a different firm that will be less demanding on her time. EXPERIENTIAL EXERCISES 17.1 The Individual–Organizational Dialogue Instructor's Note: An interesting twist to this exercise is to have a "plant" participate with the questions. This person should ask invasive information that has nothing to do with job ability or performance. The value in this approach, if the questions are moderately reasonable, is to test students’ skills at handling inappropriate questions in interviews. Although considered unethical recruiting, some recruiters will ask students inappropriate questions to see if they will stand up for their convictions and rights. What do students think of these tactics? Has it happened to any of them? 17.2 The Ethics of Résumés and Recommendations Instructor's Note: The questions in this experiential exercise will generate intense class discussion due to differences of opinion about the issues. As groups present their perspectives on each question, challenge them to provide solid reasons for their opinions. Provide time after each group’s presentation for other class members to ask questions and to share different perspectives. Alternative Experiential ExerciseS Dual Careers Notes for Conducting Dual Careers Exercise: The learning objectives for this exercise are: (1) to help students be more aware of how underlying biases regarding gender roles can influence their decisions affecting the careers of others; and (2) to help students be more conscious of their own and others' differing values and perceptions regarding family roles, and of issues related to career decisions involving dual career couples. Suggestions on Delivery: Tell the students that you have a short exercise that will help them to identify and examine important issues related to personal career decisions. Place students in two or more groups composed of four to six persons each. Tell the students to first individually read the case that you are about to hand out, and then quickly respond to the questions at the end. Also, tell them that after they have finished their individual responses, they should then begin to share one-by-one within the group their individual responses (i.e., accept or reject the promotion offer, and why they decided to accept or reject). Distribute the case exercise – half of the groups receiving the Chris as male form and half receiving the Chris as female form. After within-group sharing and discussion has been completed by most groups (typically lasting 15-20 minutes), tell the students that you would now like to begin to examine, in a total class discussion format, the issues, concerns, and problems that this exercise helped to identify. Ask the students to now go beyond this particular case, and to identify what general career issues came up in their sharing of why they responded the way they did to the case. List these issue topics on a list as they are identified, and discuss their importance – but don't talk about this particular case yet. This general discussion typically promotes a useful examination of the importance of such topics as: Dual career couple challenges Self-sacrifice vs. actualization Childcare for working parents Career opportunities in academia vs. business Influence of earning power on career decisions An organization's career advancement expectations/policy Temporary spouse separation for conflicting career opportunities Allegiance to company vs. spouse and family Family financial support/security Following career dreams vs. pragmatism Traditional roles of husband and wife in providing family financial support and childcare After you have exhausted this class discussion, ask for a show of hands of those who believe that Chris should accept the promotion offer, and then a show of hands of those who believe that Chris should reject the promotion. Ask one of the students to explain why he/she believed that Chris should accept the offer. As the student begins to explain, and refers to Chris as a male or female, depending upon the form received, what typically occurs is - (a) others in the class with a different Chris gender will spontaneously begin to correct the student (b) the explaining student's group members and others will vociferously support the student's correctness of Chris' gender (c) as students look again at their forms brief mass confusion will take place, and (d) the students will collectively come to realize that they've been had and, in good humor, accuse the instructor of underhanded trickery. At this point, admit to the deception, and inform the students that identical cases were passed out – only in half of the forms distributed Chris as male with spouse Kim as female, and in the other half the gender is switched. Discussion Questions: Ask the students if it matters whether Chris is male or female. Answer: The gender of Chris should not affect the decision to accept or reject the promotion offer. Ideally, career decisions should be based on professional goals, job fit, and family needs rather than gender. However, underlying biases and societal expectations often influence perceptions and choices. Recognizing these biases is crucial for making objective and equitable career decisions. Should Chris' gender influence your decision to accept or reject? Answer: Chris' gender should not influence the decision to accept or reject the promotion. The focus should be on the implications of the promotion for Chris's career and family dynamics, irrespective of gender. Decisions should be based on individual career aspirations, family responsibilities, and the impact on both partners' careers rather than gender-based roles or expectations. DUAL CAREERS Chris Jamison was sitting alone, deep in thought on Friday afternoon in June in the Phoenix branch office of the accounting firm, Arthur Andersen & Co. He has worked there in the tax audit division for the past six years and has done very well. He has worked hard in lower staff positions and has developed a strong reputation, both at the local office and recently at the Chicago headquarters, as a very competent professional who has great promise within the company. Chris sat contemplating the conversation he had just had with his office manager and mentor, Jim Wilkins, about Chris' promotion to the position of tax audit manager within the firm. This promotion would involve Chris' relocating to a new branch office in Portland. The promotion would represent a personal and gratifying challenge that Chris has wanted for some time now, and would serve as an outstanding opportunity leading to much higher management advancement within the firm. Despite this very positive news, Chris felt quite perplexed and anxious about how this career opportunity would affect his family. His wife, Kim, was just finishing up her Ph.D. in English Literature at Arizona State University. Ever since their marriage eight years before, Kim had dreamed about teaching English Literature at an Ivy League school back east. She also wanted to do professional writing on the side. University faculty positions in English Literature were very scarce throughout the country, and Kim had heretofore been looking for a position with little success. However, she recently interviewed at Cornell University and was offered a one-year visiting assistant professor position beginning in September. Kim was very pleased with this opportunity, which could possibly turn into a permanent position at Cornell. As Kim considered whether or not to accept the Cornell offer, she thought that even if a permanent position were not subsequently offered, she would have a much stronger chance at obtaining a permanent faculty position elsewhere with the Cornell experience on her resume. Chris initially felt very pleased for Kim, but he was now feeling torn between supporting Kim in her career dream pursuit by moving to Cornell in the small town of Ithaca, New York, or accepting the very attractive career opportunity recently presented him. Jim Wilkins indicated that he understood Chris' dilemma, but that he should know that such a tremendous opportunity within the firm occurs rarely. Besides, his turning down this career advancement offer might even, in fact, hurt his prospects for significant future advancement within the firm. Chris had majored in Accounting in college and had a solid B grade point average. He was a good student, but wasn't very excited about his coursework. After graduation he accepted a job with a small firm, which helped support Kim through graduate school. A year later they had a child, David. Soon, Chris joined Arthur Andersen & Co. with a considerable salary increase; but more importantly to him, he became very pleased and excited about his new work and career opportunity. David was placed in daycare during the time when Kim was occupied with her studies. Chris was glad that Kim was able to spend much of her study time at home with David, but he still had feelings of regret and even guilt that he himself had so little time to spend with his precious child. Chris thought about the conversation that he would soon have with Kim when he returned home. His anxiety was heightened by Jim Wilkins' request for him to have a response to the promotion offer when he returned to work the following Monday morning. After you've read the above case, please complete the following: After talking with Kim, Chris' response on Monday morning should be accept the position reject the position Please explain in one sentence your reason for checking the box that you did. Your name _________________________ dual careers Chris Jamison was sitting alone, deep in thought on Friday afternoon in June in the Phoenix branch office of the accounting firm, Arthur Andersen & Co. She has worked there in the tax audit division for the past six years and has done very well. She has worked hard in lower staff positions and has developed a strong reputation, both at the local office and recently at the Chicago headquarters, as a very competent professional who has great promise within the Company. Chris sat contemplating the conversation she had just had with her office manager and mentor, Jim Wilkins, about Chris' promotion to the position of tax audit manager within the firm. This promotion would involve Chris' relocating to a new branch office in Portland. The promotion would represent a personal and gratifying challenge that Chris has wanted for some time now, and would serve as an outstanding opportunity leading to much higher management advancement within the firm. Despite this very positive news, Chris felt quite perplexed and anxious about how this career opportunity would affect her family. Her husband, Kim, was just finishing up his Ph.D. in English Literature at Arizona State University. Ever since their marriage eight years before, Kim had dreamed about teaching English Literature at an Ivy League school back east. He also wanted to do professional writing on the side. University faculty positions in English Literature were very scarce throughout the country, and Kim had heretofore been looking for a position with little success. However, he recently interviewed at Cornell University and was offered a one-year visiting assistant professor position beginning in September. Kim was very pleased with this opportunity, which could possibly turn into a permanent position at Cornell. As Kim considered whether or not to accept the Cornell offer, he thought that even if a permanent position were not subsequently offered, he would have a much stronger chance at obtaining a permanent faculty position elsewhere with the Cornell experience on his resume. Chris initially felt very pleased for Kim, but she was now feeling torn between supporting Kim in his career dream pursuit by moving to Cornell in the small town of Ithaca, New York, or accepting the very attractive career opportunity recently presented her. Jim Wilkins indicated that he understood Chris' dilemma, but that she should know that such a tremendous opportunity within the firm occurs rarely. Besides, her turning down this career advancement offer might even, in fact, hurt her prospects for significant future advancement within the firm. Chris had majored in Accounting in college and had a solid B grade point average. She was a good student, but wasn't very excited about her coursework. After graduation she accepted a job with a small firm, which helped support Kim through graduate school. A year later they had a child, David. Soon, Chris joined Arthur Andersen & Co. with a considerable salary increase; but more importantly to her, she became very pleased and excited about her new work and career opportunity. David was placed in daycare during the time when Kim was occupied with his studies. Chris was glad that Kim was able to spend much of his study time at home with David, but she still had feelings of regret and even guilt that she herself had so little time to spend with her precious child. Chris thought about the conversation that she would soon have with Kim when she returned home. Her anxiety was heightened by Jim Wilkins' request for her to have a response to the promotion offer when she returned to work the following Monday morning. After you've read the above case, please complete the following: After talking with Kim, Chris' response on Monday morning should be accept the position reject the position Please explain in one sentence your reason for checking the box that you did. Your name _________________________ Teaching Notes for Dual Careers: It is important during the debriefing stage of the exercise to emphasize to the students that their individual responses are based on personal values, and you are not suggesting that there is any universal right or wrong answer. It can be personally enriching and enlightening just to share viewpoints, listen, and to try to understand another person's differing values and perspectives. You may occasionally get a student who doesn't like the forced-choice format of the accept/reject decision. Acknowledge that actually another possible option is for temporary or indefinite spouse mutual separation to pursue career opportunities, but that for the purpose of comparing student responses in this exercise, you would like the student to select the choice toward which he or she would be leaning if only the accept/reject options were available. During the individual work and afterwards during the within-group sharing, be sure to not allow discussion between groups. To minimize this communication, especially between groups where Chris is not of the same gender, try to arrange for the groups to be separated and isolated as much as possible within the classroom. However, even where the room is small and groups are close to one another, when within-group sharing is taking place it seems to happen so intensely that conversations are not overhead from other groups. There is strong evidence that role does have a significant influence on career decisions among those possessing values involving traditional gender and family role perceptions. An important point of this exercise is to demonstrate that gender also has a significant influence upon those who don't consciously identify gender role as being relevant in career decision making. Demonstrate this point by describing a recent study of junior and senior, male and female students. Very few of these students (less than one percent) identified traditional gender role as a rationale for their decision for Chris to accept or reject the promotion. Yet, when their results were compared among the four possible condition combinations of Chris male/female, respondent male/female, as indicated in this matrix of percent of students deciding to accept the promotion, there was a significant main effect of respondent gender, a significant interaction effect of Chris' gender and respondent gender, but not a significant main effect of Chris' gender (p<.05). The chart below indicates the percentage of students in each cell recommending acceptance of promotion (columns represent Chris by gender, rows represent the gender of the respondent): Chris by Gender
Male Female
Male 73% 61%
Female 67% 62%
In other words, there is evidence that the gender of the respondent significantly influenced the likelihood of promotion acceptance. This finding is especially evident where 73% of the male respondents recommended that the male Chris should accept the promotion, compared to when Chris is female. And this is not just a matter of male chauvinism, for even the female respondents reflect a significant bias in promotion acceptance when Chris is male even when Chris is female. It is important to emphasize that these results occurred among students who demonstrated by their individual response rationale and who convincingly argued that they believed that perceptions of traditional gender role did not influence their decisions. From C. M. Vance and E. A. Ensher, "Experiential Exercise for Illustrating Gender Bias in Career and Other Human Resource Management Decisions," Journal of Management Education, Vol. 18, (1) February 1994, 98-104. ALTERNATIVE EXPERIENTIAL EXERCISE SOURCE: N. E. Landrum, “My Friend Morgan: An Exercise in Ethics,” Journal of Management Education, 25 (2001): 606–616. MY FRIEND MORGAN You have just hung up from speaking with your friend Morgan and your supervisor is due in your office any time now. You have known Morgan for many years. You attended the same high school and knew Morgan as an acquaintance but wouldn’t say the two of you were friends. Whereas you enjoyed academic and athletic pursuits, Morgan was rebellious and often in trouble. During high school, it was a known fact that Morgan had been caught shoplifting but didn’t suffer any real consequences. You had also seen Morgan cheat on exams in high school on more than one occasion. You also know that Morgan had confessed to often stealing money from his or her parents and would arrive late and leave early from a part-time job at the local McDonald’s but would write in the full shift on time sheets. You and Morgan both attended the same college nearly 500 miles away. You each majored in business, had a couple of classes together, and began sharing rides home. You got to know Morgan, and you were even glad to see a familiar face while you were so far from home. You were both accepted into the college’s MBA program, and over the course of these college years, you became very good friends with Morgan; you were even in Morgan’s wedding following graduation. Coincidentally, you both received attractive job offers (in separate departments) from the major employer in your hometown; you both accepted the offers and returned home. Morgan and his or her spouse frequently socialize with you and your spouse. They often come over on weekends, and you usually meet for lunch at least once a week. Although Morgan has matured and “straightened out” for the most part, you believe that Morgan’s ethical and moral standards are sometimes questionable. For example, last fall Morgan was caught being unfaithful to his or her spouse. Thankfully, they were able to repair their marriage, and this has never happened again. Morgan has also confessed to you that he or she recently lied to a supervisor to gain additional time to finish an assignment. Morgan often copies and mails personal items at the company’s expense and even failed to report to payroll that a personal expenditure had not been deducted from the last paycheck. Furthermore, Morgan cheated on income taxes a few years ago and continues to smoke marijuana on occasion. You don’t mean to be keeping an ethics balance sheet on Morgan, but you have had several private discussions with Morgan regarding the questionable nature of these types of behaviors. You believe that these conversations have helped Morgan to see things in a new light and have positively impacted his or her behavior. You’ve recently been promoted to District 4 manager. Your regional manager is on her way to meet with you to get your recommendation for filling the District 3 manager position. Morgan has just phoned to ask for your support and recommendation for this position. To Morgan’s benefit, he or she has been a hard worker for this company, has always had positive evaluations, and is well liked. Although you feel loyalty to Morgan and know that Morgan is a good employee, you also want to make a good impression in your new position and wonder if Morgan is really the best (and safest) person to recommend for the job. Your regional manager has just arrived at your office. She gets right to the point, asking if you have any recommendations for the District 3 manager’s position. Do you recommend Morgan? Discussion Questions: What responsibilities or obligations do the reader and Morgan owe to themselves, the organization, their profession, their peers, and the business community? Answer: Responsibilities: Both the reader and Morgan owe honesty, integrity, and diligence to themselves, their organization, their profession, peers, and the business community. They should adhere to ethical standards, fulfill their job roles effectively, and contribute positively to their professional environment. What are the implications of their behavior and decisions? Answer: Implications: Their behavior and decisions impact their professional reputation, job performance, and relationships with colleagues and clients. Poor conduct can harm organizational trust and professional credibility. Does a company have the right to be interested in employees’ off-work behavior? At what point does personal life spill over into work life? Answer: Company Interest: Companies may have a legitimate interest in off-work behavior if it affects job performance or company reputation. Personal conduct becomes relevant when it directly impacts work, such as through conflicts of interest, safety issues, or violations of company policies. Would the type of job make a difference in your recommendation (i.e., an international assignment)? Answer: Job Type Impact: Yes, the type of job, especially an international assignment, may affect recommendations. Roles involving high visibility or sensitive information may warrant stricter scrutiny of off-work behavior due to the potential impact on the organization’s reputation and operations. Should those in leadership positions be role models for subordinates? Answer: Leadership Role Models: Yes, those in leadership positions should be role models for subordinates, demonstrating ethical behavior, professionalism, and commitment to organizational values. Should friendships in the workplace influence decision making? Should Morgan have asked for the recommendation? Answer: Friendship Influence: Friendships should not unduly influence decision-making; decisions should be based on merit and fairness. Morgan should consider the potential impact of requesting a recommendation from a friend and ensure it aligns with professional standards and transparency. How is Morgan any different from you or me or the person sitting next to you? (Note to instructor: Remind students that Morgan is a compilation of all of us.) What is the implication in judging others when we may be guilty, too? Answer: Difference and Implication: Morgan is not fundamentally different from any of us; Morgan represents a composite of various individual traits and experiences. Judging others while being aware of our own potential faults underscores the need for self-awareness and fairness. We must recognize our own biases and imperfections when evaluating others, as everyone has strengths and weaknesses. Finally, would you or would you not recommend Morgan? Why? Answer: Recommendation: Whether to recommend Morgan depends on the specifics of the situation. If Morgan demonstrates integrity, competence, and alignment with organizational values, a recommendation would be appropriate. However, if there are significant concerns about ethical behavior or performance, those need to be addressed before making a recommendation. Would it make a difference if Morgan were male or female? Why? Answer: Gender Impact: Gender should not impact the recommendation if the evaluation is based on professional merits and conduct. Decisions should be made objectively, focusing on qualifications and behavior rather than gender, to ensure fairness and equality. EXTRA EXPERIENTIAL EXERCISES The following alternative exercises to supplement the material in the textbook can be obtained from: Marcic, Dorothy, Seltzer, Joseph, & Vaill, Peter. Organizational Behavior: Experiences and Cases, 6th Ed. South-Western College Publishing Company, 2001. Professional Skills Assessment. p. 293-298. Time: 55 minutes or more. Purpose: To assess professional skills. The Leadership Self-Study Project. p. 291-292. Time: Mostly done outside class. Purpose: To develop a comprehensive self-portrait that will be useful in understanding oneself and developing as a person and manager. Fandt, Patricia M. Management Skills: Practice and Experience. West Publishing Company, 1994. In-Basket Exercise 3: Dealing with Different Personality Styles. p. 447. TAKE 2 BIZ FLIX: Baby Mama PPT Slide 36 Organizations Discussed: Super Fruity Fruit Smoothies shop Meet Kate Holbrook (Tina Fey), single, late thirties, successful in her career, but childless. She loves children and wants a child but does not want to take chances with a pregnancy at her age. Kate enlists the help of Angie Ostrowiski (Amy Poehler) from South Philadelphia to act as her surrogate mother. Former attorney, now Super Fruity Fruit Smoothies owner, Rob Ackerman (Greg Kinnear) enters the scene and begins dating Kate. Angie becomes pregnant but it is not clear whether the child is Kate’s or Angie’s. The complex, intertwined relationships and social interactions create an enjoyable comedy experience. Emotional Intelligence: Some Observations These sequences appear at two different places in the film. A title screen appears between the two scenes. The first scene appears at the end of DVD Chapter 12, “Deal Breaker.” It follows the scene of Kate talking to Rob in his shop. Angie walks along the sidewalk and says “Hi, Carl.” Carl Loomis (Dax Shepherd) leans against his car while pretending to read a newspaper (it is inverted and in an Asian language). This scene ends as Carl speeds away. Angie shrugs her shoulders and sighs. The second scene appears within DVD Chapter 16, “Party’s Over.” It begins with a night shot of Kate’s car parked in front of a Marriott Hotel. The scene follows Kate’s discussion with Chaffee Bicknell (Sigourney Weaver) about Angie possibly not carrying Kate’s baby. Kate says to Angie, “I booked you a room here, until we sort this out.” This scene ends after Angie leaves the car. Kate sighs and lays her head on the steering wheel. What to Watch for and Ask Yourself PPT Slide 37 Assess the emotional intelligence of each of the three characters shown in these scenes. What level of emotional intelligence does Carl exhibit? Assess him on self-awareness, empathy, and self-control. Answer: Carl shows a low level of emotional intelligence. He appears unaware of his behavior (self-awareness), its effect on Angie (empathy), and he lacks self-control. The lack of empathy shows in his request for her to return to their relationship. Carl’s lack of self-control shows in his emotional reactions at the end of the first scene taken from DVD Chapter 12, “Deal Breaker.” What level of emotional intelligence does Angie show? Assess her on self-awareness, empathy, and self-control. Answer: This second scene shows Angie’s emotional reactions which were not typical of her behavior elsewhere in the film. She has no awareness of her behavior (self-awareness) in frantically trying to open the car door. Nor does she care about its effect on Kate and their relationship. Angie clearly lacks self-control when she does not stop banging on the door even after Kate asks her to stop. What level of emotional intelligence does Kate exhibit? Assess her on self-awareness, empathy, and self-control. Answer: Kate tries to maintain her composure (high emotional intelligence) but has moments of lack of behavioral control (low emotional intelligence). Her levels of self-awareness, empathy, and self-control vary between high and low as the second scene draws to a close. WORKPLACE VIDEO: LivingSocial Escapes Video Case Synopsis After graduating from college and starting a career as a trader on Wall Street, Maia Josebachvili began to plan weekend getaways to escape the bubble of city life. One night, while seated around a campfire with fellow campers, Josebachvili decided that her planned excursions could appeal to other young professionals. Willing to take risks, Josebachvili left her job and founded Urban Escapes (now called LivingSocial Escapes), a firm that creates social outdoor adventures for travel-minded individuals. “I left Wall Street for a year, travelled around the world, and figured out exactly what it was that I wanted to do,” Josebachvili says. “I came back and e-mailed 200 people and said, ‘Hey, I’m starting a camping company, so come camping’.” An outdoors enthusiast who has hiked to Everest Base Camp and climbed Kala Patthar in Nepal, Josebachvili began her start-up with basic planning. “I started with about $4,000, got a cheap apartment, and worked from home and from coffee shops,” Josebachvili says. “After the first bit of money came in from my trips, I invested $2,000 in a Web site.” As the concept began to catch on, Josebachvili asked friend Bram Levy to handle business operations. Like Josebachvili, the LivingSocial Escapes partner is a serious outdoor enthusiast with serious credentials, including hikes in the Himalayas and scuba diving in the Great Barrier Reef. “I’m more of the business side of Urban Escapes,” Levy says. “Maia is a real genius when it comes to what is exciting and interesting to people, and what people get motivated about.” Josebachvili and Levy began planning their fun adventures, and soon LivingSocial Escapes was successful and expanding to Boston, Philadelphia, and Washington D.C. Although there is no single formula for success, the entrepreneurs say that hard work, intelligence, and luck are essential for any career. The luck part came when an outside company, LivingSocial, took interest in buying Urban Escapes following the firm’s appearance in Inc. magazine. Executives arranged to meet Josebachvili at a local pub, and a few months later the acquisition was complete. “We signed the papers at 10 a.m. and were in the new office by 3 p.m. that same day,” Josebachvili says. Now with an abundant supply of capital and resources, Josebachvili and Levy are seeing their careers change in new and exciting ways. “What I’m most happy with,” Josebachvili says, “is that I’m now part of a company that is growing faster than we were, but I still get to do exactly what I love to do.” Discussion Questions and Solutions At what stage of the career stage model are Maia Josebachvili and Bram Levy? Explain. Answer: Maia Josebachvili and Bram Levy are exiting the establishment stage and entering the advancement stage. In 2010, the business partners appeared in Inc. magazine’s “30 Under 30” feature on successful young professionals under the age of 30—so they are young. In addition, both Josebachvili and Levy have work experience prior to launching LivingSocial Escapes. After graduating from college, Josebachvili went to work as a trader on Wall Street. Levy’s early work experience included such jobs as teacher and management consultant. During the establishment stage, the two employees learned to be organizational insiders while learning the psychological contract and managing the stress of socialization. However, as is characteristic of employees in the advancement stage, Josebachvili and Levy began to reassess their career goals while working their first jobs. They discussed career dreams and the choices they would need to make to pursue career goals. This reassessment led the two to launch a new entrepreneurial venture—a risky choice aided by youth and lack of family responsibilities. Describe how Maia Josebachvili chose her occupation as a business owner and trip planner, and determine if her choice fits her personality type. Answer: While working on Wall Street, Josebachvili felt the need to escape busy city life and began planning weekend trips. While seated at a campfire, she decided she needed to make a career out of her trip-planning hobby. She left her job on Wall Street and travelled the world to figure out exactly what choice to make. After long reflection, she concluded that starting a trip planning company was exactly what she needed to do. According to John Holland, six personality types (realistic, artistic, investigative, enterprising, social, and conventional) influence occupational choices. As an outdoor adventurer whose interests include mountain climbing and hiking, Josebachvili seems destined to have sought a career that was artistic and enterprising—a good match with her personality. Josebachvili has an internal locus of control, high energy, self-confidence, and a tolerance for ambiguity—important traits for any entrepreneur. What challenges is Maia Josebachvili likely to face as she manages her career through her thirties? Answer: In the video, Josebachvili hints that the personal freedom she and Mr. Levy have in their personal lives enables the entrepreneurial duo to take risks, work long hours, and pursue dream careers. However, as Josebachvili continues through the advancement stage during her thirties, she is likely to face work-home conflicts and duel-career difficulties that come with marriage and family life. CASE SOLUTION: Career Customization for Everyone: Deloitte’s Career/Life Program Linkage of Case to Chapter Material This case focuses on the Mass Career Customization (MCC) program developed by Deloitte Touche Tohmatsu Limited (DTTL). Deloitte’s MCC program was developed as a career path alternative to combat the challenges posed by the traditional career path in public accountingnamely, “the 80-hours-a-week, face-time paradigm.” Mass Career Customization (MCC) enables Deloitte’s employees to better manage their careers in relation to changing work/life issues by allowing employees to focus on how they want their careers to unfold. Under the MCC program, employees are able to stay on their current course, ‘dial up’ by taking on more projects and responsibility, or ‘dial down’ by reducing their hours or amount of travel. This enables employees to tailor their careers to their evolving needs and desires, and Deloitte to reduce attrition and retain high-performing employees, thereby fostering the accounting firm’s productivity, profitability, and growth. In relation to the content of Chapter 17, the case provides a practical example of an innovative method of career management. This innovative method is flexible enough to accommodate various combinations of work/life issues. The different stages of the career stage model are highly relevant to the case since each stage presents individuals with a different combination of work/life issues. Suggested Answers for Discussion Questions Explain the basic nature of Deloitte’s Mass Career Customization (MCC) program. Answer: Mass Career Customization (MCC) enables Deloitte’s employees to better manage their careers in relation to changing work/life issues by allowing employees to focus on how they want their careers to unfold. Under the MCC program, “employees periodically fill out a profile detailing whether they want to stay on their current course, ‘dial up’ by taking on more projects and responsibility, or ‘dial down,’ reducing their hours or amount of travel, for example.” As a starting point for career planning, each employee receives a default profile that reflects the employees’ current career situation. The MCC default profile contains four career dimensions that can be dialed up or dialed down as employees progress through their careers and face changing life circumstances. The career dimensions are: (1) pace of career (the rate of career progression); (2) workload (the quantity of work output); (3) location/schedule (when and where the work is performed); and (4) role (the employee’s position and responsibilities within the firm. “Dialing down” can mean cutting back work hours or work load or even working from home. “Dialing up” means that the employee will take on added responsibilities so he/she can gain a broader and richer set of work experiences. An employee’s request to dial up or dial down may be approved or denied by their managers. Explain how Deloitte’s MCC program can help employees in managing their careers and in dealing with work/life issues. Answer: The traditional career model in public accounting has been an 80-hours-a-week, face-time paradigm. This model has become increasingly problematic for Deloitte and its employeesparticularly its younger employees. Some of the career features that Deloitte’s younger employees seek include “long-term career development, multiple experiences within a single company, flexibility, a sense of purpose, respect and open communication.” They want to be able to accommodate their lives outside of work. MCC “allows people to ‘dial up’ or ‘dial down’ their careers depending on life circumstances, whether they’re fresh out of school or a harried new parent. Dialing down a career can mean putting in fewer hours or passing on travel or new projects, without hurting one’s future chance of promotion. Dialing up a career can mean taking on additional projects or new assignments, which can improvebut not guaranteepromotion opportunities and definitely increase the employee’s marketability. What are the benefits of MCC for Deloitte? For Deloitte’s employees? Answer: MCC helps retain talented employees, thereby helping Deloitte to be productive and profitable and to grow. With MCC, Deloitte is able to retain more of its well-educated, carefully recruited, high-potential mid-career employees. A major benefit of the MCC program for Deloitte’s employees is the career flexibility it provides for them. The MCC program has helped improve employee satisfaction with overall career/life fit. Employees who dial down their careers can accommodate changing family circumstances and other personal responsibilities or interests. Employees who dial up their careers can gain a broader and richer set of work experiences and enhance their marketability. Do you think there is a downside to the MCC program for Deloitte? For its employees? Explain your answer. Answer: For employees who are dialing down, a significant downside risk is that future promotion opportunities become compromised even though the program provides assurances that it will not. Deloitte must ensure that this downside risk does not occur; if it does, then employee relations will suffer and Deloitte’s productivity, profitability, and growth could be compromised. If employees who are dialing up do not eventually receive promotions, they may become frustrated and seek employment elsewhere. Deloitte could lose some highly talented employees under this condition. Would Deloitte’s MCC program be easily adapted in other companies? Why or why not? Answer: Based on its record of success with the MCC program, Deloitte is trying to convince its clients of the value of adopting an MCC-like program in their own operations. There is no reason to believe that a program such as this cannot succeed in other companies. After all, the desires of Deloitte’s younger employees for “long-term career development, multiple experiences within a single company, flexibility, a sense of purpose, respect and open communication” are not terribly unique to Deloitte. Younger employees in many other companies likely have the same or similar desires. Therefore, a MCC-like program could work in these companies as well. There may be a different set of challenges that other companies face in formulating their own MCC-like programs, but that should not dissuade them from trying. SOURCE: This case solution was written by Michael K. McCuddy, The Louis S. and Mary L. Morgal Chair of Christian Business Ethics and Professor of Management, College of Business, Valparaiso University. Solution Manual for Organizational Behavior: Science, The Real World, and You Debra L. Nelson, James Campbell Quick 9781111825867
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