CH-3 Personality, Perception, and Attribution – ORGB Organizational Behavior : Book Guide

Chapter 3 Personality, Perception, and Attribution In This Chapter, You’ll Find: Chapter Overview Learning Outcomes Key Terms PowerPoint Guide Review Questions and Answers Discussion and Communication Questions and Suggested Answers Ethical Dilemma Self-Assessments—What about You? Issues in Diversity Experiential Exercises Additional Examples Case Study and Suggested Responses: Understanding the People Who Work At and Patronize Build-A-Bear Workshop Video: Profile on Theo Chocolate: Personality Student Handouts: Ethical Dilemma What about You?: Locus of Control What about You?: Are You a High or Low Self Monitor? Issues in Diversity: Say It Loud: I’m Fat and Proud Experiential Exercise: MBTI Types and Management Styles (Part I) Experiential Exercise: MBTI Types and Management Styles (Part II) Experiential Exercise: Stereotypes in Employment Interviews Experiential Exercise: Identifying Cognitive Styles Case Study: Understanding the People Who Work at and Patronize Build-A-Bear Workshop CHAPTER OVERVIEW This chapter is the first chapter of a two-chapter segment that examines individual differences. Much of this chapter discusses the interactional psychology approach to study persons and the advances that have been made with regard to personality and behavior in specific situations. Personality characteristics that are discussed in the chapter include locus of control, self-efficacy, self-esteem, self-monitoring, and positive/negative affect. Projective tests, behavioral measures, and self-report questionnaires that are used to measure personality are also discussed. The chapter also examines how social perceptions influence the way people view the world, and it discusses attribution theory that explains how people pinpoint the causes of their own behaviors and that of other people. LEARNING OUTCOMES After reading this chapter, students should be able to do the following: 1. Describe individual differences and explain why they are important in understanding organizational behavior. Answer: Individuals are unique in terms of their skills, abilities, personalities, perceptions, attitudes, emotions, and ethics. The basis for understanding individual differences stems from Kurt Lewin’s early contention that behavior is a function of the person and the environment. Lewin’s idea has been developed further by the interactional psychology approach. Basically, this approach says that people must know something about the person and something about the situation in order to understand human behavior. The interactional psychology approach points out the need to study both persons and situations. The person consists of individual elements such as personality, perception, attribution, attitudes, emotions, and ethics. The situation consists of the environment the person operates in, including the organization, work group, personal life situation, job characteristics, and other environmental influences. 2. Articulate key personality traits and explain how they influence behavior in organizations. Answer: Personality is the relatively stable set of characteristics that influences an individual’s behavior and lends it consistency. Two major theories of personality are the trait theory and the integrative approach. Some early personality researchers believed that people must break down behavior patterns into a series of observable traits in order to understand individuals. According to trait theory, the combination of these traits forms an individual’s personality. In response to the criticisms of trait theory, researchers have taken a broader, more integrative approach to the study of personality. This integrative approach focuses on both personal dispositions and situational variables as combined predictors of behavior. 3. Discuss how personality theories may be applied in organizations. Answer: To apply personality theories in their organizations, managers first must measure the personalities of their organizations’ members. Projective tests, behavioral measures, and self-report questionnaires can all be used to measure personality. One approach to applying personality theory in organizations is the Jungian approach and its measurement tool, the Myers-Briggs Type Indicator® (MBTI). The MBTI instrument has been found to have good reliability and validity as a measurement instrument for identifying type. There are no good or bad types; each has its own strengths and weaknesses. Type influences learning style, teaching style, and choice of occupation. Type can also determine an individual’s decision-making and management styles. 4. Define social perception and explain the factors that affect it. Answer: Social perception is the process of interpreting information about another person. Three major categories of factors influence people’s perception of others: characteristics of themselves as perceivers, characteristics of the target person people are perceiving, and characteristics of the situation in which the interaction takes place. Several characteristics of the perceiver can affect social perception. The perceiver’s attitudes also affect social perception. Mood can have a strong influence on the way people perceive someone. Another factor that can affect social perception is the perceiver’s self-concept. Cognitive structure, an individual’s pattern of thinking, also affects social perception. Characteristics of the target (the person being perceived) influence social perception in various ways. Physical appearance plays a big role in people’s perception of others. Verbal communication from a target affects people’s perception of him or her. Nonverbal communication conveys a great deal of information about the target. The intentions of the target are inferred by the perceiver who observes the target’s behavior. The situation in which the interaction between the perceiver and the target takes place, the social context, also influences perception. The strength of situational cues also affects social perception. 5. Identify five common barriers to social perception and explain the difficulties they cause. Answer: It would be wonderful if everyone had accurate social perception skills. Unfortunately, barriers often prevent people from perceiving others accurately. Five barriers to social perception are selective perception, stereotyping, first-impression error, projection, and self-fulfilling prophecies. Most people want to make favorable impressions on others. This is particularly true in organizations where individuals compete for jobs, favorable performance evaluations, and salary increases. 6. Explain the attribution process and how attributions affect managerial behavior. Answer: Attribution theory explains how people pinpoint the causes of their own behavior (and therefore their performance) and that of other people. People can attribute events to an internal source of responsibility (something within the individual’s control) or an external source (something outside the individual’s control). Attribution theory has many applications in the workplace. Individuals tend to make internal attributions for their own successes and external attributions for their own failures. In other words, when people succeed, they take credit for it; when they fail, they blame the situation on other people. KEY TERMS Individual differences (p. 35) Interactional psychology (p. 35) Personality (p. 36) Trait theory (p. 36) Integrative approach (p. 37) Strong situations (p. 37) Locus of control (p. 37) General self-efficacy (p. 38) Self-esteem (p. 38) Self-monitoring (p. 39) Positive affect (p. 39) Negative affect (p. 39) Projective tests (p. 40) Behavioral measures (p. 40) Self-report questionnaire (p. 40) Myers-Briggs Type Indicator® (MBTI) instrument (p. 41) Extraversion (p. 41) Introversion (p. 41) Sensing (p. 42) Intuition (p. 42) Thinking (p. 434) Feeling (p. 43) Judging (p. 43) Perceiving (p. 43) Social perception (p. 45) Discounting principle (p. 47) Selective perception (p. 47) Stereotype (p. 47) First-impression (p. 48) Projection (p. 48) Self-fulfilling prophecy (p. 48) Impression management (p. 49) Attribution theory (p. 49) Fundamental attribution error (p. 50) Self-serving bias (p. 50) POWERPOINT GUIDE Slide 2—Learning Outcomes LO1: Describe individual differences and explain why they are important in understanding organizational behavior. Slide 3—LO - 3.1 Slide 4—Individual Differences Slide 5—Figure 3.1: Variables Influencing Individual Behavior LO2: Articulate key personality traits and explain how they influence behavior in organizations. Slide 6—LO - 3.2 Slide 7—Personality Slide 8—Table 3.1: Big Five Personality Traits Slide 9–10—Personality Characteristics in Organizations Slide 11–12—Beyond the Book: What’s Your Locus of Control? LO3: Discuss how personality theories may be applied in organizations. Slide 13—LO - 3.3 Slide 14–15—Type Theory Preferences and Descriptions Slide 16—Myers-Briggs Type Indicator Scales Slide 17—Uses of MBTI LO4: Define social perception and explain the factors that affect it. Slide 18—LO - 3.4 Slide 19—Social Perception Slide 20—Figure 3.2: A Model for Social Perception Slide 21—Beyond the Book: Synesthesia: Unusual Perception LO5: Identify five common barriers to social perception and explain the difficulties they cause. Slide 22—LO - 3.5 Slide 23—Barriers to Social Perception Slide 24—Beyond the Book: Racial Stereotypes in Hiring LO6: Explain the attribution process and how attributions affect managerial behavior. Slide 25—LO - 3.6 Slide 26—Attribution Theory Slide 27—Theo Chocolate Key Terms Slide 28-29—Key Terms Summary Slide 30-31—Summary REVIEW QUESTIONS AND ANSWERS 1. What are individual differences, and why should managers understand them? Answer: Individual differences is defined as the way in which factors such as skills, abilities, personalities, perceptions, attitudes, emotions, and ethics differ from one individual to another. Hence, individual differences represent the essence of the challenge of management. Managers must often work with people who possess a multitude of varying characteristics, so the more managers understand individual differences, the better they can work with others. 2. Define personality, and describe its origins. Answer: Personality is the relatively stable set of characteristics that influences an individual’s behavior and lends it consistency. Although researchers debate what determines personality, some people conclude that it has several origins. One determinant is heredity. Environment also determines personality, shaping it through family influences, cultural influences, educational influences, and other environmental factors. 3. Describe two theories of personality and explain what each contributes to our knowledge of personality. Answer: Two major theories of personality are the trait theory and the integrative approach. Trait theory is defined as a personality theory that advocates breaking down behavior patterns into a series of observable traits in order to understand human behavior. The integrative approach is defined as the broad theory that describes personality as a composite of an individual’s psychological processes. 4. Describe the eight preferences of the Myers-Briggs Type Indicator instrument. How does this instrument measure Carl Jung’s ideas? Answer: One approach to applying personality theory in organizations is the Jungian approach and its measurement tool, the Myers-Briggs Type Indicator® (MBTI). This instrument was developed to measure ideas about individual differences advocated by the Swiss psychologist Carl Jung. His classic treatise Psychological Types proposed that the population was made up of two basic types: Extraverted types and Introverted types. He went on to identify two types of Perceiving (Sensing and Intuition) and two types of Judgment (Thinking and Feeling). Perceiving (how we gather information) and Judging (how we make decisions) represent the two universal basic mental functions. 5. What factors influence social perception? What are the barriers to social perception? Answer: Social perception is defined as the process of interpreting information about another person. Three major categories of factors influence people’s perception of others: characteristics of themselves as perceivers, characteristics of the target person they are perceiving, and characteristics of the situation in which the interaction takes place. Five barriers to social perception are as follows: •Selective perception—it is people’s tendency to prefer information that supports their viewpoints. •Stereotype—it is a generalization about a group of people. •First impression—it occurs when people observe a very brief bit of a person’s behavior in their first encounter and infer that this behavior reflects what the person is really like. •Projection—it causes inaccurate perceptions of others; it occurs when people assume that their own beliefs and values are commonly held and normative, and they overestimate the number of others who share them. •Self-fulfilling prophecies—they interferes with social perceptions in that people’s expectations affect the way they interact with others such that they provoke the very response they expect. 6. Describe the errors that affect the attribution process. Answer: The attribution process may be affected by two very common problems: •The first is the tendency to make attributions to internal causes when focusing on someone else’s behavior, known as the fundamental attribution error. •The other error, self-serving bias, occurs when focusing on one’s own behavior. Individuals tend to make internal attributions for their own successes and external attributions for their own failures. DISCUSSION AND COMMUNICATION QUESTIONS AND SUGGESTED ANSWERS 1. What contributions can high self-monitors make in organizations? Low self-monitors? Answer: High self-monitors would do well in sales jobs or in any position that requires meeting the public because of their attentiveness to cues from other people and from situations. Low self-monitors would do well in jobs that are consistent with their fundamental beliefs. Because they prefer that their behavior is consistent with their attitudes, they would be uncomfortable in certain sales situations, such as having to sell a product that they didn’t believe in. 2. How can managers improve their perceptual skills? Answer: Managers need to be aware of the barriers to social perception: characteristics of the perceiver, characteristics of the situation, and characteristics of the target. They need to understand the barriers to be accurate in social perception and guard against these barriers. 3. Which has the stronger impact on personality: heredity or environment? Be prepared to support your position. Answer: Students’ answers will vary. This is a good discussion question in class, particularly if there are psychology and sociology students taking the organizational behavior course. There are good arguments for either position. Both have an impact on a person’s life. 4. How can managers make more accurate attributions? Answer: Managers can make more accurate attributions if they gather their information carefully and possess an awareness of self-serving bias and fundamental attribution error. 5. How can managers encourage self-efficacy in employees? Answer: Managers can provide employees with new job challenges, coaching and counseling to improve their performance, and reward their achievements to enhance their self-efficacy. 6. How can self-serving bias and the fundamental attribution error be avoided? Answer: Awareness of these errors is the first step to avoid them. It is essential for one to gather information carefully and pay conscious attention to one’s own attributional tendencies. It is important for one to own up to one’s failures. 7. Assign students to develop a section of a training program focused on helping interviewers develop better social perception skills. Be sure to address barriers to social perception and ways to avoid these barriers in the training process. Have students turn in a written outline for this section of the training program. Answer: Students’ answers will vary. During class discussion, instructors should encourage students to share their interview experiences that included misperceptions. This would also be a good assignment for students to refer to during the discussion of learning in Chapter 6. Assign students to create a training program section that focuses on enhancing interviewers' social perception skills by identifying barriers such as biases and assumptions. They should include strategies for overcoming these barriers and improving accuracy in interpreting social cues. 8. Form groups of four to six, and split each group in half. Debate the origins of personality, with one half taking the position that personality is inherited and the other half taking the position that personality is formed by the environment. Each half should also discuss the implications of its position for managers. Answer: Students’ answers will vary. To enhance the debate, this assignment could be given to students prior to the class in which the debate will occur so that students have the opportunity to conduct research on the different perspectives. Form groups of four to six, split each into two halves: one arguing that personality is inherited and the other that it is shaped by the environment. Each half should also explore the implications of their position for managerial practices. ETHICAL DILEMMA The purpose of the ethical dilemmas is to encourage students to develop their awareness of ethical issues in the workplace and the managerial challenges they present. The dilemmas are set up to present situations in which there is no clear ethical choice. The goal for instructors is to guide their students through the process of analyzing the situation and examining all possible alternative solutions. There are no “right” answers to the questions at the end of each scenario. There are only opportunities to explore alternatives and generate discussions on the appropriateness of each alternative. The student portion of the activity is provided on a handout at the end of this chapter guide. Sandra seems to fit in with the other employees just fine, but she seems to have trouble relating to Juanita on an individual basis. Juanita’s options are as follows: •She can fire Sandra. •She can talk to Sandra about her inconsistent behavior. •She can do nothing and see if Sandra’s behavior becomes more consistent. 1. Using consequential, rule-based, and character theories, evaluate Juanita’s options. Answer: Consequential Theory As per Juanita’s first option, if Juanita fires Sandra, Sandra will probably be unhappy, and the other employees may wonder why she was fired since they got along well. Juanita may be happy, but she will have to find someone to replace Sandra. As per Juanita’s second option, if she talks to Sandra, she may not fire her and she may even discover the reason for Sandra’s apparent shyness around her. The other employees might be happy to know that Sandra will still be part of their team, and Juanita may be able to resolve the reason behind Sandra’s inconsistent behavior. As per her third option, if Juanita does nothing, Sandra’s inconsistent behavior may resolve on its own, but that is highly unlikely, and she will continue to be frustrated. Rule-Based Theory As per Juanita’s first option, if Juanita fires Sandra, she may be perceived by the other employees as someone who violates an unwritten obligation to approach Sandra about the inconsistent behavior before she dismisses her. As per her second option, if Juanita talks to Sandra about the situation, she may be perceived by others as someone who upholds her obligation to at least attempt to resolve things. As per her third option, if Juanita does nothing, she may be perceived by others as someone who ignores her responsibilities. Character Theory As per Juanita’s first option, if she fires Sandra, she may be perceived as someone who is strong but lacks compassion or understanding. As per her second option, if Juanita talks to Sandra, she will be perceived as someone who is strong, compassionate, and understanding. As per her third option, if Juanita does nothing, she may be perceived as someone who is weak and ineffective, especially if Sandra’s inconsistent behavior does not resolve quickly on its own. 2. What should Juanita do? Why? Answer: The best course of action for Juanita is to approach Sandra about her inconsistent behavior and try to resolve the situation. This option has the best likelihood of providing the most benefit for everyone involved because Juanita will fulfil her obligation as a manager as she tries to understand and provide the required professional development for her employees. She will also be perceived as someone who is strong, compassionate, and understanding. SELF-ASSESSMENTS—WHAT ABOUT YOU? 3.1 What’s your Locus of Control? This is a short exercise designed to give students a sense of their locus of control. Because there are only four questions, instructors should remind their students that the results should not be taken as definitive, but rather as an approximation of whether their locus of control is internal or external. The student portion of the activity is provided on the review card in the student edition of ORGB and on a handout at the end of this chapter guide. 3.2 Are You a High or Low Self-Monitor? Students should complete this challenge prior to a class discussion on self-monitoring so that their responses will not be biased. During class discussion, students can be asked how their self-monitoring tendency might influence their performance on the job. The student portion of the activity is provided on a handout at the end of this chapter guide. ISSUES IN DIVERSITY SAY IT LOUD—I’M FAT AND I’M PROUD “Pure awesome.” That’s how thirty-one-year-old Marianne Kirby describes herself. Weighing in at a hefty 319 pounds, Kirby likes what she sees when she looks in the mirror. Twenty-one-year-old Marianne Gregg feels the same way. Though Gregg is considerably lighter than Kirby, she uses the “F word” freely when describing herself. According to Gregg, “I’m not necessarily curvy and not chubby. I’m fat. I’m 220 pounds.” Gregg and Kirby are part of a small but growing “fat acceptance” movement in the United States where being fat is a physical characteristic to be celebrated. Members of this new movement not only accept their bodies and embrace them. It’s okay for them to be fat as long as their mental and spiritual health remains intact. They are not embarrassed by their size; they are unconcerned how others might perceive them. Both women are actively trying to change the diet-crazed culture “one fat girl at a time.” Kirby founded the website, TheRound.com and recently authored a book entitled Lessons from the Fatosphere; Gregg writes a blog called “Young, Fat and Fabulous” that is dedicated to plus-sized women pursuing careers in fashion. But Gregg and Kirby have their critics. The National Action Against Obesity says that promoting this type of lifestyle is “reckless” and can lead to dire health consequences. Rebecca Puhl, a weight expert at Yale University’s Rudd Center for Food Policy and Obesity, agrees but acknowledges that fad dieting can also lead to physical and psychological complications. Although Gregg and Kirby have accepted their fatness, they are not against being physically healthy. To the contrary, Gregg admits that she tries to eat a balanced diet and watch her calorie intake, and Kirby remains active: jogging, roller skating, and doing Pilates and yoga. The message that Gregg and Kirby want to convey is that being fat is fine. It does not mean they are lazy or smelly. Instead, they are just fat. 1. What role does weight play in your impression of others? Answer: Students’ answers will vary. Weight can play a variety of roles in a person’s impression of others, as it depends on the individual’s past experiences and other factors in his or her life. Weight plays into stereotyping based on attractiveness because heavy people are generally considered to be less attractive than slender people. This stereotyping is often strongly reinforced by an overwhelming onslaught of media advertising. Role of Weight in Impression: Weight can influence first impressions, often leading to assumptions about health, lifestyle, and self-discipline. These impressions might shape how one perceives a person's confidence, attractiveness, or even professional capabilities, although they are not always accurate. 2. Does your attribution of how a person became fat affect your perceptions? Explain. Answer: Students’ answers will vary. People’s attributions of how someone became fat will affect their perceptions. If a person’s reason for being fat is attributed to his or her medical issues, people’s impressions are likely to be more favorable. Whereas, if a person’s fatness is attributed to his or her laziness, unwillingness to change, or lack of interest in a healthy lifestyle, people’s impressions are likely to be less favorable. Impact of Attribution: Yes, attributing weight gain to personal choices or lifestyle can affect perceptions, often leading to judgments about a person's character or effort. Conversely, understanding weight gain as a complex issue influenced by various factors can lead to more empathetic and nuanced views. EXPERIENTIAL EXERCISES 3.1 MBTI Types and Management Styles This exercise illustrates David Keirsey’s temperaments and their related management styles. Students should complete the MBTI instrument prior to this exercise. Most university counseling centers can administer the MBTI instrument and provide individual results for students. To do the exercise, instructors should divide students into groups according to—NF, NT, SJ, or SP. The rather vague task that students are assigned is intended to bring out the different management styles of people with various temperaments. This exercise works best when students are not aware of their own MBTI types. The student portion of the activity is provided on a handout at the end of this chapter guide. Instructors who are unfamiliar with the MBTI instrument may wish to have someone who has completed the MBTI certification training to help debrief their students at the end of the exercise. To complete the exercise, instructors should do the following: 1. Have students complete the MBTI instrument. Score the questionnaires if the short version is used. Answer: Complete the MBTI instrument. Ensure all students understand their MBTI types to facilitate accurate group formation based on temperaments (NF, NT, SJ, SP). 2. Assign students to groups based on their temperaments. Answer: Assign students to temperament-based groups. Create groups corresponding to their MBTI types to explore how different temperaments approach management tasks. 3. Have students complete the group task. Answer: Have groups complete the task. Instruct each group to perform a given task, focusing on their specific management styles and problem-solving approaches. 4. Ask each group to report what they did in the task to rest of the class. Answer: Ask each group to report their results. Each group presents their approach and outcomes to the class, highlighting how their temperament influenced their management style. 5. As each group reports, reveal its temperament and management style, using the information that is given under the heading “MBTI Temperaments and Leadership Styles.” Answer: Reveal each group's temperament and management style. Discuss how each group's reported actions align with their MBTI type and corresponding management style. 6. Hand out individual MBTI profiles to students and discuss them. Answer: Hand out individual MBTI profiles. Provide personalized MBTI results to students and review them, discussing how their temperament impacts their leadership and management styles. MBTI Temperaments and Leadership Styles NF—NFs are catalysts. Their focus is on individuals within an organization and on individual growth. They use a very participative style and are often referred to as charismatic. NFs are verbally fluent and superb at giving feedback. They are good listeners and talented at managing interpersonal transactions. They see the possibilities in people and can often turn liabilities into assets. NFs are likely to become worn out and overextended by their focus on relationships. They have a high need for approval and may seem to be too anxious to please other people. They need positive feedback and despise impersonal treatment. They value harmony and cooperation. NT—NTs are visionaries. Their focus is on designing systems and the organization’s mission. They believe that the organization must grow and develop, and they place a strong emphasis on competence and intelligence. They expect a lot of themselves and of others. NTs welcome change and focus on possibilities. They can easily see the long-range implications for the organization. They tend to be on the cutting edge of things and may be nonconformists. They are the portrait painters of ideas and encourage ideas in their employees. They also enjoy solving problems. NTs love the creative process, but once it is finished they prefer to let someone else take over to run the system. They value competence and achievement, and they may ignore the feelings of others unknowingly. SJ—SJs are traditionalists. Their focus is on the organization and its hierarchy, and they are masters at defining policies, rules, and procedures. As managers, they are patient, thorough, steady, and reliable. They value caution and accuracy in their work. SJs preserve the traditions in their life and have a keen sense of social responsibility. They are loyal, industrious, and may be irritated when others do not play by their rules. They are decisive and are the happiest when they can plan their work and work their plan. SJs run efficient meetings and want colleagues to get to the point and stick to it. They can become impatient when their projects are delayed and prefer sensible, stable, and reliable colleagues. SP—SPs are troubleshooters. They are good at putting out fires and solving problems. They are very realistic and may perceive that everything is negotiable to them. They display an open, flexible style, and focus on the present time. SPs like change and are very adaptable. They dislike being told how to do things and may become impatient with bureaucracy. If there are no fires to put out, SPs may create mischief. They do not enjoy maintaining the status quo but want to be where the action is. SPs listen to their superiors but may not always do what they are told. They are flexible and open-minded in their relationships with others, and they are easy to get along with. They may appear hard to predict because of their flexibility. To learn more about management styles, instructors and students can read the following: •D. Keirsey and M. Bates, Please Understand Me (Prometheus Nemesis, Del Mar, CA: 1978). •R. Benfara and J. Knox, Understanding Your Management Style (Lexington, Mass.: Lexington Books, 1991). •O. Kroeger and J. Thuesen, Type Talk at Work (New York: Delacorte Press, 1992). The MBTI® Instrument—What It Is The Myers-Briggs Type Indicator (MBTI)® instrument is a self-reporting and nonjudgmental (does not assign a “good” or “bad” connotation) psychological instrument. It is designed to sort people according to their preferences in four areas which are as listed below: •Where people find their energy (introversion or extraversion) •People’s perception and information gathering (sensing or intuition) •The basis on which people make their decisions (thinking or feeling) •One’s orientation to the outer world (judging or perceiving) The MBTI instrument is based on Carl Jung’s research. Dr. Jung believed that an individual’s behavior reflects a pattern that indicates a person’s preference for their energy source, data collection, and decision-making. Isabel Briggs Myers and Katherine Briggs developed the MBTI instrument based on Jung’s work, personal observation, and extensive research. The developers added a dimension to Jung’s theory that deals with a person’s lifestyle choices. Using an analogy is the best way to define the concept of preference. People are either sorted into left- or right-handedness. Many clearly show a preference for the use of one hand over the other. In this process they develop the skills, strengths, and abilities of one hand and underdevelop the other. People still use both hands, but one becomes dominant and the other becomes auxiliary. People develop their personalities in the same manner. They are born with certain traits, and if their environment supports that development, they will have a well-developed dominant trait and most likely, a less-well-developed auxiliary trait. In addition, people may have other parts of their personality that receive very little attention. These traits surface occasionally—usually when a situation exists that puts their dominant and auxiliary traits at a disadvantage. For example, when something happens that really upsets a person, his or her initial response is usually much different than others’ “normal” way of doing things. The self-reporting and self-validating done via the MBTI instrument sorts people on the four areas of their preferences. The first area is extraversion or introversion. The extraverted type (E) is energized by interaction with other people. The introverted type (I) is energized by time alone. The second area that the MBTI addresses is that of a person’s preference for perception or information gathering (sensing or intuition). The sensing type (S) pays attention to information gathered through the five senses and to what actually exists. The intuitive type (N) pays attention to a “sixth sense” and to what could be rather than to what actually exists. The third area describes the way people prefer to make decisions. The thinking preference (T) makes decisions in a logical, objective fashion, whereas the feeling preference (F) makes decisions in a personal, value-oriented way. The final area that the MBTI addresses reflects one’s orientation to the outer world. The judging preference (J) loves closure. They prefer to lead planned, organized lives and like making decisions. On the other hand, Perceivers (P) prefer flexible and spontaneous lives and like to keep options open. What benefits do students get from using the MBTI instrument? The MBTI results are individually affirming, eye opening, barrier breaking, and communication enhancing. The emphasis is always on the strength of the preference and the fact that the differences in people are their strengths and not their weaknesses. Arguably, the biggest single benefit is that the results of the MBTI instrument affirm that all people are unique and that each of them has a gift to offer. It helps people understand themselves and those with whom they come in contact. Additionally, because the MBTI instrument does not put people in a “box,” people have a better understanding of the basis for certain behaviors and a healthy appreciation for the uniqueness that each person offers. To administer the MBTI instrument, one needs to be a “qualified user.” Two methods exist: •Taking the correct tests and measuring graduate course •Participating in a qualifying workshop Most universities have certified personnel in the testing department who can assist one with testing. If one wishes to become a qualified user, two of the companies that offer training are as follows: Type Resources, Inc. 101 Chesnut Street #135 Gaithersburg, MD 20877 (301) 963-1283 Dr. Hartzler, owner and senior instructor for Type Resources, wrote her dissertation concerning the MBTI instrument. She has extensive publications addressing the practical aspects and applications of the MBTI instrument. Otto Kroeger Associates 3605 Chain Bridge Road #C Fairfax, VA 22030 (703) 591-6284 Mr. Kroeger is the co-author of Type Talk and Type Talk at Work. He is currently working on an additional book dealing with type and relationships. Instructors and all of their teaching assistants are highly recommended to take the MBTI instrument and receive qualified feedback. A series of MBTI-related exercises in strategic points are placed throughout the instructor’s manual to show the versatility and depth of the information gained through the use of the MBTI instrument. The experiential exercises have been developed to significantly enhance the instruction material in the following chapters: Communication, Leadership, Motivation, Decision Making, Conflict Resolution, Power, Stress and Time Management, and Managing Change. Although each exercise can stand alone, instructors are suggested to use MBTI exercises in conjunction with at least one What About You? exercise from the text. The MBTI instrument gives students insightful clues on the behaviors of others—it helps them to answer the question “why did they act that way?” One may believe that it is highly beneficial to explore the conceptual material if they read, lecture, practice and offer a possible explanation of the behavioral parameters that influenced those results. Therefore, instructors are suggested to use the MBTI exercises after they have conducted an exercise that reinforces and highlights the concept that they are teaching. Exercise Format The MBTI exercises are constructed using a format and descriptors that may be unfamiliar to some management or organizational behavior faculty. Instructors can find a brief explanation of the format and unfamiliar descriptors as mentioned below: Exercise Learning Objectives Traditional meaning applies. These objectives form the basis for the exercise and provide the central point for any modifications that instructors feel are necessary. Exercise Overview This is a “quick review” of the exercise. This section should give instructors a flavor of what will happen and how it will happen. Additionally, it gives instructors an idea of the core competency required to use the exercise. Exercise Description This section provides the step-by-step instructions for the exercise. Instructors are recommended to read all of them before proceeding. In some cases, these instructions may be too detailed and in others, not detailed enough. Instructors are provided sufficient knowledge such that they have the required information to conduct the exercise but they do not feel constrained to “follow the yellow brick road.” What Instructors Should Expect This exercise has a capsule version of the expected outcomes. Instructors may use this as a frame of reference. Although no two groups will have exactly the same outcome, instructors should view a definite similarity between the on-going exercise and these brief descriptions. The instructor wrap-up is a section that is somewhat based on the expected outcomes and how close or how far off the mark this particular class was. Over time, each instructor will most likely view slightly different outcomes. Instructors are encouraged to record that data for future reference. Instructor’s Summary Based on the expected outcomes, this section provides a mini-summary of the lesson. Instructors are provided a guide on which they can base their final remarks. Instructors are not expected to read this, but rather use it to help them focus their thoughts and ideas. If instructors believe that the exercise goes “bust,” they can accomplish their learning objectives with a solid wrap-up. Report Out Reporting out is a process that is used to have students verbally state the results of their exercise. Generally, these mini-summaries may demonstrate the learning that has occurred. During the reporting out process and after the students have stated their results, instructors are recommended to highlight the key areas and show the similarities and differences between the groups. It has been found that instructors who actively summarize in this fashion help students to retain information and provide fuel for the final summary. Observers The role of the observer (students or instructors) is to watch the interaction that occurs in the group. The observer should be looking for things such as non-verbal actions, tone, pitch, rate, word choice, stress points, and so on. In those instances where a student observer is used, student observers are recommended to give feedback to the group first and to the class second. Generally, it takes about five minutes for the group feedback and three minutes for each student observer to give feedback to the entire class. If time permits, instructors are encouraged to have all observers report to the class. However, in instances where the remaining time is insufficient, instructors should call on one or two student observers to report out and then wrap-up the exercise. References For personal study, instructors are suggested to read the following books: •I.B. Myers with P. B. Myers Gifts Differing. Consulting Psychologists Press •D. Keirsey. Portraits of Temperament and Please Understand Me. Prometheus Nemesis Books •O. Kroeger. Type Talk and Type Talk at Work. Delacorte Press •C.G. Jung. Psychological Types. Princeton University Press •J. A. Provost. Applications of Myers-Briggs Type Indicator in Higher Education. Consulting Psychologists Press 3.2 Stereotypes in Employment Interviews Instructors’ Notes The following exercise illustrates the influence of stereotypes on employment interviews. Students are given a transcript of an interview in which a candidate applies for a job as a laborer. The transcript reflects a number of characteristics of the interviewee that are consistent with the negative stereotype of African-Americans (the applicant is poor, has a criminal record, and is behind on child support payments). The transcript also presents several items of information that are inconsistent with the stereotype (the applicant is Catholic, drives a pickup truck, and likes hockey games). Further, the information that is presented is not stereotypical (the applicant watches television comedies, is from a small town, and is applying for a blue-collar job). One-half of students should be handed a version of the transcript in which it is stated that the job candidate is white. The other half of students should be handed the version of the transcript in which it is stated that the job candidate is African-American. The transcript should be collected back by the instructors after five minutes. One week (or at least several days) later, instructors should ask students to write down everything that they remember about the job candidate. Students who read about an African-American will be more likely to recall the stereotypical African-American characteristics. Then, students should be asked to review the transcript that records an applicant’s interview for a job as a laborer. They are asked to memorize as much of the interview as possible. Then, they are asked to write down everything that they can remember about the job candidate. As instructors photocopy the following interview transcript, include version 1 of the introduction with half the copies and version 2 with the other half. The student portion of the activity is provided on a handout at the end of this chapter guide. Discussion Questions 1. In what ways does the exercise show that stereotypes can influence interviewers, even without their awareness? Answer: Stereotypes and Interviewers: The exercise demonstrates that interviewers might unconsciously apply stereotypes based on MBTI types, impacting their evaluations of candidates' abilities and suitability for roles, even when they believe they are being objective. 2. Many people believe stereotypes are motivated by hate or insecurity. How do these exercise results fit this idea? Answer: Stereotypes and Motivations: While stereotypes might stem from hate or insecurity, the exercise shows they can also arise from ingrained, unconscious biases. The results highlight that even without malicious intent, stereotypes can shape perceptions and decisions. 3. What can be done to reduce the effects of stereotypes in interviews? Answer: Reducing Stereotype Effects: To minimize stereotype influence, interviewers should use structured interviews with standardized questions, focus on objective criteria, and engage in bias training to increase self-awareness and reduce unconscious prejudice. 4. If stereotypes help you remember information that is consistent with the stereotype and help you ignore information that is inconsistent with the stereotype, how can stereotypes be changed? Answer: Changing Stereotypes: To alter stereotypes, individuals should actively seek out and engage with information that contradicts existing stereotypes, promote diverse experiences, and foster environments that challenge and expand their understanding of different groups. SOURCE: Adapted from D. A. Sachau and M. Hussang, “How Interviewers’ Stereotypes Influence Memory: An Exercise,” Journal of Management Education 16 (1992): 391–396. Copyright © 1992 by Sage Publications. Reprinted with permission of Sage Publications, Inc. 3.3 Identifying Cognitive Styles This exercise adapts the cognitive styles to situations that require students to identify and define them. This exercise is probably better as homework. It can be discussed in class after completion. Each method of handling the crisis is perfectly valid. Instructors should point out to students that there is no “best” cognitive style. Each of them is valuable in organizations. The answers to the cognitive styles in the exercise are as follows—Mona is NF; Denise is NT; Bill is ST; and Blake is SF. The student portion of this activity is provided on the IE prep card in the student edition of ORGB and on a handout at the end of this chapter guide. SOURCE: Adapted from O. Kroeger and J. M. Thuesen, Type Talk at Work, New York: Delacorte Press, 1992, 165–166. ADDITIONAL EXAMPLES Core Self-Evaluations and Life Success Beginning in early childhood with books like The Little Engine that Could that said “I think I can, I think I can, I think I can,” people grow up hearing how to believe in themselves and know the difference between success and failure. But in real life, do positive self-evaluations really lead to success? Research supports this idea. Individuals with high CSEs have better job performance, more job satisfaction, better chance of recovery from job loss, and more happiness in life. In a recent study that was conducted in all fifty states over the course of twenty-five years from 1979 to 2004, participants who have high CSE started their careers on better footing and experienced steeper career paths over time. In fact, the advantages for people with high CSE have doubled over the twenty-five-year period. The researchers concluded that the effects of CSE were largely due to educational attainment and health. Individuals with low CSE acquired their education more slowly, which impacted their pay, occupational status, and job satisfaction. These individuals may also experience more health problems, which negatively impacted their success at work, and compromised their pay and job satisfaction. SOURCE: T.A. Judge and C. Hurst, “How the Rich (and Happy) Get Richer (and Happier): Relationship of Core Self-Evaluations to Trajectories in Attaining Work Success,” Journal of Applied Psychology, 93 (2008): 849–863. Can an Introvert be CEO? The Answer Is Yes! One myth that surrounds CEOs is that they are all extraverts. Bill Gates? Warren Buffett? Steven Spielberg? All of them are introverts! In fact, four out of every ten CEOs in the United States are introverts. Brenda Barnes, the introverted CEO of Sara Lee notes that one of her key leadership lessons is listening to one’s employees, a skill that introverts are particularly good at. Other skills that introverts bring to the CEO job include thinking carefully before they speak and the capacity for reflective, creative thought. The introversion/extraversion trait does not relate to social skills, but only to energy. Introverts are refreshed and energized by spending their time alone. Not Your Stereotypical CEO She loves music, plays electric guitar, and sings karaoke. Known for her spontaneity and humor, she ascribes the positive intent to everything people do or say. She is a product of her native India and is passionate about globalization. Indra Nooyi, PepsiCo’s CEO, is a different kind of CEO. She has taken the role of change agent at the company and pushes for more healthy snacks. Along with that goal, she strives for a net-zero impact on the environment and takes good care of Pepsi’s massive workforce. Under Nooyi’s leadership, PepsiCo has boosted its lineup of products that fit the wellness lifestyle, enhanced its drinks with vitamins and antioxidants, and offered products in calorie-specific serving sizes to discourage overconsumption. CASE STUDY AND SUGGESTED RESPONSES Understanding the People Who Work At and Patronize Build-A-Bear Workshop Linkage of Case to Chapter Material This case focuses on Build-A-Bear Workshop and its founder and CEO, Maxine Clark. The case describes the nature of Build-A-Bear Workshop, Inc., its initial founding and phenomenal growth, and the fostering of other make-your-own-toy companies. After developing the contextual background of Build-A-Bear Workshop, the case focuses on Maxine Clark. The case describes her defining characteristics, behaviors, business achievements, and discusses Clark’s perceptions of and expectations for Build-A-Bear associates and customers. A key focus of Chapter 3 is the discussion of different personality characteristics and traits, which includes the “Big Five” personality factors of extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience, as well as other personality dimensions. This case provides the context to discuss the application of these various personality characteristics to understand Maxine Clark and her behavior as well as that of the “ideal” Build-A-Bear associate and his or her behavior. The case also provides context for exploring the perceptions of Build-A-Bear customers and the implications of these perceptions for the operations of the business. Finally, the case provides context for students to explore their own perceptions and attitudes about the Build-A-Bear business. Suggested Answers for Discussion Questions 1. How would you describe Maxine Clark’s personality? What implications do her personality characteristics have for her behavior as the CEO of Build-A-Bear? Answer: Students’ answers will vary. Dubbed “the Oprah Winfrey of the retail industrycompassionate, creative and charismatic,” Maxine Clark “is a feisty, seasoned ex-May Department Stores veteran who doesn’t let one detail get by her.” Maxine Clark is an individual who wants to have fun at work. Clark says: “I wasn’t sure what I wanted to do, but I knew it would involve children, because kids know how to enjoy themselves.” Moreover, Clark connects well with childrenshe is comfortable with them and listens to them. This summary description from the case suggests that Maxine Clark’s personality is more inclined toward the positive end of the continuum for each of the “big five personality traits.” Specifically, Maxine Clark’s personality could be described as follows: •Extraversion—she is gregarious, assertive, and sociable. •Agreeableness—she is cooperative, warm, and aggressive. •Conscientiousness—she is hardworking, organized, and dependable. •Emotional stability—she is calm, self-confident, and cool. •Openness to experience—she is creative, curious, and cultured. Combined together, these personality characteristics contribute to Maxine Clark’s impact on her company’s consumers, the investment community, and other similar businesses. She “charmed consumers and wowed Wall Street with a concept that set a new template for interactive experiential retailing.” This business template focuses on customers who experience self-expression and creativity in a safe and supportive environment. In turn, this enables every customerno matter what his or her ageto creatively express his or her inner child. Besides charming customers and wowing Wall Street, Maxine Clark has also inspired numerous business imitators. Maxine Clark’s personality is characterized by strong leadership, creativity, and a high level of charisma. As CEO of Build-A-Bear, these traits drive her innovative approach, enhance her ability to inspire and motivate employees, and contribute to the company's unique brand identity and customer engagement. 2. What are the desired personality characteristics of Build-A-Bear Associates? How might these personality characteristics influence the associates’ work behaviors? Answer: Students’ answers will vary. From a conceptual perspective, one can argue that four personality characteristics are highly desirable for Build-A-Bear Associates. These are as listed below: •Extraversion—it refers to the extravert qualities in the associates, and they should be gregarious, assertive, and sociable. •Emotional stability—it involves the associates’ ability to remain calm, self-confident, and cool. •Self-monitoring—it refers to the extent to which the associates base their own behavior on the cues that they receive from other people and situations. •Positive affect—it describes associates who put their focus on the positive aspects of themselves, other people, and the world, in general. These four personality characteristics relate to the critical job behavior of providing a great Build-A-Bear experience for customers. Clark asserts that Build-A-Bear workshop isn’t just selling a physical product; it is selling an emotional experience as well. Clark says that “[w]e’re a business that stands for memories, and those memories can be both happy and sad. Our greatest success has been finding associates who understand that.” Selling happy memories is easily understood and embraced. Selling sad memories is much less so. As an example, Clark cites instances of “[m]others bring[ing] their children [to Build-A-Bear] after the death of a grandparent or a beloved pet, and parents leaving for Iraq or Afghanistan record[ing] their voices in little sound modules they drop into the bears.” Associates who can help with these emotional experiencesboth happy and sadmust be extraverted, emotionally stable, high self-monitors, and possess positive affect as critical elements of their caring nature. Build-A-Bear Associates are desired to be enthusiastic, friendly, and customer-oriented. These characteristics influence their work behaviors by fostering a positive, engaging environment that enhances customer satisfaction and supports the company's playful, interactive brand experience. 3. Describe the perceptions that Maxine Clark has of Build-A-Bear customers. How have these perceptions influenced Clark’s approach to developing the Build-A-Bear business model? Answer: Students’ answers will vary. Maxine Clark’s primary perception of customers is that they enjoy the experience of creating their own stuffed animals. “When customers create toys at Build-A-Bear Workshop, they make something that is theirs alone. The experience is about self-expression and creativity. At Build-a-Bear it’s all right to act like a kid. That’s appealing to people who are 10 or 60.” This primary perception translates into a company that “keeps defying critics with strong gains as it broadens its geography, customer types and menagerie.” Although Build-A-Bear’s core customer demographic is the group known as ‘female tweens,’ the Build-A-Bear product line has broadened its appeal by locating stores at zoos and ballparks to enhance the product line’s appeal for boys. Maxine Clark views Build-A-Bear customers as playful and imaginative, seeking fun and personalized experiences. This perception has driven her to develop a business model centered on interactive, customizable products and a highly engaging retail environment, ensuring customers' creative involvement and satisfaction. 4. Would you enjoy or not enjoy working at Build-A-Bear Workshop? Explain your answer. Answer: Students’ answers will vary. This question provides students with the opportunity to explore what it means to be a Build-A-Bear associate. It also allows them to consider whether they have the personality characteristics that would help them as Build-A-Bear associates. This question also provides students with an opportunity to explore their personal perceptions and attitudes about this type of business and the people who work for such businesses. I would likely enjoy working at Build-A-Bear Workshop due to its focus on creativity, fun, and customer interaction. The lively, customer-centric environment and opportunities to engage with people in a playful setting align with my interests in creating enjoyable experiences. 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. VIDEO Profile on Theo Chocolate: Personality When Theo first started its production, the company offered an exotic line of dark and milk chocolate bars and truffles with unusual names like the 3400 Phinney Bar, and Bread & Chocolate. But pitching chocolate to foodies and green consumers didn’t add up to high volume sales. In particular, consumers perceived Theo’s exotic flavors to be off or too funky. To increase product appeal, Theo now offers distinct product lines for two different market segments: a classic line of milk chocolate bars for mainstream customers, and “fantasy flavors” for more adventurous eaters. Appealing to mainstream customers was consistent with Joe Whinney’s belief that everyone should be able to enjoy Theo Chocolate. Discussion Questions and Solutions 1. Describe the personality traits of Theo Chocolate’s founders. Answer: Students’ answers will vary. Joe Whinney and Debra Music have an internal locus of control—they believe that the future is in their own hands. In addition, both possess general self-efficacy, which enables them to act decisively as well as interact with customers and business leaders. Finally, both leaders possess a high degree of each of the Big Five Personality traits (extraversion, agreeableness, conscientiousness, emotional stability, and openness to experience). Such personality traits have helped the two individuals become effective leaders and entrepreneurs. Theo Chocolate’s founders are characterized by entrepreneurial spirit, creativity, and a commitment to social and environmental responsibility. Their traits include a passion for high-quality, ethical production and a strong drive for innovation and community impact. 2. What is your perception of CEO Joe Whinney? On what do you base your perception? Answer: Students’ answers will vary. Each person perceives another person or situation differently, both in terms of what he or she selectively perceives and how he or she organizes and interprets what is perceived. Students will form perceptions of Joe Whinney based on their own attitudes and experiences (characteristics of the perceiver), Whinney’s appearance and communication cues (characteristics of the target), and the situation in which their evaluation takes place (characteristics of the environment). Joe Whinney is perceived as a visionary leader dedicated to ethical practices and innovation in the chocolate industry. This perception is based on his focus on fair trade, sustainability, and creating high-quality, socially responsible products. 3. To what do you attribute Joe Whinney’s success? Answer: Students’ answers will vary. In general, students will attribute success or failure to internal factors like ability and effort, or to external factors like task difficulty and luck. Due to attribution errors such as the fundamental attribution error and the self-serving bias, some students will fail to note external factors like luck or market forces. Instead, they may emphasize internal factors like personal foresight or ingenuity. Whinney’s success is a mix of visionary leadership and opportunism exercised in response to a niche in the market and broad environmental and fair trade trends. Joe Whinney’s success can be attributed to his commitment to ethical sourcing and sustainability, as well as his innovative approach to product development and business practices, which resonate with socially conscious consumers. Student Handouts ETHICAL DILEMMA Juanita Maxwell devotes a great deal of time and energy to know her employees. She always pays attention to what they say when she asks them how they’re doing, and she often remembers incidental facts like their pet’s names and favorite days of the week. Juanita has found that these kinds of details help her match her employees to projects that bring out their best skill sets and internal motivations. For example, she knows that her office manager, Marcy, is a true morning person, so Juanita often schedules their meetings as early as possible to maximize their effectiveness. Juanita recently acquired a new employee, Sandra, on the sales team, and she has not been an easy person for her to read. When Sandra first started off at Trumbell and Son, she was a very quiet person and often bordered on being an introverted individual. Juanita had initially perceived that it was difficult to read some of Sandra’s behavior because she was a new employee at the company. Juanita later perceived that she could only understand the behavior of many of her other office workers because they have been her colleagues for over five years. However, when everyone was at the company picnic a month later, Sandra had matched the level of laughter and outgoingness of employees like Willy, who is the most senior salesperson of the company. She also engaged in games and exhibited spirited competitiveness. But when Sandra was back in the office on Monday, she kept her eyes down and avoided small talk in the office break room. Although she wasn’t impolite to Juanita, the vivacious person who had appeared at the picnic seemed to be gone. This led Juanita to assume that Sandra was a naturally shy person, and that assumption lasted only until the first 8 A.M. staff meeting where she wanted to discuss Trumbell’s new product line. As voices began to rise with suggestions and questions, Sandra didn’t hesitate to add hers to the fray. Juanita was surprised at Sandra’s sudden assertive nature as she had barely mumbled out “Good evening” when Juanita had waved good bye to her only two days ago. This ebb and flow of energy and assertiveness continued for three months, when Juanita had tried her best to discern which “Sandra” is the “real” one. Was she a dynamic go-getter who just didn’t like mornings or a complete introvert? Sandra has done an excellent job so far, but Juanita feels uncomfortable to have an employee whose personality seems so inconsistent. Juanita wonders if Sandra really is a good fit for Trumbell and Son. Questions 1. Using consequential, rule-based, and character theories, evaluate Juanita’s options. Answer: Consequential Theory: Juanita should consider the overall impact of Sandra's performance on the team's success. If Sandra's contributions positively influence the team despite her inconsistent behavior, it may be worth retaining her. Rule-Based Theory: Juanita should adhere to company policies on employee evaluation and support, focusing on consistent performance and whether Sandra meets the criteria for her role. Character Theory: Juanita should reflect on her own values about fairness and understanding, assessing whether she is providing Sandra with a fair opportunity to demonstrate her true capabilities. 2. What should Juanita do? Why? Answer: Juanita should focus on Sandra’s work performance and results rather than her fluctuating behavior. If Sandra’s work meets expectations, Juanita should continue to support her, understanding that different individuals express themselves in varied ways. WHAT ABOUT YOU? What’s Your Locus of Control? Below is a short scale that can give you an idea of your locus of control. For each of the four items, circle the choice with which you most strongly agree. 1. a. Becoming a success is a matter of hard work; luck has little or nothing to do with it. b. Getting a good job depends mainly on being in the right place at the right time. Answer: • a. Becoming a success is a matter of hard work; luck has little or nothing to do with it. (Internal Locus of Control) • b. Getting a good job depends mainly on being in the right place at the right time. (External Locus of Control) 2. a. The average citizen can have an influence in government decisions. b. This world is run by the few people in power, and there is not much the little guy can do about it. Answer: • a. The average citizen can have an influence in government decisions. (Internal Locus of Control) • b. This world is run by the few people in power, and there is not much the little guy can do about it. (External Locus of Control) 3. a. As far as world affairs are concerned, most of us are the victims of forces we can neither understand nor control. b. By taking an active part in political and social affairs, people can control world events. Answer: • a. As far as world affairs are concerned, most of us are the victims of forces we can neither understand nor control. (External Locus of Control) • b. By taking an active part in political and social affairs, people can control world events. (Internal Locus of Control) 4. a. With enough effort we can wipe out political corruption. b. People have difficulty controlling the things politicians do in office. Answer: • a. With enough effort we can wipe out political corruption. (Internal Locus of Control) • b. People have difficulty controlling the things politicians do in office. (External Locus of Control) Scoring Key: The internal locus of control answers are: 1a, 2a, 3b, 4a. The external locus of control answers are: 1b, 2b, 3a, 4b. Determine which category you circled most frequently using this key. This gives you an approximation of your locus of control. SOURCES: T. Adeyemi-Bello, “Validating Rotter’s Locus of Control Scale with a Sample of Not-for-Profit Leaders,” Management Research News 24 (2001): 25–35; J. B. Rotter, “Generalized Expectancies for Internal vs. External Locus of Control of Reinforcement,” Psychological Monographs 80, No. 609 (1966). WHAT ABOUT YOU? ARE YOU A HIGH OR LOW SELF-MONITOR? For the following items, circle T (true) if the statement is characteristic of your behavior. Circle F (false) if the statement does not reflect your behavior. 1. I find it hard to imitate the behavior of other people. Answer: True - Difficulty in imitating others’ behavior suggests a low level of adaptability or flexibility. 2. At parties and social gatherings, I do not attempt to do or say things that others will like. Answer: True - Not attempting to please others indicates a lower concern with social approval. 3. I can only argue for ideas that I already believe. Answer: True - Only arguing for ideas one already believes suggests a lower ability to argue from different perspectives. 4. I can make impromptu speeches even on topics about which I have almost no information. Answer: False - Being able to make impromptu speeches indicates a high level of adaptability and confidence. 5. I guess I put on a show to impress or entertain others. Answer: True - Putting on a show to impress or entertain others suggests a tendency towards dramatic or performative behavior. 6. I would probably make a good actor. Answer: True - Considering oneself a good actor suggests comfort with role-playing or performance. 7. In a group of people, I am rarely the center of attention. Answer: True - Rarely being the center of attention indicates a lower tendency to seek or enjoy the spotlight. 8. In different situations and with different people, I often act like very different persons. Answer: True - Acting differently in various situations and with different people suggests adaptability or flexibility. 9. I am not particularly good at making other people like me. Answer: True - Difficulty making others like you reflects challenges in social influence. 10. I am not always the person I appear to be. Answer: True - Not always being the person one appears to be suggests a level of deception or role-playing. 11. I would not change my opinions (or the way I do things) in order to please others or win their favor. Answer: False - Not changing opinions to please others indicates strong personal consistency and independence. 12. I have considered being an entertainer. Answer: True - Considering being an entertainer suggests an interest in performance and public attention. 13. I have never been good at games like charades or at improvisational acting. Answer: True - Difficulty with games like charades indicates challenges in improvisational acting or spontaneous role-playing. 14. I have trouble changing my behavior to suit different people and different situations. Answer: True - Trouble changing behavior to suit different situations suggests a lower adaptability. 15. At a party, I let others keep the jokes and stories going. Answer: True - Letting others keep the jokes going indicates a lower inclination to take center stage or entertain. 16. I feel a bit awkward in company and do not show up quite as well as I should. Answer: True - Feeling awkward in company suggests discomfort or lack of confidence in social settings. 17. I can look anyone in the eye and tell a lie with a straight face (if it is for a good cause). Answer: True - Ability to lie with a straight face suggests comfort with deception or role-playing. 18. I may deceive people by being friendly when I really dislike them. Answer: True - Deceiving people by being friendly when one dislikes them indicates manipulative behavior or role-playing. SOURCE: From Public Appearances, Private Realities: The Psychology of Self-Monitoring by M. Snyder. Copyright © 1987 by W. H. Freeman and Company. Used with permission. ISSUES IN DIVERSITY Say It loud—I’m Fat and I’m Proud “Pure awesome.” That’s how thirty-one-year-old Marianne Kirby describes herself. Weighing in at a hefty 319 pounds, Kirby likes what she sees when she looks in the mirror. Twenty-one-year-old Marianne Gregg feels the same way. Though Gregg is considerably lighter than Kirby, she uses the “F word” freely when describing herself. According to Gregg, “I’m not necessarily curvy and not chubby. I’m fat. I’m 220 pounds.” Gregg and Kirby are part of a small but growing “fat acceptance” movement in the United States where being fat is a physical characteristic to be celebrated. Members of this new movement not only accept their bodies and embrace them. It’s okay for them to be fat as long as their mental and spiritual health remains intact. They are not embarrassed by their size; they are unconcerned how others might perceive them. Both women are actively trying to change the diet-crazed culture “one fat girl at a time.” Kirby founded the website, TheRound.com and recently authored a book entitled Lessons from the Fatosphere; Gregg writes a blog called “Young, Fat and Fabulous” that is dedicated to plus-sized women pursuing careers in fashion. But Gregg and Kirby have their critics. The National Action Against Obesity says that promoting this type of lifestyle is “reckless” and can lead to dire health consequences. Rebecca Puhl, a weight expert at Yale University’s Rudd Center for Food Policy and Obesity, agrees but acknowledges that fad dieting can also lead to physical and psychological complications. Although Gregg and Kirby have accepted their fatness, they are not against being physically healthy. Quite the contrary, Gregg admits that she tries to eat a balanced diet and watch her calorie intake, and Kirby remains active: jogging, roller skating, and doing Pilates and yoga. The message that Gregg and Kirby want to convey is that being fat is fine. It does not mean that they are lazy or smelly. Instead, they are just fat. Questions 1. What role does weight play in your impression of others? Answer: Weight can influence initial impressions of others by affecting judgments related to health, lifestyle, and even personality. It often prompts assumptions about a person’s self-discipline, attractiveness, or energy levels, impacting how they are perceived socially and professionally. 2. Does your attribution of how a person became fat affect your perceptions? Explain. Answer: Attribution of how a person became fat—whether through lifestyle choices, medical conditions, or other factors—can shape perceptions significantly. It affects whether one views the person with empathy, judgment, or indifference, thereby influencing attitudes towards their character and behavior. EXPERIENTIAL EXERCISE MBTI Types and Management Styles Part I. This questionnaire will help you determine your preferences. For each item, circle either option a or option b. If you feel that both option a and b are true, decide which one is more like you, even if only one of the two is slightly more true than the other. 1. I would rather a. solve a new and complicated problem. b. work on something I have done before. Answer: a. solve a new and complicated problem. 2. I like to a. work alone in a quiet place. b. be where the action is. Answer: a. work alone in a quiet place. 3. I want a boss who a. establishes and applies criteria in decisions. b. considers individual needs and makes exceptions. Answer: a. establishes and applies criteria in decisions. 4. When I work on a project, I a. like to finish it and get some closure. b. often leave it open for possible changes. Answer: a. like to finish it and get some closure. 5. When making a decision, the most important considerations are a. rational thoughts, ideas, and data. b. people’s feelings and values. Answer: a. rational thoughts, ideas, and data. 6. On a project, I tend to a. think it over and over before deciding how to proceed. b. start working on it right away, thinking about it as I go along. Answer: a. think it over and over before deciding how to proceed. 7. When working on a project, I prefer to a. maintain as much control as possible. b. explore various options. Answer: a. maintain as much control as possible. 8. In my work, I prefer to a. work on several projects at a time and learn as much as possible about each one. b. have one project that is challenging and keeps me busy. Answer: a. work on several projects at a time and learn as much as possible about each one. 9. I often a. make lists and plans whenever I start something and may hate to seriously alter my plans. b. avoid plans and just let things progress as I work on them. Answer: a. make lists and plans whenever I start something and may hate to seriously alter my plans. 10. When discussing a problem with colleagues, it is easy for me to a. see “the big picture.” b. grasp the specifics of the situation. Answer: a. see “the big picture.” 11. When the phone rings in my office or at home, I usually a. consider it an interruption. b. do not mind answering it. Answer: a. consider it an interruption. 12. Which word describes you better? a. Analytical b. Empathetic Answer: a. Analytical 13. When I am working on an assignment, I tend to a. work steadily and consistently. b. work in bursts of energy with “down time” in between. Answer: a. work steadily and consistently. 14. When I listen to someone talk on a subject, I usually try to a. relate it to my own experience and see if it fits. b. assess and analyze the message. Answer: a. relate it to my own experience and see if it fits. 15. When I come up with new ideas, I generally a. “Go for it.” b. like to contemplate the ideas some more. Answer: a. “Go for it.” 16. When working on a project, I prefer to a. narrow the scope so it is clearly defined. b. broaden the scope to include related aspects. Answer: a. narrow the scope so it is clearly defined. 17. When I read something, I usually a. confine my thoughts to what is written there. b. read between the lines and relate the words to other ideas. Answer: a. confine my thoughts to what is written there. 18. When I have to make a decision in a hurry, I often a. feel uncomfortable and wish I had more information. b. feel that I am able to do so with the available data. Answer: a. feel uncomfortable and wish I had more information. 19. When I am in a meeting, a. I tend to continue formulating my ideas as I talk about them. b. I only want to speak. Answer: a. I tend to continue formulating my ideas as I talk about them. 20. When I am at work, I prefer to spend a great deal of time on issues of a. ideas. b. people. Answer: a. ideas. 21. In meetings, I am most often annoyed with people who a. come up with many sketchy ideas. b. lengthen meetings with many practical details. Answer: a. come up with many sketchy ideas. 22. I am a a. morning person. b. night owl. Answer: a. morning person. 23. In a meeting, I would prefer for people to a. display a fuller range of emotions. b. be more task oriented. Answer: b. be more task oriented. 24. I would rather work for an organization where a. my job is intellectually stimulating. b. I am committed to its goals and mission. Answer: a. my job is intellectually stimulating. 25. On weekends, I tend to a. plan what I will do. b. just see what happens and decide as I go along. Answer: a. plan what I will do. 26. I am more a. outgoing. b. contemplative. Answer: a. outgoing. 27. I would rather work for a boss who is a. full of new ideas. b. practical. Answer: a. full of new ideas. In the following, choose a word from each of the following pairs that appeal to you the most: a. Social b. Theoretical Answer: a. Social a. Ingenuity b. Practicality Answer: a. Ingenuity a. a. Organized b. b. Adaptable Answer: a. a. Organized a. Active b. Concentration Answer: a. Active EXPERIENTIAL EXERCISE MBTI Types and Management Styles Part II. The purpose of this part of the exercise is to give you experience in understanding some of the individual differences that were proposed by Carl Jung and are measured by the MBTI. Step 1. Your instructor will assign you to a group. Step 2. Your group is a team of individuals who want to start a business. You are to develop a mission statement and a name for your business. Step 3. After you have completed Step 2, analyze the decision process that occurred within the group. How did you decide on your company’s name and mission? Step 4. Your instructor will have each group present to the class the name and mission of the company, and then the decision process used. Your instructor will also give you some additional information about the exercise and provide some interesting insights about your management style. SOURCE: “MBTI Types and Management Styles” from D. Marcic and P. Nutt, “Personality Inventory,” in D. Marcic, ed., Organizational Behavior: Experiences and Cases (St. Paul: West, 1989), 9–16. Reprinted by permission. Experiential Exercise Stereotypes in Employment Interviews Step 1. Your instructor will give you a transcript that records an applicant’s interview for a job as a laborer. Your task is to memorize as much of the interview as possible. Step 2. Write down everything that you can remember about the job candidate. Step 3. Your instructor will lead you in a discussion. Introduction Mr. Harris is a twenty-seven-year-old white male. He is applying for a job working on a loading dock. Mr. Harris is interviewing as part of a social services program. Interview Transcript (I = interviewer; A = applicant) I: Please tell me a little bit about your last job. A: Well, the job was basically a blue-collar job. I worked in a factory doing janitor work mostly. Second shift for most of the time. I didn’t mind the job too much. I’ve been out of work for quite a while now. I guess you could say I was at the poverty level for the last year. I: Do you have a criminal record? A: Well, yeah, but the crime wasn’t too serious. I spent a few weeks in jail for breaking and entering when I was a kid. Me and some friends broke into a department store. Pretty stupid. I: Tell me a little bit about your education, Mr. Harris. A: I finished high school in 1980. I was brought up in a Catholic family in a small southern country town. So I went to a Catholic school. Kind of unusual I guess. I used to really give the nuns a hard time (laughs). I was thinkin’ about going to college but never made it. I: Have you and your family adjusted well to moving into the area? A: Yeah, I like New Jersey. I don’t live with my wife no....er, a ... any more. I hope to see my three kids pretty soon. Maybe bring them up here. Haven’t seen ’em for years. I really need the job because I’m behind on my child support. I: What have you been doing in your spare time? A: Well, I been looking around the area quite a bit. I’ve been drivin’ my truck, you know just checkin’ things out. I went to a hockey game the other night. Had a good time. Otherwise I watch a little TV. Watch a lot of comedies. I: Please tell me about your accomplishments. A: Well, I was a sort of a star athlete in school. Our team went to the state tournament. I suppose I could have been a college player. Besides that, I won a writing contest when I was in high school. It was for the region. Oh yeah, I got a commendation from my last job. They wanted me to train the new guys. I: What are your greatest weaknesses? A: I could probably take orders better. But I don’t get too upset. Maybe I should read a little more. Been a long time since school. EXPERIENTIAL EXERCISE Identifying Cognitive Styles Purpose: For students to identify and define their cognitive styles Group size: Any number of students Activity: Have students read the situation and managers’ reactions to the crisis. Students then answer the questions that follow. One variation is to have each student write out his or her own reaction before discussing the reactions of the characters in the scenario. Students can then situate their own responses in the context and reflect on their personal cognitive styles, Handout: MBTI Temperaments and Leadership Styles, located in the Instructor Manual Cognitive Styles of Managers: Assume that it is Friday at 3:00 p.m. A customer calls to say that a major shipment of computers you sent a week ago has not arrived and that they must have the computer by noon Monday. Failing to deliver the computers will result in losing the client. The manager must either find the shipment, or reship the computers and make sure they arrive on time. Below are descriptions of how four different managers would react to this crisis. Read their reactions, and answer the questions that follow. BILL accepts the reality that the shipment of computers is lost and that he shouldn’t waste time tracking it down. He sees no alternative but to put together a new shipment and send it out immediately. He expects all his workers to pitch in and stay late to get the new shipment out. MONA considers the possibility that the original shipment might be recovered as this would save everyone the trouble of having to prepare a new shipment. She attempts to motivate a team of workers to work together to track down the shipment. At the same time, she puts together another team to work out a backup plan. She works back and forth between the two teams, trying to inconvenience everyone as little as possible. DENISE tries to track down the original shipment because no matter what happens it will have to be located. She sees putting together another shipment as the only reliable solution. At the same time, she is going to develop a strategy for evaluating shipping operations to ensure that this problem doesn’t come up again. BLAKE writes off the original shipment and feels in reality there’s no time to waste looking for it. He polls his workers to see who can work late to put together a new shipment and if no one volunteers, he will do it himself. Answer the following: 1. Bill’s cognitive style is _____. What clues were evident in his handling of the crisis? Answer Bill’s cognitive style is Practical. Clues: Bill quickly accepts the situation and focuses on an immediate solution. He prioritizes getting a new shipment out without much consideration for tracking the lost shipment. 2. Mona’s cognitive style is _____. What clues were evident in her handling of the crisis? Answer: Mona’s cognitive style is Balanced. Clues: Mona considers both the possibility of recovering the original shipment and preparing a backup plan. She tries to manage the situation by working with two teams and minimizing inconvenience. 3. Denise’s cognitive style is _____. What clues were evident in her handling of the crisis? Answer: Denise’s cognitive style is Analytical. Clues: Denise emphasizes tracking down the original shipment and simultaneously prepares a new shipment. She also focuses on developing a strategy to prevent future issues, showing a methodical and strategic approach. 4. Blake’s cognitive style is _____. What clues were evident in his handling of the crisis? Answer: Blake’s cognitive style is Decisive. Clues: Blake quickly decides to discard the original shipment and seeks to manage the immediate task of putting together a new shipment, polling his workers for availability and being prepared to work himself if necessary. Case Study Understanding the People Who Work at and Patronize Build-A-Bear Workshop Before becoming an entrepreneur, Maxine Clark worked for large retailers. Although she enjoyed working for large companies she was looking for a change. She wanted to have more fun at work. In contemplating this change, Clark recalls that “[e]arly in my career, Stanley Goodman, who was then CEO of May, said something that has stuck with me: ‘Retailing is entertainment, and when customers have fun, they spend more money.’ I wasn’t sure what I wanted to do, but I knew it would involve children, because kids know how to enjoy themselves.” “As a child, shopping was a magical experience for Maxine Clark.  [I]n 1996 she set out to blaze her own path in retail with the goal of recreating that special feeling from her childhood.” She founded Build-A-Bear Workshop, which is “the only global company that offers an interactive ‘make your own stuffed animal’ retail-entertainment experience.” As of mid-2011, Build-A-Bear operates more than 400 stores worldwide. Company-owned stores are located in the United States, Puerto Rico, Canada, Ireland, the United Kingdom, and France. Franchise stores are found in Africa, Asia, Australia, Europe, and the Middle East. Although Build-A-Bear Workshop was ‘the brainchild’ of Maxine Clark, she credits the company’s successful business plan to her godchild, Katie. Caught up in the Beanie Baby craze of the mid-1990s, Clark and her godchild talked about “how it would be ‘cool’ to build your own Beanie Babies”and a business plan for what would become Build-A-Bear Workshops began emerging. “Since the retailer had opened its first store in a St. Louis mall in 1997, skeptics have warned her that the concept wouldn’t last.” According to Clark, “[a]dults told me that my idea wouldn’t work. ‘Who wants to make their own stuffed animals?’ they argued. But every kid said, ‘Where is it? When can I do it?’” However, the company “keeps defying critics with strong gains as it broadens its geography, customer types and menagerie.” Build-A-Bear’s core customer demographic is the group known as ‘female tweens,’ but the Build-A-Bear product line appeals to a wide range of customers. Locating stores at zoos and ballparks, which is part of the company’s ongoing expansion plan, is intended to enhance the product line’s appeal for boys, who, in mid-2006, represented only about a quarter of the company’s customers. Building on the Build-A-Bear success, the company has launched two additional make-your-own business lines—friends2Bmade for customers to make dolls, and Build-A-Dino, located in T-Rex cafe restaurants, where customers create their own dinosaurs. So, who is Maxine Clark, the woman behind the Build-A-Bear Workshop success story? Dubbed “the Oprah Winfrey of the retail industrycompassionate, creative and charismatic,” Maxine Clark “is a feisty, seasoned ex-May Department Stores veteran who doesn’t let one detail get by her.” As the founder and CEO of Build-A-Bear Workshop, Maxine Clark “charmed consumers and wowed Wall Street with a concept that set a new template for interactive experiential retailing.” Clark’s success has captured the intense interest of others. “In fact, it’s been the inspiration for numerous imitators; Clark herself is a majority investor and key driver behind the launch of Ridemakerz, a toy-car customizing experience.” Clark asserts that Build-a-Bear workshop is not only selling a physical product but is selling an emotional experience. She backs this assertion up with some powerful and moving examples. “Mothers bring their children [to Build-A-Bear] after the death of a grandparent or a beloved pet, and parents leaving for Iraq or Afghanistan record their voices in little sound modules they drop into the bears.” An even more tear-jerking example is the case of “two men bring[ing] in the 8-year-old girl they adopted just this morning and whisper [to the Build-A-Bear Associate] that she was abandoned by her mother, a drug-addicted prostitute.” “Clark and her team work hard to find associates that are not only capable, but who also care about providing a great Build-A-Bear experiencewhether it’s a happy one or a sad one. ‘A Build-A-Bear associate has to be able to handle the smiles and the tears,’ Clark explained. . . . We’re a business that stands for memories, and those memories can be both happy and sad. Our greatest success has been finding associates who understand that.” Clark observes that “[t]he teddy bear has sort of been a quintessential symbol for love, trust, security and cuddliness. But you always want to make it relevant, so if skinny jeans or leggings are popular, our bears can wear that. We also stay up with popular culture.” “When customers create toys at Build-a-Bear Workshop, they make something that is theirs alone. The experience is about self-expression and creativity. At Build-a-Bear it’s all right to act like a kid. That’s appealing to people who are 10 or 60.” Discussion Questions 1. How would you describe Maxine’s Clark’s personality? What implications do her personality characteristics have for her behavior as the CEO of Build-A-Bear? Answer: Maxine Clark’s personality is enthusiastic and empathetic. As CEO of Build-A-Bear, her high energy and genuine concern for others drive her focus on creating an engaging, customer-centric experience. Her personality fosters a positive company culture and a strong connection with both employees and customers. 2. What are the desired personality characteristics of Build-A-Bear Associates? How might these personality characteristics influence the associates’ work behaviors? Answer: Build-A-Bear Associates are desired to be enthusiastic, creative, and customer-focused. These traits encourage a fun, interactive atmosphere that enhances customer experience and promotes teamwork. Associates' behaviors are influenced by their ability to engage with customers and contribute to a playful and supportive work environment. 3. Describe the perceptions that Maxine Clark has of Build-A-Bear customers. How have these perceptions influenced Clark’s approach to developing the Build-A-Bear business model? Answer: Maxine Clark perceives Build-A-Bear customers as valued partners in a fun, interactive experience. This perception has led her to design a business model that emphasizes personalization and customer engagement, ensuring that each interaction is memorable and tailored to individual needs. 4. Would you enjoy or not enjoy working at Build-A-Bear Workshop? Explain your answer. Answer: I would enjoy working at Build-A-Bear Workshop because of its dynamic and inclusive environment. The focus on creativity and customer interaction aligns with a positive and engaging work culture, making it an appealing place for those who thrive in a lively, customer-oriented setting. SOURCE: This case 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 Administration, Valparaiso University. A. Giacobbe, “Bear Market,” FSB: Fortune Small Business 19(9) (November 2009): 49. M. Wu, “Making Millions Out of Teddy Bears,” The Wall Street Journal (Online) (May 6 2011), http://online.wsj.com/article/SB10001424052748703859304576307012046312744.html (accessed February 11, 2014). Anonymous, “Fact Sheet,” Build-A-Bear Workshop website, http://www.buildabear.com/shopping/pgf/ourCompanyFactSheet.pdf (accessed February 11, 2014). Anonymous, “Fact Sheet,” Build-A-Bear Workshop website, http://www.buildabear.com/shopping/pgf/ourCompanyFactSheet.pdf (accessed February 11, 2014). D.M. Amato-McCoy, “Where ‘Everybear’ Knows Your Name,” Chain Store Age 84(8) (August 2008): 48. G. Edwards, “Build-A-Bear Is Stretching at Seams,” The Wall Street Journal (Eastern edition) (April 5, 2006): B3C A. Giacobbe, “Bear Market,” FSB: Fortune Small Business 19(9) (November 2009): 49. G. Edwards, “Build-A-Bear Is Stretching at Seams,” The Wall Street Journal (Eastern edition) (April 5, 2006): B3C. D.M. Amato-McCoy, “Where ‘Everybear’ Knows Your Name,” Chain Store Age 84(8) (August 2008): 48. G. Edwards, “Build-A-Bear Is Stretching at Seams,” The Wall Street Journal (Eastern edition) (April 5, 2006): B3C. Anonymous, “Retails Power 25: The 25 Most Influential People in Retailing,” Chain Store Age, 84(1) (January 2008): 8A; G. Edwards, “Build-A-Bear Is Stretching at Seams,” The Wall Street Journal (Eastern edition) (April 5, 2006): B3C. Anonymous, “Retails Power 25: The 25 Most Influential People in Retailing,” Chain Store Age, 84(1) (January 2008): 8A. Anonymous, “Retails Power 25: The 25 Most Influential People in Retailing,” Chain Store Age, 84(1) (January 2008): 8A. Anonymous, “Retails Power 25: The 25 Most Influential People in Retailing,” Chain Store Age, 84(1) (January 2008): 8A. P. Keegan, “CEO Maxine Clark, of Build-A-Bear, Traded in Her Kid-Filled Existence for a Day in the Orderly Aisles of the Container Store, Doing the “Closet Dance”... While Kip Tindell, CCO of the Container Store, Stuffed Monkeys, Lions, and Bears. (Oh, My!) Here’s...,” Fortune 161(2) (February 8, 2010): 68-72 (4 pages). P. Keegan, “CEO Maxine Clark, of Build-A-Bear, Traded in Her Kid-Filled Existence for a Day in the Orderly Aisles of the Container Store, Doing the “Closet Dance”... While Kip Tindell, CCO of the Container Store, Stuffed Monkeys, Lions, and Bears. (Oh, My!) Here’s...,” Fortune 161(2) (February 8, 2010): 68-72 (4 pages). M. Sharkey, “Building an Experience,” Retail Merchandiser 49(1) (January/February 2009): 38-43 (5 pages). M. Wu, “Making Millions Out of Teddy Bears,” The Wall Street Journal (Online) (May 6 2011), http://online.wsj.com/article/SB10001424052748703859304576307012046312744.html (accessed February 11, 2014). A. Giacobbe, “Bear Market,” FSB: Fortune Small Business 19(9) (November 2009): 49. Solution Manual for ORGB Organizational Behavior Debra L. Nelson, James Campbell Quick 9781305663916, 9781337148443