Creates the motivation to change
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Transcript Creates the motivation to change
BA 352 section 002 & 006
Final Exams will be in
Gilbert 224
7:30am Dec 4, 2006
Exam structure
• 30 multiple choice questions
• Emphasis will be later chapters
– Ch 4, 7, 8, 9, 10, 11,12, 14, 16
– Some questions will be based on the
Blackgold Cases, Bob Knowlton, L.E.S., and
The Politics of Performance Appraisal
• emphasis on APPLICATION of concepts in these
chapters
• bring your copies of these cases to exam
• No questions on The Ropes . . . book
Cases (Blackgold and other three)
• There are opportunities to test how you can use
concepts discussed in class to understand or
explain the situations in these cases, e.g.
– Social perceptions
– Managing in an “e-business”
– Motivating individuals, both those who work and do
not work for you
– Decision making, including game theory
– How to deal with or manage conflict
– Leadership style
Tips
• Questions will generally be in thef form of
an application of a concept
– When faced with this situation . . .?
– This situation is called . . . ?
• NOTE: The following slides are attempts
to provide examples.
Try to define a specific
situation for the following:
7-2b
Figure 7-1b
Negative and Positive Inequity (cont)
B. Negative Inequity
Self
$2
= $2 per hour
1 hour
Other
$3
1 hour
= $3 per hour
7-2c
Figure 7-1c
Negative and Positive Inequity (cont)
C. Positive Inequity
Other
Self
$3
= $3 per hour
1 hour
$2
= $1 per hour
1 hours
8-5
Nontraditional Feedback
Upward Feedback: Subordinates evaluate their
manager’s style and performance.
360-Degree Feedback: Specific (typically
anonymous) feedback generated by one’s manager,
peers, subordinates, and other key people.
For group discussion: Are you in favor of this
trend toward nontraditional feedback? Explain. What
are its limits?
10-3a
Figure 10-1
Tuckman’s Five-Stage Theory
of Group Development
Performing
Adjourning
Norming
Storming
Forming
Dependence/
interdependence
Independence
Return to
Independence
16-3
Lewin’s Change Model
•Unfreezing
- Creates the motivation to change
- Encourages the replacement of old behaviors and attitudes with
those desired by management
- Entails devising ways to reduce barriers to change
- Creates psychological safety
• Changing
- Provides new information, new behavioral models, or new ways of
looking at things
- Helps employees learn new concepts or points of view
- Role models, mentors, experts, benchmarking results, and
training are useful mechanisms to facilitate change
•Refreezing
- Helps employees integrate the changed behavior or
attitude into their normal way of doing things
- Positive reinforcement is used to reinforce the desired
change
- Coaching and modeling help reinforce the stability of
change
16-7a
Resistance To Change
Resistance to Change: an emotional/behavioral response
to real or imagined work change.
The leading reasons why people resist change are:
•
•
•
•
•
An individual’s predisposition toward change
Surprise and fear of the unknown
Climate of mistrust
Fear of failure
Loss of status and/or job security
13-2a
Nine Generic Influence Tactics
Rational persuasion. Trying to convince someone with
reason, logic, or facts.
Inspirational appeals. Trying to build enthusiasm by
appealing to others’ emotions, ideals, or values.
Consultation. Getting others to participate in planning, making
decisions, and changes.
Ingratiation. Getting someone in a good mood prior to making
a request; being friendly, helpful, and using praise or flattery.
Personal appeals. Referring to friendship and loyalty when
making a request.
13-2b
Nine Generic Influence Tactics
Exchange. Making express or implied promises and trading
favors.
Coalition tactics. Getting others to support your effort to
persuade someone.
Pressure. Demanding compliance or using intimidation or
threats.
Legitimating tactics. Basing a request on one’s authority or
right, organizational rules or polices, or express or implied
support from superiors.
11-3a
Antecedents of Conflict
•
•
•
•
•
•
•
Incompatible personalities or value systems.
Overlapping or unclear job boundaries.
Competition for limited resources.
Interdepartment/intergroup competition.
Inadequate communication.
Interdependent tasks.
Organizational complexity.
11-3b
Antecedents of Conflict (continued)
• Unreasonable or unclear policies, standards, or
rules.
• Unreasonable deadlines or extreme time pressure.
• Collective decision making.
• Decision making by consensus.
• Unmet expectations.
• Unresolved or suppressed conflict.
11-6
Figure 11-1
Minimizing Inter-group Conflict: An
Updated Contact Model
Level of perceived
Inter-group conflict tends
to increase when:
• Conflict within the
group is high
• There are negative
interactions between
groups (or between
members of those
groups)
• Influential third-party
gossip about other group
is negative
Recommended actions:
• Work to eliminate specific negative
interactions between groups (and
members).
• Conduct team building to reduce
intragroup conflict and prepare
employees for cross-functional teamwork.
• Encourage personal friendships and
good working relationships across
groups and departments.
• Foster positive attitudes toward
members of other groups (empathy,
compassion, sympathy).
• Avoid or neutralize negative gossip
across groups or departments.
11-8
Figure 11-2
Concern for Others
Five Conflict-Handling Styles
High
Integrating
Obliging
Compromising
Low
Dominating
Avoiding
High
Low
Concern for Self
Source: MA Rahim, “A Strategy for Managing
Conflict in Complex Organizations, Human Relations,
January 1985, p 84. Used with author’s permission.
These type of topics may lend
themselves more to “definition
type” questions
8-3
Ch 8: Feedback
Feedback: “Objective information about individual or
collective performance.”
Functions of Feedback:
- Instructional
- Motivational
Sources of Feedback
-Task
-Self
- Others
14-2b
Trait Theory (continued)
•
Gender and leadership
- men and women were seen as displaying more task and
social leadership, respectively
- women used a more democratic or participative style
than men, and men used a more autocratic and directive
style than women
- men and women were equally assertive
- women executives, when rated by their peers, managers
and direct reports, scored higher than their male
counterparts on a variety of effectiveness criteria
14-3
Behavioral Styles Theory
• Ohio State Studies identified two critical dimensions of leader
behavior.
1. Consideration: creating mutual respect and trust with
followers
2. Initiating Structure: organizing and defining what group
members should be doing
• University of Michigan Studies identified two leadership styles
that were similar to the Ohio State studies
- one style was employee centered and the other was job
centered
• Blake and Mouton’s Managerial Grid represents four
leadership styles found by crossing concern for production and
concern for people
• Research shows that there is not one best style of
leadership. The effectiveness of a particular leadership style
depends on the situation at hand.
11-4
Desired Outcomes of Conflict
Agreement: Strive for equitable and fair agreements that
last.
Stronger relationships: Build bridges of goodwill and
trust for the future.
Learning: Greater self-awareness and creative problem
solving.