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.