COLLEGE OF BUSINESS
MHRM DEPARTMENT
COURSE INFO
The title of the course is Principles of Management. The course number is OBHR22100. My office hours are Tuesdays from 1 to 3
P.M. and Thursdays from 3 to 6 P.M.
INSTRUCTOR
My name is Arifin Angriawan. You can call me Ari. My office is located at Anderson Building Room 324. You can reach me at
arifin@purduecal.edu. I received my Ph.D. degree in Business Administration from Southern Illinois University Carbondale in 2009.
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My research interests include top management teams, strategic decision making and financial performance. My research results have
been published in various journals such as Journal of Business Research, Journal of Leadership and Organizational Studies, Journal of
Business Strategies, International Journal of Entrepreneurship and Innovation Management, etc. I am currently a Co-Editor for the
Academy of Strategic Management Journal. I am also an editorial board member for the Journal of Leadership and Organizational
Studies.
COURSE OVERVIEW
Course Materials

Williams, Chuck, Principles of Management, 6th ed., South-Western Cengage Learning, Mason, OH.
Course Prerequisites
MGMT/BUSM10100
Course Description
“The fundamentals of organizing a business to succeed. The planning, organizing, directing and controlling of business activities and
the organizational plan to combine and allocate resources to meet expressed goals is the focus of this course.” (from University
catalog).
COURSE WEBSITE (BLACKBOARD LEARN)
This course has a secure website at http://webs.purduecal.edu/oit/mycourses/. The Blackboard Learn web page will serve many
functions in this class. First, most of the class material will be accessible from this site – syllabus, slides, and grades. Second,
Blackboard Learn provides you with a secure location from which to communicate with members of the class and members of your
group.
ABOUT THIS COURSE
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This is an introductory class which allows students to learn the various aspects of management. Many topics will be covered in a
general fashion. As students progress in the business program, they will learn these topics in more detail. Students learn to understand
and use language and terminology used by managers. Students will learn various management concepts and theories such as
leadership, motivation, organization design, strategic management, self-leadership, organizational learning, emotional intelligence etc.
Students should finish the course with an understanding, familiarity, and attitude towards management and business.
Course Components
The course has three major components: chapters and assignments. The chapters cover the basic management knowledge and
frameworks. Assignments will enhance comprehension. These assignments will allow students to apply and further explore and
integrate theories with real business practices.
Course Conduct
The course will be conducted (1) in a high quality, friendly, mutually trusting and participative class environment, (2) in a manner that
allows me to assess students’ achievement of the course objectives, (3) in a manner that enhances experiential learning and knowledge
implementation, and (4) in a manner that allows student to further explore by themselves in the future.
LEARNING OBJECTIVES
The main goal for this course is to help you comprehend the general management knowledge and tools. It is very important that you
read the textbooks. Below are the objectives of the course:
1. Understand the concepts of management. Assessment method: Test 1 and a set of quizzes.
2. Understand what influences ethical decision making and whom organizations are socially responsible for. Quiz 4 (Ethics and
Social Responsibility) will be used to assessed one of the items used to measure BA Program Learning Outcomes # 1: “Our
students will recognize and analyze CSR opportunities/actions and ethical dilemmas faced in business.” The goal is that 70%
of the students will score 75% or higher.
3. Understand the concepts of planning. Assessment method: Test 2 and a set of quizzes.
4. Understand the concepts of organizing. Test 3 and a set of quizzes.
5. Understand the concepts of leading. Test 4 and a set of quizzes.
6. Understand the concepts of controlling. A set of quizzes.
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COURSE STRUCTURE AND INSTRUCTIONAL ALIGNMENT
The table below shows how the course objectives will be achieved and assessed.
General
educationa
l
Objectives
Knowledge
acquisition
Readings/
activities
Course
Objectives
Chapters 1
to 4
Introduction to
management
Knowledge
acquisition
Chapters 5
to 8
Concepts of
planning
Knowledge
acquisition
Chapter 9
to 12
Concepts of
organizing
Knowledge
acquisition
Chapter 13
to 15
Concepts of
leading
Knowledge
acquisition
Chapter 16
to 18
Concepts of
controlling
Knowledge
application
Knowledge
application
Homework
1
Homework
2
Introduction to
management
Concepts of
organizing
Assessment
and rubrics
Key Specific Objectives (Demonstration of
competency)
Test 1
Quiz 1 to 4
Management functions, kinds of managers,
managerial roles, origins of management, making
sense of changing environments, organizational
culture, ethical decision making, social
responsibility
Test 2
Benefits and pitfalls of planning, rational decision
Quiz 5 to 8
making, groups and decision making, sustainable
competitive advantage, strategies, innovation,
organizational decline, global business, cultural
differences
Test 3
Departmentalization, job design, teams, effective
Quiz 9 to 12
work teams, recruiting, selection, training,
performance appraisal, diversity, managing
diversity
Test 4
Basics of motivation, motivation theories,
Quiz 13 to 15 leadership theories, perception and
communication
Test 5
Control process, control methods, strategic
Quiz 16 to 18 importance of information, useful information,
accessing and sharing information and
knowledge, productivity, quality, manufacturing
Assignment: Ethics and corporate social responsibility
and rubric
Assignment: The Job Characteristics Model
and rubric
4
Knowledge
application
Knowledge
application
Knowledge
application
Homework
3
Homework
4
Homework
5
Concepts of
organizing
Concepts of
leading
Concepts of
leading
Assignment:
and rubric
Assignment:
and rubric
Assignment:
and rubric
The Big Five Personality
Leadership
Managing Communication
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TEACHING ORIENTATION
My teaching orientation emphasizes the importance of content (chapters), cognitive skill development (analysis, synthesis, coherency,
critical thinking, time horizon etc.), application, development of solid foundation for your future growth and learning, motivation, peer
sharing and contribution (collaborative learning). In general I hope the course will help you develop certain management mindset,
horizon and basic management skills.
ASSIGNMENT AND DETERMINATION OF COURSE GRADE: ASSESSMENT AND MEASUREMENT
Grading Policy
Components
Exam 1 Chapters 1,2,3,and 4
Exam 2 Chapters 5, 6, 7, and 8
Exam 3 Chapters 9, 10, 11, and 12
Exam 4 Chapters 13, 14, and 15
Exam 5 Chapters 16, 17, and 18
Homework 1
Homework 2 or 3
Homework 4 or 5
Quizzes 18 x 10 points
Points
100
100
100
100
120
100
100
100
180
Level
Individual
Individual
Individual
Individual
Individual
Individual
Individual
Individual
Individual
Grading Scale: 900 – 1000 A; 800 - 899 B; 700 - 799 C; 600 - 699 D; and Below 600 F
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Details and Grading (If applicable only)
1. Exams. The nature of the exams is comprehensive. Questions are usually multiple choice and drawn from all sections in the
chapters. There is no curve on grades. Three most common types of questions are definition, theory, and application questions.
Make-ups will only be offered if you have a justifiable reason and provide written evidence.
2. Homework. Please see the rubrics.
3. Quizzes. Make-ups will only be offered if you have a justifiable reason and provide written evidence.
GRADING THEMES FOR RUBRICS
Assessment Theme
Definitions
Definition
All major constructs are clearly defined
Theory
All relevant theories (or framework, etc.,) are properly applied
Comprehension
Show understanding of knowledge and tools learned
Analysis
Identify all important issues and their elements (identify constituent
parts and their interrelationships). Provide evidence.
Coherent
Organized, consistent, and logical train of thought
Creativity
Organized train of thought/ proposition that lead to the generation or
recognition of original/ new ideas, alternatives or possibilities.
Completeness
Show thorough investigation
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TENTATIVE SCHEDULE
Date
Chapter/ Case/
Simulation
Content
Main Inquiry Topics
Week 1
Jan 13
Week 2
Jan 20
Please read the
courseplan
Chapter 1
Chapter 2
Please read the courseplan
Please read the courseplan
Management
The History of Management
Introduction to Management
Week 3
Jan 27
Chapter 3
Chapter 4
Introduction to Management
Week 4
Feb 3
Test 1
Organizational Environments
and Culture
Ethics and Social Responsibility
Chapters 1,2,3,and 4
Organizational Environments,
Culture, Ethics and Social
Responsibility
Homework 1
Ethics and corporate social
responsibility
Week 5
Feb 10
Chapter 5
Chapter 6
Planning and Decision making
Organizational Strategy
Planning
Week 6
Feb 17
Chapter 7
Chapter 8
Innovation and Change
Global Management
Planning
Week 7
Feb 24
Test 2
Chapters 5, 6, 7 and 8
Homework 2
The Job Characteristics Model
Planning, Decision making,
Organizational Strategy, Innovation
and Change, Global Management
Week 8
March 3
Chapter 9
Chapter 10
Designing Adaptive
Organizations
Managing Teams
Week 9
March 10
Spring break
Organizing
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Datelines
Quiz 1 & 2 due by
Jan 26 at 11.59
P.M.
Quiz 3 & 4 due by
Feb 2 at 11.59 P.M.
Test 1 due by Feb 9
at 11.59 P.M.
Homework 1 due
by Feb 9 at 11.59
P.M.
Quiz 5 & 6 due by
Feb 16 at 11.59
P.M.
Quiz 7 & 8 due by
Feb 23 at 11.59
P.M.
Test 2 due by Mar
2 at 11.59 P.M.
Homework 2 (if
you choose this
option) due by Mar
2 at 11.59 P.M.
Quiz 9 & 10 due by
Mar 9 at 11.59
P.M.
Week 10
March 17
Chapter 11
Chapter 12
Week 11
March 24
Test 3
Managing Human Resource
Systems
Managing Individuals and a
Diverse Work Force
Chapters 9, 10, 11 and 12
Organizing
Quiz 11 & 12 due
by Mar 23 at 11.59
P.M.
Designing Adaptive Organizations,
Managing Teams Managing
Human Resource Systems,
Managing Individuals and a
Diverse Work Force
Test 3 due by Mar
30 at 11.59 P.M.
Homework 3 (if
you choose this
option) due by Mar
30 at 11.59 P.M.
Quiz 13 & 14 due
by April 6 at 11.59
P.M.
Quiz 15 & 16 due
by April 13 at
11.59 P.M.
Test 4 due by April
20 at 11.59 P.M.
Homework 4 (if
you choose this
option) due by
April 20 at 11.59
P.M.
Quiz 17 & 18 due
by April 27 at
11.59 P.M.
Test 5 due by May
4 at 11.59 P.M.
Homework 5 (if
you choose this
option) due by May
4 at 11.59 P.M.
Homework 3
The Big Five Personality
Week 12
March 31
Chapter 13
Chapter 14
Motivation
Leadership
Leading
Week 13
April 7
Chapter 15
Chapter 16
Managing Communication
Control
Leading
Controlling
Week 14
April 14
Test 4
Chapters 13, 14 and 15
Motivation, Leadership, Managing
Communication and Control
Homework 4
Leadership
Week 15
April 21
Chapter 17
Chapter 18
Week 16
April 28
Test 5
Managing Information
Managing Service and
Manufacturing Operations
Chapters 16, 17 and 18
Homework 5
Managing Communication
Controlling
Controlling
Controlling, managing information
and service, and operations
COURSE POLICIES (IF APPLICABLE ONLY)
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1. Exam policy. Make-ups for the exams will only be offered if students have a justifiable reason, provide written evidence, and
make a request prior to the exam date.
2. Professionalism. Students are expected to conduct themselves with courtesy and professionalism at all times.
3. Due dates. All assignments must be turned in on time.
4. All policies and rules applied have the intention to promote fairness, learning, and discipline development; and have the spirit
of the course conduct.
ACADEMIC INTEGRITY AND PUC’S HONOR CODE
Any violation of academic integrity as stated in the PUC Student Handbook will be prosecuted. The usual penalty is an F in the course
and possible suspension from the university. Examples of violation are such as cheating on examinations, plagiarism, aiding others in
academic dishonesty, etc. Please also refer to http://www.calumet.purdue.edu/integrity/. PUC’s Honor Code states that “I understand
that academic dishonesty will not be tolerated at Purdue University Calumet. I am here to learn. Through learning, I will strive to
become a better person and a more valuable contributor to society. I understand that dishonesty in the classroom, through cheating,
plagiarism or other dishonest acts defeats the purpose and disgraces the mission and quality of a Purdue University Calumet education.
Therefore, I make the following pledge: in accordance with the Honor Code, I will not engage in dishonesty in my academic activities,
and I will not tolerate such dishonesty by other students.”
CLASSROOM CIVILITY (IF APPLICABLE ONLY)
The following paragraph is the Purdue University Calumet’s guidelines for classroom civility.
Purdue University Calumet supports the principles of freedom of expression for both faculty and students. The University respects the
rights of faculty to teach and students to learn. Maintenance of these rights requires classroom conditions that do not impede the
learning process. Disruptive classroom behavior will not be tolerated. An individual engaging in such behavior may be subject to
disciplinary action.
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Definition of Civility: Purdue University Calumet places a priority on student learning. We value the inherent worth and dignity of
every person, thereby fostering a community of mutual respect. We believe that in order to achieve these ideals, all Purdue University
Calumet students are expected, while in the role as student or representative of the university, to exhibit and practice civil behaviors,
defined as behaviors that: (1) Respect faculty, staff, fellow students, guests, and all university property, policies, rules and regulations,
(2) Take responsibility for one’s choices and actions, (3) Accept consequences of one’s inappropriate choices and actions, and (4)
Communicate in a professional and courteous.
EMERGENCY PREPAREDNESS (IF APPLICABLE ONLY)
An information sheet, with instructions for various types of possible emergencies, is posted in each room on campus. These
possibilities include criminal activity, fire, medical emergencies, and noises sounding like gunshots. Students are strongly encouraged
to review this instruction sheet carefully and acquaint themselves with these important guidelines. Please also visit
http://www.calumet.purdue.edu/emergency/). In the event of…
Fire…
 Know the location of the fire alarms, fire extinguishers and evacuation routes and exits.
 Evacuate when the alarm sounds.
 Help ensure everyone evacuates.
 Assist others during the evacuation.
 Immediately call University Police (989.2911) if you or others need assistance or if someone is trapped in an elevator.
Severe Weather…
 Know the location of your Storm Safe Area.
 Listen for announcements via the campus public address system.
 Follow instructions.
 Help ensure everyone is aware and follows instructions.
Medical Emergency…
 Immediately call University Police (989.2911)
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


Immediately call 9-911 (if you are using a campus phone or 911 if you are using a cell phone) if an ambulance is needed.
Do not administer first aid or move the person unless trained to do.
Stay at the scene to provide information to emergency personnel.
Power Failure…
 If it lasts more than a few seconds…secure your space and go to the first floor.
 Listen for announcements via the campus public address system.
 Follow instructions.
 Help ensure everyone follows instructions.
 REMEMBER…emergency lighting is limited in duration…it is intended to help you evacuate safely…it is not intended to help
you keep working.
Elevator Failure…
 If you are trapped, activate the elevator alarm and use the emergency telephone to contact University Police.
 If you hear someone who is trapped in an elevator, reassure them that you will call University Police (989.2911).
Criminal Activity…
 Call University Police (989.2911) immediately if you observe a crime, note a suspicious person or have knowledge of a crime
previously committed. The confidential hotline number for reporting suspicion of criminal behavior is 989-2912.
Dangerous Individuals…
 Call University Police (989.2911) immediately if you observe someone demonstrating apparently irrational or harmful behavior.
 Also please take note of the campus resources that are available should you believe that a student may benefit from intervention
that could prevent a potential emergency situation:
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Dean of Students office: 989-4141
Counseling Center: 989-2366
Hazardous Condition…
 If you see, smell, touch or hear something that is a hazard or has the potential to become a hazard call University Police
(989.2911).
Sounds like gunshot…
 Turn off lights to the room.
 Lock or barricade the door.
 Hide where you can’t be seen.
 Call the University Police (989.2911)
 Wait for Police to arrive.
WHEN IN DOUBT…CALL UNIVERSITY POLICE AT 989.2911
WRITING ASSISTANCE
If you need writing assistance for assignments in this class, you are recommended to visit PUC Writing Center at CLO 263 or call
989-2200.
STUDENTS WITH DISABILITIES
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Students who may need accommodations due to disability should contact the Office of Disability Resources (ODR) to discuss specific
needs. The ODR is located on the third floor of the Student Union & Library Building, Room 341. If accommodations for a student
are approved by that office, the student must provide his/her instructor with a copy of the official accommodations letter as soon as it
is received in order to obtain accommodations. Students may contact the Office of Disability Resources by calling (219) 989-2455 or
emailing odr@purduecal.edu. Please inform them a.s.a.p. so that enough time is given to make the arrangements.
HOMEWORK
HOMEWORK 1
CHAPTER 4 EXERCISE: ETHICAL DECISION MAKING AND CORPORATE SOCIAL RESPONSIBILITY
QUESTIONS
1. Social responsibility is an organization’s commitment and actions that contribute to societal development. Please describe one
example of corporate social responsibility (CSR) by an organization. Which type is the CSR? Please also explain the impacts
of the CSR on the stakeholder/s.
2. Please identify your dream job (or any job) and one behavior that you might encounter from performing that job. Please give
your opinion whether the behavior is ethical. Could it be both ethical and unethical? Please justify your opinion using the
concepts of ethical intensity, moral development and ethical principles. Does the behavior have strong ethical intensity? Why?
Can one’s moral development stage influence his or her opinion? Which specific ethical principle/s that you use? There is no
right or wrong answers.
USEFUL NOTES AND POSSIBLE ANSWER FRAMEWORK
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Social responsibility is an organization’s commitment and actions that contribute to societal development. Who should an
organization be socially responsible for? For people who believe the shareholder model: the only social responsibility that businesses
have is to maximize profits for their shareholders. For people who believe the stakeholder approach, businesses must satisfy all
stakeholders involved such as shareholders, employees, customers, suppliers, governments, local communities, the media and special
interest groups. For what are organizations socially responsible: economic responsibility, legal responsibility, ethical responsibility,
and discretionary responsibilities (pertain to the social roles that businesses play in society beyond their economic, legal, and ethical
responsibilities)?
Describe One Example of
Corporate Social Responsibility
(CSR) by an Organization
Which type is the CSR?
(Economic, legal, ethical, and
discretionary responsibilities)
Explain the Impacts of the CSR on the Stakeholder/s
Ethics is the set of moral principles that guide a person or an organization’s behavior. Moral principles concern with what is right or
wrong. Ethical behavior follows accepted principles of right or wrong. Influences on ethical decision making: ethical intensity, moral
development, and ethical principles. Decisions differ in their ethical intensity (the degree of concern people have about an ethical
issue). Ethical intensity relates to: (1) magnitude of consequences, (2) social consensus (agreement on whether behavior is bad or
good), (3) probability of effect, (4) temporal immediacy (the time between an act and the consequences the act produces), (5)
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proximity of effect (the social, psychological, cultural or physical distance of a decision maker from those affected by his or her
decisions); and concentration of effect (how much an act affects the average person). Managers have tendency to view decisions as
ethical issues when the magnitude of consequences is high and there is a social consensus that a behavior or action is bad.
Manager’s ethical decisions also relate to his or her level of moral development. Kohlberg suggests the three stage moral development
model: preconventional (stage 1 and 2), conventional (stage 3 and 4) and post conventional (5 and 6). At the preconventional level of
moral development, people decide based on selfish reasons. Stage 1 indicates that the primary concern will be to avoid trouble (e.g.
punishment) for yourself. In Stage 2, people worry less about punishment and more about doing things that directly advance your
wants and needs (e.g. take a bribe). People at the conventional level of moral development make decisions that conform to societal
expectations. Stage 3 people normally do what the other “good boys” and “nice girls” are doing. If everyone else is illegally copying
software you will too. In Stage 4 you look for external guidance (law and order). So you do not copy. In Stage 5, you will refuse to
copy the software because as a whole, society is better off when the rights of others are not violated. In Stage 6, the universal stage,
you might or might not copy the software, depending on your principles of right or wrong. Moreover, you will stick to your principles
even if your decision conflicts with the law.
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There are many ethical principles. According to the principle of long-term self-interest, you should never take any action that is not in
you or your organization’s long term self-interest. The principle of personal virtue holds that you should never do anything that is not
honest and truthful. The principle of religious injunctions holds that you should never take an action that is unkind or that harms a
sense of community. The principle of utilitarian benefits states that you should never take an action that does not result in greater good
for society. You should do whatever creates the greatest good for the greatest number. The principle of individual rights holds that you
should never take an action that infringes on others’ agreed upon rights. The principle of distributive justice suggests that you should
never take any action that harms the least fortunate among us in some way. (Chuck Williams, 2013).
Your Dream Job:
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Identify/ Describe the Behavior
Is it ethical?
Justify your opinion using the concepts of ethical intensity, moral
development and ethical principles.
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HOMEWORK 2
CHAPTER 9 EXERCISE: THE JOB CHARACTERISTICS MODEL (JCM)
QUESTION
1. Please identify your dream job (or any job). Please utilize the Job Characteristic Model to improve your motivation to achieve
or do well in the job or any task of the job. You do not need to illustrate the complete model. Improving one or two of the three
critical psychological states is more than enough.
USEFUL NOTES AND POSSIBLE ANSWER FRAMEWORK
The job characteristics model (JCM) is an approach to job redesign that seeks to formulate jobs in ways that motivate workers and
lead to positive work outcomes. As shown in the far right column of Exhibit 9-9, the primary goal of the model is to create jobs that
result in positive personal and work outcomes such as internal work motivation, satisfaction with one’s job, and work effectiveness.
The central concern of the JCM is internal motivation. Internal motivation is motivation that comes from the job itself rather than from
outside rewards such as a raise or praise from the boss. If workers feel that performing the job well is itself rewarding, then the job has
internal motivation. In Exhibit 9-9 you can see that the JCM specifies three critical psychological states that must occur for work to be
internally motivating. First, workers must experience the work as meaningful; that is, they must view their job as being important.
Second, they must experience responsibility for work outcomes—they must feel personally responsible for the work being done well.
Third, workers must have knowledge of results; that is, they must know how well they are performing their jobs. All three critical
psychological states must occur for work to be internally motivating.
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What kinds of jobs produce the three critical psychological states? Exhibit 9.9 shows that the three psychological states arise from jobs
that are strong on five core jobs characteristics: skill variety, task identify, task significance, autonomy and feedback. Skill variety is
the number of different activities performed in a job. Task identity is the degree to which a job, from beginning to end, requires
completion of a whole and identifiable piece of work. Task significance is the degree to which a job is perceived to have a substantial
impact on others inside or outside the organization. Autonomy is the degree to which a job gives workers the discretion, freedom, and
independence to decide how and when to accomplish the work. Finally, feedback is the amount of information the job provides to
workers about their work performance. Combining tasks increases skill variety and task identity by joining separate, specialized tasks
into larger work modules. Work can be formed into natural work units by arranging tasks according to logical or meaningful groups
(e.g. assigning truck drivers by skills needed such as oversized loads or hazardous chemicals). Establishing client relationships
increases skill variety, autonomy, and feedback by giving employees direct contact with clients and customers. In some companies,
truck drivers are expected to establish business relationships with their regular customers. When something goes wrong with a
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shipment, customers are told to call drivers directly. Vertical loading means pushing some managerial authority down to workers,
which means giving them the same authority as managers to resolve customer problems. The last job redesign technique offered by
the model, opening feedback channels, means finding additional ways to give employees direct, frequent feedback about their job
performance.
Redesigning jobs
Core job characteristics
critical psychological state/s
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Personal and work outcome/s
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HOMEWORK 3
CHAPTER 12 EXERCISE: THE BIG FIVE
QUESTION
1. Please identify your dream job (or any job) and describe how the Big Five dimensions relate to the job. What can you improve
so you can do well on the job or any task of the job?
USEFUL NOTES AND POSSIBLE ANSWER FRAMEWORK
Personality is the relatively stable set of behaviors, attitudes, and emotion displays overtime that makes people different from each
other. Personality research conducted in different cultures, different settings, and different languages has shown that five dimensions
of personality account for most of the differences in peoples’ behaviors, attitudes, and emotions. The Big Five personality dimensions
are extraversion, emotional stability, agreeableness, conscientiousness, and openness to experience. Extraversion is the degree to
which someone is active, assertive, gregarious, sociable, talkative, and energized by others. In contrast to extraverts, introverts are less
active, prefer to be alone, and are shy, quiet, and reserved. For the best results in the workplace, introverts and extraverts should be
correctly matched to their jobs. Emotional stability is the degree to which someone is not angry, depressed, anxious, emotional,
insecure, or excitable. People who are emotionally stable respond well to stress. In other words, they can maintain a calm, problemsolving attitude in even the toughest situations (e.g., conflict, hostility, dangerous conditions, or extreme time pressures). By contrast,
emotionally unstable people find it difficult to handle the most basic demands of their jobs under only moderately stressful situations
and become distraught, tearful, self-doubting, and anxious. Emotional stability is particularly important for high-stress jobs such as
police work, firefighting, emergency medical treatment, piloting planes, or commanding rockets. Agreeableness is the degree to which
someone is cooperative, polite, flexible, forgiving, good natured, tolerant and trusting. Basically, agreeable people are easy to work
with and be around, whereas disagreeable people are distrusting and difficult to work with and be around. Conscientiousness is the
degree to which someone is organized, hardworking, responsible, persevering, thorough, and achievement oriented. Openness to
experience is the degree to which someone is curious, broadband, and open to new ideas, things, and experiences; and is spontaneous;
and has a high tolerance for ambiguity. The cumulative results of multiple studies indicate that conscientiousness is related to job
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performance across five different occupational groups (professionals, police, managers, salespeople and skilled and semi-skilled
workers).
Your Dream Job:……………………….
Big Five Dimensions
Extraversion
Job and its relationship with the dimensions
Relationship with extraversion
Emotional stability
Relationship with emotional stability
Agreeableness
Relationship with agreeableness
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What you could improve?
Conscientiousness
Relationship with conscientiousness
Openness to
experience
Relationship with openness to experience
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HOMEWORK 4
CHAPTER 14 EXERCISE: LEADERSHIP
QUESTION
1. Please identify your dream job (or any job). Please propose your own leadership style so that you can be successful at the job.
Use what you learn in the chapter and explain what a good leadership means to you. If you are a leader than what you must
have or/ and must do? Your leadership style can be a combination of some or all of the theories above.
USEFUL NOTES AND POSSIBLE ANSWER FRAMEWORK
Leadership is the process of influencing others to achieve group or organizational goals. Leaders like conductors must “ensemble
hundreds of musicians, all playing different parts at different times on different instruments, manage to produce” a great performance.
Leaders must also “build connections between people, inspire them with vision, command their trust, and persuade them to participate
in the ensemble at their very best.” Leaders focus on (1) Doing the right thing (2)“What should we be doing?” (3) Vision, mission,
goals, objectives (4) Challenge the status quo (5) Long-term view (6) Expand people’s options and choices (7) Inspire and motivate
people to find their own solutions (8) Concerned with ends, what gets done.
Trait theory states that effective leaders possess a similar set of traits or characteristics. Leaders are different from followers in: drive,
desire to lead, honest/integrity, self-confidence, emotional stability, cognitive ability and knowledge of the business. Drive refers to
high levels of effort and is characterized by achievement, motivation, initiative, energy, and tenacity. Integrity is the extent to which
leaders do what they say they will do.
More than traits, what leaders do (behavior) in order to influence others to achieve group or organizational are important. Two
important basic leadership behaviors are: initiating structure and consideration. Initiating structure is the degree to which a leader
structures the roles of followers by setting goals, giving directions, setting datelines, and assigning tasks. Consideration is the extent to
which a leader is friendly, approachable, and supportive and shows concern for employees. Specific leader consideration behaviors
include listening to employees’ problems and concerns, consulting with employees before making decisions, and treating employees
as equals.
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After the trait theory and leadership behavior approach, there are three situational approaches to leadership such as Fiedler’s
Contingency theory, path-goal theory and Vroom, Yetton and Jago’s normative decision model. According to Fiedler leaders will be
more effective when their leadership styles are matched to the proper situation. He defines situational favorableness as the degree to
which a particular situation either permits or denies a leader the chance to influence the behavior of group members. Three situational
factors: (1) Leader-member relations: how well followers respect, trust, and like their leaders; (2) Task structure: the degree to which
the requirements of a subordinate’s tasks are clearly specified; and (3) Position power: the degree to which leaders are able to hire,
fire, reward, and punish workers. Fiedler uses a questionnaire called the Least Prefered Coworker (LPC) scale to measure leadership
style. People who score 64 and above on the scale have relationship-oriented style. People who score 57 or below have task oriented
leadership style. Matching leadership styles to situations: please see exhibit 14.3 below:
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According to the exhibit above, relationship-oriented leaders were better leaders under moderately favorable situations. Task oriented
leaders do well in highly favorable and unfavorable situations.
Path goal theory: leaders can increase subordinate satisfaction and performance by clarifying and clearing the path to goals and by
increasing the number and kinds of rewards available for goal attainment. The four leadership styles in path-goal theory are directive,
supportive, participative, and achievement oriented. Directive: letting employees know precisely what is expected of them, giving
them specific guidelines for performing tasks, scheduling work, setting standards of performance, and making sure that people follow
standard rules and regulations. Supportive: being approachable and friendly to employees, showing concern for them and their
welfare, treating them as equals, and creating friendly climate. Participative: consulting employees for their suggestion and inputs
before making decisions. Achievement-oriented: setting challenging goals, having high expectations of employees, and displaying
confidence that employees will assume responsibility and put forth extraordinary effort.
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Two kinds of visionary leadership: charismatic and transformational leadership styles. Charismatic leadership is based on the
behavioral tendencies and personal characteristics of leaders that create an exceptionally strong relationship with followers.
Charismatic leaders articulate a clear vision for the future that is based on strongly held values or morals; model those values by acting
in a way consistent with the vision; communicate high performance expectations to followers; and display confidence in followers’
abilities to achieve the vision. Transformational leadership goes further by generating awareness and acceptance of a group’s purpose
and mission and by getting employees to see beyond their own needs and self-interests for the good of the group. They transform their
organizations by getting their followers to accomplish more than they intended and even more than they thought possible.
Components of transformational leadership: idealized influence (role models), inspirational motivation (by providing followers
meaning and challenge to their work), intellectual stimulation (challenge followers to be creative and innovative), individualized
consideration (pay attention to followers’ individual needs). While transformational leaders use visionary and inspirational appeals to
influence followers, transactional leadership is based on an exchange process in which followers are rewarded for good performance
and punished for poor performance.
Your Dream Job:……………..
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My leadership theory
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HOMEWORK 5
CHAPTER 15 EXERCISE: MANAGING COMMUNICATION
QUESTION
1. Give one example of selective perception.
2. Give an example of closure.
3. Construct a conversation to illustrate the idea of active listening.
4. Construct a conversation to illustrate the idea of empathetic listening.
USEFUL NOTES AND POSSIBLE ANSWER FRAMEWORK
Communication is the process of transmitting information from one person or place to another. The first order of business is to talk
about the basic perception process. Perception is the process by which individuals attend to, organize, interpret and retain information.
As people perform their jobs, they are exposed to a wide variety of informational stimuli such as emails, direct conversations with the
boss or coworkers, rumors heard over lunch, stories about the company in the press, or a video broadcast of a speech from the CEO to
all employees. Just being exposed to an informational stimulus, however, is no guarantee that an individual will pay attention to that
stimulus. People experience stimuli through their own perceptual filters—the personality-, psychology-, or experience-based
differences that influence them to ignore or pay attention to particular stimuli. Because of filtering, people exposed to the same
information will often disagree about what they saw or heard.
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As shown in Exhibit 15-1, perceptual filters affect each part of the perception process: attention, organization, interpretation, and
retention. Attention is the process of noticing or becoming aware of particular stimuli. Organization is the process of incorporating
new information (from stimuli that you notice) into your existing knowledge. Interpretation is the process of attaching meaning to
new knowledge. Perception creates communication problems for organizations because people exposed to the same communication
and information can end up with completely different ideas and understandings.
Two of the most common perception problems in organizations are selective perception and closure. Selective perception is the
tendency to notice and accept objects and information consistent with our values, beliefs, and expectations while ignoring or screening
out inconsistent information. For example, a student majoring in marketing might see more marketing issues from a business case.
Once we have initial information about a person, event, or process, closure is the tendency to fill in the gaps where information is
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missing, that is, to assume that what we don’t know is consistent with what we already do know. For example, if employees are told
that budgets must be cut by 10%, they may automatically assume that 10% of employees will lose their jobs, even if that isn’t the case.
Attribution theory says that we all have a basic need to understand and explain the causes of other people’s behavior. In other words,
we need to know why people do what they do. According to attribution theory, we use two general reasons or attributions to explain
people’s behavior: an internal attribution, in which behavior is thought to be voluntary or under the control of the individual, and an
external attribution, in which behavior is thought to be involuntary and outside of the control of the individual. The defensive bias is
the tendency for people to perceive themselves as personally and situationally similar to someone who is having difficulty or trouble.
If we identify with the person in a situation, we tend to use external attributions. The fundamental attribution error is the tendency to
ignore external causes of behavior and to attribute other people’s actions to internal causes. In other words, when investigators
examine the possible causes of an accident, they’re much more likely to assume that the accident is a function of the person and not
the situation.
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Another task related to managing communication is listening. Most people are terrible listeners, retaining only about 25% of what they
hear. Active listening means assuming half the responsibility for successful communication by actively giving the speaker
nonjudgmental feedback that shows you’ve accurately heard what he or she said. Please see active listening exhibit below:
Empathetic listening is just as important as active listening, especially for managers, because it helps build rapport and trust with
others. The key to being a more empathetic listener is to show your desire to understand and to reflect people’s feelings. You can
show your desire to understand by asking people to talk about what’s most important to them and then by giving them sufficient time
to talk before responding or interrupting. Reflecting feelings is also an important part of empathetic listening because it demonstrates
that you understand the speaker’s emotions. Unlike active listening, in which you restate or summarize the informational content of
what has been said, the focus is on the affective part of the message. As an empathetic listener, you can use the following statements
to reflect the speaker’s emotions:
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•
•
•
•
So, right now it sounds like you’re feeling...
You seem as if you’re...
Do you feel a bit...?
I could be wrong, but I’m sensing that you’re feeling...
Please answer the following question:
Question 1: Give one example of selective perception
Question 2: Give an example of closure.
Question 3: Construct a conversation to illustrate the idea of active listening. See Exhibit 15.5
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Question 4: Construct a conversation to illustrate the idea of empathetic listening.
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