Living Case Analysis
I UPLOADED THE BOOK, EXAMPLE, AND GRADING RUBRIC FOLLOW IT AND FOLLOW THE INSTRUCTIONS
View the following video. You can also access it by typing the following link into your browser:
http://chipcast.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=5ed95ced-e34d-40d0-b15e-f10fbd96bd3c
Rather than give you a fictitious organizational situation, I am asking you to apply your knowledge of human motivation to a real scenario. I call this a living case opportunity. The Living Case video will feature Head Coach John Bonamego (Coach Bono) of CMUs Football Team. The topic of the case is Motivation. Coach Bono provides a presentation about his background and the principles he uses to motivate others based upon his coaching career from highschool to college to the NFL. After viewing his presentation, you will need to address the four questions and requested descriptions below. The Living Case will be graded on an 80-point basis.
A SAMPLE CASE WRITE-UP HAS BEEN PROVIDED FOR YOUR VIEWING WITHIN THE COURSE Bb SHELL. USE IT TO HELP YOU WITH YOUR WRITE-UP!
Here are the questions and descriptions required for the Living Case assignment.
Describe Coach Bonos basic assumptions regarding motivation. That is, what are the underlying principles which guide (and have guided) Coach Bono as he motivates (and has motivated) student-athletes, professional players, and others? (Points: 0 20)
Describe the theories of motivation (based upon those frameworks of motivation presented in the text such as Maslows Hierarchy of Needs, Goal Setting Theory, Expectancy Theory, Equity Theory, the Job Characteristics Model, etc.) which best describe Coach Bonos motivational actions. (Points: 0-20)
Describe how Coach Bono uses different motivational approaches for different types of people (i.e., individuals) or situations (i.e., day to day practices, workouts, or a game). (Points: 0-20)
From your personal perspective, describe several important lessons a new manager could learn from Coach Bono regarding how to motivate others to higher levels of performance. (Points: 0-20)
Please provide complete and detailed answers to all four items. A typical paper will be a minimum of 6 full pages in length using doubled spaced text and normal one (1) inch margins. There is no page limit for the written assignment. Generally speaking, more is better. Make sure you provide specific and detailed examples from the Speakers presentation and his/her answers to your questions in addressing the above items. It is required that you reference material from the textbook and/or the recorded lectures to support your assertions as stated in the paper. You dont have to use any particular citation format. For example you could say On page XXX in the text, Equity Theory is described as . . . I think this relates to the Speakers approach to motivation as . . .
Projects should be uploaded the submission link in Blackboard. There are 80 total points possible for the living case analysis assignment.
Follow the instruction above to complete the project. Save your work in Word. Upload and submit it via the title link by the end of Week 5.
Living Case in Motivation
Head Coach Sue Guevara
SAMPLE CASE WRITE-UP
1. Describe the Speakers basic assumptions regarding employee motivation. That is, what are the underlying principles which guide how the Speaker treats his/her people (this may include traditional direct report subordinates, clients, customers, student-athletes, etc.), designs situations, structures jobs, communicates, etc. which positively motivate them?
Coach Sue Guevara has 30+ years of experience in motivating student athletes, and emphasizes the importance of communication and positive energy above all else. She spoke at length about the significance of involving players, and providing a sense of involvement to form commitment. Coach Guevara discussed the relationship she strives to have with each player, I talk to my players about all kinds of things outside of basketball. That little brown ball is a tiny part of what were trying to accomplish. She said the goal wasnt just winning basketball games, but to make sure each of her players graduates as a capable and determined woman.
In motivating managers, who are the students that gather equipment and do other miscellaneous tasks, Guevara stresses task significance. She makes sure the managers know they are appreciated, and also ensures players know how important the role of these managers is, despite the perceived significance of the job. For the team, she finds that working towards a goal is how they are most motivated, and helps them towards the goal through setting effective goals and providing lots of feedback. Though she noted that people are most motivated when they enjoy the nature of their work, she also stressed the importance of the environment and relationships the employees have with her. In everyday motivation, Guevara brings a positive attitude to work with her. She is a strong believer in the positive breeds positive adage. Recognizing the noticeable difference in productivity when a workplace is positive and comfortable versus negative and cold, Guevara believes a simple smile can make a huge difference for a manager.
For issues with negativity from a certain employee or player, Guevara says its very important to not let them drag you down. As discussed on page 46 of Behavior in Organizations, interpersonal justice is the perceived fairness of the manner in which they are treated by others. In one instance, she had to kick someone off the bus, either literally or metaphorically, because she was being so negative that it was taking all of coachs energy. I have a whole team to worry about, I cant just spend all my time on someone that wants to act that way, she said. Her assumption was that the team would be better served if she distributed her time and energy more evenly among the players. She treats her players like adults, and makes them responsible for the amount of success they attain. I cant coach effort, only they can control how much they try, but as long as my team gives their best, I have no complaints, said Guevara. She can motivate them through communication, positivity, and goal-setting, among other techniques.
2. Describe the theory or theories of motivation (based upon those frameworks of motivation presented in class) which best describe the Speakers motivational assumptions and actions.
During Coach Guevaras speech, I noticed that several of her approaches to motivation reflected two different motivational theories: Expectancy Theory and Goal-Setting Theory. Starting to involve the class, Guevara asked, Why did you guys all come to class today? After considering the reasons everyone came, she concluded, You dont come to class because you want to; you come because of what you want to get out of it. This is a perfect example of expectancy theory, which asserts that motivation is based on peoples beliefs about the probability that effort will lead to performance, multiplied by the probability that performance will lead to a desired outcome, multiplied by the perceived value of the outcome. On the first day of class, you were very clear with us about the best way to succeed in the classcome to class, pay attention, and keep up with the PowerPoint notes and vocabulary. The clear-cut instructions led to expectancy for the students, or made us believe putting forth the effort would pay off. Once we had the first quiz, and realized the questions we would be tested on were as promised, our instrumentality increased because we became familiar with the level of effort necessary to succeed, and were more certain that it would in fact lead to success. Valence, of course, varies by student. Whatever value is placed on the outcome, or grade in the class, is dependent on the person. For Coach Guevara, she said she struggles with motivating her team after they have just experienced a significant loss, I have to make them want to come back after a loss, to love to be in that gym after they got beat by 40 pts. She went on to discuss the ways she convinces the team it will be beneficial to get back to the gym. Coach said if she can show the team the potential rewards to getting back to practice, and can prove that the practice would lead to improvement and success, her players are much more motivated.
Coach Guevara also spoke at length about goal-setting, and several ways she uses the theory to shape her motivational techniques. First she related the theory to our class work; in reference to our in-class quizzes, she said, If you got a 5, 6, or 7, out of 10, youre going to challenge yourself to do better next time. You have to challenge yourself to make a change. She suggested we set the goal for ourselves to get a 10, and remain focused on that goal as we work towards it. For the players on her team, she insists they use the tools to set effective goals. Coach tells them to set specific goals to accomplish their big picture goal. She discussed the common goal of winning the MAC Championship, and how they hope to every year, usually unsuccessfully. She asks her players what will make them different from Bowling Green, who usually wins. When setting the smaller, specific goals to work towards this goal, she involves the team. One player suggested a certain drill or play to run in practice, and although she made a couple changes to the idea, she was very receptive and encouraging, and the next day in practice, she had this player run the play. The drill was likely accepted by the team because they were involved in the decision to do it. Guevara also said many players strive to make the game-winning shot or free throw, or to boost their personal statistics. She doesnt discourage them from doing so, but rather channels their goal commitment into setting more effective goals that will help them achieve their goal. She likes to involve each player in setting her personal goals, rather than just telling them what she expects, and stresses giving feedback as a key part of helping them succeed. When a player wants to make the key basket, she puts her in a similar situation to that in practice, when the pressure is on. You have to envision what you want to want to do in order to execute, she tells her team. Even before that play in practice, you should have played out every scenario in your mind of how its going to happen, Guevara continued. In coaching, she uses goal-setting theory all the time. They are always working towards some specific goal, rather than simply working towards immeasurable improvement.
3. Describe how the Speaker uses different motivational approaches for different types of people (i.e., direct report subordinates, clients, customers, student-athletes, etc.) or situations (i.e., day to day operations versus special events such as an athletic competition).
Coach Guevara employs the Job Characteristics Model in several aspects of inspiring motivation from her players. Using certain job dimensions to create critical psychological states is precisely how she succeeds in doing her job. For example, when a new employee joined her staff, she comprised a list of responsibilities for this person, and asked her what she thought. Coach asked if there was anything she didnt like or want to do, using autonomy to give her some power over the work load. When some of her players started taking advantage of the managers, asking them to fetch runaway balls and such, she had a talk with the team about task significance. She wanted to change the way the team viewed them, and make them realize the degree of impact the managers have on the team.
Coach Guevaras most used job dimension is feedback. She talked about changing a players self efficacy through encouragement and communication. She illustrated this to her players through the use of spotlight wristbands for everyone. The green band indicated clear thinking, aggressive defense, and several other positive characteristics. The red band meant an angry, hot head and poor play, and the yellow band was somewhere between. Guevara discussed using verbal encouragement to help players get from yellow to green. She said whenever she told a player they had to snap the red band, they became even more frustrated and underperformed. This tactic reminded me of a video we watched in class, where two men have far different experiences with feedback. One mans boss is positive, encouraging, and reassuring. Her feedback led him to succeed and gain confidence. In the other mans job, his boss is too busy to talk to him, and tells him he doesnt believe he can handle the task at hand. Consequently, the man becomes frustrated and miserable in the workplace. Guevara found that encouraging everyone to be wearing green wristbands, and helping each of them achieve that, the players were much more successful.
Coach also talked about her use of different types of reinforcement in different situations. When the team was struggling with free throws, she decided to use a drill as reinforcement. For every free throw missed, they would do 5X that many seconds of the drill. When the players only missed 2 free throws, she told them she would make them do the drill if thats what it would take, but rewarded them with removing that policy, because she never again found it necessary.
In a different situation, the team was acting out against a new weight lifting coach. After weighing her options on how to handle the situation, she decided not to yell at the team. The positive reinforcement she gave was simply verbal, as she complimented their physique. Next she raved about their intensity in practice, and finally explained that they needed to let the new coach see all the great things about them. Both of her reinforcements were effective, yet one was a punishment and reward, and the other encouraging and complimentary. During her speech, Guevara said, Im a strong believer is what is rewarded is repeated.
4. From your personal perspective describe the most important lesson a new manager could learn from the Speaker regarding how to motivate others to higher levels of performance.
I thought Sue Guevara gave a great speech, despite her claims of nervousness when she began. From the beginning, she was a model manager, even to the class/audience. She had eye contact, smiled, always insisted on knowing the name of the person she was talking to, and repeatedly used their name when responding. These simple behaviors are the base of good management. Any manager would have a lot to learn from Guevara, and her motivational techniques. Above all, she understands that communication is key. While motivational theories play a role in her coaching and managing, she knows you have nothing if not communication. For this reason, she says she always listens to those she is managing. Whether it is the players, managers, other coaches, or any staff, she listens intently to their ideas. Even if she doesnt use the idea, her show of interest empowers her employees and makes them more comfortable with working together and with her.
Treating everyone equally is an important part of maintaining motivation in employees for Coach Guevara. She knows how important it is that everyone works together and functions as a team, even including those who arent on the actual basketball team, such as managers. Additionally, she wants the players to understand their individual role on the team, so they remain motivated even when they realize they are no longer the star player, like many were at their high schools. She believes it is important they know its their program and not hers, and involves them in decisions by collecting input, using a job enrichment approach. By doing so, she is able to increase the organizational commitment of each player; she wants them to feel like an integral part of the team, and help them understand how much they need each other. You cant make the winning shot without the assist, said Guevara. Managers should follow in coachs footsteps by trying to increase the organizational commitment, rather than continuance commitment like many managers do. She spoke about her experience at her last job, At UofM, my dream job became my nightmare. I was doing things out of fear. Due to lack of encouragement from her manager, she became miserable in the workplace. Although she was let go from her job, treatment from management like she experienced is often the cause of employee withdrawal and voluntary turnover. Finally, Guevara believes that a shared vision is the only way to attain set goals. If everyone is not on the same page, they dont feel like they are all part of the same team. Managers should take from Coach Guevara the message that people cannot be motivated in the absence of communication and involvement. Grade for Living Case Analysis Project MGT 348: Student Feedback
Student Name:
Grade:
Grading Criteria for the Living Case Analysis Project 80 Possible Points
Item
0-5 Points
6-10 Points
11-15 Points
16-20 Points
Principles of Motivation
Does not or poorly identifies the principles which the speaker indicated guide his/her behavior.
Identifies at least one or two principles which the speaker indicated guide his/her behavior. Provides some degree of detail in explanation.
Identifies several (> 2) principles which guide the speakers behavior and provides a good degree of detail in description.
Identifies several (> 2) principles which guide the speakers behavior and provides excellent detail in description.
Points:
Comments:
Theories of Motivation
Does not or poorly describes the theories of motivation which underlie the speakers actions.
Describes at least one theory of motivation which guide the speakers actions with some degree of detail.
Describes several (> 2) theories of motivation which guide the speakers actions with good detail and some linkage to the text.
Describes several (> 2) theories of motivation which guide the speakers actions in excellent detail as linked to the text.
Points:
Comments:
Different Approaches for Different
Student-Athletes and/or Situations
Does not describe how the speaker adjusts his/her approach given different student-athletes or situations.
Describes with fair detail how the speaker adjusts his/her approach given different student-athletes or situations.
Describes with good detail how the speaker adjusts his/her approach given different student-athletes or situations.
Describes in excellent detail how the speaker adjusts his/her approach given different student-athletes or situations.
Points:
Comments:
Most Important Lessons
Does not identify any managerial application (lesson) learned from the speaker.
Identifies one managerial application (lesson) learned from the speaker.
Identifies several (> 2) managerial applications (lessons) learned from the speaker and provides a good description of their importance.
Identifies several (> 2) managerial applications (lessons) from the speaker and provides an excellent description of their importance.
Points:
Comments: 2
3
Organizational Behavior
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We dedicate Organizational Behavior: A Critical-Thinking Approach to all of our students
who have believed in us, inspired us, and encouraged us to try new ways of teaching.
Chris Neck dedicates this book to his wife, Jennifer, and his children, Bryton and GiGe, for
helping him realize what is truly important in life.
Jeff Houghton dedicates this book to his wife, Loree, and sons, Pierce and Sloan, and thanks
them for all their support, encouragement, and love.
Emma Murray dedicates this book to her husband, Sam, and her children, Ava and Anya, for
their unending love and support.
5
Organizational Behavior
A Critical-Thinking Approach
Christopher P. Neck
Arizona State University
Jeffery D. Houghton
West Virginia University
Emma L. Murray
6
FOR INFORMATION:
SAGE Publications, Inc.
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Copyright 2017 by SAGE Publications, Inc.
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information storage and retrieval system, without permission in writing from the publisher.
Printed in the United States of America
Names: Neck, Christopher P., author. | Houghton, Jeffery D., author. | Murray, Emma L., author.
Title: Organizational behavior : a critical-thinking approach / Christopher P. Neck, Jeffery D. Houghton, Emma L.
Murray.
Description: Los Angeles : SAGE, [2017] | Includes bibliographical references and index.
Identifiers: LCCN 2015039717 | ISBN 9781506314402 (hardcover : alk. paper)
Subjects: LCSH: Organizational behavior.
Classification: LCC HD58.7 .N43 2017 | DDC 658.3dc23 LC record available at http://lccn.loc.gov/2015039717
7
http://lccn.loc.gov/2015039717
This book is printed on acid-free paper.
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Associate Editor: Abbie Rickard
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Brief Contents
Preface
Acknowledgments
About the Authors
Part 1. Introduction
Chapter 1. Why Organizational Behavior Matters
Part 2. Individual Processes
Chapter 2. Diversity and Individual Differences
Chapter 3. Emotions, Attitudes, and Stress
Chapter 4. Perception and Learning
Chapter 5. Motivation: Concepts and Theoretical Perspectives
Chapter 6. Motivation: Practices and Applications
Part 3. Teams and Teamwork
Chapter 7. Teams
Chapter 8. Decision Making and Ethics
Chapter 9. Creativity and Innovation
Chapter 10. Conflict and Negotiation
Part 4. Leadership and Influence Processes
Chapter 11. Leadership Perspectives
Chapter 12. Influence, Power, Politics
Chapter 13. Effective Communication
Part 5. Organizational Context
Chapter 14. Organizational Culture
Chapter 15. Organizational Strategy
Chapter 16. Organizational Change and Development
Chapter 17. Organizational Structure, Design, and Technology
Glossary
Endnotes
Self-Tests
Name Index
Subject Index
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Detailed Contents
Preface
Acknowledgments
About the Authors
Part 1. Introduction
Chapter 1. Why Organizational Behavior Matters
What Is Organizational Behavior and Why Is It Important?
Managing Human Capital
Value
Rareness
Inimitability
Behavioral Science Disciplines That Contribute to OB
OB in the Real World
Psychology
Sociology
Social Psychology
Political Science
Anthropology
A Critical-Thinking Approach to OB
The Scientific Method
Examining the Evidence
Open Systems Theory
OB Challenges and Opportunities
Globalization
Economic Factors
Workforce Diversity
Customer Service
People Skills
Innovation and Change
Sustainability
Global Ethics
Three Levels of Analysis in OB
Individuals
Teams
Organizations
Positive OB and High-Involvement Management
In Review
Key Terms
Exercise 1.1
Exercise 1.2
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Exercise 1.3
Case Study 1.1
Self-Assessment 1.1
Part 2. Individual Processes
Chapter 2. Diversity and Individual Differences
Diversity in OB
Surface-Level and Deep-Level Diversity
Age/Generation Diversity
Race and Ethnicity
Gender Diversity and Sexual Orientation
Diversity of Abilities
Diversity Training
The Importance of Individual Differences
OB in the Real World
Nature Versus Nurture
Myers-Briggs Type Indicator and the Four Temperaments
Myers-Briggs Preferences
The Sixteen Myers-Briggs Types
The Big Five Model
Applying The Big Five
Examining the Evidence
Other Personality Attributes
In Review
Key Terms
Thinking Critically About the Case of Laura Pierce
Exercise 2.1
Exercise 2.2
Exercise 2.3
Case Study 2.1
Self-Assessment 2.1
Chapter 3. Emotions, Attitudes, and Stress
Emotions in Organizational Behavior
Emotions in the Workplace
Emotional Contagion
Emotional Labor
Emotional Regulation
Emotional Intelligence
Attitudes and Behavior
How Attributes Are Created
OB in the Real World
Cognitive Dissonance
Common Workplace Attitudes
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Stress in the Workplace
Stressors
Stress-Related Outcomes and Wellness
Managing Stress
Examining the Evidence
Wellness
In Review
Key Terms
Thinking Critically About the Case of Laura Pierce
Exercise 3.1
Exercise 3.2
Exercise 3.3
Case Study 3.1
Self-Assessment 3.1
Chapter 4. Perception and Learning
Perception: Interpreting Our Environment
Components of the Selection Process
The Perceiver
The Environment
The Focal Object
Why Is Perception Important?
Common Perceptual Distortions
Common Attribution Errors
Learning Processes: Behavioral Theory
Classical Conditioning
OB in the Real World
Operant Conditioning Theory
Reinforcement Theory
Learning Processes: The Cognitive View
Examining the Evidence
Triadic Reciprocal Model of Behavior
In Review
Key Terms
Thinking Critically About the Case of Laura Pierce
Exercise 4.1
Exercise 4.2
Exercise 4.3
Case Study 4.1
Self-Assessment 4.1
Chapter 5. Motivation: Concepts and Theoretical Perspectives
The Motivation Process
OB in the Real World
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Needs Theories
Maslows Hierarchy of Needs
ERG Theory
Herzbergs Two-Factor Theory
McClellands Acquired Needs Theory
Money as a Motivator
Examining the Evidence
Equity Theory
Organizational Justice
Goal-Setting Theory
Specific Goals
Difficult Goals
Goal Acceptance and Commitment
Feedback
Expectancy Theory
In Review
Key Terms
Thinking Critically About the Case of Kate ODonnell
Exercise 5.1
Exercise 5.2
Exercise 5.3
Case Study 5.1
Self-Assessment 5.1
Chapter 6. Motivation: Practices and Applications
Intrinsic Motivation
OB in the Real World
Types of Extrinsic Rewards
Seniority-Based Pay
Job ContentBased Pay
Skill-Based Pay
Performance-Based Pay
Motivation Through Job Design
Psychological Empowerment
Nontraditional Work Schedules
Examining the Evidence
In Review
Key Terms
Thinking Critically About the Case of Katie ODonnell
Exercise 6.1
Exercise 6.2
Exercise 6.3
Case Study 6.1
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Self-Assessment 6.1
Part 3. Teams and Teamwork
Chapter 7. Teams
Teams and Teamwork in Contemporary Organizations
Teams Versus Groups
Are Teams Effective?
Types of Teams
OB in the Real World
A Model of Team Effectiveness: Context and Composition
Team Contextual Influences
Team Composition
A Model of Team Effectiveness: Processes and Outcomes
Team Norms and Cohesion
Synergy: Process Gains and Losses
Examining the Evidence
Team Decision Making
Advantages and Disadvantages of Team Decision Making
Team Decision Approaches
In Review
Key Terms
Thinking Critically About the Case of Brian Stevens
Exercise 7.1
Exercise 7.2
Exercise 7.3
Case Study 7.1
Self-Assessment 7.1
Chapter 8. Decision Making and Ethics
Decision Making and Problem Solving
A Rational Model of Decision Making
Define the Problem
Identify and Weigh Decision Criteria
Generate Multiple Alternatives
Rate Alternatives on the Basis of Decision Criteria
Choose, Implement, and Evaluate the Best Alternative
Decision Making in the Real World
Bounded Rationality
Satisficing Decisions
Intuition
Heuristics
Biases and Errors
Examining the Evidence
Ethical Decision Making in Organizations
14
OB in the Real World
Ethical Decision-Making Approaches
In Review
Key Terms
Thinking Critically About the Case of Brian Stevens
Exercise 8.1
Exercise 8.2
Exercise 8.3
Case Study 8.1
Self-Assessment 8.1
Chapter 9. Creativity and Innovation
Creativity and Innovation in Individuals, Teams, and Organizations
OB in the Real World
A Three-Component Model of Creativity
Domain-Relevant Skills and Expertise
Creativity-Relevant Processes
Intrinsic and Extrinsic Motivation
Support for Creativity in Organizations
Creative Potential Versus Practiced Creativity
Three Types of Support for Creativity
Examining the Evidence
The Innovation Process
Idea Generation
Problem Solving
Implementation and Diffusion
Types of Innovation in Organizations
In Review
Key Terms
Thinking Critically About the Case of Brian Stevens
Exercise 9.1
Exercise 9.2
Exercise 9.3
Case Study 9.1
Self-Assessment 9.1
Chapter 10. Conflict and Negotiation
Conflict in Teams and Organizations
Functional and Dysfunctional Conflict
Types of Conflict
The Conflict Process
Conflict Management Strategies
Examining the Evidence
Trust in Organizations
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Types of Trust
Outcomes of Trust
Negotiation and Dispute Resolution
Getting Ready to Negotiate
OB in the Real World
Shaping Expectations
Providing Supporting Evidence
Negotiating the Deal
Agreement and Implementation
Third-Party Dispute Resolution Approaches
Bargaining Approaches
Integrative Bargaining Strategies
Other Negotiating Strategies
In Review
Key Terms
Thinking Critically About the Case of Brian Stevens
Exercise 10.1
Exercise 10.2
Exercise 10.3
Case Study 10.1
Self-Assessment 10.1
Part 4. Leadership and Influence Processes
Chapter 11. Leadership Perspectives
What Is Leadership?
Formal and Informal Leadership
OB in the Real World
Management Versus Leadership
Basic Leadership Types
Early Leadership Perspectives
Trait Leadership Perspective
Behavioral Leadership Perspective
Contingency Leadership Perspective
Hersey and Blanchards Situational Leadership Model
Houses PathGoal Theory
Substitutes for Leadership Model
Contemporary Leadership Perspectives
LeaderMember Exchange (LMX) Theory
Transformational Leadership
Charismatic Leadership
Examining the Evidence
Follower-Centered Leadership Perspective
Power-Distributing Leadership Perspectives
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Empowering Leadership
Shared Leadership
Self-Leadership
Values-Based Leadership Perspectives
Authentic Leadership
Spiritual Leadership
Servant Leadership
Ethical Leadership
Cross-Cultural Leadership
Leadership and Gender
In Review
Key Terms
Thinking Critically About the Case of Langston Burrows
Exercise 11.1
Exercise 11.2
Exercise 11.3
Case Study 11.1
Self-Assessment 11.1
Chapter 12. Influence, Power, Politics
Power: Definition and Overview
Basic Sources of Power
Organizational Power
Personal Power
Using Power: Tactics for Influencing Others
Consequences of Influence Tactics
Organizational Politics
Organizational Factors
Examining the Evidence
Individual Factors
Possible Outcomes of Political Behavior
OB in the Real World
In Review
Key Terms
Thinking Critically About the Case of Langston Burrows
Exercise 12.1
Exercise 12.2
Exercise 12.3
Case Study 12.1
Self-Assessment 12.1
Chapter 13. Effective Communication
The Role of Effective Communication in Influencing Others
Types of Communication Channels
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OB in the Real World
Barriers to Communication
Active Listening
Examining the Evidence
Communicating in Organizations
Cross-Cultural Communication
Low-Context Versus High-Context Cultures
Social Context
Other Complicating Factors
Overcoming Difficulties in Cross-Cultural Communication
In Review
Key Terms
Thinking Critically About the Case of Langston Burrows
Exercise 13.1
Exercise 13.2
Exercise 13.3
Case Study 13.1
Self-Assessment 13.1
Part 5. Organizational Context
Chapter 14. Organizational Culture
Characteristics of Organizational Culture
Components of Culture
OB in the Real World
The Competing Values Framework
Dominant Culture, Subculture, Counterculture
Strong and Weak Cultures
Artifacts of Organizational Culture
Functions of Organizational Culture
External Adaptation
Internal Integration
Potential Dysfunctions of Culture
Types of Organizational Cultures
Positive Organizational Culture
Communal Culture
Fragmented Culture
Mercenary Culture
Networked Cultures
Ethical Culture
Spiritual Culture
Examining the Evidence
Shaping Organizational Culture
Influence of Founders and Top Management
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Selection Practices
Socialization Methods
Feldmans Model of Organizational Socialization
In Review
Key Terms
Thinking Critically About the Case of Yolande Turner and Pioneering
Health
Exercise 14.1
Exercise 14.2
Exercise 14.3
Case Study 14.1
Self-Assessment 14.1
Chapter 15. Organizational Strategy
Organizational Strategy
OB in the
