apontamentos CO

7/28/2019 apontamentos CO

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T3 ORGANIZATIONAL CULTURE, SOCIALIZATION AND MENTORING

Organizational Culture:

Shared values and beliefs that underlie a companys identity.

Values:

- Guide the organizations thinking and actions.

- Dimensions: Prosocial, Market, Financial, Achievement, Artistic

- They define:

What metters: where people will spend time and energy Actions: the way companies operate (decision-making criteria)

Layers of Organizational Culture:

1) ESPOUSED VALUES (Core values and guiding principles)

- Strategies, plans, philosophies, company regulation, working method, companys goal

- They require everyone to obey

ENACTED VALUES

Values and norms that are actually exhibited or converted into employee behavior)

2) OBSERVABLE ARTIFACTS

Dress, acronyms, awards, myths, stories, ceremonies, ways of communicating

3) BASIC ASSUMPTIONS

Actions inconceivable in a certain culture (unsafe behavior, refusal to learn languages,)

Outcomes associated with Culture:

Attitudes and Behaviors- Job Satisfaction-

Commitment- Intentions to stay in the company- Quality of communication


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Four Functions of Organizational Culture:

Establish who the company is and what it stands for, to drive energy around that is really

important to promote social system stability and to shape behavior by helping members make

sense of their surroundings.

Organizational Identity

Who the company is and what it stands for

Employees should be proud to belong to a company who shares their vlues

Collective Commitment

Drive energy around what's reallyimportant

Sense-Making Device

Shape behavior by helping members make sense otheur surroundings

Deciosions that are consistent with the culture areeasier to understand

Social System Stability

A positive culture is more likely to be able to resolve conflict using a problem-focusedapproach rather than a person-focused or blaming mentality


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Understanding Organizational Culture:

Sustainability and Values:

- Sustainability is not just about conserving resources for future generations; there are many

elements to sustainability which are laden in values where no amount of conservation or cleaner

production will help.

- Sustainability is all about social justice, human rights, community involvement, work place health

and safety, ethics, racism and governance. This is because values are always the foundation of

our policies and procedures, and our human and environmental values will directly dictate

environmental and sustainable outcomes.

Competing Values Framework (Categorize Organizational Culture):

Antecedents

Founder'svalues

Industry &Business

Environment

NationalCulture

Seniorleaders'

vision andbehavior

Organizational

CultureObservableArtifacts

ExpousedValues

BasicAssumptions

Organiz

StructureandPractices

RewardSystem

Organizdesign

Group &Social

Processes

Socialization

Mentoring

Decion-making

Groupdynamics

Communication

Influence &Empowerme

nt

Leadership

CollectiveAttitudes

andBehavior

WorkAttitudes

JobSatisfactio

n

Motivation

OrganizOutcomes

Efectiveness

Innovationand Stress

1) Clan 2) Adhocracy

3) Hierarchy 4) Market

FLEXIBILITY AND DISCRETION

INTERNAL FOCUS AND

INTEGRATION

Attention on internal dynamics and

employees

STABILITY AND CONTROL

EXTERNAL FOCUS AND

DIFFERENTIATION

Attention on external environment

and its costumers


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1) CLAN CULTURE (Collaborate)

- Encourages collaboration between employees, like an extended family with common goals and

shared values.

- Committed to have a cohesive work group and high job satisfaction.

- ex: NUCOR

- Disadvantages:

Lack of Diversity all eyes all looking at the problems in the same way; Lack of Dissent employees may be hesitant to fight for an unpopular idea even if they

believe its the best. Emphasis on reaching common agreement on important decisions;

Potential for Abuse if employees use its tolerance as an opportunity to relax rather thanwork and contribute;

Lack of Authority The lack of clearly defined chain of command can be bad in situationswhere crucial and quick decisions must be maid and theres no time for group deliberation;

Slow response to changing customer needs and market.

2) ADHOCRACY (Create)

- Innovation and creativity with future-forward posture.

- Entrepreneurial spirit reigns where profit lies in finding new opportunities to develop new

products, new services and new relationships with little expectation that these will endure.

- Doesnt maintain a traditional hierarchical structure and emphasizes creative thinking.

- Ability to adapt quickly to changing environments.

- ex: Google

- Disadvantages:

Solving Routine Problems Lacks formalized procedures which cause personnel to handleeach work problem differently. This lack of consistency can be frustrating for employees

who look for rules to a proper conduct and standards of acceptable performance; Maintaining Clear Communication Lacks a rigid hierarchy for determining where

employees should direct important information. Causes costly delays in decision making

processes;

Lack of Risk Management The company respond to issues as they arise as opposed tohaving plans ready to avoid these problems or to mitigate their impact;

Dependence on technology To facilitate the flow of information through the company.Network problems, power outages and places with poor reception can limit their ability to

disseminate info quickly among employees.


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3) HIERARCHY (Control)

- Internal focus and Integration + Stability and Control

- ex: Dell, McDonalds, Ford

- Disadvantages:

Slow response to changing costumer and market needs; Poor communication skills specially horizontally; Narrow view of the organization and goals inside the different departments.

- Advantages:

Path for growth within the organization; Clear chain of command (quicker decisions; employee know who to report their work and

info);

Close supervision; Detailed rules and procedures.

4) MARKET (Compete)

- Strong external focus and values stability and control

- Value differentiation over integration

- Focus on relationships/transactions with suppliers, costumers, contractors, unions, consultants,

etc.

- Concern with Competitiveness and Productivity, through emphasis on partnerships and

positioning.

- Competitive pricing and market leadership are very important.

- ex: Home Depot; GE

- Disadvantages:

Constant ChangeChanging products and internal processes = Costs; If they cant keepup they run the risk of losing market share to other competitors;

Broader Scope In a product orientation-based environment, attention to meetingcustomer demands may fall strictly under the purview of the marketing department with

little environment from other areas. In a market orientation-based environment, disparate

functions, such as HR, Finance and Production all need to be on the same page from a

marketing standpoint to ensure costumer needs continue to be met;

Investment in Research Requires a heavy investment in market research so that they canunderstand and anticipate the changing needs of their customer base. While this may paydividends in the long run, it still represents an upfront business expense;


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Planning Challenges A Market orientation strategy can make it more difficult to plan forthe future. Employees can also have concerns that the next major shift in customer

demand will jeopardize the future viability of the business and their jobs.

-Advantages:

People are competitive and goal-oriented; Quick response to changing customer needs and market; Emphasis on winning unifies the organization; Reputation and success are common concerns.

Strategic Planning:

Way of defining its strategy/direction and making decisions on allocating its resources to pursue

this strategy.

Vision- What the organization wants to be

- Long-term view

- Purpose in terms of the organizations values

Mission- Why it exists and what it does to achieve its vision

- Primary objectives

Values Strategy

- How an organization needs to evolve over time to meet its objectives + detailed

assessment of what needs to be done

- Involves comparing its present state to its targeted state to define differences and than

stating whats required for the desired changes to take place

Organizational Socialization:

The process by which a person learns the values, norms and required behaviors which permit

him/her to participate as a member of the organization.

Tactics:

Collective vs. Individual Consists of grouping newcomers and exposing themto a common set of experiences, rather thantraining them individually.

Formal vs. Informal Practice of segregating a newcomer from regularorganiz members vs. not clearly distinguishing anewcomer from more experienced members. Ex:boot camp for army recruits.

Sequential vs. Random Refers to a fixed pregression of steps that culminatein the new role. Ex: Doctor have to do medicalschool, internship and residency before practicingon their own.

Fixed vs. Variable Provides a timeline for the assumption of the role.


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Ex: American university students have to spend oneyear as freshmen, sophomores, juniors and seniors.

Serial vs. Disjunctive One in which the newcomer is socialized by anexperienced member (role model).

Investiture vs. Divestiture Refers to the affirmation of a newcomers incomingglobal and specific role identities and attributes. Ex:cadets may use uniform.

Perceptual and Social Processes:

1) Anticipatory Socialization Learning

- Occurs prior to joining the Organiz: usefull to let people understand the nature of the organiz- Gather info from current employees to form their impression of the company.

-Anticipating:

Outsider

Phases:

1) Anticipatory Socialization

2) Encounter

3) Change and Acquisition

Socialized Insider

Behavioral Outcomes:

- Performs role assignments

- Remains in the Organiz- Spontaineously innovates and cooperates

Affective Outcomes:

- Generally satisfied

- Internally motivated to work

- High Job Involvement

Process by which

employees learn an

organizations values, norms

and required behaviors


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Realities about the organiz and the new job Organizs needs for ones skills and abilities Organizs sensitivity to ones needs and values

2) Encounter

- Values, skills and attitudes start to shift as new recruit discovers what the organization is truly

like.

- Seeking role definition and clarity; becoming familiar with the task and group dynamics.

- Employees begin to understand who plays what roles in the organiz and in the work group and

they begin to know the norms and beliefs of employees and managers.

- Managing lifestyle-vs.-work conflicts & intergroup role conflicts

3) Change & Acquisition

- Recruit masters skills and roles and adjusts to work groups values and norms

- Competing role demands are resolved; critical tasks are mastered; group norms & values are

internalized.

- Employees learn to embrace the culture in order to maximize their effectiveness in working

towards their goals.

MENTORING

- Knowledge; Social Capital; Psychosocial Support

- Mentorship: Personal development relationship in which a more experienced person helps to

guide a less knowledgeable person. Its all about an ongoing relationship of learning, dialog and

challenge.

Changes in the current career environment:

Shifts in the sources (who) and nature (how) of mentoring relationships

More competitive and ongoing customer demands; externalization; look beyond theorganization

Changing nature of technology = more knowledge workers (specific > generalcompetencies)

Look beyond intraorganizational sources (to others who can provide developmentalassistance)

Diversity (rece, nationality, gender); careers spread boundaryless; more sources thatsupport careers.


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New types:

Intra & Extraorganizational (profession; community; family) vs. Organizational

Multilevel vs. Hierarchical

Multiple dyadic/networked relationships vs. Single dyadic relationships

Mutuality & Reciprocity vs. Focus on protg learning

Provided simultaneously by multiple relationships at any given time in career vs. Provided in

sequence of relationships throughout the career

Career/person related vs. Organizational job related

Network level and dyad level vs. Only dyad level

Developmental Network Perspective:

1) Developmental Network Itself

- Set of people a protg names as taking as active interest in and action to advance his career by

providing developmental assistance.

- Support: Career Support (exposure; visibility; sponsorship; protection)

Psychosocial Support (friendship; counseling; acceptance; sharing beyond work)

2)Developmental Relationships (that make up an individuals developmental network)

-Developers: not limited to a single, traditional mentor relationship

3)Diversity of the Developmental Network

- Nature of the relationships rather than the attributes of the developers

- Concerns the flow of information

- Ways to define:

Range (+)Number of different social systems the relationships stem from.

Ex: a protg who has one developer from an employer, one from school, one from a

professional association, one from a community organization

Density (-)Extent to which the people in a network (developers) know and/or are connected to one

another.

Ex: An individual who has five developers, all of whom know one another, will have a high

density network. (bad)

4) Strength of the Developmental Network

- Level of emotional affect, reciprocity and frequency of communication.


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- Relations with strong interpersonal bonds tend to be characterized by reciprocity, mutuality and

interdependence. Strong ties = high motivation to help each other.

Categories of Developmental Networks:

A. ENTREPRENEURIAL (high diversity range & high strength/strong ties)B. OPPORTUNISTIC (high diversity range & low strength/weak ties)C. TRADITIONAL (low diversity range & high strength/strong ties)D. RECEPTIVE (low diversity range & low strength/weak ties)

T4 SELF-CONCEPT, PERSONALITY, ABILITIES AND EMOTIONS

Self-Concept

- How someone thinks about or perceives themselves; The individuals belief about himself,including the persons attributes and who and what the self is.

- Lewis suggests that the development of a concept of self has two aspects:

The Existential Self - Sense of being separate and distinct from others and the awarenessof the constancy of the self.

The Categorical Self - We are an object in the world- Concrete aspects (color of hair, height) & internal psychological

traits, comparative evaluations and how others see you.

- Rogers (components of self-concept):

Self-Image: view you have of yourself- Physical Description (tall, eye color)- Social Roles (student, son)- Personal Traits (impulsive, generous)- Existential Statements (human being)

Self-Esteem: how much value you put on yourself

Ideal Self: what you wish you were really like

Aula:

THE UNIQUE INDIVIDUAL:

Personality Traits

Personal Values

Attitudes/ Behavioral Intentions

Self-Concept:

1) Self-Esteem

2) Self-Efficacy

3) Self Monitoring

4 Or anizational Identification

Forms ofSelf-Expression:

Abilities

Emotions Job Satisfaction


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1) Self-Esteem:

- How much we value ourselves

- Extent to which we like, accept or approve ourselves

- High self-esteem = Confidence in our abilities

Self-acceptance

Not worrying about what others think

Optimism

- Factors that can influence:

Reaction of others Comparison with others Social Roles (doctor, air pilot) Identification (with roles we play and groups we belong to)

2) Self-Efficacy:

-A persons belief of successfully accomplishing a specific task.

SOURCES

1 Prior Experience

2 Behavior Models (success/failure of

others we know)

3 Persuasion from others (support given by

your organization)

4 Assessment of Physical or Emotional

States (miss home or health condition, you

feel may prohibit your ability to perform

well)

FEEDBACK

High Self-

Efficacybeliefs

Low Self-

Efficacy

beliefs

BEHAVIORAL PATTERNS

- Active; Set Goals; Plan, Prepare,

Practice; Try hard; Perseverance; Learnfrom Setbacks; Visualize success; Limit

Stress; Neutralize obstacles

- Avoid difficult tasks; Weak aspirations,

Low Commitment; Discouraged by

setbacks; Weak Effort; Stress,

Depression; Excuses for failing; Focus on

personal deficiencies

RESULTS

Success

Failure


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3)Self-Monotoring

- Degree to which you are aware that your actions and behaviors affect others and monitoring

those behaviors to fit or adapt to the situation youre in.

- Dangers of being:

High Self-MonitorRegulate their expressive self-presentation in order to present the desired public

appearance: insincere chameleons (+ career success & promotions)

Low Self-MonitorLack of the ability/motivation to regulate their expressive self-presentations; therefore,

those individuals may be viewed as insensitive.

4) Organizational Identification

- Form of organizational control and happens when a decision maker identifies with an

organization and desires to choose the alternative which best promotes the perceived interests of

that organization.

- Alignment of individual & organizational values.

PERSONALITY (Physical + Mental Characteristics)

- The big 5 Personality Perceptions:

1. Openness to ExperienceIntellectual; Imaginative; Curious; Broad Minded

2. ConscientiousnessDependable; Responsible; Achievement-Oriented; Persistent

3. ExtraversionOutgoing; Talkative; Social; Assertive

4.AgreeablenessTrusting; Good Natured; Cooperative; Softhearted

5. Neuroticism/Emotional StabilityRelaxed; Secure; Unworried; Calm

ResiliencyIndividuals tendency to cope with stress and adversity.

Cognitions: Group of mental processes that include attention, memory, producing and

understanding language, learning, problem solving and decision-making. Explains attitudes,

attribution and group dynamics.

Personality at work:

Personality Job Performance

Cognitive Ability = Performance

- Greater Creativity- Ability to adapt to change

- Live longer- Engage in fewer risky behaviors- Less creative

- More satisfied with job & life- Take more risks- Spend more time in socialsituations

- More likely to be chosen to work

with

- High job & life satisfaction- Lower stress- Fewer health problems


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LOCUS OF CONTROL

External Locus of Control- Attributes outcomes to circumstances beyond his/her control. Ex: luck; fate

- Impostor Syndrome: People are unable to internalize their accomplishments.

Internal Locus of Control- Attributes outcomes to his/her own actions.

Greater work motivation Stronger effort Higher job performance Higher salaries Less anxiety

ABILITIES AND INTELLIGENCE

Performance competencies -Ability: capacity to perform (mental and physical tasks)

- Skill: specific capacity to physically manipulate objects

- Effort: energy focused on performing a task

Intelligence: best predictor of job performance

Capacity for constructive thinking, reasoning and problem solving.

Cognitive abilities: set of abilities, skills or processes that are part of nearly every humanaction

Verbal comprehension Numerical & Spatial ability Inductive reasoning

EMOTIONS

Complex human reactions to personal achievements and setbacks.

Emotional Intelligence: Ability to manage oneself and interact with others in a constructive way.

SELF-AWARENESS:having a clear perception of your personality, including strengths,weaknesses, thoughts, beliefs, motivation and emotions. Self Awareness allows you to

understand other people, how they perceive you, your attitude and your responses to them

in the moment.

SELF-MANAGEMENT: refers to methods, skills, and strategies by which individuals caneffectively direct their own activities toward the achievement ofobjectives, and

includes goal setting, decision making, focusing, planning, scheduling, task tracking, self-evaluation, self-intervention, self-development, etc.

SOCIAL COMETENCE RELATIONSHIP MANAGEMENT
http://en.wikipedia.org/wiki/Objective_(goal)http://en.wikipedia.org/wiki/Goal_settinghttp://en.wikipedia.org/wiki/Decision_makinghttp://en.wikipedia.org/wiki/Focusinghttp://en.wikipedia.org/wiki/Planninghttp://en.wikipedia.org/wiki/Schedule_(workplace)http://en.wikipedia.org/wiki/Evaluationhttp://en.wikipedia.org/wiki/Personal_developmenthttp://en.wikipedia.org/wiki/Personal_developmenthttp://en.wikipedia.org/wiki/Evaluationhttp://en.wikipedia.org/wiki/Schedule_(workplace)http://en.wikipedia.org/wiki/Planninghttp://en.wikipedia.org/wiki/Focusinghttp://en.wikipedia.org/wiki/Decision_makinghttp://en.wikipedia.org/wiki/Goal_settinghttp://en.wikipedia.org/wiki/Objective_(goal)


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T5 VALUES, ATTITUDE & JOB SATISFACTION

Value System (=Moral Code)

Coherent set of values adopted/evolved by a person/organization as standard to guide its

behavior.

Instrumental/Terminal Values Instrumental Values

- Core values, permanent in nature, comprise personal characteristics and character traits.

- Preferable modes of behavior, like: honesty, sincerity, ambition, independence,

obedience, courageousness, competitiveness, and also some negatives too.

- Methods to adopt in order to achieve his/her lifes aim.

- Difficult to change.

Terminal Values- Those things that can work towards or we think are most important and we feel are most

desirable: happiness, self-respect, family security, recognition, freedom, comfortable life.

- The objectives in a life of a person.

VALUE CONFLICTS:

Intrapersonal Value ConflictOccurs when highly ranked instrumental and terminal values pull on an individual in

different directions.

Interpersonal Value ConflictOccurs when combinations of instrumental and terminal values inevitably spark

disagreements.

Individual-Organization Value ConflictOccurs when values espoused or enacted by the Organization collide with employees

personal values.

In contrast, Value Congruence or Person-Culture Fit reflects the similarity between an

individuals personal values and the culture value system of an organization.

Family Values - Enduring beliefs about the importance of family and who should play key family

roles.

Work Values - Center on the relative importance of work and career goals.

Value Similarity - Degree of consensus among family members and family values (internal to the

family).

Value Congruence - Involves the amount of value agreement between employee and employer.

Values & Outcomes

Behavior connections:

Weight loss Shopping selections Political party affiliation Religious involvement


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ATTITUDES

- Learned predisposition to respond in a consistently favorable/positive or unfavorable/negative

manner with respect to a given object/topic.

- Components of an attitude:

Affective: feelings or emotions about an object Behavioral: how one intends to act toward someone or something

Cognitive: beliefs or ideas one has about an object- Cognitive Dissonance:

Feeling of discomfort that results from holding 2 conflicting beliefs:

When this occurs, there are 3 key strategies to minimize:o Focus on more supportive beliefs that outweigh the dissonant belief or

behavior;

o Reduce the importance of the conflicting belief;o Change the conflicting belief so that it is consistent to other beliefs or

behaviors.

Becoming aware of this is great way to improve your ability to make fasterand more accurate choices.WORK ATTITUDES

Organizational Commitment- Extent to which an individual identifies with an organization and its goals.

- + Job Satisfaction; - Intentions to quit

Model:

Affective (Desire/WANT TO)

Continuance (Cost-Benefits/NEED TO)

Normative (Obligation/OUGHT TO) Job Involvement

- Extent to which an individual is immersed in his/her personal job.

Job Satisfaction-Affective/Emotional response toward various facets of ones job.

-VALUE ATTAINMENT: job allows fulfillment of ones workvalues.

- NEED FULFILLMENT: performing your job fulfills your personal needs, provides

challenging work.

- MET EXPECTATIONS/DISCREPANCIES: he/she receives what expected from the job.

When greater, dissatisfaction is high.- EQUITY: the level of fair treatment one receives on the job.

- Personal Characteristics

- Work Experience

- Value Congruence/Personal-Culture Fit

- Lack of Alternative

- Investments

- Socialization

- Psychological Contract

Consequences:

-Turnover

- On-the-Job

Behavior


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- DISPOSITION/GENETIC COMPONENTS: 30% of an individuals job motivation is

associated with dispositional and genetic components. We can only hope to chage or

influence 70% of someones job satisfaction.

OCBs - Organizational Citizenship Behaviors

- Behaviors that go beyond the basic requirements of the job and benefits/facilitates theorganizational functioning.

- Organ (1988): any acts that are discretionary and not explicit or directly recognized by the

formal system of PM, and that tends to enhance the functioning and performance of the

organization.

- Organ (1997): any form of performance that supports the social and psychological environment

in which the work tasks are embedded.

- Dimensions (facets/factors):

Altruism: helps orient new people Courtesy: prevent problems with others Conscientiousness: genuine acceptance and adherence of workplace rules and procedures Civic virtue: active involvement, interest and participation Sportsmanship: willing to tolerate difficulties in the workplace and abstaining unnecessary

complaints and criticisms.

Peacekeeping Cheerleading

Withdrawal cognitions: overall thoughts and feelings about quitting a job.

T6 SOCIAL PERCEPTION & ATTRIBUTIONS (People, Events, Objects)

Perception

- Process by which people select, organize, interpret, retrieve and respond to info around them.

- Describes the way people filter, organize and interpret sensory info.

-Accurateperception allows employees to interpret what they see and hear in the workplace

effectively to make decisions, complete tasks and act in ethical manner.

- Faulty perception lead to problems, such as stereotyping, leading people to erroneously make

wrong assumptions.

- 2 Principles: Figure-Ground Relationship (focusing on something that requires ignoring others)

Selective Perception (ability to tune out distractions and focus on something)


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A. Influence factors Stages of Perceptual Process B. Response

A. Influence factors: The Perceiver; The Target; The Situation

B. Response: Feeling; Thinking; Action

1. Attention/ Selection/ Comprehension

- Selection: process by which you select or choose what you want to attend to and what you

want to disregard.

- Factors that influence selection: Stimuli (senses)

Motives (incentive, intention, impulse)

- Types of Selection: Perception (see what you want to see)

Exposure (based on beliefs, attitudes, values)

Retention (remember what reinforces beliefs, attitudes, values)

- Selective Screening: only a tiny portion of all the information.

The Perceiver

Experience Needs and Motives Values Attitudes Interests Expectations

Setting Physical Social Organizational

Perceived/ The Target

Contrast Size Intensity Motion Repetition Novelty or Familiarity Sound Backround

1. Attention/ Selection/

Comprehension

2. Organization/

Encoding/ Simplification

3. Interpretation/

Store/ RetentionRetrieval/ Response

C. Schemas/ Scripts


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2.Cognitive Categories: equivalent objects

3. Interpretation/ Store/ Retention

- Uncovering the reasons behinf the ways stimuli are grouped.

- Long-term memory

- 3 Categories: Events (specific or general)

Semantic Materials (info about the world)

People (individuals or groups)

C. Schemas/ Scripts

- Schemas: cognitive frameworks that represent organized knowledge about a given concept or

stimulus developed through experience.

- Self-Schemas: contains info about a persons own appearance, behavior and personality.

- Person-Schemas: way individuals sort others into categories in terms of similar perceived

features.

- Person-in-situation-schema: combines schemas built around persons and events.

- Script Schema: knowledge framework that describes the appropriate sequence of events in a

given situation.

Perceptual Errors/ Shortcuts in judging others:

Selective Perception: people selectively interpret what they want to see on the basis oftheir interests, background, experience and attitudes.

Hallo Effect: drawing a general impression about an individual on the basis of a singlecharacteristic. Ex: good teacher just because is likeable.

Contrast Effects: affected by comparisons with other people recently encountered whorank higher/lower on the same characteristics.

Projection:attributing ones own characteristics to other people. Stereotyping:judging someone on the basis of ones perception of the group t which that

person belongs.

Mental Process:

1) Categorizing people into groups;

2) Infer that all possess similar traits/characteristics;

3) Form expectations and interpret their behavior according to stereotype;

4) Maintained:- Overestimating behaviors that are consistent with the stereotype

- Incorrectly explaining expected and unexpected behaviors

- Differentiating minority individuals from oneself


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Self-fulfilling prophecy: tendency to create or find in another situation or individualthat which one expected to find.

Leniency: personal characteristic of the rater that leads to a consistent good/positiveevaluation instead of being fair and realistic.

Central Tendency: tendency to avoid extreme judgments and rate in an average way. Recency Effects: tendency to remember recent information.

Managing Perceptions:

Impression ManagementA persons systematic attempt to behave in ways that create and maintain desired

impressions in others eyes.

Distortion ManagementManagers should:

- balance automatic and controlled info processing at the attention and selection stage;

- broaden their schemas at the organizing stage;

- be attuned to attributions at the interpretation stage.

Attributions

- Explains how people act/behave. Determines all well, how people react to the actions of others.

- Internal (Personal characteristics) & External (Environmental characteristics: task difficulty;

good/bad luck).

-Attribution Theory:

Distinctiveness: consistency of a persons behavior across situations ( tasks) Consensus: likelihood of others responding in a similar way (peers) Consistency: whether an individual responds the same way across time

Managerial Implications

Self-fulfilling Prophecies:

Pygmalion Effect: someones high expectations for another result in high performance Galatea Effect:an individuals high self-expectations lead to higher performance Golem Effect: loss in performance due to low leader expectations

Kelleys Attribution Model:

External Attribution is justified when there is

Internal Attribution is justified when there is

- High Consensus (ex: similar individual job

performances)

- High Distinctiveness (ex: person performs

on several tasks)

- Low Consistency (ex: bad performance in acertain month)

- Low Consensus

- Low Distinctiveness

- High Consistency


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GROUPS

Formal and Informal Groups Formal Public Identity

Goal to Achieve

Common Interests

Informal Proximity

Friendship

1) Cohesion & Performance

Studies have shown that cohesion can cause performance and that performance can cause

cohesion. When cohesion is defined as attraction, it is better correlated with performance. When it

is defined as task commitment, it is also correlated with performance, though to a lesser degree

than cohesion as attraction. Not enough studies were performed with cohesion defined as group

pride. When considering cohesion as attraction to the group, cohesion was also positively related

to performance. In general, cohesion defined in all these ways was positively related with

performance.

However, some groups may have a stronger cohesion-performance relationship than others.

Smaller groups have a better cohesion-performance relationship than larger groups. Carron

(2002) found cohesion-performance relationships to be strongest in sports teams and ranked the

strength of the relationship in this order (from strongest to weakest): sports teams, military

squads, groups that form for a purpose, groups in experimental settings.

GroupCohesiveness

Social

Relations

Task

Relations

Perceived

Unity

Emotions Consequences

- 1) Cohesion & Performance

- 2) Cohesion & Member

Satisfaction

- 3) Cohesion & Emotional

Adjustment

- 4) Cohesion & Conformity

Pressures


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In regards to group productivity, having attraction and group pride may not be enough. It is

necessary to have task commitment in order to be productive. Furthermore, groups with high

performance goals were extremely productive.

2) Cohesion and Member Satisfaction

Studies have shown that people in cohesive groups have reported more satisfaction than

members of a non-cohesive group. This is the case across many settings, including industrial,

athletic, and educational settings. Members in cohesive groups also are more optimistic and suffer

less from social problems than those in non-cohesive groups.

One study involved a team of masons and carpenters working on a housing development. For the

first five months, their supervisor formed the groups they were to work in. These groups changed

over the course of five months. This was to help the men get to know everyone working on this

development project and naturally, likes and dislikes for the people around them emerged. The

experimenter then formed cohesive groups by grouping people who liked each other. It was found

that the masons and carpenters were more satisfied when they worked in cohesive groups. As

quoted from one of the workers the work is more interesting when youve got a buddy working

with you. You certainly like it a lot better anyway.

3) Cohesion and Emotional Adjustment

People in cohesive groups experience better emotional adjustment. In particular, people

experience less anxiety and tension. It was also found that people cope better with stress when

they belong to a cohesive group.

One study showed that cohesion as task commitment can improve group decision making when

the group is under stress than when it is not under stress. The study studied forty-six three-

person teams, all of whom were faced with the task of selecting the best oil drilling sites based on

information given to them. The study manipulated whether or not the teams had high cohesion or

low cohesion and how urgent the task was to be done. The study found that teams with low

cohesion and high urgency performed worse than teams with high cohesion and high urgency.

This indicates that cohesion can improve group decision-making in times of stress.

Attachment theory has also asserted that adolescents with behavioral problems do not have close

interpersonal relationships or have superficial ones. Many studies have found that an individual

without close peer relationships are at a higher risk for emotional adjustment problems currently

and later in life.
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1. Forming stage, the team may appear cohesive; however, there is an underlying ambivalence

and concern about the unknown task, members, and leader. The team relies on the leader to

make sense for them and provide direction by articulating the goals.

2. Storming stage, team members attempt to define their roles and responsibilities and how

they will work together. Conflicts and resistance often occur and the leader can be helpful by

guiding role clarification and definition and helping members resolve conflicts.

3. Normingstage, team members have a realistic understanding of the task, each other, and

the leader. Norms are established and energy and enthusiasm is displayed.

4. Performing stage is known as the productive stage when the team begins to see significant

payoffs from their shared history and the work norms they have developed.

5.Adjourningstage, team members must make the transition from becoming part of a cohesive

team to enlarging their network and sharing their knowledge gained from the team experience.

By being aware of groups stage, you can anticipate problems and proactively solve them. Not all

groups will progress through theses stages in this order and many go back and forth between

these stages at various points in time. It is important to recognize the dynamics of the group you

are involved in so you can adjust your behavior to meet the needs of the group at that time.

Roles defined

Role: Expected behavior for a given position

Ex: - Team leader: ensure expectations are clearly understood, help resolve conflicts,

provide vision and goals and encourage positive performance.

- Devils Advocate: try to question assumptions being made to unsure that the group

makes the best decision.

- Business Developer: make initial contacts with potential customers/clients, presentthe positive aspects of the product/service and finalize the transaction.

Role Conflict: Others have conflicting or inconsistent expectations. The

organization has limited his/her role but customers are demanding

that the employee perform duties outside of his/her role. Can create

stress.

Role ambiguity: Confusion arising from not knowing what one is

expected to do as the holder of a role. Common when a person enters

the company for the 1sttime and doesnt know the norms and culture.

- Job Dissatisfaction

- Tension

- Anxiety

- Lack of Organizational

Commitment

- Intentions to quit


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Role Overload: Others expectations exceed ones ability. The scope of

someones role exceeds what they are actually capable of

accomplishing.

NORMS

- Shared attitudes, opinions, feelings or actions that guide social behavior.

- Norms are formed in 4 different ways:

Explicit statements by supervisors/co-workers. Ex: we dress professionally when we meet. Critical events in the Groups history. Ex: Professor fired because of letting his class go early

on a regular basis.

By primacy. Ex: Sitting at the same place around the table/in the classroom. By carryover behaviors from past situations. Ex: Individuals who participated in a task force

may carry over behavior norms to a different task force.

Ostracism: Informal exclusion from a group trough social reject.

1) Task Roles

- Roles that help getting the job done. Related to the rational aspect.

- Types of people in task roles:

Initiator: starts or helps change direction. Often the leader Clarifier: helps people to be specific Information giver The questioner: ability to step back from whats going on and challenge assumptions The summarizer: provides the facility of checking what has been achieved.

2) Maintenance Roles

- Roles that provide the oil for the machinery. They open up the channels of communication.

Related to the emotional aspect.

- Types of maintenance roles:

Supporter: I think thats a good point. Joker: allows group to let off steam Sharing Experience: helps breakthrough to the personal level Process Observer: helps unblock group dynamics.


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Threats to Group Effectiveness:

A. The Asch Effect

- Distortion of individual judgment by a unanimous but incorrect opposition of the group. Group

Pressure.

B. Groupthink

- High pressure to conform and agree and are unwilling to realistically view alternatives.

- Factors that promote groupthink:

Homogeneous groups Highly cohesive groups (make the poorest decisions, despite high confidence in those

decisions)

Groups where the status of one or more group members affects the evaluation of theiropinions by others, norm exists to not make waves

And groups have little contact with others outside of the group.- Prevention techniques:

a. Assign each group member the role of critical evaluator.

b. Top-level executives should not use policy committees to rubberstamp decisions that have

already been made.

c. Different groups with different leaders should explore the same policy questions.

d. Introduce fresh perspectives with subgroup debates and outside experts.

e. Someone should be assigned the role of devil's advocate when discussing major

alternatives.

f. Once a consensus has been reached, everyone should be encouraged to rethink their

position to check for flaws.


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C. Social Loafing

- Decrease of an individual effort as group size increases.

- Occurs when:

the task is perceived to be unimportant, simple, or uninteresting group members think their individual output is not identifiable group members expect their co-workers to loaf.

- Actions that can be taken to prevent:

Make each performer identifiable reduce anonymity and create some individualaccountability

Make work tasks more important and interesting Reward individuals for contributing to their groups performance.

TEAMS

- A work group becomes a team when:

1. Leadership becomes a shared activity

2. Accountability shifts from strictly individual to both individual and collective

3. The group develops its own purpose or mission

4. Problem solving becomes a way of life, not a part-time activity5. Effectiveness is measured by the groups collected outcomes and products

- Types of work teams:


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- Team work competencies:

Orients team to problem-solving situation by ensuring data and information isavailable and that all members understand the situation or problem.

Organizes and manages team performance by establishing specific and challengingteam goals and monitoring the teams performance.

Promotes a positive team environment by reinforcing norms of tolerance, respect, andexcellence and by recognizing team members efforts.

Facilitates and manages task conflict by encouraging productive conflict and helpingdetermine a win-win approach.

Appropriately promotes perspective by changing or modifying ones point of view onlyif a defensible argument is made by another team member.

Question Answer

1. Orients team toproblem-solving situation

assists the team in arriving at a common understanding of the situation orproblem. Determines the important elements of a problem situation. Seeks outrelevant data related to the situation or problem.

2. Organizes andmanages team

performance

helps team establish specific, challenging, and excepted team goals. Monitors,evaluates, and provides feedback on team performance. Identifies alternative

strategies or reallocates resources to address feedback on team performance.

3. Promote a positiveteam environment

assists in creating and reinforcing norms of tolerance, respect, and excellent.Recognizes and praises other team members efforts. Helps and supports otherteam members. Models desirable team member behavior.

4. Facilitate and managestask conflict

encourages desirable and discourages undesirable team conflict. Recognizes thetype and source of conflict confronting the team and implements an appropriateresolution strategy. Employs win-win negotiation strategies to resolve teamconflicts.

5. Appropriatelypromotes perspectives

defendant stated preferences, argues for a particular point of view, andwithstands pressure to change position for another that is not supported by logicalor knowledge-based arguments. Changes or modifies position is a defensibleargument is made by another team member. Projects courtesy and friendliness toothers while arguing position.


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- Effective teamwork requires:

While competition from the outside does promote internal cohesiveness, cooperation within the

organization is powerful. In most situations, having competition within the organization, even

across teams, is not as effective as cooperation because information is not shared, hostility

develops, and all skills are not utilized. Research has found that:

Cooperation is superior to competition in promoting achievement and productivity. Cooperation is superior to individualistic efforts in promoting achievement and productivity. Cooperation without intergroup competition promotes higher achievement and productivity

than cooperation with intergroup competition.

This example illustrates the negative results of lack of cooperation: GEs medicalsystems division assigned two teams of engineers one in Wisconsin, another in

Japan. Both teams were tasked with creating software for two new ultrasound

devices. The teams ended up creating features that made their products popular in

only their own countries. They also faced language and cultural barriers that they

didnt work to overcome so they ended up duplicating each others efforts.

- Why teams fail:

Common management mistakes with teams1. Weak strategies

2. Creating a hostile environment for teams

3. The adhesive teams

4. Not learning from team experience

5. They team assignments

6. A poor team staffing

7. Inadequate training

8. Lack of trust

Common team member mistakes1. Trying too much too soon

2. Experiencing conflict over differing work styles and personalities

3. Ignoring important group dynamics


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4. Resisting change

5. Exhibiting poor interpersonal skills and chemistry

6. Displaying a lack of trust

Ways managers can build trust:

1. Communication

2. Support3. Respect (especially delegation)

4. Fairness

5. Predictability

6. Competence

Eight attributes of high performance teams:

1. Participate hip leadership

2. Shared responsibility

3. A lined on purpose4. A high communication

5. A future focused for growth

6. Focused on task

7. Creative talents applied

8. Rapid response

- Cohesiveness

Socio-emotional cohesiveness involves emotional satisfaction:1. Keep the group relatively small.2. Strive for a favorable public image to increase the status and prestige of the longing3. Encourage interaction and cooperation4. Emphasize members common characteristics and interests5. Point out environmental threats to rally the group

Instrumental cohesiveness goal directed togetherness:1. Regularly updated and clarified the group schools


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2. Give it every group member a vital piece of the action3. Channel each group members special talents toward the common goals4. Recognized and equitably reinforce every members contributions5. Frequently remind group members they need each other to get the job done

Commitment to task among group members strengthens the cohesiveness to performance

linkage. This link is small but significant and a stronger for smaller groups. Success can build

group cohesiveness but cohesiveness is not a cure-all for group problems. Too much cohesivenesscan lead to groupthink.

Trust Propensity

Kee and Knox (1970) argued that trust depends not just on past experience but also on

dispositional factors such as personality. Rotter (1967) was among the first to discuss trust as a

form of personality, defining interpersonal trust as a generalized expectancy that the words orpromises of others can be relied on. This personality-based form of trust hasbeen referred to by

other scholars as dispositional trust (Kramer,1999), generalized trust (Stack, 1978), and trust

propensity (Mayeret al., 1995). McKnight et al. (1998) argued that trust propensity has taken on a

new importance as cross-functional teams, structural reorganizations, and joint ventures create

new working relationships more frequently. After all, trust propensity is likely to be the most

relevant trust antecedent in contexts involving unfamiliar actors (Bigley & Pearce, 1998).

However, an unanswered question is whether trust propensity continues to impact trust once

trustworthiness has been gauged.

Becker (1996) noted that trust should always be connected to good estimates of others

trustworthiness. However, Govier (1994) argued that trust propensity creates a filter that alters

interpretations of others actions. In this way, observations are theory-laden, retaining the

impact of trust propensity even after trustworthiness can be inferred. Lewis and Weigert (1985)

made a similar claim, arguing that information on trustworthiness only opens the door to trust

without actually constituting it. The cognitive element in trust is characterized by a cognitive

leapbeyond the expectations that reason and experience alone would warrantthey simply

serve as the platform from which the leap is made.

Trust propensity may be the key driver of the form and shape of that leap, affecting trust even in

the presence of trustworthiness information. We therefore used meta-analytic data to test the

following prediction:

Hypothesis 2: Trust propensity is positively related to trust, controlling for ability, benevolence,

and integrity.


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Virtual Teams

While technology has enabled teams from across the country and world to work together, there is

a lot more required to have them run effectively. Many complain about the lack of personal

connection and accountability they experience with a virtual team.

- How to manage a virtual team:

One of the keys to success in virtual teams is that meaningful face-to-face contact, especially

during the early phases of the group development process, is absolutely essential.

Other research has shown that internet chat rooms tend to create more work and yield poorer

decisions than face-to-face meetings and phone calls. Conflict management is also very difficultfor virtual team members interacting asynchronously.

Common types of teams:

Include functional or departmental, cross-functional, and self-managing.

Functional or departmental teams: Groups of people from the same work area ordepartment, who meet on a regular basis to analyze customer needs, solve problems, providemembers with support, promote continuous improvement, and share information.


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Cross-functional teams: Groups of people who are pulled together from acrossdepartments or job functions to deal with a specific product, issue, customer, problem, or to

improve a particular process.

Self-managing teams: Groups of people who gradually assume responsibility for self-direction in all aspects of work.

- CROSS-FUNCTIONAL TEAM

Group of people with different functional specialties or multidisciplinary skills, responsible for

carrying out all phases of a program or project from start to finish.

- SELF-MANAGED TEAM

All self-managed teams need training to prepare them to work in this new paradigm. A very

common mistake is to throw people into a self-managed environment without adequate

preparation. This results in chaos, frustration, and paralysis. The best time to offer training is

when the team is initially being formed, and then on an ongoing basis when the team encounters

situations it cant handle. The initial training should give the team a good start, but the company

should be prepared to offer ongoing training as it is required.

Of course, the team cant be trained in every possible contingency. One of the objectives of aself-managed team is that its members be flexible enough to resolve unforeseen problems when

they occur. No amount of training and planning can bring perfect results. Unforeseen problems

will certainly arise, and the team must be prepared to invest adequate resources and energy to

work through all impediments.

Coaches replace supervisors

When companies implement self-managed teams, they shift their focus from the concept of

supervisors to coaches. While a supervisors role is to make decisions and instruct team

members in how to tackle any situation, the role of a coach is to guide team members and helpthem improve their decision-making skills through experience. Thus, the skills expected of coaches

are quite different from those of supervisors. Their responsibilities shift from getting work done to

developing the capabilities of team members. This is done by encouraging discussions, asking

questions, and providing explanations to raise the teams level of thinking.

Summary

The name self-managed team may not be as popular today, but the concept is still a good one.

My experience working on this type of team was that it was more productive than any other teamthat Ive worked on. In fact, many of the team members stated that our weekly meeting and

ongoing interaction was the only thing that kept them going during some very difficult times.
http://www.businessdictionary.com/definition/functional.htmlhttp://www.businessdictionary.com/definition/skill.htmlhttp://www.businessdictionary.com/definition/phase.htmlhttp://www.businessdictionary.com/definition/program.htmlhttp://www.businessdictionary.com/definition/project.htmlhttp://www.businessdictionary.com/definition/finish.htmlhttp://www.businessdictionary.com/definition/finish.htmlhttp://www.businessdictionary.com/definition/project.htmlhttp://www.businessdictionary.com/definition/program.htmlhttp://www.businessdictionary.com/definition/phase.htmlhttp://www.businessdictionary.com/definition/skill.htmlhttp://www.businessdictionary.com/definition/functional.html


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This model has been further promoted as the basis for many of the light development

methodologies you read about today. Self-managed teams dont necessarily arise by accident. You

need to invest training and coaching into helping these types of teams reach their high

performance states. However, once they gain traction, self-managed teams are a wonder to

observe and can become much more productive than the sum of all the individual members.

Cooperation

1. Cooperation is superior to competition in promoting achievement and productivity.

2. Cooperation is superior to individualistic efforts in promoting achievement and productivity.

3. Cooperation without intergroup competition promotes higher achievement and productivity in

cooperation with intergroup competition

Question Answer Column 3

Quality circles small groups of volunteers who meet regularly to

sell quality related problems in their work area

advice teams

Virtual teams physically dispersed workgroups that conduct their

business via modern information technologies such

as the Internet e-mail and video conferences

advice or project

teams

Self-managed

teams

workgroups that perform their own administrative

chores such as planning, scheduling, and staffing

production, project, or

action teams

Self management leadership

1. Encourage self reinforcement (getting team members to praise each other for good work and

results)

2. Encourage self observation/evaluation (teaching team members to judge how well they are

doing)

3. Encourage self expectation (and encouraging team members to expect high performance fromthemselves and the team)

4. Encourage self goal setting (having the team said its own performance goals)

5. Encourage a rehearsal (getting team members to think about and practice the past)

6. Encourage self criticism (encouraging team members to be critical of their own poor

performance)


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TEAM BUILDING

In a team-oriented environment, you contribute to the overall success of the organization.

You work with fellow members of the organization to produce these results. Even though you

have a specific job function and you belong to a specific department, you are unified with other

organization members to accomplish the overall objectives. The bigger picture drives your actions;your function exists to serve the bigger picture.

You need to differentiate this overall sense of teamworkfrom the task of developing an effective

intact team that is formed to accomplish a specific goal. People confuse the two team building

objectives. Leaders failed to define the team they wanted to build. Developing an overall sense of

team work is different from building an effective, focused work team when you consider team

building approaches.

Twelve Cs for Team Building

Executives, managers and organization staff members universally explore ways to improve

business results and profitability. Many view team-based, horizontal, organization

structures as the best design for involving all employees in creating business success.

No matter what you call your team-based improvement effort: continuous improvement, totalquality, lean manufacturing or self-directed work teams, you are striving to improve results for

customers. Few organizations, however, are totally pleased with the results their team

improvement efforts produce. If your team improvement efforts are not living up to your

expectations, this self-diagnosing checklist may tell you why. Successful team building, that

creates effective, focused work teams, requires attention to each of the following.

1) Clear Expectations: Has executive leadership clearly communicated its expectations for

the teams performance and expected outcomes? Do team members understand why the team

was created? Is the organization demonstrating constancy of purpose in supporting the team

with resources of people, time and money? Does the work of the team receive sufficient

emphasis as a priority in terms of the time, discussion, attention and interest directed its way

by executive leaders?

2) Context: Do team members understand why they are participating on the team? Do they

understand how the strategy of using teams will help the organization attain its communicated

business goals? Can team members define their teams importance to the accomplishment of

corporate goals? Does the team understand where its work fits in the total context of the
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organizationals goals, principles, vision and values?

3) Commitment: Do team members want to participate on the team? Do team members feel

the team mission is important? Are members committed to accomplishing the team mission

and expected outcomes? Do team members perceive their service as valuable to the

organization and to their own careers? Do team members anticipate recognition for their

contributions? Do team members expect their skills to grow and develop on the team? Are

team members excited and challenged by the team opportunity?

4) Competence: Does the team feel that it has the appropriate people participating? (As an

example, in a process improvement, is each step of the process represented on the team?)

Does the team feel that its members have the knowledge, skill and capability to address the

issues for which the team was formed? If not, does the team have access to the help it

needs? Does the team feel it has the resources, strategies and support needed to accomplish

its mission?

5) Charter: Has the team taken its assigned area of responsibility and designed its own

mission, vision and strategies to accomplish the mission. Has the team defined and

communicated its goals; its anticipated outcomes and contributions; its timelines; and how it

will measure both the outcomes of its work and the process the team followed to accomplish

their task? Does the leadership team or other coordinating group support what the team has

designed?

6) Control: Does the team have enough freedom and empowerment to feel the ownership

necessary to accomplish its charter? At the same time, do team members clearly understand

their boundaries? How far may members go in pursuit of solutions? Are limitations (i.e.

monetary and time resources) defined at the beginning of the project before the team

experiences barriers and rework?

Is the teams reporting relationship and accountability understood by all members of the

organization? Has the organization defined the teams authority? To make recommendations?

To implement its plan? Is there a defined review process so both the team and the

organization are consistently aligned in direction and purpose? Do team members hold each

other accountable for project timelines, commitments and results? Does the organization have

a plan to increase opportunities for self-management among organization members?
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7) Collaboration: Does the team understand team and group process? Do members

understand the stages of group development? Are team members working together effectively

interpersonally? Do all team members understand the roles and responsibilities of team

members? team leaders? team recorders? Can the team approach problem solving, process

improvement, goal setting and measurement jointly? Do team members cooperate to

accomplish the team charter? Has the team established group norms or rules of conduct in

areas such as conflict resolution, consensus decision making and meeting management? Is the

team using an appropriate strategy to accomplish its action plan?

8) Communication: Are team members clear about the priority of their tasks? Is there an

established method for the teams to give feedbackand receive honest performance feedback?

Does the organization provide important business information regularly? Do the teams

understand the complete context for their existence? Do team members communicate clearly

and honestly with each other? Do team members bring diverse opinions to the table? Are

necessary conflicts raised and addressed?

9) Creative Innovation: Is the organization really interested in change? Does it

value creative thinking, unique solutions, and new ideas? Does it reward people who take

reasonable risks to make improvements? Or does it reward the people who fit in and maintain

the status quo? Does it provide the training, education, access to books and films, and field

trips necessary to stimulate new thinking?

10) Consequences: Do team members feel responsible and accountable for team

achievements? Are rewards and recognition supplied when teams are successful? Is

reasonable risk respected and encouraged in the organization? Do team members fear

reprisal? Do team members spend their time finger pointing rather than resolving problems? Is

the organization designing reward systems that recognize both team and individual

performance? Is the organization planning to share gains and increased profitability with team

and individual contributors? Can contributors see their impact on increased organization

success?

11) Coordination: Are teams coordinated by a central leadership team that assists the

groups to obtain what they need for success? Have priorities and resource allocation been

planned across departments? Do teams understand the concept of the internal customerthe

next process, anyone to whom they provide a product or a service? Are cross-functional and

multi-department teams common and working together effectively? Is the organization
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developing a customer-focused process-focused orientation and moving away from traditional

departmental thinking?

12) Cultural Change: Does the organization recognize that the team-based, collaborative,

empowering, enabling organizational culture of the future is different than the traditional,

hierarchical organization it may currently be? Is the organization planning to or in the process

of changing how it rewards, recognizes, appraises, hires, develops, plans with, motivates and

manages the people it employs?

Does the organization plan to use failures for learning and support reasonable risk? Does the

organization recognize that the more it can change its climate to support teams, the more it

will receive in pay back from the work of the teams?

T10 INFLUENCE, POWER AND POLITICS

Mutuality of interest: Balancing Individual and Organizational interests through win-win

cooperation.

8 Generic Influence Tactics:

1. Consultation: getting others to participate in decisions and changes2. Rational Persuasion: trying to convince someone with reason, logic or facts

3. Inspirational Appeals: trying to build enthusiasm by appealing to others emotions, ideias

or values

4. Ingratiating Tactics: getting someone in a good mood prior to making a request

5. Coalition Tactics: getting others to support your effort to persuade someone

6. Pressure Tactics: demanding compliance or using intimidation and threats

7. Upward appeals: trying to persuade on the basis of express or implied support from

supervisors

8. Exchange Tactics: Express or imply promises and trading favors.

3 Possible Influence Outcomes:

Commitment: the other demonstrates initiative and persistence while completing theassignment

Compliance: the other grudges complies and will need providing to satisfy minimumrequirements

Resistance: the other says no, makes excuses or puts u an argument.

Reciprocity: widespread belief that people should be paid back for their positive and negative acts.
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SOCIAL POWER

- The ability to get things done with human, informational and material resources.

- Dimensions of Power:

Personalized Power - used for personal gains Socializes Power - used to create motivation; to accomplish group goals and used to

influence peers, customers and managers.

- Sources of Power:

Position - derived from ones position and status within the Organization- byproducts of ones position

o Reward (If you do it, Ill give you something)o Coercive (If you dont do it, something bad will happen)o Legitimate (Do it because the boss asks you to)

Personal - derived from ones personal characteristics, relationship with others and behaviortowards others.

- earned by individuals through the respect they gained from others.

o Expert (Do it because I know a lot about this subject)o Referent (Do it because you like me)

- Outcomes of Influence attempts:


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- Principles of Influence:

Liking people tend to do things for those they like.

Liking is usually higher for people who are attractive physically (e.g., well-dressed salesmen),

who are similar to ourselves (e.g., Oh, we have the same birth date! towards the interviewer on

a job interview), with whom we have experience on a cooperative endeavor (e.g., good cop/bad

cop tactics) and whom we associate with things we like (good news, favorite movie characters,

etc.) (e.g., weathermen are often blamed for bad weather and praised for good).

Reciprocity the belief that both good and bad deeds should be repaid in kind. Individuals

generally experience powerful pressures to reciprocate benefits they have received from others.So if you offer to do something for someone, the norm of reciprocity would say that they will feel

compelled to do something for you (e.g., small gifts given prior to fund-raising, concessions (the

Watergate scandal in the US)).

Social proof role models and peer pressure are powerful cultural forces. So, if a request

comes to you from two levels up in the organization, you will be more likely to comply with the

request if your peers are also going to comply. You follow the lead from role models or people

you want to emulate (respected boss or peer), especially in the time of uncertainty. Recall our

discussion of public conformity in a previous class, groupthink effects, etc. Looking for social proof

can be destructive, e.g. the massive suicide of Jonestown in Guyana, South Africa, at the order of

cult leader Jim Jones.


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Consistency people tend to do what they are personally committed to do. Once individuals

have adopted a position or committed themselves to a course of action, they experience strong

pressure to comply with requests that are consistent with these initial commitments. This is how

the foot in the door tactic works. So, say you are campaigning for a particular candidate and you

want to have people to donate to your candidates campaign.

First, you have the person to vocalize a commitment to something. In this example, theyexpress their desire for the candidate to win. They have now made a commitment.

Next you ask them to sign a petition to put them on the ballot. They do this no bigproblem for them.

Then you ask them to put a sign on their lawn reminding them that this would be alignedwith their publicly stated commitment and with signing the petition (their behavior).

Finally, you ask them to make a donation. Its clear they are committed to this based onthe fact they just agreed to the previous requests and you use this fact to influence them

to make the donation.

The door in the face technique works similarly in that you gain commitment to somethingand then ask for an outrageous request, or one that would be turned down

understandably, and then you ask for the smaller request. For example, make a $1,000

donation to the candidate. If that is turned down you say, Well then at least you could

put a sign in your lawn supporting the candidate.

Scarcity people want items, information, and opportunities that have limited availability. This is

one of the favorite tactics that sales people use. Only 3 homes left. Or this sale is only for

Presidents day weekend, hurry in to take advantage of it. Car salesmen also try to pressure

people to buy by saying that here is the deal but its only good for tonight and we close soon, so

you have to decide now. When in situations like this, you have to really ask yourself if there

wasnt this fear that I couldnt get it again, would I still want it? If the answer is uncertain, than

you may be making a hasty decision that is not in your best interest because of this scarcity tactic.

Authority people tend to defer to and respect credible experts. For example, in a hospital the

patients would listen to their doctors but were much less compliant with their physical therapists.

Cialdini suggested that the center director post all the awards, certificates, and other credentials

of the physical therapists. This salient information provided the authority necessary and patientcompliance increased by 34% and didnt drop.

These principles should be used in combination for their maximum impact.


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EMPOWERMENT

Definition 1:

- The first aspect of sharing power is giving team members the ability to do things. That means a

number of things, including providing the knowledge and resources they will need as well as

creating the proper atmosphere. Your team members have to believe they can make decisions

and that they have the backing to do so.

- Empowerment has become the organizational equivalent of a New Age term, bringing moresentiment than change. But it is the ideal word for what you need to do: give the basics of power

to everyone in an organization who can use it. Concretely, empowerment is the process of giving

people on your team the ability to make decisions and do things in short, giving them power.

Definition 2:

- Empowerment is defined as the giving or delegation of power or authority; authorization; the

giving of an ability; enablement or permission.

- Empowerment is based on the belief that employees have the ability and want to take on more

responsibility. Empowerment is a way to give employees greater authority and responsibility to

take care of the needs of the customer and to provide employees with the means for making

influential decisions. Everyone within an organization should be involved in managing customer

expectations and improving quality. Empowered employees understand their role in supporting

the vision by taking care of the needs of the customers.


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Characteristics of an Empowerment Culture:

Top management needs to be committed to supporting a healthy and empowered culture.This includes developing an organizational definition of empowerment that may include well

defined boundaries and management training on how to coach empowered employees.

Employee empowerment should be centered on customer needs. When employees areempowered to make decisions that help the customer, they are contributing to the strategy

and business objectives of the organization.

It is important that management hands over a level of the decision making power. This maybe something as simple as allowing an employee to make service recovery decisions.

Provide training of new responsibilities. Training may include customer service, problemsolving, negotiation and conflict resolution skills.

Empowered employees need access to information and data that can be used in decisionmaking. This might include feedback from customer satisfaction surveys or customer

comment cards that provide information that can help make customer-focused decisions.

It is important for managers to have trust and confidence in the employee. A manager thatsecond-guesses an employees decisions can impact the confidence the employee has in their

decision making ability.

Authority and decision making responsibility needs to come with specific expectations andboundaries. For example, an employee may be empowered to correct a situation for a

customer up to a certain dollar amount.

It is important to provide the employee with good mentors. Mentors should be someone whohas successfully done something that the employee is learning to do. For example, if an

employee is learning to be empowered to perform service recovery, their mentor should be

someone who has learned the critical thinking skills to assess different situations and come to

reasonable conclusions.

As employees develop their skills, it is important to provide positive reinforcement andcoaching as they maneuver different decision making scenarios. We all make mistakes when

we first begin making decisions so it is important to provide good coaching and positive

reinforcement.

Compensation and performance should be aligned around customer needs. This reinforces anemployees motivation to make the right decisions.

Social style training has taught us that it is important to match employee competencies with

job responsibilities. Using an effective assessment tool like DISC or Myers Briggs can help

identify employee strengths.
http://thethrivingsmallbusiness.com/articles/coaching-as-a-leadership-competency/http://thethrivingsmallbusiness.com/articles/examples-of-business-goals/http://thethrivingsmallbusiness.com/articles/recovery-theory-customer-service/http://thethrivingsmallbusiness.com/articles/definition-of-customer-service/http://thethrivingsmallbusiness.com/articles/7-steps-to-creating-a-customer-service-strategy/http://thethrivingsmallbusiness.com/articles/free-customer-comment-card-template/http://thethrivingsmallbusiness.com/articles/free-customer-comment-card-template/http://thethrivingsmallbusiness.com/articles/what-are-the-advantages-and-disadvantages-of-performance-management/http://thethrivingsmallbusiness.com/articles/what-are-the-advantages-and-disadvantages-of-performance-management/http://thethrivingsmallbusiness.com/articles/free-customer-comment-card-template/http://thethrivingsmallbusiness.com/articles/free-customer-comment-card-template/http://thethrivingsmallbusiness.com/articles/7-steps-to-creating-a-customer-service-strategy/http://thethrivingsmallbusiness.com/articles/definition-of-customer-service/http://thethrivingsmallbusiness.com/articles/recovery-theory-customer-service/http://thethrivingsmallbusiness.com/articles/examples-of-business-goals/http://thethrivingsmallbusiness.com/articles/coaching-as-a-leadership-competency/


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In order for employees to be effective, they need the appropriate tools and equipment to dotheir job. Some employees are very vocal about their needs but others will work with aging

antiquated equipment and never speak up. Assessing changing technology and equipment

should be part of anorganizations strategy.

As employees transition into an empowerment environment, a good implementation plan iscritical to its success. Implementation should be mapped out and a timeline for all aspects

should be written so all understand the timing and process of implementation.

Definio Aula:

Empowerment involves considering power as not a zero-sum game but instead something that is

unlimited and can be shared by all. Empowerment is a win-win proposition and should not be

viewed as threatening, but rather as a means of helping managers and employees to develop new

skills and reach career goals.

- Evolution of Power:

This figure shows the varying degrees ofempowerment. Certainly a subordinates readiness for

various tasks should also be a consideration as to what degree of empowerment is appropriate.
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- Delegation

POLITICS

When personal self interests override the needs of the organization, overall performance and

morale of employees can decline.

Politics isnt about winning at all costs. Its about maintaining relationships and getting results at

the same time.John Eldred

Political behavior is not necessarily bad if it is used to serve the good of the organization.

-Political Tactics


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These political tactics are listed in descending order of occurrence.

What is the likelihood that each of these would be effective in promoting organizational interests

as well as individual self-interests?

Attacking or blaming others - 3 Using information as a political tool - 2 Creating a favorable image (impression management) - 1 Developing a base of support - 1 Praising others (ingratiation) 3 (as long as it is perceived to be sincere) Forming political coalitions with strong allies2 (as long as those allies also have orgs

interests at heart)

Associating with influential people - 3 Creating obligations (reciprocity) 2 (indicates compliance rather than commitment, may

or may not yield long-term benefits for org.


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T11 LEADERSHIP

- Key aspects of leadership:

Creating and communicating a visionA vision is a lofty goal that directs the organization in the future. For example: Palm Inc.svision is to be the leading global provider of handheld computing products and to provide

developers with the industry-standard platform for creating world-class mobile solutions.

Another example is Steven Jobs, Apple Computer: To make computing simple and

available to everyone.

Influencing others through use of power. French & Ravens five sources of power applyhere; remember that a person can use multiple sources depending on the situation and

that referent and expert are usually more successful than reward, coercive, or legitimate.

Motivating task behavior in pursuit of shared objectives, rather than personal goals. Establishing and maintaining group culture by developing the social environment in which

people work, an environment that is supportive of teamwork and the free sharing of ideas.

Empowering others by acknowledging their capabilities and granting them responsibilityand decision-making ability.

Clarifying roles and niche in marketplace. The kinds of issues leaders can help followersunderstand are their roles and how they can fulfill them and how their group or

organization fits in with the larger competitive marketplace.

Making tough decisions with limited information. Another hallmark of effective leaders istheir ability to make good decisions in ambiguous situations with incomplete information.

- Approaches to studying Leadership:

1)

2)

3)

4)

5)


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1) Trait Approach

- Intelligence is the ability to think strategically, reason analytically, and exercise goodjudgment.

- Self-confidence allows leaders to gain trust by being sure of their own actions and notbeing defensive about making mistakes.

- Determination is characterized by high ene

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