BA 352 section 002 & 006

BA 352 section 002 & 006 Final Exams will be in Gilbert 224 7:30am Dec 4, 2006

Exam structure • 30 multiple choice questions • Emphasis will be later chapters • Ch 4, 7, 8, 9, 10, 11,12, 14, 16 • Some questions will be based on the Blackgold Cases, Bob Knowlton, L.E.S., and The Politics of Performance Appraisal • emphasis on APPLICATION of concepts in these chapters • bring your copies of these cases to exam • No questions on The Ropes . . . book

Cases (Blackgold and other three) • There are opportunities to test how you can use concepts discussed in class to understand or explain the situations in these cases, e.g. • Social perceptions • Managing in an “e-business” • Motivating individuals, both those who work and do not work for you • Decision making, including game theory • How to deal with or manage conflict • Leadership style

Tips • Questions will generally be in thef form of an application of a concept • When faced with this situation . . .? • This situation is called . . . ? • NOTE: The following slides are attempts to provide examples.

Try to define a specific situation for the following:

B. Negative Inequity Self Other $2 1 hour $3 1 hour = $2 per hour = $3 per hour 7-2b Figure 7-1b Negative and Positive Inequity (cont)

$2 1 hours $3 1 hour = $1 per hour = $3 per hour 7-2c Figure 7-1c Negative and Positive Inequity (cont) C. Positive Inequity Other Self

8-5 Nontraditional Feedback • Upward Feedback:Subordinates evaluate their manager’s style and performance. • 360-Degree Feedback:Specific (typically anonymous) feedback generated by one’s manager, peers, subordinates, and other key people. • For group discussion:Are you in favor of this trend toward nontraditional feedback? Explain. What are its limits?

10-3a Figure 10-1 Tuckman’s Five-Stage Theoryof Group Development Performing Norming Adjourning Storming Return toIndependence Forming Dependence/interdependence Independence

Lewin’s Change Model • Unfreezing- Creates the motivation to change- Encourages the replacement of old behaviors and attitudes with those desired by management- Entails devising ways to reduce barriers to change- Creates psychological safety • Changing- Provides new information, new behavioral models, or new ways of looking at things- Helps employees learn new concepts or points of view- Role models, mentors, experts, benchmarking results, and training are useful mechanisms to facilitate change • Refreezing- Helps employees integrate the changed behavior or attitude into their normal way of doing things- Positive reinforcement is used to reinforce the desired change- Coaching and modeling help reinforce the stability of change 16-3

16-7a Resistance To Change The leading reasons why people resist change are: • An individual’s predisposition toward change • Surprise and fear of the unknown • Climate of mistrust • Fear of failure • Loss of status and/or job security Resistance to Change:an emotional/behavioral response to real or imagined work change.

13-2a Nine Generic Influence Tactics • Rational persuasion. Trying to convince someone with reason, logic, or facts. • Inspirational appeals.Trying to build enthusiasm by appealing to others’ emotions, ideals, or values. • Consultation.Getting others to participate in planning, making decisions, and changes. • Ingratiation. Getting someone in a good mood prior to making a request; being friendly, helpful, and using praise or flattery. • Personal appeals.Referring to friendship and loyalty when making a request.

13-2b Nine Generic Influence Tactics • Exchange.Making express or implied promises and trading favors. • Coalition tactics.Getting others to support your effort to persuade someone. • Pressure. Demanding compliance or using intimidation or threats. • Legitimating tactics.Basing a request on one’s authority or right, organizational rules or polices, or express or implied support from superiors.

11-3a Antecedents of Conflict • Incompatible personalities or value systems. • Overlapping or unclear job boundaries. • Competition for limited resources. • Interdepartment/intergroup competition. • Inadequate communication. • Interdependent tasks. • Organizational complexity.

11-3b Antecedents of Conflict (continued) • Unreasonable or unclear policies, standards, or rules. • Unreasonable deadlines or extreme time pressure. • Collective decision making. • Decision making by consensus. • Unmet expectations. • Unresolved or suppressed conflict.

11-6 Figure 11-1 Minimizing Inter-group Conflict: An Updated Contact Model Level of perceived Inter-group conflict tendsto increase when: Recommended actions: • Work to eliminate specific negative interactions between groups (and members). • Conduct team building to reduceintragroup conflict and prepare employees for cross-functional teamwork. • Encourage personal friendships and good working relationships across groups and departments. • Foster positive attitudes toward members of other groups (empathy, compassion, sympathy). • Avoid or neutralize negative gossip across groups or departments. • Conflict within the group is high • There are negative interactions between groups (or between members of those groups) • Influential third-party gossip about other group is negative

11-8 Figure 11-2 Five Conflict-Handling Styles Integrating Obliging High Compromising Concern for Others Dominating Avoiding Low High Low Concern for Self Source: MA Rahim, “A Strategy for Managing Conflict in Complex Organizations, Human Relations, January 1985, p 84. Used with author’s permission.

These type of topics may lend themselves more to “definition type” questions

8-3 Ch 8: Feedback Functions of Feedback:- Instructional - Motivational Feedback:“Objective information about individual or collective performance.” • Sources of Feedback • Task • Self • Others

14-2b Trait Theory (continued) • Gender and leadership - men and women were seen as displaying more task and social leadership, respectively - women used a more democratic or participative style than men, and men used a more autocratic and directive style than women - men and women were equally assertive - women executives, when rated by their peers, managers and direct reports, scored higher than their male counterparts on a variety of effectiveness criteria

14-3 Behavioral Styles Theory • Ohio State Studies identified two critical dimensions of leader behavior.1. Consideration: creating mutual respect and trust with followers2. Initiating Structure: organizing and defining what group members should be doing • University of Michigan Studies identified two leadership styles that were similar to the Ohio State studies- one style was employee centered and the other was job centered • Blake and Mouton’s Managerial Grid represents four leadership styles found by crossing concern for production and concern for people • Research shows that there is not one best style of leadership. The effectiveness of a particular leadership style depends on the situation at hand.

11-4 Desired Outcomes of Conflict Agreement:Strive for equitable and fair agreements that last. Stronger relationships:Build bridges of goodwill and trust for the future. Learning:Greater self-awareness and creative problem solving.

BA 352 section 002 & 006