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ThisInstructorsManual1ileispartoftheInstructorsResourceCDROMforOrganizationalBehavior: EmergingKnowledgeandPracticefortheRealWorld,5thedition 10digitISBN:0073364347 13digitISBN:9780073364346 PublishedbyMcGrawHill/Irwin,abusinessunitofTheMcGrawHillCompanies,Inc.,1221AvenueoftheAmericas,New York,NY,10020.Copyright2010,2008,2005,2003,2000byTheMcGrawHillCompanies,Inc.Allrightsreserved.No partofthispublicationmaybereproducedordistributedinanyformorbyanymeans,orstoredinadatabaseorretrieval system,withoutthepriorwrittenconsentofTheMcGrawHillCompanies,Inc.,including,butnotlimitedto,inanynetwork orotherelectronicstorageortransmission,orbroadcastfordistancelearning. Someancillaries,includingelectronicandprintcomponents,maynotbeavailabletocustomersoutsidetheUnitedStates.
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CHAPTER GLOSSARY
autonomyThedegreetowhichajobgivesemployees thefreedom,independenceanddiscretiontoschedule theirworkanddeterminetheproceduresusedin completingit. balancedscorecardArewardsystemthatpaysbonuses forimprovedresultsonacompositeof1inancial, customer,internalprocessandemployeefactors. employeestockownershipplans(ESOP)reward systemsthatencouragesemployeestobuycompany stock empowermentApsychologicalconceptinwhich peopleexperiencemoreselfdetermination,meaning, competenceandimpactregardingtheirroleinthe organization. gainsharingplansteambasedrewardsthatcalculate bonusesfromtheworkunitscostsavingsand productivityimprovement
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jobcharacteristicsmodelAjobdesignmodelthat relatesthemotivationalpropertiesofjobstospeci1ic personalandorganizationalconsequencesofthose properties. jobdesigntheprocessofassigningtaskstoajob, includingtheinterdependencyofthosetaskswithother jobs. jobenrichmentOccurswhenemployeesaregiven moreresponsibilityforscheduling,coordinatingand planningtheirownwork. jobevaluationSystematicallyevaluatingtheworthof jobswithinanorganizationbymeasuringtheirrequired skill,effort,responsibilityandworkingconditions jobrotationThepracticeofmovingemployeesfrom onejobtoanother
jobspecializationTheresultofdivisionoflaborin whicheachjobincludesasubsetofthetasksrequiredto completetheproductorservice. mentalimageryMentallypracticingataskand visualizingitssuccessfulcompletion motivatorhygienetheoryHerzbergstheorystating thatemployeesareprimarilymotivatedbygrowthand esteemneeds,notbylowerlevelneeds pro1itsharingplansArewardsystemthatpays bonusestoemployeesbasedonthepreviousyearslevel ofcorporatepro1its scienti1icmanagementsystematicallypartitioning workintoitssmallestelementsandstandardizingtasks toachievemaximumef1iciency.
selfleadershipTheprocessofin1luencingoneselfto establishtheselfdirectionandselfmotivationneeded toperformatask skillvarietyTheextenttowhichemployeesmustuse differentskillsandtalentstoperformtaskswithintheir job stockoptionsArewardsystemthatgivesemployees therighttopurchasecompanystockatafuturedateata predeterminedprice taskidentityThedegreetowhichajobrequires completionofawholeoranidenti1iablepieceofwork tasksigni1icanceThedegreetowhichthejobhasa substantialimpactontheorganizationand/orlarger society
CHAPTER SYNOPSIS
Moneyandother1inancialrewardsareafundamentalpartoftheemploymentrelationship,buttheirvalueandmeaning variesfromonepersontothenext.Organizationsrewardemployeesfortheirmembershipandseniority,jobstatus, competencies,andperformance.Membershipbasedrewardsmayattractjobapplicantsandsenioritybasedrewards reduceturnover,buttheserewardobjectivestendtodiscourageturnoveramongthosewiththelowestperformance. Rewardsbasedonjobstatustrytomaintaininternalequityandmotivateemployeestocompeteforpromotions. However,theytendtoencouragebureaucratichierarchy,supportstatusdifferences,andmotivateemployeesto competeandhoardresources.Competencybasedrewardsarebecomingincreasinglypopularbecausetheyimprove workforce1lexibilityandareconsistentwiththeemergingideaofemployability.However,theytendtobesubjectively measuredandcanresultinhighercostsasemployeesspendmoretimelearningnewskills. Awards/bonuses,commissions,andotherindividualperformancebasedrewardshaveexistedforcenturiesandare widelyused.Manycompaniesareshiftingtoteambasedrewardssuchasgainsharingplansandtoorganizational rewardssuchasemployeestockownershipplans(ESOPs),stockoptions,andpro1itsharing.ESOPsandstockoptions createanownershipculture,butemployeesoftenperceiveaweakconnectionbetweenindividualperformanceandthe organizationalreward. Financialrewardshaveanumberoflimitations,butrewardeffectivenesscanbeimprovedinseveralways. Organizationalleadersshouldensurethatrewardsarelinkedtoworkperformance,rewardsarealignedwith performancewithintheemployeescontrol,teamrewardsareusedwherejobsareinterdependent,rewardsarevalued byemployees,andrewardshavenounintendedconsequences. Jobdesignreferstotheprocessofassigningtaskstoajob,includingtheinterdependencyofthosetaskswithotherjobs. Jobspecializationsubdividesworkintoseparatejobsfordifferentpeople.Thisincreasesworkef1iciencybecause employeesmasterthetasksquickly,spendlesstimechangingtasks,requirelesstraining,andcanbematchedmore closelywiththejobsbestsuitedtotheirskills.However,jobspecializationmayreduceworkmotivation,createmental healthproblems,lowerproductorservicequality,andincreasecoststhroughdiscontentment,absenteeism,and turnover. Contemporaryjobdesignstrategiesreversejobspecializationthroughjobrotation,jobenlargement,andjob enrichment.Thejobcharacteristicsmodelisatemplateforjobredesignthatspeci1iescorejobdimensions,
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psychologicalstates,andindividualdifferences.Organizationsintroducejobrotationtoreducejobboredom,developa more1lexibleworkforce,andreducetheincidenceofrepetitivestraininjuries.Twowaystoenrichjobsareclustering tasksintonaturalgroupsandestablishingclientrelationships. Empowermentisapsychologicalconceptrepresentedbyfourdimensions:selfdetermination,meaning,competence, andimpactregardingtheindividualsroleintheorganization.Individualcharacteristicsseemtohaveaminorin1luence onempowerment.Jobdesignisamajorin1luence,particularlyautonomy,taskidentity,tasksigni1icance,andjob feedback.Empowermentisalsosupportedattheorganizationallevelthroughalearningorientationculture,suf1icient informationandresources,andcorporateleaderswhotrustemployees. Selfleadershipistheprocessofin1luencingoneselftoestablishtheselfdirectionandselfmotivationneededto performatask.Thisincludespersonalgoalsetting,constructivethoughtpatterns,designingnaturalrewards,self monitoring,andselfreinforcement.Constructivethoughtpatternsincludeselftalkandmentalimagery.Selftalkrefers toanysituationinwhichapersontalkstohimselforherselfabouthisorherownthoughtsoractions.Mentalimagery involvesmentallypracticingataskandimaginingsuccessfullyperformingitbeforehand.
POWERPOINT SLIDES
OrganizationalBehaviorFifthEditionincludesacompletesetofMicrosoftPowerPoint1ilesforeachchapter.(Please contactyourMcGrawHill/Irwinrepresentativeto1indouthowinstructorscanreceivethese1iles.)Inthelecture outlinethatfollows,athumbnailillustrationofeachPowerPointslideforthischapterisplacedbesidethe correspondinglecturematerial.Theslidenumberhelpsyoutoseeyourlocationintheslideshowsequenceandtoskip slidesthatyoudontwanttoshowtotheclass.(Tojumpaheadorbacktoaparticularslide,justtypetheslidenumber andhittheEnterorReturnkey.)
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Applied Performance Practices at Svenska Handelsbanken Svenska Handelsbanken relies on prudent reward systems, offers employee jobs with high motivation potential, expects staff to manage themselves, and delegates power to branches, resulting in high levels of employee empowerment and performance. Financial Reward Practices Financial rewards are a fundamental part of the employment relationship
Pay has multiple meanings
Financial Reward Practices Slide 3
symbol of success reinforcer and motivator reflection of ones performance can reduce anxiety
Men value money more than women. Cultural values influence the meaning and value attached to money.
Membership and Seniority-Based Rewards Most common reward -- fixed wages, or pay increases as seniority increases
Membership and Seniority-Based Rewards Slide 5
Advantages
Guaranteed wages may attract job applicants Seniority-based rewards reduce turnover
Disadvantages
Do not directly motivate job performance Discourages poor performers from leaving voluntarily May act as golden handcuffs
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Job Status-Based Rewards Job evaluation estimates job worth by measuring the job's required skill, effort, responsibility, and working conditions.
Job Status-Based Rewards Slide 6
Employees in more valued positions receive -- executive dining room, larger office, company-paid car etc. Advantages:
Maintain feelings of pay equity Motivates employees to compete for promotions
Disadvantages:
Employees exaggerate duties, hoard resources Encourages bureaucratic hierarchy, and reinforces a status mentality. Inconsistent with market-responsive organizations with few layers of hierarchy that encourage initiative from all employees
Skill-based pay -- pay increases with number of skill modules learned, even though only one skill area performed at a time Advantages
More flexible, multi-skilled work force Better product/service quality Consistent with employability
Disadvantages
Competencies may become subjective personality assessments -skill-based plans are more objective Increases training costs
Reward Practices at Nucor Nucor has survived and thrived in the turbulent steel industry by motivating employees with team-based and organizational-based rewards.
Reward Practices at Nucor Slide 8
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Team Rewards
Bonuses -- team paid lump sum for reaching targets Gainsharing plans paid to the team based on cost reductions and increased labor efficiency
Profit sharing
employees receive share of profits
Stock options
right to purchase company stock at a future date at a predetermined price
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Improving Reward Effectiveness 1. Link rewards to performance (better performers should be rewarded more than those with poorer performance)
Improving reward Effectiveness Slide 11
increases P-to-O expectancy problems with organizational politics and difficulty measuring performance
Job Design Assigning tasks to a job, including the interdependency of those tasks with other jobs
Job Design Slide 12
Organization's goal -- to create jobs that allow work to be performed efficiently yet employees are motivated and engaged Job Specialization Dividing work into separate jobs that include a subset of the tasks required to complete the product or service
Scientific management
introduced by Frederick Winslow Taylor in early 1900s systematically determining how to partition work into smallest elements and how to standardize tasks for maximum efficiency advocates job specialization Taylor also emphasized person-job matching, training, goal setting, work incentives Problem: scientific management ignores motivational potential of jobs
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Disadvantages
Job Characteristics Model Identifies five core job characteristics, three psychological states, and individual moderators
Job Characteristics Model Slide 15
Core job characteristics Skill variety -- extent that job requires different skills
e.g. sales clerks also stock inventory and change store-front displays
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Improving task Significance Through the Voice of the Customer Rolls Royce Engine Services in California introduced Voice of the Customer, an initiative in which customers talk to production staff about how the quality of these engines are important to them. It gives employees with relatively repetitive jobs the sense that they're not just working on a part but rather are key in keeping people safe, explains a Rolls Royce executive. Job Design Practices That Motivate Job rotation Moving from one job to another
Job Rotation Slide 17
Three functions
1. reduces repetitive strain injuries 2. increases multiskilling -- more flexible work force 3. potentially reduces job boredom
Job enlargement Adding tasks to an existing job Improves work efficiency and flexibility
Job Enlargement Slide 18
Problem: Just adding more tasks will not increase job satisfaction or performance -- need job enrichment (adding autonomy and job knowledge)
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Job Enrichment Given more responsibility for scheduling, coordinating, and planning ones own work
Jon Enrichment Slide 19
Two of the main ways to increase job enrichment: 1. Clustering tasks into natural groups
Stitching highly interdependent tasks into one job e.g., video journalist, assembling entire product
Dimensions of Empowerment Empowerment is a psychological concept with four dimensions: 1. Self determination
Dimensions of Empowerment Slide 20
Employees are given freedom, independence, and discretion over their work activities
2. Meaning
Empowered employees care about their work and believe that what they do is important
3. Competence
Empowered employees have feelings of self-efficacy they are confident about their ability to perform the work well and have a capacity to grow with new challenges
4. Impact
Empowered employees view themselves as active participants in the organization their decisions and actions influence the companys success
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Organizational factors
Resources, learning orientation, trust
Self-Leadership Practices The process of influencing oneself to establish the self-direction and self-motivation needed to perform a task
Self-Leadership Slide 22
1. Goal setting (Chapter 5) 2. Social learning theory (Chapter 3) 3. Sports psychology -- constructive thought processes
Apply effective goal setting practices 2. Constructive thought patterns Self-talk: talking to yourself about your own thoughts or actions
positive self-talk increases self-efficacy
Mental imagery: mentally practicing a task and visualizing its successful completion
3. Designing natural rewards Finding ways to make the job more motivating
e.g. use discretion in how a task is accomplished
Self-Leadership: Designing Natural Rewards Slide 25
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5. Self-reinforcement Controlling a reinforcer but dont take it until completing a selfset goal
Self-Leadership: SelfReinforcement Slide 27
e.g. Watching a movie after writing two more sections of a report e.g. Starting a fun task after completing a task that you dont like
Self-leadership contingencies Self-leadership depends on the person and situation Individual factors
Self-Leadership Contingencies Slide 28
Higher levels of conscientiousness and extroversion Positive self-evaluation (self-esteem, self-efficacy, internal locus)
Organizational factors
Job autonomy Participative leadership Measurement-oriented culture
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3. AlaskaTireCorporationredesigneditsproductionfacilitiesaroundateambasedsystem.However,the companypresidentbelievesthatemployeeswillnotbemotivatedunlesstheyreceiveincentivesbasedon theirindividualperformance.GivethreeexplanationswhyAlaskaTireshouldintroduceteambased ratherthanindividualrewardsinthissetting. AlaskaTireshouldde1initelyuseteamratherthanonlyindividualrewardsinthissituation.Onereasonisthatthe companyprobablywontbeabletoidentifyormeasureindividualcontributionsverywellintheredesigned productionfacility. EvenifAlaskaTirecoulddistinguishindividualperformance,itshoulduseteamincentivesbecausetheytendto makeemployeesmorecooperativeandlesscompetitive.Peopleseethatthattheirbonusesorotherincentives dependonhowwelltheyworkwithcoworkers,andtheyactaccordingly. Thethirdreasonforhavingteamrewardsinteamsettingsisthattheyin1luenceemployeepreferencesforteam basedworkarrangements.IfAlaskaTirewantsemployeestoacceptandsupporttheteambasedstructure,ateam basedrewardsystemwouldhelptoincreasethatacceptance. 4. Whatcanorganizationsdotoincreasetheeffectivenessof:inancialrewards? Linkrewardstoperformance.Useobjectiveperformancecriteria;ensurerewardsaretimelyandsigni1icantenough tocreatepositiveemotions. Ensurerewardsarerelevant.Rewardpeopleforperformancewithintheircontrol/in1luenceandbereadytoadjust performancemeasuresduetofactorsbeyondemployeescontrol. Ensurerewardsarevalued.Knowyouremployeeandwhatyouneedandwant. Watchoutforunintendedconsequences.Usepilotprojectstotesttheimpacttherewardwillhaveonemployeesand makechangesbeforeimplementingthroughouttheorganization. 5. Mostofushavewatchedpizzasbeingmadewhilewearewaitingtopickupapizzafromapizzashop.What levelofjobspecializationdoyouusuallynoticeintheseoperations?Whydoesthishighorlowlevelof specializationexist?Ifsomepizzashopshavedifferentlevelsofspecializationthanothers,identifythe contingenciesthatmightexplainthesedifferences. Theanswertothisquestionpartlydependsonhowpizzasaremadeinyourarea.Ournonsystematicobservationof pizzamakingisthat,inbusypizzaplaces,severalpeopleareassignedtospeci1ictasks.Onepersonpreparesthe dough;oneormorepeople1illtheorders(putsingredientsonthepizzaandplacesitintheconveyoror1ixedoven); someoneelseunloads,cuts,andboxesthecookedpizzas.Thepersonoperatingthecashregisterusuallyhasthe pizzaunloadingtask.Otherpeopleperformthepizzadeliverytask. Thisrelativelyhighlevelofspecializationoccursbecauseitincreasesef1iciency.Timeissavedbecauseemployees dontchangetasks.Theydeveloptheirskillsquicklyintheirassignedtask(animportantissuewherepizzashops relyonstudentsandothertemporaryparttimestaff).Thisspecializationalsoallowsthestoretoassignpeopleto tasksforwhichtheydemonstratethebestskill.Forexample,somepeoplehavebettercoordinationattossingthe pizzadoughsoitspreadsoutevenly.Othershavegoodphysicalstrengthtocutpizzas. Studentswillprobablyidentifydifferentdegreesofspecializationthanwehavenotedhere.Smallerpizzashops maybeoperatedbytwopeoplewhosharemosttasks(exceptdelivery).Theymightbothpreparethepizzasaswell asloadandunloadthemfromtheoven. Technologymayalsoplayaroleinthedivisionoflabor.Conveyortypeovens(uncookedpizzaisplacedononeend andcookedpizzacomesouttheotherend)wouldallowtwopeopletoloadandunloadthepizzas,respectively.A 1ixedoven(wherethepizzaisloadedinandpulledout)mightworkbetterwithonepersonbecausehe/shekeeps trackofthecookingtime. Lastly,somestudentsmightnotethatjobsaregenerallyspecializedbutthereisjobrotationthroughouttheshift. Thismightoccurtominimizeboredomandavoidrepetitivestraininjuries.
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6. Canamanagerorsupervisorempoweranemployee?Discussfully. Empowermentreferstoafeelingofcontrolandselfef1icacythatemergeswhenpeoplearegivenpowerina previouslypowerlesssituation.Empoweredpeoplearegivenautonomythefreedom,independence,and discretionovertheirworkactivities.Theyareassignedtasksthathavehighlevelsoftasksigni1icanceimportance tothemselvesandothers.Insummary,empowermentisapsychologicalconcept.Supervisorsormanagerscannot directlyempoweranemployee.However,theycancreateaworkenvironmentwhereemployeesaremorelikelyto experienceempowerment.Someoftheseinitiativesinclude: Ensuringemployeeshavethenecessarycompetenciestobeeffective Reducingbureaucraticcontrol Designingjobsthatprovidetasksigni1icanceandtaskidentify Ensuringemployeeshavetheinformationandresourcestheyneed Appreciatinglearningandrecognizingmistakesarepartofthelearningemployees Trustingemployees 7. Describeatimewhenyourpracticedselfleadershiptosuccessfullyperformatask.Withreferencetoeach stepintheselfleadershipprocess,describewhatyoudidtoachievethissuccess. Thisquestionprovidestheopportunityforstudentstore1lectontheirownapplicationandexperiencewithself leadership.Increasingly,corporateleadersdesiretohireemployeeswiththeabilitytodemonstrateselfleadership. Re1lectingonatimewhenyoudemonstratedselfleadershipanddescribingyourbehaviorswillprepareyouto respondtoaninterviewquestiondesignedtoassessthisvaluedcompetency.Responseswillvary.Followingare someconsiderationsthatanorganizationalrecruitermaylookfor: Personalgoalsetting.Establishinggoalsthatwerespeci1ic,resultsorientedandchallenging. Constructivethoughtpatterns.Engaginginpositiveselftalkand/orusingmentalimagerytovisualizesuccessful completionofatask. Designingnaturalrewards.Consideringyourownneedsandpreferencestomakeyourjobmoremotivatingand satisfying. Selfmonitoring.Keepingtrackofyourprogressand/orensuringyoureceivedfeedbackneededtoenhanceyour performance. Selfreinforcement.Usingselfinducedformsofpositivereinforcementtorewardyourselfforcompletingataskor achievingagoal. 8. Canselfleadershipreplaceformalleadershipinanorganizationalsetting? Selfleadershipisanappliedperformancepracticethatenhancesandsupportsformalleadershipinan organization. Selfleadershipisaprocesswherepeopleregulatetheirownactionsandmanagethemselvesmostofthetime. Effectiveformalleadershippracticeswillstillbeneededincertainsituationstoensurealignmentofindividualand teamresultswithorganizationalgoals.
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Someconceptsfromotherchaptersarealsorelevanttothistopic.Theseincludeexpectancytheory,ERGtheory, behaviormodi1ication,andstressmanagement. Expectancytheory Expectancytheoryisthemainmotivationtheorythatapplieshere,particularlyregardingemployeemotivationto engageinempowermentpractices.WithrespecttotheEtoPexpectancy,employeeswereuncertainabouthow muchdiscretiontheyhadintheirjobs.Whentheydidtrysomeinitiative,theirsupervisorsreversedtheseactions. Thislikelyunderminedtheirselfef1icacyregardingtheabilitytoworkinanempoweredjob.Lowselfef1icacy resultsinalowerEtoPexpectancy. PtoOexpectancyalsohadanadverseeffectonemployeemotivation.Employeeswhotriedempowerment experiencednegativeoutcomesfromtheirsupervisors,andpossiblyfromcustomers.WhileBeckerinitially supportedemployeeempowerment,helaterretreatedtohisof1ice,therebyprovidinglessfavorableoutcomesto employeestotookinitiative.Overall,employeesstoppedtakinginitiativebecauseboththeirEtoPandPtoO expectanciesdecreased. NeedsHierarchytheories Somestudentsmightapplycontentmotivationtheoriestoexplainpartofthiscase.Speci1ically,theymightsuggest thatmostregencyemployeeshavelowgrowthneedsbecausetheywerecomfortablewiththepreviousleadership, whichdidnotoffermuchjobchallenge.Thispointmaybetrueforsomeemployees,butseveralregencystaff membersDIDtrytoapplyempowerment,suggestingthattheyhadsomedegreeofgrowthneedstrength. Moreover,needstheoriesgenerallyexplainwhatneedspeoplepossess,notwhatbehaviorstheyengagein. Behaviormodi:ication Thiscasecanalsobediscussedintermsofbehaviormodi1ication(coveredearlierinthisbook).Thesupervisors eitherpunishedorprovidedextinctionreinforcementtoemployeeswhoengagedinempowermentpractices. Stressmanagement Someemployeesquitorincreasedtheirabsenteeismbecausetheyexperiencedhigherlevelsofstress.Several stressorsexplainthecausesofthisstress: Rolerelatedstressorsambiguousexpectationsandpracticesabouthowtoengageinempowerment InterpersonalstressorsEmployeesexperiencedincreasingcon1lictwithmanagement. OrganizationalstressorsItispossiblethatthepurchaseoftheregencyaswellassubsequentchangesprobably addedtostress,butthisissueisntcertain. 3. Recommendsolutionsthatovercomeorminimizetheproblemsandsymptomsinthiscase. Studentsmightidentifyavarietyofrecommendationsforthiscontentrichcase.SomemightsuggestthatBecker (orhissuccessor,assomestudentsdoubtthatBeckerhasanycredibilitynow)requiressessionsincultural sensitivity.Otherssuggestthatempowermentwillworkattheregencyifemployeesaregivenclearerinstruction andtraining,andemployeesseerolemodelexamplesofempowerment.Itmightalsobeusefultointroducethe processslowlysoemployeeshavetimetoadjustwithlessstress. Theempowermentinterventionisamajorformoforganizationalchange,sostudentswhohavereadthatchapter wouldrecommendanumberofchangemanagementinitiatives,includingcoerciontosupervisorswhodonotget onboardthechangeeffort.
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Comments to Instructors
Thisexerciseisselfexplanatory.Theanswerkeyisprovidedinthetextbookforstudentstoscoretheirownresults. Studentstendtoenjoythisexercisebecauseitforcesthemtoevaluatesomethingthatiscentraltothem(particularly fulltimestudents).Bepreparedforsomesearchingquestionsaboutwhysomeinstructorsdontmakestudentwork moreenriched!Herearesomediscussionactivitiesforthisexercise. 1.Comparestudentenrichmentscoreswiththoseofotherjobs.Theaveragescoresofthe1ivecorejobcharacteristics andMPSforselectedjobgroupsarepresentedintheexhibitbelow.(Thisinformationisnotprovidedinthetextbook.) 2.Determinewherestudentsareleastenrichedintheirwork,anddeterminehowthiscouldbecomemoreenriched.In otherwords,afteridentifyingtheweakestcorejobcharacteristic(s),identifyjobenrichmentstrategiesthatwouldraise themotivatingpotentialscoreforstudentsalongthisorthesedimensions.
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Purpose
Thisexerciseisdesignedtohelpstudentstounderstandthetypesofattitudestowardmoneyandtoassesstheir attitudetowardmoney.
Overview
Moneyisafundamentalpartoftheemploymentrelationship,butitismorethanjustaneconomicmediumofexchange. Moneyaffectsourneeds,ouremotions,andourselfperception.Peopleholdavarietyofattitudestowardsmoney.One setofattitudes,knownasthemoneyethic,ismeasuredinthisselfassessment.
Instructions
Studentsareaskedtoreadeachofthestatementsinthesurveyinstrumentandcircletheresponsethattheybelieve bestre1lectstheirpositionregardingeachstatement.StudentthenusethescoringkeyinAppendixBtocalculatetheir results.,ortheycanhavetheresultsselfscoredbyusingthestudentCD.
Money as Power/Prestige
Peoplewithhigherscoresonthisdimensiontendtousemoneytoin1luenceandimpressothers.Scoresonthissubscale rangefrom4to20.TheaveragescoreamongasampleofMBAstudentswas9.9.
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Score 12 to 20 9 to 11 4 to 8
Interpretation High power/prestige score Moderate power/prestige score Low power/prestige score
Retention Time
Peoplewithhigherscoresonthisdimensiontendtobecareful1inancialplanners.Scoresonthissubscalerangefrom4 to20.TheaveragescoreamongasampleofMBAstudentswas15.
Score 17 to 20 14 to 16 4 to 13
Interpretation High retention time score Moderate retention time score Low retention time score
Money Anxiety
Peoplewithhigherscoresonthisdimensiontendtoviewmoneyasasourceofanxiety.Scoresonthissubscalerange from4to20.TheaveragescoreamongasampleofMBAstudentswas12.8.
Score 12 to 20 9 to 11 4 to 8
Interpretation High money anxiety score Moderate money anxiety score Low money anxiety score
Score 41 to 60 35 to 40 16 to 34
Interpretation High money ethic score Moderate money ethic score Low money ethic score
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Purpose
Thisexerciseisdesignedtohelpstudentsunderstandselfleadershipconceptsandtoassesstheirselfleadership tendencies.
Score 13 to 15 8 to 12 3 to 7
Mental Practice
Mentalpractice(calledmentalimageryinthetextbook)involvesmentallyrehearsingfutureevents.Mentalpractice includesthinkingthroughtheactivitiesrequiredtoperformthetask,anticipatingobstaclestogoalaccomplishment, andworkingoutsolutionstothoseobstaclesbeforetheyoccur.Mentallywalkingthroughtheactivitiesrequiredto accomplishthetaskhelpsustoseeproblemsthatmayoccur.Scoresonthissubscalerangefrom3to15.Ahigherscore indicatesahigherlevelofmentalpractice.Inasampleof200MBAstudents,theaveragescorewas11.06.
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Self-Monitoring
Selfmonitoringistheprocessofkeepingtrackofyourprogresstowardagoal.Itincludesconsciouslycheckingat regularintervalshowwellyouaredoing.Scoresonthissubscalerangefrom3to15.Ahigherscoreindicatesahigher levelofselfmonitoring.Inasampleof200MBAstudents,theaveragescorewas11.78.
Self-Reinforcement
Selfreinforcementisthepracticeofrewardingyourselfaftersuccessfullycompletingatask.Itoccurswheneveryou havecontroloverareinforcerbutdon't"take"thereinforceruntilcompletingaselfsetgoal.Scoresonthissubscale rangefrom3to15.Ahigherscoreindicatesahigherlevelofselfreinforcement.Inasampleof200MBAstudents,the averagescorewas11.49.
Cueing Strategies
Thecueingstrategiescomponentofselfleadershipisnotexplicitlydescribedinyourtextbooksdiscussionofself leadership.However,itrelatestotheprocessofselfmanagingtheantecedents(cues)ofbehaviordescribedinthe chapteronbehaviormodi1ication.Inselfleadership,cueingstrategiesareselfsetorselfcontrolledantecedentsrather thanintroducedandcontrolledbyothers.Scoresonthissubscalerangefrom3to15.Ahigherscoreindicatesahigher levelofcueingstrategies.Inasampleof200MBAstudents,theaveragescorewas10.98.
Self-Leadership (total)
Selfleadershipistheprocessofin1luencingoneselftoestablishtheselfdirectionandselfmotivationneededto performatask.Scoresonthisoverallscalerangefrom18to90.Ahighscoreindicatesahigherlevelofoverallself leadership.Inasampleof200MBAstudents,theaveragescorewas68.29. The following table shows the range of scores in categories based on the distribution of score from 200 MBA students.
Score 73 to 90 65 to 72 18 to 64
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Purpose
Thisexerciseisdesignedtohelpstudentsunderstandempowermentandtoassesstheirownempowermentasa student.
Score 60 to 84 36 to 59 12 to 35
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