Chapter 1 What Is Organizational Behavior? MULTIPLE CHOICE Importance o Interpersonal !"ills 1# Over the past t$o %eca%es& '(siness schools have a%%e% re)(ire% co(rses on people s"ills to man* o their c(rric(la# Wh* have the* %one this? a# Managers no longer nee% technical s"ills in s('+ects s(ch as economics an% acco(nting to s(ccee%# '# $or"place# c# eective# There is an increase% )s%)s%)s%)s%)emphasis in controlling emplo*ee 'ehavior in the Managers nee% to (n%erstan% h(man 'ehavior i the* are to 'e %# These s"ills ena'le managers to eectivel* lea% h(man reso(rces %epartments# e# $or"place# , manager $ith goo% people s"ills can help create a pleasant -c. Mo%erate. Interpersonal !"ills. p# /0 ,,C!B2 ,nal*tic !"ills3 4# Which o the ollo$ing is most li"el* to 'e a 'elie hel% '* a s(ccess(l manager? a# '# c# %# e# Technical "no$le%ge is all that is nee%e% or s(ccess# It is not essential to have so(n% interpersonal s"ills# Technical s"ills are necessar*& '(t ins(icient alone or s(ccess# Eectiveness is not impacte% '* h(man 'ehavior# Technical s"ills %o not inl(ence eicienc*# -c. Eas*. Interpersonal !"ills. p# 50 ,,C!B2 ,nal*tic !"ills3
What Managers 6o 7# Which o the ollo$ing $o(l% not 'e consi%ere% an organization? a# '# c# %# e# a ch(rch a (niversit* a militar* (nit all a%(lts in a given comm(nit* an elementar* school -%. Mo%erate. Organization. p# 80 ,,C!B2 ,nal*tic !"ills3 /# Which o the ollo$ing is 'est %eine% as a conscio(sl* coor%inate% social (nit& compose% o t$o or more people& $hich (nctions on a relativel* contin(o(s 'asis to achieve a common goal or set o goals? a# '# c# %# e# part* (nit team comm(nit* organization -e. Eas*. Organization. p# 80 5# Which o the ollo$ing is least li"el* to 'e consi%ere% a manager? a# an a%ministrator in charge o (n%9raising activities in a non9proit organization '# c# hospital %# a lie(tenant lea%ing an inantr* platoon a %octor $ho acts as hea% o the ph*siotherap* %epartment at a p('lic the ma*or o a large cit*
e# an IT technician $ho ena'les comm(nication 'et$een all o a compan*:s emplo*ees -e. Challenging. Managers. p# 80 ,,C!B2 ,nal*tic !"ills3 8# Which o the ollo$ing is not one o the o(r primar* management (nctions? a# '# c# %# e# controlling planning staing organizing lea%ing -c. Mo%erate. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3 <# Which o a manager:s primar* roles re)(ires the manager to %eine an organization:s goals& esta'lish an overall strateg* or achieving these goals an% %evelop a comprehensive hierarch* o plans to integrate an% coor%inate activities? a# '# c# %# e# controlling planning staing coor%inating lea%ing -'. Mo%erate. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3 =# 6etermining ho$ tas"s are to 'e gro(pe% is part o $hich management (nction? a# '# c# %# planning lea%ing controlling organizing
e# contemplating -%. Eas*. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3 ># Mintz'erg concl(%e% that managers perorm 1 %ierent& highl* interrelate% roles# Which o the ollo$ing is one o the 'roa% categories into $hich these roles co(l% 'e gro(pe%? a# '# c# %# e# intrapersonal instit(tional %ecisional aective relective -c. Mo%erate. Management @oles. p# <0 ,,C!B2 ,nal*tic !"ills3 1# ,s a manager& one o Aoe:s %(ties is to present a$ar%s to o(tstan%ing emplo*ees $ithin his %epartment# Which Mintz'erg managerial role is Aoe acting in $hen he %oes this? a# '# c# %# e# lea%ership role liaison role monitor role ig(rehea% role spo"esperson role -%. Challenging. Interpersonal @oles. p# <0 ,,C!B2 ,nal*tic !"ills3 11# ,ccor%ing to Mintz'erg& one o management:s interpersonal roles is # a# '# c# %# spo"esperson lea%er negotiator monitor
e# %evil:s a%vocate -'. Mo%erate. Interpersonal @oles. p# <0 ,,C!B2 ,nal*tic !"ills3 14# ,ccor%ing to Mintz'erg& $hen a manager searches the organization an% its environment or opport(nities an% initiates pro+ects to 'ring a'o(t change& the manager is acting in $hich role? a# '# c# %# e# negotiator entreprene(r monitor reso(rce allocator relective anal*st -'. Challenging. 6ecisional @oles. p# <0 ,,C!B2 ,nal*tic !"ills3 17# @o'ert atz i%entiie% three essential s"ills that managers nee% to have in or%er to reach their goals# What are these s"ills? a# '# c# %# e# technical& %ecisional an% interpersonal technical& h(man& an% concept(al interpersonal& inormational an% %ecisional concept(al& comm(nication an% net$or"ing h(man& inormational an% comm(nication -'. Mo%erate. Management !"ills. p# =0 ,,C!B2 ,nal*tic !"ills3 1/# , manager is val(e% '* her colleag(es or her a'ilit* to perorm eective 'rea"9even anal*sis on (pcoming vent(res# In this case& her colleag(es val(e her or competencies that all $ithin $hich o atz:s essential management s"ills categories? technical comm(nication h(man
concept(al e%(cation -a. Mo%erate. Technical !"ills. p# =0 ,,C!B2 ,nal*tic !"ills3 15# ,ccor%ing to atz& technical s"ills encompass the a'ilit* to # a# '# c# %# e# anal*ze an% %iagnose compleD sit(ations eDchange inormation an% control compleD sit(ations appl* specialize% "no$le%ge or eDpertise initiate an% oversee compleD pro+ects comm(nicate eectivel* $ith others -c. Challenging. Technical !"ills. p# =0 18# Which one o the ollo$ing $o(l% not 'e consi%ere% a h(man s"ill in atz:s str(ct(re? a# '# c# %# e# %ecision ma"ing# comm(nicating resolving conlicts $or"ing as part o a team listening to others -a. Eas*. H(man !"ills. p# =0 ,,C!B2 ,nal*tic !"ills3 1<# ,ccor%ing to atz& $hen managers have the mental a'ilit* to anal*ze an% %iagnose compleD sit(ations& the* possess s"ills# technical lea%ership pro'lem9solving concept(al
reactive -%. Mo%erate. Concept(al !"ills. p# =0 ,,C!B2 ,nal*tic !"ills3 1=# ,ccor%ing to ;re% L(thans an% his associates& $hich o the ollo$ing is consi%ere% a part o tra%itional management? a# '# c# %# e# %isciplining %ecision ma"ing eDchanging ro(tine inormation ac)(iring reso(rces investing -'. Mo%erate. Tra%itional Management. p# =0 ,,C!B2 ,nal*tic !"ills3 1># Which o L(thans: managerial activities involves socializing& politic"ing& an% interacting $ith o(tsi%ers? tra%itional management comm(nicating h(man reso(rce management net$or"ing investing -%. Eas*. et$or"ing. p# >0 4# Ho$ %oes L(thans %eine a manager:s s(ccess? a# '# c# %# e# '* the )(antit* an% )(alit* o their perormance '* the satisaction an% commitment o their emplo*ees '* the rate an% )(antit* o pa* raises '* the spee% o their promotion '* their scores on a 789%egree ee%'ac" anal*sis
-%. Mo%erate. !(ccess(l Managerial ,ctivities. p# >0 41# ,ccor%ing to L(thans: research& s(ccess(l managers spent more o their time on than on an* other activit*# tra%itional management h(man reso(rce management net$or"ing comm(nicating hiring an% iring -c. Mo%erate. et$or"ing. p# >0 44# What %i% a st(%* o U#!# managers in%icate a'o(t those managers $ho see" inormation rom colleag(es an% emplo*ees? a# '# c# %# e# The* are rapi%l* promote%# The* are generall* more pop(lar# The* are less eicient as lea%ers# The* are generall* given e$er promotions& raises an% other re$ar%s# The* are generall* more eective managers# -e. Mo%erate. Eective Managerial ,ctivities. p# >0 ,,C!B2 Comm(nication3 EMBE6 PBr(sh 47# The pie charts a'ove sho$ ho$ 5 %ierent managers spent their time# ,ccor%ing to L(thans: research& $hich manager is most li"el* to receive more promotions an% other re$ar%s associate% $ith career s(ccess? a# '# c# Manager , Manager B Manager C
%# e# Manager 6 Manager E -c. Mo%erate. !(ccess(l Managerial ,ctivities. p# >0 ,,C!B2 ,nal*tic !"ills3 4/# While the ;(nctions& @oles& !"ills& an% ,ctivities approaches to management all %ier& the* all recognize that eective an% s(ccess(l managers m(st %evelop $hich o the ollo$ing? a# '# c# %# e# people s"ills technical s"ills eicienc* entreprene(rialism a'ilit* to net$or" -a. Mo%erate. Manager:s Ao'. p# 10 Enter Organizational Behavior 45# ,n OB st(%* $o(l% 'e least li"el* to 'e (se% to oc(s on $hich o the ollo$ing pro'lems? a# '# c# %# e# an increase in a'senteeism at a certain compan* a all in pro%(ctivit* in one shit o a man(act(ring plant a %ecrease in sales %(e to gro$ing oreign competition an increase in thet '* emplo*ees at a retail store eDcessive t(rnover in vol(nteer $or"ers at a non9proit organization -c. Mo%erate. Organizational Behavior. p# 10 ,,C!B2 ,nal*tic !"ills3 48# What are the three primar* %eterminants o 'ehavior that organizational 'ehavior oc(ses (pon? a# proit str(ct(re& organizational compleDit*& +o' satisaction
'# c# %# e# in%ivi%(als& proit str(ct(re& an% +o' satisaction in%ivi%(als& gro(ps& an% +o' satisaction gro(ps& str(ct(re& an% proit str(ct(re in%ivi%(als& gro(ps& an% str(ct(re -e. Challenging. Organizational Behavior. p# 10 ,,C!B2 ,nal*tic !"ills3
4<# is a iel% o st(%* that investigates the impact that in%ivi%(als& gro(ps& an% str(ct(re have on 'ehavior $ithin organizations or the p(rpose o appl*ing s(ch "no$le%ge to$ar% improving an organization:s eectiveness# Organizational %evelopment H(man @eso(rces Management Organizational 'ehavior People management Corporate strateg* -c. Eas*. Organizational Behavior. p# 10 4=# Which o the ollo$ing is not a core topic o organizational 'ehavior? motivation attit(%e %evelopment conlict reso(rce allocation $or" %esign -%. Mo%erate. Organizational Behavior. p# 110 ,,C!B2 ,nal*tic !"ills3 Complementing Int(ition $ith !*stematic !t(%* 4># In or%er to pre%ict h(man 'ehavior& it is 'est to s(pplement *o(r int(itive opinions $ith inormation %erive% in $hat ashion? a# '# c# %# e# common sense %irect o'servation s*stematic in)(ir* spec(lation organizational theor*
-c. Mo%erate. !*stematic !t(%*. p# 110 7# Which o the ollo$ing is a reason that the st(%* o organizational 'ehavior is (se(l? a# sit(ations# '# c# %# e# H(man 'ehavior %oes not var* a great %eal 'et$een in%ivi%(als an% H(man 'ehavior is not ran%om# H(man 'ehavior is not consistent# H(man 'ehavior is rarel* pre%icta'le# H(man 'ehavior is oten not sensi'le# -'. Eas*. !*stematic !t(%*. p# 110 ,,C!B2 ,nal*tic !"ills3 71# What approach involves managers centering their %ecisions on the 'est availa'le scientiic %ata? a# '# c# %# e# int(ition organizational 'ehavioral st(%ies s('stantive evi%ence approach preconceive% notions evi%ence 'ase% management -e. Eas*. Evi%ence Base% Management. p# 110 74# What %o the (n%amental consistencies (n%erl*ing the 'ehavior o all in%ivi%(als ena'le researchers to %o? a# '# c# %# e# o'serve h(man 'ehavior s*stematize h(man 'ehavior research h(man 'ehavior pre%ict h(man 'ehavior %etect h(man 'ehavior
-%. Mo%erate. !*stematic !t(%*. p# 110 77# ,nal*zing relationships& %etermining ca(ses an% eects& an% 'asing concl(sions on scientiic evi%ence all constit(te aspects o st(%*# a# '# c# %# e# organizational int(itive theoretical s*stematic case9'ase% -%. Mo%erate. !*stematic !t(%*. p# 110 7/# What %o the a(thors o the teDt'oo" a%vise? a# %isregar% *o(r int(ition 'eca(se it:s (s(all* $rong an% $ill lea% to incorrect ass(mptions '# (se evi%ence as m(ch as possi'le to inorm *o(r int(ition an% eDperience c# rel* on research since it is almost al$a*s right an% researchers %on:t ma"e mista"es %# ma"e pre%ictions o in%ivi%(als: 'ehaviors 'ase% on others: actions e# %on:t tr(st preconceive% notions (nless *o( have s('stantive evi%ence to 'ac" them (p -'. Mo%erate. !*stematic !t(%*. p# 170 6isciplines That Contri'(te to the OB ;iel% 75# Organizational 'ehavior is constr(cte% rom all o the ollo$ing %isciplines eDcept # a# '# c# ph*sics ps*cholog* anthropolog*
%# e# sociolog* social ps*cholog* -a. Eas*. Behavioral !ciences. p# 170 ,,C!B2 ,nal*tic !"ills3 78# Ps*cholog*:s ma+or contri'(tions to the iel% o organizational 'ehavior have 'een primaril* at $hat level o anal*sis? a# '# c# %# e# the level o the gro(p the level o the in%ivi%(al the level o the organization the level o the c(lt(re the level o interacting gro(ps -'. Mo%erate. Ps*cholog*. p# 170 7<# Which 'ehavioral science %iscipline is most oc(se% on (n%erstan%ing in%ivi%(al 'ehavior? a# '# c# %# e# sociolog* social ps*cholog* ps*cholog* anthropolog* organizational 'ehavior -c. Eas*. Ps*cholog*. p# 170 7=# The science that see"s to meas(re& eDplain& an% sometimes change the 'ehavior o h(mans an% other animals is "no$n as # a# '# c# ps*chiatr* ps*cholog* sociolog*
%# e# political science organizational 'ehavior -'. Mo%erate. Ps*cholog*. p# 170 ,,C!B2 ,nal*tic !"ills3 7># 'len%s concepts rom ps*cholog* an% sociolog*# a# '# c# %# e# Corporate strateg* ,nthropolog* Political science# !ocial ps*cholog* ,rchaeolog* -%. Eas*. !ocial Ps*cholog*. p# 1/0 ,,C!B2 ,nal*tic !"ills3 /# The science that oc(ses on the inl(ence people have on one another is # a# '# c# %# e# ps*cholog* anthropolog* political science social ps*cholog* archaeolog* -%. Mo%erate. !ocial Ps*cholog*. p# 1/0 ,,C!B2 ,nal*tic !"ills3 /1# Fro(p 'ehavior& po$er& an% conlict are central areas o st(%* or # a# '# c# %# e# archaeologists sociologists anthropologists social ps*chologists operations anal*sts
-%. Mo%erate. !ocial Ps*cholog*. p# 1/0 ,,C!B2 ,nal*tic !"ills3 /4# oc(ses on the st(%* o people in relation to their social environment# Ps*cholog* !ociolog* Corporate strateg* Political science Operations management -'. Mo%erate. !ociolog*. p# 150 ,,C!B2 ,nal*tic !"ills3 /7# !igniicant contri'(tions to OB in the st(%* o gro(p 'ehavior in organizations have 'een ma%e '* # a# '# c# %# e# ps*chologists sociologists anthropologists political scientists operations anal*sts -'. Mo%erate. !ociolog*. p# 150 ,,C!B2 ,nal*tic !"ills3 //# Which iel% o st(%* has contri'(te% to OB thro(gh its research on organizational c(lt(re an% ormal organization theor* an% str(ct(re? a# '# c# %# e# ps*cholog* operations management corporate strateg* political science sociolog* -e. Mo%erate. !ociolog*. p# 150 ,,C!B2 ,nal*tic !"ills3
/5# Which o the ollo$ing iel%s has most helpe% (s (n%erstan% %ierences in (n%amental val(es& attit(%es& an% 'ehavior among people in %ierent co(ntries? a# anthropolog* '# ps*cholog* c# political science %# operations research e# ps*choling(istics -a. Challenging. ,nthropolog*. p# 150 ,,C!B2 ,nal*tic !"ills3 /8# The s('+ect o organizational c(lt(re has 'een most inl(ence% '* $hich 'ehavioral science %iscipline? a# '# c# %# e# anthropolog* ps*cholog* social ps*cholog* political science corporate strateg* -a. Mo%erate. ,nthropolog*. p# 150 ,,C!B2 ,nal*tic !"ills3 There are ;e$ ,'sol(tes in OB /<# Which o the ollo$ing statements 'est %escri'es the c(rrent stat(s o O'servational Behavior concepts? a# The* are 'ase% on (niversal tr(ths# '# The* can 'e (se% to pre%ict h(man 'ehavior onl* i the sit(ation is clearl* speciie%# c# There is general consens(s among OB researchers an% scholars on the simple concepts that (n%erlie most h(man 'ehavior#
%# The ca(se9eect principles that ten% to appl* to all sit(ations have 'een %iscovere%# e# isolate%# Ca(se an% eect relationships or most h(man 'ehaviors have 'een -'. Eas*. O'servational Behavior. p# 180 ,,C!B2 ,nal*tic !"ills3 /=# There are simple an% (niversal principles that eDplain organizational 'ehavior# a# '# c# %# e# an ininit* o a'sol(tel* no a con(sing arra* o o(rteen e$ i an* -e. Challenging. O'servational Behavior. p# 180 /># In or%er to pre%ict h(man 'ehavior $ith an* %egree o acc(rac*& $hat sort o varia'les m(st 'e ta"en into acco(nt? a# '# c# %# e# glo'al general %epen%ent non9 reactive contingenc* -e. Mo%erate. Contingenc* Garia'les. p# 180 Challenges an% Opport(nities or OB 5# isare the n(m'er one reason that '(siness travelers have c(t 'ac" on their travel#
a# '# c# %# e# Lo$er proits !harehol%er interventions Freater comm(nications technolog* Better acco(nting principles ;ear o terrorism -e. Mo%erate. @espon%ing to Flo'alization. p# 1=0 51# Which o the ollo$ing OB topics is not central to managing emplo*ees: ears a'o(t terrorism? a# '# c# %# e# emotion motivation comm(nication lea%ership $or" %esign -e. Eas*. @espon%ing to Flo'alization. p# 1=0 5# Whereas oc(ses on %ierences among people rom %ierent co(ntries& a%%resses %ierences among people $ithin given co(ntries# a# '# c# %# e# $or"orce %iversit*. glo'alization glo'alization. $or"orce %iversit* c(lt(re. %iversit* c(lt(rization. $or"orce %iversit* ps*cholog*. social ps*cholog* -'. Challenging. Flo'alization an% Wor"orce 6iversit*. p# 1=0 ,,C!B2 ,nal*tic !"ills3 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 57# is a meas(re o ho$ organizations are 'ecoming more heterogeneo(s in terms o gen%er& race& an% ethnicit*#
Flo'alization Wor"orce %iversit* ,irmative action Organizational c(lt(re Operational homogeneit* -'. Eas*. Wor"orce 6iversit*. p# 1=0 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 5/# In $hat $a* %oes c(rrent tho(ght on $or"place %iversit* %ier rom the ol%er melting9potJ ass(mption? '* recognizing that emplo*ees %on:t set asi%e their c(lt(ral val(es& liest*le preerences& an% %ierences $hen the* come to $or" '* realizing that people rom %iverse 'ac"gro(n%s $ill a(tomaticall* 'egin to integrate into the larger $or"place an% comm(nit* over time '* ta"ing active steps to minimize the eect o c(lt(ral val(es an% liest*le preerence $ithin the $or"place '* openl* see"ing a heterogeneo(s $or"place an% avoi%ing homogeneit* $herever possi'le '* (sing techni)(es s(ch as str(ct(re% $or"shops to sho$ emplo*ees that 'ehavior that is perectl* vali% $ithin their comm(nit* ma* not 'e vali% in the conteDt o the $or"place -a. Mo%erate. Wor"orce 6iversit*. p# 1>0 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 55# In 47& $hich gro(p ma%e (p /8#< percent o the U#!# la'or orce? a# '# c# %# e# people over the age o 85 Latinoas ,rican9,mericans men $omen -e. Mo%erate. Wor"orce 6iversit*. p# 40 ,,C!B2 M(ltic(lt(ral an% 6iversit*3
58# What is the pro'a'le conse)(ence o the act that $omen signiicantl* o(tn(m'er men on U#!# college camp(ses? a# '# Event(al parit* in the n(m'er o men an% $omen in the $or"orce# ,n increase in the n(m'er o technical positions ille% '* $omen# c# ,n increase in competition 'et$een men or proessional an% managerial +o's %# , stea%* increase in the n(m'er o technical& proessional& an% managerial positions e# , %ecrease in the competition or +o's in positions that have tra%itionall* 'een ille% '* $omen# -'. Mo%erate. Wor"orce 6iversit*. p# 40 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 5<# Increasingl*& $e can eDpect that $omen $ill 'e hire% into positions# a# '# c# %# e# menial tra%itionall* emale me%ical -n(rse0 sociall*9oriente% proessional -e. Eas*. Wor"orce 6iversit*. p# 40 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 5=# What $as the most signiicant change in the U#!# la'or orce %(ring the last hal o the t$entieth cent(r*? a# '# c# $or"orce %# s('stantial %ecreases in the n(m'er o $or"ers $ho are (n%er 55 increases in the percentage o U#!# citizens o Hispanic origin increasing n(m'ers o ,rican9,mericans at all levels $ithin the the stea%* increase in the percentage o $or"ers that are men e# the rapi% increase in the percentage o $or"ers that are $omen
-e. Challenging. Wor"orce 6iversit*. p# 40 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 5># Which o the ollo$ing statements is not an implication o increase% $or"place %iversit*? Managers sho(l% recognize %ierences 'et$een $or"ers# 6iversit* training sho(l% 'e provi%e%# Emplo*ee 'eneits sho(l% 'e revampe% to accommo%ate the %ierent nee%s o %ierent emplo*ees# It is critical that all $or"ers 'e treate% ali"e# Innovation an% creativit* in organizations is li"el* to increase# -%. Challenging. Wor"orce 6iversit*. pp# 49410 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 8# ,ccor%ing to the teDt'oo"& $hen %iversit* is not manage% properl*& there is a potential or # a# '# c# %# e# higher creativit* comm(nication 'eneits la'or cost ine)(ities increase% competitiveness higher t(rnover -e. Mo%erate. Wor"orce 6iversit*. p# 410 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 81# ,ccor%ing to management g(r( Tom Peters& almost all )(alit* improvement comes rom o %esign& man(act(ring& la*o(t& processes& an% proce%(res# a# '# c# %# mo%iication stratiication integration separation
e# simpliication -e. Mo%erate. K(alit* Improvement. p# 410 84# To%a*:s managers (n%erstan% that the s(ccess o an* eort at improving )(alit* an% pro%(ctivit* m(st incl(%e # a# '# c# %# e# process reengineering )(alit* management programs c(stomer service improvements emplo*ees man(act(ring simpliication -%. Mo%erate. K(alit* Improvement. p# 410 87# The ma+orit* o emplo*ees to%a* in %evelope% co(ntries $or" in # man(act(ring +o's service +o's MCs government agencies the militar* -'. Mo%erate. C(stomer !ervice. p# 410 8/# ,pproDimatel* o the U#!# la'or orce is emplo*e% in service in%(stries# a# '# c# %# e# 1 45 / 8 =
-e. Challenging. C(stomer !ervice. p# 410 85# a# '# c# %# e# !ervice in%(str* +o's incl(%e all o the ollo$ing eDcept # ast goo% co(nter $or"er sales cler" $aiter n(rse pro%(ction line $or"er -e. Eas*. p# C(stomer !ervice. p# 410 ,,C!B2 ,nal*tic !"ills3 88# Which o the ollo$ing actors ma"es it imperative that organizations 'e ast an% leDi'le? a# '# c# %# e# temporariness corporate eDcess tr(ncate% capacit* a%vances in corporate strateg* glo'alization -e. Mo%erate. Temporariness. p# 470 8<# Fiven the climate o temporarinessJ in mo%ern organizations& emplo*ees m(st # a# '# c# %# e# contin(all* (p%ate their "no$le%ge an% s"ills 'e prepare% to sta* in the same position or longer perio%s o time ma"e closer connections to their peers oster rien%ship $ithin the $or" environment limit their mo'ilit* i the* hope to compete -a. Eas*. Temporariness. p# 470
8=# Which o the ollo$ing is the ma+or challenge to managers in a (ll* net$or"e% organization? a# eliminating the nee% or paper comm(nication '* rel*ing entirel* on email& ile transers an% the li"e '# retaining team mem'ers $ho can easil* move to another emplo*er $hen %eman% or their services changes c# managing contract an% temporar* $or"ers %# maintaining a virt(al oiceJ thro(gh the (se o comp(ters& interoice net$or"s an% the Internet e# managing people $ho $or" together '(t are geographicall* separate% -e. Eas*. et$or"e% Organizations. pp# 4794/0 8># allo$-s0 people to comm(nicate an% $or" together even tho(gh the* ma* 'e tho(san%s o miles apart# a# '# c# %# e# ;leDi'le c('icles !tratiie% $or" environments C*'er9empo$erment machines $i%esprea% (se o comp(ters et$or"e% organizations -e. Eas*. et$or"e% Organizations. p# 470 <# Which o the ollo$ing has not contri'(te% to 'l(rring the lines 'et$een emplo*ees: $or" lie an% personal lie? the creation o glo'al organizations comm(nications technolog* allo$ing emplo*ees to $or" an* time an% rom an* place organizations as"ing emplo*ees to p(t in longer ho(rs creation o leDi'le teams
the increase in %(al career ho(sehol%s -%. Mo%erate. Balance Wor"9Lie Conlicts. p# 4/0 ,,C!B2 ,nal*tic !"ills3 <1# What gro$th area in OB research concerns ho$ organizations %evelop h(man strengths& oster vitalit* an% resilience& an% (nloc" potential? a# '# c# %# e# positive organizational scholarship ethical 'ehavioral research 'alancing $or"9lie conlict net$or"e% organizational research temporariness st(%ies -a. Mo%erate. Positive Organizational !cholarship. p# 450 <4# !it(ations $here an in%ivi%(al is re)(ire% to %eine right an% $rong con%(ct are terme% # a# '# c# %# e# %iversit* iss(es h(man reso(rce pro'lems ethical %ilemmas lo*alt* sit(ations social p(zzles -c. Eas*. Ethical 6ilemmas. p# 480 Coming ,ttractions2 6eveloping an OB Mo%el <7# , mo%el is a-n0 # a# '# c# a'straction o realit* someone hel% in high esteem in%epen%ent varia'le
%# e# real9$orl% scenario %epen%ent varia'le -a. Mo%erate. Mo%el. p# 480
-a. Challenging. Pro%(ctivit*. p# 4<0 ,,C!B2 ,nal*tic !"ills3 <<# Wh* %i% !ears tr* to improve the emplo*ee9c(stomer interaction thro(gh training o its emplo*ees? a# '# c# %# e# to generate a%%itional reven(e to %ecrease merchan%ise ret(rns to improve repeat c(stomer '(siness# to increase +o' satisaction to lo$er complaints ma%e a'o(t emplo*ee 'ehavior -a. Mo%erate. Pro%(ctivit*. p# 4=0 <=# What term is (se% to %escri'e vol(ntar* an% invol(ntar* permanent $ith%ra$al rom an organization? a'senteeism t(rnover %o$nsizing tr(anc* social atroph* -'. Eas*. T(rnover. p# 4>0 <># is %iscretionar* 'ehavior that is not part o an emplo*ee:s ormal +o' re)(irement& '(t that promotes the eective (nctioning o the organization# Pro%(ctivit* Motivation Organizational citizenship Organizational 'ehavior Corporate strateg*
-c. Mo%erate. Organizational Citizenship. p# 70 =# In%ivi%(al9level in%epen%ent varia'les incl(%e all o the ollo$ing eDcept # a# '# c# %# e# lea%ership learning perception motivation %ecision9ma"ing -a. Mo%erate. In%ivi%(al9Level Garia'les. p# 710 ,,C!B2 ,nal*tic !"ills3 T@UE;,L!E Importance o Interpersonal !"ills =1# ,ltho(gh managers m(st 'e technicall* competent& technical "no$le%ge is oten not eno(gh or s(ccess# -Tr(e. Mo%erate. Interpersonal !"ills. p# 50 What Managers 6o =4# Managers get things %one thro(gh other people# -Tr(e. Eas*. Managers. p# 80 =7# The term organizationJ& as (se% in *o(r teDt'oo"& is meant to incl(%e '(siness irms an% non9proits& '(t eDcl(%e government agencies# -;alse. Eas*. Organization. p# 80
=/# Managers ma* 'e reerre% to as a%ministrators in not9or9proit organizations# -Tr(e. Mo%erate. Managers. p# 80 =5# Henri ;a*ol i%entiie% ive management (nctions2 planning& organizing& comman%ing& coor%inating& an% controlling# -Tr(e. Mo%erate. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3 =8# Mo%ern theorists have con%ense% ;a*ol:s ive management (nctions %o$n to o(r2 planning& organizing& comman%ing& an% controlling# -;alse. Mo%erate. Management ;(nctions. p# 80 =<# The controlling (nction o management incl(%es the %etermination o $hat tas"s are to 'e %one# -;alse. Mo%erate. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3 ==# Monitoring& comparing& an% correcting activities are all incl(%e% in the controlling (nction# -Tr(e. Mo%erate. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3 =># The role o spo"esperson is an eDample o an inormational role# -Tr(e. Eas*. Inormational @oles. pp# <9=0 ,,C!B2 ,nal*tic !"ills3 ># ,s reso(rce allocators& managers are responsi'le or allocating h(man& ph*sical& an% monetar* reso(rces# -Tr(e. Mo%erate. 6ecisional @oles. p# <0 ,,C!B2 ,nal*tic !"ills3
>1# When managers initiate an% oversee ne$ pro+ects that $ill improve their organization:s perormance& the* are acting in the capacit* o an entreprene(r& $hich is an eDample o an inormational role# -;alse. Mo%erate. 6ecisional @oles. p# <0 ,,C!B2 ,nal*tic !"ills3 >4# @o'ert atz i%entiie% three essential management s"ills2 technical& h(man& an% concept(al# -Tr(e. Mo%erate. Management !"ills. p# =0 ,,C!B2 ,nal*tic !"ills3 >7# ,ccor%ing to ;re% L(thans an% his associates& those managers $ho are most eective $ill spen% a greater proportion o their time net$or"ing than those managers $ho are consi%ere% most s(ccess(l# -;alse. Challenging. et$or"ing. p# >0 >/# @esearch con%(cte% '* L(thans s(pports the 'elie that promotions are 'ase% on perormance# -;alse. Mo%erate. !(ccess(l Managerial ,ctivities. p# >0 >5# L(thans: research in%icates that among eective managers& comm(nication ma%e the largest relative contri'(tion an% net$or"ing the least# -Tr(e. Challenging. Eective Managerial ,ctivities. p# >0 >8# ,ccor%ing to *o(r teDt'oo"& managers nee% to %evelop their people s"ills i the* are going to 'e eective an% s(ccess(l# -Tr(e. Mo%erate. Manager:s Ao'. p# 10 Enter Organizational Behavior
><# Organizational 'ehavior is a iel% o st(%* that investigates the impact that in%ivi%(als& gro(ps& an% str(ct(re have on pro%(ctivit* $ithin organizations& or the p(rpose o appl*ing s(ch "no$le%ge to$ar% %eining an organization:s o'+ectives# -;alse. Mo%erate. Organizational Behavior. p# 10 Complementing Int(ition $ith !*stematic !t(%* >=# Man* people:s vie$s on h(man 'ehavior are 'ase% on int(ition# -Tr(e. Eas*. Int(ition. p# 110 >># It is the inconsistencies in 'ehavior that ma"e pre%iction possi'le# -;alse. Mo%erate. !*stematic !t(%*. p# 110 1# Behavior is generall* pre%icta'le& an% the s*stematic st(%* o 'ehavior is a means to ma"ing reasona'l* acc(rate pre%ictions# -Tr(e. Mo%erate. !*stematic !t(%*. p# 110 11# Int(ition comes rom g(t eelingsJ a'o(t the state o some phenomenon o interest# -Tr(e. Eas*. Int(ition. p# 140 14# People overestimate the acc(rac* o $hat the* thin" the* "no$# -Tr(e. Mo%erate. !*stematic !t(%*. p# 140 6isciplines That Contri'(te to the OB ;iel% 17# Learning& perception& an% personalit* are OB topics $hose contri'(tions have generall* come rom ps*chiatr*#
-;alse. Mo%erate. Behavioral !ciences. p# 170 1/# What ps*cholog* is to the gro(p& sociolog* is to the in%ivi%(al# -;alse. Mo%erate. Behavioral !ciences. pp# 179150 ,,C!B2 ,nal*tic !"ills3 15# !ocial ps*cholog* is an area $ithin ps*cholog*& 'len%ing concepts rom 'oth ps*cholog* an% socialism# -;alse. Mo%erate. !ocial Ps*cholog*. p# 1/0 18# Conlict an% po$er have 'een ma+or topics o concern to social ps*chologists# -Tr(e. Eas*. !ocial Ps*cholog*. p# 1/0 1<# ,nthropolog* has helpe% (s (n%erstan% %ierences in val(es an% attit(%es 'et$een people in %ierent co(ntries# -Tr(e. Mo%erate. ,nthropolog*. p# 150 There are ;e$ ,'sol(tes in OB 1=# There are man* (niversal principles that eDplain organizational 'ehavior# -;alse. Eas*. O'servational Behavior. p# 180 1># OB researchers cannot oer reasona'l* acc(rate eDplanations o h(man 'ehavior since people act ver* %ierentl* in similar sit(ations# -;alse. Mo%erate. O'servational Behavior. p# 180 Challenges an% Opport(nities or OB 11# ,s the $orl% has 'ecomes more glo'al& managers have to 'ecome capa'le o $or"ing $ith people rom %ierent c(lt(res#
-Tr(e. Mo%erate. Flo'alization. p# 1=0 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 111# Wor"orce %iversit* is a topic %ealing $ith ho$ organizations are 'ecoming more homogeneo(s in terms o gen%er& race& an% ethnicit*# -;alse. Mo%erate. Wor"orce 6iversit*. p# 1=0 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 114# People m(st set asi%e their c(lt(ral val(es an% %ierences $hen the* come to $or"# -;alse. Mo%erate. Wor"orce 6iversit*. p# 1>0 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 117# ;ort* percent o the U#!# la'or orce is emale# -;alse. Challenging. Wor"orce 6iversit*. p# 40 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 11/# 6iversit*& i positivel* manage%& can increase creativit* an% innovation in organizations# -Tr(e. Eas*. Wor"orce 6iversit*. p# 40 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 115# OB is concerne% $ith creating sta'le an% pre%icta'le organizations# -;alse. Challenging. Temporariness. p# 470 118# To%a*:s managers an% emplo*ees m(st learn to cope $ith temporariness learning to live $ith leDi'ilit*& spontaneit*& an% (npre%icta'ilit*# -Tr(e. Mo%erate. Temporariness. p# 470 11<# There:s an increasing 'l(rring 'et$een the $or" an% non$or" time# -Tr(e. Mo%erate. Balance Wor"9Lie Conlict. p# 4/0
Coming ,ttractions2 6eveloping an OB Mo%el 11=# Organizational 'ehavior mo%els generall* ass(me +o' satisaction to 'e an in%epen%ent varia'le# -;alse. Mo%erate. OB Mo%el. pp# 4<94=0 11># There are three levels o anal*sis in OB& an% as $e move rom the in%ivi%(al level to the national level to the glo'al level& $e a%% s*stematicall* to o(r (n%erstan%ing# -;alse. Challenging. OB Mo%el. p# 4<0 ,,C!B2 ,nal*tic !"ills3 14# The "e* actors *o( $ant to pre%ict in a mo%el are terme% in%epen%ent varia'les# -;alse. Mo%erate. 6epen%ent an% In%epen%ent Garia'les. p# 4< N 710 ,,C!B2 ,nal*tic !"ills3 141# T*pical %epen%ent varia'les in organizational 'ehavior are pro%(ctivit*& a'senteeism& an% +o' satisaction# -Tr(e. Mo%erate. 6epen%ent Garia'les. p# 4<0 ,,C!B2 ,nal*tic !"ills3 144# ,n organization is pro%(ctive i it achieves its goals an% %oes so '* transerring inp(ts to o(tp(ts at the lo$est cost# -Tr(e. Mo%erate. Pro%(ctivit*. p# 4<0 147# , conservative estimate o the cost o recr(iting& selecting& an% training a programmer is a'o(t 45&# -;alse. Challenging. T(rnover. p# 4>0 14/# @easona'le levels o emplo*ee9initiate% t(rnover acilitate organizational leDi'ilit* an% emplo*ee in%epen%ence#
-Tr(e. Challenging. T(rnover. p# 4>0 145# The %ierence 'et$een the amo(nt o re$ar%s $or"ers receive an% the amo(nt the* 'elieve the* sho(l% receive is terme% +o' satisaction# -;alse. Mo%erate. Ao' !atisaction. p# 710 148# In%epen%ent gro(p9level varia'les st(%ie% in organizational 'ehavior incl(%e perception& learning& an% motivation# -;alse. Mo%erate. Fro(p9Level Garia'les. p# 710 !CE,@IO9B,!E6 KUE!TIO! ,pplication o What Managers 6o Imagine that risten Mca* is a manager at a compan* specializing in 'rea% an% 'rea%9'a"ing paraphernalia# risten perorms all the normal management (nctions o(tline% in *o(r teDt'oo"# ,ns$er the ollo$ing )(estions 'ase% on Henri ;a*ol:s $or"# 14<# When Ms# Mca* %evelops a strateg* or achieving her %epartment:s goals& she is perorming the (nction o management# planning organizing lea%ing controlling reacting -a. Eas*. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3
14=# When Ms# Mca* %etermines $hich emplo*ees $ill %o $hat tas"s& she is perorming the (nction o management# planning organizing lea%ing controlling reacting -'. Eas*. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3 14># When Ms# Mca* motivates her emplo*ees an% attempts to resolve conlicts among %epartment mem'ers& she is perorming the (nction o management# planning organizing lea%ing controlling reacting -c. Mo%erate. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3 17# When Ms# Mca* compares pro+ecte% sales to act(al sales in her %epartment& she is perorming the (nction o management# planning organizing lea%ing controlling reacting -%. Mo%erate. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3
,pplication o Management !"ills N Eective vers(s !(ccess(l Managerial ,ctivities Aose o'les has 'een a manager at Mo(ntain Chemicals or ive *ears# Hire% or his eDpertise in pro+ect acco(nting& he rose )(ic"l* thro(gh the ran"s an% is no$ the hea% o the acco(nting an% inance %epartment# Aose is vie$e% as the rising star in the organization '* his s(periors# 171# ,ccor%ing to atz& the s"ills that Mr# o'les $as hire% or $ere $hat t*pe o s"ill? a# '# c# %# e# h(man concept(al technical controlling %irecting -c. Mo%erate. Technical !"ills. p# =0 ,,C!B2 ,nal*tic !"ills3 174# Base% on $hat little $e "no$& $e can concl(%e that accor%ing to L(thans& Mr# o'les is pro'a'l* 'est at the management activit* o # a# '# c# %# net$or"ing comm(nicating $or"ing $ith technolog* controlling e# %irecting -a. Challenging. et$or"ing. p# >0 ,,C!B2 ,nal*tic !"ills3 177# Fiven the inormation $e have& Mr# o'les $o(l% pro'a'l* 'e categorize% '* L(thans as $hat t*pe o manager? a# '# eective eicient
c# %# e# s(ccess(l pro%(ctive t*pe , -c. Challenging. !(ccess(l Managerial ,ctivities. p# >0 ,pplication o Contri'(ting 6isciplines to the OB ;iel% o( are 'ringing together ac(lt* rom %ierent 'ehavioral %isciplines to a(thor a ne$ teDt'oo" in organizational 'ehavior# @epresente% are proessors rom ps*cholog*& sociolog*& social ps*cholog*& anthropolog*& political science& an% in%(strial engineering# 17/# The ac(lt* mem'er rom sho(l% (rnish inormation a'o(t personalit*& learning& an% motivation# a# '# c# %# sociolog* ps*cholog* anthropolog* political science e# in%(strial engineering -'. Mo%erate. Ps*cholog*. p# 170 ,,C!B2 ,nal*tic !"ills3 175# Which proessor o(t o this gro(p $o(l% *o( eDpect to a%%ress iss(es o comm(nication? a# '# c# %# e# the ps*chologist the anthropologist the political scientist the social ps*chologist the in%(strial engineer
-%. Mo%erate. !ocial Ps*cholog*. p# 1/0 ,,C!B2 ,nal*tic !"ills3 178# o( sho(l% eDpect that the ac(lt* mem'er rom $ill pro'a'l* contri'(te inormation a'o(t large scale gro(p 'ehavior# a# '# c# %# e# sociolog* ps*cholog* social ps*cholog* anthropolog* in%(strial engineering -a. Mo%erate. !ociolog*. p# 150 ,,C!B2 ,nal*tic !"ills3 ,pplication o 6eveloping an OB Mo%el The manager at a constr(ction site o'serves that he is spen%ing a great %eal o time intervie$ing prospective emplo*ees# This is %(e to the large amo(nt o a'senteeism an% t(rnover among his s"ille% $or"ers# On )(estioning eDiting emplo*ees he %iscovers that man* o them )(it 'eca(se the* eel the $or"place is too %angero(s# In partic(lar& several oremen have state% that the nee% to get the +o' %one )(ic"l* is more important than a e$ r(les& an% have gone as ar as to moc" the co(rage o $or"ers $ho )(estion this attit(%e# 17<# What is not a %epen%ent varia'le that the manager $ishes to eDplain in this case? a# '# c# %# e# t(rnover a'senteeism time spent intervie$ing ne$ hires %eviant $or"place 'ehavior the s"ill level o his $or"ers -e. Mo%erate. 6epen%ent Garia'les. p# 4<0 ,,C!B2 ,nal*tic !"ills3
17=# What is the 'est $a* or the manager to control the %eviant 'ehavior o the oremen? a# or%ering the oremen to conorm $ith the re)(ire% saet* stan%ar%s '# in%ing o(t $h* the oremen place a greater importance on inishing the +o' than in saet* c# o $or"ers %# e# iring the oremen an% promoting ne$ oremen rom the c(rrent pool ta"ing over the $or" o the oremen himsel instit(ting training classes or the oremen on the importance o saet* -'. Challenging. 6eviant Wor"place Behavior. p# 4>0 ,,C!B2 ,nal*tic !"ills3 17># Which o the ollo$ing is an in%epen%ent varia'le $hich is li"el* to 'e the root ca(se o the $or"place %eviant 'ehavior the manager has o'serve%? a# ;oremen are pai% signiicant 'on(ses i the $or"ers the* s(pervise complete their tas"s )(ic"l*# '# ,'senteeism is o(n% to rise on those %a*s $hen partic(larl* hazar%o(s $or" is 'eing perorme%# c# !everal o the oremen are close personal rien%s $ho have ver* similar attit(%es to $or" an% saet*# %# The str(ct(re o the organization %oes not involve all $or"ers in the %ecision ma"ing process# e# Penalties or ignoring saet* stan%ar%s are not heav*& amo(nting to the e)(ivalent o onl* several ho(rs: pa*# -a. Challenging. In%epen%ent Garia'les. pp# 4>970 ,,C!B2 ,nal*tic !"ills3 ,pplication o 6eveloping an OB Mo%el ,llison an% Fail 'oth are st(%*ing or a inal eDam# Both have a goal o attaining a gra%e o >1 or 'etter# Fail st(%ie% 8 ho(rs an% ma%e a gra%e o >4# ,llison st(%ie% or > ho(rs an% also ma%e a gra%e o >4#
1/# Which o the st(%ents $as eective? a# '# c# %# e# onl* Fail onl* ,llison neither Fail nor ,llison 'oth Fail an% ,llison ins(icient inormation to +(%ge -%. Mo%erate. Eectiveness. p# 4<0 ,,C!B2 ,nal*tic !"ills3 1/1# Which o the ollo$ing statements is tr(e? a# '# c# %# e# Fail is more eicient than ,llison# ,llison is more eicient than Fail# Fail is more eective than ,llison# ,llison is more eective than Fail# Fail an% ,llison are e)(all* eicient# -a. Eas*. Eectiveness an% Eicienc*. p# 4<0 ,,C!B2 ,nal*tic !"ills3 1/4# Which o the st(%ents $as more pro%(ctive? a# '# c# %# e# Fail ,llison either Fail nor ,llison $ere pro%(ctive# It is impossi'le to tell rom the inormation given# The* $ere e)(all* pro%(ctive# -a. Mo%erate. Pro%(ctivit*. p# 4<0 ,,C!B2 ,nal*tic !"ills3 !HO@T 6I!CU!!IO KUE!TIO!
1/7# 6isc(ss the o(r management (nctions %eine% '* Henri ;a*ol as %escri'e% in *o(r teDt# The o(r management (nctions as con%ense% rom Henri ;a*ol are planning& organizing& lea%ing& an% controlling# The planning (nction encompasses %eining an organization:s goals& esta'lishing an overall strateg* or achieving those goals& an% %eveloping a comprehensive hierarch* o plans to integrate an% coor%inate activities# Organizing incl(%es the %etermination o $hat tas"s are to 'e %one& $ho is to %o them& ho$ the tas"s are to 'e gro(pe%& $ho reports to $hom& an% $here %ecisions are to 'e ma%e# The lea%ing (nction involves motivating emplo*ees& %irecting the activities o others& selecting the most eective comm(nication channels& an% resolving conlicts among mem'ers# ;inall*& controlling involves monitoring& comparing& an% potential correcting to get the organization 'ac" on trac"# -Mo%erate. Management ;(nctions. p# 80 ,,C!B2 ,nal*tic !"ills3 1//# What $ere the three essential management s"ills i%entiie% '* @o'ert atz? Provi%e a short %escription o each s"ill# atz intro%(ce% the notion o technical& h(man& an% concept(al s"ills as 'eing core to management# Technical s"ills are %eine% '* the a'ilit* to appl* specialize% "no$le%ge or eDpertise# H(man s"ills are %eine% '* the a'ilit* to $or" $ith& (n%erstan%& an% motivate other people# ;inall*& concept(al s"ills are %eine% '* the a'ilit* to anal*ze an% %iagnose compleD sit(ations# -Eas*. Management !"ills. p# =0 ,,C!B2 ,nal*tic !"ills3 1/5# EDplain ho$ ;re% L(thans %ierentiates 'et$een s(ccess(l an% eective managers# L(thans %eine% s(ccess(l managers in terms o the spee% o their promotions# Eective managers $ere %eine% in terms o the )(antit* an% )(alit* o their perormance an% the satisaction an% commitment o their emplo*ees# 6ierent s"ills $ere associate% $ith each gro(p# !(ccess(l managers (se% more net$or"ing s"ills& $hereas eective managers (se% more comm(nication s"ills# -Eas*. Eective Gers(s !(ccess(l Managers. p# >0 ,,C!B2 ,nal*tic !"ills3
1/8# What is the one common threa% that r(ns thro(gh the (nctions& roles& s"ills& an% activities approaches to management? The common threa% in all these approaches to management is the importance o managing people# It is clear that managers nee% to %evelop their people s"ills i the* are going to 'e eective an% s(ccess(l# -Eas*. Manager:s Ao'. p# 10 ,,C!B2 ,nal*tic !"ills3 1/<# Wh* is it important to complement int(ition $ith s*stematic st(%* in o(r attempts to (n%erstan% 'ehavior $ithin organizations? It is important to complement int(ition $ith s*stematic st(%* in o(r attempts to (n%erstan% 'ehavior $ithin organizations in or%er to help (ncover important acts an% relationships# This $ill provi%e a 'ase rom $hich more acc(rate pre%ictions o 'ehavior can 'e ma%e# That is& $e can improve o(r pre%ictive a'ilit* '* complementing int(itive opinions $ith a more s*stematic approach# !*stematic st(%ies loo"s at relationships& attempting to attri'(te ca(ses an% eects& an% 'ase concl(sions on scientiic evi%ence# This process helps (s to eDplain an% pre%ict 'ehavior# -Eas*. !*stematic !t(%*. pp# 11 to 140 ,,C!B2 ,nal*tic !"ills3 1/=# Ho$ have the iel%s o ps*cholog* an% sociolog* contri'(te% to o(r (n%erstan%ing o organizational 'ehavior? Ps*cholog* see"s to meas(re& eDplain& an% change the 'ehavior o h(mans# Contri'(tions have 'een ma%e '* learning theorists& personalit* theorists& co(nseling ps*chologists& an% in%(strial an% organizational ps*chologists# Contri'(tions have 'een ma%e in learning& perception& personalit*& emotions& training& lea%ership eectiveness& nee%s an% motivational orces& +o' satisaction& %ecision9ma"ing processes& perormance appraisals& attit(%e meas(rement& emplo*ee9selection techni)(es& $or" %esign& an% +o' stress# !ociolog* st(%ies people in relation to their social environment or c(lt(re# The greatest contri'(tions '* sociologists have 'een in the st(%* o gro(p 'ehavior in organizations& organizational c(lt(re& ormal organization theor* an% str(ct(re& organizational technolog*& comm(nications& po$er& an% conlict# -Mo%erate. Behavioral !ciences. pp# 17 to 150 ,,C!B2 ,nal*tic !"ills3
1/># Compare an% contrast the iel%s o ps*cholog*& social ps*cholog*& an% sociolog*# These iel%s all %eal $ith the h(man con%ition# While ps*cholog* oc(ses on the in%ivi%(al& sociolog* st(%ies people in relation to their social environment or c(lt(re# !ocial ps*cholog* 'len%s concepts rom 'oth ps*cholog* an% sociolog*& tho(gh it is generall* consi%ere% a 'ranch o ps*cholog*# It oc(ses on peoples: inl(ence on one another# Th(s it co(l% 'e sai% that social ps*cholog* alls 'et$een the eDtremes o the in%ivi%(al oc(s o ps*cholog* an% the large gro(p oc(s o sociolog*# -Eas*. Behavioral !ciences. pp# 179150 ,,C!B2 ,nal*tic !"ills3 15# Ho$ %oes glo'alization aect a manager:s people s"ills? Flo'alization aects a manager:s people s"ills in at least t$o $a*s# ;irst& managers are increasingl* li"el* to in% themselves on oreign assignments# Once there& the* ma* 'e managing a $or" orce that is %eine% '* ver* %ierent nee%s& aspirations& an% attit(%es rom the $or"orce 'ac" at home# !econ%& managers are going to in% themselves $or"ing $ith s(periors& peers& an% emplo*ees $ho $ere 'orn an% raise% in a %ierent c(lt(re# To $or" eectivel* $ith these people& managers $ill nee% to (n%erstan% their c(lt(re& ho$ it has shape% them& an% ho$ to a%apt a management st*le to these %ierences# -Mo%erate. Flo'alization. p# 1<0 ,,C!B2 ,nal*tic !"ills3 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 151# EDplain $or"orce %iversit*#J Wor"orce %iversit* is a term (se% to %escri'e ho$ organizations are 'ecoming more heterogeneo(s $ith regar% to gen%er& race& an% ethnicit*# It also incl(%es the ph*sicall* %isa'le%& ga*s an% les'ians& an% the el%erl*# -Eas*. Wor"orce 6iversit*. p# 1=0 ,,C!B2 ,nal*tic !"ills3 ,,C!B2 M(ltic(lt(ral an% 6iversit*3 ME6IUM LEFTH 6I!CU!!IO KUE!TIO!
154# What %epen%ent an% in%epen%ent varia'les are (s(all* i%entiie% or constr(ction o an OB mo%el? , %epen%ent varia'le is the "e* actor that *o( $ant to eDplain or pre%ict an% that is aecte% '* some other actor# OB !cholars have historicall* emphasize% pro%(ctivit*& a'senteeism& t(rnover& an% +o' satisaction# To%a*& %eviant $or"place 'ehavior an% organizational citizenship have 'een a%%e% to this list# ,n in%epen%ent varia'le is the pres(me% ca(se o some change in the %epen%ent varia'le# The in%epen%ent varia'les are %ivi%e% into in%ivi%(al9level& gro(p9level& an% organization s*stems level varia'les# The in%ivi%(al9level varia'les incl(%e 'iographical characteristics& a'ilit*& val(es& attit(%es& personalit*& an% emotions& perception& in%ivi%(al %ecision ma"ing& learning& an% motivation# Fro(p9 level varia'les incl(%e comm(nication& lea%ership& po$er& an% politics# Organization s*stems level varia'les incl(%e the %esign o the ormal organization. the organization:s internal c(lt(re. an% the organization:s h(man reso(rce policies an% practices# -Mo%erate. OB Mo%el Garia'les. pp# 4<9710 ,,C!B2 ,nal*tic !"ills3 COMP@EHE!IGE E!!,! 157# 6isc(ss Henr* Mintz'erg:s ten %ierent roles# Fro(p them as 'eing primaril* interpersonal& inormational& an% %ecisional# Mintz'erg i%entiie% ten managerial roles# The interpersonal roles incl(%e ig(rehea%& lea%ership& an% liaison roles# Perorming ceremonial an% s*m'olic %(ties is the ig(rehea% role# The lea%ership role incl(%es hiring& training& motivating& an% %isciplining emplo*ees# The liaison role involves contacting o(tsi%ers $ho provi%e the manager $ith inormation# The inormation roles incl(%e monitor& %isseminator& an% spo"esperson# Collecting inormation rom o(tsi%e organizations an% instit(tions is the monitor role# The %isseminator role involves acting as a con%(it to transmit inormation to organizational mem'ers# The spo"esperson role occ(rs $hen managers represent their organization to o(tsi%ers# 6ecisional roles incl(%e entreprene(r& %ist(r'ance han%ler& reso(rce allocator& an% negotiator# In the entreprene(r role& managers initiate an% oversee
ne$ pro+ects that $ill improve their organization:s perormance# ,s %ist(r'ance han%lers& managers ta"e corrective action in response to (noreseen pro'lems# ,s reso(rce allocators& managers are responsi'le or allocating h(man& ph*sical& an% monetar* reso(rces# Managers perorm a negotiator role& in $hich the* %isc(ss iss(es an% 'argain $ith other (nits to gain a%vantages or their o$n (nit# -Challenging. Mintz'erg:s Managerial @oles. pp# 89=0 ,,C!B2 ,nal*tic !"ills3 15/# Organizational 'ehavior is an applie% 'ehavioral science '(ilt (pon contri'(tions rom a n(m'er o %ierent %isciplines# What are these %isciplines an% $hat are the contri'(tions o each %iscipline? Be complete in *o(r response an% incl(%e o(r %ierent 'ehavioral science %isciplines# Organizational 'ehavior is an applie% 'ehavioral science that is '(ilt on contri'(tions rom a n(m'er o 'ehavioral %isciplines# The pre%ominant areas are ps*cholog* an% social ps*cholog*& sociolog*& an% anthropolog*# Ps*cholog*:s contri'(tions have 'een mainl* at the in%ivi%(al or micro level o anal*sis& $hile the other %isciplines have contri'(te% to o(r (n%erstan%ing o macro concepts s(ch as gro(p processes an% organization# Earl* in%(strialorganizational ps*chologists concerne% themselves $ith the pro'lems o atig(e& 'ore%om& an% other actors relevant to $or"ing con%itions that co(l% impe%e eicient $or" perormance# @ecentl*& ps*cholog* has contri'(te% to learning& perception& personalit*& emotions& training& lea%ership eectiveness& nee%s an% motivational orces& +o' satisaction& %ecision9ma"ing processes& perormance appraisals& attit(%e meas(rement& emplo*ee9selection techni)(es& $or" %esign& an% +o' stress# !ocial ps*cholog* has contri'(te% in the areas o implementing change an% re%(cing 'arriers to its acceptance. meas(ring& (n%erstan%ing& an% changing attit(%es. comm(nication patterns. '(il%ing tr(st. an% gro(p 'ehavior& po$er& an% conlict# !ociolog* has contri'(te% thro(gh the st(%* o ormal an% compleD organizations incl(%ing organizational c(lt(re& ormal organization theor* an% str(ct(re& organizational technolog*& comm(nications& po$er& an% conlict# ,nthropolog* has contri'(te% to an (n%erstan%ing o organizational c(lt(re& organizational environments& an% %ierences 'et$een national c(lt(res# -Challenging. Behavioral !ciences. pp# 179150 ,,C!B2 ,nal*tic !"ills3 155# What is an ethical %ilemma? Ho$ are organizations respon%ing to these %ilemmas?
,n ethical %ilemma is a sit(ation in $hich emplo*ees are re)(ire% to %eine right an% $rong con%(ct# 6ilemmas incl(%e $hether to 'lo$ the $histle& $hether the* sho(l% ollo$ or%ers $ith $hich the* %on:t personall* agree& $hether the* sho(l% give an inlate% perormance eval(ation to an emplo*ee $hom the* li"e& "no$ing that s(ch an eval(ation co(l% save that emplo*ee:s +o'& or $hether the* sho(l% allo$ themselves to pla* politics in the organization i it $ill help their career a%vancement# These ethical %ilemmas res(lt rom the 'l(rring o the line %ierentiating right rom $rong# Managers an% their organizations are respon%ing to this pro'lem rom a n(m'er o %irections# The* are $riting an% %istri'(ting co%es o ethics to g(i%e emplo*ees thro(gh ethical %ilemmas# The* are oering seminars& $or"shops& an% training programs to tr* to improve ethical 'ehaviors# The* are also (sing in9ho(se a%visors to provi%e assistance an% the* are creating protection mechanisms or emplo*ees $ho reveal internal (nethical practices# -Mo%erate. Ethical 6ilemma. p# 480 ,,C!B2 ,nal*tic !"ills3 ,,C!B2 Ethical @easoning3 158# 6escri'e the concept o t(rnover# Wh* is t(rnover o s(ch great concern to organizations? T(rnover is the vol(ntar* an% invol(ntar* permanent $ith%ra$al rom an organization# , high t(rnover rate res(lts in increase% recr(iting& selection& an% training costs $hich are )(ite signiicant# , high rate o t(rnover can also %isr(pt the eicient r(nning o an organization $hen "no$le%gea'le an% eDperience% personnel leave an% replacements m(st 'e o(n% an% prepare% to ass(me positions o responsi'ilit*# Ho$ever& reasona'le levels o emplo*ee9initiate% t(rnover acilitate organization leDi'ilit* an% emplo*ee in%epen%ence& an% the* can lessen the nee% or management9initiate% la*os# Unort(natel*& t(rnover oten involves the loss o people the organization %oesn:t $ant to lose# -Mo%erate. T(rnover. p# 4>0 ,,C!B2 ,nal*tic !"ills3
