Instructor’sManual
ContemporaryOrganizationalBehavior:FromIdeastoAction
I. Overview
a.TextbookDesign
b.KeyFeatures
II. Instructors:HowtoUseThisTextbook
a. ModularApproach
b. InstructorChoice
c. MatrixofCaseStudiesforUsewithTopicSections
d. MatrixofExercisesforUsewithTopicSections
e. SampleClassPlan–TopicSummary6Motivation
III. TopicSummariesandExpertContributions
1. IntroductiontoOrganizationalBehavior
2. IndividualCharacteristics
3. Learning
4. Perception
5. Leadership
6. Motivation
7. Persuasion,Influence,andImpressionManagement
8. DecisionMaking
9. GroupsandTeams
10.ConflictandNegotiation
11.DiversityandCommunication
12.Culture
13.Change,Innovation,andStress
14.CorporateSocialResponsibility,Ethics,andSustainability
IV. CaseStudies
a. MatrixofCaseStudiesforUsewithTopicSections
b. CaseTeachingNotes
V. ExperientialExercisesMatrix
a.MatrixofExercisesforUsewithTopicSections
I. Overview
a. Textbook Design
Contemporary Organizational Behavior: From Ideas to Action wasbuiltonthreesimpleideas:
1. Buildatextaroundafew key ideas foreachtopic(ratherthanalaundrylistofterms).
2. Invite recognized OB experts andthoughtleaderstowriteoriginalcontributionsabouthowtheirideas relatetocontemporaryorganizations.ThesecontributionsmightincludeadescriptionofhowanOB conceptappliesinorganizationsoritmightprovideamorerobustexplanationofaconcept.The contributionmightinvolverelatingastreamofresearchtoakeyOBideaoranauthorofferinginsightson howtheyteachaparticularOBconceptintheirownclass.
3. Createbreathtaking case studies and experiential exercises thathelpstudentsapplytheconceptsto theirownexperiencewiththegoalofimprovingtheirownunderstandingoforganizationalbehavior.
Withtheseideasinmind, Contemporary Organizational Behavior providesthefirstorganizationalbehavior textbookdesignedspecificallyfortoday’slearnerandinstructor. Notyourtypicaltextbook,thevolumeisbroken intotopicsections,ratherthantraditionalchapters. Eachtopicsectioncontainsashort,engagingsummaryofthe centralconcepts,twotofourauthoritativereadingsfromtopicexperts,areal-worldcasestudyfroma contemporaryorganization,andexperientialexercisesthatbringtopicconceptstolife.Whetherundergraduates orgraduatestudents,eachtopicsectionhelpslearnersexperiencelifeincontemporaryorganizations.Thebook isdesignedwithlearninginmind,aseachtopicsectionengagesthelearningcycle:experiencingthrough exercises,reflectingonpersonalexperience,drawingontheory,andapplyingthroughcasestudies.
b. Key Features
1. Coversfourteenkeyorganizationalbehaviortopics.
2. Eachtopicincludesamainbodywrittenbythetextbookauthors and 2-4articlesauthoredbyanexpertin thetopiccovered.Ratherthanhavingtheentirebookauthoredbyonescholar(asintraditionaltexts), eachtopicisenhancedwithspecificreadingsbyscholarsthatspecializeinanarrowtopicarea.
3. Perfectforprofessorsseekingtosupplementlecturesbutstillwanttheory...alsoperfectfora‘topical’ readingscourse.
4. Canbecustomizedorusedasatraditionaltextcompletewithcasestudies,exercises,andonlinesupport material.
II. Instructors: How to Use This textbook
a. Modular Approach
Thetextisorganizedintothreemodules:
Topic Summaries & Expert Contributions –briefoverviewsofkeytheory,research,andtermsona giventopicareaccompaniedbyoriginalworkswrittenbyexpertsinOrganizationalBehaviorthatput theory,research,andconceptsinacontemporarycontext.
Case Studies –engagingcaseswrittenbyauthorKimElsbach,Ph.D,andotherexperts.
Experiential Exercises –acollectionofeasytofacilitateexercisestouseinclasstogetyourstudents acclimatedtoworkingingroups.
b. Instructor Choice
Adaptable to Your Students’ Level of Experience
Theuniqueformatallowstheinstructortwooptions:
1. Theinstructorcanfollowapre-existingtemplateoftopicsor
2. Theinstructorcancreateauniquecustomtextbymixingandmatchingtopicsummariesandreadings withthecasestudiesandexperientialexercisesthatarejustrightforyourstudents’levelof experience.
Amatrixofcasestudiesmatchedtotopicsandamatrixofexercisesmatchedtotopicsprovideguidanceand suggestionsonhowtousethebook. Thematricesareincludedinboththetextbookandattheendofthis Instructor’smanual.Thedesignofthebookincludescontentthatdiscussesconcepts,theories,andterms,aswell asprovidingexperientialcomponentsforstudentstoexperiencethecontent.Thisallowseachtopicsectionto engagethelearningcycle:experiencingthroughexercises,reflectingonindividualexperience,drawingontheory, andapplyingthroughcasestudies.
Instructor Process
Assign Topic Summary
Assign One or More Expert Contributions
Select a Case Study and/or Experiential Exercises
Eachtopicprovidesopportunitiesforstudentlearning.Thislearningcanbeappliedthroughmanyinstructor choices. WehaveprovidedasampledetailedclassplanforTopicSummary6,Motivation.Someofyourchoices from Contemporary Organizational Behavior: From Ideas to Action fortheapplicationofconceptsinclude:
•Utilize the OB at Work Feature to discuss practical application of OB concepts
Topic Summary
•Assign discussion questions from the Spotlight on Research for small group or class discussion
•Design written assignments to test the students’ understanding
•Select one or more expert readings
Expert Contribution
•Discuss the expert readings in class or in teams
•Design written assignments to test the students’ understanding
Case Studies
•Select a case study from the case matrix and relevant topic questions
•Discuss the case study in class or in teams
•Design written assignments to test the students’ understanding
Exercises
•Select one or more exercises
•Conduct exercise(s) fully in class, or assign the exercises outside of class
c. Matrix of Case Studies for Use with Topic Sections
Case1 TheCase ofApple iPhone4 Case2 “WeAre Globalor WeAre Nothing”: Conflictand Cover-Upat Colequarter Maine Case3 EMERGENCY! WeNeeda Better Compensation System
Case4Face Timeat TechPoint Software, Inc.
Case5 Whatever Happenedto Oneofthe “100Best Companies toWork For”?ACase Studyof HewlettPackard
Case6 NASCAR’s Drivefor Diversity: CanThey Reachthe Finish Line?
Case7 Perceptions ofLeaders Following Public Failures:A TaleofTwo Coaches
Case8 Conflictin Santa’s Workshop: Learningto BeaTeam Playerat ToyKing 1. IntroductiontoOrganizational Behavior
Persuasion,Influence,and ImpressionManagement
d. Matrix of Exercises for Use with Topic Sections
e. Sample Class Plan
Topic Summary 6: Motivation
Topic Summary Learning Objectives
Recognizefactorsassociatedwithmotivationinorganizations.
1. Recognizetheimportanceofinternal,social,andorganizationalfactorsassociatedwithmotivationin organizations.
2. Comparethemotivationtheoriesbasedoninternalfactors.
3. Identifytheoriesbasedonsocialfactors.
4. Describehoworganizationalfactors,jobcharacteristics,andmanagerialbeliefscanimpactmotivation.
5. Applytheconceptsofmotivationtoorganizations.
Student PreWork
Read Topic Summary and these Readings:
*1.ExpertContributionon Creating a Happy, Stress-Free Workplace: It’s a Matter of Perspective –D.KeithDenton(MissouriState)
2.ExpertContributionon Moving Beyond the American Dream: How Intrinsic and Extrinsic Aspirations Relate to Psychological, Social, and Physical Health –ChristopherP.Niemiec (UniversityofRochester),BartSoenens(Gent University),&MaartenVansteenkiste(Gent University)
3.ExpertContributionon High-Tech, High-Touch Tension: Trends in Human Resource Management –TroyR.Nielson(BrighamYoungUniversity), EllenEnsher(LoyolaMarymountUniversity),& ElisaGrant-Vallone(CaliforniaStateUniversity, SanMarcos)
4.ExpertContributionon Trade-Offs in Using Pay for Performance –KimberlyD.Elsbach (UniversityofCalifornia,Davis)
Note to Instructor
*Assignoneormorereadingsfromtheexpert readings
Class Lecture PowerPointslidesavailableontheInstructorResource Center Pearsonhighered.com/irc
Class Discussion OBatWorkfromTopicSummaryDiscussion
QuestionsforDiscussionfromOBatWork:
1.HowdoesNicole’sexperiencerelatetothe topicofmotivation?
2.Whatexperienceshaveyouhadtryingto motivateotherpeopleintheworkplace?
SpotlightonResearchfromTopicSummaryDiscussion
ExpertContributionsQuestions
QuestionsforDiscussionfromSpotlighton Research:
1.Howmightyouexplainsomeofthe demographicdifferencesrelativetomotivation? (e.g.,gender,age,etc.)Whydoyouthinkthis?
2.Howwouldyouapplythisresearchtoyour workplace?Whatshouldmanagersconsider aboutmotivationdifferences?
Creating a Happy, Stress-Free Workplace: It’s a Matter of Perspective
1.Howcanleaderscreateabetterwork environmentforthe‘veryhappy’groupaswell asallothersintheworkplace?
Class Exercise
Facilitate Case Discussion
Moving Beyond the American Dream: How Intrinsic and Extrinsic Aspirations Relate to Psychological, Social, and Physical Health
1.HowdoesSDTexplainmotivation?
High-Tech, High-Touch Tension: Trends in Human Resource Management
1.Employerswilloftencheckanapplicant’s FacebookpageandLinkedInprofile(aswellas doingaGooglesearch)oncethatpersonreaches acertainstageinthehiringprocess what “brandmessage”dothesepagescommunicate toprospectiveemployersaboutyou?
2.Howdoestechnologyinfluenceyourabilityto balanceprofessionalandpersonaldemands? Whatdoyouseecompaniesdowithtechnology toreduceorincreasework-lifeconflict?
3.IfyouwereanHRleader,towhatextent wouldyourecommendthatemployeeusageof companytechnologyresourcesbemonitored? Why?
4.Howcanyouusetechnologytobettertake chargeofyourcareerdevelopment?
Trade-Offs in Using Pay for Performance
1.Whataresomeofthetrade-offsassociated withpayforperformance?
**WhatareMyValues? Foundinthethirdsectionofthe textbook ExercisewithQuestionsforIndividualsand GroupsinText**Exercisescanbeselectedfrom theExerciseMatrix
***NASCAR’sDriveforDiversityFoundinthesecond sectionofthetextbook
1.HowcanNASCARmotivatesponsorsto supporttheirD4Dprogram?
2.HowcanNASCARbettermotivatefansto supportdiversityasavalue?***Casescanbe selectedfromtheCaseMatrix
III. Topic Summaries and Expert Contributions
Part 1 Introduction
Topic Summary 1: Introduction to Organizational Behavior
TopicSummary:IntroductiontoOrganizationalBehavior
Organizationalbehavioremergedasadistinctfieldofstudyinthe1940s. Because organizationalbehaviorisaninterdisciplinarystudy,thismeansthatitdrawsfrom differentdisciplinesinordertounderstandorganizationsfrommultiple perspectivesandviewpoints.Asaninterdisciplinarystudy,organizationalbehavior drawsfrompsychology,sociology,anthropology,economics,politicalscience, strategy,management,andeventhenaturalsciences.Alltypesoforganizational membersbenefitfromunderstandingorganizationalbehavior.Thistopicsummary willhelpyouunderstandprocessesstudiedbythefieldoforganizationalbehavior andhowimprovingtheseprocessesmayleadtoimprovedindividuals,groups,and organizations.
1. Explaintheskillsneededforthechangingworkplaceandhowyoucandevelopthese skills.
Answer:
Skills Needed for the Changing Workplace
Adaptabilityandflexibility
Problemsolvingandcriticalthinking
Relevant Contemporary Organizational Behavior Topic
Organizationalchange,learning, individualcharacteristics
Individualcharacteristics,decision making,negotiation,learning
Leadership Leadership,persuasion,influence &impressionmanagement
Professionalism
Individualcharacteristics, organizationalculture,motivation, persuasion,influence,and impressionmanagement
Teamwork Groupsandteams,organizational culture,communicationand diversity
Communication
Innovation
Diversity
Ethics
Learning
Healthandwellnesschoices
Communication,perception, persuasion,influence,and impressionmanagement, negotiation,individual characteristics
Individualcharacteristics, leadership,andorganizational changeandinnovation
Diversity,learning,organizational culture
Corporatesocialresponsibility andethics,organizationalculture, decisionmaking,leadership
Learning,individual characteristics,perception, motivation
Stress,motivation,individual characteristics
2. Describethetypesofcontemporaryorganizationsandgivesomeexamplesofeach type.
Answer:
Type of Contemporary
Organization
Communityofpractice
Hybrid
Description
Groupofpeoplewhoshare aninterestinatopicand interacttogetheronthe topic
Formoforganizationthat combinestwoormore forms.Mayconsistofa teamstructureembedded inaformalhierarchical structure.
Copyright©2016PearsonEducation,Inc.
Example
Associations, international development, education
Technologyfirm, somecorporations
Network
Bureaucratic
Professional
Representativedemocratic
3. Whatisanorganization?
Anorganizationwitha sharedresponsibility, equalstatusamong members,andshaped morebytheactivitiesofits membersthanbyits hierarchy
Anorganizationwith specializedroles,anda commandandcontrol structurewithformal hierarchy
Apublicorprivate organizationthatconsists ofpeoplewithstrong professionalnormsand similarprofessions
Anorganizationbasedon theprinciplesofemployee autonomy,participation, andevenprofit-sharingor sharedownership
Technologyfirms, craftorganizations
U.S.government agency,armedforces, somecorporations
Healthcare,law,and highereducation
Creditunions,foodcoop
Answer:Anorganizationiswherepeopleinteractandcoordinateinorderto achieveapurpose.
4. Organizationsshareoneattribute–whatisit?
Answer:Allorganizationsshareoneattribute:organizationsrequirepeople interactingwithoneanother.
5. Whatarefourdynamicorganizationalprocessesthatshedlightonlifein contemporaryorganizations?
Answer:Therearefourdynamicorganizationalprocessesthatshedlightonlifein contemporaryorganizations. Individual processes describeindividualdifferences incharacteristics,learning,andperception. Leading and leadership processes describethefactorsthatimpactdifferencesinleadership,motivation,persuasion, influence,impressionmanagement,anddecisionmaking. Interpersonal processes refertothepatternofinteractionsamongindividualsthatincludesgroupsand teams,negotiation,andcommunicationanddiversity.
Expert Contribution on Challenges of Leadership: The Relevance of Organizational Behavior
David L. Bradford (Stanford University)
Leadership means dealing with an increasingly complex, uncertain world that is making more and more personal demands on those who want to manage. Furthermore, there can be no book, no four- or two-year program that can predict all the future challenges. As we have stressed, learning has to be continuous throughoutaperson’scareer.Thementalmodelsmustchangeasoneprogressesin an organization or moves to a new field. This demands new competencies and flexibilitytofitone’sstyleintodifferentsituations.Thisincludesawillingnesstosee experiences as potential learning opportunities. It demands the ability for selfreflection and openness to feedback. Organizational behavior can provide the frameworkforthatrichlearning.
1. Explainwhatischangingintheworldthatleadersfacetoday?
Answer:Increasingglobalizationmeansorganizationsarefacedwithnew competitors,newmarkets,andmorestringentgovernmentregulations. Disruptive technologies can destroy industries almost overnight; for example, the video distribution business. Cell phones now replace banks as a way to transfer moneywithinAfricaorallowfarmersinIndiatocheckmarketprices freeingthem upfromthetyrannyofmiddlemenbuyers.
The increasing interdependence of the world’s economic systems means that an eventinoneplaceimpactsothersindistantplaces.AtsunamiinJapandisruptsauto productionintheUnitedStatesandEurope. ApopularrebellioninnorthernAfrica spikesoilprices. BankruptcyinItalycoulddestroytheEuroandcauseaworldwide recession
Knowledgeisbecomingobsoleteatanastonishingrate. Halfofthe“facts”that engineeringundergraduateslearnintheirfirstyearwillbeoutdatedbythetime theygraduate.
2. Howcancontemporaryleaders,whocan’thavealltheanswersbutwhoarestill heldaccountableforresults,stillbeopentoothers’ideaswithouttotallygivingway tothem?
Answer:Aclearvisionandspecificstrategicandbusinessplanscanserveaspartial guidelines,buttherearestillmanydecisionson how toimplementsthoseplans. In exploringtheassumptionsbehindone’smentalmodelsandseeingtheeffectofone’s behavior,itispossibletogainclarityastothevaluesbehindone’sintentionsand actions. Thatclarityonpersonalvaluescanserveasanimportantfoundationwhen facedwithmultipleoptionsanddifferentpressures. Thisprovidesaconsistency withoutrigidity,sincethesamevaluecanbeexpressedindifferentwaysindifferent situations.
Expert Contribution on How Companies Keep on Winning: A System for Developing Global Leaders
Robert Fulmer (Duke Corporate Education)
Keyresearch,alongwithotherstudies,haveshownahighdegreeofinnovation designedtoaddressstrategicchallengesindevelopinghigh-performingleaders. Thereareincreasedlevelsofcompetitionandpressureforchange,alongwithnew demographicandgenerationaldifferences.Thebestcompaniespractice“innovative imitation"togaincompetitiveadvantagefromtheirbusinessandleadership developmentactivitiesbyconsistentlyusingstrategic,systemiccoordinationto developtheirhighpotentialgloballeaders.Inthisreadinganoverviewofkey insightsabouthowtheleadingglobalfirmsgoaboutdevelopingtheirpotential leadersisdiscussed.Bothabackdropfrompreviousresearchonthesubjectandan overviewofkeyfindingsaboutemerging,innovativebestpracticesfromleading firmsareoutlined.
1. Whydohigh-performingfirmstieleadershipdevelopmentcloselytotheirbusiness strategies?
Answer:High-performingfirmsengageinleadershiptraininganddevelopment becausetheybelievesuchpracticesareapartoftheirlong-termstrategiesfor success.
2. Whatisthefirststeptolinkingleadershipdevelopmenttoafirm’sstrategicvision? Answer:Thefirststepistodevelopanawarenessofleadershipdevelopment programsusedbyotherfirms.
3. WhydofirmsutilizetheexpertiseoftheAmericanProductivityandQualityCenter (APQC)?
Answer:APQCmaintainstheworld’slargestdatabaseofbenchmarksforreal-time performancemetrics.APQCcanprovideinstantbenchmarkstohelpfirms determinewheretheirorganizationstandsintermsofleadershipperformance,as wellasonlinetoolsthatcomparethecompany’sowndatawiththatprovidedby peers.Inanefforttomakebestpracticeswidelyavailable,theyhavesponsoreda varietyofbestpracticestudies.
Part 2 The Individual in the Organization
Topic Summary 2: Individual Characteristics
TopicSummary:IndividualCharacteristics
Copyright
Individualcharacteristicsareassociatedwithperformanceandorganizational success.Thesecharacteristicsincludecompetencies(knowledge,skills,and abilities),emotions,personality,andattitudes.Personalityisageneraltermthat includesemotions,attitudes,perceptions,andbehaviors.TheBigFivesuggeststhat someindividualcharacteristicsareassociatedwithimprovedperformancein organizations.Forexample,acrossalloccupationalgroups,highlevelsof conscientiousnesspredictpositivejobperformance.Individualcharacteristicsof peoplehelpusunderstandwhatpeoplethink,feel,anddoinorganizations.
1. Whatarethetwelvecompetenciesmostemployersarelookingfor?
Answer:
1. Criticalthinking/problemsolving
2. Creativity/innovation
3. Leadership
4. Teamwork/collaboration
5. Writtencommunications(conveyingwrittenmessagesclearlyand effectively)
6. Lifelonglearningpursuit/self-direction
7. Informationtechnologyapplication
8. Oralcommunications
9. Ethics/socialresponsibility
10. Diversity
11. Englishlanguage(spoken)
12. WritinginEnglish(grammar,spelling,etc.)
2. Whatisemotionalintelligence,anddiscussthelinktoperformance. Answer: Emotionalintelligence,sometimescalledemotionalquotient,orEQ, involvesbeingabletorecognizeandrespondtosocialandemotionalsituations. Importantly,emotionalintelligenceasacompetencycanbedevelopedandchanged. Levelsofemotionalintelligencecandifferacrossindividuals.Highlevelsof emotionalintelligencehavebeenfoundtobepredictiveofhighperformancein manystudies.Emotionalintelligencediffersfromtraditionalorcognitive intelligence.Traditionalintelligenceaccountsforonlyasmallpercentageofsuccess inanorganization.
3. Explainlocusofcontrol,bothinternalandexternal,andgivesomeexamples. Answer:Theextenttowhichsomeonebelievesthattheyareincontroloftheir environmentistermed locus of control.Ifanindividualhasahighinternallocusof control,theythinkthattheyareincontrolofwhathappenstothem.
Locus of Control and Employee Beliefs
Employees with an internal locus of Employees with an external locus of
control control
Badeventsarecausedbymistakes
Successiscausedbyeffortandhard work
Poorgradesarecausedbylackofeffort
Peoplecanmakefriendsbytrying
Highperformanceevaluationsarethe resultofeffortandhardwork
Badeventsarecausedbybadluck
Successisaboutbeingintherightplaceat therighttime
Poorgradesarehandedoutandunfair
Peoplelikeordislikeyou;thereislittle pointintrying
Highperformanceevaluationsarethe resultoftheboss’swhim
Expert Contribution on Solving the Introvert Problem
Laurie Helgoe (Davis and Elkins College)
Accordingtopersonalitytypetheory,wealluseintroversionandextraversion.We justtendtopreferoneovertheotheranduseitmoreoften.Sometimesthe preferenceisn’tevidentuntiltheindividualisunderstress theintrovertwantsto retreatandtheextravertwantstotalk.Insteadoftryingtoforceauniversal languageoftheworkplace,organizationalleaderscanoptimizetheirhuman resourcesbyencouragingabilingualconsciousness.Butuntilintroversionbecomes avisible,viable,andvaluedalternativeintheworkplace,introverts andextraverts inanintrovertedmood willnotbefullypresentuntiltheyclockout.
1. Personalitytestingandtraining,nowofferedbymanyorganizations,providea startingpointforchange.Whatcanapersonlearnfromthiskindoftest?
Answer:Personalitytestinghelpsindividualsrecognizehowtheytick,whathelps themworkattheirbest,andhowtoworkwithpeoplewhotickdifferently.But unlessexistingassumptionsarealsoputtothetest,unspokenbiaseswillundermine applicationoftheinsights.
****************************Expert Contribution on Narcissism and Its Role in Organizations
W. Keith Campbell (University of Georgia) & Stacy M. Campbell (Kennesaw State University)
Narcissism is a trait linked to grandiosity and entitlement that has a range of consequences in the workplace. Narcissism is a trade-off. It is primarily a destructive force, but has some benefits as well. There is a need to control expressions of narcissism in the workplace (and in ourselves). Although there are some contexts where narcissism will give us a competitive advantage (like performing in public), most of the time it will serve to harm those around us.
1. Donarcissisticindividualsmakeeffectiveleaders?Explain.
Copyright
Answer:Narcissisticindividuals,onaverage,donotmakeeffectiveleadersinthe longterm.Narcissisticleaderstendtomakeriskydecisions.Whentheseare successful,therewardsfortheorganizationcanbelarge;whentheseare unsuccessful,however,itcanbedisastrous.Inlabstudies,narcissisticleadersare goodatcompetitiveresourceextraction.Forexample,instudieswehavelookedat willingnesstocutdownarenewableforest.Thenarcissisticleaderscutdownthe forestquickly,whichcanbeseenaspositiveforthecompanyintheshortterm. However,thenarcissisticleadersdestroytherenewableresourcemorequickly, whichisdetrimentalforthecompanyinthelongerterm.Narcissisticleadersalso have,onaverage,questionableethics.Thatis,theirlackofempathyandpropensity toexploitothersmakethemmorelikelytobendtheruleswhentheactionwill benefitthem.Thus,alinkbetweennarcissismandwhite-collarcrimeisseen.
on The Importance of Affect at Work
Donald E. Gibson (Fairfield University) & Sigal G. Barsade (University of Pennsylvania)
Ifmanagerswanttoaddressthebottomline,theyshouldfollowthisrule:Rather thantryingtoshutdownemployeeemotionsundertheassumptionthattheywill onlygetinthewayofproductivity,theenlightenedmanagerneedstounderstand hisorherownemotionsandtheemotionsofotherpeople.Thisistheideaofthe emotionallyintelligentmanager.Thismanagerwillhaveacompetitiveadvantagein theworkplaceasheorshewillunderstandthatemotionsareinformationandwill beabletouseallthecognitiveandemotionalsignalstheenvironmentoffersto contributetoeffectivedecisionmakingandmanagement.Inaddition,themessage formanagersfromcutting-edgeresearchismostlythatgoingtoworkfeelingupbeat andpositivecanhaveademonstrableimpactonthepeoplearoundyou,thegroups youworkwith,andultimately,youreffectiveness.Achievingthishappinessatwork, ofcourse,maynotbeeasy.Itmaymeanlookingatthepeoplearoundyouinnew wayssothatyoucanseethepositive,ratherthanthenegativeaspectsinothers.It maymeanchoosingmorecarefullywhenyouwishtoexpressyourirritation.Itmay meansavingyourangeruntilitreallycounts.Yes,workplacesareemotional becausetheyconsistofpeoplewhohaveemotions.Whateffectivemanagersdois understandthisfactandusethatknowledgetoenhancetheirownandthegroup’s productivity.
1. Atwork,peopleshouldbefocusedonrationalaspectssuchastaskperformance, operatingefficiencies,andobjectivedataanalysisratherthanemotionalaspects suchasthehappiness,anger,love,andsadnesstheymayfeelinresponsetowhat happenstothematwork.Isthistrueorfalse?Explain. Answer:Recentresearchinmanagementandpsychologyisshowingjusthow wrongthisviewis.Emotionsareacriticalfactorinsuccessfulworkplace performance.Employeescannotleavetheiremotionsathome,andmore importantly,managersshouldn’twantthemto.Strongfeelingsarepresentatany
timeworkissuesareconfrontedthatmattertousandourorganizational performance.Thecurrentresearchprovidessubstantialevidenceofhowemotions influencemanagerialactionsinarangeofareasincludingdecisionmaking,task performance,leadership,teamwork,andnegotiation.
2. Asamanager,theabilityto“read”andcomprehendemployees’emotional responsesandtendenciesisnotimportant.Trueorfalse?Explain.
Answer:Amanagerneedstounderstandwhentheteamheorsheisleadingis feelingstressedandneedstohaveissuesaddressed,orhowtohandleparticular teammemberstheyknowwillgetdefensiveandangrywhenprovidedwithnegative feedback.Managersalsoneedtounderstandtheirownemotionalresponsesand howtheyarelikelytorespondtoworksituationsthatcanbeanxietyprovoking, annoying,orenergizing.Theseabilitiesaregroupedundertheconceptof“emotional intelligence.”
3. Whydopositivestatespossiblyleadtoenhancedcreativity?
Answer:Onetheoryisthatpositiveaffectleadstoastateinwhichmorecognitive material thatis,morevarietyinthekindsofideasthatcometomind isavailable forprocessing.Then,oncethosethoughtsareavailable,positiveaffectleadstoa morecomplex,flexiblewayofthinking,makingitmorelikelythatthepersonwill makeuseoftheideasthatareavailableandwillseeawaytobringthesediverse thoughtstogetherincreatinganewidea.
Expert Contribution on The Challenge of Managing Emotions in the Workplace
Neal M. Ashkanasy (University of Queensland) & Catherine S. Daus (Southern Illinois University, Edwardsville)
Thisarticlearguesthatmanagingemotionsintheworkplaceisbothanimperative andachallengeformanagers. Gonearethedayswhenorganizationalmanagerscan choosetodismissemotionsas“somethingwedon’tdoaroundhere.” Recognizing anddealingwithemotionsintheworkplaceappropriatelyisnowseentobea centraltenetofeffectivemanagement.Discussedindetailwerethethreemost fundamentallevels:(1)theday-to-dayandmoment-to-momentfluctuations experiencedbyemployeesasaresultof“affectiveevents”;(2)individualdifferences inemployees’andmanagers’emotionalintelligence;and(3)theneedtomanage emotionexpressionandtheeffectsthishasonemployeehealthandwell-being.
1. ExplainAffectiveEventsTheory(AET).
Answer:AETisanapproachtounderstandinghowouremotionsimpactourwork life. AET,atitscore,integratesastrongemphasisonemotionstatesandtraitsas influencingemployeeattitudesandbehaviors/outcomes. Further,accordingtothis theory,itisoftenthesmall,everydayhasslesoreventslikeRaulexperiencedthat influencethewayweprocessjob-relevantinformation,andthinkandfeelaboutour
jobs,employers,andcolleagues. InthelastdecadeandahalfsinceAETwasfirst published,researchhassolidifiedsupportforAET’smaintenets.
2. Whatarethefiverecommendationsforengenderingahealthyandpositive workplaceenvironment?
Answer:Theyare(1)tobuildanemotionfocusintotheorganization’sculture;(2) tounderstandtheemotionalimpactofjobsonemployees;(3)tohireandfireonthe basisoffitwiththeemotionallyhealthyorganization;(4)todesignrewardand compensationsystemsthatencourageapositiveandfriendlyemotionalclimate; and(5)totrainemployeesandtheirsupervisorsinemotionalintelligenceskillsand healthyemotionalexpression. It’sconcludedthatmanagerswhoadoptthesefive recommendationsaregoingtobebestequippedtomeetthechallengesoftoday’s dynamicandexcitingworkplaceenvironments.