MGT 301 SEU US Marine Corps Organizational Behaviour Case Study

Final PDF to printer CHAPTER 10 Ability 325 10.5 General cognitive ability has a strong positive relationship with job performance, due primarily to its effects on task performance. In contrast, general cognitive ability is only weakly related to organizational commitment. 10.6 Many organizations use cognitive ability tests to hire applicants with high levels of general cognitive ability. One of the most commonly used tests is the Wonderlic Cognitive Ability Test. Key Terms • • • • • • • • • • Ability Cognitive ability Verbal ability Quantitative ability Reasoning ability Spatial ability Perceptual ability General cognitive ability Emotional intelligence Self-awareness p. 304 p. 307 p. 308 p. 308 p. 308 p. 309 p. 309 p. 310 p. 311 p. 311 • • • • • • • • • • Other awareness Emotion regulation Use of emotions Strength Stamina Flexibility Coordination Psychomotor ability Sensory abilities Wonderlic Cognitive Ability Test p. 311 p. 312 p. 312 p. 315 p. 315 p. 315 p. 318 p. 318 p. 318 p. 322 Discussion Questions 10.1 What roles do learning, education, and other experiences play in determining a person’s abilities? For which type of ability—cognitive, emotional, or physical—do these factors play the largest role? 10.2 Think of a job that requires very high levels of certain cognitive abilities. Can you think of a way to redesign that job so that people who lack those abilities could still perform the job effectively? Now respond to the same question with regard to emotional and physical abilities. 10.3 Consider your responses to the previous questions. Are cognitive, emotional, and physical abilities different in the degree to which jobs can be redesigned to accommodate people who lack relevant abilities? What are the implications of this difference, if there is one? 10.4 Think of experiences you’ve had with people who demonstrated unusually high or low levels of emotional intelligence. Then consider how you would rate them in terms of their cognitive abilities. Do you think that emotional intelligence “bleeds over” to affect people’s perceptions of cognitive ability? 10.5 What combination of abilities is appropriate for the job of your dreams? Do you possess those abilities? If you fall short on any of these abilities, what could you do to improve? Case: U.S. Marine Corps The U.S. Marine Corps is a large organization with a highly recognizable culture that values mental and physical toughness, pride, and character. However, with emerging technologies and other geopolitical trends, the battlefield is changing in ways that have a number of important implications for the type of individual who is recruited and trained to become a Marine. The challenge confronting U.S. military leadership is how to cope with these changes in a way that coL61557_ch10_302-332.indd 325 12/10/19 03:47 PM Final PDF to printer 326 CHAPTER 10 Ability facilitates accomplishment of an evolving Marine Corps mission and, at the same time, preserves the Marine Corps’ rich tradition. There are new technologies and tasks needing to be accomplished for which there is little expertise in the Marine Corps, so creating new positions to deal with these tasks—and filling these positions with the appropriate personnel—is a top priority. Perhaps the best example is the growing need for cyber-security personnel who have knowledge of computers and electronics, network monitoring software, development environment software, transaction security and antivirus software, operating systems, and web platforms. Cyber-security personnel are needed not only to work in offices and computer laboratories for support and administrative purposes, but also for forward deployment in the field to ensure computer information can be used for operational purposes. Regardless of the context in which they work, cyber-security personnel need to have a keen sense of when things are going wrong, or when there’s likely to be a problem. They also need to be able to apply general rules to solve problems, and to combine various pieces of seemingly unrelated information to form conclusions. The need for cyber-security personnel is so immediate that there has been talk of allowing for lateral entry into the Marine Corps. This means that those with the requisite cyber-security skills and abilities may be allowed to join the Marine Corps, at an advanced rank, without having to go through boot camp. One concern with this idea is that boot camp weeds out recruits who do not have the mental and physical abilities necessary to be a “true” Marine. The obvious alternative is to recruit and train individuals who have the complete mix of abilities needed to excel as both a Marine warrior and as a cyber-security specialist. However, it may be difficult to find the right individuals, and the process of training them may take too long. By the time new recruits make their way through boot camp and cyber training, altogether new cyber threats may emerge. 10.1 Identify and describe the types of abilities that historically have been most relevant to Marine effectiveness. Which additional abilities appear to be important for Marines involved in cyber-security? 10.2 Why might it be difficult to find new recruits that possess the appropriate mix of abilities? What could the Marine Corps do to increase the size of the pool of applicants with these abilities? 10.3 How might the Marine Corps be able to use their existing workforce to deal with their need for cyber-personnel? Describe the advantages and disadvantages of such an initiative. Sources: Marine Corps Recruiting Website, https://www.marines.com (accessed March 20, 2019); A.R. Millett, Semper Fidelis: The History of the United States Marine Corps (New York: The Free Press, 1991); J. Schogol, “Every Marine a Rifleman No More,” Marine Corps Times, May 7, 2017, https://www.marinecorpstimes.com/news/your-marine-corps/2017/05/07/ every-marine-a-rifleman-no-more/. Exercise: Emotional Intelligence The purpose of this exercise is to help you become more aware of your emotions and the emotions of others, as well as to see how emotions can be regulated and used in your daily life. This exercise uses groups, so your instructor will either assign you to a group or ask you to create your own group. The exercise has the following steps: 10.1 Think about situations in which you’ve experienced each of the following four emotions: • Joy • Anxiety • Sadness • Anger 10.2 In writing or in discussion with your group, answer the following questions about each situation: a. What, exactly, triggered your emotion in this situation? coL61557_ch10_302-332.indd 326 12/10/19 03:47 PM Chapter 11 Teams: Characteristics and Diversity ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Class Agenda Teams Characteristics and Diversity What Characteristics Can Be Used to Describe Teams? • Team Types • Variations within Team Types • Team Interdependence • Team Composition How Important Are Team Characteristics? Application: Team Compensation ©McGraw-Hill Education. An Integrative Model of Organizational Behavior Access the text alternative for slide images ©McGraw-Hill Education. Team Characteristics and Diversity A team consists of two or more people who work interdependently over some time period to accomplish common goals related to some taskoriented purpose. • A team is a special type of “group.” • The interactions among members within teams revolve around a deeper dependence on one another than the interactions within groups. • The interactions within teams occur with a specific task-related purpose in mind. Why teams have become widespread: • ©McGraw-Hill Education. Interactions allow the team to pool complementary knowledge and skills. What Characteristics Can Be Used to Describe Teams? Task, unit, and member qualities can be used to describe teams. These qualities combine to make some teams more effective than others. Team characteristics provide a means of categorizing and examining teams, which is important because teams come in so many shapes and sizes. ©McGraw-Hill Education. Team Types Five categories of teams are distinguished by purpose, length of existence, and time involvement required of individual members. • Work teams • Management teams • Parallel teams • Project teams • Action teams Multiple team membership: Research indicates that when employees are part of several teams they do not identify with each team equally. ©McGraw-Hill Education. Table 11-1 Types of Teams TYPE OF TEAM PURPOSE AND ACTIVITIES LIFE SPAN MEMBER INVOLVEMENT SPECIFIC EXAMPLES Work team Produce goods or provide services Long High Self-managed work team Production team Maintenance team Sales team Management team Integrate activities of subunits across business functions Long Moderate Top management team Parallel team Provide recommendations and resolve issues Low Quality circle Advisory council Committee Project team Produce a one-time output (product, service, plan, design, etc.) Varies Product design team Research group Planning team Action team Perform complex tasks that vary in duration and take Varies place in highly visible or challenging circumstances Varies Surgical team Musical group Expedition team Sports team Varies Varies Sources: S.G. Cohen and D.E. Bailey, “What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite,” Journal of Management 27 (1997), pp. 239-90; and E. Sundstrom, K.P. De Meuse, and D. Futrell, “Work Teams: Applications and Effectiveness,” American Psychologist 45 (1990), pp. 120-33. ©McGraw-Hill Education. Figure 11-1 Types of Teams ©McGraw-Hill Education. Variations within Team Types Variations that can impact a team’s effectiveness: ©McGraw-Hill Education. • The degree of autonomy or self-management the team has • Modes of communication, such as virtual teams in which the members are geographically dispersed and communicate electronically • How much experience the team has working together Stages of Team Development Teams go through a progression as the members gain experience working together. 1. Forming: Members orient themselves to team boundaries. 2. Storming: Conflict occurs because members remain committed to the ideas they bring with them to the team. 3. Norming: Members realize they need to work together and begin to cooperate. 4. Performing: Members are comfortable in their roles, and the team makes progress toward goals. 5. Adjourning: Members experience anxiety and other emotions as they disengage and separate from the team. ©McGraw-Hill Education. Figure 11-2 Two Models of Team Development Access the text alternative for slide images ©McGraw-Hill Education. Variations on Team Development Team development sequence may be less applicable in some team situations. Clearly established rules and standard operating procedures can eliminate the need for some stages. • For example, an airline flight crew in which roles are clearly defined and chain of authority understood Teams with longer lifespans experience greater anxiety and stronger emotions during adjournment. Punctuated equilibrium refers to development in which not much gets done until the midway point of a project, and then the team increases effectiveness to meet its deadline. ©McGraw-Hill Education. OB on Screen Avengers Infinity War ©McGraw-Hill Education. Team Interdependence Teams are characterized by three main types of interdependence that govern the team members’ interactions. ©McGraw-Hill Education. • Task interdependence • Goal interdependence • Outcome interdependence Interdependence Average score: 14 Average score: 14 Average score: 14 Source: From M.A. Campion, E.M. Papper, and G.J. Medsker, “Relations between Work Team Characteristics and Effectiveness: A Replication and Extension,” Personnel Psychology 49 (1996), pp. 429–52. John Wiley & Sons, Inc. Access the text alternative for slide images ©McGraw-Hill Education. Task Interdependence Refers to the degree to which team members interact with and rely on other members for the information, materials, and resources needed to accomplish work for the team ©McGraw-Hill Education. • Pooled interdependence: Members work independently and then pool the results. • Sequential interdependence: Members work on specialized tasks in a prescribed order. • Reciprocal interdependence: Members perform specialized tasks and then interact with other members to complete work. • Comprehensive interdependence: Members interact to a high degree to coordinate and perform tasks. Figure 11-3 Task Interdependence and Coordination Requirements Access the text alternative for slide images ©McGraw-Hill Education. Goal Interdependence Exists when team members have a shared vision of the team’s goal and align their individual goals with that vision as a result ©McGraw-Hill Education. • Analogy: a boat with everyone paddling in the same direction exemplifies goal interdependence. • Mission statement helps clarify actions needed by team. Table 11-2 The Mission Statement Development Process Steps in Mission Statement Development 1. The team should meet together in a room or virtually. Allow enough time and avoid interruptions. 2. The team leader (or facilitator) should describe the purpose of a mission statement and what it should look like. Emphasize that mission statements should include action verbs and be relatively short (probably no more than four sentences). 3.The team leader (or facilitator) should clarify the team’s core responsibilities. 4. The team should brainstorm to identify themes to include in the mission statement. 5. Members draft preliminary mission statements. If the team is large enough, form subgroups to create first drafts. 6. Members (or subgroups) should share the first drafts with one another. 7. The team should identify the best ideas, and integrate them into a single mission statement. 8. The mission statement should be evaluated using the following criteria: Focus—Does the mission statement articulate a purpose that is sufficiently clear and focused? Meaningfulness—Does the mission statement reflect a purpose that is meaningful to the members, and will accomplishing the purpose result in benefits that are important to the members? Realistic—Does the mission statement reflect something that the members believe they can actually achieve? Challenge—Does the mission statement convey a sense of challenge and urgency to members? 9. The team should identify weak areas of the mission statement relative to the four criteria in step 8 and revise accordingly. 10. Return to step 7 and continue the process until there’s consensus that the mission statement inspires commitment among members to the same common purpose. For a similar take on how to develop mission statements, see P.S. MacMillan The Performance Factor: Unlocking the Secrets of Teamwork, Nashville, Broadman & Holman Publishers, 2001, pp. 51–53. ©McGraw-Hill Education. Outcome Interdependence The degree to which team members share equally in the feedback and rewards that result from the team achieving its goals • High degree exists when team members share in the rewards that the team earns, including pay, bonuses, and other forms of recognition. • Higher levels of outcome interdependence increase the amount of information shared among members, promote learning, and increase team performance. ©McGraw-Hill Education. Team Composition The mix of people who make up the team The right mix of knowledge, skills, abilities, and personalities is an important factor in team effectiveness. Five aspects of team composition are: • Member Roles • Member Ability • Member Personality • Team Diversity • Team size ©McGraw-Hill Education. Figure 11-4 Five Aspects of Team Composition ©McGraw-Hill Education. Member Roles A role is the pattern of behavior a person is expected to display in a given context. A variety of roles in team contexts are based on task, decisionmaking, and leadership activities. Leader-staff teams consist of members who make recommendations to the leader who is ultimately responsible for team decisions. ©McGraw-Hill Education. Table 11-3 Team and Individualistic Roles ©McGraw-Hill Education. Team Task Roles Description Initiator-contributor Proposes new ideas Coordinator Tries to coordinate activities among team members Orienter Determines the direction of the team’s discussion Devil’s advocate Offers challenges to the team’s status quo Energizer Motivates the team to strive to do better Procedural-technician Performs routine tasks needed to keep progress moving Team-Building Roles Description Encourager Praises the contributions of other team members Harmonizer Mediates differences between group members Compromiser Attempts to find the halfway point to end conflict Gatekeeper-expediter Encourages participation from teammates Standard setter Expresses goals for the team to achieve Follower Accepts the ideas of teammates Individualistic Roles Description Aggressor Deflates teammates, expresses disapproval with hostility Blocker Acts stubbornly resistant and disagrees beyond reason Recognition seeker Brags and calls attention to himself or herself Self-confessor Discloses personal opinions inappropriately Slacker Acts cynically, or nonchalantly, or goofs off Dominator Manipulates team members for personal control Source: Adapted from K. Benne and P. Sheats, “Functional Roles of Group Members,” Journal of Social Issues 4 (1948), pp. 41-49 Member Ability Cognitive and physical abilities needed in a team depend on the nature of the team’s task For example, a racing pit crew needs individuals with flexibility, cardiovascular endurance, strength, speed In general, smarter teams perform better because teamwork tends to be complex. • Disjunctive tasks depend on the member with the highest ability. • Conjunctive tasks depend on the member with the lowest ability. • Additive tasks depend on the combined efforts of all members. ©McGraw-Hill Education. Member Personality Three traits are especially critical in teams: • Agreeable people tend to be more cooperative and trusting, tendencies that promote positive attitudes about the team and smooth interpersonal interactions. • Conscientious people tend to be dependable and work hard to achieve goals. • Extraverted people tend to perform more effectively in interpersonal contexts and are more positive and optimistic in general. ©McGraw-Hill Education. Team Diversity The degree to which members are different from one another ©McGraw-Hill Education. • Value in diversity problem-solving approach proposes that team diversity is beneficial because it provides a larger pool of knowledge and perspectives. • Similarity-attraction approach proposes that team diversity can be counterproductive because people tend to avoid interacting with others who are unlike them. • Surface-level diversity refers to diversity of observable attributes such as race, gender, ethnicity, and age. • Deep-level diversity refers to diversity of attributes that are difficult to observe initially but can be inferred through direct experience, such as one’s values or personality. Team Size Having a greater number of members is beneficial for management and project teams but not for teams engaged in production tasks. Team members tend to be most satisfied with their team when the number of members is 4 or 5. ©McGraw-Hill Education. How Important Are Team Characteristics? Team characteristics can impact team performance and team commitment. Team viability refers to the likelihood that the team can work together effectively into the future. Task performance is moderately higher in teams in which members work closely together than when members work independently. Task interdependence does not significantly increase team commitment. ©McGraw-Hill Education. Figure 11-6 Effects of Task Interdependence on Performance and Commitment Sources: M.A. Campion, G.J. Medsker, and A.C. Higgs, “Relations between Work Group Characteristics and Effectiveness: Implications for Designing Effective Work Groups,” Personnel Psychology 46 (1993), pp. 823–49; M.A. Campion, E.M. Papper, and G.J. Medsker, “Relations between Work Team Characteristics and Effectiveness: A Replication and Extension,” Personnel Psychology 49 (1996), pp. 429–52; S.H. Courtright, G.R. Thurgood, G.L. Stewart, and A.J. Pierotti, “Structural Interdependence in Teams: An Integrative Framework and Meta-Analysis, ” Journal of Applied Psychology 100 (2015), pp. 1825-1846; and G.L. Stewart, “A Meta-Analytic Review of Relationships between Team Design Features and Team Performance,” Journal of Management 32 (2006), pp. 29–54. Access the text alternative for slide images ©McGraw-Hill Education. Team Viability 1 2 STRONGLY DISAGREE DISAGREE 3 4 NEUTRAL AGREE 5 STRONGLY AGREE 1. What the team has accomplished is more than I could have accomplished. 2. My team has done an excellent job. 3. I am happy about this team’s overall effectiveness. 4. I’ve enjoyed working with the people on this team. 5. If the situation arose, I would choose to work on this team again. 6. Working with this team has been something I’ve enjoyed. Average Score: 22 ©McGraw-Hill Education. Application: Team Compensation Outcome interdependence is connected to compensation practices in many organizations. • Leads to inequity among teammates • Demotivates high performers who see low performers receiving same compensation Hybrid outcome interdependence means team members receive rewards based on both their individual performance and that of the team to which they belong. Many companies that use teams use hybrid outcome interdependence. ©McGraw-Hill Education. Next Time Chapter 12: Team Processes and Communication ©McGraw-Hill Education. Chapter 13 Leadership: Power and Negotiation ©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Class Agenda Leadership: Power and Negotiation Why Are Some Leaders More Powerful than Others? • Acquiring power • Using influence • Power and influence in action • Negotiations How Important Are Power and Influence? Application: Alternative Dispute Resolution ©McGraw-Hill Education. An Integrative Model of Organizational Behavior Access the text alternative for slide images ©McGraw-Hill Education. Leadership: Power and Negotiation Leadership is the use of power and influence to direct the activities of followers toward goal achievement. • When you think of “effective leaders,” who do you think of? • The chapter focus is on how leaders get their power and influence and how they use it in organizations. ©McGraw-Hill Education. Why Are Some Leaders More Powerful Than Others? Power is the ability to influence the behavior of others and resist unwanted influence in return. Just because a person has the ability to influence others does not mean they will choose to do so. Power can be seen as the ability to resist the influence attempts of others. ©McGraw-Hill Education. • Voicing a dissent opinion • Refusing to perform a specific behavior • Organizing an opposition group of coworkers Acquiring Power Organizational power derives from a person’s position within an organization. • Legitimate power is based on a position of authority in an organization. • Reward power is based on control of resources or benefits. • Coercive power is based on ability to punish. Personal power derives from the individual. ©McGraw-Hill Education. • Expert power is based on expertise, skill, or knowledge. • Referent power exists when others have a desire to identify and be associated with a person. Figure 13-1 Types of Power Access the text alternative for slide images ©McGraw-Hill Education. Table 13-1 Fortune’s 15 Most Powerful Women in Business in 2018 RANK NAME COMPANY POSITION AGE 1 Marilyn Hewson Lockheed Martin Chairman, CEO, and president 64 2 Mary Barra General Motors Chairman and CEO 56 3 Abigail Johnson Fidelity Investments Chairman and CEO 56 4 Ginni Rometty IBM Chairman, CEO, and president 61 5 Gail Boudreaux Anthem President and CEO 56 6 Sheryl Sandberg Facebook COO 49 7 Safra Katz Oracle Co-CEO 56 8 Phebe Novakovic General Dynamics Chairman and CEO 60 9 Ruth Porat Google, Alphabet SVP and CFO 60 10 Susan Wojcicki Google, Alphabet CEO, YouTube 50 11 Lynn Good Duke Energy Chairman, CEO, and president 59 12 Angela Ahrendts Apple Senior vice president, Retail and Online Stores 58 13 Tricia Griffith Progressive President and CEO 53 14 Judith McKenna Walmart Int’l President and CEO 52 15 Karen Lynch Aetna President 55 Source: Bellstrom, K., G. Donnelly, M. Heimer, E. Hinchliffe, A. Jenkins, B. Kowitt, M. Rodriguez, L. Segarra, L. Shen, J. Vanian, P. Wahba, and J. Wieczner. “Most Powerful Women.” Fortune 178, no. 4 (October 1, 2018): pp. 58–69. ©McGraw-Hill Education. OB on Screen The Post ©McGraw-Hill Education. Expert Power 1 STRONGLY DISAGREE 2 DISAGREE 3 NEUTRAL 4 AGREE 5 STRONGLY AGREE 1. I can provide others with the technical details that they need in their work. 2. I can give others advice that flows from my unique expertise. 3. I have skills and training that I can share with others to improve their work. 4. I am able to provide sound technical suggestions to my colleagues. Average Score: 14 ©McGraw-Hill Education. Referent Power 1 STRONGLY DISAGREE 2 DISAGREE 3 NEUTRAL 4 AGREE 5 STRONGLY AGREE 1. I can make others feel a sense of pride. 2. I can give others a sense of importance. 3. I can make others feel a sense of value. 4. I can serve as a positive role model to others. Average Score: 12 ©McGraw-Hill Education. Table 13-2 Guidelines for Using Power TYPE OF POWER GUIDELINES FOR USE Legitimate • Stay within the rights your position holds. • Communicate your request politely. • Make sure you describe the purpose of your request. Reward • Propose rewards that are attractive. • Only offer what you can follow through on. • Be clear on exactly what you are offering a reward for. Coercive • Warn people prior to giving punishment. • Make sure punishment is fair relative to the nature of the lack of compliance. • Follow through quickly and without discrimination or bias. Expert • Put forth data or other evidence to support your proposal. • Communicate why the request is important and the justification for it. • Be consistent, thoughtful, and honest about requests. Referent • Follow through on commitments. • Do things for others even when not required to do so. • Support and uphold others when called for. Source: For a more detailed list of guidelines and discussion, see Yukl, Gary A. Leadership in Organizations, 7th ed. (c) 2010. ©McGraw-Hill Education. Contingency Factors Substitutability: Having alternatives in accessing resources Discretion: Having the right to make decisions on their own Centrality: How important a person’s job is and how many people depend on that person to accomplish their tasks Visibility: How aware others are of a leader and the resources that leader can provide Leaders are better able to use their power when they have: • Low substitutability • High discretion • High centrality • High visibility ©McGraw-Hill Education. Table 13-3 The Contingencies of Power ©McGraw-Hill Education. CONTINGENCY LEADER’S ABILITY TO INFLUENCE OTHERS INCREASES WHEN . . . Substitutability There are no substitutes for the rewards or resources the leader controls. Centrality The leader’s role is important and interdependent with others in the organization. Discretion The leader has the freedom to make his or her own decisions without being restrained by organizational rules. Visibility Others know about the leader and the resources he or she can provide. Using Influence Influence: The use of an actual behavior that causes behavioral or attitudinal changes in others • Most frequently occurs downward (managers influencing employees) • Can also be lateral (peers influencing peers) or upward (employees influencing managers) • Relativity: the degree of disparity between the influencer and the influencee ©McGraw-Hill Education. Most Effective Influence Tactics Leaders depend on a number of tactics to cause behavioral or attitudinal changes in others: • Rational persuasion: Using logical arguments and facts • Inspirational appeal: Appealing to values and ideals to create an emotional reaction • Consultation: Allowing target to participate in decision • Collaboration: Working together to maximize outcomes ©McGraw-Hill Education. Moderately Effective Influence Tactics Tactics that are sometimes effective: • Ingratiation: Using favors, compliments or friendly behavior • Personal appeal: Appealing to personal friendship or loyalty • Apprising: Explaining how the target will personally benefit ©McGraw-Hill Education. Least Effective Influence Tactics Least effective tactics: • Pressure: Using coercive power through threats or demands • Coalitions: Enlisting others to help influence the target • Exchange tactic: Offering a reward or resource in return for performing a request ©McGraw-Hill Education. Figure 13-2 Influence Tactics and Their Effectiveness Access the text alternative for slide images ©McGraw-Hill Education. Responses to Influence Tactics People have three possible responses to influence tactics: • Internalization: Both behavior and attitude shift to agreement • Compliance: Behavior shifts to agreement but attitude does not • Resistance: Neither behavior nor attitude shifts to agreement ©McGraw-Hill Education. Figure 13-3 Responses to Influence Attempts Access the text alternative for slide images ©McGraw-Hill Education. Power and Influence in Action Leaders can use their power and influence in a number of ways, including: • Navigating the political environment in the organization • Resolving conflicts within the organization ©McGraw-Hill Education. Organizational Politics Actions by individuals that are directed toward the goal of furthering their own self-interests Political skill: Understanding others at work and using that knowledge to influence others in ways that enhance personal and/or organizational objectives ©McGraw-Hill Education. • Networking ability is an adeptness at identifying and developing contacts. • Social astuteness is the tendency to observe others and accurately interpret their behavior. • Interpersonal influence involves having a personal style that’s flexible enough to adapt to different situations. • Apparent sincerity involves appearing to others to have high levels of honesty and genuineness. Political Skill Assessment Source: For a more detailed measure of political skill, see G.R. Ferris, D.C. Treadway, R.W. Kolodinsky, W.A. Hochwarter, C.J. Kacmar, C. Douglas, and D.D. Frink, “Development and Validation of the Political Skill Inventory,” Journal of Management 31 (2005), pp. 126–52. Average Score: 23 Access the text alternative for slide images ©McGraw-Hill Education. Negative Effects of Organizational Politics People’s perceptions of politics are generally negative. Environments that are perceived as extremely political can: ©McGraw-Hill Education. • Lower job satisfaction • Increase strain • Lower job performance • Increase turnover intentions • Lower organizational commitment Figure 13-4 The Causes and Consequences of Organizational Politics Access the text alternative for slide images ©McGraw-Hill Education. Conflict Resolution Conflict: when two or more individuals perceive that their goals are in opposition Conflict resolution is influenced by two factors: • How assertive leaders want to be in pursuing their own goals • How cooperative they are with regard to the concerns of others Five different styles of conflict resolution: • Competing (high assertiveness, low cooperation) • Avoiding (low assertiveness, low cooperation) • Accommodating (low assertiveness, high cooperation • Collaboration (high assertiveness, high cooperation) • Compromise (moderate assertiveness, moderate cooperation) ©McGraw-Hill Education. Figure 13-5 Styles of Conflict Resolution Access the text alternative for slide images ©McGraw-Hill Education. Table 13-4 When to Use the Various Conflict Resolution Styles RESOLUTION STYLE USE DURING THE FOLLOWING SITUATIONS: Competing • A quick decision is really important. • When you believe you are right, other solutions are wrong, and there is no middle ground. • When someone will try to leverage your unwillingness to compete against you. Avoiding • • • • • Collaborating • When both parties have legitimate concerns and compromise won’t solve the problem. • When different perspectives or learning might help arrive at a better alternative. • To build commitment by working together toward a consensus decision. Accommodating • • • • If you arrive at the conclusion that your choice or solution is wrong or that an alternative is better. When you want to show that you are reasonable and/or to build up credit with others. When others care substantially more about the outcome than you do and the ongoing relationship is important. If you are going to lose and want to preserve your dignity. Compromising • • • • • When a strong approach isn’t worth the damage it might cause. If both parties are committed to their choices and they are equally powerful. Arriving at an interim solution allows you to examine a complicated issue more fully. When time pressure doesn’t allow for a protracted resolution. When other approaches haven’t worked. If the issue is not as important as others from a timing perspective. When there is no acceptable alternative and you can’t win. Arriving at a solution will cause more strife than a solution is worth. When people’s emotions are running high and backing off might help to come up with a resolution. If acquiring more information would help to arrive at a better solution. Source: Adapted from Thomas, K. W. “Toward Multi-Dimensional Values in Teaching: The Example of Conflict Behaviors.” Academy of Management Review (1977): pp. 484–490. ©McGraw-Hill Education. Negotiations A process in which two or more interdependent individuals discuss and attempt to come to an agreement about their different preferences Negotiation strategies include: • Distributive bargaining: win-lose style with fixed pie, zero sum conditions • Integrative bargaining: win-win style utilizing mutual respect and problem solving ©McGraw-Hill Education. Negotiation Stages Regardless of strategy used, negotiation typically goes through a series of stages: 1. Preparation: Each party determines goals and alternatives. 2. Exchanging information: Each party makes a case for its position. 3. Bargaining: Both parties must likely make concessions. 4. Closing and commitment: The agreement is formalized. ©McGraw-Hill Education. Negotiator Biases Perceived power relationship between the parties is an important factor. • When negotiators perceive themselves as having more power than the other party, they tend to demand more and concede less. (distributive approach) • When negotiators perceive themselves as relatively equal in power, they take a more integrative approach. Negotiator emotions, both positive and negative, can negatively influence negotiation success. • Positive emotions may lead to agreeing too quickly. • Negative emotions may lower judgment accuracy. ©McGraw-Hill Education. Figure 13-6 Why Are Some Leaders More Powerful Than Others? Access the text alternative for slide images ©McGraw-Hill Education. How Important Are Power and Influence? Power and influence are moderately correlated with job performance and organizational commitment. Effective use of power and influence can • Create internalization • Increase citizenship behavior • Decrease counterproductive behavior • Increase the motivation levels of employees • Increase job satisfaction ©McGraw-Hill Education. Figure 13-7 Effects of Power and Influence on Performance and Commitment Source: R.T. Sparrowe, B.W. Soetjipto, and M.L. Kraimer, “Do Leaders’ Influence Tactics Relate to Members’ Helping Behavior? It Depends on the Quality of the Relationship,” Academy of Management Journal 49 (2006), pp. 1194–1208; G. Yukl, H. Kim, and C.M. Falbe, “Antecedents of Influence Outcomes,” Journal of Applied Psychology 81 (1996), pp. 309–17; and P.P. Carson, K.D. Carson, and C.W. Rowe, “Social Power Bases: A Meta-Analytic Examination of Interrelationships and Outcomes,” Journal of Applied Social Psychology 23 (1993), pp. 1150–69. Access the text alternative for slide images ©McGraw-Hill Education. Application: Alternative Dispute Resolution A process by which two parties resolve conflicts through the use of a specially trained, neutral third party • Mediation requires a third party to facilitate the dispute resolution process, though this third party has no formal authority to dictate a solution. • Arbitration occurs when a third party determines a binding settlement to a dispute. Traditionally, mediation is used first and then arbitration if parties are unable to come to an agreement. Some research suggests flipping the order may lead to better results. ©McGraw-Hill Education. Next Time Chapter 14: Leadership: Styles and Behaviors ©McGraw-Hill Education.

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