MGT 4472 Troy University Organizational Behavior Quiz Questions Instructions:Read all instructions carefully prior to beginning your exam. There are 15 que

MGT 4472 Troy University Organizational Behavior Quiz Questions Instructions:Read all instructions carefully prior to beginning your exam. There are 15 questions: questions 1-5 come from Chapter 12; questions 6-9 come from Chapter 13; questions 10-12 come from Chapter 14; questions 13-14 come from Chapter 18; and question 15 comes from the class presentations. Type your responses directly in the text box below each question. If you need more space than is provided, continue your answer at the end of the exam. Note which question you are answering.You may use your course textbook and provided PowerPoint slides to answer the exam questions. Any other materials (for example: Google searches, other textbooks, articles, other people, etc.) are prohibited. Evidence of the use of any materials beyond your course textbook and provided PowerPoint slides will result in a zero on this exam and could also result in charges of academic misconduct.Answer the questions in your own words and according to the course material. Do not copy answers directly (word-for-word) out of the book. Even if you properly cite a direct quote, no credit will be awarded because the instructions are to answer in your own words. Unless a question indicates it is an opinion question, there is a correct answer based on the course readings and/or PowerPoint slides. Responses that do not reflect the course material will not receive credit. You are not required to cite material from the textbook or slides. It is understood that is where information is coming from. Chapter 12: Leadership
(for shift to online )
MGT 4472
Learning Objectives
2. Identify the central tenets and main limitations of behavioral
theories.
3. Contrast contingency theories of leadership.
4. Describe the contemporary theories of leadership and their
relationship to foundational theories.
5. Discuss the roles of leaders in creating ethical organizations.
6. Describe how leaders can have a positive impact on their
organizations through building trust and mentoring.
What is Leadership?
• The ability to
influence a group
toward the
achievement of a
vision or set of
goals
Behavioral Theories (12-2)
• Task-oriented vs. People-oriented behaviors
• Ohio State Studies
• Initiating structure
• Consideration
Contingency Theories (12-3)
• Hersey & Blanchard’s Situational
Leadership Theory (SLT)
▪ Focuses on followers
▪ Links leader’s behavioral style
with follower readiness – extent
to which followers are willing
and able to accomplish a
specific task
Situational Leadership Theory (12-3)
Telling style
• High concern for tasks; low concern for people and
relationships
• Involves giving explicit directions about how tasks should
be carried out
Selling style
• Based on a high concern for people and tasks
• Leader explains decisions and gives subordinates a
chance to ask questions/gain clarity and understanding
about work tasks
Participating
style
• High concern for people and relationships and low
concern for production tasks
• Leader shares ideas with subordinates, gives them a
chance to participate & facilitates decision making
Delegating
style
• low concern for both relationships and tasks
• Leader provides little direction and little support
because the leader turns over responsibility for decisions
and their implementation to subordinates
Contingency Theories (12-3 and extra)
• House’s Path-Goal Theory
▪ Suggests it is the leader’s job to provide followers with information,
support, or other resources necessary to achieve goals
▪ employees are motivated when they believe…
✓ effort will lead to high performance
✓ high performance will be rewarded
✓ rewards they will receive are valuable to them
▪ identifies 4 leadership styles
1. Directive
2. Supportive
3. Participative
4. Achievement-oriented
Predictions of Path-Goal Theory (extra)
Situation
▪ When employees have high role ambiguity
▪ When employees have low abilities
▪ When employees have external locus of control
▪ When tasks are boring and repetitive
▪ When tasks are stressful
Appropriate Leadership Style
Directive
Supportive
▪ When employees have high abilities
▪ When the decision is relevant to employees
▪ When employees have high internal locus of control
Participative
▪ When employees have high abilities
▪ When employees have high achievement motivation
Achievement oriented
Contemporary Approaches (12-4)
Leader-Member Exchange (LMX) Theory
• Leaders form different types of relationships with their
employees
▪ High-quality LMX
▪ Low-quality LMX
• How to develop high-quality LMX?
Contemporary Approaches (12-4)
Charismatic Leadership
• States that followers make attributions of heroic or extraordinary
leadership abilities when they observe certain behaviors, and tend to
give these leaders power
• Characteristics
•
•
•
•
Have a vision
Are willing to take personal risks to achieve that vision
Are sensitive to follower needs
Exhibit extraordinary behaviors
• Born or made?
• Vision
Contemporary Approaches (12-4)
• Transactional leaders (TXL)
• guide followers toward
established goals by clarifying
role and task requirements
• Transformational leaders (TFL)
• Inspire followers to transcend
their self-interests for the good
of the organization
• TFL vs TXL
• TFL vs charismatic
Responsible Leadership (12-5)
• Authentic Leadership
• Leaders who know who they are, know what they believe in and
value, and act on those values and beliefs openly and candidly
• Trust and humility
• Ethical Leadership
• Servant Leadership
• Leaders who go beyond their self-interest and focus on opportunities
to help followers grow and develop
Positive Leadership (12-6)
• Trust – psychological state that exists when you agree to make
yourself vulnerable to another person because you have positive
expectations about how things are going to turn out
Exhibit 12-6 The Nature of Trust
Implications for Managers
• For maximum leadership effectiveness, ensure that your preferences on the
initiating structure and consideration dimensions are a match for your work
dynamics and culture.
• Hire candidates who exhibit transformational leadership qualities and who have
demonstrated success in working through others to meet a long-term vision.
Personality tests can reveal candidates higher in extraversion, conscientiousness,
and openness, which may indicate leadership readiness.
• Hire candidates whom you believe are ethical and trustworthy for management
roles and train current managers in your organization’s ethical standards in order to
increase leadership effectiveness.
• Seek to develop trusting relationships with followers, because, as organizations
have become less stable and predictable, strong bonds of trust are replacing
bureaucratic rules in defining expectations and relationships.
• Consider investing in leadership training such as formal courses, workshops, rotating
job responsibilities, coaching, and mentoring.
Chapter 13: Power
(for shift to online )
MGT 4472
Learning Objectives
1. Contrast leadership and power.
2. Explain the three bases of formal power and the two
bases of personal power.
3. Explain the role of dependence in power relationships.
4. Identify power or influence tactics and their
contingencies.
6. Describe how politics work in organizations.
7. Identify the causes, consequences, and ethics of
political behavior.
• The capacity that A has to influence
the behavior of B so that B acts in
accordance with A’s wishes
Power (13-1)
• Ability to influence the behavior of
others to get what you want
• A function of dependence
• Dependence
• Power versus Leadership
1. Goal compatibility
2. Direction of influence
3. Research focus
Bases of Power (13-2)
Formal Power
Information
(see notes
box)
Coercive
Legitimate
Reward
Expert
Referent
Personal Power
Dependence (13-3)
Importance
Scarcity
General Dependence Postulate:
The greater B’s dependence on A,
the more power A has over B.
Nonsubstitutability
Dependence
Power
Power Tactics (also called Influence Tactics)(13-4)
1.
2.
3.
4.
Rational persuasion
Legitimacy
Personal appeals
Exchange
5.
6.
7.
8.
9.
Ingratiation
Pressure
Coalitions
Inspirational appeals
Consultation
• Political Skill
Exhibit 13-2 Preferred Power Tactics by Influence Direction
Upward Influence
Downward Influence
Lateral Influence
Rational persuasion
Rational persuasion
Rational
persuasion
Inspirational appeals
Consultation
Pressure
Ingratiation
Consultation
Exchange
Ingratiation
Legitimacy
Exchange
Personal
appeals
Legitimacy
Coalitions
Causes and Consequences of Political Behavior (13-6 & 13-7)
Exhibit 13-3 Factors That Influence Political Behavior
• Political behavior
How do People Respond to Organizational Politics (13-7)
Exhibit 13-4 Employee Responses to Organizational Politics
• Qualifiers
• Understanding of the hows
and whys
• Defensive behaviors
Causes and Consequences of Political Behavior (13-7)
Exhibit 13-5 Defensive Behaviors
Avoiding Action
Overconforming. Strictly interpreting your responsibility by saying things like “The rules clearly state…”or
“This is the way we’ve always done it.”
Buck passing. Transferring responsibility for the execution of a task or decision to someone else.
Playing dumb. Avoiding an unwanted task by falsely pleading ignorance or inability.
Stretching. Prolonging a task so that one person appears to be occupied—for example, turning a twoweek task into a 4-month job.
Stalling. Appearing to be more or less supportive publicly while doing little or nothing privately.
Avoiding Blame
Bluffing. Rigorously documenting activity to project an image of competence and thoroughness, known
as “covering your rear.”
Playing safe. Evading situations that may reflect unfavorably. It includes taking on only projects with a
high probability of success, having risky decisions approved by superiors, qualifying expressions of
judgment, and taking neutral positions in conflicts.
Justifying. Developing explanations that lessen one’s responsibility for a negative outcome and/or
apologizing to demonstrate remorse, or both.
Exhibit 13-5 Defensive Behaviors (Continued)
CAUSES AND
CONSEQUENCES
OF POLITICAL
BEHAVIOR ( 1 3 -7 )
Scapegoating. Placing the blame for a
negative outcome on external factors that
are not entirely blameworthy.
Misrepresenting. Manipulation of information
by distortion, embellishment, deception,
selective presentation, or obfuscation.
Avoiding Change
Prevention. Trying to prevent a threatening
change from occurring.
Self-protection. Acting in ways to protect
one’s self-interest during change by guarding
information or other resources.
Impression Management (IM) (13-7)
• The process by which individuals attempt to control the
impression others form of them
•
•
•
•
•
•
•
•
Conformity
Favors
Excuses
Apologies
Self-Promotion
Enhancement
Flattery
Exemplification

Interviews

Performance Evaluations
Managerial Implications
• To maximize your power, you will want to increase others’ dependence on you. For
instance, increase your power in relation to your boss by developing a needed
knowledge or skill for which there is no ready substitute.
• You will not be alone in attempting to build your power bases. Others, particularly
employees and peers, will be seeking to increase your dependence on them, while
you are trying to minimize it and increase their dependence on you.
• Try to avoid putting others in a position where they feel they have no power.
• By assessing behavior in a political framework, you can better predict the actions of
others and use that information to formulate political strategies that will gain
advantages for you and your work unit.
• Consider that employees who have poor political skills or are unwilling to play the
politics game generally relate perceived organizational politics to lower job
satisfaction and self-reported performance, increased anxiety, and higher turnover.
Therefore, if you are adept at organizational politics, help your employees
understand the importance of becoming politically savvy.
Chapter 14: Conflict &
Negotiation (for shift to online )
MGT 4472
Learning Objectives
1. Describe the three types of conflict and the two loci
of conflict.
3. Contrast distributive and integrative bargaining.
6. Assess the roles and functions of third-party
negotiations.
Conflict (14-1)
• A process that begins when one party perceives that
another party has negatively affected, or is about to
negatively affect, something that the first party cares
about
• Functional conflict
• Dysfunctional conflict
Types and Loci of Conflict (14-1)
• Types of conflict
• Task
• Relationship
• Process
• Loci of conflict
• Dyadic
• Intragroup
• Intergroup
Exhibit 14-1 Conflict and Unit
Performance from
Negotiation (14-3)
Exhibit 14-5 Distributive versus Integrative Bargaining
• Process that occurs
when two or more
parties decide how
to allocate scarce
resources
• Bargaining
Strategies
• Distributive
• Integrative
Bargaining
Characteristic
Distributive Bargaining
Integrative Bargaining
Goal
Get as much of the pie as
possible
Expand the pie so that both
parties are satisfied
Motivation
Win–lose
Win–win
Focus
Positions (“I can’t go
beyond this point on this
issue.”)
Interests (“Can you explain
why this issue is so important
to you?”)
Interests
Opposed
Congruent
Information sharing
Low (Sharing information
will only allow other party
to take advantage.)
High (Sharing information
will allow each party to find
ways to satisfy interests of
each party.)
Duration of
relationship
Short term
Long term
Distributive Bargaining (14-3)
• In distributive bargaining, one of the best things you can
do is make the first offer and make it an aggressive one.
• Shows power
• Establishes an anchoring bias
• Reveal a deadline
Exhibit 14-6 Staking Out the Bargaining Zone
Integrative Bargaining (14-3)
• Why don’t we see more integrative bargaining?
• Need the right conditions:
• Parties who are open with information and candid about
their concerns
• A sensitivity by both parties to the other’s needs
• The ability to trust one another
• A willingness by both parties to maintain flexibility
• Compromise might be your worst enemy in negotiating a
win-win agreement.
Negotiating in a Social Context (14-6)
• Reputation
• Relationships
• Third-Party Negotiations
• When unable to resolve differences though direct
negotiations
▪ Mediator
▪ Arbitrator
▪ Conciliator
Managerial Implications
• Choose an authoritarian management style in emergencies, when unpopular actions
need to be implemented, and when the issue is vital to the organization’s welfare. Be
certain to communicate your logic when possible to make certain employees remain
engaged and productive.
• Seek integrative solutions when your objective is to learn, when you want to merge
insights from people with different perspectives, when you need to gain
commitment by incorporating concerns into a consensus, and when you need to
work through feelings that have interfered with a relationship.
• You can build trust by accommodating others when you find you’re wrong, when
you need to demonstrate reasonableness, when other positions need to be heard,
when issues are more important to others than to yourself, when you want to satisfy
others and maintain cooperation, when you can build social credits for later issues,
to minimize loss when you are outmatched and losing, and when employees should
learn from their own mistakes.
Managerial Implications
• Consider compromising when goals are important but not worth
potential disruption, when opponents with equal power are committed
to mutually exclusive goals, and when you need temporary
settlements to complex issues.
• Distributive bargaining can resolve disputes, but it often reduces the
satisfaction of one or more negotiators because it is confrontational
and focused on the short term. Integrative bargaining, in contrast,
tends to provide outcomes that satisfy all parties and build lasting
relationships.
Chapter 18:
Organizational
Change
and Stress
Management
MGT 4472 (for shift to online)
Learning Objectives
1.
Contrast the forces for change and planned change.
2.
Describe ways to overcome resistance to change.
3.
Compare the four main approaches to managing organizational
change.
5.
Identify the potential environmental, organizational, and
personal sources of stress at work and the role of individual and
cultural differences.
6.
Identify the physiological, psychological, and behavioral
symptoms of stress at work.
7.
Describe the individual and organizational approaches to
managing stress at work.
Forces for Change (18-1)
Forces for change
Key vocabulary
• Economic shocks
• Planned change
• Competition
• Unplanned change
• Social trends
• Change agents
• World politics
Resistance to Change (18-2)
Individual Sources
Organizational Sources
• Habit
• Structural inertia
• Security
• Limited focus of change
• Economic factors
• Group inertia
• Fear of the unknown
• Threat to expertise
• Selective information processing
• Threat to established power
relationships
Overcoming Resistance to Change (18-2)
•
Communication
•
Participation
•
Building support and commitment
•
Develop positive relationships
•
Implementing changes fairly
•
Manipulation
•
Selecting people who accept change
•
Coercion
Lewin’s Three-Step Model of the Change Process (18-3)
1. Unfreezing
• Make people aware of problems and need for change
• Discrepancies
• Urgency
2. Movement
• Intervention stage
3. Refreezing
• Reinforcement stage
Exhibit 18-3 Lewin’s Three-Step Change Model
Kotter’s Eight-Step Plan for Implementing Change (18-3)
Exhibit 18-5 Kotter’s Eight-Step Plan for Implementing Change
1. Establish a sense of urgency by creating a compelling reason for why change is needed.
2. Form a coalition with enough power to lead the change.
3. Create a new vision to direct the change and strategies for achieving the vision.
4. Communicate the vision throughout the organization.
5. Empower others to act on the vision by removing barriers to change and encouraging risk taking
and creative problem solving.
6. Plan for, create, and reward short-term “wins” that move the organization toward the new vision.
7. Consolidate improvements, reassess changes, and make necessary adjustments in the new
programs.
8. Reinforce the changes by demonstrating the relationship between new behaviors and
organizational success.
Work Stress (18-5)
• An unpleasant psychological process that occurs in response to environmental pressures
Key Vocabulary:
Exhibit 18-7 Work Is a Top Source of Stress
• Challenge stressors
What area of your life causes you the most stress?
• Hindrance stressors
Area
Causes Most Stress
• Demands
Financial worries
64%
• Resources
Work
60%
Family responsibilities
47%
Health concerns
46%
Potential Sources of Stress at Work (18-5 and 18-6)
Exhibit 18-8 A
Model of Stress
Managing Stress (18-7)
• Individual approaches
• Time management techniques
• To-do lists
• Schedule activities based on priorities, not what you can accomplish
• Do hard tasks first (otherwise you will keep putting them off)
• Schedule distraction-free time to accomplish tasks (example: turn off email)
• Physical exercise
• Relaxation techniques
• Meditation, mindfulness, deep breathing
• Social support networks
Managing Stress (18-7)
• Organizational approaches
• Selection and placement, and training
• Goal setting
• Redesigning jobs
• Employee involvement
• Organizational communication
• Employee sabbaticals
• Wellness programs
Implications for Managers: Organizational Change
•
•
•
•
•
Consider that, as a manager, you are a change agent in your organization. The decisions you make and your
role-modeling behaviors will help shape the organization’s change culture.
Your management policies and practices will determine the degree to which the organization learns and
adapts to changing environmental factors.
Some stress is good. Increasing challenges brought by autonomy and responsibility at work will lead to some
stress, but they will also increase feelings of accomplishment and fulfillment. Hindrance stressors like
bureaucracy and interpersonal conflicts, on the other hand, are entirely negative and should be eliminated.
You can help alleviate harmful workplace stress for your employees by accurately matching work-loads to
employees, providing employees with stress-coping resources, and responding to employee concerns.
You can identify extreme stress in your employees when performance declines, turnover increases, healthrelated absenteeism increases, and engagement declines. By the time these symptoms are visible, however, it
may be too late to be helpful, so stay alert for early indicators and be proactive.
LINKING GENETICS WITH
ORGANIZATIONAL BEHAVIOR
A s h l e y Ye l v e r t o n
23 April 2020
MGT 4472
WHAT INFLUENCES ORGANIZATIONAL BEHAVIOR?
oJob satisfaction has a variety of influences.
oMore than just genetic factors influence
organizational…
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