Developing management skills (9e) part 2

www.downloadslide.net Skill Assessment ■ ■ Managing Interpersonal Conflict Strategies for Handling Conflict Skill Learning ■ ■ ■ ■ ■ ■ Interpersonal Conflict Management Diagnosing the Type of Interpersonal Conflict Selecting the Appropriate Conflict Management Approach Resolving Interpersonal Confrontations Using the Collaborative Approach Summary Behavioral Guidelines Skill Analysis ■ Managing Conflict Educational Pension Investments Skill Practice ■ ■ ■ ■ ■ ■ ■ SSS Software Management Problems Bradley’s Barn Avocado Computers Phelps, Inc Alisa Moffatt Can Larry Fit In? Meeting at Hartford Manufacturing Company Skill Application ■ ■ Suggested Assignments Application Plan and Evaluation Scoring Keys and Comparison Data Learning Objectives DIAGNOSE THE FOCUS AND SOURCE OF CONFLICTS UTILIZE APPROPRIATE CONFLICT MANAGEMENT STRATEGIES RESOLVE INTERPERSONAL CONFRONTATIONS THROUGH COLLABORATION MyManagementLabtm ✪ When you see this icon, visit www.mymanagementlab.com for self-assessments, video activities, and more 329 www.downloadslide.net Skill Assessment ✪ If your instructor is utilizing MyManagementLab, log onto mymanagementlab.com and select the Personal Inventory Assessment (PIA) section and complete the instruments associated with this chapter The assessment instruments in this chapter are briefly described below The assessments appear either in your text or in PIA The assessments marked with (blue star) are available only in PIA All assessments should be completed before reading the chapter material After completing the first assessment save your response to your hard drive When you have finished reading the chapter, re-take the assessment and compare your responses to see what you have learned ✪ P I A PERSONAL INVENTORY ASSESSMENT ❏ The Managing Interpersonal Conflict assessment measures the extent to which you exhibit competency in managing conflict in a work context ✪ ❏ The Strategies for Handling Conflict assessment measures your preferences for five different conflict management strategies that will be discussed in the chapter Skill Learning Interpersonal Conflict Management A conflict over issues is not only likely within top-management teams, but also valuable Such conflict provides executives with a more inclusive range of information, a deeper understanding of the issues, and a richer set of possible solutions [In our ten-year study] we found that the alternative to conflict is usually not agreement but apathy and disengagement In fast paced markets, successful strategic decisions are most likely to be made by teams that promote active and broad conflict over issues without sacrificing speed The key to doing so is to mitigate interpersonal conflict (Eisenhardt, Kahwajy, & Bourgeois, 1997, pp 84–85) One of the leading causes of business failure among major corporations is too much agreement among top management The lack of tension between competing perspectives can foster a climate of complacency This problem is compounded when boards of directors fail to play an aggressive oversight role They avoid conflict with the internal management team who appear unified on key issues and very confident of their positions Although managers often view a lack of conflict as a sign of good leadership, in reality it is a 330 Chapter   Managing Conflict leading indicator of being out of touch with significant changes in the marketplace (Argenti, 1976) Conflict is an essential, ubiquitous part of organizational life In fact, given the current business trends toward workforce diversity, globalization, and joint ventures, how managers from different organizations and cultures deal with conflict is an increasingly ­important predictor of organizational success (Seybolt, Derr, & Nielson, 1996; Tjosvold, 1991; Memeth, 2004) Conflict is the lifeblood of vibrant, progressive, stimulating organizations It sparks creativity, stimulates ­ innovation, and encourages personal improvement (Blackard & Gibson, 2002; Farh, Lee & Farh, 2010; Pascale, 1990; Wanous & Youtz, 1986) ✪  MyManagementLab: WATCH IT CH2MHill: Conflict and Negotiation Apply what you have learned about management If your instructor has assigned MyManagementLab, go to mymanagementlab.com to watch a video case and answer questions Andrew Grove, former president of Intel, echoed these themes: “Many managers seem to think it is impossible to tackle anything or anyone head-on, even www.downloadslide.net Figure 7.1   Relationship Between Level of Conflict and Organizational Outcomes LEARNING ORGANIZATIONAL OUTCOMES Positive Negative Low High LEVEL OF CONFLICT in business By contrast, we at Intel believe that it is the essence of corporate health to bring a problem out into the open as soon as possible, even if this entails a confrontation Dealing with conflicts lies at the heart of managing any business As a result, confrontation—facing issues about which there is disagreement—can be avoided only at the manager’s peril Workplace politicking grows quietly in the dark, like mushrooms; neither can stand the light of day” (Grove, 1984) However, we all have ample evidence that conflict often produces harmful results Interpersonal conflict can sap people’s energy and demoralize their spirit Also, some types of conflicts, regardless of frequency, generally produce dysfunctional outcomes These include personality conflicts and arguments over things that can’t be changed As Figure 7.1 shows, scholars generally agree that some conflict is both inevitable and beneficial in effective organizations (Brown, 1983) As illustrated in this figure, a moderate level of the right kind of conflict appears to be healthy for most organizations Mixed Feelings about Conflict The well-known American psychologist, Abraham Maslow (1965), observed that people generally have a high degree of ambivalence regarding the value of conflict On the one hand, managers intellectually appreciate the value of conflict and competition They agree it is a necessary ingredient of the free-­enterprise system On the other hand, their ­actions often demonstrate conflict avoidance whenever p­ossible This ambivalence about conflict is a recurring theme in Moneyball, a book, and subsequently a feature film, about the Oakland A’s baseball team and their general manager Billy Beane, based on the book by Michael Lewis Beane believed that baseball scouts and managers had become hidebound by tradition in relying on faulty assumptions about which statistics mattered in predicting a player’s future success For instance, he believed that statistics like batting averages and stolen bases were relics of a past century, and no longer good indicators of a player’s potential in the modern game As manager of the A’s, Beane advocated the use of a new statistical method to evaluate p­ layers Moneyball depicts the frequent, heated battles that Beane had with his scouting staff and the team’s coach as he challenged their assumptions Beane was a constant source of conflict, in part ­because of his  revolutionary ideas, and in part because of his dogged ­determination to force change upon the organization At one point, he reportedly put his staff members in their place by saying, “We’re going to run the organization from the top down We’re controlling Managing Conflict   Chapter  331 www.downloadslide.net player personnel That’s our job I don’t apologize for that” (Lewis, 2014: 138) Resistance to Beane’s ideas and his tendency toward conflict nearly prevented his ideas from gaining a foothold Under Beane’s management, however, Oakland went from a perennial weakling in Major League Baseball to four consecutive playoff appearances (2000– 2003) In 2002, the A’s were the first team in more than a century to win 20 consecutive games Other teams quickly adopted Beane’s statistical methods for evaluating players Despite all of this success, Beane remains a controversial figure among baseball administration The tension between our intellectual acceptance of the merits of conflict and our emotional rejection of it is illustrated in a classic study of decision making (Boulding, 1964) Several groups of managers were formed to solve a complex problem They were told that their performance would be judged by a panel of experts in terms of the quantity and quality of solutions they generated The groups were identical in size and composition, with the exception that half of them included a “confederate.” Before the experiment began, the researcher instructed this person to play the role of “devil’s advocate.” This person was to challenge the group’s conclusions, forcing the others to examine critically their assumptions and the logic of their arguments At the end of the problem-solving period, the recommendations made by both sets of groups were compared The groups with the devil’s advocates had performed significantly better on the task They had generated more alternatives, and their proposals were judged as superior After a short break, the groups were reassembled and told that they would be performing a similar task during the next session However, before they began discussing the next problem, they were given permission to eliminate one member In every group containing a confederate, he or she was the one asked to leave The fact that every high-performance group expelled their unique competitive advantage because that member made others feel uncomfortable demonstrates a widely shared reaction to conflict: “I know it has positive outcomes for the performance of the organization, as a whole, but I don’t like how it makes me feel, personally.” We believe that much of the ambivalence toward conflict stems from a lack of confidence in one’s personal knowledge and skills about how to constructively manage tense, emotionally charged confrontations A 10-year study conducted by Kathy Eisenhardt and her colleagues at Stanford University (Eisenhardt et al., 1997) provides important guidance In their Harvard Business Review article, they report, “The 332 Chapter   Managing Conflict challenge is to encourage members of management teams to argue without destroying their ability to work together” (p 78) What makes this possible? These authors identify several key “rules of engagement” for effective conflict management: ❏ Work with more, rather than less, information ❏ ❏ Focus on the facts Develop multiple alternatives to enrich the level of debate ❏ Share commonly agreed-upon goals ❏ Inject humor into the decision process Maintain a balanced power structure ❏ Resolve issues without forcing consensus ❏ Thus far, we have determined that: (1) interpersonal conflict in organizations is inevitable; (2) conflict that focuses on issues or facts (rather than on personality differences) can actually enhance decision making; (3) despite the intellectual acceptance of the value of conflict, there is a widespread tendency to avoid it; and (4) the key to increasing one’s comfort level with conflict is to become proficient in particular skills Consistent with this book’s skill-development orientation, the remainder of this chapter focuses on increasing your competence-based confidence We focus on three essential conflict-related skills that a large body of research identifies as essential for managers First, they must be able to accurately diagnose the types of conflict, including their causes For example, managers need to understand how cultural differences and other forms of demographic diversity can spark conflicts in organizations Second, having identified the sources of conflict, managers must be able to select an appropriate conflict management strategy Third, skillful managers must develop the skills to resolve interpersonal disputes effectively while maintaining working relationships between disputants We now turn our attention to these three broad management proficiencies Diagnosing the Type of Interpersonal Conflict Because interpersonal conflicts come in many varieties, our first skill-building task involves the art of diagnosis In any type of clinical setting, from medicine to management, it is common knowledge that effective intervention is predicated upon accurate diagnosis Figure 7.2 presents a categorizing device for diagnosing the type of conflict, based on two critical identifying characteristics: focus and source www.downloadslide.net Figure 7.2   Categorizing Different Types of Conflict FOCUS OF CONFLICT Issues People LEARNING SOURCE OF CONFLICT Personal differences Informational deficiencies Incompatible roles Environmental stress By understanding the focus of the conflict, we gain an appreciation for the substance of the dispute (what is fueling the conflict), and by learning more about the origins, or source of the conflict, we better understand how it got started (the igniting spark) Conflict Focus We can categorize conflicts as primarily focused on either people or issues (Eisenhardt et al., 1997; Jehn & Mannix, 2001) In other words, conflicts can be about relationships between people (e.g., tensions over personality or value differences, hard feelings over past events, taking offense at something another person said), or they can be about competing ideas, proposals, interests, or resources The distinction between people-focused and issue-focused conflicts helps us u ­nderstand why some managers believe that conflict is the lifeblood of their organization while others believe that each and every conflict episode sucks life from their organization Research has shown that p­eople-focused conflicts threaten effectiveness whereas issue-based conflicts actually ­ enhance performance as long as people feel psychologically safe at work (Bradley, et al., 2012) and have the skills to manage it effectively and openly (Bradley, et al., 2013; de Dreu & Weingart, 2002; Jehn, 1997) So, when people talk about the benefits of “productive conflict,” they are virtually always r­eferring to issue-focused conflict Of course, all interpersonal conflicts involve people, but people-focused conflict refers to the “in your face” kind of confrontations in which emotions run high and people feel moral indignation Accusations of harm, demands for justice, and feelings of resentment are the common markers of personal disputes Personal disputes are extremely difficult to resolve, and the long-term effects of the dispute on interpersonal relations can be devastating The longer this type of dispute goes on, the larger the gulf ­between the parties becomes Person-oriented conflicts consume a tremendous amount of an organization’s time One survey reports that managers estimate that 18 percent of their ­working time is occupied by dealing with personal conflict That amounts to approximately nine weeks of management time each year spent in this nonproductive activity (Messmer, 1996) In contrast to emotionally fraught people-focused conflicts, issue-focused conflicts are more like rational negotiations, which can be thought of as “an inter­ personal decision-making process by which two or more people agree how to allocate scarce resources” (Thompson, 2001, p 2) In issue-based conflicts, ­manager-negotiators are typically acting as agents, representing the interests of their department, function, or project Although negotiators may have conflicting priorities for how the scarce resources should be utilized, most negotiators recognize the need to find an amicable settlement that appears fair to all parties This is because Managing Conflict   Chapter  333 www.downloadslide.net in organizational life there usually is no such thing as one-time-only negotiations One veteran manager observed that he uses a simple creed to govern his dealings with others, “It’s a small world and a long life”— meaning there is no long-term personal advantage to short-term gains won through unfair means Although our discussion of conflict management draws liberally on the negotiations literature, our objective is to prepare readers for highly charged emotional confrontations in which untrained initiators attempt to transfer their frustration to someone else Being on the receiving end of a “surprise personal attack” is threatening, and so the unskilled respondent is likely to fight back, escalating the conflict with counteraccusations or defensive retorts That’s why experienced mediators agree that when a disagreement “gets personal,” it often becomes intractable Conflict Source We now shift our diagnostic lens from understanding the focus, or content, of a conflict (“What’s this about?”) to the source, or origin, of the conflict (“How did it get started?”) Managers, especially those who feel uncomfortable with conflict, often behave as though interpersonal conflict is the result of personality defects They label people who are frequently involved in conflicts “troublemakers” or “bad apples” and attempt to transfer or dismiss them as a way of resolving disagreements While some individuals seem to have a propensity for making trouble and appear to be disagreeable under even the best of circumstances, “sour dispositions” actually account for only a small percentage of organizational conflicts (Hines, 1980; Schmidt & Tannenbaum, 1965) This proposition is supported by research on performance appraisals (Latham & Wexley, 1994) It has been shown that managers generally attribute poor performance to personal deficiencies in workers, such as laziness, lack of skill, or lack of motivation However, when workers are asked the causes of their poor performance, they generally explain it in terms of problems in their environment, such as insufficient supplies or uncooperative coworkers While some face-saving is obviously involved here, this line of research suggests that managers need to guard against the reflexive tendency to assume that bad behaviors imply bad people In fact, people who express aggressive or harsh behaviors often have good intentions but are simply unskilled in handling intense, emotional experiences 334 Chapter   Managing Conflict Table 7.1   Sources of Conflict Personal differences Perceptions and expectations Informational deficiencies Misinformation and misrepresentation Role incompatibility Goals and responsibilities Environmental stress Resource scarcity and uncertainty In contrast to the personality-defect theory of conflict, we propose four sources of interpersonal conflict in Table 7.1 These are personal differences, informational deficiencies, role incompatibility, and environmental stress Personal differences are a common source of conflict because individuals bring different backgrounds to their roles in organizations Their values and needs have been shaped by different socialization processes, depending on their cultural and family traditions, level of education, breadth of experience, and so forth As a result, their interpretations of events and their expectations about relationships with others in the organization vary considerably Conflicts stemming from incompatible personal values and needs are some of the most difficult to resolve They often become highly emotional and take on moral overtones Under these conditions, a disagreement about what is factually correct easily turns into a bitter argument over who is morally right At first glance, it might appear that personal differences and people-focused conflict are the same thing They are not It might help to think of personal differences as a set of lenses that each member of an organization uses to make sense of daily experiences and to make value judgments, in terms of what is good and bad, appropriate and inappropriate When someone has used a particular lens or perspective for a long time, it becomes a strongly held belief that the individual may never question It is easy to see how challenges to these strongly held interpretations of the world could spark interpersonal conflicts However, that does not necessarily mean that the conflict will become personal Even when one’s deeply held beliefs are challenged, one still has choices regarding what path their dispute will take Will they focus on the issues (e.g., the fact that you and I have differing views or values) or the people (e.g., I question your competence, intent, acceptance, understanding, etc.)? www.downloadslide.net ❏ Cost savings from reducing turnover rates among minority employees Improved creativity and problem-solving capabilities due to the broader range of perspectives and cultural mindsets ❏ Perceptions of fairness and equity in the workplace ❏ Increased flexibility that positively affects ­motivation and minimizes conflict between work and nonwork demands (e.g., family, ­personal ­interests, leisure) ❏ Research suggests that diverse groups might have less confidence in their performance than homogenous groups, but they actually perform better (Phillips, Liljenquist, & Neale, 2009) The benefits of diversity don’t come without challenges, however Consider the old saying: “To create a spark, strike two unlike substances together.” The spark of creativity in groups might also require some collisions between diverse perspectives and ideas For example, imagine a team that includes one member who is extremely laid back and casual by nature, and who enjoys generating imaginative ideas In contrast, another member of the team is highly formal, anxious, and detail-oriented There are obvious ways in which these two members could develop person-based conflict stemming from annoyance around differing styles On the other hand, if these two team members can learn to manage their differences with each other, they could experience great synergy; the detail-oriented teammate may be exactly the right demeanor to help the creative teammate see her ideas through to execution Interpersonal collisions can also happen because people from different ethnic and cultural groups ­often have very different views about the value of, and justifications for, interpersonal disputes (Adler, 2002; Trompenaars, 1994, 1996) In other words our cultural background shapes our views of what is worth “fighting for” and what constitutes “a fair fight” (Sillars & Weisberg, 1987; Weldon & Jehn, 1995; Wilmot & Hocker, 2001) The potential for harmful conflict is even greater when confrontations involve members of majority and minority groups within an organization This is where “diversity-sensitive” managers can help out by considering questions like: Are both participants from the majority culture of the organization? If one is from a minority culture, to what extent is diversity valued in the organization? To what extent members of these minority and majority cultures understand and value the benefits of a diverse workforce for our organization? Has this particular minority group or individual had a history of conflict within the organization? If so, are there broader issues regarding the appreciation of personal differences that need to be addressed? The second source or cause of conflict among members of an organization is informational deficiencies An important message may not be received, a boss’s instructions may be misinterpreted, or decision makers may arrive at different conclusions because they use different databases Conflicts based on misinformation or misunderstanding tend to be factual; hence, clarifying previous messages or obtaining additional information generally resolves the dispute This might entail rewording the boss’s instructions, reconciling contradictory sources of data, or redistributing copies of misplaced messages This type of conflict is common in organizations, but it is also easy to resolve Because these confrontations not necessarily challenge value systems, they tend to be less emotional Once the breakdown in the information system is repaired, disputants are generally able to resolve their disagreement with minimal resentment For example, one employee felt deeply hurt when a project she expected to supervise was entrusted with another coworker Assuming that her manager was somehow unhappy with her, she kept her distance and began interpreting everything her boss did as evidence of his dissatisfaction with her Only later did she discover that her boss had withheld the project because he knew she was in line for a promotion that would prevent her from seeing the project through Her resentment evaporated, of course, and she apologized to her supervisor for contributing to a conflict based on incomplete information A third source of conflict is role incompatibility, which is inherent in complex organizations where members’ tasks are highly interdependent This type of conflict is exemplified by the classic goal conflicts between line and staff, production and sales, and Managing Conflict   Chapter  LEARNING This question is particularly relevant for managers working in an organizational environment characterized by demographic and value diversity On the one hand, a diverse workforce can be a strategic organizational asset (Cox, 1994), but on the other, very different people have the potential to experience intense conflicts—which can become an organizational liability (Lombardo & Eichinger, 1996; Pelled, Eisenhardt, & Xin, 1999) From various studies of diversity in organizations (Cox & Blake, 1991; Morrison, 1996), some of the consistently cited benefits of an effectively managed, diverse workforce include: 335 www.downloadslide.net marketing and research and development (R&D) Each unit has different responsibilities in the organization, and as a result each places different priorities on organizational goals (e.g., customer satisfaction, product quality, production efficiency, compliance with government regulations) It is also typical of firms whose multiple product lines compete for scarce resources During the early days at Apple, the Apple II division accounted for a large part of the company’s revenue It viewed the newly created Macintosh division as an unwise speculative venture The natural rivalry was made worse when a champion of the Macintosh referred to the Apple II team as “the dull and boring product division.” Because this type of conflict stems from the fundamental incompatibility of the job responsibilities of the disputants, it can often be resolved only through the mediation of a common superior Another major source of conflict is environmentally induced stress When an organization is forced to operate on an austere budget, its members are more likely to become embroiled in disputes over domain claims and resource requests Scarcity tends to lower trust, increase ethnocentrism, and reduce participation in decision making These are ideal conditions for incubating interpersonal conflict (Cameron, Kim, & Whetten, 1987) When a large eastern bank announced a major downsizing, the threat to employees’ security was so severe that it disrupted long-time, close working relationships Even friendships were not immune to the effects of the scarcity-induced stress Long-standing golf foursomes and car pools were disbanded because tension among members was so high Another environmental condition that fosters conflict is uncertainty When individuals are unsure about their status in an organization, they become very anxious and prone to conflict This type of “­frustration conflict” often stems from rapid, repeated change If task assignments, management philosophy, accounting procedures, and lines of authority are changed frequently, members find it difficult to cope with the resulting stress, and sharp, bitter conflicts can easily erupt over seemingly trivial problems This type of conflict is generally intense, but it dissipates quickly once a change becomes routinized and individuals’ stress levels are lowered When a major pet food manufacturing facility announced that one-third of its managers would have to support a new third shift, the feared disruption of personal and family routines prompted many managers to think about sending out their résumés In addition, the 336 Chapter   Managing Conflict uncertainty of who was going to be required to work at night was so great that even routine management work was disrupted by posturing and infighting Before we conclude our discussion of the sources of interpersonal conflict, it is useful to point out that people from particular cultural backgrounds might tend to be drawn into particular types of conflict For example, one of the primary dimensions of cultural values emerging from Geert Hofstede’s (1980) seminal research was tolerance for uncertainty Some cultures, such as Japan’s, have a high uncertainty avoidance, whereas other cultures, like the United States, are much more uncertainty tolerant Extrapolating from these findings, if an American firm and a Japanese firm have created a joint venture in an industry known for highly volatile sales (e.g., short-term memory chips), one would expect that the Japanese managers would experience a higher level of uncertainty-induced conflict than their American counterparts In contrast, because American culture places an extremely high value on individualism (another of Hofstede’s key dimensions of cultural values), one would expect that the U.S managers in this joint venture would experience a higher level of conflict stemming from their role interdependence with their Japanese counterparts Selecting the Appropriate Conflict Management Approach Now that we have examined different types of c­ onflict in terms of their focus and sources, we shift our attention to strategies for managing conflict of any type As revealed in the Pre-Assessment survey, people’s responses to interpersonal confrontations tend to fall into five categories: forcing, accommodating, avoiding, compromising, and collaborating (Volkema & Bergmann, 2001) These responses can be organized along two dimensions, as shown in Figure 7.3 (Ruble & Thomas, 1976) These five approaches to conflict reflect different degrees of cooperativeness and assertiveness A cooperative response is intended to satisfy the needs of the interacting person whereas an ­assertive response focuses on the needs of the focal person The cooperativeness dimension reflects the importance of the relationship whereas the assertiveness dimension reflects the importance of the issue As you will see in the following discussion, cooperativeness and assertiveness are not mutually exclusive The forcing response (assertive, uncooperative) is an attempt to satisfy one’s own needs at the e­ xpense www.downloadslide.net Figure 7.3  Two-Dimensional Model of Conflict Behavior (Importance of the relationship) Collaborating (Importance of the issue) Forcing Compromising Unassertive Avoiding Accommodating Uncooperative Cooperative LEARNING ASSERTIVENESS (attempting to satisfy one’s own concerns) Assertive COOPERATIVENESS (attempting to satisfy the other party’s concerns) Source: Adapted from Ruble & Thomas, 1976 of the needs of the other individual This can be done by using formal authority, physical threats, manipulation ploys, or by ignoring the claims of the other party The blatant use of the authority of one’s office (“I’m the boss, so we’ll it my way”) or other forms of intimidation reflect an egoistic leadership style that may actually reflect a lack of self-confidence on the leader’s part Managers who rely on forcing strategies may simply ignore proposals that threaten their personal interests and may use manipulative tactics to get their way, even while striving to appear democratic in their leadership style The problem with the repeated use of this conflict management approach is that it breeds hostility and resentment While observers may intellectually admire authoritarian or manipulative leaders because they appear to accomplish a great deal, their management styles generally produce a backlash in the long run as people become increasingly unwilling to absorb the emotional costs Often, followers will actively work to undermine the power base of the authoritarian leader The accommodating approach (cooperative, unassertive) satisfies the other party’s concerns while neglecting one’s own Unfortunately, some boards of directors take an accommodating approach in their interactions with management of failing firms, and thus neglect their vital oversight responsibilities The difficulty with the habitual use of the accommodating approach is that it emphasizes preserving a friendly relationship at the expense of critically appraising issues and protecting personal rights This may result in others taking advantage of you, which lowers your selfesteem as you observe yourself being used by others to accomplish their objectives while you fail to make any progress toward your own The avoiding response (uncooperative, unassertive) neglects the interests of both parties by sidestepping the conflict or postponing a solution Avoiding is a lose-lose alternative because it ensures that neither parties’ true interests are met This strategy is often the response of managers who are emotionally ill-prepared to cope with the stress associated with confrontations, or it might reflect Managing Conflict   Chapter  337 www.downloadslide.net recognition that a relationship is not strong enough to absorb the fallout of an intense conflict The repeated use of this approach causes considerable frustration for others because issues never seem to get resolved and the really tough problems are consistently avoided When mangers adopt avoiding as their default conflict management strategy, people often rush in to fill the leadership void, creating considerable confusion and animosity in the process The compromising response occupies the intermediate space between high and low levels of both assertiveness and cooperativeness A compromise is an attempt to obtain partial satisfaction for both parties, in the sense that both receive the proverbial “half loaf.” To accomplish this, both parties are asked to make sacrifices to obtain a common gain While this approach has considerable practical appeal to managers, its indiscriminate use is counterproductive If subordinates are continually told to “split the difference,” they may conclude that their managers are more interested in resolving disputes than solving problems This creates a climate of expediency that encourages game playing, such as asking for twice as much as you need A common mistake made in mergers is ­placing undue emphasis on “being fair to both sides” by compromising on competing corporate policies and practices When decisions are made on the basis of “spreading the pain evenly” or “using half of your procedures and half of ours,” rather than on the ­basis of merit, then harmony takes priority over value Ironically, actions taken in the name of “keeping peace in the merged families” often end up being so illogical and impractical that the emerging union is doomed to operate under a pall of constant internal turmoil and conflict The collaborating approach (cooperative, assertive) is an attempt to address fully the concerns of both parties It is often referred to as the “problem-solving” mode In this mode, the intent is to find solutions that are satisfactory to both parties rather than to find fault or assign blame In this way, both parties can feel that they have “won.” This is the only win-win strategy among the five Although the collaborative approach is not appropriate for all situations, when used appropriately, it has the most beneficial effect on the involved parties It encourages norms of collaboration and trust while acknowledging the value of assertiveness It encourages individuals to focus their disputes on problems 338 Chapter   Managing Conflict and issues rather than on personalities Finally, it cultivates the skills necessary for self-governance, so that effective problem solvers feel empowered The collaborative approach to problem solving and conflict resolution works best in an environment supporting openness, directness, and equality In an interview with Steven Jobs after he began NeXT, the editors of Inc magazine posed to him the following question regarding the perils of being a celebrity boss: “It must help you in attracting the best minds to your new computer firm, but once they’re there, aren’t they intimidated, working for a legend?” Job’s response was: It all depends on the culture The culture at NeXT definitely rewards independent thought, and we often have constructive disagreements—at all levels It doesn’t take a new person long to see that people feel fine about openly disagreeing with me That doesn’t mean I can’t disagree with them, but it does mean that the best ideas win Our attitude is that we want the best Don’t get up on who owns the idea Pick the best one, and let’s go (Gendron & Burlingham, 1989) Table 7.2 shows a comparison of the five conflict management approaches In this table, the fundamentals of each approach are laid out, including its objective, how that objective is reflected in terms of an expressed point of view, and a supporting rationale In addition, the likely outcomes of each approach are summarized One important area of organizational research provides additional insights into the five conflict management approaches we have just described Scholars of negotiation strategies have shown that people generally adopt one of two general approaches to their negotiations: distributive or integrative Negotiators who adopt a distributive bargaining perspective tend to assume that resources are scarce and limited, so their negotiations focus on dividing up a “fixed pie.” People who negotiate with an integrative perspective, in contrast, search for collaborative ways of “expanding the pie” by avoiding fixed, incompatible positions (Bazerman & Neale, 1992; Murnighan, 1992, 1993; Thompson, 2001) Because of the assumption of scarce resources, distributive negotiators tend to assume an adversarial, competitive posture They believe that one of the parties can improve C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Mullen, B., and C Copper (1994) The relation between group cohesiveness and performance: An integration Psychological Bulletin, 115: 210–227 Pagonis, W G (1993) Moving mountains Cambridge, MA: Harvard Business School Press Parker, G M (1996) Team players and teamwork: The new ­competitive business strategy San Francisco: Jossey-Bass Peters, T (1987) Thriving on chaos New York: Knopf Quinn, R E (2005) Building the bridge as you walk on it San Francisco: Jossey-Bass Quinn, R E., and K S Cameron (1983) Organizational life cycles and shifting criteria of effectiveness: Some preliminary ­evidence Management Science, 29: 33–51 Schein, E H (1976) What 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77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 631 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Stano, M E., and N L Reinsch, Jr (1982) Communication in interviews Upper Saddle River, NJ: Prentice Hall Stewart, C J., and W B Cash, Jr (1985) Interviewing: Principles and practice, 4th ed Dubuque, IA: Brown Supplement C References 3M Meeting Management Team (1994) Mastering 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From Troy to Vietnam New York: Knopf Appendix II References Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Index Page numbers followed by “f” indicate figures and those followed by “t” indicate tables A A H Robins, 82 AAL, 429 Abbott, R., 307 Abilene paradox, 576 Ability, 289–290 About Google, 400 Abrahamson, L Y., 405 Abuse of power, 254–255 Achievement culture, 77, 253, 445, 451 Achievement goals, 126 Active control, 394 Active listening exercises, 247 Acton, J E E., Baron, 254–255 Adams, J., 172, 176, 181 Adhocracy skills, 33 Adler, C M., 127, 131, 335 Adler, R B., 345, 346t, 349 Advising responses, 232 Affective orientation, 76, 238 Affectivity, 118 Agenda bell rule, 579, 579f Agenda integrity rule, 579 Agenda rule, 578 Agle, B R., 257 Agor, W H., 85 Agras, W., 393 Agreeable behavior, 258 Agreeableness, 72, 88 Aguinis, H., 261 Albert, R., 181 Alcoholics Anonymous, 170 Alderfer, Clay, 305 Alessandri, G., 393 Alienation, 396 Allen, R., 265 Allinson, C., 72, 258 Alloy, L B., 405 Allport, Gordon W., 72 Amabile, T M., 181 Amana Refrigeration Co., 175 Amazon, 198 Ambidextrous thinking, 180 exercise for, 180t AMD, Inc., 173 American Can Co., 307 American Management Association, 82 American Men and Women of Science, 74 American Psychological Assoc., 114 American Society for Training and Development, 291 Analogies, 182–183 Analytical problem solving, 168t, 174, 191f, 195 behavioral guidelines, 195–196 exercises, 199–200 limitations of, 167 steps in, 163–166 Ancona, D., 430 Andersen, M B., 119, 136 Anderson, B., 33 Anderson, C., 87, 258, 393 Andrews, A O., 29 Anteby, M., 298 Anticipatory stressors, 119, 127–130 Apex Communications Co., 514, 531 Apple Computer, 164, 167, 197–198, 336, 445, 486 Apple II, 197–198, 336 Apple Newton, 198 Apple Store, 197 Application exercises, 32 Aptitude, 289 Argenti, J., 330 Ariel, Sheira, 263 Ariely, D., 300 Arkinson, J., 305 Armstrong, S J., 85, 258 Armstrong-Stassen, M., 86 Arthur, M B., 296 Artificial constraints, 178–179 Ascription culture, 77, 253, 412, 445, 451 Ashford, S., 270, 303 Ashforth, B., 133, 395 Asplund, J., 391 Association for Fitness in Business, 131 Association to Advance Collegiate Schools of Business (AACSB), 201 AT&T, 131, 260, 429 Athos, A G., 234 Atkinson, J., 295 Attraction, 257–258 Atwater, L E., 72 Auerbach, S M., 115 Autonomy, 127, 296, 303 Avci, T., 390 Averill, J., 405 Avey, J B., 474 Avocado Computers exercise, 370 B Babakus, E., 390 Baby Boomers, 304 Bacharach, Samuel, 252 Bagnall, J., 188 Bailey, D E., 429–430, 438, 448 Baker, W., 134, 151, 214, 476, 489 Bakker, A B., 393–394 Balkundi, P., 257 Bamberger, P., 392 Bandura, A., 31, 131, 392–393, 396–398 Bank of America, 82 Bank of Boston, 82 Banks, Donald L., 86 Bannister, Roger, 398 Barbaranelli, C., 393 Barber, B., 395 Bargaining, 267 Bargh, J A., 255 Baril, G., 340 Barker, B., 469 Barker, L., 215, 234 Barling, J., 131 Barnett, C K., 70 Barnett, T R., 215 Barnlund, D., 226 Barrett, P., 514 Barrick Gold Corporation, 82 Barron, F., 74 Barsade, S G., 126 Bartol, K M., 400, 443, 476 Bartunek, J M., 486 Basadur, M., 181 Bass, B., 33 Basuil, D., 474 Bateman, T S., 263 Batey, M., 84 Batten, J., 453–454 Battle Creek Foods, 532–533 Baum, A., 115, 118 Baumeister, R., 476 Bazerman, M., 338 Beal, R L., 37 Beane, Billy, 331–332 Becker, B E., 28 Beer, M., 554 Behavior-shaping strategies, 299–300, 300f, 301 exercises, 323–328 extrinsic outcomes, 302 improving, 302t intrinsic outcomes, 302 redirecting, 301 reinforcement, 301 reprimanding behaviors, 301 Bell, Alexander Graham, 174 Bellah, Robert, 133 Ben-Amos, P., 189 Benchmarking, 481–482 Ben-Hur, S., 435 Bennigan’s, 202, 204 Bennis, Warren, 27, 253–254, 295, 392, 394, 483 Bergmann, T J., 336 Bernardi, R A., 87 Berscheid, E., 71 Bethune, Gordon, 98 Bian, L., 436 Bias against thinking, 180 Bies, R., 271 “Big Five” personality dimensions, 72, 87–88 Bigley, G., 289 Billingsley, Taylor, 514, 531 Bilsky, W., 78 Bingham, J B., 259 Birch, D., 306 Biron, M., 392 Biswas-Diener, R., 114, 479 Bitter, M E., 289 Black, B., 393 Blackard, K., 330 Blacksmith, N., 391 Blaize, N., 477 Blake, J., 335 Blanks, Maurice, 98 Blasko, V., 185 Blimes, L K., 29 Blink (Gladwell), 163 Block, P., 394, 399, 404 Blocking roles, 449–450 Blodget, H., 291 Blu Dot, 98 Blum, A., 340 Bodenheimer, George, 259 Bodie, G., 230 Boeing Co., 445 Bogomolny, Richard, 484 Bohr, Niels, 183 Boiled frog syndrome, 576 Bollier, D., 484 Bonebright, D A., 432 Bonnett, C., 87 Bono, J E., 87–88 Boone, C., 87 Boss, W., 235, 237 Bosses abusive, 271–272, 272t influence, 270 Boss-subordinate relationships, 259 Bostrom, R., 231–232 Boulding, E., 332 Bourgeois, L J., 330 Bowers, D G., 132 Boyatzis, R E., 31–33, 69, 72, 75, 84, 477 Brabander, B., 87 Bradley, B., 333 Bradley’s Barn exercise, 369–370 Brainstorming, 186–187 Bramucci, R., 395 Bramwell, S T., 119 Branigan, C., 476 Bratslavsky, E., 476 Breen, B., 270 Brett, J M., 350 Breznitz, S., 118 Index Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 633 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Bright, D., 133, 475f, 478, 494 British Petroleum (BP), 503 Brouwer, P J., 69, 393 Brown, M E., 81 Brown, S., 126, 133, 331, 339 Brownell, J., 215–216, 221, 226, 234 Brueller, D., 214 Brunel, M I., 183 Buddha, 80 Budget Rent-a-Car, 89 Budner, S., 86 Buffett, Warren, 470 Bunderson, J., 255, 257, 302, 394 Bunker, K., 254 Burke, C S., 430 Burke, James, 499 Burleson, B R., 221 Burlingham, B., 338 Burnaska, R F., 33 Burnham, D., 255, 306 Burnout, 115 Burstiner, I., 299t Burt, R., 256, 262 Business schools, 201–202 Business Week, 201–202, 254 Byham, W., 404, 428 Byosiere, P., 116, 118 Byrne, Patrick M., 98 Byron vs Thomas, exercises, 245–247 C Cable, D., 78, 258 Calarco, Margaret, 215 Caldwell, D., 430, 478 Callahan, I., 87 Cameron, K S., 30–34, 70–71, 78, 118, 133–134, 167, 215, 336, 399, 401, 404, 432, 444, 470–474, 475f, 476, 478, 480, 482, 493–494, 502, 504 Campion, M., 436 Canfield, F., 258 Cantor, N., 126 Caplan, R D., 127 Caprara, G V., 393 Cardinal Health, 265 Career orientation, 132 Carlzon, Jan, 492–493 Carmeli, A., 214 Carnegie, Andrew, 427 Carrell, S E., 215–216 Carrier, 429 Cartwright, S., 74 Casciaro, T., 258 Case of the Missing Time, 141–145 Case studies Case of the Missing Time, 141–145 Cash Register Incident, 455–456 Changing the Portfolio, 414–415 Coke versus Pepsi, 196–197 Communist prison camp case, 91–92 Computerized exam case, 93 conflict management, 356–360 Creativity at Apple, 197–198 Dynica Technologies, 277 Educational Pension Investments, 356–360 Electro Logic, 313–319 empowerment, 413–415 Find Somebody Else, 240–241 Minding the Store, 413–414 motivation, 313–319 positive relationships, 240–243 power, 277 problem solving, 196–197 Rejected Plans, 241–243 stress management, 138–145 634 Tallahassee Democrat’s ELITE team, 452–454 teamwork, 452–456 Turn of the Tide, 138–141 vision statements, 495–501 Cash, W., 548 Cash Register Incident case, 455–456 Cassidy, S., 83 Castro, Fidel, 434 Caterpillar, Inc., 304 Cavanaugh, G F., 78 Caza, A., 133, 473, 475f, 478, 494 Center for Creative Leadership, 254 Center for Leadership and Change Management, 270 Centrality, 261–263 Cervone, D P., 69 CH2MHill, 486 Chambers, John, 477 Chamorro-Premuzic, T., 84 Chan, C K., 85 Chan, Y H., 395 Change See also Positive change escalation of, 471 heliotropic effect, 493–494 orientation towards, 71–72 Changing the Portfolio case, 414–415 Charismatic leadership, 257–258 Charles, K., 87 Chen, Chris, 317 Chen, G., 132 Chen, Serena, 255 Chenhall, Robert H., 85 Chesapeake Energy, 254 Cheston, R., 340 Childre, D., 479, 479f Choi, I., 289 Chevron Corporation, 82 Christensen, Bob, 316 Chrysler, 482, 486 Chu, Y K., 189 Church, A H., 72 Churchill, Winston, 264 Cialdini, R., 174, 176, 265, 441–442, 489 Cisco Systems, 477 Clan skills, 33 Clare, D A., 78 Clarification probes, 233, 548 Clark, R., 305 Clarke, Jamie, 445 Client relationships, establishing, 304 Clifton, D., 479, 481 Closed questions, 543 Coaching, 219–220, 231 Coakley, Carolyn G., 234 Coats, G., 258 Coca-Cola Co., 196–197 Cochran, D S., 215 Coddington, R D., 119 Cognex Corporation, 298 Cognitive intelligence, 126 Cognitive Style Indicator, 62, 66, 104–105 Cognitive styles creating style, 84–85 defined, 83 knowing style, 84 planning style, 84 self-awareness and, 71–72, 83 three dimensions of, 84t Cohen, M D., 576–577 Cohen, S., 133, 429–430, 438, 448 Coke versus Pepsi case, 196–197 Colbert, A E., 295 Cole, Robert, 535 Coleman, Daniel F., 87 Collaborative problem solving, 343–345 Collective efficacy, 393 Collective emotion, 477 Collective feeling, 477 Collective noticing, 477 Collective responding, 477 Collectivism, 76, 253 Collins, E., 515 Collins, M A., 181 Combining tasks, 303 Commitment (conceptual block), 176–177 Commonalities, ignoring See Ignoring commonalities Communicating Supportively Assessment, 214 Communication accuracy, 216–217 behavioral guidelines, 529–531 congruence, 221–222 conjunctive, 229 cultural differences, 216, 238 defensiveness, 221 descriptive, 223–225 disconfirmation, 221 disjunctive, 229 disowned, 229–230 effective, 215–217 egalitarian, 227 either/or statements, 228 electronic, 215 evaluative, 223–225 exercises, 243–247 factual precision, 525–526 flexibility, 227 global, 228 imperviousness, 227 incongruence, 221–222 indifference, 226 ineffective, 216–217, 217f invalidating, 226 listening, 230–232 mechanical precision, 525 obstacles to, 221, 221t one-way message delivery, 230 oral, 514–518, 522, 523t, 524 owned, 229–230 person-oriented, 225 presentations, 514–529 problem-oriented, 225 pronunciations, 216t responding, 231–234 rigidity in, 226 specific, 228 superiority-oriented, 226 supportive, 217–223, 226–232, 238–239, 548 supportive listening, 230 tone, 526–527 two-way, 227 validating, 226 verbal precision, 526 written, 514–515, 517, 523t, 525–527 Communication Styles Assessment, 214 Communist prison camp case, 91–92 Communitarianism, 412, 445 Community, 125 Companies See Organizations Compassion in organizations, 477 Competing values framework, 33–35, 167 model of, 34f Complacency, 179–180 Compression of ideas, 177–179 Computerized exam case, 93 Conceptual blocks artificial constraints, 178–179 bias against thinking, 180 commitment, 176–177 complacency, 179–180 Index Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn compression, 177–179 constancy, 174 exercises, 199–200 in problem solving, 167 limitations of, 172 noninquisitiveness, 179–180 overcoming, 181, 195 separating figure from ground, 178–179 single thinking language, 174–175 types of, 173, 173t, 174 vertical thinking, 174 Conflict advantages of, 330 ambivalence towards, 331–332 focus of, 333 interpersonal, 330–353 model of, 337f organizational success and, 330–331 sources of, 333–334, 334t, 335 types of, 332–333 Conflict management, 330 accommodating approach, 337 approaches to, 336–338, 339t, 340–341, 341f, 342–343 avoiding response, 337–338 behavioral guidelines, 354–356 clarifying questions, 348, 349f collaborating approach, 338, 343–353 compromising response, 338 conflict focus, 333–334 conflict source, 334, 334t, 335 cultural differences, 335–336 diagnosing exercises, 360–361 diagnosing types of conflict, 332–333, 353 distributive bargaining, 338–339 environmentally induced stress, 336 ethnic culture, 340 facilitating, 352 forcing response, 336–337 gender differences, 340 improving skills exercises, 382–386 informational deficiencies, 335 initiator-problem identification, 345, 355 initiator-solution generation, 347, 355 integrative perspective, 338–339 interpersonal dispute exercises, 371–382 issue-focused conflict, 333 mediator-problem identification, 350–352, 356 mediators, 344, 350–353 mediator-solution generation, 352–353, 356 model of, 354 negotiation strategies, 338–339, 339t people-focused conflict, 333 personal differences, 334–335 personal preferences, 340 problem-solving approach, 338, 343–347 responder role, 347–348, 349f responder-problem identification, 347–348, 355 responder-solution generation, 349–350, 355 role incompatibility, 335–336 rules of engagement, 332 situational factors, 341 SSS Software exercise, 360–369 strategy selection, 339–343 strategy selection exercises, 369–371 types of conflict, 332 uncertainty, 336 XYZ approach, 345–346, 346t, 347 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Conformity level of maturity, 79 Confrontations collaborating approach, 343–344 initiators, 344–345 initiator-problem identification, 345 mediators, 344 responder, 344 Conger, J., 257, 390, 392–394 Congruence, 221–222 Conjunctive communication, 229, 230f Connell, J., 393 Conroy, Meg, 317–318 Conscientiousness, 72, 88 Constancy, 174 Continental Airlines, 98 Continuous reinforcement, 309–310 Contrada, R J., 115, 118 Contribution goals, 126 Conventional level, 79 Cook, A., 132 Coolidge, Calvin, 166 Cools, E., 72, 83–85 Coombs, T., 299 Coonradt, Chuck, 399, 406, 487–488 Cooper, Christine L., 87, 124 Cooperrider, D L., 494 Copper, C., 448 Cordes, C L., 119 Core self-evaluation, 71 effects of, 89f job performance and, 88–89 job satisfaction and, 88 locus of control, 88 neuroticism, 88 self-awareness and, 72 self-efficacy, 88 self-esteem, 88 Core Self-Evaluation Scale (CSES), 62, 67–68, 106–107 Corning Inc., 429 Corstorphine, E., 226 Cosier, R A., 85 Counseling, 219–220, 231 Courtney, Henry, 194 Courtright, G., 390 Covey, Stephen, 71, 120, 125, 134 Cowen, S S., 31 Cox, T., 37 Cox, T H., 335, 436 Coyle, C., 477 Crant, J M., 263 Creating irreversible momentum, 490 Creative problem solving accountability, 192–193 ambidextrous thinking, 180 analogies, 182–183 approaches to, 167–170, 190 behavioral guidelines, 195–196 brainstorming, 186–187 business success and, 172–180, 193–194 commitment, 176–177 conceptual blocks, 167, 172–181, 187 cultural differences, 189–190 exercises, 200–201, 206–208 flexibility of thought, 186 fluency, 186–187 fostering, 194, 194f, 195 generating alternatives, 186, 186t, 187–188 idea champions, 193–194 illumination, 181 incubation stage, 181 information gathering, 181 innovation, 193 Janusian thinking, 185–186 management skills and, 190–193 mentors, 193 minority views in, 192 model of, 191f morphological synthesis, 188 multiple roles, 193–194 orchestrators, 193 preparation stage, 181–182 problem definition, 182–186 relational algorithm, 188–189 rule breakers, 193 subdivision, 187–188 synectics, 182–183 teamwork, 192 techniques for improving, 186t verification, 181–182 Creative Style Assessment, 158, 161–163, 210 Creativity approaches to, 167, 171f competitiveness, 169 cultural differences, 189 fostering, 190–192, 192t, 194, 194f, 195 imagination, 167, 171 improvement, 168–169, 171 incubation, 170–171 investment, 169, 171 types of, 170f, 171 Creativity at Apple case, 197–198 Credibility, 441–443 Crocker, J., 125–126, 133, 215, 231 Cromie, S., 87 Cropanzano, R., 308 Cross, R., 476 Crovitz, H., 188 Crucial Conversations (Patterson, et al.), 348 Crump, J., 84 Csikszentmihalyi, M., 163, 181–182 Cultural differences affective orientation, 76, 118, 238 communication, 216, 238 conflict management, 335, 340 creativity, 189 egalitarian cultures, 118 empowerment, 410–412 encounter stressors, 118 engagement, 410–412 organizational culture, 78 rewards, 298 situational stressors, 118 teamwork, 445–446 time management, 77 time orientation, 412, 445, 451 time stressors, 118 uncertainty, 336 Cultural values achievement culture, 77, 253, 445, 451 affective values, 412, 445, 451 ascription culture, 77, 253, 412, 445, 451 collectivism, 76, 253 communitarianism, 412, 445 diffuseness, 77, 189, 412, 445 dimensions of, 76t external control, 77, 189, 412 individualism, 76, 238, 253, 411–412, 445 influence strategies, 270 internal control, 77, 189, 412 neutral orientation, 76, 238 neutral values, 412, 445, 451 particularism, 76, 189–190, 238, 412, 445 specificity, 77, 189, 412, 445 universalism, 75, 189–190, 238, 411–412, 445 Cuming, P., 268 Cummings, L., 394 Cummings, R., 413–414 Cupach, W R., 216–217, 221, 226 Customer service empowerment and, 400 supportive communication and, 218 Czech, K., 221–222 D Dairy Queen, 168 Daly, J., 270 Dana Corporation, 193, 429 Dane, E., 257 Darrow, B., 97 Darwin, Charles, 427 Datta, D K., 474 Davidson, J., 119, 124 Davidson, O., 295 Davis, John, 87 Davis, M., 149 Davis, Murray, 485 Davis, Ron, 240–241 Davis, T., 31 Day, Charles, 525 “The Day at the Beach” (Gordon), 141 De Bono, Edward, 174 De Dreu, C., 333, 339 De Jong, R D., 268 Deal, T., 260 DeButts, John, 260 DeChurch, L A., 443 Deci, E., 393, 395–396 Decision dilemmas, 94–95 Decision making ethical, 81 first impressions, 163 Deep breathing, 136 Deep relaxation exercise, 149–150 Deepak, M., 136 Defensiveness, 221 Defining Issues Test, 62, 103–104 “The Defining Issues Test,” 62–63 Deflecting responses, 232–233 DeGraff, J., 31, 34, 163, 167, 471 Dell, Michael, 97 Dell Computer, 97, 198 Deming, Edward, 532 Denham, S A., 126 Derr, C., 330 Descriptive communication, 223, 223t, 224–225 Deutsch, M., 395 Devanna, M., 515, 576 Developing Self-Awareness Skill Assessment, 62–68 Dewey J., 432 Diagnosing Poor Performance and Enhancing Motivation Assessment, 288, 328 Diagnosing the Need for Teambuilding Assessment, 426–427, 465 Dickson, M., 429–430, 438, 446 DiClemente, C C., 393 Diener, E., 114, 130 Diffusion (cultural), 189 Dilenschneider, Robert, 253 Dillard, J., 254 Direct analogies, 183 Dirks, K., 260 Disciplining, 300–301 Disconfirmation, 221 Disjunctive communication, 229 Disney, Walt, 167, 171 Disney Corporation, 483 Disowned communication, 229–230 Divine, D., 448 Dixon, R D., 478 “The Doctor’s Dilemma,” 64 Dominant competitive issues, 264–265 Dorio, M., 400 Double-barreled questions, 544 Dougherty, T W., 119 Doughty, G P., 87 Dow Chemical, 82 Dow Corning, 82 Downs, C., 542, 554 Druskat, V., 441, 448 DuBrin, A., 533, 542 Duckworth, A., 399 Dumler, M P., 215 Duncan, R., 270 Dunham, R., 394 Dunn, Keith, 202–205 Dunsmore, J C., 126 Durham, C., 295 Dutton, J., 70, 115, 132, 134, 214–215, 218, 270, 404, 448, 469, 477, 480 Duval, S., 69 Dyer, W., 221, 268, 427 Dynica Technologies case, 277 E E F Hutton, 82 eBay, 198 Eckstrom, R., 83 Eden, D., 295 Edmonson, A., 441 Educational Pension Investments case, 356–360 Effective Empowerment and Engagement Instrument, 390, 423 Effort, 259 Egalitarian communication, 227 Egalitarian cultures, 118 Eichinger, R., 335 Einstein, Albert, 185 Eisenhardt, K., 330, 332–333 Elaboration probes, 233, 548 Electro Logic case, 313–319 Electronic brainstorming, 187 Electronic communication, 215 Eliot, R S., 116, 118 Elliot, A J., 396 Ellis, K., 226 Embedded pattern, 178f Emmons, R., 135, 478–479, 479f Emotional arousal, 398–399 Emotional bank accounts, 125 Emotional competence, 73–74 Emotional intelligence, 31 defined, 72, 74 management skills and, 75 as a predictor of success, 74–75 self-awareness and, 71–74 stress and, 126–127 Emotional Intelligence Assessment ­instrument, 62, 75 Emotional Intelligence (Goleman), 73 Employees agreeable behavior, 257–258 autonomy, 296, 303 centrality, 261–263 charisma, 257 committed, 288 disciplining, 299–300 diversity, 335 effort, 259 equity, 308 expertise, 256–257 feedback, 303–304, 308, 310 flexibility, 263 goal setting, 295–296 initiative, 299t Index Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 635 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Employees (continued) intrinsic outcomes, 302 leading positive change, 475 legitimacy, 259 management response to behavior, 299–300 meetings and, 581–582 motivation, 288–293, 298, 302–303, 303f, 304–310 negative energizers, 476–477 outcome preferences, 306–307, 307t, 308 performance, 289 physical appearance, 258 positive energizers, 476–477 public commitments, 488–489 reassigning, 291 recreational work, 488 refitting, 291 reinforcement, 297–298 relationship with boss, 259, 259t releasing, 291–292 relevance, 264–265 resources, 291 resupplying, 291 retraining, 291 rewards, 297–300, 305–312 shift workers, 289 task difficulty, 296 task structure, 296 teamwork, 428 visibility, 264 work design, 302–303 Employment-selection interviews, 549t, 551–552, 552t exercises, 566–573 PEOPLE-oriented process, 552, 553t Empowerment, 390–392 active control, 394 activities for, 421–423 attitudes towards subordinates, 404 behavioral guidelines, 413 collective efficacy, 393 creating confidence, 401 cultural differences, 410–412 dimensions of, 392, 392t, 393–396, 397f emotional arousal, 398–399 emotional support, 398 engagement, 405, 405t, 406–410, 412f exercises, 415–421 fostering, 392, 395–401, 402t–379t, 405 goal setting, 396–397 information sharing, 399–400 inhibitors to, 404–405 meaning, 392, 394–396 modeling, 398 need for control, 404 outcomes and, 400 personal consequence, 392, 394, 396 personal insecurities, 404 personal mastery, 397–398 personal security, 395 power v., 391t prescriptions for, 397f principles of, 402 self-determination, 392–393, 396 self-efficacy, 392–393, 396 small-wins strategy, 398 SMART goals, 397 social support, 398 task identity, 400 trust, 392, 395–396 Encounter stressors, 118, 124–125, 127 Endicott Report, 514 636 Engagement, Empowered activities for, 421–423 advantages of, 405t cultural differences, 410–412 empowerment and, 405–410, 412f fostering, 405–410 model of, 407f principles of, 408–410, 411f Enright, R., 477 Enron, 82, 198, 253 Epitropaki, O., 87 Equity, 308 Erez, A., 257 Ernst & Young, 304 Eroglu, S., 127 “The Escaped Prisoner,” 63–64 Eshelman, E R., 149 Esmaeili, M T., 398 ESPN, 259 Ethernet, 198 Ethical decision making, 81–83 Ethiraj, S K., 295 Ettlie, J E., 161 European Economic Union, 478 Evaluative communication, 222–225 Evans, R., 131 Everest goals, 443–445 Excite (search engine), 262 Executive Development Associates ­exercise, 415–416 Executive summary rule, 579 Exline, J J., 478 Expertise, 256–257 Expertise power, 391 Extensive rule, 580 External control, 77 External locus of control, 86–87, 189 External Locus of Control score, 87 Extrinsic outcomes, 302 Extroversion, 72, 88 Exxon Mobil Corp., 82 F Facebook, 262 False bipolar questions, 544 Fantasy analogies, 183 Farh, C I C., 330 Farh, J., 330 Farnham, A., 125 Fast Company, 98–99 Fawkes, Brian, 97 Federal Express, 429 Feedback systems, 127, 303–304, 309–310 effective, 450t forced-choice ratings, 552 graphic rating scales, 552 personal capabilities, 480, 480f, 481 reflected best-self feedback, 480–481 teamwork, 450–451 Feist, G J., 74 Feldman, D., 174, 188 Ferrin, D., 260 Ferris, M., 130 Festinger, L., 174 Financial Times, 201 Finast Supermarkets, 484 Find Somebody Else case, 240–241 Finke, R A., 181, 187–188 Finkelstein, S., 81 Finkenauer, C., 476 Fiol, C M., 261 Firestone Tire & Rubber Co., 82 First Chicago, 121 First impressions, 163 Fischbach, A., 393–394 Fisher, C., 261, 294 Fisher, R., 339 Fisher, S G., 78 Five-figure problem, 183f Fleming, Alexander, 177 Flexibility, 263 in communication, 227 of thought, 182 Flourishing Scale, 114, 130, 155 Fluency, 186–187 Foerstner, George, 175, 179 Folger, R., 308 Folly, 576 Foo, Liang, 86 Force field analysis, 115–116, 116f Forced-choice ratings, 552 Ford, Henry, 198, 427 Ford, William Clay, 486 Ford Motor Co., 82, 164, 445, 486 Forgiveness, 477–478 Forming identifiable work units, 303 Fortune 500, 198, 291 Fortune 1000, 428 Fortune magazine, 99, 197 Forward, G L., 221–222 Fostering well being, 114–115 Foxboro Co., 309 Frameworks, 471–472, 494, 494f positive change, 475f Frankl, Victor, 391 Franklin, Benjamin, 427 Fredrickson, B., 137, 215, 476 Freeman, S J., 399 French, J., 83, 127, 391 Freud, Sigmund, 69, 432 Fromm, Erich, 69 Frost, P J., 477 Frustration, heart rhythms, 479f Fry, Art, 175, 177, 179, 194 Funnel interview sequence, 545, 546t Furman, W., 258 Furnham, A., 84, 87, 215 G Gabarro, J J., 234, 259t Gable, S L., 214 Gagne, M., 393 Gaining Power and Influence Assessment, 252, 285 Gaissmaier, W., 164 Galle, William P., 215 Gallup Organization, 288, 300 Gandhi, Mahatma, 80, 122, 170, 391, 395, 470, 476 Ganzach, Y., 302 Garbage can model, 576 Gardner, Howard, 126 Gardner, John, 253 Gardner, W L., 289 Gates, Bill, 500 Gecas, V., 390, 392–393 Geddie, T., 231 Gehry, Frank O., 202 Gelles-Cole, S., 515 Gemmill, G., 393 Gender differences, conflict ­management, 340 Gendron, G., 338 Geneen, Harold, 260 General Dynamics, 82 General Electric, 82, 164, 304, 429 General Mills, 429 General Motors, 82 Generalized reciprocity, 134–135 Generalized reciprocity exercise, 151–152 Generation Y, 304 Index Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn George Mason University, 307t Gerbino, M., 393 Gerhart, B., 289 Getting, Ivan, 175 Giamatti, A Bartlett, 274 Gibb, J R., 221, 395 Gibb, L., 395 Gibbs, J C., 81 Gibson, J., 330 Gigerenzer, G., 164 Gilbert, S., 399 Gilligan, Carol, 81 Gilson, L L., 391–392 Ginelli, P J., 318 Gittell, J., 215 Give and Take (Grant), 302 Gladstein, D., 430 Gladwell, Malcolm, 163 Glasser, William, 229 Glew, D J., 78 Global communication, 228 Global Crossing, 82 Gloucer, Tom, 486 Glynn, P., 478 Goal setting, 295 achievement and, 126 anticipatory stressors and, 128 challenging, 295 characteristics of, 295 consistency, 295 contribution, 126 empowerment and, 396–397 Everest goals, 443–445 feedback, 296 model for, 128f performance and, 443f process of, 129, 295 SMART goals, 129, 151, 443–445 specific goals, 295 Goddard, Roger, 393 Goddard Space Flight Center, 127 Godkin, J., 87 Goizueta, Roberto C., 197 Goldberger, L., 118 Goleman, Daniel, 31, 71–75, 126, 215 Golembiewski, R T., 395 Golen, S., 216–217 Goodfellow, Matthew, 535 Goodson, Gene, 193 Google, 133, 495–498 Gordon, Arthur, 141 Gordon, E., 345 Gordon, R D., 221 Gordon, William, 182 Goyer, R., 542 Graham, M., 298 Grant, A M., 72, 74, 132–133, 262 Grant, Adam, 302 Graphic rating scales, 552 Gratitude, 135–136, 478–479 heart rhythms, 135f, 479f Gratitude journals, 135 Green Day (band), 262 Greenberger, D B., 127, 390, 394, 405 Greene, C., 393 Greenleaf, R K., 405 Greenpeace, 526 Greiner, L E., 432 Grewal, D., 74 Groupthink, 192, 434–435, 576 Grove, A., 257 Grove, Andrew, 330–331 Gudykunst, W B., 238 Gully, S., 448 Guthrie, J P., 474 Guzzo, R., 429–430, 438, 446 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net H Haas, J., 303 Haase, Richard F., 86 Hackman, J R., 127–128, 303f, 326, 396, 400, 429–430, 432, 436, 438, 441 Hackman-Oldham Job Diagnostic Survey, 533 Halberstadt, A G., 126 Hall, John, 131 Halliburton Co., 82 Hamilton, B H., 429 Hammer, T H., 87, 393 Hampden-Turner, C., 75, 118, 189, 446, 451 Hanfmann, E., 174 Hansen, G S., 219 Hanson, G., 29 Hanton, S., 131 Hare, C C., 118 Hargie, O., 215 Harmon, H., 83 Harris, J R., 81–82 Harris, K J., 222 Harris, M., 70, 89 Harter, J K., 88, 292, 479, 481 Hartman, Sandra, 215 Harvard Business Review, 332 Harvey, J B., 576 Harvey, P., 222 Harvey, William, 183 Hatfield, J D., 231 Hausman, C., 185 Hawkins, A J., 130 Hayes, J., 72, 258, 292 Heaphy, E., 134, 214, 218, 233, 469, 479 Heider, F., 174 Heisler, W., 393 Heliotropic effect, 493–494 Helliwell, J F., 395, 441 Hellreigel, C., 393 Helmick, R., 478 Helplessness, 396 Hemingway, C A., 72 Henderson, J., 85 Hepburn, C G., 131 Hermann, N., 180 Hess, R., 393 Hewlett-Packard, 164, 219 Hickson, D J., 167 Hierarchical needs theories, 305, 305t Hierarchy skills, 33 Higgs, A., 436 Hill, E J., 130 Hill, J., 185 Hill, S., 130–131 Hillhouse, J J., 131 Hill-Popper, M., 134 Hilton Hotels, 89 Hite, B., 304 Hitler, Adolf, 172, 228 Hobson, Alan, 445 Hobson, C J., 118 Hocker, J., 335 Hoffman, Ken, 413–414 Hofstede, Geert, 336 Hogg, M., 258 Holmes, Thomas, 118–119 Holt, John, 38 Holt-Lunstad, J., 134 Honda Motor Co., 169, 171 Honda-Yamaha Motorcycle War, 169 Honeycutt, J., 230 Honeywell International Inc., 533 Hosmer, L T., 82, 260 Hosoda, M., 258 House, R., 296 Hout, T M., 118 How Creative Are You? Assessment, 158–160, 171, 208–209 Hoy, A., 393 Hoy, W., 393 Hozel, B K., 137 Huang, H., 395, 441 Hubbard, R., 115 Huber, G., 408 Hudspith, S., 180 Huffy Bicycle Co., 133 Human capital, 491–492 Hurst, C., 258 Huselid, Mark, 28, 218 Huseman, R C., 231 Hyatt, J., 205 Hyman, R., 221 Hyten, C., 438 I Iacocca, Lee, 482 iCars, 198 iCloud, 198 Idea champions, 193–194 Ignoring commonalities, 176–177 Imagery and fantasy, 136 Imagination, 167, 171 Imberman, Woodruff, 535 Imhof, M., 230 Imperviousness in communication, 227 Implementation, 166 Imposing management style, 292 Improvement (creativity), 168–169, 171 In Search of Excellence (Peters and Waterman), 309 Inc magazine, 338 Incongruence, 221–222 Incubation (creativity), 170–171 Indifference in communication, 226 Individual differences, 37–38 self-awareness and, 71 Individualism, 76, 238, 253, 411–412, 445 Indulging management style, 292 Influence See also Power activities for, 283–285 agreeable behavior, 258 bargaining, 267 behavioral guidelines, 275–276 comparison of strategies, 268–269, 269t cultural differences, 270 effective use of, 253 exercises, 279–280 ingratiation, 267 intimidation, 267 manipulation, 268 model of, 274f neutralizing influence attempts, 271–273 persuasion, 267–268 power and, 265–268, 273–274 reason, 265, 267–268, 273 reciprocity, 265, 267–268, 272–273 retribution, 265, 267–268, 272 strategies for, 265, 266t, 267–270 upward, 270 Influencer (Patterson), 253 Information-gathering interviews, 551 Ingratiation, 267 Innovation, 163, 193, 198 Innovative Attitude Scale, 158, 160–161, 209 Institutional power, 306 Instrumental values, 72, 78 Integrating motivation strategy, 293, 294t, 295, 311f Intel, 330–331 Intensive rule, 580 Interaction Associates, 182 Interaction management, 229 Intermountain Healthcare, 288 Internal control, 77 Internal locus of control, 86–87, 189 Interpersonal attraction, 258 agreeable behavior, 258 charisma, 257 physical appearance, 258 Interpersonal competence, 70–71 Interpersonal relationships abuse of power, 254–255 agreeable behavior, 258 benefits of, 214–215 boss-subordinate, 259 communication, 215–217, 217f, 218–239 conflict, 330–353 congruence, 222 performance-appraisal, 553 personal differences, 334–335 positive, 215 Interviews behavioral guidelines, 555–556 clarification probes, 548 climate of, 547–548 closed questions, 543, 544t concluding, 549 conducting, 547–548, 555–556 double-barreled questions, 544 effective, 542–543 elaboration probes, 548 employment-selection, 551–552 exercises, 556–573 false bipolar questions, 544 funnel sequence, 545–546 guidelines for, 543f guides, 548 information-gathering, 551 inverted funnel sequence, 545–546 leading questions, 544 mixed-model, 554 open questions, 543, 544t performance-appraisal, 552, 554, 554t planning, 543, 555 preparation for, 546–547, 547t probes and, 548–549, 550t problem solving, 554 question types, 543–544, 545t recording, 550–551 reflective probes, 548–549 repetition probes, 549 sample questions, 549t setting of, 546 structuring, 545–546 supportive communication and, 548 tell-and-listen, 554 tell-and-sell, 554 transitions, 546 Intimidation, 267 Intolerance of ambiguity, 72 Intrinsic outcomes, 302 Inverted funnel interview sequence, 545, 546t Investment (creativity), 169, 171 Involvement rule, 580 iPads, 198 iPhones, 167, 198 iPods, 198 IQ (intelligence quotient) scores, 31, 74, 126 Ireland, R D., 486 Iron Law of Power, 340 Irving, Gregory P., 87 Isenbarger, K., 542 Issue selling, 270, 271t Issue-focused conflict, 333 ITT Corp., 260 iTunes Store, 197–198 ITV, 198 J J P Morgan, 82 Jackson, Phil, 288 Jago, A., 406, 408 James, William, 227 Janis, I., 192, 434–435, 576 Jansen, M., 87 Jansky, Karl, 174 Janson, R., 127, 400 Janssen, O., 308 Janusian thinking, 185–186 Janusik, L A., 230 Jay, Anthony, 290 Jehn, K., 333, 335, 340 Job dimensions autonomy, 303 feedback, 303 skill variety, 303 task identity, 303–304 task significance, 303–304 Job performance, 88–89 ability, 289 abundance approach, 473 aptitude, 289 benchmarking, 481–482 continuum of, 472f, 473 deficit approach, 473 deficit gaps, 473 exercises, 319–322 feedback, 309–310 formula for, 289 leader involvement in, 296f morale, 292 motivation, 289–311 reinforcement, 297–299, 308–311 resources, 289–290 rewards, 297–300, 305–312 satisfaction and, 292f Job redesign, 127–128, 304 Job satisfaction, 88, 132 Jobs, Steve, 167, 197, 338, 427, 470, 486 John, Oliver P., 258 Johnson, R E., 72 Johnson & Johnson, 495, 499 Johnson Controls, 193 Johnston, M K., 78, 230 Jones, S H., 85 Jones, Tom, 260 Jonsen, K., 435 Jordan, J., 81 Jordan, Michael, 427 Judge, Tim A., 72, 78, 86–88, 258 K Kahn, R L., 116, 118 Kahwajy, J L., 330 Kaifeng, J., 292 Kamenica, E., 300 Kanov, J M., 477 Kanter, Rosabeth, 254, 261, 270, 278, 399, 404 Kanungo, R., 257, 390, 392–394 Kaplan, R., 261, 264 Karambayya, R., 350 Karatepe, O M., 390 Kashdan, T B., 479 Katzenbach, J., 33, 429, 438, 441, 452, 454 Index Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 637 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Kawashima, Kihachiro, 169, 171 Keashly, L., 340 Kekule, Friedrich, 177 Kelleher, Herb, 98 Keller, Helen, 228 Kellogg, M S., 299t Kelly, D R., 399 Keltner, D., 258 Kennedy, A., 260 Kennedy, John F., 434 Kentucky Fried Chicken, 174 Kern, Rex, 491 Kerr, S., 298 Kerr, William Rolfe, 122 Kettering, Charles, 165 Ketteringham, J M., 173, 175–177, 179–180 Khurana, R., 134 Kihlstrom, J F., 126 Kilmann, R., 340 Kim, M U., 70–71, 118, 336, 474 Kim, S., 346 Kim, T Y., 436 Kinley, N., 435 Kipnis, D., 265, 340, 343 Kirton, M J., 72, 85 Klausen, Pat, 315 Kleinbaum, R., 262 Kleindienst, G., 185 Knapp, M., 221 Knight, D., 88, 295 Knight-Ridder, 453–454 Kobasa, Suzanne, 119 Koberg, D., 188 Koestler, A., 177 Kohlberg, L., 78–82 Koike, Hisao, 169 Kok, C., 137 Kolb, D A., 31–33, 84 Komaki, J L., 299 Konrad, A., 261 Koole, S., 339 Kopelman, P., 304 Koppelaar, L., 268 Korabik, D., 340 Kotter, J P., 259t Kotter, John, 293, 470 Kouzes, J., 78, 441 Krackhardt, D., 262 Kraimer, M., 261 Kram, K., 72, 254 Kramer, R., 231 Kramer, W S., 430, 441 Kreiner, G E., 133 Krenl, L., 87 Kressel, K., 350 Kring, A M., 258 Kroc, Ray, 168, 171 Kuo, Y Y., 189 L LaGaipa, J., 258 Lahiff, J M., 231 Laibson, Richard, 202–203, 205 Lalwani, N., 69 Lam, L W., 395 Landman, J., 132 Langer, E., 394, 405 Langlois, J., 258 Language alternative, 483 feelings and emotions, 175 multiple thinking, 174–175 nonverbal, 175 presentations and, 517 pronunciations, 216t sensory, 175 single thinking, 174–175 638 types of, 174–175 visual imagery, 175 Lao Tsu, 68 Laschinger, H K., 399 Lateral thinking, 174 Latham, G P., 33, 128f, 295, 396 Lau, D C., 395 Lavelle, Louis, 254 Lavine, M., 133–134, 470, 473, 494 Lawerence, K A., 163 Lawler, Ed, 297–298, 307, 428–429, 438 Lawrence, K., 230 Lawrence, P R., 134, 167, 264 Layton, J B., 134 Leadership Roles in Teams, 465 Leadership skills, 33 benchmarking, 481–482 charisma, 257–258 competing values framework, 33–35 credibility, 441–442, 442, 443 Everest goals, 443–445 identifying strengths, 479–480 leading positive change, 470–494 management skills and, 34–35, 471 organizational values, 260 servant leadership, 405 small-wins strategy, 489 SMART goals, 443–445 teachable points of view, 490–491 teamwork, 441–443 trickle-up, 270 Leading Positive Change Assessment, 468, 509 Leading questions, 544 Leading Up (Useem), 270 Learning stairs, 490, 491f Learning style, 72 Ledford, G E., 428–429 LeDue, A L., 306 Lee, C., 330 Lee, Dong Yul, 86 Lee, J Y., 436 Lee-Chai, A Y., 255 Left-brain thinking, 180, 485 Leger, D., 252 Legitimacy, 259–260 Lehrer, P M., 116, 124, 130 Leiter, M., 399 Leonard, D., 31 Leonard, Mike, 240–241 Leutscher, Trevor, 215 Levinthal, D A., 295 Levy, P E., 72 Lewin, Kurt, 115, 489 Lewis, Michael, 331–332 Liden, R., 261 Lidz, F., 429 Life balance, 130–131, 131f, 148f Life-balance analysis exercise, 147–148 Likable people, characteristics of, 258t Likert, R., 118 Lilius, J M., 477 Liljenquist, K A., 335 Lim, S., 215 Listening skills active listening exercise, 247 effective, 231 responding, 231–232 supportive listening, 230–232 Lobo, M S., 258 Locke, E A., 88, 128f, 295, 396, 443 Lockheed Martin, 82, 535 Locus of control, 72, 88 external locus of control, 86–87 internal locus of control, 86–87 Locus of Control Scale, 62 Lombardo, M., 254, 335 Long, B., 130 Lopez, R., 542 Lorinkova, N.M., 406 Lorsch, Jay, 264 Los Angeles Clippers, 429 Losada, M., 233, 479 Lowell, E., 305 Lublin, J., 298 Luhmann, N., 395 Lusch, R F., 127 Luthans, F., 31, 297, 474 Lynn, David, 203 M Macintosh computer, 167, 191, 198, 336 Mackey, Alison, 288 Macrosson, W D K., 78 Maddi, S., 131 Maddux, J., 393 Madison, D L., 265 Madlock, P E., 215 Madoff, Bernie, 253 Maduro, R., 189 Magnetrons, 172, 174–175, 177, 179, 191 Maier, A A., 230 Maier, N., 230, 554 Mainemelis, C., 84 Major League Baseball, 274, 331–332 Malden Mills, 486 Mallozzi, Jim, 134, 501–504 Mambert, W A., 514 Management and Machiavelli (Jay), 290 Management skills abundance approach, 473 attraction, 257–258 behavior shaping strategies, 301–302 centrality, 261–263 charisma, 257–258 combining tasks, 303 communication, 215–239, 514–529 competing values framework, 33–35 conducting meetings, 576–583 conflict management, 330–353 cultural differences, 75–78, 263 deficit approach, 473 defining, 30–31 develop model, 32t developing, 31–32, 37 disciplining, 299–301 effective, 29–30, 30t effort, 259 emotional intelligence and, 75 empowerment, 390–405, 412 engagement, 405–410, 412 expectations of subordinates, 296 expertise, 256–257 extrinsic outcomes, 304 feedback, 304, 309–310, 312 financial performance and, 29 flexibility, 263 forming identifiable work units, 303 fostering creative problem solving, 190–194, 194f fostering initiative, 299t frameworks, 472 goal setting, 295–296 influence, 265–274 interviews, 542–556 intrinsic outcomes, 302, 304 issue selling, 270, 271t job performance and, 296 leadership skills and, 34–35, 471 leading positive change, 472–494 legitimacy, 259–260 listening, 230–232 locus of control, 87 model of, 36f Index Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn motivation, 288–289, 292–299, 303–304, 304t, 305–312 need theory, 306 neutralizing influence attempts, 271–273 path goal of leadership, 296–297 performance expectations, 294, 473 political competence, 252–253 power, 254–263, 273–274 presentations, 514–529 proactive personalities, 263 problem-solving, 163 quality circles, 532–534, 534f, 535–539 reinforcement, 309–310 relevance, 264–265 rewards, 300–301, 304–310 self-awareness, 68–86 social networks, 262–263 speaking skills, 514 status quo and, 470 time management, 120–124 visibility, 263–264 written communication, 525–527 Managers ability deterioration, 290–292 characteristics of, 97–99 cognitive style, 84–85 competent, 28–29 diagnosing exercises, 97–99 establishing client relationships, 304 ethical decision making, 81–83 expertise, 256–257 ignoring, 292 imposing, 292 increasing authority, 304 individual differences, 37–38, 71 indulging, 292 integrating, 292 interactions with subordinates, 298–299 involvement, 296, 296f, 297, 297t managing down, 252 managing up, 252 manipulative, 268 meetings with subordinates, 235–238 overspecialization, 257 personal inadequacies, 254, 255t powerful, 253–254 proactive personalities, 263 reassigning, 291 refitting, 291 relationship with employees, 259t, 299–300 releasing, 291–292 resupplying, 291 retraining, 291 self-interested, 255 skills performance, 30–31 subordinate feedback, 235–238 values conflicts, 82 Managing down, 252 Managing Interpersonal Conflict Assessment, 330, 386 Managing up, 252 Mandela, Nelson, 391 Manifest needs model, 305–306 Manipulation, 268 Mannix, E., 333 Manz, C., 394, 441 March, J., 165, 167, 176, 186–187, 576–577 Market skills, 33 Markham, S., 395 Markkula, Mike, 197 Marlowe, David, 125 Marriott, Bill, 400 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Marriott Corporation, 400 Martin, E., 542 Martin, R., 87 Martin Marietta, 82 Martindale, C., 180 Maruca, R F., 514 Marwell, G., 265 Maslow, Abraham, 69, 305, 331 Massinger, Philip, 68 Masten, A S., 130–131 Masuda, M., 119 Matchstick configuration, 176f Mathieu, J E., 391–392 Matsushita Electric, 538 Matthews, M D., 399 Mayer, J., 73, 126, 265 Maynard, M., 391–392 Mazique, M., 261, 264 McCall, M., 254 McCauley, C R., 132 McClear, K., 88 McClelland, David, 255, 305–306, 390 McClendon, Aubrey, 254 McConkie, M., 395 McCraty, R., 479, 479f McCullough, M., 135, 479, 479f McDonald’s, 168, 171 McFarland, Robert, 97 McGovern, P., 130–131 McGregor, Douglas, 292 McGuffey’s Restaurant, 202–205 McKay, M., 149 McKee, Annie, 75 McLoughlin, C A., 131 McNamara, R., 87 McNaughtan, E D., 216 Meaningful work, 132–133, 133t, 134–135, 303, 392, 394–396 Measures, 492–493 Mechanic, D., 258–259 Medawar, P., 182 Mediation, 350, 350t, 351, 351t, 352–353 Medsker, G., 436 Medtronic, 133 Meetings agenda bell rule, 579, 579f agenda integrity rule, 579 agenda rule, 578 behavioral guidelines, 582 competition-cooperation, 577 conducting, 576 effective, 576–582 evaluation exercise, 585–586 executive summary rule, 579 exercises, 584–594 extensive rule, 580 ground rules, 580 group members, 581–583 homogeneity–heterogeneity, 577 intensive rule, 580 involvement rule, 580 media use, 580 minutes rule, 579 one-on-one, 236 participants, 577–578, 582–583 participation, 580–582 personal management interviews, 235–238 perspective, 581, 583 planning, 578, 583 power rule, 580 process of, 583 productive, 577 purpose of, 576–577, 582 reports rule, 578 rule of halves, 578 rule of sixths, 578 rule of thirds, 578 rule of three-fourths, 578 summarizing, 581 task-process, 577 temporal integrity rule, 579 weekly, 578f Megerian, L E., 72 Memeth, C J., 330 Mentors, 193 Merrill, Roger, 194 Mesmer-Magnus, J R., 443 Messmer, M., 333 Metrics, 492–493 Meyerson, D., 475 Microsoft, 164, 495, 500 Microwave ovens, 172–174, 177, 179 Milestones, 492–493 Milgram, Stanley, 81, 119 Milgram’s obedience study, 81 Millennial generation, 252–253, 302 Miller, G A., 518 Miller, K E., 119 Miller, L., 291 Miller, S J., 167 Mills, C., 130–131 Minding the Store case, 413–414 Minhas, G., 479 Mintzberg, Henry, 124 Minutes rule, 579 Mischel, W., 127 Mishra, A., 392, 395, 399, 401, 405 Mishra, K., 405 Mitchell, R K., 81 Mitchell, T., 296, 437 Mitroff, Ian, 167 Mixed-model interviews, 554 Modern Healthcare, 288 Moe, M., 291 Mohrman, S A., 428–429 Mokwa, M., 185 Moneyball (film), 331 Monitoring and managing time exercise, 150–151 Monsanto Co., 82 Montgomery, Chalida, 319 Moore, T., 89 Mora, Carlos, 215 Moral judgment, stages of development, 79t Moral Research Center (Univ of Minnesota), 81 Morale, 292 Morcott, Woody, 193 Morgan, S., 313 Morgan Stanley, 307 Morphological synthesis, 188, 188t Morris, Deigan, 85 Morris, M., 263 Morrison, A., 335 Moses, 80 Moses, J L., 33 Motivating Potential Score (MPS), 533, 535 Motivation behavioral guidelines, 312–313 diagnosing exercises, 319–322 exercises, 325–328 goal setting, 295–296 hierarchical needs theories, 305 integrating strategy, 311f intrinsic outcomes, 302 job performance and, 289–290 manager interactions, 298 manifest needs model, 305–306 need theory, 306 performance expectations, 294 program of, 293–300 reinforcement, 297–299, 308–311 rewards, 297–299, 305–311 work design, 302–304 work environments and, 288–289 Motorola Mobility Inc., 453 Mott, F., 453–454 Mountford, V., 226 Moving Mountains (Pagonis), 431 Mowday, R T., 132 Mulder, M., 268 Mulgan, G., 253 Mullen, B., 448 Multiple thinking languages, 174–175 Mumford, M D., 167 Murnighan, J., 338, 344 Murphy, L R., 130 Murray, H., 305–306 Murrell, K., 393, 395 Muscle relaxation, 136 Myers-Brigg Type Inventory (MBTI), 83 MyManagementLab, 62, 158, 214, 250, 252, 288, 305, 330, 390, 392, 423, 426, 431, 468 MySpace, 262 N Nahrgang, J D., 485, 488 Nair, K., 33 Name recognition, 264 Nanobombs, 27 Nanus, Bert, 254, 392, 394, 483 Narayan, A J., 130 National Training Laboratories, 490, 491f Nayak, P R., 173, 175–177, 179–180 Neale, M., 335, 338, 343 Need for achievement, 305–306 Need for affiliation, 306 Need for power, 306 Need theory, 306 Negative energizers, 476–477 Negotiation strategies, 338–339, 339t Neider, L., 296 Neil, R., 131 Nelson, Noelle, 300 Nelson, W H., 292 Nemeth, C., 192 Network centrality, 261–262 Neufeld, R., 393 Neuroticism, 72, 88 Neutral orientation, 76, 238 Neutralizing unwanted influence ­attempts, 271–273 exercises, 280–283 Newcomb, T., 174 Newman, W., 404 “The Newspaper,” 65 Newton, T J., 87 NeXT, 338 Ng, T W H., 87 Nichols, M P., 231 Nicholson, Geoffrey, 194 Nickerson, J A., 429 Nickerson, R., 181, 184 Nie, N H., 215 Nielson, T., 330 Nike, 486 Nine-dot problem, 178f Nisbett, R E., 289 Nishida, T., 238 Nohria, N., 134 Nonempowerment, 404 Noninquisitiveness, 179–180 Nonverbal language, 175 Norenzayan, A., 289 Northcraft, G., 303, 343 Northrop, 260 Nuer, N., 133 Nutt, P., 85 Nwachukwu, Saviour, 78 O Obedience study, 81 Obradovic, J., 131 O’Connor, E J., 261 Oginska-Bulik, N., 72 O’Keefe, R D., 161 Oldham, G R., 127–128, 303f, 326, 396, 400 Olivier, M., 133 Olsen, J P., 576–577 Omnicom Group, 197 One-sided messages, 516t One-way message delivery, 230 Ong, M., 295 Open questions, 543 Openness, 72, 88 Oral presentations, 514–518, 522, 523t, 524 Orchestrators, 193 O’Reilly, B., 99 Organ, D W., 393 Organizational cultures, 78, 260 Organizations Abilene paradox, 576 alternative language, 483 boiled frog syndrome, 576 collective emotions, 477 communication, 216 compassionate, 477 conflict in, 330, 331f deficit gaps, 473 dominant competitive issues, 264–265 folly, 576 forgiveness, 477–478 garbage can model, 576 gratitude, 478–479 groupthink, 576 hierarchies in, 252–253 human capital, 491–492 informal network, 262 positive relationships, 215 power, 256 public commitments, 488–489 recreational work, 488 support, 297 symbolic events, 482–483 symbols, 486 teachable points of view, 490–491 unethical behavior, 81–82 values, 260 vision of abundance, 484–488, 487t vision statements, 484–486 Orientation towards change internal locus of control, 87 intolerance of ambiguity, 72 locus of control, 72, 86 self-awareness and, 71–72, 85 tolerance of ambiguity, 85–87 OS operating system, 198 Osborn, A., 186 Outcome preferences, 306–307 Overstock.com, 98 Owan, H., 429 Owned communication, 229–230 P Paglis, L L., 397 Pagonis, Gus, 431, 433, 436–441, 443–444, 446 Palo Alto Research Center, 198 PAMS See Personal Assessment of Management Skills (PAMS) PandaWhale, 262 Pandey, A., 474 Panko, Raymond, 124 Papa Johns, 82 Index Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 639 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Park, C., 267 Park, L E., 125 Park, N., 136 Parker, R S., 72, 75, 446, 448 Parker, V., 298 Parker Manufacturing, 240–241 Parnell, G S., 172 Parsons, Wendell, 291–292 Particularism, 76, 189–190, 238, 412, 445 Pascale, R., 260, 330 Passive control, 394 Path goal of leadership, 296–297 Patterson, Kerry, 253, 348 Pauling, Linus, 179 Peake, P K., 127 Pearsall, M J., 406 Pelled, L., 335 Pence, M., 230 Penicillin, 177 Pennebaker, J W., 126 People-focused conflict, 333 PEOPLE-oriented process of interviewing, 552, 553t Peoples, D A., 514, 523 PepsiCo., 75, 196–197 Perceptual stereotyping, 176 Performance See also Job performance continuum of, 472f, 473 diagnosis, 319–322 negative deviance, 473 positive deviance, 473 problems, 289–292, 473 Performance-appraisal interviews, 552–554, 554t exercises, 559–565 Persian Gulf War (Desert Storm), 431–433, 436–440, 446 Personal analogies, 183 Personal Assessment of Management Skills (PAMS), 39–57 Personal change, 69 Personal consequence, 392, 394, 396 Personal culture, identifying exercise, 99–101 Personal Empowerment Assessment, 390, 423 Personal Inventory Assessment (PIA) Cognitive Style Indicator, 62 Communicating Supportively Assessment, 214 Communication Styles Assessment, 214 Core Self-Evaluation Scale, 62 Creative Style Assessment, 158 Defining Issues Test, 62 Diagnosing Poor Performance and Enhancing Motivation ­assessment, 288 Diagnosing the Need for Teambuilding Assessment, 426–427 Effective Empowerment and Engagement Instrument, 390, 423 Emotional Intelligence Assessment instrument, 62 How Creative Are You? assessment, 158 Innovative Attitude Scale, 158 Leading Positive Change Assessment, 468 Locus of Control Scale, 62 Managing Interpersonal Conflict ­assessment, 330, 386 Personal Empowerment Assessment, 390, 423 Positive Practices Survey, 468 Problem Solving, Creativity, and Innovation Assessment, 158 640 Reflected Best-Self Feedback Exercise, 468–470 Self-Awareness Assessment Instrument, 62 Strategies for Handling Conflict ­assessment, 330, 386 Team Development Behaviors Assessment, 426 Tolerance of Ambiguity Scale, 62 Work Performance Assessment, 288 Personal management interview (PMI) program, 235 benefits of, 237–238 characteristics of, 237t effects of, 236f one-on-one meetings, 236–237 role-negotiation session, 235–236 Personal mastery, 397–398 Personal power, 253–255, 255f, 256 See also Power agreeable behavior, 257–258 charisma, 257 determinants of, 256t effort, 259 expertise, 256–257 legitimacy, 259–260 manifest needs model, 306 physical appearance, 258 sources of, 256–257, 261, 261t trustworthiness, 260 Personal security, 395 Personal values core values, 121, 122t cultural values, 75–78 instrumental, 72, 78 priorities, 121 self-awareness and, 71–72, 75 terminal, 72, 78 values maturity, 78–81 Personality, 87 Person-oriented communication, 225 Persuasion, 267–268 Peter Principle, 290 Peters, D., 118 Peters, Tom, 167, 260, 309 Petersen, S., 478 Peterson, C., 136, 399, 405 Peterson, Ralph, 486 Pettijohn, C E., 75 Pfeffer, Jeffrey, 28, 118, 257, 261, 298 Phelps, Inc exercise, 370–371 Philip Morris International, 82 Philips Electronics, 121 Phillips, E., 340 Phillips, K W., 335 Physical appearance, 258 Pieterse, N., 390 Pilling, B K., 127 Plato, 68 Platte, E., 185 Plaue, N., 82 Plews, E., 504 PMI See Personal management ­interview (PMI) program Podolny, J., 134, 263 Poincare, H., 181 Polaroid, 198 Political competence, 252–253 Ponderosa, 202 Poor, E., 525 Porath, C., 130 Porras, J R., 33 Porter, L W., 132, 265, 289 Positional power centrality, 261–263 determinants of, 261t flexibility, 263 relevance, 264–265 sources of, 261 visibility, 263–264 Positive change activities for, 507–509 alternative language, 483 assessment, 468–470 behavioral guidelines, 494–495 benchmarking, 481–482 climate of positivity, 476–481, 482t collective emotions, 477 collective feeling, 477 collective noticing, 477 collective responding, 477 commitment to the vision, 487–489, 490t compassion, 477 creating, 476–477 exercises, 505–507 feedback, 468–470 financial performance, 475f forgiveness, 477–478 fostering sustainability, 490–494 frameworks, 472–475, 494, 494f gratitude, 478–479 heliotropic effect, 493–494 human capital, 491–492 identifying strengths, 479–480 irreversible momentum, 490, 493t leadership skills and, 471–475 learning stairs, 490–491, 491f metrics/milestones, 492–493 overcoming resistance, 483 positive energy networks, 476–477 public commitments, 488–489 readiness for change, 481–483, 484t recreational work, 488 reflected best-self feedback, 480–481 small-wins strategy, 489 symbolic events, 482–483 symbols, 486 teachable points of view, 490–491 teamwork, 479–480 vision of abundance, 484–487, 487t, 490, 493t vision statements, 484–486 Positive deviance, 440 Positive emotions, 215 Positive energizers, 476–477 Positive Practices Survey, 468, 509 Positive relationships, case study, 240–243 Posner, B Z., 78, 441 Post conventional level, 79 Post-it Notes, 173–177, 179, 193 Power See also Influence abuse of, 254–255, 274 activities for, 283–285 behavioral guidelines, 275–276 distaste for, 253 effective use of, 253–255, 255f, 256 empowerment v., 391t exercises, 278–279 expertise, 391 indicators of, 254t influence and, 265–268, 273–274 informal network, 262 institutional, 306 model of, 274f motives behind, 255 network centrality, 261–262 organizational, 256 personal, 253–255, 255f, 256–261, 306 positional, 261–264 referent, 391 reward, 391 sanctioning, 391 Index Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn social network, 262 structural holes, 262 traditional, 391 Power rule, 580 Powerlessness, 254, 393, 396 Powley, E H., 476 Prahalad, C K., 445 Pratt, M G., 70, 133, 395 Preconventional level, 79 Prelec, D., 300 Presentations audience-appropriate, 516 behavioral guidelines, 529–531 delivery of, 524 effective, 515, 515f, 523 enthusiasm, 523–524 exercises, 531–540 formal, 517 introductions/conclusions, 519t listeners, 519 objections, 528–529 one-sided messages, 516t oral, 514–518, 522, 522t, 523, 523t, 524 organization of, 517, 518t practicing, 522–523 preparation stage, 515 primacy, 518–519 purpose of, 515–516, 516f, 517 questions, 527–528 recency, 518–519 road map, 518 sandwiching, 517 speaking notes, 522 strategies, 515 structure, 515, 517 styles, 515, 521–522 supplements, 515 supporting materials, 515, 519–520, 520t two-sided messages, 516t visual aids, 518, 520–521, 521t, 523 written, 514–515, 517, 523, 523t, 525–527 Preston, P., 404 Primacy, 518–519 Principled level of maturity, 79 Prins, H A., 437 Priorities, 121 Proactive personalities, 263 Probing responses, 233 Problem definition analogies, 183 elaborating on, 183–184 reversing, 184–186 synectics, 182–183 techniques for improving, 186t Problem solving analogies, 182–183 analytical, 163–167, 168t artificial constraints, 178 behavioral guidelines, 195–196 collaborative, 343–353 conceptual blocks, 167 conflict in, 332 creative, 167–195 defining the problem, 164–165 evaluating alternatives, 165–166 generating alternatives, 165 implementation of the solution, 166 improvement of, 190 interviews, 554 model of, 164t problem definition, 182–186 process of, 344 separating figure from ground, 178 teamwork, 430 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Problem Solving, Creativity, and Innovation Assessment, 158 Problem-oriented communication, 225 Proctor, R., 345 Productivity, 132, 133f Professional burnout, 115 Prudential, 134 Prudential Real Estate and Relocation Co., 501–504 Pruitt, D., 350 Psychological resiliency, 131 Public speaking, 522t See also Oral presentations Pucik, V., 86 Purdy, K., 127, 400 Putnam, Robert, 135, 576 Pythagoras, 68 Q Quality circles, 428, 532–534, 534f, 535–539 Quick, T., 290 Quinn, Bob, 440 Quinn, R E., 31, 33–34, 78, 167, 396, 404, 432, 469–471, 475, 480 R Radio astronomy, 174 Ragins, B., 215 Rahe, Richard, 118–119 Rahim, M., 340 Rainbow, Jacob, 181 Ramlall, S., 476 Ramsey, Joseph, 194 Randle, C., 215 Rappoport, J., 393–394 Rasmussen, A., 119 Rath, T., 479, 481 Raudsepp, E., 160 Raven, B., 391 Rawsthorne, L J., 396 Ray, M., 393 Raytheon Company, 172, 175, 177, 191 RCA, 82 Reagans, R E., 255 Reality therapy, 229 Reason, 267–268, 273 Recency, 518–519 Reciprocity, 134–135, 267–268, 272–273 Reciprocity networks, 134 Recreational work, 488 Red Frog Events, 474 Reed, M G., 130, 230 Referent power, 391 Reflected best-self feedback, 480–481 Reflected Best-Self Feedback Exercise, 468–470, 505–506 Reflecting response, 234–235 Reflection probes, 233 Reflective probes, 548 Rehearsal, 137 Reich, John, 131 Reingold, J., 515 Reinsch, N L., 551 Reis, H T., 214 Rejected Plans case, 241–243 Relational algorithm, 188–189 Relationship-building roles, 446, 448, 448t, 449 Relationships, 125 Relevance, 264–265 Rendon, J., 265 Renkoo, 262 Renwick, P A., 265 Repetition probes, 233, 549 Reports rule, 578 Resiliency, 130–137 Responses, 231–232 advising, 232 deflecting, 232–233 probing, 233 reflecting, 234–235 Rest, James, 81, 103 Retribution, 267–268, 272 Reuters, 486 Reward power, 391 Reward systems, 297–301, 304–309 Rhee, K., 31, 72 Ribot, T., 181 Rifkin, Adam, 262 Right Management Consultants, 294 Right-brain thinking, 180, 485 Rigidity in communication, 226 Ringer, Robert, 253 Riordan, Joseph, 533 Ritchie, R J., 33 Roberts, L M., 469 Roberts, R D., 126 Rockwell, 82 Rocky Flats Nuclear Arsenal, 134 Rodin, J., 405 Rodman, G., 345 Rogers, Carl, 69, 221–222, 232 Rohrbaugh, J., 33 Rokeach, M., 72, 78 Rold, M., 230 Role-negotiation sessions, 235–236 Rose, S., 393 Rosen, C C., 72 Rosenfeld, L., 345 Rosenthal, R., 127 Ross, L., 289 Ross, T., 185 Rostad, F., 130 Rothbaum, F., 394 Rothenberg, A., 185 Roukes, N., 182 Rozell, E J., 75 Rozin, P., 132 Ruble, T., 85, 336, 337f, 340 Rucci, Tony, 265 Rule breakers, 193 Rule of halves, 578 Rule of sixths, 578 Rule of thirds, 578 Rule of three-fourths, 578 Runco, M., 181 Runyon, K., 393 Rust, Ed, 260 Rutherford, Ernest, 183 Ryan, R., 393, 395–396 Ryncarz, R A., 78 Rynes, S L., 486 S Saari, L M., 33 Saarni, C., 126 Saks Fifth Avenue, 413–414 Salancik, G., 488 Salas, E., 430 Salovey, P., 73–74 Sanctioning power, 391 Sandelands, L., 70, 115 Sanders, Harland, 174 Sandwiching, 517 Sanford, W., 78, 514 Sauer, S., 256 Savage, G., 340 SCAMPER, 184 Scandinavian Airlines, 492–493 Schein, E H., 260, 446 Schembechler, Bo, 427 Schepman, S., 299 Schippers, D., 390 Schmidt, A M., 303 Schmidt, F L., 292 Schmidt, W H., 265, 268, 340, 343 Schmitt, D., 265 Schnake, M E., 215–216, 221 Schneer, J., 340 Schneider, C., 87, 393 Schnell, S V., 81 Schor, S., 45 Schriesheim, C., 296 Schroth, R J., 81 Schwalbe, M., 393 Schwartz, B., 132 Schwartz, Jeff, 133, 486 Schwartz, S H., 78 Scott, O J., 175 Sculley, John, 486 Seeman, N C., 87, 393 Seff, M., 393 Seibert, S E., 263, 390 Seiler, W., 520 Self-awareness, 68–71, 89 activities for, 101–102 behavioral guidelines, 90–91 case studies, 91–93 cognitive style, 71–72, 83, 84t, 85–86 core aspects of, 73f, 90f core self-evaluation, 71–72 cultural values, 75–78 emotional intelligence, 71–75 ethical decision making, 81 individual differences, 71, 89 orientation towards change, 71–72, 85–86 personal change and, 69 personal values, 71–72, 75, 78–81 satisfaction with, 100f self-disclosure and, 70–71 self-disclosure exercises, 96–97 sensitive line, 69–70 Self-Awareness Assessment Instrument, 62 Self-centered level of maturity, 79 Self-determination, 392–393, 396 Self-disclosure, 70–71, 96–97 Self-efficacy, 88, 392–393, 396 Self-esteem, 88 Self-knowledge, 69–70 Self-managing work teams, 428, 430 Seligman, M., 136, 393, 405 Seltzer, J., 45 Selznick, P., 489 Senge, Peter, 429–430 Sensitive line, 69–70 Sensory imagery, 175 Separating figure from ground, 178f, 179 Serpkenci, R R., 127 Servant leadership, 405 Seybolt, P., 330, 340 Shakespeare riddle, 177f Shalley, C., 167 Shamir, B., 296 Shawbel, Dan, 252 Sheehan, Michael, 515 Shelly, S., 400 Shenandoah Life Insurance Co., 429 Shift workers, 289 Shillman, Robert J., 298 Shin, S J., 436 Shipper, E., 254 Shoda, Y., 127 Short-term planning, model for, 128f Shuffler, M L., 430 Siau, K., 187 Sibley, W A., 185 Sieburg, E., 226, 229 Siemens, 82 Sillars, A., 335 Silva, P J., 69 Silver, Spence, 173–176, 179–180, 190–194 Simmel, G., 478 Simon, H., 165 Simon, H A., 186–187, 471 Simon, L S., 258 Sims, H., 394, 406, 441 Sincoff, M., 542 Singh, J., 128 Single thinking language, 174–175 Situational stressors, 118 Skill Assessment, Developing ­Self-Awareness, 62–68 Skill competency, 32 Skill variety, 127, 303 Skilling, Jeff, 253 Slaski, J J., 74 Slocum, J., 393 Small-wins strategy, 129–130, 398, 489 Small-wins strategy exercise, 145–147 SMART goals, 129, 151, 397, 443–445 Smeaton, D., 130–131 Smeyak, G., 542 Smith, D., 429, 438, 441, 452, 454 Smith, M L., 477 Smith, P E., 33 Smith, R., 346 Smith, S M., 181, 187–188 Smith, T B., 134 Smither, J., 45 Snarey, J R., 74 Snyder, S., 394 Social capital, 576 Social intelligence, 126 stress and, 126–127 Social media, 262 Social networks, 262–263 cultural differences, 263 Social Readjustment Rating Scale (SRRS), 110–113, 118–119, 154 Social Security Administration, 304 Socrates, 68 Solem, A R., 230 Song, X M., 340 Sony Corp., 445 Sophocles, 254–255 Sosa, M., 262 Sosik, J J., 72 Sources of Personal Stress, 113 Southwest Airlines, 98, 198 Sparrowe, R., 261 Speaking notes, 522 Specificity (communication), 228 Specificity (cultural), 77, 189 Spencer, Graham, 262 Spencer, L M., 69, 126 Spencer, Percy, 172, 174–175, 177, 190–192 Spencer, S M., 69, 126 Spitzberg, B H., 216–217, 221, 226 Sponsors, 193 Sports Illustrated, 429 Sprague, J., 516 Spreitzer, G M., 130, 390, 392, 394–396, 400, 469, 480 Srivastava, A., 443 SSS Software exercise, 45–55, 360–369, 584–594 St Cyr, K., 230 Stajkovic, A., 297 Stalk, G., 118 Stam, M C., 390 Stamp-Rite, 291 Stano, M E., 551 Staples, L., 393 Stasser, S., 127, 390, 394 State Farm, 260 Index Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 641 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an www.downloadslide.net Staw, B., 70, 115 Steen, T A., 136 Steers, R M., 132, 289 Steil, L., 215, 226, 234 Steinel, W., 339 Stephens, J P., 218 Stereotyping based on past experiences, 176 Stern, I., 267 Sternberg, R., 74, 83, 126, 163, 177, 181, 186, 231 Stewart, C., 548 Stewart, Martha, 82 Stone-Romero, E., 258 Stranks, J., 117 Strategies for Handling Conflict Assessment, 330, 386 Stress assessment of, 113 coping with, 116 driving forces, 116 effect on economy, 115 effects of, 115 job-related, 127–128 model of, 117f restraining forces, 116 sources of, 118t stressors, 116–117 Stress management, 114 anticipatory stressors, 119, 127–130 autonomy, 127 behavioral guidelines, 137–138 case study, 138–145 community, 125 contribution goals, 126 cultural differences, 118 decision-making, 128 eliminating stressors, 119, 119t, 120 emotional intelligence, 126–127 enactive strategies, 116–117 encounter stressors, 118, 124–125, 127 environmentally induced stress, 336 exercises, 145–155 feedback, 127–128 generalized reciprocity, 134–135 goal setting, 128–129 gratitude, 135–136 job redesign, 127–128 life balance, 130–131 meaningful work, 132–135 proactive strategies, 116–117 psychological resiliency, 131 reactive strategies, 116–117 relationships, 125 resiliency, 117, 130–137 short-term strategies, 136–137 situational stressors, 118, 127–128 skill variety, 127 small-wins strategy, 129–130 social intelligence, 126–127 task identity, 127 task significance, 127 time management, 119–124 time stressors, 118, 120, 127 well-being, 117, 130–136 wellness programs, 131 Stress Management Assessment, 110 Stress reduction techniques deep breathing, 136 imagery and fantasy, 136 muscle relaxation, 136 rehearsal, 137 visualization, 136 Stringfellow, A., 340 Stroh, L., 343, 350 Structural holes, 262 642 Stuart, D., 516 Students collective efficacy, 393 self-efficacy, 393 Subdivision (problem solving), 187–188 Success, 87 Sue-Chan, C., 295 Sullivan, Barry, 121 Superiority-oriented communication, 226 Supportive communication, 217 attributes of, 218t behavioral guidelines, 239 coaching/counseling, 219–220, 231 congruence, 221–222 conjunctive, 229 cultural differences, 238 customer service and, 218 descriptive, 222, 224–225 disjunctive, 229 disowned, 229–230 evaluative, 222–225 exercises, 248–250 goal of, 218 incongruence, 221–222 interviews, 548 invalidating, 226 owned, 229–230 personal management interviews, 238 person-oriented, 225 principles of, 221 problem-oriented, 225 responding, 231–235 specific, 228 supportive listening, 230–231 two-way, 227 validating, 226–227 Supportive listening, 230–231 responding, 232 response types, 231f Sutcliffe, K M., 70, 131 Sutton, C., 82 Swift, C., 393 Symbolic analogies, 183 Symbolic events, 482–483 Symbolic language, 175 Symbols, 486 Synectics, 182–183 Szilagyi, A D., 245 T Tallahassee Democrat’s ELITE team case, 452–454 Tan, S N., 172 Task identity, 127, 303–304, 400 Task significance, 127, 303–304 Task-facilitating roles, 446–447, 447t, 448 Taylor, J C., 132 Taylor, R R., 395 Team Development Behaviors Assessment, 426 Teams/teamwork, 426 activities for, 463–464 advantages of, 427–429, 451 advertisements, 428f behavioral guidelines, 451–452 blocking roles, 449–450 composition, 429 consensus building role, 449 creative problem solving in, 192 credibility, 441–443 cultural differences, 445–446, 451 desirability of, 428–429 effective, 431 elaborating role, 449 enforcing role, 449 Everest goals, 443–445 exercises, 456–463 feedback, 450, 450t, 451 forming stage, 432–433 groupthink, 192, 434–435 high-performing, 439, 439t, 440, 448, 452f impact of, 430t inhibitors to, 429 leadership of, 441–443 membership in, 446–449 motivation, 429 norming stage, 432–434 performing stage, 432, 438–440 positive communications, 479–480 positive deviance, 440 productivity and, 192 quality circles, 428 relationship-building roles, 446–448, 448t, 449 skill development, 428, 430–431 SMART goals, 443–445 stages of development, 432, 432t, 433–440 storming stage, 432, 435–438 structure, 429 task-facilitating roles, 446–447, 447t, 448 tension relieving role, 449 types of, 429–430 unproductive roles, 449 work teams, 428–429 Tebbe, Mark, 97 Technological innovation, 198 Tedeschi, J., 258 Telephones, 174 Tell-and-listen interviews, 554 Tell-and-sell interviews, 554 Temporal integrity rule, 579 Tennessee Valley Authority (TVA), 489 Teoh, H Y., 86 Terminal values, 72, 78 Texting, 215 TGI Friday’s, 203–204 Thakor, A J., 31, 34, 167, 471 Thales, 68 Theory X, 292 Theory Y, 292 Thinking ambidextrous, 180, 180t bias against, 180 flexibility in, 182, 186 left-hemisphere, 180, 485 multiple thought languages, 174–175 right-hemisphere, 180, 485 single thinking language, 174–175 Thoits, Peggy A., 118 Thomas, G., 87 Thomas, K., 336, 337f, 340, 393–394 Thompson, D., 298 Thompson, J A., 394 Thompson, L., 258, 263, 270, 302, 333, 338, 344 Thoresen, C J., 86 Thornton, T., 394 Thorton, D., 215 Threat-rigidity response, 70 3M Company, 173–176, 179–180, 191–194, 576 Tichy, N., 33–34, 470, 490, 576 Timberland Company, 133, 486 Time management, 77, 119–120 activities matrix, 120, 120f, 121 core principles, 121, 122t strategies, 122–124 time use, 123t Time Management Assessment, 110 Index Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn Time stressors, 118, 120, 127 Time use, 123t Timmer, Jan, 121 Ting, S., 254 Ting-Toomey, S., 238, 340 Tizard, H J., 394 Tjosvold, D., 330 Tolerance of ambiguity, 85–86 Tolerance of Ambiguity Scale, 62, 66–67, 86, 105–106 Tone, 526–527 Toyota, 82, 495, 498 Traditional power, 391 Training programs, 289, 291 Travelers Insurance, 304 Trevi’o, L K., 81 Trevor, C., 298 Triandis, H., 238, 253, 298 Trickle-up leadership, 270 Tripp, T., 271 Trompenaars, Frans, 37, 75, 86, 118, 189, 238, 253, 335, 412, 445–446, 451 Tropman, John, 576, 578, 578f Troxell, J R., 119 Trust, 392, 395–396 Trustworthiness, 260 Tsang, J., 135, 479 Tschirhart, M., 30 Tuchman, B., 576 Tuckman, B., 432 Turkington, C., 124 Turn of the Tide case, 138–141 Turner, M., 441 Tutu, Desmond, 478 Twitter, 215 Two-sided messages, 516t Two-way communication, 227 Tyco International, 82 U U S Army, 490 U S Department of Labor, 300 U S Marine Corps., 270 U S News and World Report, 201 U S Patent Office, 181 Ulrich, D., 474 The Unconscious Conspiracy (Bennis), 295 Unethical companies, 81–82 Ungar, M., 131 Union Carbide, 82 United Chemical Co., exercises, 243–245 Universalism, 75, 189–190, 238, 411–412, 445 University of Chicago, 305 University of Michigan, 445, 480, 488 Useem, Michael, 270 Using Influence Strategies Assessment, 252, 285 V Vaillant, G E., 74 Vakar, G., 174 Valdez, Tom, 204 Valentine, S R., 87 Validating communication, 227 Values conflicts, 82 Values, cultural See Cultural values Values maturity, 78–79, 82–83 gender bias, 81 stages of development, 79–81 Van den Broeck, H., 72, 83–85 Van Knippenberg, A., 390 Van Orden, J., 542 Vance, C M., 32–33, 83 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn