(BQ) Part 2 book “Developing management skills” has contents: Motivating others, managing conflict, empowering and engaging others, building effective teams and teamwork, leading positive change.
www.downloadslide.net Skill Assessment ■ ■ Diagnosing Poor Performance and Enhancing Motivation Work Performance Assessment Skill Learning ■ ■ ■ ■ ■ ■ ■ Increasing Motivation and Performance Diagnosing Work Performance Problems Enhancing Individuals’ Abilities Fostering a Motivating Work Environment Elements of an Effective Motivation Program Summary Behavioral Guidelines Skill Analysis ■ Electro Logic Motivating Others Skill Practice ■ ■ ■ Joe Chaney Work Performance Assessment Shaheen Matombo Skill Application ■ ■ Suggested Assignments Application Plan and Evaluation Scoring Keys and Comparison Data Learning Objectives The readings and activities in this chapter are designed to help you: DIAGNOSE WORK PERFORMANCE PROBLEMS ENHANCE THE WORK-RELATED ABILITIES OF OTHERS FOSTER A MOTIVATING WORK ENVIRONMENT MyManagementLabtm ✪ When you see this icon, visit www.mymanagementlab.com for self-assessments, video activities, and more 287 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 Diagnosing Poor Performance and Enhancing Motivation assessment measures the ex- tent to which you exhibit competency in motivating others so that you can tailor your learning to your specific needs ❏ The Work Performance Assessment evaluates your own motivation and performance in a current (or recent) work setting Skill Learning Increasing Motivation and Performance Focus groups at Intermountain Healthcare, a Utahbased health care organization with more than 23,000 employees, revealed that a majority of front-line workers would not leave their jobs unless another employer offered them a 20 percent increase in pay and a 30 percent increase in benefits Such commitment is an extremely valued commodity in our current economy Most organizations struggle to retain their best employees and to motivate them to high performance Comments from three front-line workers at Intermountain Healthcare reveal that a motivating work environment and the organization’s clear values are what foster their strong sense of commitment (Interview with Alison Mackey) “I have never worked at a place where people have been so concerned about their employees And because of that we can turn around and give the same to our customers.” “I think [Intermountain Healthcare] is a system that’s concerned about its employees, and as a result it can attract employees with strong technical and people-based knowledge and experience.” “The values that [Intermountain Healthcare] stands for make me never want to leave” (Intermoun tain Healthcare Employee Opinion Survey Database) 288 Chapter Motivating Others The efforts Intermountain Healthcare has taken to create such a motivating work environment have improved its clinical care and its bottom line The Gallup Organization has honored Intermountain Healthcare for three consecutive years as one of its “Great Workplaces” in the United States, an honor that only 32 companies received in 2013 Modern Healthcare consistently lists the organization near the top of its Top 100 Integrated Health Systems (number in 2013) Organizations like Intermountain Healthcare, that have highly motivated and committed employees, are well equipped to compete in any market, be it health care or heavy industry But like any distinctive competence, employee commitment is difficult to achieve; if it were otherwise it would have no competitive value After winning an unprecedented seventh NBA title as a coach, Phil Jackson was asked what his method was for motivating professional basketball players He responded, “I don’t motivate my players You cannot motivate someone; all you can is provide a motivating environment and the players will motivate themselves” (Jackson, 2000) We believe the imagery of “manager-as-coach” and “motivationas-facilitation,” as suggested by one of the most successful coaches of our time, provides the appropriate backdrop for our discussion Whether managers are working with a group of steel workers, computer www.downloadslide.net percent of shift workers, while 75 percent report feeling isolated on the job Drug and alcohol abuse are three times greater among permanent shift workers than among those with traditional work hours (Perry, 2000) Clearly, there is much more to the story here than poor motivation To avoid simplistic, ill-informed diagnoses of work performance problems, managers need a model to guide their thinking Several scholars (e.g., Gerhart, 2003; Steers, Porter, & Bigley, 1996; Vroom, 1964) have summarized the determinants of task performance as follows: Diagnosing Work Performance Problems Performance = Ability × Motivation (Effort) There is a tendency for supervisors to assume that poor performance is always a matter of low motivation (Bitter & Gardner, 1995) That is, when employees fail to meet performance expectations, supervisors tend to blame the employee for putting forth insufficient commitment and effort The tendency to make snap judgments about why things happen is what psychologists call an attribution (Ross, 1977; Choi, Nisbett, & Norenzayan, 1999) Supervisors generally believe that if they work harder they will perform better Consequently, they assume the same is true of their employees, regardless of their work environment or resources The problem with this attribution is that it lends itself to simplistic solutions, reminiscent of the Chinese proverb, “For every hundred men hacking away at the leaves of a diseased tree, only one man stoops to inspect the roots.” Let’s consider some work conditions that illustrate the need to “stoop and inspect the roots” of poor worker performance: It is estimated that one-third of American employees have irregular work schedules (often involving night work), commonly known as shift work In a recent article on the challenges facing shift workers, a story told of a supervisor who sought permission from the human resources department to fire a worker because he didn’t “stay on task;” he often walked around talking to others and occasionally fell asleep on the job The supervisor concluded that the employee lacked the motivation for the job However, research on shift workers challenges the simplistic idea that “poor performance equals low motivation and commitment.” For example, shift workers sleep two to three hours less per night than day workers They are four to five times more likely to experience digestive disorders due to eating the wrong foods at the wrong times Chronic fatigue affects 80 LEARNING programmers, artists, or basketball players, their common challenge is to create a work environment where employees are most likely to motivate themselves The core of this chapter outlines a six-step process for accomplishing this goal But first, to set the stage for this discussion, we begin with one of the most nettlesome problems facing managers—how to diagnose the causes of a specific employee’s poor performance Managers who don’t get this step right will have little success at helping their employees because they likely will be trying to solve the wrong problem where Ability = Aptitude × Training × Resources Motivation = Desire × Commitment According to these formulas, performance is the product of ability multiplied by motivation, ability is the product of aptitude multiplied by training and resources, and motivation is the product of desire and commitment The multiplicative function in these formulas suggests that all elements are essential For example, workers who have 100 percent of the motivation and 75 percent of the ability required to perform a task can perform at an above-average rate However, if these individuals have only 10 percent of the ability required, no amount of motivation is likely enable them to perform satisfactorily Aptitude refers to the native skills and abilities a person brings to a job These involve physical and mental capabilities; but for many people-oriented jobs, they also include personality characteristics Most of our inherent abilities can be enhanced by education and training Indeed, much of what we call native ability in adults can be traced to previous skill- enhancement experiences, such as modeling the social skills of parents or older siblings Nevertheless, it is useful to consider training as a separate component of ability, since it represents an important mechanism for improving employee performance Ability should be assessed during the job-matching process by screening applicants against the skill requirements of the job If an applicant has minor deficiencies in skill aptitude but many other desirable characteristics, an intensive training program can be used to increase the applicant’s qualifications to perform the job The third component of our definition of ability is adequate resources Frequently, highly capable and Motivating Others Chapter 289 www.downloadslide.net well-trained individuals are placed in situations that inhibit job performance Specifically, they aren’t given the resources (technical, personnel, and political) to perform assigned tasks effectively Motivation represents an employee’s desire and commitment to perform The result of motivation is job-related effort Some people want to complete a task (high desire) but are easily distracted or discouraged (low commitment) Others plod along persistently (high commitment), but their work is half-hearted (low desire) The first diagnostic question that supervisors must ask themselves when dealing with a poor performer is: “Is this an ability or motivation problem?” The answer to that question has far-reaching ramifications for manager-subordinate relations Research has shown that when managers perceive that employees lack motivation, they tend to apply more pressure on them They may justify their use of a forceful influence strategy on the grounds that the subordinate has a “poor attitude,” is “hostile to authority,” or “lacks dedication.” Unfortunately, if the manager’s assessment is incorrect and poor performance is really related to ability rather than motivation, their forceful response actually worsens the problem When poor performers feel that management is insensitive to their problems—such as a lack of resources, inadequate training, or unrealistic time schedules—they tend to lose what motivation they had Their desire and commitment decreases in response to management’s insensitive, “iron-fisted” actions Seeing this response, management will feel that their original diagnosis is confirmed, and they will use even stronger forms of influence to force compliance The resulting vicious cycle is extremely difficult to break and underscores the high stakes involved in accurately diagnosing poor performance problems In this chapter, we will examine the two components of performance in more detail, beginning with ability We’ll discuss manifestations of low ability and poor motivation, their causes, and some proposed remedies We’ll devote more attention to motivation, since motivation is more central to day-to-day manager-subordinate interactions While ability tends to remain stable over long periods of time, motivation fluctuates; therefore, it requires closer monitoring and frequent recharging Enhancing Individuals’ Abilities A person’s lack of ability might inhibit good performance for several reasons Ability may have been assessed improperly during the screening process prior 290 Chapter Motivating Others to employment, the technical requirements of a job may have been radically upgraded, or a person who performed very well in one position may have been promoted into a higher-level position that is too demanding (The Peter Principle states that people are typically promoted one position above their level of competence.) In addition, human and material resource support may have been reduced because of organizational budget cutbacks As noted by Quick (1977, 1991), managers should be alert for individuals who show signs of ability deterioration Following are three danger signals for management positions: A Taking refuge in a specialty Managers show signs of insufficient ability when instead of managing they retreat to their technical specialty This often occurs when managers feel insecure about problems outside their area of expertise and experience Anthony Jay, in Management and Machiavelli (1967), dubs this type of manager “George I,” after the King of England who, after assuming the throne, continued to be preoccupied with the affairs of Hanover, Germany, whence he had come B Focusing on past performance Another danger sign is measuring one’s value to the organization in terms of past performance or on the basis of former standards Some cavalry commanders in World War I relied on their outmoded knowledge of how to conduct successful military campaigns and, as a result, failed miserably in mechanized combat This form of obsolescence is common in organizations that fail to shift their mission in response to changing market conditions C Exaggerating aspects of the leadership role Managers who have lost confidence in their ability tend to be very defensive This often leads them to exaggerate one aspect of their managerial role Such managers might delegate most of their responsibilities because they no longer feel competent to perform them well Or they might become nuts-and-bolts administrators who scrutinize every detail to an extent far beyond its practical value Still others become “devil’s advocates,” but rather than stimulating creativity, their negativism thwarts efforts to change the familiar There are five principal tools available for overcoming poor performance problems due to lack of www.downloadslide.net In many cases, however, resupplying and retraining are insufficient remedies for poor performance When this happens, the next step should be to explore refitting poor performers to their task assignments While the subordinates remain on the job, the components of their work are analyzed, and different combinations of tasks and abilities that accomplish organizational objectives and provide meaningful and rewarding work are explored For example, an assistant may be brought in to handle many of the technical details of a first-line supervisor’s position, freeing up more time for the supervisor to focus on people development or to develop a long-term plan to present to upper management If a revised job description is unworkable or inadequate, the fourth alternative is to reassign the poor performer, either to a position of less responsibility or to one requiring less technical knowledge or interpersonal skills For example, a medical specialist in a hospital who finds it increasingly difficult to keep abreast of new medical procedures but has demonstrated management skills might be shifted to a full-time administrative position The last option is to release If retraining and creative redefinition of task assignments have not worked and if there are no opportunities for reassignment in the organization, the manager should consider releasing the employee from the organization This option is generally constrained by union agreements, company policies, seniority considerations, and government regulations Frequently, however, chronic poor performers who could be released are not because management chooses to sidestep a potentially unpleasant task Instead, the decision is made to set these individuals “on the shelf,” out of the mainstream of activities, where they can’t cause any problems Even when this action is motivated by humanitarian concerns (“I don’t think he could cope with being terminated”), it often produces the opposite effect Actions taken to protect an unproductive employee from the embarrassment of termination just substitute the humiliation of being ignored Obviously, termination is a drastic action that should not be taken lightly However, the consequences for the unproductive individuals and their coworkers of allowing them to remain after the previous four actions have proven unsuccessful should be weighed carefully in considering this option This approach to managing ability problems is reflected in the philosophy of Wendell Parsons, CEO of Stamp-Rite He argues that one of the most challenging aspects of management is helping employees recognize that job enhancements and advancements Motivating Others Chapter LEARNING ability: resupply, retrain, refit, reassign, and release We will discuss these in the order in which a manager should consider them The resupply option focuses on whether the employee has been provided the resources necessary to the job, including personnel, budget, and political clout Asking “Do you have what you need to perform this job satisfactorily?” allows the subordinate to express his or her frustration related to inadequate support Given the natural tendency for individuals to blame external causes for their mistakes, managers should explore their subordinates’ complaints about lack of support in detail to determine their validity Even if employees exaggerate their claims, starting your discussion of poor performance in this manner signals your willingness to help them solve the problem from their perspective rather than to find fault from your perspective The next least threatening option is to retrain According to the American Society for Training and Development, American companies spent over $156 billion on employee learning and development in 2011 About 30 percent of that amount (close to $50 billion) was spent on external trainers and other resources outside the company (Miller, 2012) This is a sizeable expenditure for American corporations, but the reasons for these expenditures are clear First of all, technology is changing so quickly that employees’ skills can soon become obsolete It has been estimated that 50 percent of employees’ skills become outdated within three to five years (Moe & Blodget, 2000) Second, employees will typically fill a number of different positions throughout their careers, each demanding different proficiencies Finally, demographic changes in our society will lead to an increasingly older workforce In order for companies to remain competitive, more and more of them must retrain their older employees Training programs can take a variety of forms For example, many firms are using interactive technical instruction and business games that simulate problems managers are likely to experience More traditional forms of training include subsidized university courses and in-house technical or management seminars Some companies have experimented with company sabbaticals to release managers or senior technical specialists from the pressures of work so they can concentrate on retooling The most rapidly increasing form of training is internet-based “distance learning.” The American Society for Training and Development reports that technology-based teaching methods now represent 41.7 percent of all formal learning among Fortune 500 firms (Miller, 2012) 291 www.downloadslide.net are not always possible Therefore, he says, “If a longterm employee slows down, I try to turn him around by saying how much I value his knowledge and experience, but pointing out that his production has slipped too much If boredom has set in and I can’t offer the employee a change, I encourage him to face the fact and consider doing something else with his life.” (Nelton, 1988) Fostering a Motivating Work Environment The second component of employee performance is motivation While it is important to see to the training and support needs of subordinates and to be actively involved in the hiring and job-matching processes to ensure adequate aptitude, the influence of a manager’s actions on the day-to-day motivation of subordinates is equally vital In fact, recent research shows that simply enhancing someone’s skills does not improve motivation nearly as much as activities specifically designed to enhance motivation (Kaifeng, et al., 2012) Effective managers devote considerable time to gauging and strengthening their subordinates’ motivation In one of the seminal contributions to management thought, Douglas McGregor (1960) introduced the term Theory X to refer to a management style characterized by close supervision The basic assumption of this theory is that people really not want to work hard or assume responsibility Therefore, in order to get the job done, managers must coerce, intimidate, manipulate, and closely supervise their employees In contrast, McGregor espouses a Theory Y view of workers He argues that workers basically want to a good job and assume more responsibility; therefore, management’s role is to assist workers to reach their potential by productively channeling their inherent motivation to succeed Unfortunately, McGregor believed that most managers subscribe to Theory X assumptions about workers’ motives The alleged prevalence of the Theory X view brings up an interesting series of questions about motivation What is the purpose of teaching motivation skills to managers? Should managers learn these skills so they can help employees reach their potential? Or are we teaching these skills to managers so they can more effectively manipulate their employees’ behavior? Do managers even have the time and cognitive capacity to attend simultaneously to employee morale and the organization’s “bottom line?” Contemporary research, as well as the success of acclaimed organizational motivation programs (Harter, Schmidt, & Hayes, 2002), supports the position that morale and performance are actually linked As Figure 6.1 shows, effective motivational efforts not only can but must focus on increasing both satisfaction and productivity Managers who emphasize satisfaction to the exclusion of performance will be seen as nice people, but their indulging management style undermines organizational performance A strong emphasis on performance to the exclusion of satisfaction is equally ineffective This time, instead of indulging, the manager is imposing In this situation, managers have little concern for how employees feel about their jobs The boss issues orders, and the employees must follow them Exploited employees are unhappy employees, and unhappy employees may seek employment with the competition Thus, while imposing may increase productivity in the short run, its long-term effects generally decrease productivity through increased absenteeism, employee turnover, and in some cases, even sabotage and violence When managers emphasize neither satisfaction nor performance, they are ignoring their responsibilities Figure 6.1 Relationship Between Satisfaction and Performance EMPHASIS ON SATISFACTION EMPHASIS ON PERFORMANCE 292 Chapter Motivating Others Low High High Indulging Integrating Low Ignoring Imposing www.downloadslide.net Elements of an Effective Motivation Program We now turn to the core of this discussion: a step-bystep program for creating an integrative, synergistic motivational program grounded in the belief that employees can simultaneously be high performers and personally satisfied The key assumptions underlying our framework are summarized in Table 6.1 It is useful to note that the prevailing wisdom among organizational scholars regarding the relationships between motivation, satisfaction, and performance has changed dramatically over the past several decades When the authors took their first academic courses on this subject, they were taught the following model: Satisfaction → Motivation → Performance However, over the course of our careers we have observed the following criticisms of this “contented cows give more milk” view of employee performance Table 6.1 Key Assumptions Underlying Our Framework Employees typically start out motivated Therefore, a lack of motivation is a learned response, often fostered by misunderstood or unrealistic expectations The role of management is to create a supportive, problem-solving work environment in which facilitation, not control, is the prevailing value Rewards should encourage high personal performance consistent with management objectives Motivation works best when it is based on self-governance Individuals should be treated fairly LEARNING and the realities of their organization The resulting neglect reflects a lack of management Paralyzed between what they consider to be mutually exclusive options of emphasizing performance or satisfaction, managers choose neither The resulting neglect, if allowed to continue, may ultimately lead to the failure of the work unit The integrating motivation strategy emphasizes performance and satisfaction equally Effective managers are able to combine what appear to be competing forces; they capitalize on the apparent tensions between productivity and employee satisfaction to forge creative new approaches to motivation However, this does not mean that both objectives can be fully satisfied in every specific case Some trade-offs occur naturally in ongoing work situations However, in the long run, both objectives should be given equal consideration The integrative view of motivation proposes that while managers should not downplay the importance of employees’ feeling good about what they are doing and how they are being treated, managers’ concern for keeping employees satisfied should not overshadow their responsibility to hold people accountable for results Managers should avoid the twin traps of working to engender high employee morale for its own sake or pushing for short-term results at the expense of long-term commitment The best managers have productive people who are also satisfied with their work environment (Kotter, 1996) Individuals deserve timely, honest feedback on work performance First, as researchers began collecting longitudinal data on the predictors of performance, they discovered that the satisfaction → motivation → performance causal logic was wrong For reasons we will discuss later in this chapter, it is now believed that: Motivation → Performance → Satisfaction Second, the correlations among these three variables was very low, suggesting that a large number of additional factors needed to be added to this basic model For example, we now know that performance leads to satisfaction when it is clear to the employee that rewards are based on performance, as compared with seniority or membership The addition of fair rewards (more generally referred to as outcomes) into this formula has so dramatically improved our understanding of motivation that it has been incorporated into a revised model: Motivation → Performance → Outcomes → Satisfaction The remainder of this chapter is basically an account of the improvements that have been made over the past few decades in this basic “four factors” model of work motivation We will also introduce several additional factors that we now know must be included in a comprehensive motivation program For example, earlier in this chapter we introduced the notion that people’s performance is a function of both their motivation and their ability This suggests we need to add ability to the basic model as a second factor (besides motivation) contributing to performance Each of the Motivating Others Chapter 293 www.downloadslide.net following sections of this chapter introduce additional variables that, like ability, need to be added to the basic, four-factor model Table 6.2 shows the key building blocks of the complete model, in the form of six diagnostic questions, organized with reference to the “four-factor” model of motivation A model encapsulating these questions will be used to summarize our presentation at the end of the chapter (Figure 6.5), and a diagnostic tool based on these questions will be described in the Skill Practice section (Figure 6.7) Establish Clear Performance Expectations As shown in Table 6.2, the first two elements of our comprehensive motivational program focus on the motivation → performance link We begin by focusing on the manager’s role in establishing clear expectations and then shift to the manager’s role in enabling members of a work group to satisfy those expectations Based on data collected since 1993, Right Management Consultants reported that one-third of all managers who change jobs fail in their new positions within 18 months (Fisher, 2005) According to this study, the primary tip for getting off to a good start is asking your boss exactly what’s expected of you and how soon you’re supposed to deliver it Ironically, however, people in managerial positions are less likely to receive a clear job description or detailed performance expectations then people who entry-level work Too often, the organization’s attitude seems to be: “We pay people to know without being told.” Discussions of goal setting often make reference to an insightful conversation between Alice in Wonderland and the Cheshire Cat When confronted with a choice among crossing routes, Alice asked the Cat which one she should choose In response, the Cat asked Alice where she was heading Discovering Alice had no real destination in mind, the Cat appropriately advised her any choice would It is surprising how often supervisors violate the common sense notion that they need to make sure individuals under their charge not only understand which road they should take, but what constitutes an acceptable pace for the journey Table 6.2 Six Elements of an Integrative Motivation Program Motivation → Performance 1. Establish moderately difficult goals that are understood and accepted Ask: “Do subordinates understand and accept my performance expectations?” 2. Remove personal and organizational obstacles to performance Ask: “Do subordinates feel it is possible to achieve this goal or expectation?” Performance → Outcomes 3. Use rewards and discipline appropriately to extinguish unacceptable behavior and encourage exceptional performance Ask: “Do subordinates feel that being a high performer is more rewarding than being a low or average performer?” Outcomes → Satisfaction 4. Provide salient internal and external incentives Ask: “Do subordinates feel the rewards used to encourage high performance are worth the effort?” 5. Distribute rewards equitably Ask: “Do subordinates feel that work-related benefits are distributed fairly?” 6. Provide timely rewards and specific, accurate, and honest feedback on performance Ask: “Are we getting the most out of our rewards by administering them on a timely basis as part of the feedback process?” Ask: “Do subordinates know where they stand in terms of current performance and long-term opportunities?” 294 Chapter Motivating Others www.downloadslide.net vice president of operations was appointed at a major midwestern steel factory, he targeted three goals: Reduce finished product rejection by 15 percent (quality); reduce average shipment period by two days (customer satisfaction); and respond to all employee suggestions within 48 hours (employee involvement) These easily measurable goals resulted in performance increases Goals should also be consistent An already hardworking assistant vice president in a large metropolitan bank complains she cannot increase both the number of reports she writes in a week and the amount of time she spends “on the floor,” visiting with employees and customers Goals that are inconsistent—in the sense that they are logically impossible to accomplish simultaneously—create frustration and alienation A recent study showed that organizations that set many weakly correlated goals leads to a “performance freeze,” where employees are essential paralyzed with confusion about what behavior is most important (Ethiraj & Levinthal, 2009) When subordinates complain that goals are incompatible or inconsistent, managers should be flexible enough to reconsider their expectations One of the most important characteristics of goals is that they are appropriately challenging (Knight, Durham, & Locke, 2001) Simply stated, “stretch” goals are more motivating than easy goals One explanation for this is called “achievement motivation” (Atkinson, 1992; Weiner, 2000) According to this perspective, motivated workers size up new tasks in terms of both their chances for success and the significance of the anticipated accomplishment To complete a goal anyone can reach is not rewarding enough for highly motivated individuals In order for them to feel successful, they must believe an accomplishment represents a meaningful achievement Given their desire for success and achievement, it is clear these workers will be most motivated by challenging, but reachable, goals Although no single standard of difficulty fits all people, it is important to keep in mind that high expectations generally foster high performance and low expectations decrease performance (Davidson & Eden, 2000) As one experienced manager said, “We get about what we expect.” Warren Bennis, author of The Unconscious Conspiracy: Why Leaders Can’t Lead, agrees “In a study of schoolteachers, it turned out that when they held high expectations of their students, that alone was enough to cause an increase of 25 points in the students’ IQ scores” (Bennis, 1984, 2003) Motivating Others Chapter LEARNING With this parable in mind, managers should begin assessing the motivational climate of their work environment by asking, “Do people here understand and accept performance expectations?” The foundation of an effective motivation program is proper goal setting (Locke & Latham, 2002) Perhaps no other concept in the field of organizational behavior has received more empirical support than that good goal-setting increases individual effort Goals appear to be particularly effective in increasing performance for people high in conscientiousness (Colbert & Witt, 2009) Numerous studies also show that groups with goals significantly outperform groups without goals Goal-setting theory argues that goals enhance performance because they mobilize our efforts, direct our attention, and encourage both persistence and strategy development (Sue-Chan & Ong, 2002) Not all goals work this well, however Goals have to incorporate particular traits in order to make a difference in our effort and performance Effective goal setting includes three critical components: a good goal-setting process, the right goal characteristics, and consistent implementation of feedback The first requirement for effective goals is adopting a good goal-setting process Research has shown that people are more likely to “buy into” goals if they get to be part of the goal-setting process Work groups perform better when they choose their goals rather than have them assigned (Sue-Chan & Ong, 2002) Sometimes, however, it is difficult to allow for extensive participation in the establishment of work goals For example, a computer programming unit may not have any say about which application programs are assigned to the group or what priority is assigned each incoming task Still, the manager can involve unit members in deciding how much time to allocate to each assignment (“What is a realistic goal for completing this task?”) or who should receive which job assignment (“Which type of programs would you find challenging?”) Shifting from process to content, research has shown that goal characteristics significantly affect the likelihood of goal achievement (Locke & Latham, 2002) Effective goals are specific, consistent, and appropriately challenging Goals that are specific are measurable, unambiguous, and behavioral Specific goals reduce misunderstanding about what behaviors will be rewarded Admonitions such as “be dependable,” “work hard,” “take initiative,” or “do your best” are too general and too difficult to measure and are therefore of limited motivational value In contrast, when a new 295 www.downloadslide.net In addition to selecting the right type of goal, an effective goal program must also include feedback Feedback provides opportunities for clarifying expectations, adjusting goal difficulty, and gaining recognition Therefore, it is important to provide benchmark opportunities for individuals to determine how they are doing These along-the-way progress reports are particularly critical when the time required to complete an assignment or reach a goal is very long For example, feedback is very useful for projects such as writing a large computer program or raising a million dollars for a local charity In these cases, feedback should be linked to accomplishing intermediate stages or completing specific components Remove Obstacles to Performance One of the key ingredients of an effective goal program is a supportive work environment After setting goals, managers should shift their focus to facilitating successful accomplishment by focusing on the ability part of the performance formula They can start by asking “Do subordinates feel it is possible to achieve this goal?” Help from management must come in many forms, including making sure the worker has the aptitude required for the job, providing the necessary training, securing needed resources, and encouraging cooperation and support from other work units It is the manager’s job to make the paths leading toward the targeted goals easier for the subordinate to travel Helping clear employees’ paths toward their goal is the essence of the “path goal” theory of leadership (House & Mitchell, 1974; see also, Schriesheim & Neider, 1996; Shamir, House, & Arthur, 1993), which is depicted in Figure 6.2 This theory answers the question, “How much help should I give?” The model proposes that the level of a manager’s involvement should vary according to what subordinates need, how much they expect, and how much support is available to them from other organizational sources The theory begins its answer to these questions by focusing on two traits of the employee’s task: structure and difficulty A task that is highly structured (i.e., that has a lot of built-in order and direction and is easy to complete) does not require extensive management direction If managers offer too much advice, they will come across as controlling, bossy, or nagging because it is already clear to the subordinates what they should On the other hand, for an unstructured (i.e., ambiguous) and complex task, management’s direction and strong involvement in problem-solving activities will be seen as constructive and satisfying The second factor that influences how much involvement management should provide is the expectations of the subordinates One characteristic that shapes employee expectations about management involvement is desire for autonomy Individuals who Figure 6.2 Leader Involvement and Subordinate Performance Subordinates’ expectations (How much help they want?) Leader’s involvement (How much help should I provide?) Subordinates’ performance and satisfaction Task characteristics (How much help is needed?) 296 Chapter Motivating Others Organizational structure and systems (How much help is already available?) 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 to observe in a group In C R Mill and L C Porter (Eds.), Reading book for human relations training Bethel, ME: NTL Institute Senge, P (1991) The fifth discipline New York: Doubleday Shin, S J., Kim, T Y., Lee, J Y., & Bian, L (2012) Cognitive team diversity and individual team member creativity: A crosslevel interaction Academy of Management Journal, 55(1), 197–212 Shuffler, M L., Burke, C S., Kramer, W S., & Salas, E (2012) Leading Teams: Past, Present, and Future In Runsey (Eds.) The Oxford Handbook of Leadership, (144) Oxford University Press Srivastava, A., Bartol, K M., & Locke, E A (2006) Empowering leadership in management teams: Effects on k nowledge sharing, efficacy, and performance Academy of Management Journal, 49(6), 1239–1251 Trompenaars, F (1996) Resolving international conflict: Culture and business strategy Business Strategy Review, 7: 51–68 Trompenaars, F., and C Hampden-Turner (1998) Riding the waves of culture New York: McGraw-Hill Tuckman, B W (1965) Developmental sequence in small groups Psychological Bulletin, 63: 384–399 Turner, M E (Ed.) (2000) Groups at work: Advances in theory and research New York: Lawrence Erlbaum Verespei, M A (1990, June 18) Yea, teams? Not always Industry Week: 103–105 Wellins, R S., W C Byham, and J M Wilson (1991) Empowered teams San Francisco: Jossey-Bass Yeatts, D E., and C Hyten (1998) High performing self-managing work teams: A comparison of theory to practice Thousand Oaks, CA: Sage Chapter 10 References Avey, J B., Wernsing, T S., & Luthans, F (2008) Can positive employees help positive organizational change? Impact of psychological capital and emotions on relevant attitudes and behaviors The Journal of Applied Behavioral Science, 44(1), 48–70 Baker, W (2001) Achieving success through social capital San Francisco: Jossey-Bass Baker, W., R Cross, and M Wooten (2003) Positive organizational network analysis and energizing relationships In K S Cameron, J E Dutton, and R E Quinn (Eds.), Positive organizational scholarship: Foundations of a new discipline (pp. 328–342) San Francisco: Barrett-Koehler Bartunek, J M., Rynes, S L., & Ireland, R D (2006) What makes management research interesting, and why does it matter? Academy of Management Journal, 49(1), 9–15 Baumeister, R F., E Bratslavsky, C Finkenauer, and K D Vohs (2001) Bad is stronger than good Review of General Psychology, 5: 323–370 Bennis, W., and B Nanus (1985) Leaders: The strategies for taking charge New York: Harper & Row Biswas-Diener, R., Kashdan, T B., & Minhas, G (2011) A dynamic approach to psychological strength development and intervention The Journal of Positive Psychology, 6(2), 106–118 Bollier, D (1996) Aiming higher: Twenty-five stories of how companies prosper by combining sound management and social vision New York: Amacom Boyatzis, R E., Smith, M L., & Blaize, N (2006) Developing sustainable leaders through coaching and compassion Academy of Management Learning & Education, 5(1), 8–24 Bright, D S and Exline, J J (2012) Forgiveness at four levels: Intrapersonal, relational, organizational, and collective-group In Cameron, K S and Spreitzer, G M., (Eds.)., Oxford Handbook of Positive Organizational Scholarship New York: Oxford University Press Bright, D S., K S Cameron, and A Caza (2006) The ethos of virtuousness in downsized organizations Journal of Business Ethics, 64: 249–269 Caldwell, C., & Dixon, R D (2010) Love, forgiveness, and trust: Critical values of the modern leader Journal of Business Ethics, 93(1), 91–101 Cameron, K S (1985) Iacocca’s transformation of Chrysler; Excerpts from Lee Iacocca’s speeches to his top management team, 1979–1984 (In possession of the author.) Cameron, K S (2003a) Ethics, virtuousness, and constant change In N M Tichy and A R McGill (Eds.), The ethical challenge (pp 185–193) San Francisco: Jossey-Bass Cameron, K S (2003b) Organizational virtuousness and performance In K S Cameron, J E Dutton, and R E Quinn (Eds.), Positive organizational scholarship: Foundations of a new discipline (pp 48–65) San Francisco: BarrettKoehler Cameron, K S (2008) Paradox in positive organizational change The Journal of Applied Behavioral Science, 44(1), 7–24 Cameron, K S (2012) Positive Leadership San Francisco: Berrett Koehler Cameron, K S (2013) Practicing Positive Leadership San Francisco: Berrett Koehler Cameron, K S (2014) “Advances in positive organizational scholarship.” Advances in Positive Organizational Psychology, 1: 23–44 Cameron, K S Mora, C., Leutscher, T., & Calarco, M (2011) “Effects of positive practices on organizational effectiveness.” Journal of Applied Behavioral Science, 47: 266–308 Cameron, K S., D A Whetten, and M U Kim (1987) Organizational effects of decline and turbulence Administration Science Quarterly, 32: 222–240 Appendix II References 629 www.downloadslide.net Cameron, K S., Quinn, R E., DeGraff, J., & Thakor, A (2014) Competing Values Leadership: Creating Value in Organizations Revised Edition Northampton, MA: Edward Elgar Cameron, K S., and A Caza (2002) Organizational and leadership virtues and the role of forgiveness Journal of Leadership and Organizational Studies, 9: 33–48 Cameron, K S., and D O Ulrich (1986) Transformational leadership in colleges and universities Higher Education: Handbook of Theory and Research, 2: 1–42 Cameron, K S., and M Lavine (2006) Making the impossible possible: Leading extraordinary performance—The Rocky Flats story San Francisco: Barrett-Koehler Cameron, K S., and R E Quinn (2011) Diagnosing and changing organizational culture Reading, MA: Addison-Wesley Carlzon, J (1987) Moments of truth Cambridge, MA: Ballinger Christie, R., and S Lehman (1970) The structure of Machiavellian orientations In R Christie and F Geis (Eds.), Studies in Machiavellianism (pp 359–387) New York: Academic Press Cialdini, R B (2000) Influence: The science of persuasion New York: Allyn & Bacon Clifton, D O., and J K Harter (2003) Investing in strengths In K S Cameron, J E Dutton, and R E Quinn (Eds.), Positive organizational scholarship: Foundations of a new discipline (pp 111–121) San Francisco: Barrett-Koehler Coonradt, C (1985) The game of work Salt Lake City: Shadow Mountain Press Coonradt, C (2007) The Game of Work Layton, UT: Gibbs Smith Press Cooperrider, D L (1990) Appreciative management and leadership: The power of positive thought and action in organizations San Francisco: Jossey-Bass Csikszentmihalyi, M (1990) Flow: The psychology of optimal experience New York: Harper Perennial Datta, D K., Guthrie, J P., Basuil, D., & Pandey, A (2010) Causes and effects of employee downsizing: A review and synthesis Journal of Management, 36(1), 281–348 Davis, M (1971) That’s interesting! Philosophy of the Social Sciences, 1: 309–344 Dutton, J E., P J Frost, M C Worline, J M Lilius, and J M Kanov (2002, January) Leading in times of trauma Harvard Business Review: 54–61 Emmons, R A (2003) Acts of gratitude in organizations In K S Cameron, J E Dutton, and R E Quinn (Eds.), Positive organizational scholarship: Foundations of a new discipline (pp 81–93) San Francisco: Barrett-Koehler Emmons, R A (2007) Thanks! New York: Houghton Mifflin Enright, R D., and C Coyle (1998) Researching the process model of forgiveness within psychological interventions In E L Worthington (Ed.), Dimensions of forgiveness (pp. 139–161) Philadelphia: Templeton Foundation Press Enrique, J (2000) As the future catches you New York: Crown Business Fredrickson, B L (2003) Positive emotions and upward spirals in organizations In K S Cameron, J E Dutton, and R E Quinn (Eds.), Positive organizational scholarship: 630 Appendix II References Foundations of a new discipline (pp 163–175) San Francisco: Barrett-Koehler Fredrickson, B L., & Branigan, C (2005) Positive emotions broaden the scope of attention and thought-action repertoires Cognition & Emotion, 19(3), 313–332 Frost, P J (2003) Toxic emotions at work: How compassionate managers handle pain and conflict Cambridge, MA: Harvard Business School Press Glynn, P (1994) Toward a politics of forgiveness American Enterprise, 5: 48–53 Gold, T (2002) Open your mind, open your life Springfield, IL: Andrews McNeel Publishing Gottman, J (1994) Why marriages succeed and fail New York: Simon & Schuster Hazen, M A (2008) Grief and the workplace Academy of Management Perspectives, 22, 78–86 Helmick, R G., and R L Petersen (2001) Forgiveness and reconciliation: Religion, public policy, and conflict Philadelphia: Templeton Foundation Press Kanov, J M., S Maitlis, M C Worline, J E Dutton, and P J Frost (2003) Compassion in organizational life American Behavioral Scientist: 1–54 Kirschenbaum, D (1984) Self-regulation and sport psychology: Nurturing and emerging symbiosis Journal of Sport Psychology, 8: 26–34 Kotter, J (1999) John Kotter on what leaders really Cambridge, MA: Harvard Business School Press Lewin, K (1951) Field theory in social science New York: Harper & Row Losada, M., and E Heaphy (2003) The role of positivity and connectivity in the performance of business teams: A nonlinear dynamics model American Behavioral Scientist, 47: 740–765 McCraty, R., and Childre, D (2004) The grateful heart In R A Emmons and M E McCullough (Eds.), The psychology of gratitude (pp 230–255) New York: Oxford University Press McCullough, M E., R A Emmons, and J Tsang (2002) The grateful disposition: A conceptual and empirical topography Journal of Personality and Social Psychology, 82: 112–127 Meyerson, D (2001) Tempered radicals Cambridge, MA: Harvard Business School Press Nahrgang, J D., DeRue, D S., Hollenbeck, J R., Spitzmuller, M., Jundt, D K., & Ilgen, D R (2013) Goal setting in teams: The impact of learning and performance goals on process and performance Organizational Behavior and Human Decision Processes, 122(1), 12–21 Perot, H R (1988) A vision for General Motors Internal company document General Motors Corporation, Detroit, MI Pfeffer, J (1998) The human equation: Building profits by putting people first Boston: Harvard Business School Press Powley, E H (2009) Reclaiming resilience and safety: Resilience activation in the critical period of crisis Human Relations, 62(9), 1289–1326 www.downloadslide.net Quinn, R E (2000) Change the world San Francisco: Jossey-Bass Quinn, R E (2004) Building the bridge as you walk on it San Francisco: Jossey-Bass Quinn, R E., J E Dutton, and G M Spreitzer (2003) Reflected best-self exercise: Assignment and instructions for participants Center for Positive Organizational Scholarship, Ross School of Business, University of Michigan Product #001B Ramlall, S J (2008) Enhancing employee performance through positive organizational behavior Journal of Applied Social Psychology, 38(6), 1580–600 Rath, T (2001) Now Discover Your Strengths New York: Gallup Press Rego, A., Ribeiro, N., & Cunha, M P (2010) Perceptions of organizational virtuousness and happiness as predictors of organizational citizenship behaviors Journal of Business Ethics, 93(2), 215–235 Roberts, L M., G Spreitzer, J Dutton, R Quinn, E Heaphy, and B Barker (2005) How to play to your strengths Harvard Business Review, 83: 75–80 Salancik, G R (1977) Commitment of control of organizational behavior and belief In B M Staw and G R Salancik (Eds.), News directions in organizational behavior Chicago: St Clair Press Sculley, J (1987) Apple’s identity and goals Internal company document Apple Computer, Inc., Cupertino, CA Seligman, M E P (2002) Authentic happiness New York: Free Press Selznick, P (1949) TVA and the grass roots Berkeley: University of California Press Simmel, G (1950) The sociology of Georg Simmel Glencoe, IL: Free Press Tichy, N M (1993) Control your destiny or someone else will New York: Doubleday Tichy, N M (1997) The leadership engine New York: Harper Collins Tutu, D (1998) Without forgiveness there is no future In R D Enright and J North (Eds.), Exploring forgiveness Madison: University of Wisconsin Press Tutu, D (1999) No future without forgiveness New York: Doubleday U S Army Strategic Leadership Program (2003) Personal communication Boston, MA Walsh, J P (1999) Business must talk about its social role In T Dickson (Ed.), Mastering strategy (pp 289–294) London: Financial Times/Prentice Hall Weick, K E (1981) Small wins: Redefining the scale of social problems American Psychologist, 39: 40–49 Weick, K E (1993, Winter) Small wins in organizational life Dividend: 20–24 Zhang, X., & Bartol, K M (2010) Linking empowering leadership and employee creativity: The influence of psychological empowerment, intrinsic motivation, and creative process engagement Academy of Management Journal, 53(1), 107–128 Supplement A References Barrett, H (1977) Practical uses of speech communication, 4th ed New York: Holt, Rinehart & Winston Collins, E., and M Devanna (1990) The portable MBA New York: Wiley Dubrin, A J (1985) Contemporary applied management Plano, TX: Business Publications, Inc Endicott Report (1992) Baton Rouge: Louisiana State University Press Gelles-Cole, S (1985) The complete guide to executive manners New York: Rawson Gronbeck, B E., et al (1992) Principles of speech communication, 11th ed New York: Harper Collins Lucas, S (1989) The art of public speaking, 3rd ed New York: Random House Mambert, W A (1976) Effective presentation New York: Wiley Maruca, R F (1996) Looking for better productivity? Harvard Business Review, 74: 9–10 Miller, G A (1967) The psychology of communication Baltimore: Penguin Osborn, M., and S Osborn (1991) Public speaking Boston: Houghton Mifflin Peoples, D A (1988) Presentations plus New York: Wiley Poor, E (1992) The executive writer: A guide to managing words, ideas, and people New York: Grove Weidenfeld Reingold, J (2004, October) The man behind the curtain Fast Company: 100–104 Sanford, W P., and W H Yeager (1963) Principles of effective speaking, 6th ed New York: Ronald Press Seiler, W J (1971) The effects of visual materials on attitudes, credibility, and retention Speech Monographs, 38: 331–334 Sprague, J., and D Stuart (1996) The speaker’s handbook, 4th ed Fort Worth, TX: Harcourt Brace College Publishers Sproule, M (1991) Speechmaking: An introduction to rhetorical competence Dubuque, IA: William C Brown Wells, W (1989) Communications in business, 5th ed Belmont, CA: Wadsworth Wilcox, R P (1967) Oral reporting in business and industry Upper Saddle River, NJ: Prentice Hall Supplement B References Beer, M (1987) Meetings: How to make them work for you New York: Van Nostrand Reinholdt Downs, C W., G P Smeyak, and E Martin (1980) Professional interviewing New York: Harper & Row DuBrin, A J (1981) Human relations: A job-oriented approach, 2nd ed Reston, VA: Reston Publishing Company Lopez, R M (1975) Personnel interviewing New York: McGraw-Hill Maier, N R F (1958, March–April) Three types of appraisal interviews Personnel: 27–40 Sincoff, M Z., and R S Goyer (1984) Interviewing New York: Macmillan Appendix II References 631 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 meetings New York: McGraw-Hill Cohen, M., J March and J Olsen (1972) A garbage can model of organizational choice Administrative Science Quarterly, 17: 1–15 De Tocqueville, A (1841) Democracy in America New York: Langley DeBono, E (1985) The six thinking hats Boston: Little, Brown Harvey, J (1974, Summer) The abilene paradox Organizational Dynamics: 63–80 632 Appendix II References Janis, I (1972) Victims of groupthink Boston: Houghton Mifflin Janis, I (1983) Groupthink: Psychological studies of policy decisions and fiascoes Boston: Houghton Mifflin Putnam, R (2000) Bowling alone New York: Simon & Schuster Rothman, J., J Erlich, and J Tropman (2000) Strategies of community intervention, 6th ed Itasca, IL: F E Peacock Tichy, N., and M Devanna (1986) The transformational leader New York: Wiley Tropman, J E (1996) Effective meetings, 2nd ed Thousand Oaks, CA: Sage Tropman, J., J Erlich, and J Rothman (2000) Tactics of community intervention, 4th ed Itasca, IL: F E Peacock Tuchman, B (1984) The march of folly: From Troy to Vietnam New York: Knopf 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 633 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 Index 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 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 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 635 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 Index 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 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 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 637 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 Index 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 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 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 639 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 Index 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 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 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 641 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 Index 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 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 www.downloadslide.net Vangelisti, A., 221 Vardi, P., 87, 393 Vecchione, M., 393 Veiga, John F., 28 Velthouse, B., 393–394 Verespei, M., 429 Verhage, J., 268 Vernon, Philip E., 72 Veroff, J., 306 Vertical thinking, 174 Very Fast, Very Accurate (VFVA), 313 Vinton, L., 118 Virgin Atlantic Airlines, 206 Visibility, 263–264 Vision of abundance, 484–487, 487t, 488–490 commitment to, 487–489, 490t institutionalizing, 493t Vision statements, 484–486 case study, 495–501 Visual aids, 518, 520–521, 521t, 523 Visual imagery, 175 Visualization, 136 Vitell, Scott, 78 Vogt, J., 393, 395 Vogus, T J., 131 Vohs, K D., 476 Volkema, R J., 336 Volvo, 429 Von Oech, Roger, 183, 193 Von Treitschke, Heinrich, 253 Vroom, V., 289, 406, 408 Vygotsky, L., 174 W Waclawski, J., 72 Wadey, Ross, 131 Wagner, N N., 119 Wall, T., 132 Wall Street Journal, 99, 265 Wallace, M J., 245 Wallas, G., 181 Waller, G., 226 Wal-Mart Co., 82, 198 Walsh, Jim, 473 Walster, E., 71 Walter Reed Army Institute of Research, 125 Wang, G., 390 Wanous, J P., 330 Ward, T B., 181, 187–188 Warren, K., 404 Waterman, Robert, 309 Watson, C., 340 Watson, K W., 234 Weber, Max, 133 Weick, K E., 70, 115, 398, 489 Weiner, B., 295 Weingart, L., 333 Weinstein, N., 393 Weisberg, J., 335 Weisz, J., 394 Weitzman, M., 130 Welbourne, T M., 29, 86 Welch, Jack, 470 Weldon, E., 335, 340 Well-being developing, 130–136 exercises, 145–152 fostering, 114 Wellins, R S., 428, 430 Wellness programs, 131 Wells, L., 515 Wen, S S., 395 Wernerfelt, B., 219 Wernsing, T S., 474 Westinghouse Furniture Systems, 429 Westphal, J D., 267 Wetzker, K., 29 Wheeler, J V., 31 Wheeler, R W., 87, 441 Whetten, David A., 32, 70–71, 118, 336, 432, 474 White, M., 130–131 White, R., 394 White Castle, 168 Whitney, D., 448 Who’s Who, 74 Wiemann, J., 229 Wilcox, R J., 514 Wilkinson, I., 265 Williams, J M., 119, 136, 167 Williams, W M., 181 Willmington, D E., 215–216 Wilmot, W., 335 Wilson, Bill, 170 Wilson, D C., 167 Wilson, J M., 428 Windows (software), 198 Winning Through Intimidation (Ringer), 253 Witt, L A., 295 Witteloostuijn, A., 87 Wolf, S G., 118 Wolf, Stewart, 125 Wolff, H G., 118, 448 Wolvin, Andrew D., 234 Wooden, John, 427 Wooten, M., 476 Work environment employee performance, 289 increasing authority, 304 job redesign, 304 meaningful work, 133–134, 303 motivating, 288–289, 292, 303–304 productivity and, 132, 133f reframing, 133 satisfaction with, 132–133 shift workers, 289 supportive, 296 work design, 302–303 Work Performance Assessment, 288, 322–323, 328 Work teams, 428–429 Workers See Employees Workman, E A., 115 World Trade Center, 486 Worline, M C., 477 Wozniak, Steve, 197 Wright, M., 85 Wright, M O D., 130 Written communication, 514–515, 517, 523t, 525 factual precision, 525–526 mechanical precision, 525 proper format, 527 tone, 526–527 verbal precision, 526 Wrzesniewski, A., 132–133, 395–396 X Xanthopoulou, D., 393–394 Xerox Corporation, 198, 437, 491 Xerox dissemination process, 437f Xhonneux, P., 29 Xie, J., 340 Xin, K., 335 Y Yale University, 274 Yamaha Motor Co., 169 Yammarino, F J., 72 Yang, L., 181 Yavas, U., 390 Yeager, W., 514 Yeatts, D., 438 Yetton, P., 406 Youtz, A., 330 Yrle, Augusta C., 215 Yukl, G., 257 Yusuff, M R., 78 Z Zand, D., 395 Zappos, 392, 400 Zautra, Alex, 131 Zeitz, Paul, 167 Zhang, Li-fang, 83 Zhang, X., 400, 476 Zhou, J., 167 Zimmerer, T., 404 Zimmerman, M., 392–394 Index 643 ... between Women Under 30 31–40 41–50 Over 50 Under $25 ,000 $25 ,001–$40,000 $40,001–$50,000 Over $50,000 1 1 1 1 Full appreciation of work done 2 2 3 2 Feeling of being in on things 3 6 5 3 Job security... learning and development in 20 11 About 30 percent of that amount (close to $50 billion) was spent on external trainers and other resources outside the company (Miller, 20 12) This is a sizeable expenditure... teaching methods now represent 41.7 percent of all formal learning among Fortune 500 firms (Miller, 20 12) 29 1 www.downloadslide.net are not always possible Therefore, he says, “If a longterm employee