Define the following 16 key terms

THE RELATIONSHIP BETWEEN ORGANIZATIONAL CULTURE, CLIMATE, AND DEVELOPMENT

LO 12-9 Define the following 16 key terms

Select one or more methods: (1) fill in the missing key terms for each definition given below from memory; (2) match the key terms from the end of the review with their definitions below; and/or (3) copy the key terms in order from the key terms list at the beginning of the chapter.

automation 376 coaching model 388 development 386 force field analysis 388 management information

systems (MIS) 376

morale 384 organizational

climate 384 organizational culture 383

organizational

development (OD) 385 performance

appraisal 387

resistance to change 379 standards 388

survey feedback 388 team building 389 training 386 types of change 376

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The following critical thinking questions can be used for class discussion and/or as written assignments to develop communication skills. Be sure to give complete explanations for all questions.

1. Which single technology change has had the larg- est effect on your behavior?

2. Of the four reasons people resist change, which one do you think is the most common?

3. Of the 11 methods for overcoming resistance to change, which one do you think is the best?

4. Describe your college’s culture. Is it strong or weak? Are there any good slogans and/or symbols that help convey your college’s culture? Give at least one new way (slogans/symbols, etc.) to pro- mote your college’s culture.

5. Using the seven dimensions of climate, describe your college’s climate. Rate the morale of students as high or low, explaining your answer in detail.

6. One of the purposes of college is to train and develop students for future careers. How would you rate your overall college education?

7. A professor’s job is to facilitate student learning, evaluate student performance, and assign grades.

Do you believe your learning performance is evalu- ated effectively? How could it be improved?

8. Do your professors use consistent standards in terms of the work they require in their courses and the performance appraisal grades they give? Or do some professors require more work than others?

Do some give lots of As while others give lots of lower grades? Is this diversity in work require- ments and performance appraisal positive or negative? Why does it exist?

9. Which OD technique(s) can be used to improve consistency among professors in terms of work assignments and performance appraisals at your college? Which of the four reasons for resistance would be the dominant reason for faculty resistance to such a change? How would you rate the intensity, focus, and source of their resistance (see Exhibit 12.3, Resistance Matrix)?

10. Can a multinational company have one organizational culture, or does it need to have different cul- tures based on its business unit in each country?

/ / / C O M M U N I C A T I O N S K I L L S / / /

C A S E / / / Ursula Burns, Chair and Chief Executive Officer of Xerox

Ursula Burns joined Xerox in 1980 as a mechanical engineering summer intern. She later assumed roles in product development and planning. From 1992 through 2000, at a critical time in the company’s history, Burns led several business teams including the company’s color business and office network printing business. She outperformed at these mid-level managerial positions and it did not go unnoticed. In 2000, she was named Senior Vice President, Corporate Strategic Services, heading up manufacturing and supply chain operations.

Alongside then-CEO Anne Mulcahy, she worked to re- structure Xerox through its turnaround to emerge as a leader in color technology and document services. A key factor in the company’s turnaround was its R&D of new products and technologies. At the time, Burns was responsible for leading Xerox’s global research, as well as product development, marketing, and delivery. In April 2007, Burns was named president of Xerox, ex- panding her leadership to also include the company’s IT functions, corporate strategy, human resources,

Support your answers to the following questions with specific information from the case, or information you get from the Web or other sources.

1. Watch Ursula Burns give a speech (https://www.youtube.com/watch?v=EdOgQzhAJ1I) about her career and role as CEO at Xerox. What major changes did Burns make at Xerox to make it the success it is today?

2. The chapter discusses four types of changes that organizations typically encounter—technological change, structural change, task change, and people change. Which of these did Burns deal with at Xerox?

3. The chapter discusses resistance to change and some of the methods managers can use to overcome resistance to change. In your opinion, has CEO Burns been a successful change agent so far?

4. Describe the type of organizational culture that Burns is trying to create at Xerox.

5. Has Ursula Burns created a strong or weak, positive or negative culture at Xerox?

Cumulative Questions

6. Communication is a major competency for leaders (Chapter 5). Would you agree that this is a quality of Burns’s, to have been as effective as she has been so far?

7. One of the characteristics of effective teams (Chapter 11) is the presence of a capable and competent team leader. Would you describe Burns as being an effective team leader?

corporate marketing, and global accounts. In July 2009, she became CEO. On May 20, 2010, Burns became chair of the company. Today, Xerox revenues exceed

$21 billion, with more than 140,000 employees conduct- ing business in 180 countries.41

One can tell the type of corporation Burns wants Xerox to be by looking at all the recent awards the corporation has earned so far under her tenure. They un- derscore the company’s commitments in the areas of sustainability, innovation, diversity, and ethics. For a list of awards, visit its Web site at www.xerox.com.

Reacting to these accolades, Burns said: “We fully appreciate that in this transparent world, who you are as a business is as important as how you perform. Frankly, at Xerox we wouldn’t have it any other way.” She went on to add that Xerox’s approach to being respected not only as a corporate partner but also as a corporate citizen dic- tates its decisions and has made Xerox the brand she and everyone else at the corporation is proud to be today.

Burns’s story of one of overcoming the odds. She was raised in a housing project on Manhattan’s Lower East Side by a hard-working single mother who cleaned, ironed, did child care—anything to see that Burns got a good Catholic education and eventually a graduate de- gree in engineering from Columbia. Burns was promoted first to president of Xerox’s business group operations,

becoming the first woman to hold that position. She was responsible for the engineering center and five separate divisions; together her group brought in 80 percent of Xerox’s profits. African Americans with Burns’s back- ground were not common at Xerox, but she never saw her race and low socioeconomic status as liabilities. “My per- spective comes in part from being a New York black lady, in part from being an engineer,” she said. “I know that I’m smart and have opinions that are worth being heard.”*

Burns has been described by many as articulate, very knowledgable, energetic, and a straight shooter when dealing with people. Burns has been credited with increasing Xerox’s sales of color-capable printers and copi- ers, as the company brought to market 24 machines amid competition from Hewlett-Packard and Canon. With her leadership, Xerox has gone from a company in trouble to one poised to become the leader in sales in its industry.

She is the first African American woman CEO of a firm that is included on the Fortune 500 list. Undoubtedly, her achievement has provided an opportunity for other people of color and women. According to Burns, she got the position through hard work and high performance.42,43 Go to the Internet: To learn more about Ursula Burns and Xerox, visit the company’s Web site at www.xerox .com.

* From “Private Sector; An Apparent Heir at Xerox” by Claudia H. Deutsch, The New York Times, June 1, 2003.

Case Exercise and Role-Play

Preparation: Two of Burns’s presidents have been in conflict with each other for a while. She has decided to assign the task to your class for resolution. Chapter 6 discusses five conflict management styles—forcing, avoiding, accommodating, compromising, and collaborating. She wants your class to attempt to resolve this conflict using each of the conflict management styles.

In-Class Groups: The instructor forms students into small groups and assigns each group one of the conflict management styles. Group members should not know in advance which style was assigned to other groups. Each group should then develop a plan for resolving the conflict using their assigned style or approach. Each group is allowed to determined the exact nature of the conflict for their own purposes. Write out a script for dramatizing or playing out your plan.

Role-Play: Each group presents a skit of their plan to the rest of the class. The class will determine which conflict management style the group is employing in its plan. A discussion should follow in the strengths and weaknesses of each style.

O B J E C T I V E C A S E / / / Supervisor Carl’s Change

Carl was an employee at Benson’s Corporation. He applied for a supervisor job at Hedges Inc. and got the job. Carl wanted to do a good job. He observed the employees at work to determine ways to improve productivity. Within a week Carl thought of a way.

On Friday afternoon he called the employees together. Carl told them that starting on Monday he wanted them to change the steps they followed when assembling the product. He demonstrated the new steps a few times and asked if everyone understood them. There were no questions. So Carl said, “Great.

Start them on Monday, first thing.”

On Monday Carl was in his office for about an hour doing the week’s scheduling. When he came out

to the shop floor, he realized that no one was following the new procedure he had shown them on Friday. Carl called the crew together and asked why no one was following the new steps.

lamont: We’ve done it this way for years and it works fine.

jennifer: We are all underpaid for this boring job.

Why should we improve productivity? (Several others nod.)

ling: On Friday at the tavern we were talking about the change, and we agreed that we are not getting paid more, so why should we produce more?

Answer the following questions. Then in the space between the questions, state why you selected that answer.

1. The type of change Carl introduced was:

a. task change c. technological change b. structural change d. people change

2. Using Exhibit 12.3, identify Jennifer’s major resistance (box) to change.

a. 1 c. 3 e. 5 g. 7 i. 9

b. 2 d. 4 f. 6 h. 8

3. Using Exhibit 12.3, identify Ling’s major resistance (box) to change.

a. 1 c. 3 e. 5 g. 7 i. 9

b. 2 d. 4 f. 6 h. 8

4. When implementing his change, Carl should have used which major step to overcome resistance to change?

a. develop a positive climate c. plan b. encourage interest in improvement d. give facts

e. stay calm g. involve employees

f. avoid direct confrontation h. provide support 5. Lamont’s response was a(n) resistance statement.

a. blocker d. reverser g. politician

b. roller e. sidestepper h. traditionalist

c. staller f. threatener i. assaulter

6. The best OD technique for Carl to have used for this change was:

a. force field analysis d. team building

b. survey feedback e. performance appraisal c. training

7. Carl followed the Lussier change model steps.

a. true b. false

8. Lamont’s statement, assuming it is representative of the group, indicates a organizational culture.

a. positive b. negative

9. Based on Jennifer’s response, it appears organizational climate and morale are:

a. positive c. in need of improvement

b. neutral

10. The conflict management style (Chapter 6) Carl should use in this situation (employees are not following the procedures) is:

a. forcing c. compromising e. collaborating

b. avoiding d. accommodating

11. Assume you had Carl’s job. How would you have made the change?

Note: The meeting between Carl and the employees may be role-played in class.

Objective: To develop your skill at improving performance through coaching.

AACSB: The AACSB learning standard skills developed through this exercise are analytic skills, communication ability, and application of knowledge.

Preparation: You should have read and understood the chapter.

Experience: You will coach, be coached, and observe coaching using the coaching model.

Procedure 1 (2–4 minutes)

Break into groups of three. Make one or two groups of two, if necessary. Each member selects one of the three situations below in which to be the supervisor, and a different one in which to be the employee. You will role-play coaching and being coached.

Coaching

In-Class Exercise (Group)

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BMV 12-1

1. Employee 1 is a clerical worker. He or she uses files, as do the other 10 employees. The employees all know that they are supposed to return the files when they are finished so that others can find them when they need them. Employees should have only one file out at a time. As the supervisor walks by, he or she notices that employee 1 has five files on his or her desk, and another employee is looking for one of the files. The supervisor thinks employee 1 will complain about the heavy workload as an excuse for having more than one file out at a time.

2. Employee 2 is a server in an ice cream shop. He or she knows that the tables should be cleaned up quickly after customers leave so that the new customers do not have to sit at a dirty table. It’s a busy night. The supervisor looks at employee 2’s tables and finds customers at two of them with dirty dishes. Employee 2 is socializing with some friends at one of the tables. Employees are supposed to be friendly. Employee 2 will probably use this as an excuse for the dirty tables.

3. Employee 3 is an auto technician. All employees know that they are supposed to place a paper mat on the floor of each car to prevent the carpets from getting dirty. When the service supervisor got into a car employee 3 repaired, it did not have a mat, and there was grease on the carpet. Employee 3 does excellent work and will probably make reference to this fact when coached.

Procedure 2 (3–7 minutes)

Prepare for coaching to improve performance. Below, each group member writes a basic outline of what she or he will say when coaching employee 1, 2, or 3, following the steps in coaching below:

Step 1: Refer to past feedback.

Step 2: Describe current performance.

Step 3: Describe desired performance . (Don’t forget to have the employee state why it is important.)

Step 4: Get a commitment to the change.

Step 5: Follow up.

Procedure 3 (5–8 minutes)

A. Role-play. The supervisor of employee 1, the clerical worker, coaches him or her (use the actual name of the group member role-playing employee 1) as planned. Talk; do not read your written plan. Employee 1, put

Objective: To experience the quality circle approach to increasing the quality of student life at your college.

AACSB: The AACSB learning standard skills developed through this exercise are analytic skills, communication ability, teamwork, and application of knowledge.

Experience: You will experience being part of a quality circle.

Procedure 1 (8–15 minutes)

Break into groups of five or six members. Select a spokesperson. Your group is to come up with a list of the three to five most needed improvements at your college. Rank them in order of priority, from 1—most important to 5—least important. When you are finished, or the time is up, the spokesperson will write the ranking on the board.

Procedure 2 (3–10 minutes)

Option A: The instructor determines the class’s top three to five priorities for improvement.

Option B: The class achieves consensus on the top three to five priorities for improvement.

Procedure 3 (5–10 minutes)

Each group selects a new spokesperson. The group develops solutions that will improve the quality of student life for the class’s three to five priority areas.

Improving the Quality of Student Life In-Class Exercise (Individual and Group)

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yourself in the worker’s position. You work hard; there is a lot of pressure to work fast. It’s easier when you have more than one file. Refer to the workload while being coached. Both the supervisor and the employee will have to ad-lib.

The person not role-playing is the observer. He or she writes notes on the preparation steps in procedure 2 about what the supervisor did well and how he or she could improve.

B. Feedback. The observer leads a discussion on how well the supervisor coached the employee. It should be a discussion, not a lecture. Focus on what the supervisor did well and how he or she could improve. The employee should also give feedback on how he or she felt and what might have been more effective in getting him or her to change.

Do not go on to the next interview until told to do so. If you finish early, wait for the others to finish.

Procedure 4 (5–8 minutes)

Same as procedure 3, but change roles so that employee 2, the server, is coached. Employee 2 should make a comment about the importance of talking to customers to make them feel welcome. The job is not much fun if you can’t talk to your friends.

Procedure 5 (5–8 minutes)

Same as procedure 3. But change roles so that employee 3, the auto technician, is coached. Employee 3 should comment on the excellent work he or she does.

Conclusion: The instructor leads a class discussion and/or makes concluding remarks.

Application (2–4 minutes): What did I learn from this experience? How will I use this knowledge in the future?

Sharing: Volunteers give their answers to the application section.

Procedure 4 (5–20 minutes)

For the first-priority item, each spokesperson states the group’s recommendation for improving the quality of student life. The class votes or comes to a consensus on the best way to solve the problem. Proceed to items 2 to 5 until you finish or time is up.

Discussion:

1. Are survey feedback and quality circles (as used in this exercise) effective ways to improve the quality of student life on campus?

2. Did the class consider that quality of student life is a balance between the college, the students, and society?

Are your solutions going to benefit the college and society as well as the students?

Conclusion: The instructor may lead a class discussion and/or make concluding remarks.

Application (2–4 minutes): What did I learn from this experience? How will I use this knowledge in the future?

Sharing: Volunteers give their answers to the application section.

Strongly

Agree Agree

Somewhat Neutral Disagree

Somewhat Strongly

Disagree Conflict or Fight

1. Our group’s atmosphere is friendly.

2. Our group has a relaxed (rather than tense) atmosphere.

3. Our group is very cooperative (rather than competitive).

Team Building Preparation (Group)

Note: This exercise is designed for permanent class groups. Below is a survey feedback questionnaire. There are no right or wrong answers. Check off the answer to each question as it applies to your class group. All questions have five choices.

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4. Members feel free to say what they want.

5. There is much disagreement in our group.

6. Our group has problem people (silent member, talker, bored member, wanderer, arguer).

Apathy

7. Our group is committed to its tasks (all members actively participate).

8. Our group has good attendance.

9. Group members come to class prepared (all assignments are complete).

10. All members do their share of the work.

11. Our group should consider firing a member for not attending and/or not doing his or her share of the work.

Decision Making 12. Our group’s decision-making ability is good.

13. All members participate in making decisions.

14. One or two members influence most decisions.

Define the following 14 key terms

Define the following 16 key terms