Instructor’s Manual
Contemporary Organizational Behavior: From Ideas to Action
I. Overview
a. Textbook Design
b. Key Features
II. Instructors: How to Use This Textbook
a. Modular Approach
b. Instructor Choice
c. Matrix of Case Studies for Use with Topic Sections
d. Matrix of Exercises for Use with Topic Sections
e. Sample Class Plan – Topic Summary 6 Motivation
III. Topic Summaries and Expert Contributions
1. Introduction to Organizational Behavior
2. Individual Characteristics
3. Learning
4. Perception
5. Leadership
6. Motivation
7. Persuasion, Influence, and Impression Management
8. Decision Making
9. Groups and Teams
10. Conflict and Negotiation
11. Diversity and Communication
12. Culture
13. Change, Innovation, and Stress
14. Corporate Social Responsibility, Ethics, and Sustainability
IV. Case Studies
a. Matrix of Case Studies for Use with Topic Sections
b. Case Teaching Notes
V. Experiential Exercises Matrix
a. Matrix of Exercises for Use with Topic Sections
2
I. Overview
a. Textbook Design
Contemporary Organizational Behavior: From Ideas to Action was built on three simple ideas:
1. Build a text around a few key ideas for each topic (rather than a laundry list of terms).
2. Invite recognized OB experts and thought leaders to write original contributions about how their ideas
relate to contemporary organizations. These contributions might include a description of how an OB
concept applies in organizations or it might provide a more robust explanation of a concept. The
contribution might involve relating a stream of research to a key OB idea or an author offering insights on
how they teach a particular OB concept in their own class.
3. Create breathtaking case studies and experiential exercises that help students apply the concepts to
their own experience with the goal of improving their own understanding of organizational behavior.
With these ideas in mind, Contemporary Organizational Behavior provides the first organizational behavior
textbook designed specifically for today’s learner and instructor. Not your typical textbook, the volume is broken
into topic sections, rather than traditional chapters. Each topic section contains a short, engaging summary of the
central concepts, two to four authoritative readings from topic experts, a real-world case study from a
contemporary organization, and experiential exercises that bring topic concepts to life. Whether undergraduates
or graduate students, each topic section helps learners experience life in contemporary organizations. The book
is designed with learning in mind, as each topic section engages the learning cycle: experiencing through
exercises, reflecting on personal experience, drawing on theory, and applying through case studies.
b. Key Features
1. Covers fourteen key organizational behavior topics.
2. Each topic includes a main body written by the textbook authors and 2-4 articles authored by an expert in
the topic covered. Rather than having the entire book authored by one scholar (as in traditional texts),
each topic is enhanced with specific readings by scholars that specialize in a narrow topic area.
3. Perfect for professors seeking to supplement lectures but still want theory . . . also perfect for a ‘topical’
readings course.
4. Can be customized or used as a traditional text complete with case studies, exercises, and online support
material.
II. Instructors: How to Use This textbook
a. Modular Approach
The text is organized into three modules:
➢ Topic Summaries & Expert Contributions – brief overviews of key theory, research, and terms on a
given topic are accompanied by original works written by experts in Organizational Behavior that put
theory, research, and concepts in a contemporary context.
➢ Case Studies – engaging cases written by author Kim Elsbach, Ph. D, and other experts.
➢ Experiential Exercises – a collection of easy to facilitate exercises to use in class to get your students
acclimated to working in groups.
b. Instructor Choice
Adaptable to Your Students’ Level of Experience
The unique format allows the instructor two options:
1. The instructor can follow a pre-existing template of topics or
2. The instructor can create a unique custom text by mixing and matching topic summaries and readings
with the case studies and experiential exercises that are just right for your students’ level of
experience.
A matrix of case studies matched to topics and a matrix of exercises matched to topics provide guidance and
suggestions on how to use the book. The matrices are included in both the textbook and at the end of this
Instructor’s manual. The design of the book includes content that discusses concepts, theories, and terms, as well
as providing experiential components for students to experience the content. This allows each topic section to
engage the learning cycle: experiencing through exercises, reflecting on individual experience, drawing on theory,
and applying through case studies.
Instructor Process
Each topic provides opportunities for student learning. This learning can be applied through many instructor
choices. We have provided a sample detailed class plan for Topic Summary 6, Motivation. Some of your choices
from Contemporary Organizational Behavior: From Ideas to Action for the application of concepts include:
Assign Topic Summary
Assign One or More Expert
Contributions
Select a Case Study and/or
Experiential Exercises
Topic
Summary
•Utilize the OB at Work Feature to discuss practical
application of OB concepts
•Assign discussion questions from the Spotlight on
Research for small group or class discussion
•Design written assignments to test the students’
understanding
Expert
Contribution
•Select one or more expert readings
•Discuss the expert readings in class or in teams
•Design written assignments to test the students’
understanding
Case
Studies
•Select a case study from the case matrix and
relevant topic questions
•Discuss the case study in class or in teams
•Design written assignments to test the
students’ understanding
Exercises
•Select one or
more
exercises
•Conduct
exercise(s)
fully in class,
or assign the
exercises
outside of
class
c. Matrix of Case Studies for Use with Topic Sections
Case
Topic
Summary
Case 1
The Case
of Apple
iPhone 4
Case 2
“We Are
Global or
We Are
Nothing”:
Conflict and
Cover-Up at
Colequarter
Maine
Case 3
EMERGENCY!
We Need a
Better
Compensation
System
Case 4 Face
Time at
TechPoint
Software,
Inc.
Case 6
NASCAR’s
Drive for
Diversity:
Can They
Reach the
Finish
Line?
Case 8
Conflict in
Santa’s
Workshop:
Learning to
Be a Team
Player at
ToyKing
1. Introduction to Organizational
Behavior
X
2 Individual Characteristics
X
3. Learning
X
X
4. Perception
X
5. Leadership
X
X
X
X
6. Motivation
X
X
X
X
X
7. Persuasion, Influence, and
Impression Management
X
X
X
X
8. Decision Making
X
X
X
X
9. Groups and Teams
X
X
X
X
10. Conflict and Negotiation
X
X
X
X
X
11. Diversity and Communication
X
X
X
X
12. Culture
X
X
X
X
13. Change, Innovation, and Stress
X
X
X
X
14. Corporate Social
Responsibility, Ethics, and
Sustainability
X
X
X
5
d. Matrix of Exercises for Use with Topic Sections
Topic
Summaries
______________
Exercises
1.
Introduction
to
Organizational
Behavior
2.
Individual
Characteristics
3.
Learning
4.
Perception
5.
Leadership
6.
Motivation
7.
Persuasion,
Influence, and
Impression
Management
8.
Decision
Making
9.
Groups
and
Teams
10.
Conflict and
Negotiation
11.
Diversity
and
Communication
12.
Culture
13.
Change,
Innovation,
and Stress
14.
Corporate
Social
Responsibility,
Ethics, and
Sustainability
1. Big Five
Celebrity
Spotlight
X
2. Creating My
Brand
X
X
X
3. My Expat
Assignment
X
X
X
4. How Leaders
Effect You
X
X
X
5. My Best and
Worst Learning
Experiences
X
X
X
X
6. Developing
Your Career—
Leadership
Development in
Action
X
X
X
X
7. Development
While in College
X
X
8. Facts and
Opinions
X
X
X
9. Being Positive
X
X
X
X
10. Force Field
Analysis
X
X
11. Bias and
Decision Making
X
X
12. Well-Being
at Work
X
X
13. What
Stresses You
Out?
X
X
14. Laughter Is
the Best
Medicine
X
X
15. Building My
Network—
Individual
X
X
X
X
X
16. Writing a
Team Contract
X
X
X
17. Design Your
Technology
X
X
18. Team
Performance
Evaluation
X
X
X
19. Overcoming
Resistance
X
20. Employment
Branding
X
X
X
21. OD
Techniques at
Work
X
X
X
22. A Clash of
Cultures
X
23. What’s Your
University’s
Culture?
X
X
X
24. Find the
Artifacts
X
25. Back-to-Back
Change
X
26. Social Media
Dilemma
X
X
27. Develop
Your
Professional
Code
X
X
X
28.
Communication
Breakdown
X
X
29. Diversity
Rocks
X
X
30. You Can’t
Handle the
Truth
X
X
X
X
31. The Ethics of
the Climb
X
X
X
X
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32.
Mindmapping
X
X
33. Could I Be a
Whistleblower?
X
X
X
34.
Sustainability
Practice at Work
X
X
X
35. Who Do I
Fire?
X
X
36. What Are My
Values
X
X
37. Team
Survival
Simulation
X
X
X
38. Federal
Intelligence
Simulation
X
X
X
X
e. Sample Class Plan
Topic Summary 6: Motivation
Topic Summary Learning Objectives
Recognize factors associated with motivation in organizations.
1. Recognize the importance of internal, social, and organizational factors associated with motivation in
organizations.
2. Compare the motivation theories based on internal factors.
3. Identify theories based on social factors.
4. Describe how organizational factors, job characteristics, and managerial beliefs can impact motivation.
5. Apply the concepts of motivation to organizations.
Student Pre-
Work
Read Topic Summary and these Readings:
*1. Expert Contribution on Creating a Happy,
Stress-Free Workplace: It’s a Matter of Perspective
– D. Keith Denton (Missouri State)
2. Expert Contribution on Moving Beyond the
American Dream: How Intrinsic and Extrinsic
Aspirations Relate to Psychological, Social, and
Physical Health – Christopher P. Niemiec
(University of Rochester), Bart Soenens (Gent
University), & Maarten Vansteenkiste (Gent
University)
3. Expert Contribution on High-Tech, High-Touch
Tension: Trends in Human Resource Management
– Troy R. Nielson (Brigham Young University),
Ellen Ensher (Loyola Marymount University), &
Elisa Grant-Vallone (California State University,
San Marcos)
4. Expert Contribution on Trade-Offs in Using Pay
for Performance – Kimberly D. Elsbach
(University of California, Davis)
Note to Instructor
* Assign one or more readings from the expert
readings
Class Lecture
PowerPoint slides available on the Instructor Resource
Center
Pearsonhighered.com/irc
Class Discussion
OB at Work from Topic Summary Discussion
Spotlight on Research from Topic Summary Discussion
Questions for Discussion from OB at Work:
1. How does Nicole’s experience relate to the
topic of motivation?
2. What experiences have you had trying to
motivate other people in the workplace?
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Copyright © 2016 Pearson Education, Inc.
Moving Beyond the American Dream: How
Intrinsic and Extrinsic Aspirations Relate to
Psychological, Social, and Physical Health
1. How does SDT explain motivation?
High-Tech, High-Touch Tension: Trends in
Human Resource Management
1. Employers will often check an applicant’s
Facebook page and LinkedIn profile (as well as
doing a Google search) once that person reaches
a certain stage in the hiring process—what
“brand message” do these pages communicate
to prospective employers about you?
2. How does technology influence your ability to
balance professional and personal demands?
What do you see companies do with technology
to reduce or increase work-life conflict?
3. If you were an HR leader, to what extent
would you recommend that employee usage of
company technology resources be monitored?
Why?
4. How can you use technology to better take
charge of your career development?
Trade-Offs in Using Pay for Performance
1. What are some of the trade-offs associated
with pay for performance?
Class Exercise
**What are My Values? Found in the third section of the
textbook
Exercise with Questions for Individuals and
Groups in Text **Exercises can be selected from
the Exercise Matrix
Facilitate Case
Discussion
***NASCAR’s Drive for Diversity Found in the second
section of the textbook
1. How can NASCAR motivate sponsors to
support their D4D program?
2. How can NASCAR better motivate fans to
support diversity as a value?***Cases can be
selected from the Case Matrix
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III. Topic Summaries and Expert Contributions
Part 1 Introduction
Topic Summary 1: Introduction to Organizational Behavior
Topic Summary: Introduction to Organizational Behavior
Organizational behavior emerged as a distinct field of study in the 1940s. Because organizational behavior is an
interdisciplinary study, this means that it draws from different disciplines in order to understand organizations
from multiple perspectives and viewpoints. As an interdisciplinary study, organizational behavior draws from
psychology, sociology, anthropology, economics, political science, strategy, management, and even the natural
sciences. All types of organizational members benefit from understanding organizational behavior. This topic
summary will help you understand processes studied by the field of organizational behavior and how improving
these processes may lead to improved individuals, groups, and organizations.
1. Explain the skills needed for the changing workplace and how you can develop these skills.
Answer:
Skills Needed for the Changing
Workplace
Relevant Contemporary
Organizational Behavior Topic
Adaptability and flexibility
Organizational change, learning,
individual characteristics
Problem solving and critical thinking
Individual characteristics, decision
making, negotiation, learning
Leadership
Leadership, persuasion, influence
& impression management
Professionalism
Individual characteristics,
organizational culture, motivation,
persuasion, influence, and
impression management
Teamwork
Groups and teams, organizational
culture, communication and
diversity
Communication
Communication, perception,
persuasion, influence, and
impression management,
negotiation, individual
characteristics
Innovation
Individual characteristics,
leadership, and organizational
change and innovation
Diversity
Diversity, learning, organizational
culture
Ethics
Corporate social responsibility
and ethics, organizational culture,
decision making, leadership
Learning
Learning, individual
characteristics, perception,
motivation
Health and wellness choices
Stress, motivation, individual
characteristics
2. Describe the types of contemporary organizations and give some examples of each type.
Answer:
Type of Contemporary
Organization
Description
Example
Community of practice
Group of people who share
an interest in a topic and
Associations,
international
interact together on the
topic
development,
education
Hybrid
Form of organization that
combines two or more
forms. May consist of a
team structure embedded
in a formal hierarchical
structure.
Technology firm,
some corporations
Network
An organization with a
shared responsibility, equal
status among members, and
shaped more by the
activities of its members
than by its hierarchy
Technology firms,
craft organizations
Bureaucratic
An organization with
specialized roles, and a
command and control
structure with formal
hierarchy
U.S. government
agency, armed forces,
some corporations
Professional
A public or private
organization that consists
of people with strong
professional norms and
similar professions
Healthcare, law, and
higher education
Representative democratic
An organization based on
the principles of employee
autonomy, participation,
and even profit-sharing or
shared ownership
Credit unions, food-
coop
3. What is an organization?
4. Organizations share one attribute – what is it?
1. Explain what is changing in the world that leaders face today?
11
2. How can contemporary leaders, who can’t have all the answers but who are still held accountable for results,
still be open to others’ ideas without totally giving way to them?
Answer: A clear vision and specific strategic and business plans can serve as partial guidelines, but there are still
many decisions on how to implements those plans. In exploring the assumptions behind one’s mental models
and seeing the effect of one’s behavior, it is possible to gain clarity as to the values behind one’s intentions and
actions. That clarity on personal values can serve as an important foundation when faced with multiple options
and different pressures. This provides a consistency without rigidity, since the same value can be expressed in
different ways in different situations.
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Expert Contribution on How Companies Keep on Winning: A System for Developing Global Leaders
Robert Fulmer (Duke Corporate Education)
1. Why do high-performing firms tie leadership development closely to their business strategies?
2. What is the first step to linking leadership development to a firm’s strategic vision?
3. Why do firms utilize the expertise of the American Productivity and Quality Center (APQC)?
Part 2 The Individual in the Organization
Topic Summary 2: Individual Characteristics
Topic Summary: Individual Characteristics
Individual characteristics are associated with performance and organizational success. These characteristics
include competencies (knowledge, skills, and abilities), emotions, personality, and attitudes. Personality is a
general term that includes emotions, attitudes, perceptions, and behaviors. The Big Five suggests that some
individual characteristics are associated with improved performance in organizations. For example, across all
occupational groups, high levels of conscientiousness predict positive job performance. Individual
characteristics of people help us understand what people think, feel, and do in organizations.
1. What are the twelve competencies most employers are looking for?
Answer:
2. What is emotional intelligence, and discuss the link to performance.
3. Explain locus of control, both internal and external, and give some examples.
12
Answer: The extent to which someone believes that they are in control of their environment is termed locus of
control. If an individual has a high internal locus of control, they think that they are in control of what happens
to them.
Locus of Control and Employee Beliefs
Employees with an internal locus of
control
Employees with an external locus of
control
Bad events are caused by mistakes
Bad events are caused by bad luck
Success is caused by effort and hard
work
Success is about being in the right place at
the right time
Poor grades are caused by lack of effort
Poor grades are handed out and unfair
People can make friends by trying
People like or dislike you; there is little
point in trying
High performance evaluations are the
result of effort and hard work
High performance evaluations are the
result of the boss’s whim
According to personality type theory, we all use introversion and extraversion. We just tend to prefer one over
the other and use it more often. Sometimes the preference isn’t evident until the individual is under stress—the
introvert wants to retreat and the extravert wants to talk. Instead of trying to force a universal language of the
workplace, organizational leaders can optimize their human resources by encouraging a bilingual consciousness.
But until introversion becomes a visible, viable, and valued alternative in the workplace, introverts—and
extraverts in an introverted mood—will not be fully present until they clock out.
1. Personality testing and training, now offered by many organizations, provide a starting point for change. What
Narcissism is a trait linked to grandiosity and entitlement that has a range of consequences in the workplace.
Narcissism is a trade-off. It is primarily a destructive force, but has some benefits as well. There is a need to control
expressions of narcissism in the workplace (and in ourselves). Although there are some contexts where narcissism will
give us a competitive advantage (like performing in public), most of the time it will serve to harm those around us.
1. Do narcissistic individuals make effective leaders? Explain.
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Expert Contribution on The Importance of Affect at Work
Donald E. Gibson (Fairfield University) & Sigal G. Barsade (University of Pennsylvania)
If managers want to address the bottom line, they should follow this rule: Rather than trying to shut down
employee emotions under the assumption that they will only get in the way of productivity, the enlightened
manager needs to understand his or her own emotions and the emotions of other people. This is the idea of the
emotionally intelligent manager. This manager will have a competitive advantage in the workplace as he or she
will understand that emotions are information and will be able to use all the cognitive and emotional signals the
environment offers to contribute to effective decision making and management. In addition, the message for
managers from cutting-edge research is mostly that going to work feeling upbeat and positive can have a
demonstrable impact on the people around you, the groups you work with, and ultimately, your effectiveness.
Achieving this happiness at work, of course, may not be easy. It may mean looking at the people around you in
new ways so that you can see the positive, rather than the negative aspects in others. It may mean choosing
more carefully when you wish to express your irritation. It may mean saving your anger until it really counts.
Yes, workplaces are emotional because they consist of people who have emotions. What effective managers do is
understand this fact and use that knowledge to enhance their own and the group’s productivity.
1. At work, people should be focused on rational aspects such as task performance, operating efficiencies, and
objective data analysis rather than emotional aspects such as the happiness, anger, love, and sadness they may
feel in response to what happens to them at work. Is this true or false? Explain.
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Copyright © 2016 Pearson Education, Inc.
Answer: Recent research in management and psychology is showing just how wrong this view is. Emotions are a
critical factor in successful workplace performance. Employees cannot leave their emotions at home, and more
importantly, managers shouldn’t want them to. Strong feelings are present at any time work issues are
confronted that matter to us and our organizational performance. The current research provides substantial
evidence of how emotions influence managerial actions in a range of areas including decision making, task
performance, leadership, teamwork, and negotiation.
2. As a manager, the ability to “read” and comprehend employees’ emotional responses and tendencies is not
important. True or false? Explain.
3. Why do positive states possibly lead to enhanced creativity?
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Expert Contribution on The Challenge of Managing Emotions in the Workplace
Neal M. Ashkanasy (University of Queensland) & Catherine S. Daus (Southern Illinois University,
Edwardsville)
This article argues that managing emotions in the workplace is both an imperative and a challenge for managers.
Gone are the days when organizational managers can choose to dismiss emotions as “something we don’t do
around here.” Recognizing and dealing with emotions in the workplace appropriately is now seen to be a central
tenet of effective management. Discussed in detail were the three most fundamental levels: (1) the day-to-day
and moment-to–moment fluctuations experienced by employees as a result of “affective events”; (2) individual
differences in employees’ and managers’ emotional intelligence; and (3) the need to manage emotion expression
and the effects this has on employee health and well-being.
1. Explain Affective Events Theory (AET).
2. What are the five recommendations for engendering a healthy and positive workplace environment?
Topic Summary 3: Learning
Topic Summary: Learning
This topic summary outlines key issues in learning in addition to providing a look at some of the foundational
theories of learning. It reviews three approaches to learning: behavioral, cognitive, and social approaches. Next
it describes processes of learning and looks at relevant issues of learning in organizations. This topic summary
describes not only how learning occurs in a classroom and in the workplace, but also emphasizes the importance
of learning for all aspects of life, including expertise, multiple intelligences, and cognitive complexity.
1. Describe the four learning styles and their relationship to learning.
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Copyright © 2016 Pearson Education, Inc.
The deciding learning style describes the type of person who likes to put ideas into action. People with the
deciding learning style like to solve problems, are practical in approaching situations, and like to make decisions.
The problems that this type of person may encounter include solving problems that don’t exist and applying the
wrong solution to a problem. The style is often called converging because this type of person enjoys learning by
bringing abstract ideas into practice. People with the deciding learning style often show strengths in professions
like accounting, engineering, and medical work.
The acting learning style involves people who enjoy implementing work, engaging directly with people, and
accomplishing goals. This type of person likes to create checklists to accomplish tasks, likes coming to closure on
activities, and actively engaging with others. The limitations of the acting learning style are that people often
take action without first considering alternatives, complete tasks before they are perfected, and become
impatient with what they consider to be long, drawn-out decisions. This is often called the accommodating
learning style due to the fact that people who prefer to learn in this fashion are good at helping reach agreement
and focus seemingly divergent activities. People with the acting learning style often specialize in careers that
involve dealing with people and taking action, such as human resources, general management, teaching, and
sales.
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Expert Contribution on Action Learning
Michael Marquardt (The George Washington University)
Although it is a deceptively simple process involving six components and two ground rules, its amazing power is
based upon the interweaving and interconnectedness of numerous theories and principles from disciplines such
as education, management, physics, sociology, systems thinking, political science, and economics (Marquardt,
2011). The power, speed, and ease in which action learning can be implemented has resulted in its rapid rise as
one of the top methods for leadership development, team building, organizational transformation, as well as for
complex problem solving.
1. What five objectives does action learning accomplish?
2. What are the three different learning levels Weinstein (1995) notes that participants in action learning achieve?
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Expert Contribution on Deliberate Experiential Learning: Mastering the Art of Learning from Experience
David A. Kolb (Experience Base Learning Systems, Inc.) & Bauback Yeganeh (Everidian)
1. In addition to believing in ourselves as learners, why is it important to understand how we learn and know what
our learning style is?
2. Explain what the practices of mindfulness are aimed at helping the individual achieve.
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Expert Contribution on Learning Directed Leadership in a Changing World
Anna B. Kayes (Stevenson University) & D. Christopher Kayes (The George Washington University)
1. Why is learning the basis for leading change and continuous improvement in organizations and a top
competency that predicts effective leadership?
“big data” and the consequence that results when leaders try to manage the information has been called “data
exhaustion.” Leaders face a situation where an overdependence on technology runs rampant, increasing the ease
of access and quantity of information, without the ability to make sense of it. Compounding the problem of
access and quantity of information is the rapid rate of disruptive change in organizations.
Topic Summary 4: Perception
Topic Summary: Perception
The process of perception provides important considerations for understanding contemporary organizational
behavior. Although limitations and biases in the perceptual process often lead to poor conclusions, these
perceptual processes can help people in organizations make decisions. Perceptual shortcuts occur often in
contemporary organizations where novelty and information threaten to overload decision making. Because of
the biases that perceptual processes create, the perceptual process is by nature limited. The perceptual process
can be managed more effectively through the use of critical reflection.
1. Explain critical reflection. What is the starting point for managing the perceptual process?
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Expert Contribution on Hurricane Katrina: A Case Study in Attribution Biases
Mark J. Martinko (Performance Associates), Jeremy Brees (Florida State University), and Jeremy D.
Mackey (Florida State University)
1. What are two key consequences of the actor–observer bias?
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Expert Contribution on The Bias Blind Spot and Its Implications
Lee Ross (Stanford University), Joyce Ehrlinger (Washington State University), & Thomas Gilovich
(Cornell University)
1. Why does the blind spot with respect to one’s own biases, but not the biases of others, have important
implications for our understanding of interpersonal and intergroup conflict?
16
Copyright © 2016 Pearson Education, Inc.
meet with frustration. If the disagreement is accompanied by hatred and the conviction that the other party
seeks to prevail rather than reach an acceptable compromise, the question of bias becomes secondary. The
assumption will be that the other party sees the conflict through the prism of self-interest, its general dislike of
“our side,” or its misguided ideology. Managers and their employees, for example, will expand little effort in
trying to truly understand the perspective of those on the other side of an issue and, as a result, will show little
interest in meetings or discussions designed to resolve conflict.
2. What two strategies do managers and employees use to determine whether a given judgment is a product of
bias?
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Expert Contribution on Social Identity: How We Define Ourselves by Our Groups
Michael Hogg (Claremont Graduate University)
Groups provide people with social identities—a significant aspect of their self-concepts. These social identities
one’s social life.
1. Explain the self-esteem hypothesis.
2. What is a potential downside to group normative behavior?
Part 3 Leading and Leadership Processes in Organizations
Topic Summary 5: Leadership
Topic Summary: Leadership
Leadership describes the process whereby a leader influences followers to help achieve something important to
the organization. This topic summary shows how contemporary approaches to leadership build on earlier
theories and regard leadership as a process of influence, communication, and inspiration. Contemporary
approaches to leadership emphasize elements of a leader that are learned behavior, and leadership research
focuses on the specific skills a leader needs in order to be effective and the context in which this occurs.
1. Explain the difference between leaders and managers.
2. Explain the role of followers.
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Expert Contribution on The Ups and Downs of Leading People
Michael Useem (University of Pennsylvania)
From witnessing the costs of not leading up and then seeking to understand its absence, it is evident that
make a big difference.
1. Explain the eight principles for leading up.
Answer: Eight Principles for Leading Up
For the Person Leading Up
For the Person Who Seeks Upward
Leadership from Those Below
Confidence: Building a boss’s confidence in
you depends on giving him or her your
confidence and complete commitment to the
enterprise.
Convey Your Intent: For upward leadership
from those below, convey your vision and
strategy through repeated expression of and
consistent adherence to them.
Clear-Minded: The more uncertain your
superiors are about achieving a goal, the
more clear-minded you must be in
formulating and executing a strategy for
reaching the goal.
Listen to Subordinates: Stay tuned to what
subordinates are saying since they may
appreciate the moment’s risks and
opportunities better than yourself.
Communicate: An effective upward
relationship with a boss requires an open
two-way flow of information and support.
Use their Advice: Subordinates will offer
their best advice if you consistently hear,
value, and make use of it.
Courage: Persistence often pays but it
requires resilience to stay on a path that is
likely to entail frequent setbacks and
resistance.
Virtuous Circle: Downward and upward
leadership reinforce one another, and if you
are effective in one, it fortifies the other.
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Expert Contribution on Crisis Leadership: The New Norm for Effectively Leading Organizations
Erika James (Emory University)
1. What differentiates firms that successfully maneuver through a crisis, and thrive in its aftermath, from those
that merely survive and return to status quo?
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2. Explain the four phases of the crisis management process.
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Expert Contribution on Why Should Anybody Be Led by You?
Rob Goffee (London Business School) & Gareth Jones (IE Business School, Madrid)
1. Effective leaders bring their case alive through rich examples, personal experiences, analogies, and stories. Why
are these devices so powerful as means for leadership communication?
Topic Summary 6: Motivation
Topic Summary: Motivation
Organizations spend billions of dollars each year trying to motivate employees. Some theories of motivation
have been transformed to adapt to contemporary issues. Organizations continue to embrace theories of
motivation and rely on them to guide their incentive efforts to improve productivity, build exciting work
environments, and accomplish organizational goals. Interest in motivation is an ongoing process as managers
try to understand, influence, and improve the motivation of their employees.
1. Explain the work of Fredrick Herzberg and the two dimensions for motivation. Give some examples of each
dimension.
2. Organizational approaches to motivation can be external (extrinsic) or internal (intrinsic) rewards – give some
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Expert Contribution on Creating a Happy, Stress-Free Workplace: It’s a Matter of Perspective
D. Keith Denton (Missouri State)
It is clear to any leader or aspiring manager that you should recruit, test, train, and favor your more optimistic
place courtesy so everyone can find their happy place.
1. What are the results of studies and the correlation between money and happiness?
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Expert Contribution on Moving Beyond the American Dream: How Intrinsic and Extrinsic Aspirations
Relate to Psychological, Social, and Physical Health
Christopher P. Niemiec (University of Rochester), Bart Soenens (Gent University), & Maarten
Vansteenkiste (Gent University)
1. Explain the difference between the pursuit of intrinsic and extrinsic goals.
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Copyright © 2016 Pearson Education, Inc.
prohibits employees from disclosing confidential information, makes it clear that the organization is monitoring
online activity, and trains employees on appropriate and inappropriate use. Another key implication is that the
tension between high-tech and high-touch has increased in the past decade. It is essential for both company
leaders and employees to review organizational routines, practices, and culture for imbalances between
automation and humanization. Finally, technology puts more of the onus for career advancement and success on
the shoulders of the employee. Technology makes it easier for companies to proactively attract talent—it also
makes it easier for talented employees to proactively leave.
1. According to Internet World Statistics, what is the number of people connected to the Internet and what are the
implications for HR?
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Expert Contribution on Trade-Offs in Using Pay for Performance
Kimberly D. Elsbach (University of California, Davis)
Overall, the research and findings about pay for performance plans suggest that there is no one right plan for all
by managers attempting to incorporate pay for performance in their compensation plans.
1. How does pay for performance plans affect employees and organizations?
2. How can pay for performance plans measure employee performance?
Topic Summary 7: Persuasion, Influence, and Impression Management
Topic Summary: Persuasion, Influence, and Impression Management
The process of social influence provides us with a better understanding of organizational politics. People in
organizations attempt many different types of persuasion tactics in order to be influential. The two main
components of interpersonal influence are: persuasion tactics and sources of power. Effectively applying these
components to wield influence involves understanding how they work on their own, as well as how they may be
combined to maximize someone’s impact. The choice around tactic and power combinations rests on the
objectives to be achieved, the impressions that people want to manage and the nature of the target of influence.
1. Explain how the tactic of reciprocity works and give some examples.
2. Explain personal power.
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Expert Contribution on Impressing Up: Objectives, Tactics, and Results of Upward Influence
Asha Rao (California State University, East Bay) & Stuart M. Schmidt (Temple University)
Actors on the organizational stage try to make a good impression with their upward audience. In doing so, they
can access a range of influence to form the images they seek to create. Prior research has tended to focus on
ingratiation as a key strategy, while recent research indicates that a range of tactics is available, depending on
the desired objectives. Different tactics are recommended for personal workplace objectives and in non-
innovative firms. People should also combine their tactics since their audience views them holistically to form
positive or negative images of their subordinates.