978-0470639948 Chapter 9 Solution Manual Part 3

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CHAPTER QUESTION 5: WHY IS IT IMPORTANT TO FORIVE MANAGERS AND

CO-WORKERS? DESCRIBE ROBERT ENRIGHT’S FOUR PHASES OF

FORGIVENESS.

IMPORTANCE OF FORGIVENESS

Violated trust between and among managers and employees needs to be repaired.

Similar to the rehabilitation process for work rule violations, apply the “AAA” method –

admit, apologize, and make amends.

The other half of the harm equation involves the person being harmed forgiving the

initiator of the harm.

Managers must exemplify the value of forgiveness and coach employees on how to

forgive.

This is particularly important if the work group is recovering from a dishonest or abusive

manager because employee resentment will be projected on the manager’s replacement.

The new manager needs to acknowledge, and heal, the harm caused by the previous

manager, rather than ignore the harm, and workgroup members need to forgive their

previously morally imperfect manager.

FORGIVENESS PROCESS

Robert Enright of the International Forgiveness Institute defines forgiveness as a gift

freely given in the face of moral wrong, without denying the wrong itself. Forgiveness

recognizes the inherent worth of the wrongdoer and replaces the resentment a violated

person may feel with goodwill, a process that increases the forgiver’s self-esteem.

Enright offers a four-phase model that ethical managers can apply to guide employees

through the forgiveness process. The process begins with personal awareness of the

negative impacts stemming from the harm-generating behavior.

oPhase 1: Uncovering Phase. The violated person recognizes that the unjust

situation has created unhealthy anger and emotional pain.

oPhase 2: Decision Phase. The violated person explores the personal pain or

damage that would continue by not forgiving the wrongdoer, compared to the

positive changes that could occur by forgiving.

oPhase 3: Work Phase. The violated person grieves over the unfairness of the

wrongdoing, reframes the wrongdoer as a person of inherent human worth

deserving of forgiveness, and practices the virtues of goodness, service, mercy,

and generosity by forgiving the wrongdoer.

oPhase 4: Outcome Phase. The forgiving person experiences the emotionally

healing benefits of forgiveness and finds meaning in the previous suffering.

DISCUSSION ACTIVITY

What was the greatest injustice (harm) done to you:

a. at work by a boss, colleague, subordinate, customer, or customer

b. in general by a parent, sibling, friend, teacher, or anyone else

Explain the situation. Have you forgiven the wrongdoer for harming you? If no, how does your

inability or unwillingness to forgive the wrongdoer continue to damage you? What positive

benefits would you receive if you did forgive the wrongdoer?

CHAPTER 9 CHAPTER AND ADDITIONAL QUESTIONS SUMMARY

Chapter Question 1: What are William Torbert’s six management role models, which are

associated with the different stages of moral development?

oSubordinates are constantly evaluating the ethics of a manager’s decisions and behaviors

oWilliam Torbert has developed a management role model typology based on Lawrence

Kohlberg’s six stages of moral development.

Stages 1 and 2 – Opportunist: An Opportunist is strongly influenced by rewards and

punishments and will exhibit ethical/unethical behaviors based on rewards and

punishments.

Stage 3 – Diplomat: A Diplomat is strongly influenced by social group norms and

supports decisions agreed to by other managers. Diplomats pursue ethical or unethical

behaviors based on being good team players, seeking group consensus, and avoiding

group conflict.

Stage 4 – Technician: A Technician is strongly influenced by technical logic and

determines the right thing to do based on data and organizational interests, often in a

dogmatic and perfectionist manner. Technician managers will behave

ethically/unethically when rational analysis recommends it.

Stage 5 – Achiever: An Achiever is goal-oriented and strongly influenced by

organizational success. Achiever managers will behave ethically/unethically based on

how they impact goal accomplishment.

Stage 6 – Strategist and Magician: Torbert invokes two different Stage 6 management

role models.

oA Strategist is a systems thinker who welcomes ambiguity and multiple

perspectives, analyzes the strengths and differences of different approaches, and

then applies one overarching organizing principle appropriate for all people in all

situations to generate the best solutions.

oMagicians add to this a commitment to personal, employee, and organizational

transformation, and a willingness to change based on a vision of the good.

oStrategist and Magician managers strive to behave according to an ideal

conceptualization of ethical behavior and fulfillment.

oIn research studies, Torbert and his colleagues found that:

osupervisors tend to be Technicians

omiddle-level and upper-level managers tend to be Technicians and Achievers

oprofessionals tend to be Achievers and Strategists

FOR DISCUSSION: Based on Torbert’s typology, which of one best describes your boss,

teacher, yourself? Provide examples that support your answers. Discuss in small groups.

Chapter Question 2: Discuss the five different types of power sources available to

managers, and the ethical issues related to authoritarian and participatory leadership

styles.

Managers possess power for the purpose of achieving organizational objectives.

Social psychologists John French and Bertram Raven differentiated among five types of

power bases individuals can have in relationship to others:

Authoritarian refers to demanding blind submission to someone in authority. Authoritarian

An authoritarian management style raises several ethical issues.

During the 1950s, Douglas McGregor differentiated between two different management

oTheory X represented the traditional perspective – people were lazy, disliked

Rensis Likert’s research led him to conclude that a participative management system resulted

Paul Hersey and Ken Blanchard fine-tuned the differences between authoritarian and

participative leadership styles by noting that there is no one best way to manage everybody.

FOR DISCUSSION: Have students complete the free Theory X and Theory Y survey available at

available at http://www.businessballs.com/mcgregor.htm. Discuss the survey results in

small groups. Is one style better than the other? Which one? Which is better group of

assumptions for being a (a) corporate leader, (b) nonprofit leader, (c) military leader, (d) college

president, (e) basketball coach, (f) faculty member teaching a class? Why

Chapter Question 3: What is ethical leadership and how can it be measured?

In a series of articles, Michael Brown, Linda Trevino, and their colleagues provide an

expansive understanding of what it means to be an ethical leader. They maintain that a

manager’s reputation for being an ethical leader is based on two factors, being a moral person

and being a moral manger.

Within this analytical framework, Brown, Trevino and David Harrison define ethical

leadership as “the demonstration of normatively appropriate conduct through personal

FOR DISCUSSON: Have students complete the “Ethical Leadership Survey” in Exhibit 9.1 for a

boss, the president of a student organization, or the teacher. Also complete the survey as a

self-assessment. What are the person’s strengths and weaknesses? How can the person improve a

weak area? Then in small groups discuss the results.

Also address the following questions:

1. Must an ethical leader at work live a moral lifestyle outside of work? Why?

2. How does a manager’s personal lifestyle outside of work impact how employees respect, and

perform for, the manager?

3. How did President Bill Clinton’s relationship with Monica Lewinski impact his presidential

power and accomplishments?

4. Should a CEO who commits adultery or is an alcoholic resign? Why?

FOR DISCUSSION: Students can be an ethical leader by making a real personal difference in

the life of a friend, classmate, or co-worker through a heart-to-heart discussion or action. Provide

an example when you: (1) Made a difference in the life of a friend, classmate or co-worker. Why

did you decide to act on this opportunity? (2) Could have made a difference but chose not to.

Why didn’t you act on this opportunity? (3) Can make a difference in the near future. What can

you do for a friend, classmate or co-worker that will make a difference?

oEthical leaders are transparent and authentic. They mean what they say and practice virtuous

behaviors.

FOR DICUSSON: Have students complete the “Virtue Ethics Survey” in Exhibit 9.2 for a boss,

the president of a student organization, or the teacher. Also complete the survey as a

self-assessment. What are the person’s strengths and weaknesses? How can the person improve a

weak area? Then in small groups discuss the results.

oRobert Greenleaf referred to servant leadership as achieving organizational results by

FOR DISCUSSION: Have students read the “Best Practice in Use” story about Aaron

Feurerstein at Malden Mills and discuss the following: If you were Feuerstein, would you have:

(a) called it quits after the fire (keep in mind you would be 70 years old), (b) relocated operations

overseas where there is cheaper labor, (c) relocate to a southern state that did not have unions, or

(d) reopen in Lawrence where the employees are unionized and labor costs are high? Why?

oCreating employee feedback systems that gather information about ethical perceptions

symbolizes the importance of ethics to the organization and is an essential information

source.

FOR DISCUSSION: Have students complete the “Great Place to Work® Dimensions” in Exhibit

9.3 for a company they work for, a student organization, the college, or business school. What

are the organization’s strengths and weaknesses? How can the organization transform a weakness

into a strength? Then discuss the results in small groups.

Chapter Question 4: How can work goals and performance appraisals influence ethical and

unethical behaviors?

oOrganization and work goals clarify expectations for both managers and employees.

oAnother popular holistic goal approach available to ethical leaders is the “Triple Bottom

Line.”

oA stretch goal, contrasted to an incremental goal, is one that appears to be just a little out of

the employee’s reach, thus the need to stretch to accomplish the goal. Employees are more

likely to accomplish something that seems impossible if a goal is established that focuses the

employee’s attention on the task.

oSMART goals have five attributes. The SMART acronym stands for goals that are:

oManagement-By-Objectives (MBO) is a goal-setting technique in which managers and their

FOR DISCUSSION: Have students independently answer the following: Do employees in your

organization or students at school ever engage in unethical behavior in order to achieve a

performance goal? If so, how can the performance goals or monitoring systems be modified to

generate more ethical, or less unethical, behaviors? Share answers in small groups.

oGoals require deadlines, and deadlines can create stress through psychological and physical

tension.

oOrganizations can help employees manage stress through:

FOR DISCUSSION: Lead a short 5 minute meditation in class using the 8 steps that appear in

the “Stress Management” section in the book. Upon completion, ask students if they feel more

relaxed

oAn employee performance appraisal evaluates factors that are directly or indirectly related

to achieving organizational and employee goals.

oInclude an ethics component in employee performance appraisals.

oLink employee performance appraisal results to merit raises and promotions to ensure that

employees who behave ethically, and achieve goals in alignment with organizational

objectives, are appropriately rewarded.

oDesign performance appraisals, and gather relevant data, that address four prominent ethical

performance issues:

1. Does the employee behave unethically?

2. Does the employee live up to the code of ethics?

3. Does the employee embody the attitudes and behaviors of an ideal employee?

4. Does the employee achieve and support ethics-based initiatives?

oThe seven-item survey in EXHIBIT 9.4 “Practicing Unethical Behaviors Survey” highlights

unethical behaviors that might publicly embarrass an employee. Modify the items to fit the

context of the organization or work unit.

FOR DISCUSSION: Have students complete the “Practicing Unethical Behaviors Survey” in

Exhibit 9.4 as a self-assessment for a job or as a student (insert “performance” for “job

activities,” “students for “co-worker,” and “school” for “company”). Which of the unethical

behaviors do you want to change? What specifically do you need to do to reduce your unethical

behavior score for that item?

oAnnually appraise how well employees perform according to the organization’s Code of

Ethics. Review the survey in EXHIBIT 9.5 “Employee Code of Ethics Performance

Appraisal”

FOR DISCUSSION: Have students complete the “Employee Code of Ethics Performance

Appraisal” in Exhibit 9.5 as a self-assessment for a work experience, college, school of business,

or student organization. Which of the items should the student improve upon? How can the

student sincerely score higher on that item?

oAppraise employee performance for all ethics-based initiatives. These items can be added to

regular performance appraisals.

oMeasures for ethics-based initiatives may include accomplishing affirmative action hiring

and promotion goals, work unit ethics scores, percentage of employees participating in ethics

and diversity training workshops, theft reductions, and number of employee grievances.

oEmployee performance appraisals can be used to benchmark the distance an employee still

needs to travel in the direction of becoming an ideal employee.

oReview EXHIBIT 9.6 “Leadership Skills Performance Appraisal,” which provides a survey

based on a profile for an ideal leader.

FOR DISCUSSION: Have students complete the “Leadership Skills Performance Appraisal” in

Exhibit 9.6 as a self-assessment for a work experience, college, school of business, or student

organization. Which of the items should the student improve upon? How can the student

sincerely score higher on that item?

oHow employee performance appraisal information is collected and evaluated raises ethical

issues.

oConduct employee performance evaluations in a timely manner, at least once a year.

o Fairness dictates that employees receive evaluation scores that are related to their actual job

performance.

o An authentic and holistic picture of an employee’s performance can be determined based on

360-degree performance evaluations.

oEmployees can be rated in comparison to an absolute standard of performance or ranked in

comparison to each other.

oA rating system is more ethical than a ranking system in that an employee earns a

rating based on his or her job task efforts and accomplishments, whereas a

ranking system may not adequately describe an employee’s value to the work

unit.

oRanking people can create unhealthy competition among employees.

FOR DISCUSSION: Have students discuss/debate the following: If you were a professor, would

you evaluate students in class using a rating system (student grades are based only on points

earned) or ranking system (student grades are based on points earned using a forced-curve

distribution – only 10% can earn an “A”, 50% a “B”, 30% a “C” and 10% lower than a “C”)?

Why?

oCarefully manage the performance appraisal feedback session because employees may feel

anxious about giving or receiving critical information.

oPrior to the meeting, compare the employee’s self-assessment with the 360-degree

performance appraisal results.

First, begin the meeting by discussing areas that both the employee and the

raters highlighted as strengths. Praise these behaviors and accomplishments.

Second, discuss any areas raters highlighted as strengths but the employee did

not.

Third, discuss any areas the employee highlighted as strengths but the raters

did not.

Fourth, discuss those areas that both the employee and raters highlighted as

weaknesses.

FOR DISCUSSION: Have students list the behaviors of an ideal student in terms of class

participation. Use this list for the following activity. Put students in pairs and have them assess

their own class participation and that of their partner using the list generated in class. Have one

of the paired student role play the boss, and the other paired student is the person being

evaluated. Then have the boss conduct a performance appraisal feedback session using the

advice in the “Performance Appraisal Feedback” section. Then switch roles. Next, have students

evaluate each other in terms of how well each member of the pair conducted the performance

appraisal feedback session. What was difficult to do? What would the students do differently the

next time they gave or received performance feedback?

Additional Question 1: What are best practices for disciplining work rule violations?

oEthical leadership does not mean never disciplining or firing anyone. Poor performers who

fail to improve need to be dismissed for the benefit of the work unit and organization, and

sometimes downsizing is unavoidable.

oPolygraph tests can be used for employee theft.

oReview EXHIBIT 9.7 “Employee Polygraph Protection Act of 1988,” which summarizes

some of key rules governing employee polygraph tests.

oThe following is a continuum of potential punishments, beginning with the most lenient and

ending with the harshest, for managing workplace violations.

FOR DISCUSSION: Have students think of a time when they were punished by a boss, teacher,

parent, or some other authority person. What was the situation? Was the punishment appropriate?

Why? If the student was the person in authority, how would he or she have managed the

situation?

Chapter Question 5: Why is it important to forgive managers and co-workers? Describe

Robert Enright’s four phases of forgiveness.

oViolated trust between and among managers and employees needs to be repaired.

oRobert Enright of the International Forgiveness Institute defines forgiveness as a gift freely

given in the face of moral wrong, without denying the wrong itself. Forgiveness recognizes

oEnright offers a four-phase model that ethical managers can apply to guide employees

oPhase 1: Uncovering Phase. The violated person recognizes that the unjust

situation has created unhealthy anger and emotional pain.

FOR DISCUSSION: What was the greatest injustice (harm) done to you (a) at work by a boss,

colleague, subordinate, customer, or customer, and (b) in general by a parent, sibling, friend,

teacher, or anyone else. Explain the situation. Have you forgiven the wrongdoer for harming

you? If no, how does your inability or unwillingness to forgive the wrongdoer continue to

damage you? What positive benefits would you receive if you did forgive the wrongdoer?