978-1285866352 Chapter 5 Solution Manual Part 3

90 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

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mission is to ensure Whirlpool derives the value from its female talent while creating opportunities for

 Whirlpool African American Network – Since 1998, this network has devoted itself to the personal and

professional support of all African American employees at Whirlpool. WAAN has driven developmental

 Whirlpool Pride Network – established in 1999, the Pride Network helps to position Whirlpool Corporation

as a top company for Lesbian, Gay, Bi, Trans, and allied employees and has helped earn the company a 100

 Veterans Network – The Whirlpool Veterans Association’s mission is to Recruit, Onboard, Optimize and

Retain top talent from the veteran community. Activities involve business discussions on attracting veteran

 Whirlpool Asian Network – The mission of Whirlpool Asian Community is to leverage Asian culture, talent

 Whirlpool Hispanic Network – The Whirlpool Hispanic Network initiates a variety of awareness-building

 Young Professionals Network (YP!) – Age is not a number, it’s a state of mind. If you’re new to Whirlpool

or to your career, YP! could be for you. YP! is a diverse group whose members are interested in

2. Do you think Whirlpool’s encouragement of employee networks works for or against creating a culture

of diversity? Explain your answer.

The argument could be made that the networks encourage self-segregation of differing groups and don’t

encourage multicultural mixing. Depending how the groups are run, they could become sources of negativity

On the other side, even in the best situations many employees do self-segregate. In a large office, network

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 91

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for classroom use.

DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 5-1 IDEAS AND ANSWERS

Influencing Tactics

Total Time (0–35 minutes)

You can opt to assign the exercise and spend no class time on it, or just give the possible answers to the three

situations in 5 minutes or less.

Recommended approximate time for a 30-minute period:

8:00 Procedure 1 15 minutes

Possible Answers to the Preparing Questions

1. Talk to the direct supervisor first. Start with using ingratiation to praise the manager and the organization. If you

2. Start with a short introduction of yourself, then use ingratiation to praise the person on the great job she did on

3. Start with using ingratiation to praise the person on how they help you do your job. Using the legitimization

Test Question and Answer (Also found in Test Bank)

2. Influencing tactics. Your company is profitable and gives merit raises (between 0 to 7 percent). You met with

your manager for your annual review and thought things went very well. Although the manager never stated a

specific percentage pay increase, the way he talked, you were expecting a 6 percent pay raise starting next

month. When you got your next paycheck, you realized that the raise was only 3 percent, so you contacted the

payroll department. Payroll stated that your manager put in for a 3 percent pay raise. You know that some of

your peers got 5 percent and they are not as productive as you. You believe you earned the 6 percent and have

decided to talk to your manager to try to get it.

a. What are some of the things that you should consider in planning your talk with the manager?

b. Which influencing tactic(s) will you use to help persuade your manager to give you the 6 percent raise?

c. What behavior will you use (what will you do and say)?

Solution

A. Remember the need to maintain a good relationship with your manager. If you hurt it, you most likely will

B. Remind the manager of the ingratiation praise he gave you, and use legitimization with rational persuasion

C. You could say something like: “Recall during my annual review how you stated (list positive things the

manager said)…. I was disappointed because I was expecting a 6 percent pay raise, but I only got a 3

92 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

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DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 5-2 IDEAS AND ANSWERS

Influencing, Power, and Politics

Total Time (10–30 minutes)

Select the number of skill areas (influencing, power, and politics) that you want students to plan for. Generally, if

you select more skill areas, students will need more time to discuss them. You should also consider the work

experience of the students. (Generally, working students develop more detailed plans and take more time discussing

them.)

Recommended approximate time for a 20-minute period:

8:00 Procedure 1 15 minutes

8:15 Procedure 2 2 minutes

8:17 Conclusion 1 minute

8:18 Apply It 2 minutes

8:30

Testing on Skill-Development Exercise 5-2

You can have students type out their plans and hand them in to be graded, or include the question below on the

exam.

Test Question and Answer (Also found in Test Bank)

1. Based on Skill-Development Exercise 2—Influencing, Power, and Politics—write your plan for one of the skill

areas.

Solution

DEVELOPING YOUR LEADERSHIP SKILLS 5-3 IDEAS AND ANSWERS

Networking Skills

Total Time (20–50 minutes)

The time allocated in class for this exercise is based on a few variables. (1) How motivated and experienced your

students are. (Students with work experience will take longer to do this exercise.) (2) What procedures you choose

to do. (You can only do steps 1 and 2 of the networking process (procedures 1 and 2) and keep the exercise to 20

minutes.)

Recommended approximate time for a 50-minute period:

8:00 Procedure 1 10 minutes*

8:10 Procedure 2 10 minutes

8:20 Procedure 3 20 minutes (less time may be needed)

8:40 Conclusion and Apply It 10 minutes

8:50

*It may take longer if students have not completed their preparation (written their one-minute self-sell). Other

procedures may take less time for traditional students.

Testing on Skill-Development Exercise 3

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I tell students the following questions prior to the test so that they can prepare their answers:

1. State two or three of your accomplishments and a networking goal.

Solution

2. Write a one-minute self-sell.

Solution

3. Write three questions to ask during a networking interview.

Solution

DEVELOPING YOUR LEADERSHIP SKILLS EXERCISE 5-4 IDEAS, ANSWERS and

CLASS HANDOUTS

Car Dealer Negotiation

Total Time (20–50 minutes)

To keep the exercise to 20 minutes, you will most likely not have time to allow students to answer the Integration

questions before you go over them. Simply give the students the answers to some or all of the Integration questions

rather than discuss them.

When there are an odd number of students in the class, I always work with the remaining student. I believe students

will learn more by doing the exercise than by watching, even though I have an advantage knowing both confidential

sheets. I try to teach the student the power of intimidation. I ask him or her to give a price first, and no matter what it

is, I come out with a loud statement like, “Are you kidding me? That’s all you will give me for this great car?” The

students have always quickly upped the price. Then, the student reads my confidential sheet and I go over how I

intimidated them and to watch out for this tactic in the future.

Recommended approximate time for a 25-minute period:

8:00 Procedures 1 and 2 3 minutes

8:03 Procedure 3 5 minutes

8:08 Procedure 4 5 minutes

8:13 Integration 5 minutes

8:18 Conclusion 5 minutes

8:23 Apply It 2 minutes

8:25

Answers to the Integration Questions

1. Which of the nine influencing tactics (Exhibit 5.1) did you use during the negotiations?

Most students will likely say rational persuasion. This is not really a true “leadership” exchange influencing

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2. Which of the seven types of power (Exhibit 5.1) did you use during the negotiations? Did both parties

believe that they got a good deal?

Information power was the most relevant power base. When students exchange confidential sheets, they realize

3. During your planning, did you (1) research the other party, (2) set an objective (price to pay or accept),

(3) develop options and trade-offs, and (4) anticipate questions and objections and prepare answers?

4. During the negotiations, did you (1) develop rapport and focus on obstacles, not the person; (2) let the

other party make the first offer; (3) listen and ask questions to focus on meeting the other party’s needs;

and (4) were you too quick to give in and did you ask for something in return?

5. Did you reach an agreement to sell/buy the car? If yes, did you get exactly, more than, or less than your

target price?

Note: The following questions are basically from the text. If many of your students do not read the text before class,

it may be worth taking the time to go over the answers. If most of your students do read the text, there is less need to

go over the questions.

6. When negotiating, is it a good practice to ask for more than you expect to receive, or to offer less than

you expect to pay?

Negotiation means giving and taking to reach an agreement. It is common practice to ask for more than you

7. When negotiating, is it better to be the one to give or receive the initial offer?

8. When negotiating, is it better to appear to be dealing with strong or weak power? In other words, should

you try to portray that you have other options and don’t really need to make a deal with this person? Or,

should you appear to be in need for a deal?

9. Can having the power to intimidate others be helpful in negotiations?

Class Handouts – Confidential Sheets for Procedure 2

Make separate copies of the confidential sheets on the next two pages for the buyer and the seller. I use different

color paper for both. I make plenty of extra copies and collect them for reuse; so I ask students not to write on them.

Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e 95

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

DEVELOPING YOUR LEADERSHIP SKILLS Exercise 4

Car Dealer Negotiation

Confidential Sheet for the Buyer

The following information is confidential. No one else has seen this information. However, you

may give some or all of the information to other persons during the game.

You are a new- and used-car dealer in Washington, D.C. One day last week a diplomat from a

foreign embassy requested you to locate a 1952 Packard Four-Door Sedan. The diplomat wants

the car for a present to his father back home. If this car is found in working order, he will pay

$20,000, or $10,000 if the car is in good but not running condition.

After three hours on the phone this morning, you have located a dealer in Columbia, South

Carolina, who has a 1952 Packard Four-Door Sedan in working order. You talked with the dealer

personally. You asked the dealer in Columbia if you could meet tomorrow. You told her that you

would stop in Columbia on your way to Florida for a two-week vacation. The dealer in Columbia

agreed to meet you tomorrow for lunch.

You have arranged to have a truck ready to bring the 1952 Packard Four-Door Sedan back to

Washington, D.C. Your travel plans are complete.

You are now thinking about the meeting tomorrow with the car dealer in Columbia.

96 Instructor’s Manual for Leadership: Theory, Application, Skill Development, 6e

use as permitted in a license distributed with a certain product or service or otherwise on a password-protected website

for classroom use.

DEVELOPING YOUR LEADERSHIP SKILLS Exercise 4

Car Dealer Negotiation

Confidential Sheet for the Seller

The following information is confidential. No one else has seen this information. However, you

may give some or all of the information to other persons during the game.

You are a new- and used-car dealer in Columbia, South Carolina. Presently you have an

inventory of 250 cars. Half of the cars are late models or new. Your oldest model is a 1952

Packard Four-Door Sedan. You are known locally for offering used cars with a one-week

guarantee—“If you can’t start it, return it for a full refund in the first week after purchase.”

You have decided to junk your older inventory of used cars. All pre-1960 cars will be sold next

week to the local iron works at $300 per car. Today you have received a phone call from another

dealer in Washington, D.C. This dealer is looking for a 1952 Packard Four-Door Sedan in

working order for a customer. The dealer heard that you had such a car. The dealer asked

whether he could meet with you tomorrow to purchase the car. He said that he will stop on the

way to Florida, where he will be vacationing for two weeks. You agree to meet tomorrow for

lunch.