Unlock document.
This document is partially blurred.
Unlock all pages and 1 million more documents.
Get Access
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-50
STUDENT QUESTIONS
1. How do you stand on the five dimensions of emotional intelligence?
2. Use the scores from the items to identify your strengths and liabilities.
3. Identify two ways you can increase your emotional intelligence.
4. What things might you say during an interview to demonstrate that you possess the career
readiness competency of emotional intelligence?
Students should let the interviewer know how involved they have been in assessing their own
levels of emotional intelligence. They should also bring up examples of areas of EI that they have
worked on improving (i.e. empathy).
SUPPLEMENTAL ACTIVITY
Students should be put into groups based on their Self-Assessment scores. There should be a
good mix of students in each group (high or low scorers on each dimension). Developing
awareness of student EI levels takes place here.
Students should discuss examples of negative exchanges they have had in the workplace.
Why did they have these exchanges and what was the outcome?
What do students appreciate from an exchange?
The goal is for students to learn about areas needing improvement so they can raise their
emotional intelligence.
Select groups can share with the class.
Return.
SELF-ASSESSMENT 11.4 CAREER READINESS
Do You Have a Positive Approach at Work?
This Self-Assessment determines students’ levels of positive approach at their place of work.
STUDENT QUESTIONS
1. How do you stand on the two dimensions underlying a positive approach?
CAREER
READINESS
11-51
2. Based on individual item scores, identify one strength and one weakness for the dimensions of
positive attitude and feedback seeking and acceptance. Now discuss the actions you might take
to enhance your weaknesses.
3. What things might you say in an interview to demonstrate that you possess this career
readiness competency?
SUPPLEMENTAL ACTIVITY
Students should read the Inc. article titled: How to Create a Positive Attitude and respond to the
following questions:
1. Recall a time that you experienced negative feelings. Were you able to overcome them? If so,
how?
2. Think of five or six new additions to your vocabulary that contribute to a positive attitude.
Students should share with the class. Students may especially enjoy hearing new additions to
vocabulary.
Return.
SELF-ASSESSMENT 11.5 CAREER READINESS
To What Extent Are You Engaged in Your Studies?
This survey was designed to assess students’ level of engagement in their studies.
STUDENT QUESTIONS
1. What is your level of engagement?
2. Find your lowest three rated items. Based on the content of these items, what can you do to
improve your level of engagement? Hint: doing this requires you to identify the cause of the low
ratings for each item.
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-52
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
Students should be given a chance to identify their lowest three rated items. They then should
consider why these might be the lowest three. It is only in this reflection that students will be able
to come up with ways to increase their involvement, satisfaction and enthusiasm in their studies.
3. What might you say during an interview to demonstrate that you possess the career readiness
competency of self-motivation?
SUPPLEMENTAL ACTIVITY
The class should be split into small groups based on their engagement scores on the Self-
Assessment.
The group should discuss examples of personal and organizational level factors that contribute to
employee engagement.
Students can write examples on the board and the class can compare the examples with the
groups’ engagement scores.
Is there a relationship between the examples and the scores? What does the class think about pay
as an organizational level factor?
Return.
SELF-ASSESSMENT 11.6
How Satisfied Are You with Your Present Job?
This survey was designed to assess how satisfied students are with their current job, or a
previous job, if they’re not presently working.
STUDENT QUESTIONS
1. What is your level of satisfaction with recognition, compensation, and supervision?
2. If you have low to medium satisfaction with any aspect of the job, identify what can be done
to increase your job satisfaction. Be sure to consider what you can do, what your boss might do,
or what the organization might do. Be specific.
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-53
SUPPLEMENTAL ACTIVITY
The class should be split into groups of five to six based on their satisfaction with their current or
past jobs.
The group can come up with examples of each component of job satisfaction and write them on
the board under columns for each component:
The class can then discuss as a group and identify differences between examples based on group
job satisfaction.
Return.
SELF-ASSESSMENT 11.7
What Are Your Attitudes About Working with Older Employees?
This survey was designed to assess students’ attitudes about working with older employees.
STUDENT QUESTIONS
1. What is the quality of your relationships with older employees? How about your satisfaction
with working with older people?
2. How might the quality of relationships with older employees affect your performance and
promotability?
3. What things might you say during an interview to demonstrate that you can work with people
of all ages?
SUPPLEMENTAL ACTIVITY
The class should be split into small groups based on their Self-Assessment results. A good mix
of high and low scorers should ideally be present in each group.
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-54
The groups should review the following scenario:
David is a 64-year-old sales representative at a small software reseller. David is a veteran who is
never late, addresses colleagues by their last name, is very organized and believes in a 9-5
schedule in the office. David’s colleague is Paul, a 24-year-old recent college grad. Paul enjoys
working from home whenever he can, as long as he can complete his projects on time. He
addresses individuals informally and believes that a flexible work environment spurs creativity.
Both David and Paul have been complaining to you, their manager, about one another. David
believes Paul is immature, lazy and entitled. Paul believes David is “old-school,” stubborn and
ineffective.
Return.
SELF-ASSESSMENT 11.8 CAREER READINESS
What Is Your Level of Resilience?
This survey was designed to assess students’ level of resilience.
STUDENT QUESTIONS
1. What is your level of resilience?
2. Looking at your item scores, identify the three areas you scored lowest. Now, propose one
idea for improving each these aspects of resilience. Be specific.
3. What things might you say during an interview to demonstrate that you possess this career
readiness competency?
SUPPLEMENTAL ACTIVITY
Instructor should divide students into small groups of four. Each group is tasked with identifying
barriers and challenges to building resilience that members have experienced in the past. Be sure
CAREER
READINESS
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-55
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
to have the groups document the examples that illustrates the barriers. The experiences can be
from work or school. Finally, ask the groups to report out on their experiences.
Return.
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-56
GROUP EXERCISE
GROUP EXERCISE #1: USING ATTRIBUTION THEORY TO RESOLVE PERFORMANCE PROBLEMS:
THE CASE OF MARY MARTIN
Objectives
● To gain experience determining the causes of performance.
● To decide on corrective action for employee performance.
Introduction
Attributions are typically made to internal and external factors. Perceivers arrive at their
assessments by using various informational cues or antecedents. To determine the types of
antecedents people use, we have developed a case containing various informational cues about
an individual’s performance. You will be asked to read the case and make attributions about the
causes of performance. To assess the impact of attributions on managerial behavior, you will also
be asked to recommend corrective action.
Instructions
Presented is a case that depicts the performance of Mary Martin, a computer programmer. Please
read the case, and then identify the causes of her behavior by answering the questions following
the case. Then determine whether you made an internal or external attribution. After completing
this task, decide on the appropriateness of various forms of corrective action. A list of potential
recommendations has been developed. The list is divided into four categories. Read each action
and evaluate its appropriateness by using the scale provided. Next, compute a total score for each
of the four categories.
The Case
Mary Martin, 30, received her baccalaureate degree in computer science from a reputable state
school in the Midwest. She also graduated with above-average grades. Mary is currently working
in the computer support/analysis department as a programmer for a nationally based firm. During
the past year, Mary has missed 10 days of work. She seems unmotivated and rarely has her
assignments completed on time. Mary is usually given the harder programs to work on.
Past records indicate that Mary, on the average, completes programs classified as “routine” in
about 45 hours. Her co-workers, on the other hand, complete “routine” programs in an average
time of 32 hours. Further, Mary finishes programs considered “major problems,” on the average,
in about 115 hours. Her co-workers, however, finish these same “major problem” assignments,
on the average, in about 100 hours. When Mary has worked in programming teams, her peer
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-57
computer output because they cannot understand the reports. It was also determined that the
users of output generated from Mary’s programs found the output chaotic and not useful for
managerial decision making.
Causes of Performance
To what extent was each of the following a cause of Mary’s performance? Use the following
scale:
Very little Very much
1 2 3 4 5
a. High ability 1 2 3 4 5
e. Unproductive co-workers 1 2 3 4 5
f. Bad luck 1 2 3 4 5
Internal attribution (total score for causes a, b, and c) ____
External attribution (total score for causes d, e, and f) ____
Appropriateness of Corrective Action
Evaluate the following courses of action by using the scale below:
Very inappropriate Very appropriate
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-58
Copyright © 2020 McGraw-Hill Education. All rights reserved. No reproduction or distribution without the prior written consent of
McGraw-Hill Education.
b. Threaten to fire Mary if her performance 1 2 3 4 5
does not improve
Change Job
Nonpunitive Actions
No Immediate Actions
g. Do nothing 1 2 3 4 5
h. Promise Mary a pay raise if she improves 1 2 3 4 5
Compute a score for the four categories:
Coercive actions = a + b= _____
Questions for Discussion
1. How would you evaluate Mary’s performance?
2. Is Mary’s performance due to internal or external causes?
3. What did you identify as the top two causes of Mary’s performance? Explain why.
4. Which of the four types of corrective action do you think is most appropriate? Explain.
5. Can you identify any negative consequences of this choice?
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-59
For Instructors (Short version of exercise)
Attributions are typically made to internal and external factors. Perceivers arrive at their
assessments by using various informational cues or antecedents. The case depicts the
performance of Mary Martin, a computer programmer, which students are asked to read and
Questions for Discussion:
1. How would you discuss Mary’s performance?
2. Is Mary’s performance due to internal or external causes?
3. What did you identify as the top two causes of Mary’s performance? Explain why.
4. Which of the four types of corrective action do you think is most appropriate? Explain.
Can you identify any negative consequences of this choice?
Tips for large and online classes:
Large classes: May be best to do this as an individual assignment by passing out the case and
then discussing the questions as a class.
Return.
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-60
GROUP EXERCISE #2: THE TYPE-A BEHAVIOR PATTERN
Objectives
● To analyze a real-life scenario and determine how Type-A and Type-B individuals might
respond.
Introduction
The Type-A syndrome was isolated in the 1950s by Meyer Friedman and Ray Rosenman. They
labeled Type-A behavior as meaning individuals are involved in a chronic, determined struggle
to accomplish more in less time. Type-A behavior is measured on a continuum ranging from
Type A to Type B.
The following characteristics are displayed by Type-A individuals:
o Hurried speech.
o Tendency to walk, move, and eat rapidly.
o Constant impatience with the rate at which most events take place.
o Strong preference for thinking or doing two or more things at once.
o Tendency to turn conversations around to personally meaningful subjects or themes.
o Tendency to interrupt while others are speaking, or to make your point, or to
complete their train of thought in your own words.
The following characteristics are displayed by Type-B individuals:
● Handles details patiently.
● Less competitive with others.
● Contemplates issues carefully.
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-61
● Not easily angered.
Instructions
1. Break students into groups of 3 or 4.
3. Ask groups to prepare answers to the discussion questions shown below. Students should
also provide rationale to support their conclusions.
The Case
It’s the night before an accounting test, and Heather is studying for the exam. This is her only
class where the chance of an “A” seems out of reach. The dorm is full of stressed-out students;
Heather’s computer crashed; and the vending machine is out of Red Bull.
After several lackluster attempts at studying, Heather makes a wee-hour-of-the-morning
decision: a couple of hours of sleep will help much more than staring vacantly at the textbook.
Questions for Discussion
1. Which of the Type-A and Type-B characteristics were displayed by Heather?
2. Is Heather more Type A or B?
3. Given your answer to question #2, what advice would you give Heather about studying
for future tests?
4. What recommendations would you make to help Type-A people relax? Be specific.
Tips for online classes:
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-62
Online classes: Students can be placed in online groups and the case can be posted to a
Return.
ONLINE
CLASS
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-63
CAREER CORNER GROUP EXERCISE
SELF-AWARENESS AND FOSTERING A POSITIVE APPROACH
Learning Objective
• Students will create a framework to develop a positive approach.
Introduction
This activity provides a framework for students to foster the career readiness competency of
Fostering a Positive Approach. It focuses on Step 1 of the process outlined in section of 11-7
Instructions
1. Start the discussion by asking the class why attitudes matter. Have them give examples of
both “bad” and “good” attitudes. List these examples on the board. Encourage critical
thinking by having the student explain what makes each example either bad or good. If
you have time, have them read an excerpt from John Maxwell’s “Attitude 101: What
Every Leader Needs to Know” (https://entregurus.com/five-truths-about-attitudes/).
2. Tell the students that for the purpose of this exercise, we are going to focus on “bad”
attitudes. List the following questions on the board and have students pick the behavioral
tendency that they most resemble:
• Are you a porcupine? Porcupines send out verbal and nonverbal messages that
say, “Stay away from me.”
• Are you an entangler? Entanglers want to involve others in their interests. They
push their concerns and want to be heard, noticed and listened to.
• Are you a debater? Debaters like to argue even if there is no issue to debate.
• Are you a complainer? Complainers point out the problems in a situation but
rarely provide solutions of their own.
• Are you a blamer? Blamers are like complainers but point out negatives aimed at
a particular individual.
• Are you a stink bomb thrower? Stink bomb throwers like to make sarcastic,
CAREER
READINESS
ONLINE
ARTICLE
11-64
3. Based on this self-identification, form groups of 4 or 5 students. These groups should be
based on like-minded bad attitudes. Ask the group to discuss:
• How is this behavior perceived? Does it cause issues?
• When do you find yourself acting in this manner? Are there any common
triggers?
• What can you do to avoid/change this behavior? Challenge your perception, belief
4. Have each group prepare a 5 to 10-minute presentation that:
• Summarizes the answers to the above questions.
• Highlights 1 or 2 suggestions for replacing these “bad” behaviors with better or
“good” behaviors.
5. Ask a representative from each group to present their “positive” recommendations to the
class.
6. Facilitate a class discussion by asking the following questions:
• What role does self-evaluation play in this process?
• How does self-evaluation lead to self-awareness?
• Did any of your solutions involve emotional regulation?
Now that you have been exposed to this process, how can it be used to foster positive attitudes to
replace “bad” or negative attitudes?
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-65
UBER CONTINUING CASE
Chapter 11: Managing Individual Differences and Behavior
This part of the Uber continuing case focuses on Chapter 11 and covers principles related to
individual differences and behavior. This continuing case’s real-world application of
management knowledge and skills is designed to help you develop critical thinking ability and
realize the practical power of sound managerial skills for solving problems in your job and
career.
The case includes five multiple-choice questions and two essay-based questions. The essay-
based questions can also be used in-class to spur discussion:
1.
Kalanick’s words, attitudes, and actions indicate that he is low on all four traits of the
emotional intelligence (EI) scale. For this response, cite an example of words, actions, or
attitudes for two of the four traits of EI and explain how your example connects to that
trait.
The Self-awareness is the ability to read your own emotions and gauge your moods
11-66
2. Explain the first 2 steps in the perceptual process. Then use these steps to identify what
kind of leader you perceive and anticipate Khosrowshahi will be as he takes control of
Uber. Begin by noticing examples from the case material and then interpret that
information to evaluate the type of leader he will likely be.
The first two steps in the perceptual process are 1) Selective Attention and 2)
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-67
MANAGER’S HOT SEAT
DIVERSITY: MEDIATING MORALITY
Students may complete the “Diversity: Mediating Morality” Manager’s Hot Seat exercises in
Connect for this chapter.
Introduction
The diversity of employees and the potential conflict that may arise as a result is the
focus of this scenario. Specifically, sexual orientation as a dimension of workplace
Learning Objectives
2. To analyze and evaluate approaches to managing diversity in the workplace.
3. To identify equal employment laws relevant to diversity management.
Scenario Description:
Overview
At the conclusion of a previous meeting between Syl Tang and two employees, Daniel
Simmons and Bob Franklin, Daniel asked Syl about the same-sex partner benefits that he
had requested earlier, incidentally informing Bob that he was homosexual. Bob expressed
both discomfort and disapproval and refused to continue to work with Daniel as a result
of this revelation. Tang suggested meeting with each of them separately to discuss their
concerns and then to regroup and discuss a solution. The individual meetings have taken
place and now they are meeting together.
Profile
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
11-68
research teams at EarthFirst. He is also active in procuring funding for further
research.
active in procuring funding for further research.
Discussion Questions:
Learning Objective #1: To assess students’ understanding of workplace diversity and diversity
management.
List all of the dimensions of diversity you observed in this scenario.
Learning Objective #2: To analyze and evaluate approaches to managing diversity in the
workplace.
Provide examples from the scenario in which Syl either effectively or ineffectively
promoted diversity.
Learning Objective #3: To identify equal employment laws relevant to diversity management.
1. According to Title VII of the Civil Rights Act of 1964, is Daniel being unlawfully
discriminated against?
Kinicki/Williams, Management, 9e: Chapter 11 Managing Individual Differences and Behavior: Supervising
People as People
APPLICATION-BASED ACTIVITY
There are no Application-Based Activities for this chapter.
