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exploring management
Exploring Management 3rd Edition John R. Schermerhorn - Solutions
1. An expert who doesn’t come up with a defi nite answer probably doesn’t know too much.
2. Th ere is really no such thing as a problem that can’t be solved.
3. I would like to live in a foreign country for a while.
4. People who fi t their lives to a schedule probably miss the joy of living.
5. A good job is one where what is to be done and how it is to be done are always clear.
6. In the long run it is possible to get more done by tackling small, simple problems rather than large, complicated ones.
7. It is more fun to tackle a complicated problem than it is to solve a simple one.
8. Often the most interesting and stimulating people are those who don’t mind being diff erent and original.
9. What we are used to is always preferable to what is unfamiliar.
10. A person who leads an even, regular life in which few surprises or unexpected happenings arise really has a lot to be grateful for.
11. People who insist upon a yes or no answer just don’t know how complicated things really are.
12. Many of our most important decisions are based on insuffi cient information.
13. I like parties where I know most of the people more than ones where most of the people are complete strangers.
14. Th e sooner we all acquire ideals, the better.
15. Teachers or supervisors who hand out vague assignments give a chance for one to show initiative and originality.
16. A good teacher is one who makes you wonder about your way of looking at things.
In each of the following pairs of statements, check the one that best refl ects your assumptions about performance evaluation.1. (a) a formal process that is done annually(b) an informal process done continuously 2. (a) a process that is planned for subordinates(b) a process that is planned with
Complete the following questionnaire. Circle the number that best represents your tendency to behave on each bipolar dimension.Am casual about appointments 1 2 3 4 5 6 7 8 Am never late for appointments Am not competitive 1 2 3 4 5 6 7 8 Am very competitive Never feel rushed 1 2 3 4 5 6 7 8 Always
1. I facilitate communications with and among team members between team meetings.
2. I provide feedback/coaching to individual team members on their performance.
3. I encourage creative and out-of-the-box thinking.
4. I continue to clarify stakeholder needs/expectations.
5. I keep team members’ responsibilities and activities focused within the team’s objectives and goals.
6. I organize and run eff ective and productive team meetings.
7. I demonstrate integrity and personal commitment.
8. I have excellent persuasive and infl uence skills.
9. I respect and leverage the team’s cross-functional diversity.
10. I recognize and reward individual contributions to team performance.
11. I use the appropriate decision-making style for specifi c issues.
12. I facilitate and encourage border management with the team’s key stakeholders.
13. I ensure that the team meets its team commitments.
14. I bring team issues and problems to the team’s attention and focus on constructive problem solving.
15. I provide a clear vision and direction for the team.
1. I respond with more modesty than I really feel when my work is complimented.
2. If people are rude, I will be rude right back.
3. Other people fi nd me interesting.
4. I fi nd it diffi cult to speak up in a group of strangers.
5. I don’t mind using sarcasm if it helps me make a point.
6. I ask for a raise when I feel I really deserve it.
7. If others interrupt me when I am talking, I suff er in silence.
8. If people criticize my work, I fi nd a way to make them back down.
9. I can express pride in my accomplishments without being boastful.
10. People take advantage of me.
11. I tell people what they want to hear if it helps me get what I want.
12. I fi nd it easy to ask for help.
13. I lend things to others even when I don’t really want to.
14. I win arguments by dominating the discussion.
15. I can express my true feelings to someone I really care for.
1. How often have you heard jokes or remarks about other people that you consider off ensive?
2. How often do you hear men “talk down” to women in an attempt to keep them in an inferior status?
3. How often have you felt personal discomfort as the object of sexual harassment?
4. How often do you work or study with persons of diff erent ethnic or national cultures?
5. How often have you felt disadvantaged because members of ethnic groups other than yours were given special treatment?
6. How often have you seen a woman put in an uncomfortable situation because of unwelcome advances by a man?
7. How often does it seem that African Americans, Hispanics, Caucasians, women, men, and members of other minority demographic groups seem to “stick together” during work breaks or other leisure situations?
8. How often do you feel uncomfortable about something you did and/or said to someone of the opposite sex or a member of an ethnic or racial group other than yours?
9. How often do you feel eff orts are made in this setting to raise the level of cross-cultural understanding among people who work and/or study together?
10. How often do you step in to communicate concerns to others when you feel actions and/or words are used to the disadvantage of minorities?
1. I understand my own culture in terms of its expectations, values, and infl uence on communication and relationships.
2. When someone presents me with a diff erent point of view, I try to understand it rather than attack it.
3. I am comfortable dealing with situations where the available information is incomplete and the outcomes unpredictable.
4. I am open to new situations and am always looking for new information and learning opportunities.
5. I have a good understanding of the attitudes and perceptions toward my culture as they are held by people from other cultures.
6. I am always gathering information about other countries and cultures and trying to learn from them.
7. I am well informed regarding the major diff erences in the government, political, and economic systems around the world.
8. I work hard to increase my understanding of people from other cultures.
9. I am able to adjust my communication style to work eff ectively with people from diff erent cultures.
10. I can recognize when cultural diff erences are infl uencing working relationships, and I adjust my attitudes and behavior accordingly
1. For each of the following questions, answer T (true) if you believe the statement is backed by solid research evidence or F ( false) if you do not believe it is an evidence-based statement.1. Intelligence is a better predictor of job performance than having a conscientious personality.2.
2. Share your answers with others in your assigned group. Discuss the reasons members chose the answers they did; arrive at a fi nal answer to each question for the group as a whole.
3. Compare your results with these answers “from the evidence.”
4. Engage in a class discussion of how “commonsense” answers can sometimes diff er from answers provided by “evidence.” Ask: What are the implications of this discussion for management practice?
2. Kay Smith is one of your top-performing subordinates. She has shared with you her desire to apply for promotion to a new position just announced in a diff erent division of the company. Th is will be tough on you since recent budget cuts mean you will be unable to replace anyone who leaves, at
3. Marty Jose got caught in a bind. She was pleased to represent her fi rm as head of the local community development committee. In fact, her supervisor’s boss once held this position and told her in a hallway conversation, “Do your best and give them every support possible.” Going along with
1. Working alone, rank the 15 items in order of their importance to your survival (1 is most important and 15 is least important).
2. Working in an assigned group, arrive at a “team” ranking of the 15 items. Appoint one person as team spokesperson to report your team ranking to the class.
3. Do not write in column 3 until your instructor provides the “expert” ranking.
1. Write a one-paragraph description of what the typical “Workplace 2020” manager’s workday will be like.
2. Draw a “picture” representing what the “Workplace 2020” organization will look like.
3. Summarize in list form what you consider to be the major planning implications of your future workplace scenario for management students today. Th at is, explain what this means in terms of using academic and extracurricular activities to best prepare for success in this future scenario.
4. Choose a spokesperson to share your results with the class as a whole and explain their implications for the class members.
Review the discussion of organizational stakeholders in the textbook. (1) Make a list of the stakeholders that would apply to all organizations—for example, local communities, employees, and customers. What others would you add to this starter listing? (2) Choose one organization that you are
In today’s turbulent economic climate, it is no longer safe to assume that an organization that was highly successful yesterday will continue to be so tomorrow—or that it will even be in existence. Changing times exact the best from strategic planners. Th ink about the situations currently
1. What in the future might seriously threaten the success, perhaps the very existence, of this organization? As a group, develop at least three such future scenarios.
2. Estimate the probability (0 to 100%) of each future scenario occurring.
3. Develop a strategy for each scenario that will enable the organization to successfully deal with it.
4. Th oroughly discuss these questions within the group and arrive at your best possible consensus answers. Be prepared to share and defend your answers in general class discussion.
1. Start by answering the following questions using this scale:5 strongly agree 4 agree somewhat 3 undecided 2 disagree somewhat 1 strongly disagree I prefer to work in an organization where:1. Goals are defi ned by those in higher levels.2. Work methods and procedures are specifi ed.3.
2. Total your scores for all questions. Enter the score here [__________].
3. Interpretation. Th is assessment measures your preference for working in an organization designed along “organic” or “mechanistic”lines. Th e higher your score (above 64), the more comfortable you are with a mechanistic design; the lower your score (below 48), the more comfortable you
4. Form into groups and compare scores and organizational design preferences. Discuss areas of similarity and diff erence. Prepare a report to the class that summarizes the organizational design preferences within your group and also highlights arguments for and against organic and mechanistic
1. Form into your class discussion groups and review this model of force-fi eld analysis—the consideration of forces driving in support of a planned change and forces resisting the change.
2. Use force-fi eld analysis and make lists of driving and resisting forces for one of the following situations:(a) Because of rapid advances in Web-based computer technologies, the possibility exists that the course you are presently taking could be, in part, off ered online. Th is would mean a
3. Choose the three driving forces that are most signifi cant for the proposed change. For each force, develop ideas on how it could be further increased or mobilized in support of the change.
4. Choose the three resisting forces that are most signifi cant for the proposed change. For each force, develop ideas on how it could be reduced or turned into a driving force.
5. Be prepared to participate in a class discussion led by your instructor.
1. Within each group create a master list of comments, problems, issues, and concerns about the course experience to date that members would like to communicate to the instructor.
2. Select one person from the group to act as a spokesperson who will give your feedback to the instructor when he or she returns to the classroom.
3. Before the instructor returns, the spokespersons from each group should meet to decide how the room should be physically arranged (placement of tables, chairs, etc.) for the feedback session. Th is arrangement should allow the spokespersons and instructor to communicate while they are being
4. While the spokespersons are meeting, members remaining in the groups should discuss what they expect to observe during the feedback session.
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