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Organizatlonal Behavior
li i
The following pages provide the scoring keys for the self-
assessments that are presented in each chapter ofthis text-
book These self-assessments, as well as the self-assessments
summarized in this book, can be scored automatically in
the Connect Libraryl
CHAPTER 2: SCORING KEY FOR THE
EXTRAVERSION-I NTROVERSION SCALE
Scoring Instrucfions: Use the table below to assign numbers
to each box you checked. For example, if you checked
"Moderately Inaccurate" for statement #l ("I feel comfort'
able around people"), you would asslgn a
o1" to that state-
ment. After assigning nurnbers for all 10 statements, add
up the numbers to estimate your extraversion-introversion
personality.
Interpreting Your Score: Extraversion characterizes people
who are outgoing, talkative, sociable, and assertive, It in-
cludes several facets, such as friendliness, gregariousness,
assertiyeness, activity level, excitement-seeking, and cheer-

fulness. The opposite of extraversion is introverslon, which
refers to the personality characteristics ofbeing qulet, shy,
and cautious. Extraverts get their energy from the outer
world (people and things around them), whereas introverts
get their energy from the internal world, such as personal
reflecdon on concepts and ideas, Introverts are more in-
clined to dhect their interests to ideas rather than to social
events.
This is the short version of the IPIP Introversion-
Extraversion Scale, so it estimates overall introversion-
extraversion but not specific facets within the personality
dimension. Scores range from 0 to 40. Low scores indicate
484
; I ,i {'-1,
introversioni high scores indicate extraversion' The nc
in the following table are estimated from results of t
adults (under 30 years old) in Scotland and undergri
ate psychology students in the United States. How
introversion-extraversion norms vary from one grou
the next; the best norms are likely based on the entire r
you are attending or on past students in this course.
CHAPTER 3: SCORING KEY FOR THE WOI
CENTRALITY SCALE
Scoring Instrucfions; Use the table below to assign num
to each box you checked. For example, if you che,
"Moderately Disagree" for statement #3 ("Work shoul
only a srnall part of one's lifd'), you would assign a "!
that statement. After assigning numbers for all 6 statem

add up your scores to estimate your level ofwork centrr
7-20
0-6
Strongly Agree = 6
ModoratelyAgree = 5
Slightly Agree : 4
Slightly Disagree = 3
Moderately Disagree = 2
Strongly Disagree : 1
High extraversion
Moderate extraversion
r n;riitwCin extravlffi
-n
i
introversion
Modorate introversion
High introversion
Strongly Agree : I
ModeratelyAgree = 2
Slightly Agree : 3

Slightly Oisagree = 4
Moderately Disagree '
Strongly Disagree : 6
Interpreting Your Score: The work centrality scale r
sures the extent that work is an important part of the i
vidual's self-concept. People with high work centr
define themselves mainly by their work roles and
Veryaccuratedescriptionof Veryaccuratedescription
me:4 of me:0
Moderately accurate = 3 Moderately accurate = I
Nehher accurate nor Neithsr accurate nor
inaccurate = 2 inaccurate =2
Modaratelyinaccurate=l Moderatelyinaccurats=3
Veryinaccuratedescriptionof Verylnaccuratedescription
me = 0 of me - 4
Organizational Behavior
Appendix B
Emotional lntelligence Sslf-Assessment llorms
Average Score
Top ltlth percentile
Top 25th percentil€
Median {50th percentile}

Bottom 25th percentile
Bottom l0th porc€ntils
14.7
18
t6
t5
l3
t0
r0.3
t9
18
I6
15
t4
14.8
18
11
t5

l3
il
14.5
11
l6
l5
t3
I1
66fi
?3
Et
8E
5t
s
ii::.r;.Xi.r:f l
PERSONAL NEEDS OUESTIONNAIRE
Scoring lnstructions: Use the table at the right to assign
nurnbers to each box you checked. Insert the number for
each statement on the appropriate line in the scoring key
below. For example, if you checked "Moderately lnaccu-
ratd'for statement #1 ("I would rather be myself tlan be
well thought of"), you would write a "3" on the line wlth
"(1)" underneath it. After assigning numbers for all 15
statements, add up your scores to estmate your results for

the two learned needs measured by this scale.
Need for achievement:
Need lor social approval:
Although everyone has the same innate driyes, our
secondary or learned needs vary based on our personal-
ity, values, and self-concept. This self-assessment pro-
vides an estimate ofyour need strength on two learned
needs; need for achievement and need for social
approval.
InterpretifigYour Needfor Achievement Score: This scale,
formally called "achievement strivingi' estimates the ex-
tent to which you are motivated to take on and achieve
challenging personal goals. This includes a desire to per-
form better than others and to reach one's potential. The
scale ranges from 0 to 28. How high or low is your need for
achievement? The ideal would be to compare your score
with the collective results of other students in your class.
Otherwise, the table at the right offers a rough set of norms
with which you can compare your score on this scale,
l2l {3) {6} {7) (s) (12} {t4}
9*1f*A*$*9*J- *L*k=-
tl) (4) t5) {8} {ro) tlr} fi3} {15)
Very accurats description
ofme=4
Moderately accurate = 3
Neither accurate nor
inaccurats : 2
Moderately inaccurate = 1

Very inaccurate description
olme=0
Very accurate descri6ix .
of me = 0
Moderatelyaccurate=1 il.t- i.'ri
Neither accurate nor
inaccurate - 2
olme = 4
_ .iir.,rl
Moderately inaccurae = t .'!t,.
Very inaccurate UescriFk; "ii
r
ffi-
-i-.:-;li],ilii-
,l
lo)h
h{Tu10
flt
ffi,t,..
ry
-!+
drr${*
h.

High need tor achievemsnt
Above average need for
achievement
Average need lor achievemest
Below average need for
achievement
Low need fsr achievement
lnterpreting Your Need for Social Appraval Scorer The seed
for social approval scale estimates the extent to whicL w
.'i :
iil,l
li'!l
r!1..
fri.
6:11,
Appendix B
CHAPTER 7: SCORING KEY FOR
THE CRE.ATIVE PERSONAUTY SCALE
Scoringlnstrucfiorsr Assign a positive point (* l) after each
of the following words that you checked off in the

self-assessment:
Capable
Encourager
Gatekeeper
Harmonizsr
lnitiator
Summarizer
Team f,ole Prelerence Definitions and ltlorms
Encourager: People who score high on High: 12 and
this dimension hava a strong tondency above
to praise and support the ideas of other Medium: g t0 :13
team members,therebyshowing
Low: g and beir
warmth and solidarity with the group'
Gatekeeper: People rvtro score high on Highl 12 and
this dimension have a strong tendency above
to encourage all tsam members to Medium: 9 to ti
participate in the disoussion.
Low: g and bs*
Harmonizer: People who score high on High: Il and
this dimension have a strong tendency above
to mediate intragroup conflicts and Medium: 9 u *&
reduce tension,

Low: g and benc
-_.* Clever
-- Confident
-
Egotistical
-
Humorous
-
Individualistic
-
lnformal
-
Insightfrrl
__- lntelligent
-
Affected
-
Cautious
-

Commonplace
-
Conservative
-
Conventional
-
Dissatisfied
Inventive
Origtnal
Reflective
Resourceful
Self-confident
sery
Snobbish
Unconventional
I{ide interests
Honest
Manoedy

Narow interests
Sincere
Submissive
Suspicious
(1)
/,1
{21
Interpreting Your Score: The {ive team roles measurd b
are based on scholarship over the years. The followiryt'&rlr
defines these five roles and Presents the range of scqsfu
high, medium, and low lwels of each role. These norw ni
based on results from a sample of MBA students.Assign a
negative point (-1) after each of the following
words that you checked offin the self-assessment:
f-t
F*,C
,il*
! (.-
,:- ,#,
,.I
[i': *,ti-
$,r
&::,
s;
H
&

t::
r:,
#*.
li*-
:r'rir.' r.. 'li{gr.
4
Next, sum the positive and negative points'
Interpreting Your Scote: This instrumert estimates your
creative potential as a personal characteristic. The scale
recognizes that creative people are intelligent and persis-
tent and possess an inventive thinking style. Creative
personality varies somewhat from one occuPational
group to the next. The table below provides norms based
on undergraduate and graduate uaiversity/college
students.
THE TE.AM ROLES PREFERENCE SCALE
Scoring Instrucfions: Write the scores circled for each item
on the appropriate line in the scoring key at the top ofthe
right column (statement numbers are in parentheses), and
add up each scale.
lnitiftu: People who score high on this
dimension have a suong tondencyto
identify goals lor thb meeting, including
ways to work on thoso goals.
Surmrizsr: People who score high on

tlris dimension hav6 a strong tendoncy
to kosp track of whatwas said in the
meeting (i.e., act as the team's memory).
High: 12 and
abovs
Msdium: 9 te l:
Low:8 and [email protected]*
High: 10 and try*
Medium: 8 tc 3
Low:7 and b*
CHAPTER 9: SCORING KFf FOR THE ACIfi t
LISTENING SKILLS INVENTORY
Scoring Instrucfions: Use the fust table below to sco:e &r
response you marked for each statement. Then, ls riu
scoring key, wite that score on the line correspond:ry.'k
2
l11l
E
{12}
i,
(141
l
(15)

+
+
+
a
+
Above *9 You have a high croative personality
+1 to +9 You have an aversgo creative
personalitY
B€low +1 You have a low creative personality
Interpreting your $core: The three active listening dimen_
sions are deffned as follows:
.
l-:T*g,
Sensing is the process of receiving signals
rrom the sender and pafing attention to tt-e*I.e..tirr"
Aetive Listeaing ltlorms
Appendix B
the staternent number (statemcnt numbers are in paren_
l5::l*9 dd up each subscar.. F;r;;;r*;;, dl*.areroom' ror statement
#l ("I keq g op.n mind . . .,,), fouwonld write a "2" on the line

;ith .;Aj;; ,"i.r"rJif, i,.Calculate the overall Active
Listeningir*r,*y..*. Uysumming all subscales.
489
listeners improve sensing in three ways. Theypostpone
.evalytign by not forming an opinion
"ntif
tire speaker
has finished, avoid interriptiof tir",p".i..rr. .**r*u_
tion, and remain morivatea to ["., i",fr..i".t r.. Evaluating: This
dimension of active listeniig includes
understanding the message meaning, evaluatine the
message, and remembering the mesiage. To imirove
their evaluation ofthe conversation, active listeners
empathize with the speaker_th"y t y t"
"na.rrt*aano De sensitive to the speaker,s feelings, thoughts,
and
situation. Evaluation also improves Uyirg;ir?;; th.
speakcr's ideas during the communicati; 6;;...
}op""di"Cj Responding the third dimension of active
listening is feedback to tf,e sender, *fr"f, *"o".i., *adirects the
speaker,s communicatio", e.Uu. ii*t*.r,
show interest through nonverbal cu., l.y.ontLinoa_
ding, symbiotic facial expression) *d iV.uoairrs b".t
channel signals (e.g., . t sie,). rr,.y ar" iffi'.t*_
sage such as by summarizing o. ,.pfrrr.iogii. ,r".t*t
ideas at appropriate breaks Ci" yir. ,"ytijri.i. . . r,l.
Scores on the three Active Listening dimensions rangcfrom 4 to
20. The overall score ranges from 12 to 60. Normsvaryfrom one
group to the next. ri. r"u"*t"g;;#;"*,
:^".:T: f:* a.sampte of 80 MBA students in ,ir.ornoi",

Ausualla and Singapore). For example, the top l0th per_centile
for sensing is 17, indicatid il-t;;;r".*, ofpeople score 17 or
above and ro percini.."r. uI"*I, *this dimension. Keep in
'nina
tfrurii.r; r;;;;:il**
self-perceptions. Evjuations from others (such as tirougl,
360-degree feedback) may provide . *oi" u..*ui"
"rti_mate of your active listening-on one or more dimensions,
l1l.-d*ty the responding-dimension, ;;l;;;;;br. *others.
CHAPTER 10; SCORTNG KEy FOR
THE COWORKER INFLUENCE iCAIE
Scoring Instructions: To calculate your scores on theCoworker
Influence Scale, write tt
"
nu*b.. .i..iJ fo.each statement on the apor
b"r;; i;";; ffi;ll,',I,:',i:: i'ffilJ[:;::'tr Hup each scale.
Interprcting your score: Influence refers to any behavior
thatattempts to alter someone's attitudes o, U.ir"rior. if,J-..
rr.several tlpes of influence, including tfr. .W r"."r*.a Uythis
instrument. This instrument assesses your preference for
using each type ofinfluence oncr***, liJ
"ii.rl."pr..ta similar level as your position rn tne organization.
. Persuaslon: persuasion refers to uslng logical and emo-tional
appeals to change others' .ttit"[.r.?f,i.l. i"" .f
Rarely/nsyer = 5
Seldom = 4
Sometimes:3

0ften = 2
Rarely/ngysy = 1
Seldom = 2
Sometimes = 3
0ften = 4
Almost always = I Almost always = S
,I !*t (/l (ro)
" +::' * I * l -tzt g) ts) {11)Responding Z* 5_ + _4)+ lo
{31 (6} (e} tlil,
Active listening Add up all dimensiontotal scotes =
Organlzational Behavior
Appendix B
Informedon ConEol: Information control is$do
explicitly manipulating others access to inlorm* -
;;i,il;;*po'. of changing their altitud:: *l Tio
havior. it includes screening out information-ry$
oppose your Preference and embellishing
or
irii i"r"l*.ti,"a that supp-orts Yfut pts*
i]:l4ii:1: i.,ry
r$&*^i!"+i,,+. .
{*t-r

when a group of people with common- interesss ' ,!t
U*a toi.ttt"t toinfluence others' It also exists r*1;1Lrilllg
LUS9urEr
o"r..r,ion, such as when you convince somem fu
i;il:r*.i ;;;i;*. on You' side and suPPst *
position.
lli*ura app"ah Upward appeal occurs-whec t*
,-.'ty on .rp'pott from peopie higher.up tU3 of
tionat hierarchy. This support may be real
(seac
management shows support) or logically arpcd
1y"" .'*pf"i" ftow youiposition is consistent 4.,,...
company policY). '
i"gr",i"j,i"", Ingratiation-is a special case ?f
ra5
sion management in which you attempt to r
perception-of liking or similarity to another
it
"
t ope that he or she will become more suPPililrl
;;;'i;;ilil s: :,*'Y, b*"i-c !:1
ii;;;,h ih" ;"rnorli." helping the coworker r'r'i
expectation of reciprocity), slovr}s suPP:rt Trf -
to"on. sorv.y' more than half of employees

coworkers engage inthis tactic'
Coalition Formationr Codition formation occlw
."ir*t tt ideas, and asking for the coworkerl
are all examPles of ingratiation'
ence tactics.
Scores on the eight Coworker Influence Scalc
sions ,*g. from 31o 15' Highet scores indicdc
person has a higher preference for and use of th*
i", ,o.ti.. Nonris vary from one ErouP to ft: "T-
iowing t"Ut" shows norms from a sample o{
E
studeits tn tryo countries (Australia and Singryd
example, the top lOth percentile for assertiveossssxr
il"i ii", I0 percent of people score 9 :: ry1
So pe"rcent score below 9 on this dimension'
Ketq
that these scoles rePresent self-perception-s' f
ir-o* ott.tt (such ai through 360-degree feedb*#!
provide a more accurate estimate of your pretcrc*r
-
.i:,,,
,..,11
.es,J}stt''r x
!tsXrri

l:.:,1 . .
"j;ry.
'4
#rP
.'iimr:')l
$ii*ir&
the most widely used influence strategies toward
others
in any position (e'g., coworkers, bosses' subordinates)'
$ilent iuthotity: The silent application ofauthority
occurs when someone complies with a request because
her or she is awate of the requester's legitimate
or
6.tt po*.t this influence tactic is very subtle' such
as making the target p€rson aware of the status
or
exPertlse of the person making the request' , -
, Exchange Etchange involves the promise of bene{its
oi..toti..tt in exc[ange for the target persorft compli-
ance with your request. This tactic also includes
re-
;;dd tir. targei of past benefits or favors' with the
expectaiion thaithe target will now make up for

that
delt. Negotiation is also part ofthe exchange strategy'
. Asserdveness: Assertiveness involves actively applying
legitimate and coercive power to in{luence others'
This
taitic includes demanding that the other person com-
nlv with vour wishes, showing frustration or imPa-
iiJ".u rniitt ttt other person, and using threats of
sanctions to force comPliance'
Persuasion
Silent AuthoritY
Exchange
Asgertiveness
lnlormation
Control
;;-+j{- +-J-=
ti-
g-.t .g-= il
(21 (lql (18)
**4+:(31 (11) (lel
4+4+ I -(4) l{21 (2ol
L a, '),__+_+ '+.g=

(5t {13} (2r}
t
rl
;
b
iCoalition |
']i 4Formation
-
+ +
{6} {1$} lpl
unwardApoeal I + t +-J-:' (7r fi51 l?3I
lnoratiation 9- * j- +:y' =" (sl (16) (241
!::]
i;:
Average Score
Top 10th Percentile
Top 25th Percentile
Median {50th Percentile)
Bottom 25th Percentilo
Bottom loth percentile
12.8
t5
l4

13
12
10
10,0
13
12
10
I
7
7.3
10
0
I
6
4
,,,,ffi'
Organizational Behavior: Emerging Knowledge'
Global Reality' Sixth Edition
ti*i

CHAPTER 11: SCORING KEY
ioCrne coNFLlcr HANDLING scALE
Scarins Instruc-tiors: To estimate your preferred conflict
han-
ait g ityt.t, use the first table below to score the response
uoukufu"a for each statement' Then, in the scoring key
febw, wite that score on the line corresponding to the
state-
ment number (statement numbers are in pareltheses)
and
Ji tp..a *iscale. For example {f1u ctryked "Seldom'
for stitement #1 ("I $'ent along with the others ' '
"')'
you
would write a "2" on the line with "(1)" underneath
it'
. Yielding: Yielding involves giving in compl*"tyP,.
the othJr side's wihes, or at least cooperating with little
or no attention to your own hterests' This style involves
making unilatcral concessions, unconditional Promlses'
*a
"fi.it"S
lt+ with no expectationof reciprocalAelp'

. CompromGhg: Compromising involves looking for a
p"-i i* f" *fti"h yo* lott"t ari offset by equally val-
ued gains It involves matching the other party's con-
..t*iont, adong conditional promises or threats' and
actively searching for a middle ground between
the in-
terests ofthe two Parties.
. .lrrofaiogt Avoiding trles to smooth over or avoid con-
flict situltions altogether' It represents a low concern
iJit"tfr..ff *a thi" other party' In other words' avoid-
ers tryto suppress thinking about th" conflict'
. Fordng: Foriing tries to *ltt tttt conflict at the other's
.r,p.ttti. It it .lod.s "hard' influence tactics' particu-
larlv assertiveness, to get one's own way'
. Problem Solving: Problem solving tries to find a mu-
tually beneficial solution for both parties' Information
sharing is an important feature of this style' because
iotft p""tti., need to identify common gt:yg 3d
potential solu$ons that satisSboth (or all) of them'
Scores on the five Conflict Handting Scale dimensions
rarrse from 4 to 20' Higher scores indicate that the
person has

"iinfr.t
r..f"t nce for-and use ofthat particular confligt han-
drd"/. Norms vary frorn one group to the-n3!' The fol-
to*iig iOL tlrorot norms from a sample of 70 MBA students
io t ui.o*tti.s (Australia and Singapore)' For example' the
top t0th percentile for yielding is 14, indicating that
^10
per-
."nt ofp.opl" s.ot" 14 or abovi and 90 percent score bdow
14
* *ri. A*.o.ion. Keep in mind that these scores represent
r"ff-p.rc"p$ons. Evatuaions from others
(such as through 360-
aeeree feeaUack) may provide a more accurate estimate
of
yoiu preferred conflia handling style'
Yielding
Compromising
Forcing
Problem solving
Avoiding

Appendix B
+r+
(1) (71 (lql
A*lL +-L+
12.! [9] (x]i! + ? +4+g ltl t&t
-*-+-l-*
.'*
(31 {9} (13}
-3**!L*J-*
t4) (6) {14}
(20)
n
7-
(l i)
t--7- -
fl51.):
(l 8)
f^
{1S}
.
rh
Interoreting.Your Score; This instrument measures
your pref-
.r.ni. fot
-*a
*e of the five conflict handling dimensions:

Conllict Handling Scale l{orms
Average Score
lop ltlth Percsntile
Top 25th Percentile
Median (S{hh Percentile}
Bottom 25th Percentil8
Bottom l0th Percentile
6.8
l0
I
7
5
4
7.4
l0
I
8'
6
4
8.1
11
10

8.g
6
5
8.9
13
12.
t0
7
4
Rarely/never: 1
Seldom = 2
Sometimes = 3
Often = 4
Almost alwaYs = 5
Average Score
Top lOth Percentile
Top 25th Percentile
Medlan (50th Percentile)
Bottom 25th Percentile
Bottom loth Percentile

11.0 |
14
12
ll
10
8
13.E
17
16
l4
12
t0
10.2
14
12.
t0
I
6
13.5
1?t
15

13
12
10
15.9
19
17
l8
15
13t
Appendix B
ROMANCE OF LEADER5HIP SCALE
Scoring Instructians: Use the table below to score the re-
sponse you marked for each statement. Then, add up the
scores to calculate your Romance ofLeadership score. For
example, if you marked "Disagee" for statement #l (',Even
in an econornic . . ."), you would write a "2" on the line with
"(1)" underneath it.
ORGANIZATIONAL STRUCTURE
PREFERENCE SCALE
Scoring Instructlons: Use the tablc below to assign nu:lirer

to each response you marked. Insert the number for er*
statement on the appropriate line in the scoring ke5 Fx
example, ifyou checked "Not at all" for item #1 ('h pel:a&
career ladder . . ."), you would write a "0" on the line xeL
"(l)" underneath it. After assigning numbers for all 15 srd.*
ments, add up the scores to estimate your degree of preia-
ence for a tall hierarchy, formalization, 6d 6sn11nliz:aaa
Then calculate the overall score bysumming all scales.
l:.
-.1.'
i,
;.
i:::'
&!
iqi
!';l
&!n1
Bt.
g:i:l
Fli
fl
{:.
4i'
Yi:
iir.
ir
ir

h
*
*
Not at all : 3
A little = 2
Somewhat = I
Very much = 0
Tall Hierarchy
(Hl
Formalization
{F}
Centralization
(c)
Total score
{Mschanistic}
Not at all : 0
Alittle: I
Somewhat = 2
Very much = 3
Total score: b-*L*4
tlt (?t 'la)
. &r l+ L,*
G** d-- o)

I
+/+
(4)
*?*
(91'
l-i
Arb'{'q.,. , .
N.
1i,((.,i ') t '
c)
,+
r [5)
"7
{1 0l
t
*
SL
b
Interpreting Your Score: Romance of leadership is a phe-
nomenon in which followers (and possibly other stake-
holders) want to belicve that leaders make a difference in
the organization's success. People with a high romance of
leadership score attribute the causes of organizational
events much more to its leaders and much less to the econ-
omy, compeUtion, and other factors beyond the leader's
short-term control. This scale ranges from l0 to 50, with
higber scores indicating that the person has a higher ro-

mance of leadership. The following norms are derived from
a large sample ofEuropean employees with an average age
in their mid-30s and work experlence averaging about
15 years, However, tlrese norms should be viewed with cau-
tion, because the romance ofleadership scale is a recert
development and norms for any instrument can vary from
one group to the next.
lzt (sl (8) {fi} {13) ffi ;
Ir t ? ', () .:'J - | --l---l--r-
{3) (5} {7} (e} (14) $
Add up all dimension scores
{H+F+c}=
Int*preting Your Score: The three organizational stn&.Esr
dimensions and the overall score are defined belor-, xqruG
with the range of scores for high, medium, and lowlema&,Ei
each dimension based on a sample of MBA students.
0rganizational Structure Prelerence $ubscale
Delinitions and ilorms
Iall hlererchp People with high scores
on this dimension prefer to work in orga-
nizations with several levels of hierar.
chy and a narrow span of control (Iew
employees per supervisor).
High: l1 to I5
Medium: 5 m 16
Low: Below 6

Stronglydisagree= 5 Stronglydisagree = I
Disagree=4 Disagree=2
Neutral=3 Neutral:3
AgreE=z Agres=4
Strongly agree = I Strongly agree = E
3&.50 Above average romance of leadership
27-37 Average romance olleadership
10-26 Balow average romonce of leadership
([email protected]
SCtfr
Urganlzallolldl eEr raYru''.
Appendix B
Goroorato Gulturs Prolerence
Subscale
Definitiont and l{orms
Gontol Gultrc This culture values
the
rote of senior executivos to lead
the or'
oanization. lts goal is to keep everyone
lligned and under control'
Perlormance Gulturc: This cutture
val-

,"r-inJiriOrrf and organizational
perfor-
;;;;;;tl suivos for efioctiveness and
efficiencY.
Relationship Gulture: This culture
val'
;;;-;r'turi;s and well-being' lt consid-
ers ooen communication, fairness'
iii*irr*, and sharing a vital Part ot
organizational life'
Bosoonsiue Gulture: This culture
values
its .'uility to kt.p in tune with the exter
nal environment, including being
c0m'
Highr 3 to I
Medium:1 to 2
Low:0
High: 5 to 6
Medium: 3 to 4
Low:0 to 2
High:6

Medium: 4to 5
Low:0 to 3
Highr 6
Mediuml 4 to 5
Low:0 to 3
p*iiir. .nO realizing new opportunitiss'
fomalizationl People with high
scores
on ittit Oir.ntion prefer to work in orga'
niirtiont *rtrt. io'bs are clearly defined
with limited discretion'
Gentraliration: People with high
scores
on tt it Oimrntion prefer to work in orga-
nizations where decision making
occurs
mainlv among top management rather
it'.n iptt.A iutto lower'level staff'
Iotal Scop (iiochanistic): People
with

triotl stor.t on tttis dimension prefer
io worr in mechanistic organizations'
*tttit.t ttto.t *ith low scores preler
io wo* in otganic organizational struc-
irr.s. ftlectrinistic structures are char-
,.t.tiarO bY a narrow span of control
,nJhigh otgr.t of lormalization and
..ntirii..tion. 0rganic structures have
u *iO, .pun of tontrol, little formaliza-
High:12to 15
Medium: I to 1l
Low: Below 9
High:10t0 l5
Medium:7 to 9
Low: BelowT
High: 30 to 45
Medium:22to 29
Low: Below 22
tion, *iJ..rn ralized decision making'

FOR T-HE
- - ,;ffi bi,lii' Cu urune PREFERENcE scALE
Scoringlnstrucfio',s: On each
line below w*! in a'1" if
vou circled the statement *d o "O" if you did
not' Then
laa
"p,t "
scores for each subscale'
Fiiniirr ToLERANcE oF CHANGE
SCALE
Scortng Insttuctions: Use the
table below to assign num-
bers to each box you checked' For
example',.if you
il.*.d;vr"a"t",+ disagree" forstatement
#1 ("1 gen-
eraltv-prefer the unexpected ' '
"')'
' ) - ) ,"" ilrfa write a "2" beside that.-/
statement' After assigning numbers(lz.al ' for all 10 statements,

add uP your
(sbl change.|"
(l2b)
1
i _ -i
(11a)
Control Cultute
Performance Cuhure
RelationshiP Culture
Responsive Culture
.1 ,t] -l.!-+-
(6bl (8b)
j-*I
(sbl {6a}
I*a
(4bl (8a)
J-*I
(7b) {ea)
il {)
--:l- + .-
{?1! (5"?l
i-j + '-)
{1b) (3b}rt +-+-
(1al {3al
l*+J
(2b) laal

4 -lJ-
(l_lb)
+-
(7al
l
+...lL
(10b)
+L
(10a)
lnterpretingYour Score: These
corporate cultures Tly
b'
ffi;i'ffid organizations' but tiiey represent
only four
.#il;
;;ti,tle-organizational
culiures' Also' keep in
mind that none of these tJto'u* i' iot'urently
good or bad'
il;;;ff";G in different situations' The foyr corPorate
;ffi;t-;Jni.aio *" ioure at the top of the right
col-

umn, along with tt" tu"gt oi ttores for
higtr' medium' anil
low levels of each dimension based
on a sample of MBA
students.
StronglY Agree = 7
Moderatsly Agree = 6
SlightlY Agrss = 5
Neutral = 4
Slightly Disagrso = 3
Moderatsly Disagree = 2
Strongly Disagree = I
Strongly Agree = 1
ModeratelYAgree:2
Slightly Agreg : 3
Neutral = 4
SlightlY Disagree = 5
ModeratetY Disagres = 6
StronglY Disagree = 7

Organizatlonal Behavior
Appendir B
InterpretlngYour Score: This instrument is formally known
as the "tolerance ofambiguity" scale The original scalc, de-
veloped 50 years ago, has since been revised and adapted.
The instrument presentd here is an adaptation ofthese re-
vised irrstruments. People with a high tolerance for ambigu-
ity are comfortable with uncertainty and new situations.
Ihese are characteristics ofthe hyperfast changes occurring
in many organizations today. This lnstrument ranges from
l0 to 70, wtth higher scores indicating a higher tolerance for
change (i.e,, higher tolerance for ambiguity). The table at
the right indicates the raoge of scores for high, medium, and
low tolerance for change. These nonns are estimates from
recent studies using some or all ofthese items,
You seom to have a high toleranco
change.
You seem to have a moderate leve
tolerance for change.
You seem to have a low degree of
ance for change. lnstead, you prel
stable work environments.
Organizational Eehavion Emerging thowledge, Global Reality,
Sixtn eiitjol
SELF.ASSESSMENT 2.6 ARE YOU INTROVERTED OR

EXTRAVERTED?
FURPOSE This self-assessment ts desigred to help you
estimate the extent to which you are introverted or
extraverted,
INSTRUCTIONS The statements in the scale below refer
to personal clraracteristics that might or might not be char-
acteristic of you, Mark the box indicating the ortent to
which the statement sccnrately or inaccurately describes
you. Then use the scoringkey ia Appendix B at the end of
ihis book to calculate your results' This exercise should be
completed alone so that you can a$ess yourself honestly
without concerrul of social comparison. Class discursion
will focus on the meaning antl implications of extraversion
and introversion in organizations,
lPlP tntrousnion-Extraversion Scale
1. I feel comfortable
around people,
2" I make friends easilY.
i3. Jkeep infie background._/
4. ldonttalkalot
5. I would detcribo my
erperiences as
somewhat dull.

6. I know howto captivate
people.
I dont like to draw
sttontion to myself.
I am the lifs ot$e party.
I am skilled in handling
social situations.
I have little to Eay.
{
n
u
tr
V
tr
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tr
tr
n
tr-
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tr
u

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n
tr
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tr
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n
Sourca: Adapted ftom i$trumcnts dcscribcd ord/or prrcscntcd in
L, R. Goldbetg, J. A. Iohnson, I.{. v{ Ebct R. Hogur, M. C'
A$ton' C' R Cloningcr'
urd
n. C. Cougb, "fhelntemational penooalityltemPo;l rld thE Future
of Publk-bomein PersonatityMeasure{/outnolofResea/dt
,//.Peronalitytt$ l2tt06),
pp. E4-96.
* vCIdt(fik€ [x*ou*t*n : A *
Afier reading trh Ghapter gob ili:r,r:i.Eihiri:,
?*il1i'rriu:;!:a**ti;: hr more ln-dsptr lnbfmatpn and
intsractiYttl€s
fiat conespond h tm chapter.

Organizational Behavior: Emerging Knowledge'
Global Reality' Sixth Edition ffi
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r.,Ii
,,1$
r.l
vears as a sales representative before
jointng this comPany'
ldward is single and has no children'
Lee L. Lee has been with this organization for seven years'
The fust two year$ were sPcnt as o suLs t"presentative
in th"
offlce that she now manages. According to
the regional direc-
tor, Lee rates about average as abranc'h manager'
She earned an
*a.rgr"ao.t degree in geograPhl agm a major,unirersity
*i*iL"a *
"..te.
r*ptaent"ti* for foutyears with anotlrer
il;;. comPany before joining this organization' Lee is
;;;;;u dh;#d, antl has no children' she is a very ambi
;;; ;tt** but sometimes has problems working with her
staffand other branch managers'
Sandy S. Sandy is 47 yea:s old and has been a branch
-*rg.t with this company for 17 years' Seven
years ago'

;;;;;;"de the lowest contribution to the region's
"rrn,t,
but this has steadily improved and is now slightly
il;;;;;; sandy seems to have a mediocre attitude
io**a her iob but is well liked by her staff and other
branch managers' Her experience in the insurance
industry
fr"r i."i..'[tay with this organization' She previously
worked in non-sales positions, and it is not clear how
she
i.."-. a branch man"gtt without previous sales.experi-
.ii" i*ay i..*ried aid has three school-aged children'
i;;;;Jt*
"g"
sandveamed adiploma in business from
a nearby community college by taking evening
courses'
Althoueh everyone has the same innate drives' secondary
"li"*ita
t".is vary from one Person to the next in the
same situation' This self-assessment provides au
estimate
ofro* need strength on selected seiondary needs' Read

"^Ji"f
tir. .a.temints below and check the response that
vou believe best reflects your positlon regarding
each state-
;;";. ii;;
"t;
the scorins kev in Appendix B at the end of
*List factors in order ofimportatrce, with most imPortant
factor
listed fust.
*#The wdght of each factor is a percertage ran$ng from I to
100' All
factor w€ights together must add up to I00 Perc€nt'
Copyright @ 2000, 1983 Steven L' McShane'
5EI.F-ASSESSMENT 5"6 NEED-STRENGTH
AUESTIONNAIRE
the book to calculate your resuls' To receive a
meaningful
;;;t;
"i
y"ur need strength, you should answer each
item honestly and by reflecting on your Persoflal
experl-

en.es. Class discussion will focus on the meaning of
the
;;;;;;;"d in this self-assessment' as well as their tel-
evance in the worlElace'
BonusAllocation Fonm
BobB, $
Edward E, $
Lee L. $
T0TALS: S100,W) $m'000
1. I would rather be mYself
than be well thought of.
2 l'mthetYPeofPerson
who never gives uP.
3. When the oPPortunitY
occurs, I want to be in
chorge.
4. ltrynottosaythings
that othors don't liks
to hear.
tri q
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----,-*ie:{i,[email protected]€F:ffi1ff1tr{ii'If-. "'

l'
:.:
,'l
.:-
;':
Organizational Behavlor
Perconal l{aedrOuestionnairo lcontinuedl
4
4
A
5. I lind it difticuftto talk
about my ideas if theY
are contraryto group
opinion.
8. ltendtotakecofirol
ofthings.
7. I am not highly motivatsd
to succeed.
8. I usually disagree with
others only ff I know my
friends will back me up.
9. ltryto be the very best
atwhat I do.

10. I seldom make excuses
or apologize for my
bshavior.
11. lf anyone criticizes me,
I can take it.
12. ltrytooutdoolhors.
13. I seldom changomy
opinion when pooplo
disagree with me.
14. ltryto achieve more
than uftat o$srs have
sccomplished,
15, To getalong and be tiked,
I tend to bo what people
sxpsct m0 to b8,
{t
V
tr
{
D
r/
v
Sources:Adapted from instruments described and/or presented in

L.R. Goldberg; J.A. Johnson, H.Wi Eber, R. Hogan, M.C.
Aslrton, C'R- Clonirger, and
H.C. Gougb,"Ihe Intcrnational Personalityltea Pooiand the
Fuhue ofPublic-Domain PetsonalityMeasuref /ourxal
ofR*earchinPersonality a0 QrlAO,
pp. S4-gdi11l. tdarrin, A Reviscd Mcarue ofApprmal Motivatim
and Its Retetimship to Socid Desirabilityl Jownal oJPersonality
Assxsment 48 (1984,
pp.508-19.
Altor reading this chapter go to
ffiat conespond to fie chapter.
r,,',' , for more in-dept intormation and interactivitles
'iL StXh ltad' flr
lrr
,i LlEuaSa uocc Sbr,io'
q(Vo/e
Organlzational Behavior
differences. Determine your group's score in the same man-
ner. Wtite these scores and summary statistics into the
spaces below.
Your total score
Average ofthe individual scores in your group

Your group's total score
-
Number of individuals in your group with a lower
score than your group's total score
--
SELF-AS5HSSMHNT 8"6 WHAT THATVT
PURPOSE This self-assessment is designed to help you
identify your preferred roles in meetings and similar team
activities.
INSTRUCTIONS Read each of the statements below and
circle the response that you believe best reflects your posi-
tion regarding each statement. Then use the scoring key in
Team Bolos Preferences Scata
L I usually tako responsibility for getting the
taam to agre6 on what the meeting should
accomplish.
2. I tend to summarize to other team nembers
what the teom has accomplished so far.
3. l'm usually the per$on who helps other teom
members overcoms their disagrsemants.
4. ltryto snsurethetevoryons gets heard on
issues.
5. I'm usuallythe personwho helpstheteam
determine how to organize the discussion,
6. I praise other tsam members for their ideas

more than do others in the meetings.
7. People tond to rely on me to keep track o{
what has been said in meetings.
8. Ths team typically counts 0n m€ to prevent
debates from getting out of hand.
9. I tend to saythings that make the group loel
optimistic about its accomplishments,
sorrce: Copyright @ 1992 by Richard Field md Nicola Sutton.
Ali rights
rererved. Based on informadon in loseph Graham Ambrosi,
Hitirg ir
Albsta! Southwest (Ymcmvcr, BC: Douglc & Mclntyrc Ltd.
198d);
Gillean Daffern, I(anatashs Country: A.Gride to Hi&ing Skiing
Equu'
ttiatt & Bil,cTrails, 2nd ed, (Calgary, AB: Rocly Mountain
Books, 199-< t
Patricia E K.riel, Hiking Albertds Davld Thompson Country
(Edmontoe-
AB: Lone Pine Publishing 1987).
R*LHS DO YOU FREFER?
Appendix B at the end of the book to calculate your resul,*
for each team role. This exercise should be completed alo*
so that you can assess yourself honestly without concemit
of social comparison. Class discussion will focus on the
roles that people assume in team settings. This scale *s-
sesses only a fewteam roles.
G)
J

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I
I
;*
iI
.J{
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ii:-.:Fi
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in1:
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I0. Team members usually count on me to give
sveryone a chance to spsak.
1 1. ln most meeting& I am less likely than
' others to criticizo the ideas of teammates.
12, I actively help teammates to rosolvs thoir
I diflerences in meetings'
13. I activelyencourage quietteam membors

I to describe their ideas about 0ach issue.
I
i t4, People tend to rely on me to clarify thgj purpose ofthe
moeting.
I
I ts. t liketo be the personwhotakes nstes
I or minutes of ths mooting,
I
Copyright @ 2000 Steven L. McShane.
;;]j.ii,*t!:iil
VIGNETTE #3 One of your subordinates is
working on
"rllo"tt*t
froject. He is an engineer
who has good tech-
;ffkiil ani knowledge and was selected for the proiect
["* i"i,u., *ason. Heitops by your of;fice and lPPears to
t'. o,rite aeitated: His voice is ioud and straine4 and his
;".*il ;iooi oJuu*la"tt"tnt' He says' "I'm supposed to
;;;*r"il h four other people from four othet j:tt"-
ments on this new proiect, but titey never
listerr to my ideas

*il."i i" rtrrdly know I m at the meeting!"--
b"r.lop three itatements that respond to :T:P-:**
t"
thi;;;;;"by (a) showing emptftv' Ib) :"t$g
clarifica'
tion, aia (c) providing nonevaluative feedback'
VIGNETTE #4 Your subordinate cotnes
into your ofiice
"
ffi;
"f "Sii"*",
asking if she can talk to yll;
-t-lt-tj
;;lildillown. she s,ecmt "li *d,1::,.t^"i*::,fl
fi ;;;i;;;;.i..*'no'""o:h:'lf '--]1'^::T-t*:
iof ffiil;r, .*:'q lousr schedutesi-f:T:":*
ffi ii,rffi;il rrt. u"h "rassignmentsYot F::
t:':3:
:i.ff.r:il
#'ffi
.H
'.iw'ffi
,ffi
ffi
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'rt$
'$
,' ::.
.: l'
'ri
: rl.
,,:
.6!1
.',ir:
d '.:*
..:-
;;;J;-. included. Everyone elie is so intimidated they
ffiil;;rai"i"J rrtit* yt" need to know that this isnt
right and itt got to change"'--'D".,"lop
tf,ree stateme[ts that respond to the
speaker in
trtJ;;ffi; ty (a) showing empat.hv' !b) :TTng
cluinca-
tion, aia (c) providing nonevaluative feedbacrc
TEAhN EXERCISE 9.5
r .{.:}M

r#i ii lt !;,'..'a itirit t'iri, i;i lial)
PURPOSE This exercise is designetl
to develop and test
yJr l""*f"ag" of cross-cultural differences in communi-
cation and etiquette.
MATERIALS The instructor will provide
one set of
question/answer cards to each pair ofteams'
INSTRUCTIONS
;;; ;-ih; ;"r, i. auatd it"o an even number of teams'
;ff"11, .".t, i"o* would have three students'
(Two- or
four-student teams are possiblc if matched
with I equal-
.ir.i,**'l Each tearnis then paired with.anotler.team
il;Jf,JHteams (Team'A' ana team "g') are assigned
"
ptiu",. tp"." away from other matched teams'
Steo 2: The instructor will hand each pair ofteams a stack
J #;r ;i;;; *,rttlpL-tttoitt questions face down' These
;ffir;; nt*ti** ina *"'*tt about cross'cultural
dif-

i;;;;.t in communication and etiquette' No books or
other aids are allowed'
Steo 3: The exercise begins with a-1em!9r of Tbam A
ni.I*"g ;;";;;'J f'oJ thu top of the pile
and asking
SELF-ASSE$S?SIENT 9"6 ARffi Y#U
Aru
PURPOSE This self-assessment is designed
to help you
;;;;;r.;;ngths and weaknesses on various dimen-
sions of active listening'
INSTRUCTIONS Think back to face-to-face
conversa-
;i;;t;;;;;"; r,"a *tt' a coworker or client in the office'
;il;" factory floor, or other setting' Indicate the extent
ffiil:il;;i'i..* i" the following table describes vour
the question on that card to the members
of Team B' The
;;;;,i"; gr*n to Team B includes the question and all
Ji.tt",rt* ioted on the card' Team B has 30 seconds
Hil; q;i;" and alternatives have been read to give
an answer. Team B earns one point ifthe-correct
answer is
gir;; iiT..- B's answer is incorrect' however' Team A
E.rn, tfr"t pof"t. Correct answers to each

question are in-
il;;J;;A;card and, of course' should notbe revealed
,iiif A" guestion is correctly answered or time is up'
l rl*ah";; not Team B answeis correctly' it
picks up the
;;;;;rh" pile and reads it to members of Team A'
ir
"tfr.t
*t.at, c-ards are read alternatively to each team'
This procedure is rePeated until all ofthe
cards have been
t""i
t"t
i*.-has eipired' The team receiving the most
points wins.
Import nt note: The textbook provides very
little informa-
ffi ;;J;g to the questionJin this exercise' Rathcr'
you
r"ttit+." p"stlearning' logic' and luckto win'
6 201 1' 2001 Steven L' McShane'
:,..i9

:r:il
{
4rt
ACTIVE LISTEhIER?
behavior during those convetsattons'
Answer each item as
ffi;idiy;;;:slbb so thatvot cet ar-.accur1:e Jstimate
of
where vour active listening tititls nttd improvement'
Then
H.tiffi;;i*v i" epi't"aix B to crlrulate vour results
f"t *.1 t"A.,ihis exercise is completed alone
so:t,udents
;r"r. ;;dr* honestly without colcerns of social com-
o".itorr. However, class discussion will focus
on the rmpor-
tant elements of active listening'
),,,
*il

Active Li$oning Skills lnventory
'1. I keep an open mind when others
desctibe their ideas,
2. I organize the speaker's ideas while
Vhe is talking to me.
3. I ask questions to show I understand
and am locused on the speake/s
message.
4. I interrupt before the speaker
sufficiently presents his/her views.
5. While listening, I mentally sort out
the speaker's ideas so s/he makes
senso to ms.
6. I use gestures and words (nodding,
agreeingl to show I am listening.
7. I let my mind wanderwhen listening
to poople.
L l try t0 viEualizs and foel tho speakert
experience while slhe is describing
those events,
9. I summarize the speaker's ideas to
confirm that I undorctand him/her
eorrsctly.
10. I focus on whatthe speaker is saying
' to me evBn when it doesn't sound

interesting,
11. I see the topic from my perspective
rather than from fie speaker's
perspective.
12. I show intsrestwhile listening
to others,
@ 2010 Steven L McShane.
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lor more ln-depth infonnation and lnteracwities iAfter readlng
thischapter goto l
that conespond to tie chapter.
ffi -orealflfronlrleha ior
two to examine the diagram. The instructor can then ask
speciflc queotions to the class, such as pointing to a specific
individual in the networkand asking whether he or she has
high or low power, what level ofcentrality is apparent, and
SELF-ASSESSMENT 10.5 HOW DO YOU INFLUENCE
COWORKERS
AND OTHER PEERS?
PURPOSE This exercise is designed to help you under-
stand different forms of influence when worldng with co-
wolkers (i.e., people at the same organizadonal level), as
well as estimate your preference for each influence tactic in
this context.
INSTRUCTIONS Think about the occasions when a co-
worker &sagreed with you, opposed your preference, or
was reluctant to actively support your polnt ofview about
somethiag at work These conflicts might have been about
company policy, assignment of job duties, &stribution of
resources, or any other nratter. What did you do to try to

gct the coworker to support your prderence?
Thc statements below describe ways that people try to
influence coworkers. Thinking about your owa behavior
whether thc in&vidual's connections are mainly stroq
weak ties. The instructor might dso ask which
over the past six months, how often did you engage in eadr
ofthese behaviors to influence coworkers (i.e., people at a
similar level in the organization)?* Cirde the most accurate
number for each statement. When done, use the scoring
key in Appendix B to calculate your results. This exercise ie
completed alone so students assess themselves honesdy
without concerns of social comparison. However, class db,
cussion will focus on the types of influence in organie.
tions and which influence tactics are most and leert
successfirl or popular when influencing coworkers.
}tVola;Ifyou hrve not bcen in thc workforce recently, coraplete
this
iostrument thinking about influeacing anothcr stuahnt inet€ad
of.
coworker.
the map indicates t}te most concern and then allou
vidual students to provide an explanation as to why.
Goworker lnlluencc Scalo
l. Grve the coworker logical reasons whythe
matter should bo decided in my favor,
2. Made my authority or expertise regarding the
issue known without being obvious about it

3. Tried to n€gotiets a solution, where lwould oflor
something in return forthe coworke/s support
4. Demended that the mattsr should be resolved in
my favor.
5, Avoided showing the coworker information
that opposed my preference,
0. Enlisted fie sqpport of ofrer employses so lhe
coworksr would see $at I have the more
popular preference.
7. Claimed or demonstratod that my preferenca has
managsment supp0rt
8. Said something positive eboutthe coworker,
hoping tris would increase his/her support for
myviews.
9. Trisd to convince fis coworker using factual
information and logic.
1
I
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-

D
t
Cgyo$g lnfl.lronce-_S9ale lcontinuerdl
10. Subtly let the coworker know about my expertise
on the matter.
I l. 0ffered to support or assist the coworker on
something if he/she would agree with me on
this matter.
12. Showed impatisnce 0r frustration wilh the
coworke/s opposition to my preference.
13. Prosonted information in a waythat looked
better for my preference,
14. Claimed that other staff support my position on
this matter.
I 5. Suggested or threatensd to have the issue
resolved by higher management
t6. Became friendliertoward fie coworker, hoping
this would croato a more favorable opinion of
my viewpoint.
17, Helped the coworker to see the benefits of my
prelorence and/or the n6gativ0 outcomes of
other choices.
18. 0uietly or indirectly showed the coworker my
authority, expertise, or rightto have this matter

decided in my favor.
19. Mentioned that I had helped the coworker in the
past, hoping that he/she would reciprocate by
supporting mo now.
20. Letthe coworker knowthat I might be
disagreeable or uncooperative in the future it
he/shs did not support mo now.
21. Framed and selected information $at mainly
agreed with (rathsr than opposed) my
prelerence.
22. Made sure that at least a few qther people were
on my side ofthis issue.
23. Pointed out that nry view was consistent with
the company's values or polioies.
; 24. Showed mors respecttowardthe coworker,
I hopinq this would encourage him/hsr to
; supponmo,
After reading $ls chapter go to i
that cono8pond to fte chapter,
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5
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& 20ll Ste,ven L. McShane.

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3s6 Organizational Behavior
there are six teams). Half of the teams will take the role of
Dr. Roland, and the other half will be Dr. |ones. The
instructor will distribute roles after these teams have been
formed.
Step 2: Members within each team are given 10 minutes
(or other time limit stated by the instructor) to learn their
roles and decide negotiating strategy.
Step j: After reading their roles and discussing strategy,
each Dr. Jones team is matched with a Dr. Roland team to
conduct negotiations. Observers will receive observation
forms from the instructor, and two observers will be as-
signed to watch the paired teams during prenegotiations

and subsequent negotiations.
Step 4: As soon as Roiand and Jones reach agreeme:.: le
at the end of the time allotted for the negotiation (rv!::::.
ever comes first), the Roland and |ones teams report t. ::r!:
instructor for further inslruction.
Sfep 5: At the end of the exercise, the class will congre+=
to discuss the negotiations, Observers, negotiators, ani -:-
structors nill then discuss their observations and e::.:: -
ences and the implications for conflict *rn.gu-.", .,.-.,
negotiation.
Salrce.'This exercise was dweloped by Robert i. House,
Wharton B-.:s
School, Unhersity ofPennsylvania. A yariation ofthis incident
in-c+:4
sisters is also described ir R, Fisher, lli Ury and B, Patton,
6ettir,g ;_- ..:
Negotiatiilg Agreetnent *,itholrt Gilittg In, Znd ed. (New York:
Han-r:
Unlv€rsity,1991).
Ii; $r ii $;-Ai; ..{i }i: ii ii fiir i:r t l"i,''i .l . lE r j1;i i i, i ..
l ,,. i,
'
PURPOSE This self-assessment is designed to help you to
identify your preferred conflict management style.
INSTRUCTIONS Read each of the statements below and
select the response that best indicates how often you handle
conflict in the way described in that statement. Then use
Gonflict Handling Style Scate

the_scoring key in Appendix B to calculate your resuii_i ::-
each conflict management style. This exercise is comp.::*
alone so you can assess yourselfhonestly without con;:::*i
of sociai comparison. Howeve4 class discussion rvill t+;.:.:r
on the different conflict management styies and the s:::;_
tions in which each is most appropriate.
1. I went along with the other party,s wishes rathor lhan
my own.
2. I compromised by accepting a middle ground solution,
3. I tried t0 creatively lind the bsst solution for ev€ryone.
4. I avoided ditferences of opinion as much as possible.
5. I pushed my own ideas and preferences.
6. I tried to make the dispute seem less important.
7. I accommodated the other party,s wishes.
8. I did my best to get what I wanted.
9. I tried to figure out how to satisfy both my interosts
and th€ other party's.
10. I made sure that both sides gave in a little.
11. I worked toward a 50-80 compromise.
'12.
I fought for my own position.
13. I searched for a solution that satisfied both parties.

14. I delayed or avoided solving the disagre€ment,
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15. I held my position.

.16.
lletthe otherside have itsway.
17. I trisd to settle $e conflict witlr a half-way
compromise.
18. I tried to find a solution that benelitod both sides.
19, I avoided communicating witi the peoph with whom
I had tlre conllict
20. I gave the 0thsr partywhat itwanted.
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hat consspond to tE chaptsr.
SHLF-,&5SE$SMENT 18.4 M# LEAMffiRS f,VlAKE A
DIFFERHNCH?
PURPOSE This assessment is designed to help you assess
your belids about the influence ofleaders'
INSTRUCflONS Read each of the statements below and
circle the response that best indicates your Personal belief
about that statement. Then use the scoring key in Appen-
dix B to calculate the results for each leadership dimen-
sion. After completing this assessment, be prepared to
discuss in class the relevance and level of implicit leader-
ship theory
Bomancs or lgalemtlp Sc{1
1, Even in an gconomic recession, a good leader can
pr6vent a company from doing poorly,
2. The quality ol leadership is the single most important
inlluence on how well the organization lunctions.

3. The CEO and exccutivo team havs relatively little
effect on ths company's success or failure'
4. Soonor or later, bad leadership at ths top will resuh in
declining organizational performance.
$, The effect of a company's leaders on organizational
performance is fairly weak.
6, A company is only as good or as bad as its leaders.
7. Even the best leaders cant help an organization very
much when ttre economy is bad or competition istough.
8. lt is impossible lor an organization to do well when its
leaders are avorag6.
9. Compared with the sconomy, competition, and other
extornal rorces, leaders have only a small influence
on a firm's Pertormancs.
10. The company's top executives have the powerto make
or break the organization'
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tr
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tr

Source:Adapted and condcnsed by B. schyns, J,R Meindl, and
M.A. cron, "TheRornuce
of Leaderhip scale: cross'cultural Testing and Refrnement"'
i'*tiership,vol.l,No.t,(2.ttoz),pp.2g_+s. copyright @ 2007.
Reproducedwithpermission
ofsage Publiotions.
After reading tttis chapter go to
that coneepond to the chaPter.
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ffiffiAfl{IXATIOruAL STRUtrTI"iffiE &O
Ytr{J PRMFffiffi?
subsequent class discussion, The instructor will set a fixed
time (e.g., 15 minutes) to complete this task
Scenario #L Determined never to shovel snow again, you
are establishlng a new resort business on a small Caribbean
island. The resort is under construction and is scheduled
to opefl one year from now. You decide it is time to draw
up an organizational chart for this new venture, called
Club Ed.
Step 3: At the end of the time allowed, the lnstructor will
present Scenario #2, and each tearn will be asked to draw
another organizational chart to suit that situation, Agaio,
students should be able to describe the type of structure
drawn and explain why it is appropriate.
stand how an organizatiorfs structure influences the per-
sonal needs and values ofpeople working in that skucture.
INSTRUCTIONS Personal values influence how comfort-
able you are working in different organizational structures,

You might prefer an organization with clearly defined rules or
no rules at all. You might prefer a firm where almost any em-
ployee can make important decisions or one where tnportant
0rganizational Structurs Prelerence Scale
l. A person's career ladder has several stspstoward
higher status and responsibility,
2. Employees perform their work with few rules to limit
their discretion,
3. Responsibility is pushed down to employees who
pedorm tho work.
4. Supervisors have few employees, so they work closely
with each person.
5. Senior executives make most decisions to ensure that
the company is consistent in its actions.
L Jobs are clearly defined so that there is no conlusion
over who is responsible for various tasks.
7. Employees have their say on issues, but senior
executives make most ofthe decisions,
8. Job descriptions are broadly statsd or nonexistent.
9. Everyone's work is tightly synchronized around top-
managomsnt oporating plans.
Step 4: At the end of the time allowed, the instru
present Scenario #3, and each team will be asked
another organizational chart to suit that situation,

Step 5; Dependl"g on the time available, the ie
might present a fourth scenario. The class will gather
ent their designs for each scenario, During each prex
'teams should describe the type of structure dre
explain why it is appropriate.
SaurcerAdapted from C. Harvey and K. Morouney, /orrnal c,.f,l
mnt Educqtion 22 (Jurc 1998), pp. 425-29. Usd lyith pcrc
the authors.
decislons are screened by senior e:<ecutives, Read ea
ment below anil indicate the extent to which you *r
to workin an organizationwith thatcharacteristic $i
ished, use the scoring key in Appendix B at the es
book to calculate your results. This self-assessment d
completed alone so that you can assess yourse[i
without concerns of social comparison. Clase discus
focus on the elements oforganizational design and t!
donship to personal needs andvalues,
tr s
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+,;;,il!riri:.ttttr;/tilltitati*{ir,: l0r more in{eph inlormaton
and inbracfvitiss
Atter readlng trls chaPter go to i
fiat conespond h $e chrPbr'
t. Work gets dono through informal discussion wi$t"
rowotitt. tttter than through formal rules'
12, Supewisors have so many smployees
thatthey cant
watch anYone very closelY'
t3. Everyone has clsarly understood goals' expectations'
and iob duties.
,l4.
Senior exscutivee asoign overall

goals' but leave daily
decisions to frontline teamg
15. Even in a large company, the CEO is
only ttrres orfoul
levels above fie lowest Position'
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Copyright O 2000 S!6'en L' McShaae'
organizationalBehavior:EmergingKnowledge,GlobalReallty,Sixt
hEditioniii.ffi
Sourcor Adapted from D.L. Luechauer and G.M. Shulman,
"Using a Metaphor Exercise to Explore the Principles of
Organizatlonal Culture ,' lounal of

Managcilen Educallor 22 (December 1998), pp. 735-44. Used
I'ith permission ofthe authors.
class (see Part A). Their responses are sho$rn in the table 2.
below Working in teams, artalyze the information in this 3,
table andanswer these questions: 4.
Discussion Q,uestions for Part B 5.
1. In your opinion, what are the dorninant cultural values
in &is organization? Explain your answer.
Metaphor Resultr ol five Teams in . Ginoinnati 0rganization
stand the importance and context in which corporate cul-
ture is identified and discussed in organizations.
INSTRUGIIONS This exercise is a take-home activitf,
though it can be completed in classes where computers and
Internet connections are available. The instructor will
divide the class into small teame (typically four or {ive peo-
ple per team). Each team is assigned a speciflc industry-
such as energy, biotechnology, or computer hardware.
The team's task is to search the websites of several com-
panies in the selected industry for company statements
about their corporate cultures. Use company website search
engines (if they exist) to find documents with key phrases
such as "corporate culture" or "companyvalues."
PURPOSE This self-assessment is designed to help you
identify the corporate culture that fits most closely with
your petsoual values and assumptions.
INSTRUCTIONS Read each pair of statements in the

Corporate Culture Preference Scale and circle the state-
ment that describes the organization you would prefer to
work for, Then use the scoring key in Appendix B at the
end ofthe book to calculate your results for each subscale.
What are the positive aspects of this qpe of culture?
What are the negatiye aspects of this type of culture?
What is this organization's main business, in your opin-
ion? Explain your answer.
These groups all reported to one manager. What advice
wouldyou give to the manager about this unit?
In the next class, or at t}e end of the time allotted in the
current class, report ou your observations by answering the
following three discussion questions.
Discussion Ouestions
1.. What values seem to dominate the corporate cultures of
the companies you searched? Are these values sfuailar or
diverse across companies in the industry?
2. What was the broader content of the web pages on which
these corr4ranies described or mentloned their corporate
cultures?
3. Do companies in this industry refer to their corporate
cultures on their websites more or less than compauies
in other industries searched by teams in this class?
The scale does not attempt to m€asure your preference for
every corporate culture-just a few of the more common
varieties, Also, keep in mind that none of these corporate

cultures is inherently good or bad. The focus here is on
how well you fit within each of them' This exercise should
be completed alone so that you can assess yourselfhonestly
without concerns of social comparison. Class discussion
will focus on the importance of matching job applicants to
the organizadorfs dominant values.
4n
SEtF-A5SE55MEruT T4.5 WHICH CSRPORATE CULTURH
DS
YOTJ PREFHR?
1
2
3
4
5
Rabbit
Horss
Elephant
Eagle
Pamher
Big Mac

Taco
Rihs
Big Mac
Chinesa
Casino
Racetrack
Circus
Las Vegas
NewYork
48|lrs. {moviel
Miami Vice
Roseanne
CNN
ALaw
Spring
Spring
Summer
Spring

Racing
-qqkF_d{Uil
ffi ors-anizatlonatBehayior
@
f .iiiiii'i-.il::ii,r,ii;':l;+ IOI more ln-depfi lnformafion and
lnteractvltles
Afier reding tris cha$ergo to'r
$at conespond b fie chapter.
Where employees work welltogsfter in teams'
Xwh.r, top ,anagemsnt maintains a sense of order in
4a. Where employeea adapt quicklyto newwork
requirements.
5a, Where senior executives receive special benefits
not
available to other employees'
employees who perform the beet get paid
7a. Where everyone gsts her or his iob done like clockwork'
ffi)$hrr, ,*ployees receive assistance to overcome4-l any
Personal Problems'
&. nrat is always experimenting wittr new ideas in the

.-/ marketDlace,
That quickly benefiB from market opportunhies'
That can quickly respond to competitive threats'
Where management keeps everything under control'
1 b. That produces highly respectod products
or services'
/2il wttere tt e organization listons to customors andY
resPondsquicklYtotheirneeds'
3b. Where employees continuously search fol w8ysto
work more efficiendY'
a--
or fl. ivtt.t. corporate laadcrs work hard to kesp employees
Yh.ppy.
6o)*"rremployees are proud when the organizationY
achievee its Performanco goals'
6b, Where sonior executives ars respected'
@tt t, it on ,p of innovations
in the industrY'
8b. Where employees abide by company rules'
9b. That expects overyone to put in 1 t0
percentlor peak
performance'

1&. Where employees are always kopt informod about
what's happening in the organization'
t1b. Where most decisions are made bythe top executives'
employees oare lor each sther'
[email protected] 20m StcvenL. McShanc'
sELF.ASSESsMENT,I5.3 ARE YOU TOLERANT OF
CHAhIGE?
stand how people differ in their tolerance ofc.hange.
INSTRUCilONS Read each of the statements below and
circle the response that best fits your personal belief, Then
use the scoringkey in Appendix B at the end ofthis book to
calculate your results. This self-assessment should be
completed alone so that you can rate yourselfhonestly
without concerns of social comparison. Cla*s discussion
will focus on the meaning ofthe concept Eeasured bythis
scale and its implications for managing change in organi-
zational settings.
Tolorance ol Chango Scale
Sorarca; Ad4tcd from D.L lvklrtn, "The Mstat-h A New Mca$rc
of an Indlvidual's Tblerance (or Atttblgalty," Eilucational and
Psychologhal Measarement
53, no. 1 (f993), pp. 183-89; S. Budncr, 'Intolerance
ofAmblguity as a Personality Yarl,fr/(e," Iournal otPetsonalig

3O 11962), pp. 29-50.
Aftef feadlng fils ChEptBf go tO
,..r.rti.:,r::ii;r;:,;.'.iri,iirrr,i;rrriiii,1;,., foI mofo in-doph
inbfmaton and intofaGtYit0$
hat conespond to the chapt€r.
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people there.
3. ldontconsidornewsituationsarry tr tr tr <8> D tr tr
more threatening than familiar
situations.
4.lpreferoolvingproblemsthathave D E n tr tr n tr
only one -b€sf solntion rather than
many solutions.
5. I dislike ambiguoussituations. tr D

0. I avoid situations that aro too tr tr
complicat€d for mo to essily
understand,
7. llikeaituationstftatcanbo D d tr Il U tr tr
intorpreted in morethan ono way.
8. lcopewellwitr unoxpect0d ovontrs" tl
L Familiar situations aro ah,vays D
preferable to me than unfamiliar
situations.
10. I enioywo*ing in ambiguous tr tl n
shuations.
D6)trr]tr
JtrnEntr
MY ABSTRACT
I am currently employed as an office manager at a small real
estate brokerage firm. My company relies on me to make sure
the office runs smoothly. There are six agents that count on me
to input data for each listing, file closing reports, and track
paperwork for rental properties. This is a much different job
than I have had in the past most of the jobs I have had prior to
this have been in retail. Currently I live in a very small town so
options for future employment are very limited. However,
eventualy I would like to end up in a banking industry or in
human resources somewhere.

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