PLEASE SEE ATTACHMENTS FOR CASE AND CHAPTER SUMMARIES
INSTRUCTIONS BELOW:
PLEASE READ CHAPTER SUMMARIES INCLUDED IN ATTACHMENT AND USE AS REFERENCE GUIDE FOR CASE AND INCLUDE INTO ANALYSIS
INCLUDE 4 SCHOLARLY REFERENCES
To fully complete this case assignment, please read and analyze the assigned case. Be sure to speak in OB language throughout to reflect your knowledge of the terminology and concepts covered this week. Your response must be numbered as outlined below, and provide the following:
1. Situation
In this section of the case analysis, you will focus on identifying situational aspects that have led to the situation being reported in the case. You are to explain the situation in Organizational Behavior terms specific to this week’s material. These aspects should include relevant context, people-related, and organizational factors that have contributed to the current situation. Creating this profile relies on your understanding and application of key concepts, frameworks, and theories contained in the text and other course materials. Please note that the focus of this is to highlight the OB related issues; however, it is understood that other management-related issues may also contribute to the situation. This section MUST explain the situation using terminology and related material from this week’s textbook readings. Remember to cite appropriately.
2. Problem
The situational profile leads to the identification of the major problem in the case. For example, the case may frame the problem as personality and attitude, but the underlying OB problem may relate to organizational structure. Thus, you must analyze the situation deeper to uncover the foundational OB problem. In a case, there may be several problems; however, there is likely only one MAIN problem. All the other factors that appear to be problems are symptoms of the main problem. In this section, you will identify the ONE main problem and explain why it represents that main OB problem in this case. The problem MUST be stated in OB terms. Include specific examples from the case, textbook, and external sources to support your position. Be clear in your statement of the problem.
3. Case Question(s)
Identify the specific questions that must be addressed in order to solve the central problem identified. Think of what you would need to know in order to make a decision on how to solve the problem you have identified. Please note that these questions MUST be related to the problem that you have identified and you must explain why an answer to each question is necessary to solve the problem. What information do you have to know to solve the problem? Questions unrelated to solving the problem or those that are general and not specific to your problem will not meet these criteria. Consider internal and external factors that may have influenced the current situation, whether mentioned in the case or not. Think about the functional information required in order to accurately address the central problem. List each question and explain individually why each question is pivotal to solving the identified problem. Be clear and specific in your answers.
4. Alternative “Solutions” (3)
Present three separate and independent courses of action that could be enacted to solve the problem. For EACH alternative, be sure to explain the course of action, the organizational actors and resources required to complete, the benefits and risks of said action, and how/why the action could potentially solve the problem. Each action MUST solve the specific problem identified, and be independent of the others. Make your case with the support of internal and external sources. Number each alternative solution as 4a, 4b, 4c, etc.
5. Recommend
Identify and recommend the ONE solution out of those identified in item 4 above that is most tenable. You may not offer a combination of the alternatives; only ONE of the alternatives can be selected. Provide evidence to argue in favor of the chosen solution, explaining why this solution is the most tenable compared to the others, and is most appropriate to solve the problem identified. Assume you are presenting your idea to the organizational decision-makers; you want and need their agreement and support. Present a persuasive argument as to why this solution is the best solution for the problem, including support from course material, the field of OB, and other relevant factors as support for your argument. OB language must be used. Thoroughly support your position using internal and external sources.
6. Prediction
Briefly predict and paint a picture of what the situation looks like AFTER implementation of your recommended solution. How would the situation as outlined in your response to number one (above) change? How does the organizational experience change for the actors involved? Please note this is not a conclusion; it is a prediction of what the outcome will be and how the situation will be different after your recommendation
This chapter approaches organizational behavior dynamics from the perspective of the group—both informal and formal—and the popular team concept and practice. The first section examines the way groups are formed, the various types of groups, some of the dynamics and functions of groups, and the findings of research on groups. The next section explores the dynamics of informal roles and organization. This discussion is followed by an analysis of the impact of groupthink. The balance of the chapter is devoted specifically to teams. The distinction is made between work groups and teams, and specific attention is devoted to self-managed and cross-functional teams. The way to make these teams more effective through training and evaluation is discussed.
SUMMARY
Groups and teams represent an important dynamic in the study and application of organizational behavior. Group formation, types, and processes; the dynamics of informal roles and organization; and the dysfunctions of work groups and teams are all relevance to the study of organizational behavior. Group formation is explained theoretically in classic social psychology by propinquity; as a relationship among activities, interactions, and sentiments; as a symmetrical balance between attraction and common attitudes; and as a reward–cost exchange. Participants in an organization also form into groups for very practical economic, security, and social reasons. Many different types of groups are found in today’s organizations. Conceptually, there are primary groups, coalitions, and others such as membership and reference groups. Groups have been researched over the years, and findings from classic social psychology studies and increasingly from organizational behavior scholars have implications for organizational behavior. The last half of the chapter discusses and analyzes the dynamics of informal groups and work teams. Informal norms and roles and the informal organization are very relevant to and often represent the real organization. Informal structure coexists with every formal structure. Traditionally, only the dysfunctional aspects of informal organization have been emphasized. More recently, the functional aspects have also been recognized. The dynamics of the dysfunctions of groups and teams were examined in terms of norm violation resulting in antisocial behaviors, role ambiguity/conflict, group think conformity, the risky shift phenomenon, and social loafing. The remainder of the chapter focused on work teams per se. Initially, most publicity was given to quality circles, but now self-managed teams are in the spotlight. Self-managed teams have become an established form of doing work to meet the high-tech, quality challenges facing all modern organizations. To date, self-managed teams have a quite successful track record. In addition to self-managed teams, cross-functional and virtual teams are examples of more recent team forms that have also achieved success. Global teams in a multicultural environment have experienced some problems, but helpful solutions are forthcoming. Whether global or domestic, building effective teams requires long-standing principles regarding the creation of the proper environment in which support, commitment, rewards, communication, physical space, group size, membership, and cohesion are emphasized. Then, team effectiveness may be enhanced using team-building programs, collaboration, and effective leadership and by accounting for functional, demographic, or cultural diversity and global issues when teams are formed.
Chapter 12
In a sense, this whole text on organizational behavior is concerned with the what and how of managing and leading people for high performance in today’s organizations. Certainly many of the chapters (e.g., Chapter 4 on reward systems, Chapter 6 on motivation, Chapter 7 on positive organizational behavior, and all of the chapters in Part Three) are directly, or at least indirectly, concerned with how to manage oneself and human resources more effectively. The same could be said of popular techniques that have strong consulting advocates such as the late Edwards Deming’s “Total Quality Management,” Steven Covey’s “The Seven Habits of Highly Effective People,” or Peter Senge’s “Learning Organizations.” As was pointed out in the Chapter 1 discussion of the evidenced-based approach taken by this text, purely academic approaches may not be directly applied enough, and the popular writers’ techniques tend to be “quick fixes” and “fads” without research backup that come with a splash and then, unfortunately, go. In contrast, this last part of the text again takes an evidenced based (theoretical foundation, research supported and sustainable, effective application techniques) approach to managing and leading for high performance. This chapter on behavioral management meets the evidence-based criteria. As one behavioral management advocate strongly points out: Behavior Performance Management is not a good idea to be tried for a while and then cast aside for some other good idea. It is a science that explains how people behave. It cannot go away any more than gravity can go away. In a changing world, the science of behavior must remain the bedrock, the starting place for every decision we make, every new technology we apply, and every initiative we employ in our efforts to bring out the best in people.1 The purpose of this chapter is to provide an overview of learning theory and evidence based principles and guidelines that serve as a foundation and point of departure for presenting the behavioral management approach. The first section summarizes the widely recognized theories of learning: behavioristic, cognitive, and social/social cognitive. Next, the principles of reinforcement and punishment are given attention, followed by a discussion of both monetary and nonfinancial rewards. The last part of the chapter is devoted specifically to behavioral management. Both the steps of organizational behavior modification, or O.B. Mod., and the results of its basic research and application are given attention.
SUMMARY
Learning is a major psychological process, but it has not been as popular in the study of organizational behavior as constructs such as personality, attitudes, or motivation. Also, it has not been generally recognized that there are different types of learning and different theoretical explanations of learning (behavioristic, cognitive, and social). Despite the controversy surrounding learning theory, there are many evidence-based principles of learning that are derived largely from experimentation and the analysis of operant conditioning. Reinforcement is generally recognized as the single most important principle in the learning process and is most relevant to behavioral performance management. On the basis of the classic law of effect, or “Laws of Behavior,” reinforcement can be operationally defined as anything that increases the strength of a behavior and that tends to induce repetitions of the behavior that preceded the reinforcement. Reinforcers may be positive (the application of a desirable consequence) or negative (prevention, termination, or withdrawal of an undesirable consequence), but both have the impact of strengthening the behavior and increasing its frequency. Punishment, on the other hand, decreases the strength and frequency of the behavior. There is also the special case of extinction (no consequence) that also will decrease the behavior over time. The major direct application of learning theories and the reinforcement principle is behavioral performance management. Both financial and nonfinancial (social attention/recognition and performance feedback) are important but somewhat complex reinforcers that must be carefully applied in behavioral performance management. Behavioral management can be effectively applied through the O.B. Mod. steps: identify the performance-related behavior; measure it to determine the baseline frequency; functionally analyze both the antecedents and the consequences of the behavior (A-B-C); intervene through a positive reinforcement strategy to accelerate the critical performance behaviors; and evaluate to make sure the intervention is, in fact, increasing performance. The behavioral management approach in general and O.B. Mod. have been demonstrated to have a significant positive impact on employee performance in both manufacturing and nonmanufacturing service-oriented organizations.
CASE
José has been appointed chair of a steering task force to design the primary product line for a new joint venture between companies from Japan, the United States, and South America. The new joint venture company will make, sell, and service pet caskets (coffins) for the burial of beloved pets, mostly dogs and cats. One month earlier, each company had assigned personnel to the task force:
· From the Japanese company, Furuay Masahiko from Yokohama, assistant to the president of the Japanese company; Hamada Isao from Tokyo, director of marketing from its technology group; and Noto Takeshi from Tokyo, assistant director of its financial management department.
· From the United States company, Thomas Boone from Chicago, the top purchasing manager from its lumber and forest lands group; Richard Maret from Buffalo, the co-director of the company’s information systems group; and Billy Bob “Tex” Johnson from Arizona, the former CEO, now retired and a consultant for the company.
· From the South American company, Mariana Preus from Argentina, the head of product design for that company’s specialty animal products group; Hector Bonilla from their Mexico City division, an expert in automated systems design for wood products; and Mauricio Gomes, in charge of design and construction for the plant, which will be located in southern Chile to take advantage of the vast forest there.
These members were chosen for their expertise in various areas and were taking valuable time away from their normal assignments to participate in the joint venture.
As chair of the task force, José had scheduled an initial meeting for 10:00 A.M. José started the meeting by reviewing the history of the development of the joint venture and how the three company presidents had decided to create it. Then, José reviewed the market for the new high-end, designer pet coffins, stressing that this task force was to develop the initial design parameters for the new product to meet increasing demand around the world. He then opened the meeting for comments and suggestions.
Mariana Preus spoke first: “In my opinion, the current designs that we have in production in our Argentina plant are just fine. They are topnotch designs, using the latest technology for processing. They use the best woods available and they should sell great. I don’t see why we have to design a whole new product line.” Noto Takeshi agreed and urged the committee to recommend that the current designs were good enough and should be immediately incorporated into the plans for the new manufacturing plant. José interrupted the discussion: “Look, the council of presidents put this joint venture together to completely revolutionize the product and its manufacture based on solid evidence and industry data. We are to redesign the product and its manufacturing systems. That is our job, so let’s get started.” José knew that the presidents had considered using existing designs but had rejected the idea because the designs were too old and not easily manufacturable at costs low enough to make a significant impact on the market. He told the group this and reminded them that the purpose of the committee was to design a new product. The members then began discussing possible new design elements, but the discussion always returned to the benefits of using the existing designs. Finally, Tex spoke up: “I think we ought to do what Mariana suggested earlier. It makes no sense to me to design new caskets when the existing designs are good enough to do the job.” The others nodded their heads in agreement. José again reminded them of the task force’s purpose and said such a recommendation would not be well received by the council of presidents. Nevertheless, the group insisted that José write a memo to the council of presidents with the recommendation to use existing designs and to begin immediately to design the plant and the manufacturing system. The meeting adjourned and the members headed to the golf course at 10:45 A.M. José returned to his computer and started to write the memo, but he knew it would anger the presidents. He hoped he would not be held responsible for the actions of the task force, even though he was its chair. He wondered what had gone wrong and what he could have done to prevent it.
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