Reference no: EM133037802
Managing behavior without Formal Power
Chiamara recently began taking business classes at her local university, because, tired of working for others in the retail sector, she wanted to learn enough to start her own business. She felt she had very strong leadership skills and really wanted to run a company her way.
She was surprised, and a little dismayed, to discover that her introductory course on organizational behaviour involved a great deal of group work-in fact, 35 percent of her grade depended on it. That made Chiamara anxious for several reasons. First of all, she would be randomly assigned to her group by the instructor and so would have no control over who she would work with. Second, she had been hoping to become eligible for schol- arships in her second year of studies and was especially concerned about getting good grades, but she had had some very negative group experiences in the past that might create challenges in that regard. For example, whether it was high school or workplace training, she was usually the most driven person in a group and would often redo all the work at the end to make sure it was up to her own high standards; but groupmates had accused her of being overbearing and condescending, The truth was she just didn't know why they couldn't work together to produce high-quality work in the first place.
Chiamara's worries were all the greater because she had moved to Canada from Nigeria three years previously, and despite the fact that English was the official language in her home country she still had a strong spoken accent. (She herself could not hear it but others told her about it.) In the past she had found that some people in Canada, when they had trouble understanding her, treated her differently-almost as though she had nothing to contribute.
She wondered how best to make sure she got off on the right foot with her group. If her new colleagues did stereotype her, what might help? Even if they didn't, how might she more diplomatically motivate everyone to do their best, hand in assignments on time, and generally contribute fully? How might she make sure the team members had the common goal of getting A+ and worked efficiently toward that goal?
Chiamara looked over the first chapter of her organizational behaviour textbook. She was especially interested in the information about levels of analysis. The textbook high- lighted the fact that human behaviour is influenced at three different levels: individual, group, and organizational. Each level contributes something a little different. She started to wonder how this understanding might help her influence her group.
Looking at each level separately, what sorts of things would influence behaviour while completing team-based tasks? As a person with no formal authority or power, how might she use this knowledge to steer her group in a positive, socially healthy, and productive direction?
Statement of the Problem:
In no more than one or two sentences, present the major Organizational Problem as you see it. Remember to focus on the problem, not a symptom. I recommend checking with me to make sure you are headed in the right direction. Tip: Writing the problem in general terms will give you more flexibility in the next stage of the process, analysis.
Analysis:
The analysis demonstrates that you can apply the course material. You will provide a detailed analysis of the issues/causes relating to and surrounding the Organizational Problem using the OB theories assigned.
The major objectives of the analysis are to illustrate:
- Illustrate how the assigned OB concepts and theories are relevant to the Organizational Problem you have identified.
- Apply the assigned concepts and theories to better understand the causes of the problem and circumstances surrounding it.
For example, if you state that Jane is stereotyping her co-workers, you must clearly demonstrate how she is doing that with the information provided in the case. Then you will demonstrate the effects of this stereotyping on others, on decision making, on relationships, on productivity and job satisfaction, etc... In other words, what are the implications as it relates to the problem statement?
In the analysis you MUST use OB terminology in your explanations to demonstrate your understanding and application of the concepts. However, definitions are not required. Although you may use definitions to introduce a topic, keep them short. Therefore, in the Analysis section:
- Apply a theory/concept to a given situation or person and provide examples from the case to support your viewpoint. Use of direct quotes from the case can be useful.
- Explain how the concept relates to the situation or is a factor contributing to the problem. This must always be done. If what you are discussing cannot be related to the problem and/or situation, then it is not worth discussing.
- Be thorough in your analysis. Use the textbook as well as supplemental course notes and handouts to aid you in your analysis.
- Do not make value judgments without support.
- Do not offer solutions in the analysis section. Do not say what should or shouldn't happen. Stick with analyzing what has already occurred.
- Do not say what someone should or should not have done in the past. Discuss only what happened.