Comm 105 Notes PDF

Comm 105 notes   Chapter 1:   Organizations: \ Groups of people who work \ interdependently toward some purpose \ Collective entities \ Collective sense of purpose \ Organizational Behavior (OB): \ Studies how people think, feel, and \ what they do in organizations \ One way to think abo...

Comm 105 notes   Chapter 1:   Organizations: \ Groups of people who work \ interdependently toward some purpose \ Collective entities \ Collective sense of purpose \ Organizational Behavior (OB): \ Studies how people think, feel, and \ what they do in organizations \ One way to think about it: \ Understanding how and why people \ 'behave' the way they do in \ organizations, individually and \ collectively    Importance of OB: Why It Matters \ OB helps people: \ Understand and predict workplace \ events \ Adopt more accurate personal \ theories -- why we (and others) do \ what we do\...the way we do it! \ Vital to organizational survival \ and success: \ Predicts performance \ Predicts quality \ Can 'make or break' an \ organization    Technology: \ Higher productivity (at a cost\...?) \ (Can) improve health and wellbeing \ Less work/nonwork separation, more 'techno-stress' \ Globalization: \ Larger markets, lower costs, more knowledge \ Increases intensity of work, reduces job security \ Remote Work/Gig Economy: \ Better for the environment; lower costs for company \ Buuut\... even less work-life balance; isolating; \ disconnected \ Diversity: \ Better creativity & results but more conflict and \ complexity    Organizational Effectiveness \ The 'ultimate' dependent variable in OB \ Goal attainment: Discredited view of effectiveness \ Organizational effectiveness is a composite of four perspectives: \ Open systems \ Organizational learning \ High-performance work practices (HPWP) \ Stakeholders    Mars Model:   employee Motivation \ Internal forces that affect a person's voluntary choice of \ behaviour \ direction \ intensity \ persistence \   Employee Ability \ Aptitudes and learned capabilities required to \ successfully complete a task \ Person--job matching \ selecting \ developing \ redesigning \   Role Perceptions \ Understand the job duties expected of us. \ Role perceptions are clearer when we: \ understand our tasks or accountable consequences \ understand task/performance priorities \ understand the preferred behaviours/procedures \ Benefits of clear role perceptions: \ Higher proficient job performance \ Better coordination with others \ Higher motivation \   Situational Factors \ Conditions beyond person's short-term control that \ constrain or facilitate behaviour \ Constraints -- time, budget, facilities, etc \ Cues -- e.g. signs warning of nearby hazards     Chapter 2:   Personal Values and Behaviour \ How personal values influence decisions/behaviour: \ 1. Affect the relative attractiveness of choices \ 2. Frame perceptions \ 3. Act consistently with self-concept and public image \ Why personal values have limited influence: \ Situation \-- interferes with values-consistent behaviour \ Counter-motivational forces -- influences us to act contrary to \ our values \ Awareness (salience) \-- relevance of values isn't obvious \ - Values are abstract \ - Routine behavior isn't evaluated for values consistency      Schwartz's Values Model \ 57 values clustered into 10 \ categories, further clustered \ into four quadrants \ Openness to change \ - motivated to pursue innovative \ ways \ Conservation \ - motivated to preserve the \ status quo \ Self-enhancement \ - motivated by self-interest \ Self-transcendence \ - motivated to promote welfare \ of others and nature \   Ethical Values and Behaviour \ Ethics: study of moral \ principles/values --whether \ actions are right/wrong, \ outcomes are good/bad \ Four Important Principles: \ Utilitarianism -- greatest good for \ the greatest number \ Individual rights -- everyone has \ same natural rights \ Distributive justice -- \ benefits/burdens should be \ proportional \ Ethics of care -- Prioritizing \ people through empathy and \ responsibility     Influences on Ethical Conduct \ Moral intensity \ Degree an issue demands application of ethical principles \ Moral sensitivity \ Person's ability to detect presence/importance of moral issue \ Higher moral sensitivity due to: \ - expertise \ - previous dilemma experience \ - empathy \ - ethical self-concept \ - mindfulness \ Situational influences \ External forces to act contrary to moral principles and values    Personality in Organizations \ Relatively enduring patterns of \ thoughts, emotions, and \ behaviours that characterize a \ person, along with the \ psychological processes behind \ those characteristics \ Personality traits are: \ Clusters of internally-caused \ behaviour tendencies \ Situations can suppress \ behaviour tendencies, but \ still evident     Influences on Ethical Conduct \ Moral intensity \ Degree an issue demands application of ethical principles \ Moral sensitivity \ Person's ability to detect presence/importance of moral issue \ Higher moral sensitivity due to: \ - expertise \ - previous dilemma experience \ - empathy \ - ethical self-concept \ - mindfulness \ Situational influences \ External forces to act contrary to moral principles and values    Personality in Organizations \ Relatively enduring patterns of \ thoughts, emotions, and \ behaviours that characterize a \ person, along with the \ psychological processes behind \ those characteristics \ Personality traits are: \ Clusters of internally-caused \ behaviour tendencies \ Situations can suppress \ behaviour tendencies, but \ still evident    Nature vs. Nurture of Personality \ Influenced by nature: \ Heredity explains about 50 \ percent of behavioural \ tendencies \ Influenced by nurture: \ Socialization, learning \ Personality stabilizes in young \ adulthood: \ Self-concept gets clearer, \ more stable with age \ Executive function regulates \ behaviour \ Some traits change \ throughout life    Extraverts are energized by the outer world of people \ and activity - by interacting with other people \ Introverts are energized from within - by the inner \ world of thoughts and reflections     Chapter 3:     Self-Concept Model:   - Social self   - Self enhancement   - Self evaluation   - Self verification   3 C's: of Self concept  Complexity   Consistency   Clarity     Complexity \ We have multiple selves (e.g. student; \ family member; employee; friend; partner) \ Complexity increases with number of selves \ & increased separation (e.g. not all about \ work) \ Consistency \ More consistent when multiple selves \ require similar attributes; person's \ attributes are compatible with self-concept \ Clarity \ More clear when confidently described, \ stable; clarity increases with age, \ consistent multiple selves     Self-Concept Processes \ So\... if having a more complex/clear self-concept is \ crucial\... how do we get there? \ Four processes: \ 1. Self-Enhancement \ 2. Self-Verification \ 3. Self-Evaluation \ 4. Social Self    Self-Concept: Self-Enhancement \ Drive to a more positive self-view \ Competent, attractive, lucky, ethical, valued \ Self-enhancement outcomes: \ Better personal adjustment and mental/physical health \ Higher motivation due to "can-do" beliefs \ Riskier decisions, inflated perceived personal credit, slower \ recognition of mistakes    Self-Concept: Self-Verification \ Motivation to confirm/maintain self-concept \ Stabilizes our self-concept \ Communicate self-concept to others \ Seek confirming feedback \ Self-verification outcomes: \ Tend to recall information consistent with self-concept \ Dismiss/forget feedback inconsistent with self-concept \ Motivated to interact with those who affirm our self-view    Self-Concept: Self-Evaluation \ Self-esteem \ High self-esteem: less influenced by others, more persistent, \ more logical thinking \ Self-efficacy \ Belief that we can successfully perform a task \ General self-efficacy -- "can-do" belief across situations \ Locus of control \ General beliefs about personal control over life events \ Higher self-evaluation with internal locus of control   Self-Concept: Social Self \ Opposing motives (different-but-same): \ a)Define self as unique, distinctive (personal identity) \ b)Define self as socially connected to some groups/different \ from other groups (social identity)  Stereotyping \ Assigning traits to people based on social, other \ categories \ Why people stereotype (we're hardwired!): \ Categorical thinking \ Drive to comprehend and predict others' behaviour \ Supports self-enhancement and social identity \   Problems with Stereotyping \ Problems with stereotyping \ Overgeneralizes, doesn't represent everyone in category \ Stereotype threat effect \ Foundation of systemic and intentional discrimination \ Overcoming stereotype biases \ Difficult to prevent stereotype activation \ Possible to minimize stereotype application \   Attribution Process & Errors \ Internal Attribution Process \ Perception that behaviour is caused by person's own \ motivation or ability \ External Attribution Process \ Perception that behaviour is caused by factors beyond \ person's control (situation, fate, etc.) \ Self-Serving Bias Error \ Tendency to attribute our successes to internal factors \ and our failures to external factors \ Fundamental Attribution Error \ Tendency to overemphasize internal causes of another \ person's behaviour compared to our own behaviour    Chapter 4:   Attribution Process & Errors \ Internal Attribution Process \ Perception that behaviour is caused by person's own \ motivation or ability \ External Attribution Process \ Perception that behaviour is caused by factors beyond \ person's control (situation, fate, etc.) \ Self-Serving Bias Error \ Tendency to attribute our successes to internal factors \ and our failures to external factors \ Fundamental Attribution Error \ Tendency to overemphasize internal causes of another \ person's behaviour compared to our own behaviour    Other Perceptual Effects \ Halo effect \ One trait affects perception of person's other traits \ False-consensus effect \ Overestimate extent that others share our beliefs/traits \ Primacy effect \ First impressions are difficult to change \ Recency effect \ Most recent information dominates perceptions    What are Emotions? \ Where do they come from? \ Psychological, behavioural, and physiological responses that \ create a state of readiness \ We are hard-wired in our biology to have emotions; \ emotions are not 'good' or 'bad', they just are \ Most emotions are non-conscious \ We can't control emotions but we can influence how they \ affect and impact us (and others)    Attitudes versus Emotions    Attitudes \ Cluster of Cluster of beliefs, feelings, beliefs, feelings, \ behavioural intentions behavioural intentions \ Judgments Judgments withwith consciousconscious \ reasoningreasoning \ More stableMore stable over time   Emotions \ Experiences Experiences related torelated to \ attitude object attitude object \ Operate as Operate as events, often, often \ nonconsciousnonconscious \ Brief experiencesexperiences \ Attitudes versus Emotions    How Emotions Influence Attitudes (and Behaviour) \ Emotional 'markers' attach to \ incoming sensory information \ (see; hear; smell; touch; taste) \ Emotions arise from recalling past \ experiences (recalling 'turns on' \ attached markers) \ Attitudes (beliefs and feelings) \ influenced by cumulative \ emotional episodes; we 'listen in' \ on our emotions \ Potential conflict -- cognitive \ versus emotional \ Emotions also directly affect \ behaviour  Cognitive Dissonance \ Emotional response to \ incongruent beliefs, feelings, and \ behaviour: \ Violates image of being \ rational \ Emotion motivates consistency \ Reducing cognitive dissonance = \ change beliefs and feelings: \ Amplify, discover positive \ features of the selected choice \ Amplify, discover problems \ with alternatives not chosen \ Compensate dissonant \ behaviour by emphasizing \ other consonant behaviour    Emotional Intelligence Hierarchy:   Highest  1. Management of others emotions   2. Aware of others emotions   3. Management of our emotions   4. Aware of our own emotions   Lowest   So\... What about STRESS?!?! \ Stress arises when we feel challenged or threatened \ (physically; emotionally; psychologically) or experience \ cognitive dissonance \ Stress is 'good': prepares us to adapt/respond to hostile \ environments\... but\... \ Too much stress for too long = resistance; exhaustion    Chapter 5:   Employee Motivation \ Forces within a person that \ affect the direction, intensity, \ and persistence of voluntary \ behaviour: \ Direction: goal or outcome \ toward which people steer their \ effort \ Intensity: amount of physical, \ cognitive, and emotional energy \ expended \ Persistence: how long people \ sustain their effort \   4 drive theory:   1. Drive to Acquire: seek, acquire, \ control, retain objects or \ experiences   2. Drive to Bond: form social \ relationships and develop mutual \ caring commitments with others   3. Drive to Comprehend: satisfy our \ curiosity, know and understand \ ourselves and the environment   4. Drive to Defend: protect ourselves \ physically and socially    Intrinsic Motivation \ Intrinsic motivation: \ Motivated to do an activity for its \ own value -- fulfills needs directly \ Related to competence (drives to \ acquire and comprehend) and \ autonomy (drives to bond and \ defend) \ Extrinsic motivation: \ Motivated to receive something \ beyond their own personal control \ Intrinsic motivation will almost \ always (!) outweigh extrinsic\...!    Learned Needs Theory \ Needs can be strengthened/weakened (learned) through \ self-concept, social norms, past experience \ Training, learning and development can change a person's need \ strength through reinforcement and altering their self-concept \ Three learned needs studied in research \ Need for achievement (nAch) -- want to accomplish goals, clear \ feedback, moderate risk tasks \ Need for affiliation (nAff) \-- seek approval from others, conform to \ others' wishes, avoid conflict \ Need for power (nPow) -- seek power for social or personal \ purposes Self-concept, social norms, \ and past experience \   Membership/Seniority Based Rewards \ Fixed wages, seniority- \ based rewards \ "The longer you're around, \ the more you get" \ Advantages: may attract \ job applicants; less financial \ insecurity; less turnover \ Disadvantages: no \ performance motivation; \ discourages poor \ performers from leaving; \ may act as golden \ handcuffs     Competency-Based Rewards \ Based on relative \ (comparative) \ competence and/or skill \ "The more competent (or \ skilled) you are, the more \ you're worth" \ Advantages: motivates \ learning new skills; multi- \ skilled, flexible, adaptive \ employees; higher \ product/service quality \ Disadvantages: very \ complex; potentially \ subjective; higher training \ costs     So\... What Else Can We Do\...? \ Job Rotation: Moving from one job to another \ Job Enlargement: Add tasks to existing job \ Job Enrichment: Add responsibility to existing job \ Job (Employee) Empowerment: Give people more freedom \ and discretion (self-determination); show them how their work \ is important (meaning); create opportunities for them to seek \ mastery/get better (competence); connect how their work is \ connected to their success (impact)     Chapter 6:   Problem with (Rational) Maximization \ People don't try to select choice \ with highest value (maximization) \ because: \ Alternatives appear sequentially, not \ all at once \ People lack motivation/ability to \ process large volumes of information \ How decision makers respond to \ maximization problems \ Satisficing -- choose first "good \ enough" alternative \ Oversimplifying decision calculations \ (e.g. few evaluation criteria) \ Avoiding the decision  The Problems\... With Problems\... Is The Problem!! \ Problems/opportunities are \ constructed from ambiguous \ information, not just "given" to us \ Influenced by cognitive biases \ and emotions     Emotions and Making Choices \ Emotions form preferences before we consciously evaluate \ those choices \ Moods and emotions influence how well we follow our \ decision evaluation process \ We 'listen in' on our emotions and use that information to \ make choices     Chapter 8: Team Dynamics:   Team Advantages/Challenges \ Advantages: \ 1. Make better decisions, products/services \ 2. Better information sharing \ 3. Increase employee motivation/engagement \ Challenges: \ 1. Process losses -- resources needed for team maintenance \ 2. Brooks' Law -- Adding more people to a late software (or \ any!) project only makes it later \ 3. Social loafing -- members potentially exert less effort in \ teams than alone  Organization/Team Environment \  \ What Matters Most? \  Reward systems \  Communication systems \  Organizational structure \  Organizational leadership \  Physical space    Best Tasks for Teams \ 1. Complex tasks divisible into specialized roles \ 2. Well-structured tasks -- easier to coordinate \ 3. High(er) task interdependence \ Team members must share materials, information, or \ expertise to perform their jobs \ Teams are usually better because high interdependence \ - Requires better communication/coordination and \ - Motivates team membership \ But teams less effective if task goals differ (e.g. serving \ different clients) -- use other coordinating mechanisms     Team Composition: Diversity \ Team members that have diverse \ knowledge, skills, perspectives, \ values, etc. \ Advantages: \ View problems/alternatives \ from different perspectives \ Broader knowledge base \ Better representation of \ team's constituents \ Disadvantages: \ Take longer to become a \ high-performing team \ Susceptible to "faultlines" -- \ less motivation to \ coordinate     Team Norms \ Informal rules and shared expectations team establishes to \ regulate member behaviors \ Norms develop through: \ Initial team experiences \ Critical events in team's history \ Experience/values members bring to the team \ Preventing/changing dysfunctional team norms: \ State desired norms when forming teams \ Select members with preferred values \ Discuss counter-productive norms \ Introduce team-based rewards that counter dysfunctional norms \ Disband teams with dysfunctional norms    Team Cohesion \ Team cohesion: \ The degree of attraction people feel toward the team and \ their motivation to remain members \ Team cohesion is stronger/occurs faster with: \ Higher member similarity \ Smaller team size \ Regular/frequent member interaction \ Somewhat difficult team entry (membership) \ Higher team success \ More external competition/challenges   Stages of Team Development \ Forming: Learn about each other; evaluate membership \ Storming: Conflict; members proactive, compete for roles \ Norming: Roles established; consensus around team objectives and team \ mental model \ Performing: Efficient coordination; highly cooperative; high trust; \ commitment to team objectives; identify with the team \ Adjourning: Disbanding; shift from task to relationship focus     Team Processes \ Team processes: refers to the interactions and activities that \ occur within a team as it works towards its goal(s): \ Internal Team Processes: \ Teamwork behaviour: Activities that are devoted to enhancing the \ quality of interactions, interdependencies, cooperation and \ coordination of teams \ Taskwork behaviour: Efforts devoted to understanding the task \ requirements, discovering the rules, establishing patterns of interaction \ , exchanging task-related information, developing solutions to problems \ and so forth \ External Team Processes: \ Team boundary spanning: Team actions that establish or enhance \ linkages and manage interactions with parties in the external \ environment.    Stages of Team Development \ Forming: Learn about each other; evaluate membership \ Storming: Conflict; members proactive, compete for roles \ Norming: Roles established; consensus around team objectives and team \ mental model \ Performing: Efficient coordination; highly cooperative; high trust; \ commitment to team objectives; identify with the team \ Adjourning: Disbanding; shift from task to relationship focus    Team Building \ Formal activities intended to improve the team's \ development and functioning \ Types of team building: \ 1.Clarify team's performance goals \ 2.Improve team's problem-solving skills \ 3.Improve role definitions \ 4.Improve relations    Chapter 9:     Communication Channels \ Verbal \ Uses words; includes spoken and written channels \ Spoken and written channels are very different from each \ other; have different strengths and weaknesses \ Email, tweets, social media etc. has HUGELY improved \ written communication efficiency (but not so much the \ quality/effectiveness\...!) \ Non-verbal \ Any part of communication that does not use words \ (Mostly) automatic and nonconscious \ Includes facial gestures, voice intonation, physical \ distance\... and even silence.    Problems with Digital Communication \ (Social Media and Email) \ Communicates emotions \ poorly (faulty comm'n) \ Reduces politeness and \ respect (flaming) \ Inefficient for ambiguous, \ complex, novel situations \ Contributes to \ information overload     Choosing Channels: \ Synchronicity & Social Presence \ How much synchronicity is required depends on: \ Time urgency (immediacy) and topic complexity \ Cost of synchronous communication (financial and other!) \ If receiver should have time to reflect \ Different channels lead to different amounts of social \ presence: \ Higher social presence with \ synchronous channels & \ casual/personal content \ Higher social presence ideal \ when trying to understand, empathize, \ or influence    Choosing Channels: \ Social Acceptance & Media Richness \ What is socially acceptable depends on: \ 1. Norms for using the channel \ 2. Individual preferences for using the channel \ 3. Symbolic meaning of the channel \ Greater media richness is needed when \ communication is (more) non-routine or ambiguous: \ 1. Conveys multiple cues \ 2. Allows timely feedback \ 3. Allows customized message \ 4. Permits complex symbols    Cross-Cultural Communication \ Verbal differences: \ Language \ Voice intonation \ Silence/conversational \ overlaps \ Nonverbal differences: \ Some nonverbal gestures \ are universal, but others \ vary across cultures     Getting Your Message Across \ Empathize \ Repeat the message \ Use timing \ effectively \ Focus on the \ problem, not the \ person (be \ descriptive!)     Grapevine Benefits/Limitations \ Benefits: \ Fills in missing information \ from formal sources \ Strengthens corporate \ culture \ Relieves anxiety \ Associated with the drive to \ bond \ Limitations: \ Distortions might escalate \ anxiety \ Perceived lack of concern \ for employees when \ company info is slower than \ grapevine    Chapter 10:   The Meaning of Power \ The capacity of a person, team, or organization to \ influence others: \ Potential to change attitudes and behaviour \ Perception that powerholder controls a valued resource \ Requires a minimum level of trust by both parties \ Power (almost always!) involves unequal dependence \   Legitimate Power \ Agreement: people in certain \ roles can request certain \ behaviors of others \ Zone of Indifference: range of \ behaviors that are acceptable \ (deference to authority) \ Norm of Reciprocity: felt \ obligation to help someone \ who has helped you \ Information Control: right to \ distribute (or not) information \ to others      Other Sources of Power \ Reward Power: \ Control rewards valued by others, remove negative sanctions \ Referent Power: \ Capacity to influence others through identification with and \ respect for the power holder \ Associated with charisma \ Coercive Power: \ Ability to apply punishment \ Expert Power: \ Capacity to influence others \ by possessing knowledge or \ skills they value    Contingencies of Power \ Substitutability: \ More power when few/no alternatives \ Reduces with resource monopoly, control and uniqueness \ Centrality: \ Degree and nature of interdependence with powerholder \ Higher centrality when many people affected, quickly \ Visibility: \ You are known as holder of valued resource \ Increases with face time, display of \ power symbols \ Discretion: \ The freedom to exercise judgment \ Rules limit discretion \ Discretion is perceived by others    Influencing Others \ Influence is the exercise \ of power in an attempt \ to alter someone's \ attitudes or behavior \ Applies one or more \ power bases \ Influence is an essential \ activity in organizations \ Coordinating with others \ Integral to leadership \ Everyone (can) engage in it!    Is Conflict Good or Bad? \ Conflict is a process in which one party perceives that \ its interests are being opposed or negatively affected \ by another party   4 types of conflict:   1. Values   2. Task   3. Structural   4. Relational   Emerging Views: Task & Relationship Conflict \ © Caiaimage/Glow Images \ Task (constructive) conflict: \ Parties focus on the issue, respect \ people with other points of view \ Try to understand logic/assumptions of \ each position \ Relationship (destructive) conflict: \ Focus on personal characteristics (not \ issues) as the source of conflict \ Try to undermine each other's \ worth/competence \ Accompanied by strong negative \ emotions    Minimizing Relationship Conflict \ Our Goal: encourage task \ conflict, minimize relationship \ conflict \ Our Problem: relationship \ conflict often develops when \ engaging in task conflict \ Three conditions that minimize \ relationship conflict during task \ conflict: \ 1. Emotional intelligence \ 2. Cohesive team \ 3. Supportive team norms    Conflict Handling Contingencies (1 of 3) \ Problem-Solving/Collaborating (win-win orientation) \ Best when: \ - Interests are not perfectly opposing \ - Parties have trust/openness \ - Issues are complex \ Problem: other party may use information to its advantage \ Forcing/Competing (win-lose orientation) \ Best when: \ - You have a deep conviction about your position \ - Quick resolution required \ - Other party would take advantage of cooperation \ Problems: relationship conflict, long-term relations    Conflict Handling Contingencies (2 of 3) \ Avoiding (lose-lose orientation) \ Best when: \ - Conflict is emotionally-charged (relationship conflict) \ - Conflict resolution cost is higher than benefits \ Problems: doesn't resolve conflict; causes frustration \ Yielding/Accommodating (lose-win orientation) \ Best when: \ - Other party has much more power \ - Issue is much less important to you than other party \ - Value/logic of your position is imperfect \ Problems: increases other's expectations; imperfect \ solution    Conflict Handling Contingencies (3 of 3) \ Compromising (split the difference) \ Best when: \ - Parties have equal power \ - Quick solution is required \ - Parties lack trust/openness \ Problem: Sub-optimal solution where mutual gains are possible     Shared Leadership \ The (newest!) view that leadership is an assumed role, \ not a position assigned/granted to someone \ Managers lead employees \ Employees lead each other \ \...Employees even lead managers\...! \ Shared leadership flourishes where: \ Formal leaders are willing to delegate power \ Collaborative (not competitive) culture \ Employees develop effective influence skills \ "Give up control to get control\... give up power to get power"    Transformational vs Charismatic Leadership \ Charisma is distinct from transformational leadership \ A personal trait, creates referent power over followers \ Transformational leadership is a set of behaviours to engage \ followers \ Potential problems with charismatic leadership \ May produce dependent followers (vs empower them) \ May focus leaders on self-interest (vs common good) \   Task vs People (Relational) Styles \ of Managerial Leadership \ Task-oriented behaviours: \ Assign work, clarify responsibilities \ Set goals and deadlines, provide feedback \ Establish work procedures, plan future work \ People/relational behaviours: \ Concern for employee needs \ Make workplace pleasant \ Recognize employee contributions \ Listen to employees    Servant Leadership \ Serving followers toward \ their need fulfillment, \ personal development, and \ growth: \ nurturing, empathetic \ selfless, natural calling to \ serve others \ humble, egalitarian, \ 'accepting' relationship \ focus on ethical decisions \ and actions    Chapter 15:   organizational Culture Defined \ The values/assumptions \ shared within an \ organization \ Provides direction toward \ the "right way" of doing \ things \   Organizational Culture Artifacts \ Observable symbols and signs of culture: \ Physical structures, ceremonies, language, stories \ Maintain and transmit organization's culture \ Need many artifacts to accurately decipher a company's \ culture \   Artifacts: Stories and Legends \ Social descriptions (and \ prescriptions!) of desired \ (or dysfunctional) \ behaviour \ Brings realistic/human \ side to expectations \ Stories and legends are \ most effective when they: \ Describe real people \ Assumed to be true \ Known throughout the \ organization \ Are prescriptive    Artifacts: Physical Structures/Symbols \ Building structure -- may \ shape and reflect culture \ Office design conveys cultural \ meaning \ Furniture, office size, wall \ hangings   Organizational Culture Strength \ Culture Strength = How widely \ and deeply employees hold the \ company's dominant values and \ assumptions \ θ Most employees \ understand/embrace the \ culture \ θ Institutionalized through \ artifacts \ θ Long-lasting -- possibly \ originate with founder(s) \ Three functions of strong \ cultures: \ Control system \ Social glue \ Sense-making     Strengthening (and Changing) \ Organizational Culture \  Founders/leaders model desired culture \  Align artifacts with desired culture \  Introduce culturally consistent rewards \  Support workforce stability and communication \  Use attraction, selection, and \ socialization of new employees     Force Field Analysis Model (1 of 2) \ Driving forces: \ External forces and leader's vision push \ FOR change \ Restraining forces: \ People resist change, block the change \ process; try to maintain status quo \ Others push AGAINST change    Why People Resist Change \ 1. Negative valence of change \ (Negative \> Positive) \ 2. Fear of the unknown \ (Lack of Control) \ 3. Not-invented-here-syndrome \ (Wasn't My Idea) \ 4. Breaking routines \ (It's Uncomfortable) \ 5. Incongruent team dynamics \ (We're Good The Way We Are) \ 6. Incongruent organizational systems \ (The Force Is Strong\...!)    Creating an Urgency for Change \ Focus on increasing driving forces \ (difficult when organization is \ doing well!)\... \...how? \ Inform employees about driving \ forces: \ Make employees aware of external \ forces, explain their seriousness \ Put executives and employees in \ direct contact with customers \ Create urgency without external \ drivers: \ Requires persuasive influence \ Positive vision rather than threats    Transformational Leadership and Change \ Transformational leaders are VISIONARY change agents: \ Champion vision of desired future \ Communicate the vision meaningfully \ Act consistently with the vision \ Encourage employee experimentation \ Strategic vision and change: \ Provides a sense of direction \ Identifies critical success factors to evaluate change \ Links employee values to the change \ Minimizes employee fear of the unknown \ Clarifies role perceptions