Richard L. Daft - Management. 9th ed., 2010
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PART 5 LEADING400
the Myers–Briggs Type Indicator. Managers want to nd a good person–job t
by ensuring that a person’s personality, attitudes, skills, abilities, and problem-
solving styles match the requirements of the job and the organizational environ-
ment. New insight into personality has been gained through research in the area
of emotional intelligence (EQ). Emotional intelligence includes the components of
self-awareness, self-management, social awareness, and relationship management.
▪ Even though people’s personalities may be relatively stable, individuals can
learn new behaviors. Learning refers to a change in behavior or performance that
occurs as a result of experience. The learning process goes through a four-stage
cycle, and individual learning styles differ. Four learning styles are Diverger,
Assimilator, Converger, and Accommodator. Rapid changes in today’s market-
place create a need for ongoing learning. They may also create greater stress for
many of today’s workers. The causes of work stress include task demands and
interpersonal demands. Individuals and organizations can alleviate the negative
effects of stress by engaging in a variety of techniques for stress management.
1. Why is it important for managers to have an under-
standing of organizational behavior? Do you think
knowledge of OB might be more important at some
managerial levels than at others? Discuss.
2. In what ways might the cognitive and affective
components of attitude in uence the behavior of
employees who are faced with learning an entirely
new set of computer-related skills to retain their
jobs at a manufacturing facility?
3. The chapter suggests that optimism is an impor-
tant characteristic for a manager, yet some employ-
ees complain that optimistic managers cause them
signi cant stress because they expect their subordi-
nates to meet unreasonable goals or expectations.
How might an employee deal with a perpetually
optimistic manager?
4. How might a manager be able to use an under-
standing of perceptual selectivity and perceptual
organization to communicate more effectively with
subordinates?
5. In the Big Five personality factors, extroversion is
considered a “good” quality to have. Why might
introversion be an equally positive quality?
6. Why do you think surveys show that Genera-
tion X employees (those born between 1961 and
1981) experience the least job satisfaction of all
demographic groups? Do you expect this nding
to be true throughout their careers?
7. Which of the four components of emotional intelli-
gence do you consider most important to an effec-
tive manager in today’s world? Why?
8. How might understanding whether an employee
has an internal or an external locus of control help
a manager better communicate with, motivate, and
lead the employee?
9. You are a manager, and you realize that one of
your employees repeatedly teases coworkers born
in another country, saying that they come from a
backward country with pagan beliefs. How would
you decide whether it’s necessary to respond to
the situation? If you decide to intervene, what
would your response be?
10. Review Exhibit 13.10. Which learning style best
characterizes you? How can you use this under-
standing to improve your learning ability? To
improve your management skills?
11. Why do you think workplace stress is skyrocket-
ing? Do you think it is a trend that will continue?
Explain the reasons for your answer. Do you think
it is the responsibility of managers and organiza-
tions to help employees manage stress? Why or
why not?
ch13
DISCUSSION QUESTIONS
ch13
MANAGEMENT IN PRACTICE: EXPERIENTIAL EXERCISE
Personality Assessment: Jung’s Typology and the
Myers-Briggs Type Indicator
For each of the following items, circle either a or b.
In some cases, both a and b may apply to you. You
should decide which is more like you, even if it is
only slightly more true.
1. I would rather
a. Solve a new and complicated problem
b. Work on something that I have done before
CHAPTER 13 DYNAMICS OF BEHAVIOR IN ORGANIZATIONS 401
5
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2. I like to
a. Work alone in a quiet place
b. Be where “the action” is
3. I want a boss who
a. Establishes and applies criteria in decisions
b. Considers individual needs and makes
exceptions
4. When I work on a project, I
a. Like to nish it and get some closure
b. Often leave it open for possible change
5. When making a decision, the most important
considerations are
a. Rational thoughts, ideas, and data
b. People’s feelings and values
6. On a project, I tend to
a. Think it over and over before deciding how to
proceed
b. Start working on it right away, thinking about
it as I go along
7. When working on a project, I prefer to
a. Maintain as much control as possible
b. Explore various options
8. In my work, I prefer to
a. Work on several projects at a time, and learn as
much as possible about each one
b. Have one project that is challenging and keeps
me busy
9. I often
a. Make lists and plans whenever I start some-
thing and may hate to seriously alter my plans
b. Avoid plans and just let things progress as I
work on them
10. When discussing a problem with colleagues, it is
easy for me
a. To see “the big picture”
b. To grasp the speci cs of the situation
11. When the phone rings in my of ce or at home, I
usually
a. Consider it an interruption
b. Don’t mind answering it
12. The word that describes me better is
a. Analytical
b. Empathetic
13. When I am working on an assignment, I tend to
a. Work steadily and consistently
b. Work in bursts of energy with “downtime” in
between
14. When I listen to someone talk on a subject, I usu-
ally try to
a. Relate it to my own experience and see whether
it ts
b. Assess and analyze the message
15. When I come up with new ideas, I generally
a. “Go for it”
b. Like to contemplate the ideas some more
16. When working on a project, I prefer to
a. Narrow the scope so it is clearly de ned
b. Broaden the scope to include related aspects
17. When I read something, I usually
a. Con ne my thoughts to what is written there
b. Read between the lines and relate the words to
other ideas
18. When I have to make a decision in a hurry, I often
a. Feel uncomfortable and wish I had more
information
b. Am able to do so with available data
19. In a meeting, I tend to
a. Continue formulating my ideas as I talk about
them
b. Speak out only after I have carefully thought
the issue through
20. In work, I prefer spending a great deal of time on
issues of
a. Ideas
b. People
21. In meetings, I am most often annoyed with people
who
a. Come up with many sketchy ideas
b. Lengthen the meeting with many practical
details
22. I tend to be
a. A morning person
b. A night owl
23. My style in preparing for a meeting is
a. To be willing to go in and be responsive
b. To be fully prepared and sketch an outline of
the meeting
24. In meetings, I would prefer for people to
a. Display a fuller range of emotions
b. Be more task-oriented
25. I would rather work for an organization where
a. My job was intellectually stimulating
b. I was committed to its goals and mission
26. On weekends, I tend to
a. Plan what I will do
b. Just see what happens and decide as I go along
PART 5 LEADING402
27. I am more
a. Outgoing
b. Contemplative
28. I would rather work for a boss who is
a. Full of new ideas
b. Practical
In the following, choose the word in each pair that appeals
to you more:
29. a. Social b. Theoretical
30. a. Ingenuity b. Practicality
31. a. Organized b. Adaptable
32. a. Active b. Concentration
Scoring and Interpretation
Count one point for each of the following items that you circled in the inventory.
Score for I Score for E Score for S Score for N
(Introversion) (Extroversion) (Sensing) (Intuition)
2a 2b 1b 1a
6a 6b 10b 10a
11a 11b 13a 13b
15b 15a 16a 16b
19b 19a 17a 17b
22a 22b 21a 21b
27b 27a 28b 28a
32b 32a 30b 30a
Totals ____ ____ ____ ____
Circle the one with more points: Circle the one with more points:
I or E S or N
(If tied on I/E, don’t count #11) (If tied on S/N, don’t count #16)
Score for T Score for F Score for J Score for P
(Thinking) (Feeling) (Judging) (Perceiving)
3a 3b 4a 4b
5a 5b 7a 7b
12a 12b 8b 8a
14b 14a 9a 9b
20a 20b 18b 18a
24b 24a 23b 23a
25a 25b 26a 26b
29b 29a 31a 31b
Totals ____ ____ ____ ____
Circle the one with more points: Circle the one with more points:
T or F J or P
(If tied on T/F, don’t count #24) (If tied on J/P, don’t count #23)
Your Score Is: I or E ______ S or N ______ T or F ______ J or P ______
Your MBTI type is ________ (example: INTJ; ESFP; etc.)
Characteristics Frequently Associated with Each
My
ers-Briggs Type
The Myers-Briggs Type Indicator (MBTI), based on
the work of psychologist Carl Jung, is the most widely
used personality assessment instrument in the world.
The MBTI, which was described in the chapter text,
identi es 16 different “types,” shown with their domi-
nant characteristics in the chart above. Remember
that no one is a pure type; however, each individual
has preferences for introversion versus extroversion,
sensing versus intuition, thinking versus feeling, and
judging versus perceiving. Read the description of
your type as determined by your scores in the survey.
Do you believe the description ts your personality?
SOURCE: From Dorothy Marcic, Organizational Behavior, 4th ed.
© 1995 South-Western, Cengage Learning. Reproduced by permission.
www.cengage.com/permissions.
CHAPTER 13 DYNAMICS OF BEHAVIOR IN ORGANIZATIONS 403
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Should I Fudge the Numbers?
Sara MacIntosh recently joined MicroPhone, a large
telecommunications company, to take over the imple-
mentation of a massive customer service training proj-
ect. The program was created by Kristin Cole, head of
human resources and Sara’s new boss. According to
the grapevine, Kristin was hoping this project alone
would give her the “star quality” she needed to earn
a coveted promotion. Industry competition was heat-
ing up, and MicroPhone’s strategy called for being
the best at customer service, which meant having the
most highly trained people in the industry, especially
those who worked directly with customers. Kristin’s
new training program called for an average of one full
week of intense customer service training for each of
3,000 people and had a price tag of about $40 million.
Kristin put together a team of overworked staff-
ers to develop the training program, but now she
needed someone well quali ed and dedicated to
manage and implement the project. Sara, with eight
years of experience, a long list of accomplishments,
and advanced degrees in nance and organizational
behavior, seemed perfect for the job. However, during
a thorough review of the proposal, Sara discovered
some assumptions built into the formulas that raised
red ags. She approached Dan Sotal, the team’s coor-
dinator, about her concerns, but the more Dan tried
to explain how the nancial projections were derived,
the more Sara realized that Kristin’s proposal was
seriously awed. No matter how she tried to work
them out, the most that could be squeezed out of the
$40 million budget was 20 hours of training per per-
son, not the 40 hours everyone expected for such a
high price tag.
Sara knew that, although the proposal had been
largely developed before she came on board, it would
bear her signature. As she carefully described the
problems with the proposal to Kristin and outlined
the potentially devastating consequences, Kristin
impatiently tapped her pencil. Finally, she stood up,
leaned forward, and interrupted Sara, quietly saying,
“Sara, make the numbers work so that it adds up to 40
hours and stays within the $40 million budget.” Sara
glanced up and replied, “I don’t think it can be done
unless we either change the number of employees
who are to be trained or the cost gure. . . .” Kristin’s
smile froze on her face and her eyes began to snap as
she again interrupted. “I don’t think you understand
what I’m saying. We have too much at stake here.
Make the previous numbers work.” Stunned, Sara belat-
edly began to realize that Kristin was ordering her to
fudge the numbers. She felt an anxiety attack coming
on as she wondered what she should do.
What Would You Do?
1. Make the previous numbers work. Kristin and the
entire team have put massive amounts of time into
the project, and they all expect you to be a team
player. You don’t want to let them down. Besides,
this project is a great opportunity for you in a
highly visible position.
2. Stick to your principles and refuse to fudge the
numbers. Tell Kristin you will work overtime
to help develop an alternate proposal that stays
within the budget by providing more training to
employees who work directly with customers and
fewer training hours for those who don’t have
direct customer contact.
3. Go to the team and tell them what you’ve been
asked to do. If they refuse to support you, threaten
to reveal the true numbers to the CEO and board
members.
SOURCE: Adapted from Doug Wallace, “Fudge the Numbers or
Leave,” Business Ethics (May–June 1996): 58–59. Copyright 1996 by New
Mountain Media LLC. Reproduced with permission of New Mountain
Media LLC in the format Textbook via Copyright Clearance Center.
ch13
MANAGEMENT IN PRACTICE: ETHICAL DILEMMA
ch13
CASE FOR CRITICAL ANALYSIS
Reflex Systems
As the plane took off from the L.A. airport for Chi-
cago and home, Henry Rankin tried to unwind, some-
thing that didn’t come naturally to the Re ex Systems
software engineer. He needed time to think, and the
ight from Los Angeles was a welcome relief. He
went to L.A. to help two members of his project team
solve technical glitches in software. Rankin had been
pushing himself and his team hard for three months
now, and he didn’t know when they would get a
break. Rankin was responsible for the technical imple-
mentation of the new customer relationship manage-
ment software being installed for western and eastern
sales of ces in L.A. and Chicago. The software was
PART 5 LEADING404
badly needed to improve follow-up sales for his com-
pany, Re ex Systems. Re ex sold exercise equipment
to high schools and colleges through a national force
of 310 salespeople. Re ex also sold products to small
and medium-sized businesses for recreation centers.
Rankin knew CEO Mike Frazer saw the new
CRM software as the answer to one of the exercise
equipment manufacturer’s most persistent prob-
lems. Even though Re ex’s low prices generated
healthy sales, follow-up service was spotty. Conse-
quently, getting repeat business from customers—
high schools, colleges, and corporate recreation
centers—was an uphill battle. Excited by the
prospect of nally removing this major roadblock,
Frazer ordered the CRM software installed in just
10 weeks, a goal Rankin privately thought was
unrealistic. He also felt the project budget wasn’t
adequate. Rankin thought about meeting the next
day with his three Chicago team members, and
about the status update he would give his boss,
Nicole Dyer, the senior vice president for Informa-
tion Technology. Rankin remembered that Dyer had
scheduled 10 weeks for the CRM project. He had
always been a top performer by driving himself
hard and had been in his management position
three years now. He was good with technology, but
was frustrated when members of his ve-person
team didn’t seem as committed. Dyer told him
last week that she didn’t feel a sense of urgency
from his team. How could she think that? Rankin
requested that team members work evenings and
weekends because the budget was too tight to ll
a vacant position. They agreed to put in the hours,
although they didn’t seem enthusiastic.
Still, Frazer was the boss, so if he wanted the job
done in 10 weeks, Rankin would do everything in
his power to deliver, even if it meant the entire team
worked nights and weekends. He wasn’t asking
any more of his subordinates than he was asking of
himself, as he frequently reminded them when they
came to him with bloodshot eyes and complained
about the hours. Rankin thought back to a ight
one month ago when he returned to Chicago from
L.A. Sally Phillips sat next to him. Phillips was on
one of ve members on Rankin’s team and told him
she had an offer from a well-known competitor. The
money was less, but she was interested in the qual-
ity of life aspect of the company. Phillips asked for
feedback on how she was doing and about her career
prospects at Re ex. Rankin said he didn’t want her
to leave, but what more could he say? She got along
well with people but she wasn’t as technically gifted
as some on the team. Rankin needed her help to n-
ish the project and he told her so. Two weeks later
she turned in her letter of resignation, and now the
team was shorthanded. Rankin was also aware that
his own possible promotion in two years, when
Nicole Dyer was eligible for retirement, depended
on his success with this project. He would just take
up the slack himself. He loved studying, analyzing,
and solving technical problems when he could get
time alone.
Henry Rankin knew that Nicole Dyer had noticed
a lack of commitment on the part of the team mem-
bers. He wondered whether she had discussed the
team’s performance with Frazer as well. Rankin
hadn’t noticed any other problems, but he recalled
his partner on the project, Sam Matheny, saying that
two Chicago team members, Bob Finley and Lynne
Johnston, were avoiding each other. How did Sam
know that? Matheny was in charge of nontechni-
cal sales implementation of the CRM project, which
meant training salespeople, redesigning sales pro-
cedures, updating customer records, and so forth.
Rankin called Finley and Johnston to his of ce and
said he expected them to get along for the good of
the project. Finley said he had overreacted to John-
ston from lack of sleep and wondered when the proj-
ect would be over. Rankin wasn’t certain because of
all the problems with both software and hardware,
but he said the project shouldn’t last more than
another month.
As the plane taxied to the gate, an exhausted
Rankin couldn’t quell his growing fears that as the
deadline fast approached, the project team was
crumbling. How could he meet that deadline? As
the plane taxied to the gate at Chicago, Rankin
wondered about the project’s success. Was there
more to managing this team than working hard and
pushing others hard? Even he was tired. Maybe he
would ask his wife when he got home. He hadn’t
seen her or the kids for a week, but they had not
complained.
Questions
1. What personality and behavior characteristics does
Henry Rankin exhibit? Do you think these traits
contribute to a good person-job
t for him? If you
were an executive coach hired to help Rankin be a
better manager, what would you say to him? Why?
2. Does Rankin display type A or type B behavior?
What are the causes of stress for his team?
3. If you were Rankin, how would you have handled
your team members (Sally Phillips, Bob Finley,
and Lynne Johnston)? Be speci c. What insights or
behaviors would make Rankin a better manager?
CHAPTER 13 DYNAMICS OF BEHAVIOR IN ORGANIZATIONS 405
5
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ch13
ON THE JOB VIDEO CASE
Numi Organic Tea: Dynamics
of Behavior in Organizations
Getting a job offer from Numi Organic Tea is kind of
like getting accepted into a big ma a family, minus
the illegal activities and violence. Fierce loyalty is
critical for survival. A willingness to work long and
strange hours is non-negotiable. Reminiscent of
beloved patriarchs, Ahmed Rahim, co-founder and
CEO, still interviews nearly every serious prospect.
And once you’re in, other family members will keep
an eye on you until you have earned their trust.
When asked about his and fellow co-founder’s
(his sister Rheem) hands-on involvement with hiring,
Rahim explained their philosophy that, “People are
everything for a company. You can have a great prod-
uct and great mission, but without the right people,
you don’t have the right formula.”
In spite of the rigorous, time-consuming vetting
process, Numi hasn’t had much trouble nding and
retaining talent. Fifty people currently work for this
progressive, Oakland-based company. Given the pace
of growth, Numi can’t afford to lose the time and
energy resulting from hasty hiring decisions and the
inevitable turnover. They would rather make sure
each person they hire has the desired skills and expe-
rience, ts well with the culture, and can serve as a
Numi ambassador everywhere he or she goes.
Jen Mullin, vice president of marketing, recently
hired an assistant for the public relations (PR) team
to focus on connecting with customers through social
networking sites like MySpace and Facebook. Duties
also include drumming up business on Numi’s blog
and attending industry events, often held on nights
and weekends. Flexibility ranks high on the list of traits
Mullin sought in a new assistant, because people’s roles
change constantly and work hours are rarely 9 to 5.
She was also looking for someone who was pas-
sionate about Numi tea and shared the organizational
commitment to organics, sustainability, and fair trade
so this person could effectively represent Numi in any
context. (Numi cohorts have been known to spend
Friday nights attending talks on the latest organic
breakthroughs.) For the optimal person-job t,
Mullin needed someone with a can-do attitude and
the ability to take initiative, work, and solve problems
independently. She was also looking for someone who
was trustworthy, positive, upbeat, and willing to do
whatever it took to get the job done.
Beyond having the right personality, the new PR
assistant needed to be a savvy MySpace and Facebook
user so she could have authentic interactions with peo-
ple on behalf of Numi. Constant communication with
customers requires a high level of emotional intelligence.
Mullin said it’s pretty clear after 60 days whether
or not someone is going to work out. And in the case
of the new PR assistant, Numi scored. When asked to
help with a marketing research project, the new assis-
tant, Tish, went above and beyond the call of duty.
She put together a visually engaging and informative
PowerPoint presentation of her insightful analysis
and con dently shared it with the entire company.
Regardless of how many people join the staff,
Numi’s growth makes it dif cult for anyone to feel
on top of his or her workload. To de-stress, many
employees take breaks in the company’s tea garden,
where they sip tea and cultivate an inner calm.
Mullin’s team meets weekly to prioritize and, if neces-
sary, change project due dates so people don’t feel con-
tinuously behind and overwhelmed. Flextime helps a
lot of Numi folks manage their daily stress, too.
Most Numi employees come across as ambitious
and hardworking, and yet the place seems to be popu-
lated by high-achieving and high-performing Type B
personalities. Further investigation would probably
unearth some Type As, but the vibe is de nitely Type B.
Discussion Questions
1. Are Numi’s expectations for organizational citizen-
ship realistic? Explain.
2. How is Numi susceptible to hiring the wrong peo-
ple in spite of its efforts?
3. What qualities are hardest to assess given the lim-
ited contact possible through interviews? What are
some possible solutions to this challenge?
ch13
BIZ FLIX VIDEO CASE
Because I Said So
Meet Daphne Wilder (Diane Keaton)—your typical
meddling, overprotective, and divorced mother of
three daughters. Two of her three beautiful daugh-
ters have married. That leaves Millie (Mandy Moore)
as the focus of Daphne’s undivided attention and
PART 5 LEADING406
See Michael West, “Hope Springs,” 1.
People Management (October 2005):
38ff ; and Mark C. Bolino, William
H. Turnley, and James M. Blood-
good, “Citizenship Behaviors and
the Creation of Social Capital in
Organizations,” Academy of Man-
agement Review 27, no. 4 (2002):
505–522.
Reported in Del Jones, “Optimism 2.
Puts Rose-Colored Tint in Glasses
of Top Execs,” USA Today, Decem-
ber 15, 2005, http://www.usatoday
.com.
Jerry Krueger and Emily Killham, “At 3.
Work, Feeling Good Matters,” Gal-
lup Management Journal (December
8, 2005).
Jeffrey Zaslow, “Pursuits: Happiness, 4.
Inc.,” The Wall Street Journal, March
18, 2006.
John W. Newstrom and Keith Davis,5.
Organizational Behavior: Human Be-
havior at Work, 11th ed. (Burr Ridge,
IL: McGraw-Hill Irwin, 2002):
chapter 9.
S. J. Breckler, “Empirical Validation of 6.
Affect, Behavior, and Cognition as
Distinct Components of Attitude,”
Journal of Personality and Social
Psychology (May 1984): 1191–1205;
and J. M. Olson and M. P. Zanna,
“Attitudes and Attitude Change,”
Annual Review of Psychology 44
(1993): 117–154.
M. T. Iaffaldano and P. M. 7.
Muchinsky, “Job Satisfaction and
Job Performance: A Meta-Analysis,”
Psychological Bulletin (March 1985):
251–273; C. Ostroff, “The Relation-
ship Between Satisfaction, Attitudes,
and Performance: An Organiza-
tional Level Analysis,” Journal of
Applied Psychology (December
1992): 963–974; and M. M. Petty, G.
W. McGee, and J. W. Cavender, “A
Meta-Analysis of the Relationship
Between Individual Job Satisfaction
and Individual Performance,” Acad-
emy of Management Review (October
1984): 712–721.
“Worried at Work: Generation Gap 8.
in Workplace Woes,” International
Survey Research, http://www.isrsur-
veys.com (accessed May 19, 2004).
Tony Schwartz, “The Greatest 9.
Sources of Satisfaction in the Work-
place Are Internal and Emotional,”
Fast Company (November 2000):
398–402.
William C. Symonds, “Where 10.
Paternalism Equals Good Business,”
BusinessWeek (July 20, 1998), 16E4,
16E6.
“Engaged Employees Drive the 11.
Bottom Line,” Towers Perrin-Inter-
national Survey Research, http://
www.isrinsight.com/pdf/solutions/
EngagementBrochureFinalUS.pdf
(accessed November 14, 2008).
“Closing the Engagement Gap: A 12.
Road Map for Driving Superior Busi-
ness Performance,” (Towers Perrin
Global Workforce Study, 2007–2008),
http://links.mkt304.com/ctt?kn=1&
m=1506453&r=MTUwMTY1NjAy
NDkS1&b=2&j=NjE1NjYwMzQS1
&mt=2&rj=NjE1MzQwMzcS1 (ac-
cessed on November 18, 2008).
W. Chan Kin and Renée Maubor-13.
gne, “Fair Process: Managing in
the Knowledge Economy,” Harvard
Business Review (January 2003),
127–136.
Survey results reported in Del Jones, 14.
“Optimism Puts Rose-Colored Tint
in Glasses of Top Execs,” USA Today
(December 15, 2005).
For a discussion of cognitive disso-15.
nance theory, see Leon A. Festinger,
Theory of Cognitive Dissonance
(Stanford, CA: Stanford University
Press, 1957).
J. A. Deutsch, W. G. Young, and T. 16.
J. Kalogeris, “The Stomach Signals
Satiety,” Science (April 1978): 22–33.
Richard B. Chase and Sriram Dasu, 17.
“Want to Perfect Your Company’s
Service? Use Behavioral Science,”
Harvard Business Review (June
2001): 79–84.
H. H. Kelley, “Attribution in Social 18.
Interaction,” in E. Jones et al., eds.,
Attribution: Perceiving the Causes of
Behavior (Morristown, NJ: General
Learning Press, 1972).
See J. M. Digman, “Personal-19.
ity Structure: Emergence of the
Five-Factor Model,” Annual Review
of Psychology 41 (1990): 417–440;
M. R. Barrick and M. K. Mount,
“Autonomy as a Moderator of the
Relationships Between the Big
Five P
ersonality Dimensions and
ch13
ENDNOTES
compulsive behavior to nd Millie a mate. Daphne
places some online advertising, screens the applicants,
and submits those she approves to Millie. Along the
way, Daphne meets Joe (Stephen Collins), the father of
one applicant. Romance emerges and the lm comes
to a delightful, though expected, conclusion.
Personality Assessment
This scene starts after Daphne answers her cellular
telephone and says the person has the wrong number.
It follows the frantic rearrangement of the sofa, which
ends up in the same place it started. The lm cuts to
Millie and Jason (Tom Everett Scott) dining at his place.
What to Watch for and Ask Yourself
▪ Which Big Five personality traits best describe
Daphne? Give examples of behavior from the lm
scene to support your observations.
▪ Which Big Five personality traits best describe Mil-
lie? Give examples of behavior from the lm scene
to support your observations.
▪ Review the discussion of emotional intelligence
earlier in this chapter. Assess both Daphne and
Millie on the four parts of emotional intelligence.
CHAPTER 13 DYNAMICS OF BEHAVIOR IN ORGANIZATIONS 407
5
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Job Performance,” Journal of Ap-
plied Psychology (February 1993):
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chapter14pt5
© GE T TY IMAGES/DIGITAL VISION
Chapter Outline
Learning Outcomes
After studying this chapter, you should be able to:
1. Defi
ne leadership and explain its importance for organizations.
2. Describe how leadership is changing in today’s organizations.
3. Identify personal characteristics associated with effective leaders.
4. Defi
ne task-oriented behavior and people-oriented behavior and explain
how these categories are used to evaluate and adapt leadership style.
5. Describe Hersey and Blanchard’s situational theory and its application
to subordinat
e participation.
6. Discuss how leadership fi
ts the organizational situation and how organi-
zational characteristics can substitute for leadership behaviors.
7. Describe transformational leadership and when it should be used.
8. Explain how followership is related to effective leadership.
9. Identify sources of leader power and the tactics leaders use to infl uence
other
s.
10. Explain servant leadership and moral leadership and their importance in
contemporary organizations.
What’s Your Personal Style?
The Nature of Leadership
Contemporary Leadership
Level 5 Leadership
Int
eractive Leadership
New Manager Self-Test: Interpersonal
Patterns
From Management to Leadership
Leadership Traits
Behavioral Approaches
Ohio State Studies
Michigan Studies
The Leader
ship Grid
Contingency Approaches
Hersey and Blanchard’s Situational Theory
Fiedler’s Contingency Theor
y
Matching Leader Style to the Situation
Substitutes for Leadership
Charismatic and Transformational Leadership
Charismatic and Visionary Leadership
T
ransformational Versus Transactional
Leadership
Followership
P
ower and Infl uence
Position Power
P
ersonal Power
Other Sources of Power
Interpersonal Infl uence Tactics
Leadership as Service
Servant Leadership
Mor
al Leadership
409
Leadership
Controlling
6
Planning
3
Environment
2
4
Organizing
5
Leading
Introduction
1
WHAT’S YOUR PERSONAL STYLE?
Ideas about effective leadership change over time. To
understand your approach to leadership, think about
your personal style toward others or toward a student
group to which you belong, and then answer each item
below as Mostly True or Mostly False for you.
Mostly
True
Mostly
False
1. I am a modest, unassuming
person.
2. When a part of a group, I am
more concerned about how the
group does than how I do.
3. I prefer to lead with quiet
modesty rather than personal
assertiveness.
4. I feel personally responsible if the
team does poorly.
5. I act with quiet determination.
6. I resolve to do whatever needs
doing to produce the best result
for the group.
7. I am proactive to help the group
succeed.
8. I facilitate high standards for my
group’s performance.
SCORING AND INTERPRETATION: A recent view of
leadership called Level Five Leadership says that the most
successful leaders have two prominent qualities: humility
and will. Give yourself one point for each item marked
Mostly True.
Humility: Items 1, 2, 3, 4
Will: Items 5, 6, 7, 8
Humility means a quiet, modest, self-effacing man-
ner. A humble person puts group or organizational suc-
cess ahead of one’s personal success. “Will” means a
quiet but fi erce resolve to stay the course to achieve the
group’s desired outcome and to help the group succeed.
The traits of humility and will are opposite the traditional
idea of leadership as loud and self-centered. If you scored
3 or 4 on either humility or will, you are on track to level
5 leadership, which says that ordinary people often make
excellent leaders.
In the previous chapter, we explored differences in attitudes and personality that
affect behavior. Some of the most important attitudes for the organization’s success
are those of its leaders, because leader attitudes and behaviors play a critical role in
shaping employee attitudes, such as their job satisfaction and organizational com-
mitment. Yet there are as many variations among leaders as there are among other
individuals, and many different styles of leadership can be effective.
Different leaders behave in different ways depending on their individual differ-
ences as well as their followers’ needs and the organizational situation. Consider the
differing styles of Pat McGovern, founder and chair of IDG, a technology publishing
and research rm that owns magazines such as CIO, PC World, and Computerworld, and
Tom Siebel, CEO of software company Siebel Systems. McGovern treats each employee
to lunch at the Ritz on his or her tenth anniversary with IDG to tell them how important
they are to the success of the company. He personally thanks almost every person in
every business unit once a year, which takes about a month of his time. Managers pro-
vide him with a list of accomplishments for all their direct reports, which McGovern
memorizes the night before his visit so he can congratulate people on speci c accom-
plishments. In addition to appreciating and caring about employees, McGovern also
shows that he believes in them by decentralizing decision making so that people have
the autonomy to make their own decisions about how best to accomplish organi-
zational goals. Tom Siebel, in contrast, is known as a disciplined and dispassionate