Whetten David A., Cameron Kim S. Developing management skills
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CONDUCTING MEETINGS SUPPLEMENT C 667
recently because of child-care needs. Commitment to the project and team morale have
plummeted. However, we’ll do our best to get the project finished as soon as possible.
Mala will be on vacation the next two weeks, so I’m expecting some of us can complete
it in her absence.
ITEM 7 – VOICE MAIL MESSAGE
Hello, Michael. This is Jim Bishop of United Hospitals. I wanted to talk with you about
the quality assurance project you are working on for us. When Jose Martinez first
started talking with us, I was impressed with his friendliness and expertise. But
recently, he doesn’t seem to be getting much accomplished and has seemed distant
and on edge in conversations. Today, I asked him about the schedule and he seemed
very defensive and not entirely in control of his emotions. I am quite concerned about
our project. Please give me a call.
ITEM 8 – VOICE MAIL MESSAGE
Hi, Michael. This is Armand. I wanted to talk with you about some issues with the
Technical Services Phone Line. I’ve recently received some complaint letters from
Phone Line customers whose complaints have included long delays while waiting for a
technician to answer the phone, technicians who are not knowledgeable enough to
solve problems, and, on occasion, rude service. Needless to say, I’m quite concerned
about these complaints.
I believe the overall quality of the Phone Line staff is very good, but we continue to be
understaffed, even with the recent hires. The new technicians look strong, but are work-
ing on the help-line before being fully trained. Antolina, our best tech, often brings her
child to work, which is adding to the craziness around here.
I think you should know we’re feeling a lot of stress here. I’ll talk with you soon.
ITEM 9 – VOICE MAIL MESSAGE
Hi, Chris, it’s Pat. Congratulations on your promotion. They definitely picked the right per-
son. It’s great news—for me, too. You’ve been a terrific mentor so far, so I’m expecting
to learn a lot from you in your new position. How about lunch next week?
ITEM 10 – VOICE MAIL MESSAGE
Chris, this is Bob Miller. Just thought you’d like to know John’s joke during our planning
meeting has disturbed a few of the women in my group. Frankly, I think the thing’s being
blown out of proportion, especially since we all know this is a good place for both men
and women to work. Give me a call if you want to chat about this.
ITEM 11 – VOICE MAIL MESSAGE
Hello. This is Lorraine Adams from Westside Hospital. I read in today’s
Los Angeles Times
you will be taking over for Michael Grant. We haven’t met yet, but your division has
668 SUPPLEMENT C CONDUCTING MEETINGS
recently finished two large million-dollar projects for Westside. Michael Grant and I had
some discussion about a small conversion of a piece of existing software to be compati-
ble with the new systems. The original vendor had said they would do the work, but they
have been stalling, and I need to move quickly. Can you see if Harris Wilson, Chu Hung
Woo, and Elise Soto are available to do this work as soon as possible? They were on the
original project and work well with our people.
Um . . . (long pause) I guess I should tell you I got a call from Michael offering to do this
work. But I think I should stick with SSS Software. Give me a call.
ITEM 12 – VOICE MAIL MESSAGE
Hi, Chris, this is Roosevelt Moore calling. I’m a member of your technical/professional
staff. I used to report to Janice Ramos, but since she left the firm, I thought I’d bring my
concerns directly to you. I’d like to arrange some time to talk with you about my experi-
ences since returning from six weeks of paternity leave. Some of my major responsibil-
ities have been turned over to others. I seem to be out of the loop and wonder if my
career is at risk. Also, I am afraid I won’t be supported or seriously considered for the
opening created by Janice’s departure. Frankly, I feel like I’m being screwed for taking
my leave. I’d like to talk with you this week.
ITEM 13 – E-MAIL
TO: Michael Grant
FROM: Jose Martinez, Group 1 Technical Staff
DATE: October 12
I would like to set up a meeting with you as soon as possible. I suspect you will get a call
from Jim Bishop of United Hospitals and want to be sure you hear my side of the story
first. I have been working on a customized system design for quality assurance for them
using a variation of the J–3 product we developed several years ago. They had a number of
special requirements and some quirks in their accounting systems, so I have had to put in
especially long hours. I’ve worked hard to meet their demands, but they keep changing
the ground rules. I keep thinking, this is just another J–3 I’m working on, but they have
been interfering with an elegant design I have developed. It seems I’m not getting any-
where on this project. Earlier today, I had a difficult discussion with their controller. He
asked for another major change. I’ve been fighting their deadline and think I am just
stretched too thin on this project. Then Jim Bishop asked me if the system was running
yet. I was worn out from dealing with the controller, and I made a sarcastic comment to
Jim Bishop. He gave me a funny look and just walked out of the room.
I would like to talk with you about this situation at your earliest convenience.
ITEM 14 – E-MAIL
TO: Chris Perillo
FROM: John Small, Group 6 Manager
DATE: October 15
Welcome aboard, Chris. I look forward to meeting with you. I just wanted to put a bug
in your ear about finding a replacement for Janice Ramos. One of my technical staff,
CONDUCTING MEETINGS SUPPLEMENT C 669
Mala Abendano, has the ability and drive to make an excellent group manager. I have
encouraged her to apply for the position. I’d be happy to talk with you further about this,
at your convenience.
ITEM 15 – E-MAIL
TO: Chris Perillo
FROM: Paula Sprague, Executive Assistant to Roger Steiner
DATE: October 15
Roger asked me to let you know about the large contract we have gotten in Tanzania. It
means a team of four managers will be making a short trip to determine current needs.
They will assign their technical staff the tasks of developing a system and software here
over the next six months, and then the managers and possibly some team members will
be spending about 10 months on site in Tanzania to handle the implementation. Roger
thought you might want to hold an initial meeting with some of your managers to check
on their interest and willingness to take this sort of assignment. Roger would appreciate
an e-mail of your thoughts about the issues to be discussed at this meeting, additional
considerations about sending people to Tanzania, and about how you will put together an
effective team to work on this project. The October 15 memo I sent to you will provide you
with some information you’ll need to start making these decisions.
ITEM 16 – E-MAIL
TO: Chris Perillo
FROM: Sharon Shapiro, VP of Human Resources
DATE: October 15
RE: Upcoming meeting
I want to update you on the rippling effect of John Small’s sexual joke at last week’s
planning meeting. Quite a few women have been very upset and have met informally to
talk about it. They have decided to call a meeting of all people concerned about this kind
of behavior throughout the firm. I plan to attend, so I’ll keep you posted.
ITEM 17 – E-MAIL
TO: All SSS Software Managers
FROM: Sharon Shapiro, VP of Human Resources
DATE: October 15
RE: Promotions and External Hires
Y
EAR-TO-DATE (JANUARY THROUGH SEPTEMBER) PROMOTIONS AND EXTERNAL HIRES
Race Sex
Level White African Asian Hispanic Native M F Total
American American
Hires into 0 0 0 0 0 0 0 0
Executive
Level (0%) (0%) (0%) (0%) (0%) (0%) (0%)
670 SUPPLEMENT C CONDUCTING MEETINGS
YEAR-TO-DATE (JANUARY THROUGH SEPTEMBER) PROMOTIONS AND EXTERNAL HIRES
(C
ONTINUED
)
Race Sex
Level White African Asian Hispanic Native M F Total
American American
Promotions to 0 0 0 0 0 0 0 0
Executive
Level (0%) (0%) (0%) (0%) (0%) (0%) (0%)
Hires into 2 1 0 0 0 2 1 3
Management
Level (67%) (33%) (0%) (0%) (0%) (67%) (33%)
Promotions to 7 0 1 0 0 7 1 8
Management
Level (88%) (0%) (12%) (0%) (0%) (88%) (12%)
Hires into 10 6 10 2 0 14 14 28
Technical/
Professional
Level (36%) (21%) (36%) (7%) (0%) (50%) (50%)
Promotions to 0 0 0 0 0 0 0 0
Technical/
Professional
Level (0%) (0%) (0%) (0%) (0%) (0%) (0%)
Hires into Non- 4 10 2 4 0 6 14 20
management
Level (20%) (50%) (10%) (20%) (0%) (30%) (70%)
Promotions to
Nonmanagement
Level NA NA NA NA NA NA NA NA
SSS S
OFTWARE EMPLOYEE (EEO) CLASSIFICATION REPORT AS OF JUNE 30
Race Sex
Level White African Asian Hispanic Native M F Total
American American
Executive 11 0 1 0 0 11 1 12
Level (92%) (0%) (8%) (0%) (0%) (92%) (8%)
Management 43 2 2 1 0 38 10 48
Level (90%) (4%) (4%) (2%) (0%) (79%) (21%)
Technical/ 58 20 37 14 1 80 50 130
Professional
Level (45%) (15%) (28%) (11%) (1%) (62%) (38%)
CONDUCTING MEETINGS SUPPLEMENT C 671
Race Sex
Level White African Asian Hispanic Native M F Total
American American
Non- 29 22 4 4 1 12 48 60
management
Level (48%) (37%) (7%) (7%) (2%) (20%) (80%)
Total 141 44 44 19 2 141 109 250
(56%) (18%) (18%) (8%) (1%) (56%) (44%)
NOTE: The SSS Software exercise is used with permission. Copyright © 1995 by Susan Schor, Joseph Seltzer,
and James Smither. All rights reserved.
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673
APPENDIX I
GLOSSARY
A
ability: the product of aptitude multiplied by training and
opportunity. p. 327
abundance approach: the right side of the performance contin-
uum, characterized by concepts such as striving for excellence and
being ethically virtuous, which are especially relevant to the skill of
leading positive change. p. 541
accommodating approach: a response to conflict that tries to
preserve a friendly interpersonal relationship by satisfying the other
party’s concerns while ignoring one’s own. It generally ends with
both parties losing. p. 383
achievement orientation: an emphasis on personal accomplish-
ment and merit as the basis for getting ahead, used in contrast to an
ascription orientation. One of the key dimensions that identifies
international culture differences. p. 67
advising response: a response that provides direction, evaluation,
personal opinion, or instructions. p. 257
affectivity orientation: an emphasis on open displays of emo-
tion and feeling as being acceptable, used in contrast to a neutral
orientation. One of the key dimensions that identifies international
culture differences. p. 264
alarm stage: initial response to stress characterized by increases
in anxiety, fear, sorrow, or depression. p. 114
ambidextrous thinking: the use of both the left and right sides
of the brain, indicative of the most creative problem solvers. p. 193
analytical problem solving: a method of solving problems
that involves four steps: (1) defining the problem; (2) generating
alternative solutions; (3) evaluating and selecting an alternative;
and (4) implementing and following up on the solution. p. 187
anticipatory stressor: the anxious expectation of unfamiliar,
uncertain, or disagreeable events. p. 120
appropriately challenging goals: one of the factors affecting
the motivating potential of stated goals—hard goals tend to be
more motivating than easy goals. p. 334
ascription orientation: an emphasis on attributes such as age,
gender, or family background as the basis for getting ahead, used in
contrast to achievement orientation. One of the key dimensions
that identifies international culture differences. p. 67
attraction: also referred to as personal attraction, “likability” stem-
ming from agreeable behavior and attractive physical appearance; a
combination of behaviors normally associated with friendships that
has been shown to contribute to managerial success. p. 289
autonomy: the freedom to choose how and when to do a partic-
ular task; one of the characteristics of an intrinsically satisfying job.
p. 131
avoiding response: an unassertive, uncooperative reaction
to conflict that neglects the interests of both parties by side-
stepping the issue. The resulting frustration may engender power
struggles as others rush to fill the leadership vacuum. p. 384
B
benchmarking: comparing current levels of performance to the
highest standards available, by finding best practice, studying it in
detail, and planning to exceed it. p. 552
bias against thinking: the inclination to avoid mental work,
one indication of the conceptual block, complacency. p. 193
blocking roles: behaviors that stand in the way of or inhibit the
effective performance of a team, or that subvert team member
effectiveness. p. 515
brainstorming: a technique designed to help people solve
problems by generating alternative solutions without prematurely
evaluating and rejecting them. p. 199
C
centrality: the attribute of a position in which the occupant is a
key member of informal networks of task-related and interper-
sonal relationships. The resulting access to information, resources,
and the personal commitment of others is an important source
of power. p. 293
clarification probe: question(s) designed to clarify information
given by the interviewee. p. 259
closed questions: interview questions designed to elicit specific
information from interviewees by restricting the possible answers
674 GLOSSARY
the interviewee can give. Useful when time is limited and/or
when answers to open questions need clarifying. p. 621
coaching: interpersonal communication used by managers to pass
along advice and information or to set standards for subordinates.
p. 245
cognitive style: the manner in which an individual gathers and
evaluates information he/she receives. p. 74
collaborating approach: the cooperative, assertive, problem-
solving mode of responding to conflict. It focuses on finding solutions
to the basic problems and issues that are acceptable to both parties
rather than on finding fault and assigning blame. Of the conflict
management approaches, this is the only win-win strategy. p. 385
collective feeling: a feature of compassionate organizations, in
which managers plan events where people can share feelings such
as grief, support, or love. p. 546
collective noticing: a feature of compassionate organizations, in
which managers notice or simply become aware when employees
suffer or experience difficulty. p. 546
collective responding: a feature of compassionate organizations,
in which managers ensure an appropriate response is made when
healing or restoration is needed. p. 546
collectivism orientation: an emphasis on the predominance
of groups, families, or collectives over individuals, used in contrast
to individualism orientation. One of the key dimensions that
identifies international culture differences. Also referred to as
communitarianism. p. 67
commitment: the conceptual block that results when an individ-
ual endorses a particular point of view, definition, or solution. p. 188
comparative standards: standards that compare current
performance to similar individuals or organizations, one of several
different kinds of best practice standards. p. 552
compassion: in an organization, the capacity to foster collective
noticing, feeling, and responding. p. 546
competence: areas in which a person performs fine—not stellar,
but good enough. p. 549
complacency: the conceptual block that occurs not because of
poor thinking habits or inappropriate assumptions but because
of fear, ignorance, self-satisfaction, or mental laziness. p. 192
compression: the conceptual block that results from an individual’s
looking at a problem too narrowly, screening out too much relevant
data, or making assumptions that inhibit solving the problem. p. 190
compromising response: a reaction to conflict that attempts
to find satisfaction for both parties by “splitting the difference.” If
overused, it sends the message that settling disputes is more impor-
tant than solving problems. p. 384
conceptual blocks: mental obstacles that restrict the way a
problem is defined and limit the number of alternative solutions
that might otherwise be considered. p. 183
conformity level: the second level of values maturity, at which
moral reasoning is based on agreement with and support of society’s
conventions and expectations. p. 70
congruence: exactly matching the communication, verbally
and nonverbally, to what an individual is thinking and feeling.
p. 247
conjunctive communication: connection of responses to
previous messages in such a way that conversation flows smoothly.
p. 254
consistent goals: one of the factors affecting the motivating
potential of stated goals—it is difficult to pursue goals that are
inconsistent or incompatible. p. 334
constancy: the conceptual block that results from using only one
way to look at a problem—to approach, define, describe, or solve
it. p. 186
continuous improvement: small, incremental changes team
members initiate. p. 504
core competence: an aggregation of individual team member
skills, including knowledge, styles, communication patterns, and
ways of behaving. p. 504
core self-evaluation: a concept that captures the essential
aspects of personality; it accounts for the five personality dimen-
sions (neuroticism, extroversion, conscientiousness, agreeableness,
and openness). p. 62
counseling: interpersonal communication used to help subordi-
nates recognize their own problems rather than offering advice,
direction, or a right answer. p. 245
creating irreversible momentum: ensuring positive change
gains such momentum that it becomes institutionalized and cannot
be thwarted. p. 562
creative problem solving: a method of solving problems
that involves four stages: preparation, incubation, illumination,
and verification. p. 194
D
deep breathing: relaxation technique of taking several succes-
sive, slow deep breaths, then exhaling completely. p. 145
defensiveness: focusing on self-defense rather than listening;
occurs when an individual feels threatened or punished by the
communication. p. 246
deficit approach: the left side of the performance continuum,
characterized by concepts such as solving problems and mak-
ing a profit, which has garnered much more attention than the
abundance approach but is less relevant to the skill of leading
positive change. p. 541
deflecting response: a response that switches the focus from
the communicator’s subject to one selected by the listener; or sim-
ply the change of subject by the listener. p. 258
delegation: assignment of responsibility for tasks to subordinates.
p. 443
descriptive communication: objective description of the
event or behavior that needs modification; description of the reac-
tion to the behavior or its consequences; and suggestion of a more
acceptable alternative. p. 248
GLOSSARY 675
diffuseness orientation: an emphasis on integrating work,
family, and personal roles in a society, used in contrast to specificity
orientation. One of the key dimensions that identifies international
culture differences. p. 67
dignity (and liberty): the ethical decision principle that a deci-
sion is right and proper if it preserves the basic humanity of
individuals and provides the opportunity for them to have greater
freedom. p. 73
direct analogies: a Synectic problem-solving technique in
which individuals apply facts, technology, and previous experience
to solving a problem. p. 196
dirty dozen: twelve negative attributes found in companies
facing decline, turbulence, downsizing, and change. p. 444
disciplining: a motivational strategy by which a manager
reacts negatively to an employee’s undesirable behavior in order
to discourage further occurrences. Disciplining may be useful up
to a point but does not encourage exceptional performance.
p. 339
disconfirmation: a “put-down”; or the feeling resulting from
communication that demeans or belittles the recipient and threatens
his or her sense of self-worth. p. 246
disjunctive communication: responses that are discon-
nected from what was stated before. It can result from (1) a lack
of equal opportunity to speak; (2) long pauses in a speech or
before a response; or (3) when one person decides the topic of
conversation. p. 254
disowned communication: attribution to an unknown per-
son, group, or some external source; allows the communicator to
avoid responsibility for the message and therefore avoid investing
in the interaction. p. 255
distributive bargaining perspective: negotiation tactic that
requires both parties to sacrifice something to resolve the
conflict—to divide up a “fixed pie.” (Contrast with the integrative
approach.) p. 386
double-barreled question: a problematic question that actu-
ally consists of two questions that should be asked separately in
order to avoid confusing the interviewee. p. 622
E
effort: an important source of power suggesting personal
commitment. p. 290
elaboration probe: question(s) designed to pursue a topic further
when an interviewee has responded with superficial or inadequate
information. pp. 259, 626
emotional intelligence: the ability to manage oneself emotionally
and to manage relationships with others. p. 61
empowerment: the use of acquired power to give others power
in order to accomplish objectives; it strikes a balance between lack
of power and abuse of power. p. 443
enactive strategy: a method of managing stress that creates a
new environment by eliminating the stressors. p. 116
encounter stressor: the type of stressor that results from inter-
personal conflict. p. 118
environmentally induced stress: conflict-fostering tension
induced by such organizational factors as budget tightening or
uncertainty caused by rapid, repeated change. p. 382
equity: workers’ perceptions of the fairness of rewards based on
the comparison of what they are getting out of the work relationship
(outcomes) to what they are putting into it (input). p. 348
ethical decision making: a well-developed set of moral principles
used when making decisions. p. 72
evaluative communication: a statement that makes a judg-
ment about or places a label on other individuals or on their
behavior. p. 248
Everest goals: goals that represent an ultimate achievement, an
extraordinary accomplishment, or a beyond-the-norm outcome.
p. 509
expertise: cognitive ability resulting from formal training and
education or from on-the-job experience; an important source of
power in a technological society. p. 288
extrinsic outcomes: rewards for performances that are controlled
by someone other than the employee—usually the supervisor—such
as appreciation, job security, or good working conditions. (Compare
with internal motivators.) p. 342
F
false bipolar question: a poorly worded interview question,
implying the choices are mutually exclusive, when in fact, the
respondents are more likely to have mixed feelings (e.g., do you
approve or disapprove of overtime work?). p. 622
fantasy analogies: a synetic problem-solving technique in
which individuals ask, “In my wildest dreams, how would I wish
the problem to be resolved?” p. 196
feedback: information regularly received by individuals from
superiors about their performance on a job. Knowledge of results
permits workers to understand how their efforts have contributed
to organizational goals. pp. 131, 334
flexibility: the freedom to exercise one’s judgment—an impor-
tant prerequisite for gaining power in a position—particularly in
tasks that are high in variety and novelty. p. 295
flexibility of thought: the diversity of ideas or concepts
generated. p. 199
flexible communication: the result of the willingness of the
coach or counselor to accept the existence of additional data or other
alternatives and to acknowledge that other individuals may be able
to make significant contributions both to the problem solution and to
the relationship. p. 252
flow: a psychological state in which a person’s mind is so totally
engaged in a challenging task that he or she often loses track of
time, physical appetites, and outside influences. p. 541
fluency of thought: the number of ideas or concepts produced
in a given length of time. p. 199
676 GLOSSARY
forcing response: an assertive, uncooperative response to
conflict that uses the exercise of authority to satisfy one’s own
needs at the expense of another’s. p. 383
forgiveness: in an organization, the capacity to abandon justified
resentment, bitterness, and blame, and instead, to adopt positive,
forward-looking approaches in response to harm or damage. p. 546
forming stage: first stage of team development in which the
team is oriented to each other and establishes clarity of purpose.
p. 498
frameworks: familiar patterns that managers can use to clarify
complex or ambiguous situations. p. 539
funnel sequence: a sequence of interview questions that
begins with general questions and moves toward more and more
specific questions. p. 623
G
goal characteristics: effective goals are specific, consistent, and
appropriately challenging. p. 334
goal setting: the foundation of an effective motivational program,
which consists of (1) including employees in the goal-setting
process; (2) setting specific, consistent, and challenging goals; and
(3) providing feedback. p. 333
goal-setting process: the critical consideration is that goals
must be understood and accepted if they are to be effective. p. 333
goal standards: standards that compare current performance
to publicly stated goals, one of several different kinds of best
practice standards. p. 552
gratitude: in an organization, the frequent expression of thank-
fulness that leads to reciprocal behavior, equity, and justice. p. 547
groupthink: one of the pitfalls in group decision making that occurs
when the pressure to reach consensus interferes with critical thinking.
When the leader or the majority appear to prefer a particular solution,
holders of dissenting views are reluctant to speak out. p. 205
H
hardiness: a combination of the three characteristics of a highly
stress-resistant personality—control, commitment, and challenge.
p. 139
hierarchical-needs model: a general theory of motivation, posit-
ing that behavior is oriented toward need fulfillment, and that human
needs tend to be arranged hierarchically (i.e., lower-level needs must
be fulfilled before higher-order needs become salient). p. 345
human capital: a person’s abilities and competencies (“I know
the answer to the question”). Compare with social capital. p. 288
I
idea champion: person who comes up with the innovative
solutions to problems. p. 207
ideal standards: standards that compare current performance
to an ideal or perfect standard, one of several different kinds of best
practice standards. p. 552
ignoring: a manager’s neglect of both the performance and the
satisfaction of employees. Such a lack of effective leadership can
paralyze a work unit. p. 331
ignoring commonalities: a manifestation of the commitment
block—the failure to identify similarities among seemingly disparate
situations or data. p. 189
illumination stage: in creative thought, the third stage, which
occurs when an insight is recognized and a creative solution is
articulated. p. 195
imagery and fantasy: a relaxation technique using visualization
to change the focus of one’s thoughts. p. 145
imagination creativity: the pursuit of new ideas, break-
throughs, and radical approaches to problem solving. p. 179
imperviousness in communication: the failure of the com-
municator to acknowledge the feelings or opinions of the listener.
p. 252
imposing: a manager’s exploitation of employees by assigning
tasks with the sole emphasis on performance and without
regard to their job satisfaction—usually disastrous in the long
term. p. 331
improvement creativity: the pursuit of incremental improve-
ments on existing ideas. p. 181
improvement standards: standards that compare current
performance to improvements made in the past, one of several dif-
ferent kinds of best practice standards. p. 552
incongruence: a mismatch between what one is experiencing
and what one is aware of, or a mismatch between what one feels
and what one communicates. p. 247
incubation creativity: the pursuit of creativity through team-
work, involvement, and coordination among individuals. p. 181
incubation stage: an early stage in creative thought in which
mostly unconscious mental activity combines unrelated thoughts
in pursuit of a solution to a problem. p. 195
indifference: a type of communication in which the other person’s
existence or importance is not acknowledged. p. 252
individualism orientation: an emphasis on the self, unique-
ness, and individuality, used in contrast to collectivism orientation.
One of the key dimensions that identifies international cultural dif-
ferences. p. 67
indulging: a manager’s emphasis on employee satisfaction to the
exclusion of employee performance; the resulting country club
atmosphere hinders productivity. p. 330
informational deficiencies: breakdowns in organizational
communication. Conflicts based on the resulting misunderstand-
ings tend to be common but easy to resolve. p. 381
initiator role: the part played in a conflict management model
by the individual who first registers a complaint with another
person who is the “responder.” p. 392
innovation: large, visible, discontinuous changes; breakthroughs.
p. 174