Whetten David A., Cameron Kim S. Developing management skills

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McGregor, D., 250, 330, 462

McGuffey’s Restaurant, 217–221, 226

McKay, M., 143, 158

McKim, R., 188

McLoughlin, C. A., 113, 136

McMillan, I., 204

Meaning, and empowerment,

449–450, 451

Mechanic, D., 289, 291

Medawar, P., 195

Mediator, in conflict management,

392–395

Mednick, M. T., 139

Medsker, G., 502

Meetings, conducting

rules for group members in, 657–659

rules for managers in

participants, 653, 658

participation, 655–657

perspective, 657, 659

planning, 654–655, 658

process, 658–659

purpose, 652–653, 658

skill practice for, 660–671

Mentoring, 143–144, 297–298, 454

Merrill, Roger, 207

Mesa Petroleum, 136

Messages, one-sided, two-sided,

594, 594t

Meyerson, D., 544

Michener, H., 327

Microsoft, 184, 212, 556, 562, 568,

572–573

Microwave ovens, 187, 189, 190

Milgram, S., 72, 120

Miller, D., 79, 291

Miller, S., 177, 178, 596

Minnesota Multiphasic Personality

Inventory, 62

Mintzberg, H., 15, 117, 127

Mischel, W., 130

Mishra, A., 118, 131, 447, 450, 454,

456, 459, 464

Mitchell, T., 72, 335

Mitroff, I., 178

Mixed-mode interview, 632

Moe, M., 329

Mohrman, S., 144, 494, 495

Mokwa, M., 199

Moore, Gordon, 296

Moorehead, Dr. Bob, 4–5

Moore, T., 82

Morale, and empowerment, 445t

Moral Research Center, University

of Minnesota, 72, 99

Morcott, Woody, 206

Morgan, S., 446

Morphological synthesis, and problem-

solving, 201–202, 202t

Morris, M., 76, 295

Morrison, A., 381

Motivation. See also Goals; Performance

behavioral guidelines for, 352–353

elements of program for,

331–334, 333t

fostering environment of, 330–331

and human needs, 345–346

increasing, 326

model for enhancing, 351f

and performance, 327–328

and rewards, 345, 346–351, 347t

scoring key for, 370–371

skill analysis for, 354–360

skill application for, 367–369

skill assessment for, 324–325

skill practice for, 361–366

and work design, 342–344

Moving Mountains, 497

Moving Up in the Rankings, exercise on,

216–217

Mulder, M., 300

Mullen, B., 514

Multifactor Emotional Intelligence

Scale, 63

Mumford, M., 184

Murlis, H., 337

Murnighan, J., 386, 392

Murphy, L. R., 135, 137

Murray, B., 337, 345–346

Murrell, K., 448, 450

Muscle relaxation, to reduce stress,

144–145

Myers-Briggs Type Indicator, 62

Name that ship problem,

191f, 229

Nanobombs, 3

Nanus, B., 283, 447, 449, 451, 553

National Training Laboratories, 562

Nayak, P., 185, 188, 189, 190,

192, 193

Neale, M., 381, 386, 391

Neider, L., 335

Nelson, Dr. Noelle, 340, 349

Nelson, William, H., 326

Nemeth, C., 205

Neufeld, R., 448

Neuroticism, 80

Newcomb, T., 186

Newman, W., 462

Newspaper, the, exercise on, 51,

100–101

Nicholson, Geoffrey, 207

Nickerson, J., 495

Nickerson, R., 184, 195, 197

Nielson, T., 376

Nine-dot problem, 191f, 229

Nisbett, R., 287, 326

Nishida, T., 264

Noninquisitiveness, as conceptual block,

192–193

Nord, W., 450

Norenzayan, A., 287, 326

Norming stage, of team development,

598t, 499–501

Northwestern National Life, 118

O’Connor, R., 118, 293

Oedipus, 285

Oldham, G. R., 131, 132, 342, 450,

451, 452, 457, 458, 467, 611

Olsen, J., 652, 653

Ong, M., 333

Openness, 80

Open questions, for interviews,

621–623

Operant conditioning, 338

Orchestrator, 207, 209

Organ, D., 448

Organization, for a presentation,

595–596

Orientation, toward change, 62

Orme-Johnson, D., 143

Osborn, A., 199

Ouchi, W., 244

Overstock.com, 91

Owan, H., 495

Ozer, E., 451

Pagonis, Gen. Gus, 497, 499, 502–503,

505–507, 509, 510, 512

Parker, G., 505, 512, 514

Parker, V., 61, 338

Parsons, Wendell, 329–330

Particularism, 66t, 67, 203

Pascale, R., 293, 376

Pauling, Linus, 192–193

Peake, P. K., 130

Pelled, L., 381

Penicillin, 190

Pepperidge Farms, 291

Performance. See also Goals; Motivation

ability deterioration and, 328

ability-enhancing tools for, 328–330

and behavior

discipline for, 339–341

managers as reinforcers of, 338

rewards for, 338–341

shaping and improving, 341–342

behavioral guidelines for, 352–353

diagnosing problems, 326–328

and extrinsic outcomes, 342

increasing, 326

scoring key for, 370–371

and shift work, 327

skill practice for, 361–366

Performing stage, in team

development, 498

Perot, Ross, 377, 555

Perrow, Charles, 297

Perry, M., 327

Persian Gulf War

Pagonis’s team in, 497, 499,

502–503, 505–506

work teams in, 129–129

Personal Assessment of Management

Skills (PAMS), 24–28

Personal consequence, 449, 451

Personality, and self-awareness, 79–80

Personal management interview (PMI),

260–263

Perspective, and empowerment, 445t

Peter Principle, The, 328

Peterson, Peter, 284

Peterson, Ralph, 555

Peterson, R. L., 546

Peters, T., 62, 118, 244, 292, 495

Peters, Tom, 3, 178, 429, 495

Pfeffer, J., 6, 7, 8, 118, 244, 288, 293,

294, 295, 337, 538

Philips Electronics, 123

Phillips, E., 387

Phillips, K. W., 381

Pilling, B. K., 130

Ping-Pong puzzle, 200–201

Placebo effect, on change, 542

Planning, in learning plan, 94

Planning style, 75

Plutarch, 57

Podolny, J., 295

Poincare, H., 195

Polaroid, 213

Politicization, and empowerment, 445t

Polonius, 57

Poor, E., 603

Porter, L., 298, 327, 387

Posner, B. Z., 68, 68, 507

Post-it Notes

breaking stereotypes to invent,

189, 192

Fry’s involvement with, 188, 190

importance of teamwork to invent,

206–207

invention of, 185

Power

abuse of, 285–286, 308

balanced view of, 283

behavioral guidelines for, 308–309

building base for, 283

defined, 286

in human resource department, 297

and influence, 298, 308

international caveats for, 287–288

lack of, 283–285

model of, 307f

necessity of, 286–288

personal

negative view of, 284

sources of, 288–293, 307–308

as stepping stone, 286

position-power, sources of, 293–298

and relationship with boss, 291t

scoring key for, 319–320

skill analysis for, 310

skill application for, 317–318

skill assessment for, 280–282

skill practice for, 311–316

Pratt, M., 450

Preparation, and creativity, 195

Presentations, oral and written

behavioral guidelines for, 607–608

necessity for, 592

responding to questions on,

605–608

skill practice for, 609–618

strategies for, 593–595

structure for, 595–597

style for oral, 600–602

style for written, 603–605

supporting points for, 597–599

visual aids for, 598–599, 601

Preston, P., 462

Prioritizing, 132

Probing response, 259–260

Problem-oriented communication,

250–251

Problem-solving interview, 632

Problem solving. See also Conceptual

blocks

analytical

constraints on, 179t

exercise to assess, 215

limitations of, 178

model of, 174t

and single thinking language, 187

steps in, 174–178

success of, 207

applying techniques for, 203

behavioral guidelines for, 208–209

in conflict management, 390–404

creative

approaches to, 179–183

exercises to assess, 216–217,

220–221

fostering in others,

203–209, 205t

impediments to, 178–179, 179t

management principles for,

204–209

model of, 204f

as prerequisite for success, 208

stages of creative thought,

194–195

training for, 184–185

and creativity, innovation, 178

generating alternatives for,

199–202, 199t

international caveats for, 202–203

problem definition, improving,

195–199, 208

scoring key for, 224–230

skill analysis for, 210–218

skill application for, 222–223

skill assessment for, 168–173

skill practice for, 214–221

COMBINED INDEX 717

Proctor, R., 393

Pronunciation, inconsistent, 241t

Prudential Life Insurance, 136

Pruitt, D., 398

Prussia, G., 120

Publilius Syrus, 57

Purdy, K., 131, 458

Putnam, R., 652

Pygmalion effect, on change, 542

Quality circles, exercises for,

610–618

Quick, T., 328

Quinn, R. E., 8, 11, 16, 17, 68, 179,

444, 447, 451, 452, 461, 498,

506, 538, 544, 549

Rahe, R. H., 119–120

Rahim, M., 386–387

Rainbow, Jacob, 194

Ramsey, Joseph, 207

Randle, C., 239

Rappoport, J., 448, 449

Rasheed, A., 174

Raven, B., 445

Ray, M., 448

Raytheon, 185, 187, 189, 190, 205

Reagan, Ronald, 556, 588

Reality therapy, 255

Reason, as influence strategy, 298t, 298,

299t, 300, 301t, 303–304,

306–307

Reassigning, for ability

enhancement, 329

Reciprocity, as influence strategy, 299t,

300, 301t, 302–303, 306

Recreation, and empowerment,

455–456

Recreation, and vision, 557–559,

558t, 561t

Redirect, to shape behavior, 341–342

Redmond, M., 239

Redstone, Sumner, 284

Reed, M. J., 134

Reese, S., 329

Refitting, for ability enhancement, 329

Reflecting response, 260

Reflective probe, for interviews,

627, 628t

Reframing, to reduce stress, 145

Regression, as stress mechanism, 114

Rehearsal, to reduce stress, 145

Reinforce, to shape behavior,

341–342, 341t

Reingold, J., 593

Reis, H., 238

Rejected Plans, 267–268

Relational algorithm, and problem

solving, 202

Relationship-building roles, on teams,

514–515, 515t

Relationship skills, developing, 4

Relaxation, deep, 142–143

Release, of employee, 329–330

Relevance, as power source, 297–298

Repetition probe, for interviews,

627, 628t

Repression, as stress mechanism, 114

Reprimand, to shape behavior, 341, 341t

Research, 5, 6

Resiliency, to deal with stress, 134–144,

136t, 140t

Resistance stage, of stress, 114–115

Resources, and performance, 327

Responder, in conflict management,

392–401, 403

Rest, J., 72, 99

Resupply, for ability enhancement, 329

Retraining, for ability enhancement, 329

Retribution, as influence strategy,

298–300, 302, 305–306,

298t, 299t, 301t

Reuters, 555

Rewards, for performance, 337–338,

346–351, 347t

Ribot, T., 195

Rigby, D., 8

Rigidity, in communication, 251–252

Riley, S., 174

Rodin, J., 462

Rogers, Carl, 58, 247, 256,

257, 258

Rohrbaugh, J., 16

Rokeach, M., 61, 68–69

Rosenfeld, L., 393

Rosenman, R. H., 140, 141

Rosen, S., 239

Rosenthal, R., 65, 130

Rose, S., 448

Rostad, F., 135, 136, 137

Rothbaum, F., 449

Rothenberg, A., 79, 198, 199

Rotter, Julian, 52, 80

Ruble, T., 76, 383 ,387

Rule breaker, 207

Runco, M., 184, 195

Runyon, K., 448

Rust, Ed, 292

Ryan, R., 448, 450

Ryman, D. H., 120

Saarni, C., 129

Salancik, G., 559

Salovey, P., 63

Sandelands, L., 21, 59, 113,

141, 444

Sanders, Harland, 187

Sandusky, Ohio, 197–198

Sandwiching, a presentation, 595

Sanford, D. G., 69, 592

Sashkin, M., 443, 463

Savage, G., 386, 388

SCAMPER, used in

problem solving, 197

Scandinavian Airlines, 561, 564

Scapegoating, and empowerment, 445t

Schein, E. H., 120, 292, 513

Schmidt, E., Jr., 380

Schmidt, F., 330

Schmidt, S., 298, 302, 388, 390

Schmidt, W. H., 69

Schmitt, D., 298

Schnake, M., 239, 240, 247

Schneer, J., 387

Schneider, J., 78, 448

Schriesheim, C., 335

Schuster, J., 337

Schwalbe, M., 448

Schwartz, Jeffrey, 555

Schwartz, S. H., 69

Schweiger, D., 463

Scoring keys

for communication, supportive,

276–278

for conflict management, 434–437

for empowerment, delegation,

485–487

for leadership, positive change,

587–589

for motivation, 370

for performance, 371–372

for power and influence, 319–321

for problem solving, 224–230

for stress, stress management,

164–166

for teams, teamwork, 531

Scott, O., 187, 189

Scoular Grain Company, 136

Sculley, John, 284, 556

Seeman, M., 78, 448

Seff, M., 448

Seiler, W., 598

Self-awareness

activities for developing, 95–96

assessment for, 97

behavioral guidelines for, 82

change, attitudes toward, 76–79

core aspects of, 63f

and core self-evaluation, 62,

79–82, 83f

defined, 57

dimensions of, 57

and diversity, 60

effectiveness of training for, 81

enigma of, 58

and learning style, 74–76

and the sensitive line, 58–60

skill analysis for, 84–88

skill application for, 95–96

skill assessment for, 46–47

skill practice for, 89–94

and values, 65–74

Self-determination, 448, 451

Self-disclosure, 59–60

Self-efficacy, 447–448, 451

Self-knowledge, 60–61

Self-portrait, best, 581–582

Seligman, M., 448, 462, 541

Selye, H., 114

Selznick, P., 560

Senge, P., 495, 496

Sensitive line, the, 58–60

Serpkenci, R. R., 130

Sewell, Carl, 457, 458

Seybolt, P., 376, 386, 387

Shakespeare riddle, 189, 190f, 228

Shaklee Products, 455

Shalley, C., 178

Shamir, B., 335

Shatkin, S., 143

Shenandoah Life Insurance Co., 495

Shift work, 327

Shipper, F., 285

Shoda, Y., 130

Siau, K., 200

Sieburg, E., 246, 251, 254

Siegman, A. W., 140, 141

Silence, in interviews, 627, 628t

Sillars, A., 381

Silver, Spence, 185, 187, 188, 189, 192,

193, 204, 205–207

Simmel, G., 547

Simon, H., 174, 176, 199, 200, 539

Sims, H., 449, 507

Sincoff, M., 620

Singh, J., 117, 118, 132, 143

Situational stressors, 118–120, 130–132

Skill analysis

for communication, supportive,

266–268

for conflict management, 405–409

for empowerment, delegation,

474–475

for leadership, positive change,

568–580

for motivation, 354–360

for problem-solving, 210–213

purpose of, 19

for self-awareness, 84–88

for stress management, 147–154

Skill application

for communication, supportive,

274–276

for conflict management, 431–433

for empowerment, delegation,

483–484

importance of, 21

for leadership, positive change,

584–586

for motivation, 367–369

for power and influence, 317–318

for problem solving, 222–223

purpose of, 20–21

for self-awareness, 95–96

for stress management, 161–163

for teams, teamwork, 529–530

Skill assessment

for communication, supportive,

234–237

for conflict management, 374–375

for empowerment, delegation,

440–442

for leadership, positive change,

534–537

for managing stress, 106–111

for motivation, 324–325

for power and influence,

280–282, 310

for problem solving, 168–173

purpose of, 19

for self-awareness, 46–56

for teams, teamwork, 490–492,

519–522

for time management, 107–108

Skill learning, purpose of, 20

Skill practice

for communication, supportive,

269–273

for conflict management, 410–430

for empowerment, delegation,

476–482

for influence, 312–316

for interviews, 634–650

for leadership, positive change,

581–583

for meetings, conducting, 660–671

for motivation, 361–366

for performance, 361–366

for power, 311–313

for presentations, 609–618

for problem solving, 215–221

purpose of, 20

for self-awareness, 89–94

for stress management, 155–160

for teams, teamwork, 523–528

Skill variety, at work, 131

Slocum, J., 448

Small wins

and commitment to change,

560, 561t

and empowerment, 453

exercise to assess, 155–156

and problem solving, 177

strategy of, 133–134

for Type A personalities, 142–143

SMART goals for, 453, 460t

Smejda, Karolus, 296

Smeyak, G., 620

Smith, D., 144, 495, 505, 507,

509, 519

Smith, G., 184

Smith, R., 393

Smith, Roger, 377

Smith, S., 184, 195, 200, 201

Smith, T., 140, 141

Smith, W., 386

Snyder, S., 449

Social Readjustment Rating Scale (SRRS),

109–111, 119, 166

718 COMBINED INDEX

Social Security Administration,

132, 344

Soldiers, 128–129, 143

Solem, A., 256

Solomon, B., 446

Sophocles, 285

Sorenson, M. J., 139

Sorenson, R., 386

Sosik, J., 61

“Sources of Power of Lower

Participants,” 291

Southwest Airlines, 91, 213, 291

Sparrowe, R., 294

Spencer, L. M., 58, 130

Spencer, Percy, 185, 187, 189, 190,

204, 205, 206

Spencer, S. M., 58, 130

Spitzberg, B., 239, 240, 246, 251

Sponsor, of creativity, 207, 208

Sprague, J., 594

Spreitzer, G., 443, 447, 450, 451, 452,

456, 457, 549

SSS Software, 30–40, 410–418,

660–671

Stajkovic, A., 337

Stalk, G., 117

Stamps, D., 329

Stanford-Binet Intelligence Test, 62

Staples, L., 448

Starko, A., 184, 201

Stasser, S., 131, 443, 449

Staw, B., 21, 59, 113, 141, 444

Steers, R., 327, 338

Steil, L., 239, 246, 251, 256, 260

Steinel, W., 386

Stereotyping, as conceptual block, 189

Sternberg, R., 65, 74, 129, 130, 174,

189, 194, 199, 256

Stewart, C., 626

Stewart, Martha, 72

Stewart, T., 287

Stone, R., 143

Stone-Romero, E., 290

Storming stage, of team development,

498, 498t, 501–503

Strategies, for presentations, 593–595

Stress, stress management. See also

Time management

anticipatory stressors

defined, 120

and goal setting, 132–133

and prioritizing, 132

and small wins, 133–134

behavioral guidelines for, 146

and burnout, 118, 119t

coping strategies for, 115–117

eliminating stressors, 120–121, 121t

encounter stressors

and collaboration, 128–129

defined, 118

and social and emotional

intelligence, 129–130

and illness, injury, 120, 130,

135, 141

improving, 112–113

and incompetent managers, 113

model of, 115f

physiological effects of, 116–117, 116f

positive and negative elements of,

113–114

reactions to stress, 114–115

resiliency for, 134–144

scoring key for, 164–166

situational stressors

defined, 118–120

and work redesign, 130–132

skill analysis for, 147–154

skill application for, 161–163

skill assessment for, 106–111

skill practice for, 155–160

sources of, 111, 117–120, 117t

temporary techniques for reduction

of, 144–145

Stroh, L., 391, 398

Strong-Campbell Vocational

Inventory, 62

Structure, for presentations, 595–597

Stuart, D., 594

Stuart, Jim, 331

Subdivision, and problem solving,

200–201

Success, organizational, 6

Sue-Chan, C., 333

Sullivan, Barry, 123

Superiority-oriented communication, 251

Sutton, C., 72, 73

Swift, C., 448

Symbolism, and leadership, 552, 554t

Synectics, and problem solving, 196

Synopsis Communication Consulting of

London, 239

Tallahassee Democrat, 519–521

Task facilitating roles, on teams,

513–514, 513t

Task identity, significance, 131,

343–344, 458

Teams, teamwork

advantages of, 494–497, 496t

advertisement for, 494f

behavioral guidelines for, 518

developing, 493

forming stage, 498–499, 498t

norming stage, 499–501, 498t

performing stage, 503–506,

498t, 504t

storming stage, 501–503, 498t

and empowerment, 445t

examples of, 493

feedback in, 516–517, 516t

goals for, 509–511

group pressure in, 513

impact of, 496t

international caveats for,

511–512, 517

leading, 506–512

management skills for, 518f,

542–544, 543–544f

membership in, 512–518

in Persian Gulf War, 497, 505–506

roles in

blocking, 515–516

relationship-building, 513,

514–515, 515t

team-building, 512–513

scoring key for, 531

shortcomings of, 496–497

skill analysis for, 519–522

skill application for, 529–530

skill assessment for, 490–492

skill practice for, 523–528

stretch targets for, 511

Tedeschi, J., 290

Tell-and-listen interview, 632

Tell-and-sell interview, 631–632

Tennessee Valley Authority, 560

Tennyson, Alfred Lord, 57

Theory X, Y assumptions, 250, 330,

451, 462

Thinking, bias against, as conceptual

block, 193–194

Thoits, P., 118

Thomas, John, 454

Thomas, K., 378, 383, 387, 443, 448,

449, 450

Thomas, P., 448

Thompson, D., 338

Thompson, L., 290, 303, 379, 386, 392

Thorton, B., 239

Threat-rigidity response, 59, 444, 445t

3M, 82, 185–189, 192, 193,

205–207, 652

Through the Looking Glass, exercise on,

89–90

Tichy, N., 16, 17, 204, 331, 538,

562, 652

Timberland, 555

Time management. See also Stress,

stress management

effective

and personal principles statement,

123–124, 123t

and urgent/important matrix,

121–122

efficient

determining patterns,

124–125, 124t

rules for all, 125–127

rules for managers, 127–128

Time Management Survey, 125

eliminating stressors with, 121–128

exercise to assess, 159–160

improving, 112–113

scoring key for, 164–165

skill assessment for, 107–108

Time stressors, 117–118, 117t

Timmer, Jan, 123

Ting, S., 285

Ting-Toomey, S., 264, 386

Tjosvold, D., 376

Tolerance of ambiguity, 62, 77–78

Tolerance of Ambiguity Scale, 54–55,

78, 102

Tomlinson, A., 329

Tone, in presentations, 604–605

Toyota Motors, 7, 568, 571

Toyota’s mission and guiding

principle, 571

Training, and performance, 327

Travelers Insurance Co., 132, 344

Trevor, C., 338

Triandis, H., 264, 284, 338

Trieber, Frank, 115

Tripp, T., 305

Trompenaars, F., 22, 66, 78, 118, 202,

250, 264, 284, 381, 390, 471,

512, 517

Trompenaars model, 22, 66–67, 66t

Tropman, J., 652, 654

Troxell, J. R., 120

Trust, and empowerment, 445t,

450–451

Tsang, J., 547

Tschirhart, M., 11

Tuchman, B., 652

Tuckman, B., 498

Tully, S., 287

Turkington, C., 128

Turner, M., 507

Turn of the Tide, exercise for,

147–150

Tushman, M., 204

Tutu, Desmond, 546

Two-way communication, 253

Tyabji, Hatim, 349

Type A personality, and stress, 139–141

Type A Personality Inventory,

108–109, 165

Ulicni, S. K., 69

Ulrich, D., 15, 297, 544

Union Carbide, 382

United Chemical Company, 269–271,

277–278

Universalism, 66t, 67

UOP Inc., 382

Urwick, Lester, 463

Useem, Michael, 303

U.S. Postal Service, 14–15

U.S. public education system, 526–527

US West, 331

Validating communication, 251–253

Values

core organizational, 292

cultural, 66–67

dimensions of, 67–68

and ethical decision making, 72–74

ethical standards test, 72

as foundation, 65

instrumental, 68, 69

personal, 68–69

terminal, 68–69

Values maturity, levels and stages of, 69,

70–72

Vance, C. M., 13, 14, 74

Van de Ven, A., 204

Vangelisti, A., 247

Vardi, Y., 79, 448

Vaske, J., 327

Velthouse, B., 443, 449, 450

Verespei, M., 495

Verification, and creativity, 195

Verifone, 349

Veroff, J., 346

Vertical, lateral thinking, as conceptual

block, 186–187

Viacom, 284

Vietnam War, 143

Vinton, D., 117

Visibility, as power source, 295–297

Vision statements

commitment to, 557–562

defined, 554

examples of, 555

interest for, 555–556

passion and principles for, 556

symbols for, 556–557

Visual aids, 598–599, 601

Vogt, J., 448, 450

Vogus, T., 139

Volvo, 495

Von Oech, Roger, 196, 206

Von Treitschke, Heinrich, 283

Vroom, V., 177, 327, 464, 465

Vygotsky, L., 187

Waclawski, J., 61

Wagner, N. N., 120

Wallas, G., 195

Wal-Mart, 213, 511

Walsh, J., 541

Walton, Sam, 511

Wanous, J., 376

Ward, H. W., 120

Ward, T., 184, 195, 200, 201

Warren, K., 462

Watson, C., 3, 260, 387

Watson, D., 80

Watson, K., 239

Weick, K. E., 21, 59, 113, 133, 134,

141, 142, 177, 184, 210, 444,

453, 560

Weight, and stress, 136–137, 138

Weiner, B., 334

Weingart, L., 378

Weirdsma, A., 174

Weisberg, J., 381

COMBINED INDEX 719

Weisenfeld, B. M., 120

Weisz, J., 449

Welch, Jack, 292, 538, 556, 562

Weldon, E., 381, 386

Wellins, R., 495, 496

Westinghouse Furniture Systems, 495

Wheeler, J., 12, 79, 507

Whetten, D. A., 14, 59, 60, 118, 382,

444, 498, 542

White, R., 446, 449

Whitney, D., 514

Wiemann, J., 254

Wilkinson, I., 298

William, R., 140

Williams, V., 140

Williams, W., 184, 194

Willmington, S. C., 239, 240

Wilmot, W., 381

Wilson, Bill, 181

Wilson, D., 177, 178

Wilson, J., 495

Withdrawal, as stress

mechanism, 114

Wolf, Dr. Stewart, 128

Wolff, H. G., 119

Wolff, S. G., 514

Wolf, S. G., 119

Wonder, J., 202

Wood, R., 341

Wooten, M., 455, 545

Work design, 342–344

Workman, E. A., 112, 138

Work redesign, steps for, 131–132

Work teams, units

attributes needed for, 205

benefits of, 131

and social resiliency, 143–144

and task identity, 343–344

in wartime, 128–129

World Trade Center, 557

World War II, 143, 185, 296, 546, 560

Wright, A., 337

Wrzesniewski, A., 450, 452

Xerox Corporation, 144, 213, 503, 562

Xie, J., 386, 387

Xin, K., 381

XYZ approach, to conflict management,

393–394, 394t, 396–397

Yamaha, 181

Yammarino, F., 61

Yang, L., 184, 194

Yeatts, D., 505, 516

Yetton, P., 177, 464

Yogi, M., 143

Youtz, A., 376

Yukl, G., 289

Zand, D., 450

Zeitz, P., 178

Zen Buddhism, 141

Zhou, J., 178

Zimmerer, T., 462

Zimmerman, M., 447,

448, 449

Zingheim, P., 337

720 COMBINED INDEX