How to Use This Instructor’s Manual Dear Fellow OB Teachers…
Transcription
How to Use This Instructor’s Manual Dear Fellow OB Teachers…
How to Use This Instructor’s Manual How to Use This Instructor’s Manual Dear Fellow OB Teachers… We are a diverse (my editor cautioned me not to say “motley”) crew, and, because of all the excellence in this diversity, I would not in the least way presume to suggest to you how to teach your class. Therefore, my goal in creating this textbook and Instructor’s Manual has been to provide a range of materials from which you can choose. To cite but two examples, this book enables extensive experiential learning if that is your preference. And it meets the needs of less experienced and more experienced students (some exercises and cases challenge the latter) should you happen to teach both kinds. If there is a teaching angle that I have neglected, please let me know so I can improve the next edition. If You Are an Experienced Instructor… Whether your classroom style leans more toward lecture-discussion or toward experiential learning, this textbook gives you plenty of options. Your choices for each chapter are listed as Classroom Options in the appropriate section of this Instructor’s Manual. For instance, you can use the videos and some of the very short exercises to enhance your lectures. Alternatively, there are enough cases and exercises here for you to design an entirely experiential class. Note that Classroom Options include some materials (called Valued Added) which are not in the textbook itself. These include exercises, videos, cases, and handouts. If You Are a First-Time Instructor… I do have some advice for those of you who are walking into the classroom for the first time. I am fairly sure that it’s not particularly radical, and that students will appreciate your following at least some of it. So here goes… Plan your class meetings for variety When you are designing a particular class session, aim for variety. In addition to textbook-based lectures accompanied by your own material and insights (students really value your expertise), use the films included here to bring the business world into your classroom and the exercises to bring your students into the learning process. For each chapter, consult Classroom Options in this Instructors' Manual. iii How to Use This Instructor’s Manual Plan your lecture to be concise; tell stories Look at the Preview for each chapter and choose the questions (chapter sections) you want to focus on. Review the PowerPoint slides and choose the slides that support your focus. For each Preview question, develop a supplementary story of your own. Plan to develop at least two or three such stories per class session. Material from the end-of-chapter section “Apply What You Have Learned” can also be folded into your lecture. The segments World Class Companies and Advice from the Pro’s are especially useful. Focus your coverage, and telegraph that focus Assign your students to read the questions (again, chapter sections) you do not cover in class (either because you did not plan to cover them, or because you ran out of time in class.) Be assured that this textbook includes many examples and applications that will help your students make sense of, and see the relevance of, what they will read on their own. Note, however, that the chapters are detailed and thorough. Based on workload considerations, you may not want students to read every section, or every word of every section. Should you want to do so, there are basically two ways to help students focus their reading. One is to instruct them what to read (“read only these sections”); the other is to instruct them how to read (“Cover only the main topics and terms” or “Cover only these particular topics and terms [you name them].”) Our chapter summaries can help you focus your coverage effectively because, for each section, they summarize the most important topics and list the key vocabulary terms. This approach (in contrast to the approach that lists key terms alphabetically at the end of the chapter) allows you to easily emphasize or deemphasize material. For example, you might want to test more of the terms and concepts that you have lectured on, and fewer of those that the students cover by themselves. A glance at the chapter summary will let you—and your students— know which terms and concepts you mean. For example, in Chapter 2 it would make sense to lecture on the first three sections (What is your personality?, How is the Big Five personality profile used in organizations?, and What is your emotional style and why is it important in organizational life?) and ask your students to study the last two sections independently. (What cognitive abilities contribute to your personal style? What values and attitudes contribute to your personal style?) On an exam, you would probably choose to draw more questions from the earlier sections, and you might want to rely on the chapter summary to direct students to the questions and terms you will emphasize from the latter two sections. iv How to Use This Instructor’s Manual At the same time, it is entirely reasonable to hold students responsible for all the material in a chapter (which is what I do.) What I tell my students is that those who want an “A” must be able to answer detailed questions and make detailed applications, whereas those who will settle for a “B” can afford to be a bit more general in what they learn. And I let them know that the material covered in class will be more heavily represented on the exam. Add your own value To help you customize your course, use the Value-Added elements listed in Classroom Options. Choose a couple of backups in Classroom Options Choose and prepare one or two backup activities in case your media fail, your lecture falls short, or the class discussion takes a direction that you want to reinforce. Design your first three classes carefully Because of the vagaries of class scheduling and semester beginnings in general, it is often not advisable to cover a lot of material in the first class. Instead, use the class to establish a particular climate—one that emphasizes that the class will be interactive, applied and contemporary. One way to structure this first class is to: 1) Before doing anything else, gather pre-course data on what your students know about OB topics by having them complete the form “Preliminary description of your life in organizations,” available in the Value-Added section of the Chapter 1 Instructors' Manual material (and also appended to the Sample Undergraduate Syllabus below). Explain that you will return these descriptions at the end of the course to help them evaluate what they learned. 2) Ask students to read the syllabus, then use the Value-Added team exercise : The Boundaryless Classroom 3) If time, briefly introduce the course by lecturing on Chapter 1: What is organizational behavior, and what kinds of business challenges does it address? Also, give students name cards for the semester. The cards are useful for you, but also for other students throughout the semester. In class two: 1) Lecture on the first two or three sections of Chapter 1: What is organizational behavior, and what kinds of business challenges does it address? (continued from your first class). What economic and social issues challenge today’s organizational leaders? What organizational processes help companies compete in the modern economy? v How to Use This Instructor’s Manual Include one or both of the chapter opening films, Nidek and IQ Solutions, which emphasize managing international and diverse workforces, respectively. 2) Use the short case Netflix. In the third class: 1) Review the previous lectures briefly, especially to orient any new students. Lecture on the remaining sections of Chapter 1: What will your career be like in modern organizations? and How will mastering OB help you in your career? Use the fun exercise Is Geography Destiny? 2) Do Career Anchors and Values 3) If time, do your choice of: Which OB skills are most important in which industries?, or… The Young President’s Vision, or … Address the Stereotypes of Millennials in a Job Interview. Assessment Again, for new instructors, my advice is to use both exams and papers. Exams motivate students to read the book and do some analysis; papers motivate them to analyze and apply what they have read. Some students prefer one, some the other: Using both generally satisfies both constituencies. vi How to Use This Instructor’s Manual Sample Undergraduate Syllabus Here is a sample syllabus you can adapt for a three-session-per-week undergraduate course. Using this syllabus you will: —cover all of the chapters in the textbook —emphasize working in and leading teams (using the Connections Project). —emphasize ethics by giving a quiz on the Ethics Module —administer 2 longer exams and one quiz —grade one long paper (by individuals: You might also adapt this paper to be a group paper.) To use this syllabus: 1) Replace the underlined material with your own. 2) Reposition the class days to suit your calendar 3) Note that the exercise Preliminary Description of Your Life in Organizations is appended to the sample syllabus. However, before you copy the syllabus you may want to expand this section to several pages that students can detach from the syllabus and hand in to you during the first class. 4) Examine the Class Plan that accompanies the syllabus for classroom activities, and select your lecture material accordingly, depending on the topics you want to cover and the amount of time you want to devote to lecturing. vii How to Use This Instructor’s Manual Organizational Behavior Professor Wonderful Semester Q, YEAR CONTACT ME AT EMAIL ADDRESS (Put THE COURSE NUMBER in the subject line please to be sure to get my immediate attention.). My office is PLACE. Office hours are DAYS AND HOURS and by appointment. My personal website is WEBSITE. See ONLINE PACKAGE for class notes and announcements. REQUIRED READINGS Rae André, Organizational Behavior: An Introduction to Your Life in Organizations (PrenticeHall, 2008) COURSE OVERVIEW AND GOALS Welcome to OB! In this course you will have opportunities to: read some interesting material that will give you many ideas on how to manage yourself and others…take some tests that will help you to understand your own personality in the context of your future career…meet and manage a team of students, from which you will learn something about yourself and the politics and practicalities of work teams. This course is about managing people in organizations. It covers how human systems are organized, structured, and controlled (the macro level) and includes psychological approaches to individual, interpersonal, and group behaviors (the micro level). The purpose of the course is not to teach you “one right way” of management, but rather to give you the tools with which to diagnose organizational situations, formulate plans of action, and implement these plans. In the organizations you will work for, the cost of human resources often totals 70% or more of the cost of doing business. This number is probably increasing, especially in information and technology-based industries. In addition, something like 80% of your time as a manager will be spent working with and through others. For these reasons alone it is essential that you become as skillful as possible in the area of managing human resources…which includes yourself. So come ready to participate. PRACTICE-ORIENTATION OF THIS CLASS The course will be run as a professional organization might be run. (Think IBM.) Professional demeanor and high performance are expected of all students. The class includes many in-class case analyses, simulations, and exercises, and company and career-related outside assignments. The more involved in these that you are, the more you draw on practical experience both inside and outside of the classroom, the more feedback you will gain and the more you will take away from the course about your personal management style and career goals. School is a relatively low-risk environment in which to practice management techniques and to discuss management issues. I hope you will take every advantage of this opportunity to learn through practice, and I will make every effort to help you to do so. viii How to Use This Instructor’s Manual You will have many practice-oriented assignments: 1) First, you, personally, will lead a “project team,” for at least one period, and you will be a member of about four other project teams. 2) Second, you will draw on your work and life experience as you analyze your personal managerial style and goals. 3) Third, the course includes a substantial number of cases and experiential exercises. COURSE REQUIREMENTS 1. CLASS PARTICIPATION (15%) Your class participation grade will be determined by the quality of your class contributions, including completing your Information Form fully and on time (5%), and such factors as your class participation and group work (10%). Although desirable and important for your participation grade, class attendance is not always mandatory. However, class attendance is mandatory for certain classes as indicated by the “grey” blocks on the syllabus. Because it is crucial that you come to these classes, missing any one of them will automatically reduce your course grade by two percentage points. I will of course accept important excuses that can be documented (illness, death in the family, traffic court, and the like.) 2. ETHICS QUIZ (5%—This quiz can only improve your grade) PLUS TWO EXAMS (25%) each. 3. THE CONNECTIONS PROJECT AND PAPER (30%) The Connections Project is so named because in it you will be making connections between the textbook theory, the reality you experience in our in-class projects, and the behaviors of yourself and your classmates. You will lead and be a part of various project teams and will write a paper about your experiences. Your paper should include these two parts, along with the appendix: Part 1) A commentary/diary on the Connection groups you have led and been a member of, including your role and the role of others (For Summer 1 there will be 6 formal projects). For example, the day you lead you will discuss the behavior of others in the group and include a discussion of your own leader behaviors, while on other days you will focus on both your behaviors as a group member and on the behaviors of the leader and other group members. Each daily analysis should draw on the theory that we have covered to that point in the course, including the readings for the day of the project. Do not describe the content/problem itself at all, but rather describe the process you used to deal with it! I am looking for a description of the psychology of your group and your insightful application of appropriate course concepts. I recommend 2-3 paragraphs (300 word minimum, no maximum) for each Connections Problem. It is a really good idea to write these shortly after attending the Connections class. ix How to Use This Instructor’s Manual GRADING An A-range paper will make extensive use of multiple course concepts (including but not limited to personality factors, group roles and processes, motivation, stress, one-to-one interaction, cross-cultural issues and leadership) and will illustrate these by examples from your group’s process; it will demonstrate how your style and observational capability of self and others have evolved during the term; a B-range paper does what the A-range paper does but somewhat less effectively; a C-range paper discusses group process to some extent but fails to give convincing examples of it, and probably relies too much on description of the project; a D-range paper is one that describes the project you did on a given day and hardly discusses the group process. MISSED CONNECTIONS CLASSES If you miss a Connections class you must include the following in your final Connections paper: a. An analysis of the case or exercise that was covered that day (minimum 300 words). b. A write-up of your group’s process, based on interviews with your group members (300-word minimum). Part 2) Imagine you are about to have an interview with a company that emphasizes team work. Describe to the interviewer how the group experience you have gained during this project will help you to be effective in the company (200-word minimum, no maximum). Appendix: Feedback forms from all participants for the day you lead. Append a) a list of all participants for that day and whether or not they gave you the written feedback. AND if they did not, please provide an explanation of your attempts to entice them to do so. Please make a reasonable attempt, and document that. You will lose points if you don’t attempt to get the feedback, and they will lose points if they do not provide it. b) all of their forms. Checklist for your papers Papers must be typed, double-spaced. Number every page. Make sure they are securely bound. Please do not right-left justify the margins of your papers. x How to Use This Instructor’s Manual Use course concepts. This paper will be judged in large part on how well you apply them to help you learn. Your papers should be carefully written not only as to content but as to style, grammar, punctuation, and spelling. These “count.” ADDITIONAL COURSE POLICIES If I accept a late assignment …To be fair to all, papers received after class on the due date will be subject to a third of a grade (3 point) reduction for every day that they are late. (Papers turned in after class on the day they are due lose 3 points, those turned in the next day lose 6 points, etc. However, Saturday and Sunday are only counted as one day.) When delivering late assignments to my office, always be sure a secretary signs them in and dates them. If you don’t do this, the day I find the paper wherever you leave it is the day it is officially received. Occasionally, because of some unforeseen reason, I may have to change this syllabus. Thank you in advance for your flexibility! Grading scale A 93+ (94) C+ 78-80 (79) A- 90-92 (91) C 75-77 (76) B+ 87-89 (88) C-72-74 (73) B 84-86 (85) D 67 B- 81-83 (82) E 62 No pass-fail grades will be given. xi How to Use This Instructor’s Manual Course Content READINGS FOR THE DAY 1. Syllabus and Preface for Students. 2. Chapter 1 Why Mastering Organizational Behavior Is Essential to Your Career 3. Continued 4. Chapter 9 Groups and Their Influence 5. Continued Homework assignments due, exams, and special announcements Groups will be formed today. 6. Chapter 10 Improving Team Decision Making 7. Continued 8. Chapter 2 Your Style and Personality Group assignments Connection #1: To be announced DUE 1) —Information Form (5% of your grade; late or incomplete forms lose points; forms with photos that are not stapled onto the sheet or electronically integrated are incomplete. ) Fully complete the Information Form attached to this syllabus. To do this you will have to know your personality type. To discover it, web search for IPIP-NEO. You may do either the short or the long version; while the longer version has a slightly higher validity, the shorter version is excellent. DO NOT TAKE THE MBTI. YOU MAY NOT SUBSTITUTE MBTI RESULTS FOR THE IPIP-NEO. 2) If not completed on Day 1, the “Preliminary description of your life in organizations” 9. Continued xii How to Use This Instructor’s Manual 10. Chapter 2: The Rebel Billionaire 11. Chapter 3 Decision Making 12. Continued 13. Ethics Module Connection #2: The Rebel Billionaire Group quiz on the Ethics Module 14. Chapter 4 Fundamentals of Motivation 15. Continued Google, Inc. (Chapter 3) 16. Chapter 5 How to Motivate Individuals in Their Jobs 17. Chapter 5: Volvo: The Uddevalla Plant Connection #3: Group quiz on the Ethics Module Connection #4: Google, Inc. (Chapter 3) Connection #5: Volvo: The Uddevalla Plant (Chapter 5) 18. Chapter 6 Health and Stress at Work 19. Continued **Special Note: For an exercise on managing stress using deep muscle relaxation and guided imagery, you are going to lie on the floor. To stay warm and clean, bring something to lie on. 20. Chapter 7 Communication and Interpersonal Relationships 21. Continued Motivating Innovation at Samsung (Chapter 5) Connection #6 Motivating Innovation at Samsung (Chapter 5) xiii How to Use This Instructor’s Manual 22. Chapter 8 Cross-cultural Relationships 23. Continued 24. Exam: Chapters 1-10 25. Chapter 11 The Challenge of Leadership 26. Continued 27. Continued Exam #1 Homework due today: Learn your roles for Connection #7. 28. Chapter 12 Leadership Roles and Skills 29. Continued 30. Chapter 13 Power and Influence 31. Continued 32. Chapter 14 Conflicts Good and Bad 33. Continued 34. Chapter 15 Designing Effective Organizations 35. Continued 36. Chapter 16 Organizational Structure as a Design Tool 37. Chapter 17 Organizational Culture 38. Continued 39. Chapter 18 Changing Organizations 40. Continued Connection #7: Intercultural Negotiation (Chapter 8) Connection #8 : To be announced. Connections Paper Due xiv How to Use This Instructor’s Manual 41. Chapter 19 OB Is for Life 42. Continued 43. What did you learn this semester? (What more would you like to learn?) 44. Presentations 45. Presentations Exam Week Individuals read and comment on their own “Preliminary description of your life in organizations” to inspire presentations Groups present Groups present Final exam (Exam #2): Chapters 11-19 xv How to Use This Instructor’s Manual Preliminary Description of Your Life in Organizations 20 minutes Name: Course Section: Date: Please answer the questions below. Use technical terms to the extent that you are comfortable doing so (for example, if you know your Myers Briggs personality type, or what sort of a leader you are, use those terms.) Note to late-entering students: This form is due the same day your Information Form is due. 1. I would describe my personality and style as: 2. My leadership qualities are: 3. When interacting with another person on the job I tend to: 4. In general, I do/do not get along with my bosses because… 5. When working in a group, my best and worst characteristics are: 6. My experience in groups leads me to believe that groups are: 7. My experience in organizations leads me to believe that organizations are: 8. I do/do not want to work in a large company (more than 500 employees) because: END OF SYLLABUS xvi How to Use This Instructor’s Manual Class Plan for Instructors: To Accompany the Sample Undergraduate Syllabus READINGS FOR THE DAY Homework assignments due, exams, and special announceme nts Group assignm ents 1. Syllabus and Preface for Students. CLASS PLAN FOR INSTRUCTORS Relax and enjoy being with your students. Students write “Preliminary description of your life in organizations” for 20 minutes. Lecture on Chapter 1: What is OB and what kinds of business challenges does it address? The Boundaryless Classroom Lecture on Chapter 1: What economic and social issues challenge today’s organizational leaders? What organizational processes help companies compete in the modern economy. 2. Chapter 1 Why Mastering Organizational Behavior Is Essential to Your Career Videos: Nidek, IQ Solutions Netflix Review lectures to date (catch up if needed). Lecture on Chapter 1: What will your career be like in modern organizations? How will mastering OB help you in your career? 3. Continued Is Geography Destiny? Career Anchors and Values Begin lecture on Chapters 9 and 10. Teach these two chapters as a unit. 4. Chapter 9 Groups and Their Influence Video: Work groups at Student Advantage. xvii How to Use This Instructor’s Manual Lecture, continued. 5. Continued Video: Corporate Coaching International 6. Chapter 10 Improving Team Decision Making Groups will be formed today. Class Demonstration: A Group Process Fishbowl (from Chapter 10) Lecture, continued, being sure to have covered groupthink before doing the case The Virtual Work Team. Consider showing the film Groupthink (CRM Learning: 22 minutes. Not included in our video package.) The Virtual Work Team (Chapter 10) Instructor forms the Connections Project groups randomly. Groups meet and create lists of the leaders for their Connections Projects, up through Project 6 (assuming groups of 5 or fewer people.) Add cell phone numbers and emails to the lists (best to create two lists, one for the group and one for the professor.) 7. Continued Connect ion #1: To be announ ced Use any project for leaderless groups, such as a survival exercise or a tower-building exercise. Or, consider a group case write-up of How to Build a Cross-cultural Team (Chapter 9). Or, try The Apprentice on Steroids (Chapter 11). Hand out the Information Forms (from Value Added: Chapter 2) to be completed as homework for the next class. 8. Chapter 2 Your Style and Personality Collect the information forms Lecture 30 minutes, including Video: Amy’s Ice Creams Due 1) — Information Form 2) If not completed on Day 1, the “Preliminary description of your life in organizations” The Personality Interview (25 minutes) xviii How to Use This Instructor’s Manual Lecture, continued. 9. Continued Big Five Differences. 10. Chapter 2: The Rebel Billionaire Connect ion #2: The Rebel Billiona ire Different Personalities—Different Treatment? Probably devote the entire class to this project. With this and other cases used in the Connections Project (not all projects are cases), students write out answers to the questions at the end of the case. You subsequently “grade” their papers for content and neatness, ranking them from best to worst. Always return your “grade” at the next class. Announce the top three teams, and, having stapled the projects together in order from best to worst, pass the pile around the class so students can see the full results and your comments. In this particular instance, require groups to debrief their process extensively (if time, reporting out to the full class on anything particularly interesting)—in future classes this will not be as necessary, but at this point they need the practice. 11. Chapter 3 Decision Making Lecture Video: Swiss Army (Victorinox) Fit the Process to the Decision Lecture 12. Continued What can Citigroup teach Hewlett Packard about Ethical Decision Making? 13. Ethics Module Group quiz on the Ethics Module Improving Customer Service in a Telecommunications Company Connect See Instructors' Manual for a sample 20-question quiz. ion #3: Group quiz on the Ethics Module xix How to Use This Instructor’s Manual Videos: Assyst, American Apparel 14. Chapter 4 Fundamentals of Motivation Lecture Reinforcement and Punishment The McClelland Consultants Connect Emphasize that students must use course concepts to describe the decision making at Google. ion #4: Google, Inc. (Chapte r 3) Good jobs, bad jobs 15. Continued Google, Inc. (Chapter 3) 16. Chapter 5 How to Motivate Individuals in Their Jobs Lecture Videos: Doc Martens, Kinetics Connect Requires 30-40 minutes when done as part of the Connections Project. Be prepared with other material ion #5: if teams finish early. Volvo: The Uddeval la Plant (Chapte r 5) Lecture 17. Chapter 5: Volvo: The Uddevalla Plant 18. Chapter 6 Health and Stress at Work Companies with Award-Winning Wellness Programs What’s in a nap? 19. Continued **Special Note: For an exercise on managing stress… . bring something to lie on. Video: What Stress Does to Your Body Progressive Relaxation Visualization: Moonlight xx How to Use This Instructor’s Manual Lecture 20. Chapter 7 Communication and Interpersonal Relationships Video: Communicating in the Global Marketplace The Mayo Clinic 21. Continued (briefly) Connect ion #6 Motivat ing Innovat ion at Samsun g (Chapte r 5) Motivating Innovation at Samsung (Chapter 5) Finish lecture/exercises for Chapter 7. Consider: Effective Listening. Continue on to the Connections Project. Samsung requires groups to use divergent thinking. Lecture 22. Chapter 8 Cross-Cultural Relationships Video: Global Business and Ethics (There are two other Value-Added videos to consider, also.) Lincoln Electric’s Cultural Lessons from International Expansion Video: Global HRM: The Case of Sam Lafayette 23. Continued Lecture with a focus on the international assignment. Culture Shock in the Classroom The Internationalable Employee 24. Exam on Chapters 1-10 25. Chapter 11 The Challenge of Leadership Exam #1 Lecture Video: Marie Alexander, President and CEO, Quova, Inc. Choose Carly Fiorina’s next job Continue lecture. 26. Continued Consumer Products Inc. Hires a Consultant xxi How to Use This Instructor’s Manual Spend up to 30 minutes teaching the roles for the next class Connections project “Intercultural Negotiation.” 27. Continued Homework due today: Learn your roles for Connection #7. Connect ion #7: Intercul tural Negotia tion (Chapte r 8) It is impossible to cover all the roles in the chapter in a brief lecture. 28. Chapter 12 Leadership Roles and Skills If you lecture on authentic leadership: use the video: John Tu, Kingston Technology Company If you lecture on CEOs managing meaning for their company, use the video: The Crimson Controversy: Lawrence H. Summers, President, Harvard University Levi Strauss & Company 29. Continued Connect ion #8 : To be announ ced. See “The Connections Project: Day 7.” In the Instructors' Manual. Adapt to your needs. Ask for volunteers (1-5) to lead for the day. Take them outside of the classroom, and tell them you want to invest $200 in a KIVA company (you must have in-class access to kiva.org), but you would like some guidance about how to choose one company over another. Their job is to 1) inform the class about what KIVA is, and then 2) organize the class to give you some guidance. This is an ambiguous, difficult assignment because the leaders must quickly come up to speed on KIVA as well as figure out how to lead the entire class. Another approach would be to tell students in advance what the project is. This would reduce some of the ambiguity, which may be a good thing. If you want to give your class something a bit easier, ask for volunteers but give them a case from the textbook to analyze with the entire class. Consider xxii How to Use This Instructor’s Manual Robert Haas, Levi Strauss & Company (Chapter 12) or The Apprentice on steroids (Chapter 11). Video: Nepotism: What do Donald Trump, Gwyneth Paltrow, and Dr. Phil have in common? 30. Chapter 13 Power and Influence Lecture The Walt Disney Company Sharing power at the top 31. Continued Students will be tired from writing their papers! Show Obedience (This film may be rented, but most schools already own a copy.) Connections Paper Due Or use Grow Your Network and/or Should You Play Politics? Lecture with a focus on individual-organizational and other higher level conflict. 32. Chapter 14 Conflicts Good and Bad Video: Labor Relations Southwest Airlines and Continental Airlines Lecture with a focus on interpersonal conflict. 33. Continued Video: Bertelsman: Paul and Sylvie Go Head to Head Guide your employees with dialogue: A roleplay Note: The Virtualiens is very interesting, but you would need to assign it to your groups outside of class as homework, and discuss it today. Video: Total Entertainment Restaurant, Inc. 34. Chapter 15 Designing Effective Organizations Lecture: emphasize the Connor (contingency) model of organizational design. Consider Chapters 15 and 16 as a unit. Handout: Summarizing the Organizational xxiii How to Use This Instructor’s Manual Characteristics of Enterprises and Bureaucracies: EBiz and PharmCo 35. Continued The Baker and Eiger companies (an Integrative Case) 36. Chapter 16 Organizational Structure as a Design Tool Lecture Video: SAS Institute, Inc. Dell, Inc. Or Analyze the design of an organization you know well (Requires an organizational chart of your university.) Videos : Show Army Boot camp and either Patagonia or Starbucks to exemplify different cultures. 37. Chapter 17 Organizational Culture Lecture Daimler-Benz and Chrysler 38. Continued Arthur Andersen Video : Student Advantage, Inc. 39. Chapter 18 Changing Organizations Lecture BP 40. Continued Basic Chemical Company: Organizational Diagnosis Lifeway Foods: Small, Youthful, and Successful Lecture 41. Chapter 19 OB Is for Life Video: Channeling Human Resources: Showtime Design the Professor’s Research Video: Honest Tea 42. Continued Current Controversies in OB Keep on Learning xxiv How to Use This Instructor’s Manual 43. What did you learn this semester? (What more would you like to learn?) Comme nts on “Prelim inary descript ion of your life in organiz ations” 44. Presentations Groups present Groups present 45. Presentations Exam Week Exam on Chapters 11-19 Final exam (Exam #2) xxv Allow 15 minutes for individuals to write comments on their preliminary descriptions. (Ask them to do this by question number, on a paper that they hand in to you.) Devote the rest of the class to group time for developing their presentations. The purpose of these presentations is to celebrate the class and what students learned here, and to give students one more time to practice presenting. The presentations are required, but not graded. Examples of presentations include Jeopardy-type quizzes, and skits representing course concepts. How to Use This Instructor’s Manual Graduate (and Advanced Undergraduate) Materials Classroom Options vary from simple and easy to complex and challenging. Some are best for students who have more rather than less work experience. Some require students to master the theories of the course quickly and thoroughly, and to apply them readily in real life and perhaps internationally. Here is a list of the more challenging materials that you might choose for a more advanced course: Across All Chapters The Ethics Module Chapter Materials Chapter 1 The Young President’s Vision Chapter 2 How Executive Coaches Analyze Personality-Role Fit Chapter 3 How Hollywood Producers Decide Which Writer Is Creative What Can Citigroup Teach Hewlett Packard About Ethical Decision Making? Chapter 4 Integrative Case: International Rose Growers, Inc. Integrative Case: Western Distribution Center Chapter 5 Defend Your Position: Do Stock Options Motivate Executives to Do More for Their Company’s Shareholders? Motivating Innovation at Samsung Chapter 6 Companies with Award-Winning Wellness Programs Chapter 7 Etiquette for Electronic Communication Job Interview Preparation Questions Chapter 8 Video: Global HRM: The Case of Sam Lafayette Lincoln Electric’s Cultural Lessons from International Expansion Intercultural Negotiation (Originally “The Owl”) Research the PRC xxvi How to Use This Instructor’s Manual Chapter 9 How to Build a Cross-Cultural Team Recognizing Teams and Their Power Chapter 10 World-Class Companies: Japanese When Crowds Are Better Than Groups The Virtual Work Team Chapter 11 Video: Marie Alexander, President and CEO, Quova, Inc. Consumer Products Inc. Hires a Consultant Tom Peters on Talent Chapter 12 Video: The Crimson Controversy Video: John Tu, Kingston Technology Company How to Interview Executives for Integrity Three Discipline Dilemmas Chapter 13 Grow Your Network Feature Length Film: Prisoner of Honor Chapter 14 Southwest Airlines and Continental Airlines Guide Your Employees with Dialogue: A Roleplay Chapter 15 Integrative Case: The Baker and Eiger Companies Integrative Project: Company Design Analysis: An Integrative Project for Teams IDEO Product Development (longer version) How Do Executives Achieve an Optimal Organizational Design? Stuffed Shirts and Widgetry: A Roleplay Chapter 16 Is a Flatter Organization a Better Organization? Do the Math. Asea Brown Boveri (ABB) Chapter 17 Arthur Andersen Daimler-Benz and Chrysler xxvii How to Use This Instructor’s Manual Chapter 18 BP Basic Chemical Company: Organizational Diagnosis Clarifying Your Assumptions About Change: Defend Your Position Chapter 19 Keep on Learning Current Controversies in OB xxviii ANDRMC10_258-289v2 276 8/23/07 11:53 AM Page 276 PART 2 • GROUPS AND NETWORKS How Do You Lead A Virtual Team? Table 10.4 shows some of the things that managers can do to assist virtual project teams to succeed. The behaviors are organized according the first four stages of group process.83 As you can see, some of these recommendations would be valid for any team, whereas some are particularly tailored to the needs of the virtual team. How Do You Lead a Multicultural Team? A Virtual Multicultural Team? hybrid culture A culture which a manager encourages a multinational team to develop in which rules, expectations, and roles are understood and shared by all members. In what might be called a “rush to structure,” some multicultural teams dive right into their task without addressing how their cultural differences will affect how the group does its work.84 Such teams are likely to have serious problems, and even to fail. However, multicultural teams that take the time to develop effective working relationships by understanding their differences are even better than monocultural teams at identifying problems and generating solutions to those problems.85 Sometimes a manager encourages a multinational team to develop a hybrid culture, in which rules, expectations, and roles are understood and shared by all members.86 Such a culture may induce members to empathize with each other, develop common goals, and improve communication. More research needs to be done on how teams that have formed hybrid cultures would change and adapt over time. However, experts recommend that teams should avoid both too much homogeneity and too much heterogeneity.87 In other words, developing a team culture is productive, but ignoring all differences is counterproductive. If part of getting a multicultural team off to a good start is addressing its cultural differences, what differences should a manager focus on? Among the main differences to deal with are the following: 1. Consider how the purpose of meetings is perceived. In a joint venture between British and German firms, the Germans were always well prepared for meetings because they value technical competence and expect to demonstrate it.88 The British, on the other TABLE 10.4 What Managers Can Do to Assist Virtual Teams In the Forming Stage. . . In the Storming Stage. . . In the Norming Stage. . . In the Performing Stage. . . • Offer a realistic preview of what it is like to work in a virtual team. • Develop a clear team mission. • Develop a definite team identity. • Seek advice from team members who have team experience. • Obtain top management support. • Offer at least some face-to-face team building. • Provide conflictresolution training. • Help the team to resolve its conflicts by getting directly involved. • Assign to the team an individual who can coach members in the skills for managing virtually. • Clearly specify the team’s task requirements. • Clearly specify what individuals are accountable for, and when their work must be completed. • Establish procedures for sharing informationm. • Clarify norms for dealing with task, social, and organizational factors. • Be sure that the departmental and company culture support the virtual team. • Establish sponsors for the team within the organization. • Support the team with resources. Source: Adapted from S. A. Furst, M. Reeves, B. Rosen, and R. S. Blackburn, “Managing the Life Cycle of Virtual Teams,” Academy of Management Executive 18 (2), May 2004:6–20. ANDRMC10_258-289v2 8/23/07 11:53 AM Page 277 CHAPTER 10 • IMPROVING TEAM DECISION MAKING 2. 3. 4. 5. hand, being generalists, expected to gain information with which to develop a broader perspective on the project. They asked a lot of naïve questions that irritated the Germans. This team took nearly a year to get up to speed. Think about what developing “a sense of purpose” might mean in different cultures. Although in the United States we often prefer explicit goals and objectives, in highcontext cultures such as Japan this approach may be considered naïve because so much of the context of the decision will change. Also, clearly articulating a vision robs it of its subtlety and sophistication. Vision is seen as something more intuitive than tangible. Weigh how, and even whether, to develop an agenda.89 Germans depend heavily on agendas, to the point where their reluctance to deviate from an agenda troubles Americans who might like to go back and revisit a topic that has already been covered. French managers clearly dislike the one-item-at-a-time approach. They prefer to consider all issues simultaneously because they may be interrelated. They have many balls in the air at the same time. Discuss how ideas about leadership differ, and which styles will be used. German group leaders gain their position because of their technical competence, whereas in France leaders are chosen because of the power and political influence they hold in their organization.90 In the United States, we often emphasize choosing a group leader based on interpersonal competency. Finally, language is a key issue. When not speaking in their native language, participants may feel uncomfortable. Not only is there an issue of understanding, there is an issue of power. Defining the language that will be used by the team is one way in which management keeps power. People who speak that language are often seen as “in” the group, whereas others are seen as “out.” Some recommendations for managing language issues in multicultural teams include asking participants to speak slowly and request clarification of their points.91 Also, when someone gets frustrated trying to make a point in a language not their own, encourage them to speak in their native language and have it translated. Special Issues of Multicultural Virtual Teams Because many virtual teams work globally, recognizing cultural influences is particularly important. For example, cultural views of time are based on different ethnic and national orientations, and they may affect how team members perceive deadlines and define team success.92 When interactive problem solving is an important role of the team, it may be important to make a deliberate effort to build team cohesion. Some companies deliberately understaff a team in order to force it to work together. Most, however, develop explicit processes for team building. For example, a transatlantic team at Wellcome, a British pharmaceutical company, planned to work together on a project for three years.93 Within its first three months the team met together for two days on three occasions. At the first meeting the team developed a vision, whereas at the second it defined goals and assigned work. The third meeting was devoted to process issues. The team members completed questionnaires about things such as what language they preferred to work in to sort out interpersonal problems that might arise, and what strengths each individual brought to the team. Later the team conferenced regularly by telephone and met face-to-face every quarter. This start-up was considered quite successful because the team had developed mutual understandings and a recognizable working pattern. Of course, leadership style is also an important variable in global virtual teams. One study discovered that in global teams from Europe, Mexico, and the United States, highly effective virtual team leaders acted as mentors and exhibited a high degree of empathy toward other team members, while at the same time they were able to assert their authority without being seen as inflexible or overbearing. Also, the effective leaders were found to be very good at providing regular, detailed and prompt communication with their peers, and in articulating responsibilities to the virtual team members.94 For a summary of ideas on how to manage a multicultural virtual team, see Table 10.5. 277 ANDRMC10_258-289v2 278 8/23/07 11:53 AM Page 278 PART 2 • GROUPS AND NETWORKS TABLE 10.5 Managing Multicultural Virtual Teams To successfully manage a multicultural virtual team: Choose team members who are self-sufficient, responsible, and adaptable. Train them in teamwork, including cross-cultural aspects. Train them in the technologies they will use, and make sure the technology is reliable at all sites. Build the team by developing relationships among team members, preferably with face-to-face meetings, which are especially important in multicultural teams. Establish a communication plan that regularizes communication patterns, including how often to communicate. Where languages differ, emphasize written communication for the regular meetings rather than phone or conference calls. (People are usually more comfortable reading and writing, rather than speaking, a second language.) Pay attention to status differences, including those related to language, ensuring that individuals in the minority are heard. Source: Based on information in S. Canney Davison and K. Ward, Leading International Teams. (London: McGraw-Hill, 1999):156; P. J. Caproni, The Practical Coach (Upper Saddle River, NJ: Prentice Hall, 2001):270–271.; S. C. Schneider and J. Barsoux, Managing Across Cultures (Harlow, England: FT Prentice Hall, 2003); S. Murray, “Virtual Teams: Global Harmony Is Their Dream,” The Financial Times, May 11, 2005, http://financialtimes.com. Accessed May 18, 2006. In Conclusion You now know a great deal about how to coach a team. See the overview in Table 10.6 for a summary of the characteristics of high performance teams, which should now be familiar to you. If you find that you actually enjoy learning about group process, and are eager to learn more (such as attending an off-site team-building session), you are well on your way to becoming an effective manager in a team-based company. TABLE 10.6 Overview: High-Performance Teams Their design Their process Their outcomes Small Clear boundaries Task skills Interpersonal skills Cohesion Group process Clear and energizing goals Constructive conflict Creativity Expression of feelings Revolving leadership Empowerment Ethical decision making Manager as coach Organizational process Team rewards Performance appraisal reflects group contribution and effectiveness Decision-making excellence Implementation effectiveness Personal growth and satisfaction ANDRMC10_258-289v2 8/23/07 11:53 AM Page 279 CHAPTER 10 • IMPROVING TEAM DECISION MAKING 279 Apply What You Have Learned. . . World Class Companies: Japanese When it comes to group decision making, Japanese companies sometimes do things very differently than U.S. companies. For example, nemewashi is the Japanese practice of informally sounding out people’s ideas about a project or a course of action before a formal proposal is drawn up.95 When practiced before a meeting, nemewashi ensures that when members meet in person, the group will exhibit consensus rather than disagreement. Exhibiting consensus at a meeting is desirable in the Japanese culture. The way it works is that before the meeting, one or two employees interview all the invited participants to obtain their views. These employees are chosen for their neutrality on the project or action. Oftentimes it is the youngest employees who interview all the others. By circulating among the participants they not only get to know them and their views better, they also get to be known themselves. Japanese believe that it is outside of the meeting that they are most likely to get people’s true feelings (referred to as honne). By assessing views beforehand, the influence of false fronts (referred to as tatemae), through which people in a meeting are likely to express face-saving or socially acceptable ideas, is avoided. Also, they believe, outside the meeting people who have strong objections to the project or action, or who have new ideas, can air them without worry- ing about what others, especially their superiors, may think. Finally, the technique of nemewashi assures that everyone’s opinion will be taken into account, and it saves face for people whose ideas are not accepted. After their first interviews of all participants, the interviewers coordinate all of the participants’ views in a written document. Then they circulate that document among the participants again and again, until all of them can agree to it and sign off on it. At the actual meeting, the “decision” is less like a discussion and more like an announcement. The term nemewashi originally meant the binding up of the roots of a tree to ready it for transplanting. Today the term describes in poetic fashion how some Japanese groups coordinate their ideas and achieve consensus even before they meet. Discuss 1. Although the practice of nemewashi is quite different from the process of group decision making used in the United States, it still helps to build teams. Why? 2. Could nemewashi be adapted to the U.S. culture? How would it improve upon traditional team decision making? What would be its drawbacks? Advice from the Pros When Crowds Are Better Than Groups In his book The Wisdom of Crowds writer James Surowiecki tells the story of the hunt for the U.S. submarine Scorpion, which disappeared in 1968 on its return to Newport News after a tour of the North Atlantic. The Navy knew the sub’s last reported location, and it had a vague idea of how far it might have traveled after that last contact. Still, this left it to search a circle 20 miles wide and thousands of feet deep. The task seemed hopeless. A Naval officer came up with a novel plan for locating the ship. He made up a series of scenarios for what might have happened and assembled a team of men that included mathematicians, submarine specialists, and salvage men. However, instead of asking them to consult together to figure out the sub’s whereabouts, he asked each of them to wager how likely each of the scenarios was, offering bottles of liquor as prizes. The men bet on a large variety of factors, such as why the sub ran into trouble and the steepness of its last descent. The officer assembled all the guesses, then, using a statistical technique called Baye’s theorem, which calculates how new information about an event changes a person’s earlier expectations of how likely the event was, calculated the group’s collective estimate of the sub’s location. Of course, no one piece of information held by any one man could come close to accurately making such a prediction. How accurate do you think the summation of the team’s predictions was? Author Surowiecki points out that economists have long been familiar with the phenomenon of groups being smarter than the most intelligent people in them. In 1906, British scientist ANDRMC10_258-289v2 280 8/23/07 11:53 AM Page 280 PART 2 • GROUPS AND NETWORKS Francis Galton observed some 800 people in a weightjudging competition at a local fair. Individuals guessed the weight of a fat ox, slaughtered and dressed, to try to win a prize. The crowd guessed that the ox would weigh 1,197 pounds. It came in at 1,198. Voodoo economics, or the wisdom of crowds? Although crowds do not always make the best decision, they typically beat all but a few individuals. Four conditions that characterize wise crowds are: 1. Diversity of opinion, with each individual having at least a touch of private information (totally unsubstantiated opinions must not be included). 2. Independent opinions, uninfluenced by other individuals. 3. Decentralized opinions, such that individuals draw on local, specialized knowledge. 4. A final aggregated opinion, using some means to turn the individual opinions into a collective decision. Should your company develop new product X? Perhaps it should let a team of experts decide, using the process described above. Not convinced? Consider that the Scorpion was found 220 yards from where the group responses predicted it would be. Discuss 1. In the chapter you learned that perhaps groups are more useful for making satisficing rather than optimizing decisions. Discuss the wisdom of crowds in light of this finding. 2. Where might the wisdom of crowds apply in business and organizational life? Based on J. Surowiecki, The Wisdom of Crowds: Why the Many Are Smarter Than the Few and How Collective Wisdom Shapes Business, Economies, Societies, and Nations (New York: Doubleday, 2004). Gain Experience I. Class Demonstration: A Group Process Fishbowl A group of five students meets in front of the class (as in a “fishbowl,” with other students looking in on them) to do the following task. Using the form below on task and maintenance roles and effective group process, the other students observe and analyze the group process. The task: Discuss: Some people think that professors should actively encourage quiet class members to speak up, for instance by calling on them even though they do not raise Task and Maintenance Roles 1. Information-giver 2. Opinion-giver 3. Elaborator 4. Summarizer 5. Orienter 6. Recorder 7. Encourager 8. Gatekeeper 9. Compromiser 10. Standard-setter Name: their hand. Others feel that students who want to be quiet should be allowed to, and that giving quiet students extra help is unfair. Decide where your group stands on this issue and write down a two-sentence “Open letter to professors” stating how you believe professors should act toward quiet students. Your task is finished when you give this letter to your professor. Group Process Observation Form During the discussion, put a mark next to each behavior that you observe. Afterward answer the questions below. Name: Name: Name: Name: ANDRMC10_258-289v2 8/23/07 11:53 AM Page 281 CHAPTER 10 • IMPROVING TEAM DECISION MAKING 281 Definitions 1. Information-giver: offers facts, generalizations, or examples. 2. Opinion-giver: evaluates other group members’ ideas. 3. Elaborator: develops suggestions with examples and rationales, proposes how a suggestion might work out. 4. Summarizer: summarizes group ideas or approaches to this point in the discussion. 5. Orienter: defines the position of the group with respect to its goals. 6. Recorder: records the group decisions. 7. Encourager: praises others and agrees with them. 8. Gatekeeper: encourages quiet members and helps set limits on talkative members. 9. Compromiser: changes his or her own position or admits an error 10. Standard-setter: expresses standards for the group to achieve. Additional Questions Who talked the most? Who talked the least? Were tentative and creative ideas encouraged? Were feelings as well as ideas expressed? Was the decision reached by consensus? How might the group process have been improved? II. Can You Keep This Group on Point? The class breaks up into groups of five. Each group includes one leader, one consultant, and three followers. The task of the group is to come up with a recommendation of a person to be your university commencement speaker, along with a rationale for the choice and a list of alternatives. The group will discuss for about five minutes. Leader Role You are the leader of a group. Can you keep the group on point? Think about how you will use the following techniques 1-5: Technique Reinforces an on-task comment by answering it. Reinforces an on-task comment by making eye contact with the speaker. Reinforces an on-task comment by building on it. Restates the objectives of the meeting. When an individual goes on a tangent, summarizes the discussion to that point, and then asks someone else to comment on your summary. When someone goes off-task, asks them a yes/no question, and then asks someone else an open-ended question. Uses a notepad to collect information and keep people on track. 1. Reinforce on-task comments: Answer them, make eye contact with the speaker, and build on them. 2. Restate the objectives of the meeting. 3. When an individual goes on a tangent, summarize the discussion to that point, and then ask someone to comment on your summary. 4. When someone goes off-task, ask him or her a yes/no question, and then ask someone else an open-ended question. 5. Use a notepad to collect information, so people can stay on track with the ideas that are being expressed. Consultant Role Your job is to take note of how well the leader uses the techniques for keeping a group on track. You may also occasionally help the leader to do a better job, by suggesting to them how they might use a particular technique. Use this form: How often used. . . (use hatch marks) Examples of when the leader used this technique ANDRMC10_258-289v2 282 8/23/07 11:53 AM Page 282 PART 2 • GROUPS AND NETWORKS Follower Roles Follower Number 1: This follower pretty much goes along with the leader, although is somewhat distractible (about 10 percent of the time). Followers Number 2 and 3: These followers are more interested in having a good time than in making this decision, although they are still professional to their boss and are not totally against doing it (they cooperate about 60 percent of the time). III. Brainstorming Versus Nominal Group Technique The class is divided into an equal number of groups of four or five. Half of the groups will use brainstorming to develop their ideas, and half will use the nominal group method. 1. Do the task: In groups, your task is to come up with a list of six ways your university could improve student life (life beyond academics, including dorms, socializing, meals, travel, entertainment, etc.). You must use the method assigned to your group—either brainstorming or nominal group technique. (Go back to the chapter descriptions to see how to run your group.) 2. Share and vote: Write down your six items on the board for the entire class to see. After all lists are generated, students will vote on the one they think is has the best ideas—that is, serious ideas that could really be implemented if a reasonable amount of resources became available. Discussion 1. Describe the process the groups actually used. 2. Which groups were more efficient? 3. Which groups produced the best ideas? IV. Leading and Following in a Virtual Team (A project for outside of class) The purpose of this exercise is to investigate the role of leadership in virtual teams. In this project all of your team’s interactions must be through e-mail. No face-to-face or phone conversations are allowed. You will receive your team assignment from your instructor by e-mail. V. Sociogram Demonstration Two groups of seven students each write their names on two pieces of paper. Put the first set of seven pieces in one container, and the second set of pieces in another. Select a name from the first container (the choosers), and then one from the second container (the chosen). Throw away the first name, replace the second name in the second container, and record that the first name chose the second name. Draw a bull’s eye with the number of concentric circles matching the largest number of times anyone is chosen, plus one. In the outside circle write a zero, and the names of the people who were never chosen. In the next circle write “1” and the names of those who were chosen once, and so on until you complete all circles. Then draw arrows from every single chooser to the person they chose. Discuss 1. What might a sociogram such as this one tell us about the relationships among these people? 2. In this demonstration, individuals were chosen by random drawing. But consider what might happen if the choosers were given some criterion on which to choose. For example, they might be asked to choose the person they would most like to work with on a group project, or they might be asked to choose the person they would most like to lead their group. How could a manager use this process? What cautions would you advise? 3. Which other student would you most like to have in your professional network? Seven students volunteer to create a sociogram using this question. After they have created the sociogram (your professor may ask them to do this outside of the classroom using pseudonyms), discuss the results and how they felt about the experience. Can You Solve this Manager’s Problem? The Virtual Work Team T. A. Stearns is a national tax accounting firm whose main business is its popular tax preparation service for individuals. Stearns’ superior reputation is based on the high quality of its advice and the excellence of its service. Key to the achievement of its reputation are the superior computer data bases and analysis tools that its agents use when counseling clients. These programs are developed by highly trained individuals, usually lawyers and tax accountants who picked up programming skills on the side. The programs that these individuals produce are highly technical both in terms of the tax laws they cover and the code in which they were written. Perfecting them requires high levels of programming skill as well as the ability to understand the law. New laws and interpretations of existing laws have to be integrated quickly and flawlessly into the existing regulations and analysis tools. The work is carried out in a virtual environment by four programmers in the greater Boston area. Four work sites are connected to each other and to the company by email, telephone, and conferencing software. Formal meet- ANDRMC10_258-289v2 8/23/07 11:53 AM Page 283 CHAPTER 10 • IMPROVING TEAM DECISION MAKING ings among all of the programmers take place only a few times a year, although the workers sometimes meet informally outside of these scheduled occasions. The following paragraphs describe the members of the virtual work team. Tom Andrews is a tax lawyer, a graduate of State University and a former hockey player there. At 35 years old, Tom has worked on the programs for 6 years and is the longest-standing member of the group. Along with his design responsibilities, Tom is the primary liaison with Stearns. He is also responsible for training new group members. Single, he works out of his farm in Southern New Hampshire where in his spare time he enjoys hunting and fishing. Cy Crane, a tax accountant and computer science graduate of State University, is 32 years old, married with two children, ages 4 and 6. His wife works full time in a law firm in downtown Boston, while he commutes from his kitchen to his home office in their home in the Boston suburbs. In his spare time he enjoys biking and fishing. Marge Dector, tax lawyer, graduate of Outstate University, is 38 years old and is married with two children, ages 8 and 10. Her husband works full time as an electrical engineer at a local defense contractor. She lives and works in her suburban Boston home, and she enjoys golf and skiing. Megan Harris, tax accountant and graduate of Big Time University, is 26 years old and single. She recently relocated to Boston to take advantage of the wide range of opportunities in her field and to enjoy the beauty of New England. She works out of her Back Bay apartment. In the course of their work, these four people exchange e-mail messages many times every day, and it is not unusual for one of them to step away from guests or children to log on and check in with the others. Often their e-mails are amusing as well as work-related. Sometimes they help each other with the work, as, for example, when a parent with a sick child is facing a deadline. Tom occasionally invites the others to visit with him on his farm, and once in a while Marge and Cy get their families together for dinner. About once a month the whole group gets together for lunch. All of these workers are on salary, which, according to company custom, each has negotiated separately and secretly with management. A major factor in their commitment to the job is its flexibility. Although they are required to check in regularly during every workday, they could do the work whenever they want to. When they get together, they often joke about the managers and workers who have to be in the office during specific hours, referring to them as “face timers” and to themselves as “free agents.” When the programmers are asked to make a major program change, they often develop programming tools called macros, which help them to do their work more efficiently. These macros greatly enhance the speed at which a change can be written into the programs. Cy in particular really enjoys hacking around with macros. For example, on one recent project, he became obsessed by the prospect of creating a shortcut that could save 283 him a huge amount of time. One week after he had turned in his code and his release notes to the company, Cy bragged to Tom that he had created a new macro that had saved him eight hours of work that week. “The stripers are running,” he had said, “And I want to be on the beach.” Tom was skeptical about the shortcut, but after trying it out in his own work, he found that it actually did save him many hours. T. A. Stearns has an employee suggestion program that rewards employees for innovations that save the company money. The program gives an employee 5 percent of the savings generated by their innovation over a period of three months. The company also has a profit sharing plan. Tom and Cy feel that the small amount of money that would be generated by a company reward would not offset the free time that they gain using their new macro. They want the time either for leisure or for other consulting, and furthermore, they agree that because the money comes out of profits, the money is really coming out of the employees’ pockets anyhow. There seems to be little incentive to share their innovation macro with management. They also believe that their group could suffer if management learns about the innovation. They can now do the work so quickly that only three programmers might be needed. If management were to learn about the macro, one of them would probably lose their job, and the remaining workers would have more work thrown at them. Cy and Tom decide that there is not enough incentive to tell the company about the macro. However, they are just entering their busy season and they know that everyone in the group would be stressed by the heavy workload. They decide to distribute the macro to the other members of their group and swear them to secrecy. Over lunch one day, the group sets for itself a level of production that it feels would not arouse management’s suspicion. Several months pass, and they use some of their extra time to push the quality of their work even higher. The rest of the time gained they use for their own personal interests. Dave Regan, the manager of the work group, picked up on the innovation several weeks after it was first implemented. He had wondered why production time had gone down a bit, while quality had shot up, and he got his first inkling of an answer when he saw an e-mail from Marge to Cy thanking him for saving her so much time with his “brilliant mind.” Not wanting to embarrass his group of employees, Dave hinted to Tom that he wanted to know what was happening, but he got nowhere. He did not tell his own manager about his suspicions, reasoning that since both quality and productivity were up he did not really need to pursue the matter further. Then one day Dave heard that Cy had boasted about his trick to a member of another virtual work group in the company. Suddenly the situation seemed to have gotten out of hand. Dave took Cy to lunch and asked him to explain what was happening. Cy told him about the innovation, but he insisted that the group’s actions had been justified to protect itself.