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Avoid plagiarism, the work should be in your own words.All answers must be typed using Times New Roman (size 12, double-spaced) font.Use APA style for reference.Please follow the instructions as described in the assignment
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المملكة العربية السعودية
وزارة التعليم
الجامعة السعودية اإللكترونية
Kingdom of Saudi Arabia
Ministry of Education
Saudi Electronic University
College of Administrative and Financial Sciences
Assignment 2
Organizational Behaviour (MGT 301)
Due Date: 11/11/2023 @ 23:59
Course Name: Organizational Behaviour
Student’s Name:
Course Code: MGT301
Student’s ID Number:
Semester: 1st Semester
CRN:
Academic Year:2023-24
For Instructor’s Use only
Instructor’s Name:
Students’ Grade: /10
Level of Marks: High/Middle/Low
General Instructions – PLEASE READ THEM CAREFULLY
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The Assignment must be submitted on Blackboard (WORD format only) via allocated
folder.
Assignments submitted through email will not be accepted.
Students are advised to make their work clear and well presented; marks may be reduced
for poor presentation. This includes filling your information on the cover page.
Students must mention question number clearly in their answer.
Late submission will NOT be accepted.
Avoid plagiarism, the work should be in your own words, copying from students or other
resources without proper referencing will result in ZERO marks. No exceptions.
All answered must be typed using Times New Roman (size 12, double-spaced) font. No
pictures containing text will be accepted and will be considered plagiarism).
Submissions without this cover page will NOT be accepted.
Learning Outcomes:
CLO-Covered
1 Describe management issues such as diversity, attitudes and job satisfaction,
personality, and values in organizational behaviour. (CLO2).
Assess challenges of effective organizational communication and share information
within the team in professional manner. (CLO4).
2 Examine the differences and similarities between leadership, power, and
management. (CLO5).
Assignment 2
Reference Source:
Textbook:Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2021). Organizational behaviour:
Improving performance and commitment in the workplace (7th ed). Burr Ridge, IL:
McGraw-Hill Irwin.
Case Study: –
Case: U.S. MARINE CORPS
Please read the case “U.S. MARINE CORPS” from Chapter 10 “Ability” Page: – 326 given
in your textbook – Organizational behaviour: Improving performance and commitment in
the workplace (7th ed). by Colquitt, J. A., LePine, J. A., & Wesson, M. J. (2021) and
Answer the following Questions:
Assignment Question(s):
1. Identify and describe the types of abilities that historically have been most relevant to
Marine effectiveness. Which additional abilities appear to be important for Marines
involved in cyber-security? (02 Marks) (Min words 150-200)
2.
Why might it be difficult to find new recruits that possess the appropriate mix of
abilities? What could the Marine Corps do to increase the size of the pool of applicants
with these abilities? (02 Marks) (Min words 200-300)
3. How might the Marine Corps be able to use their existing workforce to deal with their
need for cyber-personnel? Describe the advantages and disadvantages of such an initiative.
(02 Marks) (Min words 200)
Part:-2
Discussion questions: – Please read Chapter’s 11,13 carefully and then give your
answers on the basis of your understanding.
4. Think about a highly successful team with which you are familiar. What types of tasks,
goals, and outcome interdependence does this team have? Describe how changes in task,
goal, and outcome interdependence might have a negative impact on this team. (02 Marks)
(Min words 200-300)
5. Who is the most influential leader you have come in contact with personally? What
forms of power did they have, and which types of influence did they use to accomplish
objectives? (02 Marks ) (Min words 200-300)
Important Notes: 1. Support your submission with course material concepts, principles, and theories from
the textbook and at least two scholarly, peer-reviewed journal articles.
2. References required in the assignment. Use APA style for writing references.
Answers:
1.
2.
3.
4.
5.
Answers
1. Answer2. Answer3. Answer-
Final PDF to printer
CHAPTER 10
Ability
325
10.5 General cognitive ability has a strong positive relationship with job performance, due
primarily to its effects on task performance. In contrast, general cognitive ability is only
weakly related to organizational commitment.
10.6 Many organizations use cognitive ability tests to hire applicants with high levels of general
cognitive ability. One of the most commonly used tests is the Wonderlic Cognitive Ability
Test.
Key Terms
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Ability
Cognitive ability
Verbal ability
Quantitative ability
Reasoning ability
Spatial ability
Perceptual ability
General cognitive ability
Emotional intelligence
Self-awareness
p. 304
p. 307
p. 308
p. 308
p. 308
p. 309
p. 309
p. 310
p. 311
p. 311
•
•
•
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•
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Other awareness
Emotion regulation
Use of emotions
Strength
Stamina
Flexibility
Coordination
Psychomotor ability
Sensory abilities
Wonderlic Cognitive Ability Test
p. 311
p. 312
p. 312
p. 315
p. 315
p. 315
p. 318
p. 318
p. 318
p. 322
Discussion Questions
10.1 What roles do learning, education, and other experiences play in determining a person’s
abilities? For which type of ability—cognitive, emotional, or physical—do these factors play
the largest role?
10.2 Think of a job that requires very high levels of certain cognitive abilities. Can you think of
a way to redesign that job so that people who lack those abilities could still perform the
job effectively? Now respond to the same question with regard to emotional and physical
abilities.
10.3 Consider your responses to the previous questions. Are cognitive, emotional, and physical
abilities different in the degree to which jobs can be redesigned to accommodate people
who lack relevant abilities? What are the implications of this difference, if there is one?
10.4 Think of experiences you’ve had with people who demonstrated unusually high or low
levels of emotional intelligence. Then consider how you would rate them in terms of their
cognitive abilities. Do you think that emotional intelligence “bleeds over” to affect people’s
perceptions of cognitive ability?
10.5 What combination of abilities is appropriate for the job of your dreams? Do you possess
those abilities? If you fall short on any of these abilities, what could you do to improve?
Case: U.S. Marine Corps
The U.S. Marine Corps is a large organization with a highly recognizable culture that values
mental and physical toughness, pride, and character. However, with emerging technologies and
other geopolitical trends, the battlefield is changing in ways that have a number of important
implications for the type of individual who is recruited and trained to become a Marine. The
challenge confronting U.S. military leadership is how to cope with these changes in a way that
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326
CHAPTER 10
Ability
facilitates accomplishment of an evolving Marine Corps mission and, at the same time, preserves
the Marine Corps’ rich tradition.
There are new technologies and tasks needing to be accomplished for which there is little
expertise in the Marine Corps, so creating new positions to deal with these tasks—and filling
these positions with the appropriate personnel—is a top priority. Perhaps the best example is the
growing need for cyber-security personnel who have knowledge of computers and electronics,
network monitoring software, development environment software, transaction security and antivirus software, operating systems, and web platforms. Cyber-security personnel are needed not
only to work in offices and computer laboratories for support and administrative purposes, but
also for forward deployment in the field to ensure computer information can be used for operational purposes. Regardless of the context in which they work, cyber-security personnel need to
have a keen sense of when things are going wrong, or when there’s likely to be a problem. They
also need to be able to apply general rules to solve problems, and to combine various pieces of
seemingly unrelated information to form conclusions.
The need for cyber-security personnel is so immediate that there has been talk of allowing for
lateral entry into the Marine Corps. This means that those with the requisite cyber-security skills
and abilities may be allowed to join the Marine Corps, at an advanced rank, without having to go
through boot camp. One concern with this idea is that boot camp weeds out recruits who do not
have the mental and physical abilities necessary to be a “true” Marine. The obvious alternative
is to recruit and train individuals who have the complete mix of abilities needed to excel as both
a Marine warrior and as a cyber-security specialist. However, it may be difficult to find the right
individuals, and the process of training them may take too long. By the time new recruits make
their way through boot camp and cyber training, altogether new cyber threats may emerge.
10.1
Identify and describe the types of abilities that historically have been most relevant to
Marine effectiveness. Which additional abilities appear to be important for Marines
involved in cyber-security?
10.2 Why might it be difficult to find new recruits that possess the appropriate mix of abilities?
What could the Marine Corps do to increase the size of the pool of applicants with these
abilities?
10.3 How might the Marine Corps be able to use their existing workforce to deal with their
need for cyber-personnel? Describe the advantages and disadvantages of such an initiative.
Sources: Marine Corps Recruiting Website, https://www.marines.com (accessed March 20, 2019); A.R. Millett, Semper
Fidelis: The History of the United States Marine Corps (New York: The Free Press, 1991); J. Schogol, “Every Marine a Rifleman
No More,” Marine Corps Times, May 7, 2017, https://www.marinecorpstimes.com/news/your-marine-corps/2017/05/07/
every-marine-a-rifleman-no-more/.
Exercise: Emotional Intelligence
The purpose of this exercise is to help you become more aware of your emotions and the emotions of others, as well as to see how emotions can be regulated and used in your daily life. This
exercise uses groups, so your instructor will either assign you to a group or ask you to create your
own group. The exercise has the following steps:
10.1 Think about situations in which you’ve experienced each of the following four emotions:
• Joy
• Anxiety
• Sadness
• Anger
10.2 In writing or in discussion with your group, answer the following questions about each
situation:
a. What, exactly, triggered your emotion in this situation?
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Next Time
Chapter 11: Team Characteristics and Diversity
©McGraw-Hill Education.
Chapter 11
Team Characteristics and
Diversity
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Teams defined
Team types
Variations within team types
Team interdependence
Team composition
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Team Characteristics
A team consists of two or more people who work
interdependently over some time period to accomplish
common goals related to some task-oriented purpose.
• A special type of “group”
• The interactions among members within teams revolve
around a deeper dependence on one another than the
interactions within groups.
• The interactions within teams occur with a specific taskrelated purpose in mind.
©McGraw-Hill Education.
Table 11-1 Types of Teams
Type of Team
Purpose and Activities
Life Span
Member
Involvement
Specific Examples
Work team
Produce goods or provide
services
Long
High
Self-managed work team
Production team
Maintenance team
Sales team
Management
team
Integrate activities of
subunits across business
functions
Long
Moderate
Top management team
Parallel team
Provide recommendations
and resolve issues
Varies
Low
Quality circle
Advisory council
Committee
Project team
Produce a one-time output
(product, service, plan,
design, etc.)
Varies
Varies
Product design team
Research group
Planning team
Action team
Perform complex tasks that
vary in duration and take
place in highly visible or
challenging circumstances
Varies
Surgical team
Musical group
Expedition team
Sports team
Varies
Sources: S.G. Cohen and D.E. Bailey, “What Makes Teams Work: Group Effectiveness Research from the Shop Floor to the Executive Suite,” Journal of Management 27 (1997), pp. 239-90; and E. Sundstrom, K.P.
De Meuse, and D. Futrell, “Work Teams: Applications and Effectiveness,” American Psychologist 45 (1990), pp. 120-33.
©McGraw-Hill Education.
Figure 11-1 Types of Teams
©McGraw-Hill Education.
Variations within Team Types
Virtual teams are teams in which the members are
geographically dispersed, and interdependent activity
occurs through electronic communications—primarily email, instant messaging, and Web conferencing.
Teams also vary in how experienced they are.
©McGraw-Hill Education.
Figure 11-2 Two Models of Team Development
©McGraw-Hill Education.
Jump to Appendix 1 long image
description
Team Interdependence
1 of 3
Task interdependence refers to the degree to which
team members interact with and rely on other team
members for the information, materials, and resources
needed to accomplish work for the team.
©McGraw-Hill Education.
Figure 11-3 Task Interdependence and
Coordination Requirements
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Team Interdependence
2 of 3
Goal interdependence exists when team members have
a shared vision of the team’s goal and align their
individual goals with that vision as a result.
©McGraw-Hill Education.
The Mission Statement Development Process
For a similar take on how to develop mission statements, see P.S. MacMillan The Performance Factor: Unlocking the Secrets of Teamwork, Nashville,
Broadman & Holman Publishers, 2001, pp. 51–53.
Jump to Appendix 3 long
Image description
©McGraw-Hill Education.
Team Interdependence
3 of 3
Outcome interdependence exists when team members
share in the rewards that the team earns.
©McGraw-Hill Education.
OB on Screen
Arrival
©McGraw-Hill Education.
Interdependence
Average
score: 14
Average
score: 14
Average
score: 14
Source: From M.A. Campion, E.M. Papper, and G.J. Medsker, “Relations between Work Team Characteristics and Effectiveness: A R eplication and Extension,”
Personnel Psychology 49 (1996), pp. 429–52. John Wiley & Sons, Inc.
©McGraw-Hill Education.
Jump to Appendix 4 long image
description
Figure 11-4 Five Aspects of Team Composition
©McGraw-Hill Education.
Table 11-3 Team and Individualistic Roles
Team Task Roles
Description
Initiator-contributor
Proposes new ideas
Coordinator
Tries to coordinate activities among team members
Orienter
Determines the direction of the team’s discussion
Devil’s advocate
Offers challenges to the team’s status quo
Energizer
Motivates the team to strive to do better
Procedural-technician
Performs routine tasks needed to keep progress moving
Team-Building Roles
Description
Encourager
Praises the contributions of other team members
Harmonizer
Mediates differences between group members
Compromiser
Attempts to find the halfway point to end conflict
Gatekeeper-expediter
Encourages participation from teammates
Standard setter
Expresses goals for the team to achieve
Follower
Accepts the ideas of teammates
Individualistic Roles
Description
Aggressor
Deflates teammates, expresses disapproval with hostility
Blocker
Acts stubbornly resistant and disagrees beyond reason
Recognition seeker
Brags and calls attention to himself or herself
Self-confessor
Discloses personal opinions inappropriately
Slacker
Acts cynically, or nonchalantly, or goofs off
Dominator
Manipulates team members for personal control
Source: Adapted from K. Benne and P. Sheats, “Functional Roles of Group Members,” Journal of Social Issues 4 (1948), pp. 41-49
©McGraw-Hill Education.
Member Ability
Cognitive and physical abilities needed in a team
depend on the nature of the team’s task.
• Disjunctive tasks
• Conjunctive tasks
• Additive tasks
©McGraw-Hill Education.
Member Personality
Three traits are especially critical in teams:
• Agreeable people tend to be more cooperative and
trusting, tendencies that promote positive attitudes about
the team and smooth interpersonal interactions.
• Conscientious people tend to be dependable and work
hard to achieve goals.
• Extraverted people tend to perform more effectively in
interpersonal contexts and are more positive and optimistic
in general.
©McGraw-Hill Education.
Team Diversity
Degree to which members are different from one another
in terms of any attribute that might be used by someone
as a basis of categorizing people
• Value in diversity problem-solving approach
• Similarity-attraction approach
• Surface-level diversity
• Deep-level diversity
©McGraw-Hill Education.
Team Size
Having a greater number of members is beneficial for
management and project teams but not for teams
engaged in production tasks.
Team members tend to be most satisfied with their team
when the number of members is 4 or 5.
©McGraw-Hill Education.
Team Viability
1. What the team has accomplished is more than I could have accomplished.
2. My team has done an excellent job.
3. I am happy about this team’s overall effectiveness.
4. I’ve enjoyed working with the people on this team.
5. If the situation arose, I would choose to work on this team again.
6. Working with this team has been something I’ve enjoyed.
Average Score: 22
©McGraw-Hill Education.
Figure 11-6 Effects of Task Interdependence on
Performance and Commitment
Sources: M.A. Campion, G.J. Medsker, and A.C. Higgs, “Relations between Work Group Characteristics and Effectiveness: Implications for
Designing Effective Work Groups,” Personnel Psychology 46 (1993), pp. 823–49; M.A. Campion, E.M. Papper, and G.J. Medsker,
“Relations between Work Team Characteristics and Effectiveness: A Replication and Extension,” Personnel Psychology 49 (1996), pp. 429–52; S.H.
Courtright, G.R. Thurgood, G.L. Stewart, and A.J. Pierotti, “Structural Interdependence in Teams: An Integrative Framework and Meta-Analysis,
” Journal of Applied Psychology 100 (2015), pp. 1825-1846; and G.L. Stewart, “A Meta-Analytic Review of Relationships between Team Design
Features and Team Performance,” Journal of Management 32 (2006), pp. 29–54.
©McGraw-Hill Education.
Next Time
Chapter 13: Leadership: Power and Negotiation
©McGraw-Hill Education.
Chapter 13
Leadership: Power and
Negotiation
©McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education.
Class Agenda
Leadership defined
Types of power
Influence tactics
Organizational politics
Conflict resolution
Negotiation
©McGraw-Hill Education.
An Integrative Roadmap
©McGraw-Hill Education.
Leadership
The use of power and influence to direct the activities of
followers toward goal achievement
• When you think of “effective leaders,” who do you think
of?
©McGraw-Hill Education.
Power
The ability to influence the behavior of others and resist
unwanted influence in return
• What made the leaders you named powerful, exactly?
©McGraw-Hill Education.
Figure 13-1 Types of Power
©McGraw-Hill Education.
Jump to Appendix 1 long image
description
Expert Power
1. I can provide others with the technical details that they need in their work.
2. I can give others advice that flows from my unique expertise.
3. I have skills and training that I can share with others to improve their work.
4. I am able to provide sound technical suggestions to my colleagues.
Average Score: 14
©McGraw-Hill Education.
Referent Power
1. I can make others feel a sense of pride.
2. I can give others a sense of importance.
3. I can make others feel a sense of value.
4. I can serve as a positive role model to others.
Average Score: 12
©McGraw-Hill Education.
Contingency Factors
Leaders are better able to use their power to influence
others when they have:
• Low substitutability
• High discretion
• High centrality
• High visibility
©McGraw-Hill Education.
Influence
The use of an actual behavior that causes behavioral or
attitudinal changes in others
• Most frequently occurs downward (managers influencing
employees) but can also be lateral (peers influencing
peers) or upward (employees influencing managers)
©McGraw-Hill Education.
Figure 13-2 Influence Tactics and
Their Effectiveness
©McGraw-Hill Education.
Jump to Appendix 2 long image
description
Figure 13-3 Responses to Influence Attempts
©McGraw-Hill Education.
Jump to Appendix 3 long image
description
Power and Influence in Action
Leaders can use their power and influence in a number
of ways, including:
• Navigating the political environment in the organization
• Resolving conflicts within the organization
©McGraw-Hill Education.
Organizational Politics
Actions by individuals that are directed toward the goal
of furthering their own self-interests
• Political skill is the ability to effectively understand others
at work and use that knowledge to influence others in
ways that enhance personal and/or organizational
objectives.
©McGraw-Hill Education.
Political Skill
Average Score: 23
Jump to Appendix 4 long image
description
©McGraw-Hill Education.
Source: For a more detailed measure of political skill,
see G.R. Ferris, D.C. Treadway, R.W. Kolodinsky, W.A. Hochwarter, C.J. Kacmar, C. Douglas, and D.D. Frink,
“Development and Validation of the Political Skill Inventory,” Journal of Management 31 (2005), pp. 126–52.
Figure 13-4 The Causes and Consequences of
Organizational Politics
©McGraw-Hill Education.
Jump to Appendix 5 long image
description
Conflict Resolution
There are five different styles a leader can use when
handling conflict, each of which is appropriate in different
circumstances.
• The five styles can be viewed as combinations of two
separate factors:
• How assertive leaders want to be in pursuing their own goals
• How cooperative they are with regard to the concerns of others
©McGraw-Hill Education.
Figure 13-5 Styles of Conflict Resolution
©McGraw-Hill Education.
Jump to Appendix 6 long image
description
Negotiation
1 of 2
A process in which two or more interdependent
individuals discuss and attempt to come to an
agreement about their different preferences
• Distributive bargaining: win-lose style with fixed pie, zero
sum conditions
• Integrative bargaining: win-win style utilizing mutual
respect and problem solving
©McGraw-Hill Education.
Negotiation
2 of 2
Negotiation Stages
• Preparation
• Exchanging information
• Bargaining
• Closing and commitment
©McGraw-Hill Education.
OB on Screen
Bridge of Spies
©McGraw-Hill Education.
Figure 13-7 Effects of Power and Influence on
Performance and Commitment
Source: R.T. Sparrowe, B.W. Soetjipto, and M.L. Kraimer, “Do Leaders’ Influence Tactics Relate to Members’ Helping Behavior? It Depends on the
Quality of the Relationship,” Academy of Management Journal 49 (2006), pp. 1194–1208; G. Yukl, H. Kim, and C.M. Falbe, “Antecedents of Influence
Outcomes,” Journal of Applied Psychology 81 (1996), pp. 309–17; and P.P. Carson, K.D. Carson, and C.W. Rowe, “Social Power Bases: A Meta-Analytic
Examination of Interrelationships and Outcomes,” Journal of Applied Social Psychology 23 (1993), pp. 1150–69.
©McGraw-Hill Education.
Next Time
Chapter 14: Leadership: Styles and Behaviors
©McGraw-Hill Education.
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