Some final 1b, 2b, and 3b items and final exam instructions
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Some details regarding the final exam on 12/9/11 at 8 a.m.:
The final exam for the 8:45 section will be in LC18.
The 10:15 section's students will be distributed among LC19, LC20, and LC21.
Signs indicating exactly who goes where will be posted on LC2, LC18, LC19, LC20, LC21, and BA324
A few questions i've had and helpful hints associated with them:
Exam 1b:
Q: Is Hofstede a folk hero? What should we know about his national culture framework?
A: Yes, he's a folk hero, and you should be able to recognize what he means by the 5 dimensions that make up the framework: masculinity/femininity, individualism/collectivism, etc.
Hofstede's Framework for Assessing Culture
Hofstede has found five dimensions of culture in his study of national work related values. Replication studies have yielded similar results, pointing to stability of the dimensions across time. The dimensions are:
Small vs. large power distance
How much the less powerful members of institutions and organizations expect and accept that power is distributed unequally. In cultures with small power distance (e.g. Australia, Austria, Denmark, Ireland, New Zealand), people expect and accept power relations that are more consultative or democratic. People relate to one another more as equals regardless of formal positions. Subordinates are more comfortable with and demand the right to contribute to and critique the decisions of those in power. In cultures with large power distance (e.g. Malaysia), the less powerful accept power relations that are autocratic or paternalistic. Subordinates acknowledge the power of others based on their formal, hierarchical positions. Thus, Small vs. Large Power Distance does not measure or attempt to measure a culture's objective, "real" power distribution, but rather the way people perceive power differences.
Individualism vs. collectivism
How much members of the culture define themselves apart from their group memberships. In individualist cultures, people are expected to develop and display their individual personalities and to choose their own affiliations. In collectivist cultures, people are defined and act mostly as a member of a long-term group, such as the family, a religious group, an age cohort, a town, or a profession, among others. This dimension was found to move towards the individualist end of the spectrum with increasing national wealth.
Masculinity vs. femininity
The value placed on traditionally male or female values (as understood in most Western cultures). In so-called 'masculine' cultures, people (whether male or female) value competitiveness, assertiveness, ambition, and the accumulation of wealth and material possessions. In so-called 'feminine' cultures, people (again whether male or female) value relationships and quality of life. This dimension is often renamed by users of Hofstede's work, e.g. to Quantity of Life vs. Quality of Life. Another reading of the same dimension holds that in 'M' cultures, the differences between gender roles are more dramatic and less fluid than in 'F' cultures; but this strongly depends on other dimensions as well.
Weak vs. strong uncertainty avoidance
How much members of a society are anxious about the unknown, and as a consequence, attempt to cope with anxiety by minimizing uncertainty. In cultures with strong uncertainty avoidance, people prefer explicit rules (e.g. about religion and food) and formally structured activities, and employees tend to remain longer with their present employer. In cultures with weak uncertainty avoidance, people prefer implicit or flexible rules or guidelines and informal activities. Employees tend to change employers more frequently.
Michael Harris Bond and his collaborators subsequently found a fifth dimension which was initially called Confucian dynamism. Hofstede later incorporated this into his framework as:
Long vs. short term orientation
A society's "time horizon," or the importance attached to the future versus the past and present. In long term oriented societies, people value actions and attitudes that affect the future: persistence/perseverance, thrift, and shame. In short term oriented societies, people value actions and attitudes that are affected by the past or the present: normative statements, immediate stability, protecting one's own face, respect for tradition, and reciprocation of greetings, favors, and gifts.
These cultural differences describe averages or tendencies and not characteristics of individuals. A Japanese person for example can have a very low 'uncertainty avoidance' compared to a Filipino person even though their 'national' cultures point strongly in a different direction. Consequently, a country's scores should not be interpreted as deterministic.
Exam 2b:
Q: What do we have to know about expectancy theory, and is Vroom a folk hero?
A: Vroom's not a folk hero, but you should understand what expectancy, instrumentality, and valence mean in that context and how they combine as factors in motivation.
Q: What do we need to know about the "psychological contract"?
A: Understand what it is and how it's applied--both the "traditional" psy contract and what I referred to in class and the notes as the "modern version" (the one I sometimes associate with Jack Welch), which looks at loyalty in a different way from how the traditional version looks at it.
Exam 3b:
Q: What do we need to know about the group development stages? (storming, norming, etc.)
A: Just have a good idea what happens during each stage, as we discussed in class. A more detailed discussion, from Wikipedia, follows:
Tuckman's Group Development Model
Forming
In the first stages of team building, the forming of the team takes place. The individual's behavior is driven by a desire to be accepted by the others, and avoid controversy or conflict. Serious issues and feelings are avoided, and people focus on being busy with routines, such as team organization, who does what, when to meet, etc. But individuals are also gathering information and impressions - about each other, and about the scope of the task and how to approach it. This is a comfortable stage to be in, but the avoidance of conflict and threat means that not much actually gets done.
The team meets and learns about the opportunities and challenges, and then agrees on goals and begins to tackle the tasks. Team members tend to behave quite independently. They may be motivated but are usually relatively uninformed of the issues and objectives of the team. Team members are usually on their best behavior but very focused on themselves. Mature team members begin to model appropriate behavior even at this early phase. Sharing the knowledge of the concept of "Teams - Forming, Storming, Norming, Performing" is extremely helpful to the team.
Supervisors of the team tend to need to be directive during this phase.
The forming stage of any team is important because, in this stage, the members of the team get to know one another, exchange some personal information, and make new friends. This is also a good opportunity to see how each member of the team works as an individual and how they respond to pressure.
Storming
Every group will next enter the storming stage in which different ideas compete for consideration. The team addresses issues such as what problems they are really supposed to solve, how they will function independently and together and what leadership model they will accept. Team members open up to each other and confront each other's ideas and perspectives. In some cases storming can be resolved quickly. In others, the team never leaves this stage. The maturity of some team members usually determines whether the team will ever move out of this stage. Some team members will focus on minutiae to evade real issues.
The storming stage is necessary to the growth of the team. It can be contentious, unpleasant and even painful to members of the team who are averse to conflict. Tolerance of each team member and their differences should be emphasized. Without tolerance and patience the team will fail. This phase can become destructive to the team and will lower motivation if allowed to get out of control. Some teams will never develop past this stage.
Supervisors of the team during this phase may be more accessible, but tend to remain directive in their guidance of decision-making and professional behavior. The team members will therefore resolve their differences and members will be able to participate with one another more comfortably. The ideal is that they will not feel that they are being judged, and will therefore share their opinions and views.
Norming
The team manages to have one goal and come to a mutual plan for the team at this stage. Some may have to give up their own ideas and agree with others in order to make the team function. In this stage, all team members take the responsibility and have the ambition to work for the success of the team's goals.
Performing
It is possible for some teams to reach the performing stage. These high-performing teams are able to function as a unit as they find ways to get the job done smoothly and effectively without inappropriate conflict or the need for external supervision. By this time, they are motivated and knowledgeable. The team members are now competent, autonomous and able to handle the decision-making process without supervision. Dissent is expected and allowed as long as it is channeled through means acceptable to the team.
Supervisors of the team during this phase are almost always participative. The team will make most of the necessary decisions. Even the most high-performing teams will revert to earlier stages in certain circumstances. Many long-standing teams go through these cycles many times as they react to changing circumstances. For example, a change in leadership may cause the team to revert to storming as the new people challenge the existing norms and dynamics of the team.
Adjourning …
In 1977, Tuckman, jointly with Mary Ann Jensen, added a fifth stage to the 4 stages: adjourning, that involves completing the task and breaking up the team.
FINAL EXAM INSTRUCTIONS, PRINTED ON THE FRONT PAGE OF EACH PACKET:
B Mgt 341 – 12/9/2011 - Finals 1b, 2b, 3b
REMOVING ANY QUESTION SHEET FROM THE EXAMINATION ROOM WILL RESULT IN A FAILING COURSE GRADE AND JUDICIAL ACTION!!!
1. Pick up answer sheets as you exchange your picture id for this question sheet packet. ALL FINAL EXAMS IN THIS PACKET ARE VERSION 1!!!.
3. Write one of the following six section identification lines across the top of side one of each answer sheet you use:
Section 3284 (8:45)
3284 Exam 1b (8)
3284 Exam 2b (9)
3284 Exam 3b (10)
Section 4575 (10:15)
4575 Exam 1b (8)
4575 Exam 2b (9)
4575 Exam 3b (10)
4. Answer the exam questions on 1b, 2b and/or 3b in any order you like, selecting the best answer for each question.
5. When you are completely finished, stand up, put your pencils away, retrieve your belongings, and go to the back of the room.
6. Place your answer sheets in the appropriate file boxes or piles (1b, 2b, and 3b).
7. Exchange this question sheet packet for your ID card before leaving.
Please read and sign the following declaration: I understand that I may review my exam by appointment until noon on Wednesday, December 14, and I may initiate an appeal of final exam questions through Friday, December 16. Outside of normal class and online materials, I obtained no advance knowledge of any questions. Missing or incorrect entries for (1) my ID number, (2) my name, or (3) the exam version number may cause that exam grade to be reduced by 3 points. _____________________________________ Signed
