Robbins: Organizational Behavior

Chapter Nineteen

ORGANIZATIONAL CHANGE AND STRESS MANAGEMENT

LEARNING OBJECTIVES After studying this chapter, students should be able to: 1. 2. 3. $. (. *. +. ,. -. Describe forces that act as stimulants to change. Summarize sources of individual and organizational resistance to change. Describe e!in"s three#step change model. %&plain the values underlying most 'D efforts )dentify properties of innovative organizations. ist characteristics of a learning organization. Define knowledge management and e&plain its importance. Describe potential sources of stress. %&plain individual difference variables that moderate the stress#outcome relationship.

CHAPTER OVERVIEW .he need for change has been implied throughout this te&t. /A casual reflection on change should indicate that it encompasses almost all our concepts in the organizational behavior literature. .hin0 about leadership, motivation, organizational environment, and roles. )t is impossible to thin0 about these and other concepts !ithout in1uiring about change.2 )f environments !ere perfectly static, if employees" s0ills and abilities !ere al!ays up to date and incapable of deteriorating, and if tomorro! !ere al!ays e&actly the same as today, organizational change !ould have little or no relevance to managers. .he real !orld, ho!ever, is turbulent, re1uiring organizations and their members to undergo dynamic change if they are to perform at competitive levels. 3anagers are the primary change agents in most organizations. 4y the decisions they ma0e and their role#modeling behaviors, they shape the organization"s change culture. 5or instance, management decisions related to structural design, cultural factors, and human resource policies largely determine the level of innovation !ithin the organization. Similarly, management decisions, policies, and practices !ill determine the degree to !hich the organization learns and adapts to changing environmental factors. 6e found that the e&istence of !or0 stress, in and of itself, need not imply lo!er performance. .he evidence indicates that stress can be either a positive or negative influence on employee performance. 5or many people, lo! to moderate amounts of stress enable them to perform their 7obs better by increasing their !or0 intensity, alertness, and ability to react. 8o!ever, a high level of stress, or even a moderate amount sustained over a long period of time, eventually ta0es its toll and performance declines. .he impact of stress on satisfaction is far more straightfor!ard. 9ob#related tension tends to decrease general 7ob satisfaction. %ven though lo! to moderate levels of stress may improve 7ob performance, employees find stress dissatisfying. WEB EXERCISES At the end of each chapter of this instructor"s manual, you !ill find suggested e&ercises and ideas for researching the 666 on '4 topics. .he e&ercises /%&ploring '4 .opics on the 6eb2 are set up so that you can simply photocopy the pages, distribute them to your class, and ma0e assignments accordingly. :ou may !ant to assign the e&ercises as an out#of#class activity, or as lab activities !ith your class. 6ithin the lecture notes the graphic !ill note that there is a 666 activity to support this material.

The chapter opens introducing Kun- ee !ee" #amsung$s chairman% !ee challenged his sta&& to turn #amsung into a trul' innovative compan'" appl'ing cutting-edge technolog'% !ee achieved his goal o& organizational change% Toda' #amsung is a leader in a number o& innovative products including a combined cell phone and hand-held device" &lat-screen T($s" and ultra-thin laptops%

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Robbins: Organizational Behavior 5orces for ;hange 1. 'rganizations face a dynamic and changing environment. .his re1uires adaptation. %&hibit 1-#1 summarizes si& specific forces that are acting as stimulants for change. 2. The changing nature o& the work&orce: Notes:

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A multicultural environment. 8uman resource policies and practices changed to attract and 0eep this more diverse !or0force. arge e&penditure on training to upgrade reading, math, computer, and other s0ills of employees

3. Technolog' is changing )obs and organizations:

Sophisticated information technology is also ma0ing organizations more responsive. As organizations have had to become more adaptable, so too have their employees. 6e live in an /age of discontinuity.2 4eginning in the early 1-+<s !ith the overnight 1uadrupling of !orld oil prices, economic shoc0s have continued to impose changes on organizations.

$. Competition is changing:

.he global economy means global competitors. %stablished organizations need to defend themselves against both traditional competitors and small, entrepreneurial firms !ith innovative offerings. Successful organizations !ill be the ones that can change in response to the competition.

(. #ocial trends during the past generation suggest changes that organizations have to ad)ust &or:

.he e&pansion of the )nternet, 4aby 4oomers retiring, and people moving from the suburbs bac0 to cities A global conte&t for '4 is re1uired. =o one could have imagined ho! !orld politics !ould change in recent years. September 11th has caused changes organizations have made in terms of practices concerning security, bac0#up systems, employee stereotyping, etc. Notes:

3anaging >lanned ;hange 1. Some organizations treat all change as an accidental occurrence, ho!ever, change as an intentional, goal#oriented activity is planned change. 2. .here are t!o goals of planned change:

)mprove the ability of the organization to adapt to changes in its environment. ;hange employee behavior.

3. %&amples of planned#change activities are needed to stimulate innovation, empo!er employees, and introduce !or0 teams. 156

Robbins: Organizational Behavior 3anaging >lanned ;hange *cont%+ (. An organization"s success or failure is essentially due to the things that employees do or fail to do, so planned change is also concerned !ith changing the behavior of individuals and groups !ithin the organization. (. 6ho in organizations are responsible for managing change activities? Notes:

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;hange agents can be managers, employees of the organization, or outside consultants. .ypically, !e loo0 to senior e&ecutives as agents of change.

*. 5or ma7or change efforts, top managers are increasingly turning to temporary outside consultants !ith specialized 0no!ledge in the theory and methods of change.

;onsultant change agents can offer a more ob7ective perspective than insiders can. .hey are disadvantaged in that they often have an inade1uate understanding of the organization"s history, culture, operating procedures, and personnel. 'utside consultants are also more !illing to initiate second#order changes. )nternal change agents are often more cautious for fear of offending friends and associates. Notes:

@esistance to ;hange 1. 'ne of the most !ell#documented findings is that organizations and their members resist change.

)t provides a degree of stability and predictability to behavior. .here is a definite do!nside to resistance to change. )t hinders adaptation and progress.

2. @esistance to change does not necessarily surface in standardized !ays.

@esistance can be overt, implicit, immediate, or deferred. )t is easiest for management to deal !ith resistance !hen it is overt and immediate.

3. )mplicit resistance efforts are more subtleAloss of loyalty to the organization, loss of motivation to !or0, increased errors or mista0es, increased absenteeism due to /sic0ness2Aand hence more difficult to recognize. $. Similarly, deferred actions cloud the lin0 bet!een the source of the resistance and the reaction to it.

A change may produce !hat appears to be only a minimal reaction at the time it is initiated, but then resistance surfaces !ee0s, months, or even years later. a. @eactions to change can build up and then e&plode seemingly totally out of proportion. b. .he resistance !as deferred and stoc0piled, and !hat surfaces is a cumulative response.

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Robbins: Organizational Behavior ,% -ndividual Resistance 5ive reasons !hy individuals may resist change are *#ee ./hibit 01-2+: 1. abit: ife is comple&, to cope !ith having to ma0e hundreds of decisions everyday, !e all rely on habits or programmed responses. Notes:

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2. #ecurit': >eople !ith a high need for security are li0ely to resist change because it threatens their feelings of safety. 3. .conomic &actors: Another source of individual resistance is concern that changes !ill lo!er one"s income. $. 3ear o& the unknown: ;hanges substitute ambiguity and uncertainty for the 0no!n. (. #elective in&ormation processing: )ndividuals shape their !orld through their perceptions. 'nce they have created this !orld, it resists change. B% Organizational Resistance 'rganizations, by their very nature, are conservative. .hey actively resist change. .here are si& ma7or sources of organizational resistance: *#ee ./hibit 01-4%+ 1. #tructural inertia: 'rganizations have built#in mechanisms to produce stabilityB this structural inertia acts as a counterbalance to sustain stability. 2. !imited &ocus o& change: 'rganizations are made up of a number of interdependent subsystems. ;hanging one affects the others. 3. 5roup inertia: Croup norms may act as a constraint. $. Threat to e/pertise: ;hanges in organizational patterns may threaten the e&pertise of specialized groups. (. Threat to established power relationships: @edistribution of decision#ma0ing authority can threaten long#established po!er relationships. *. Threat to established resource allocations: Croups in the organization that control sizable resources often see change as a threat. .hey tend to be content !ith the !ay things are. C% Overcoming Resistance to Change 1. Si& tactics used by change agents in dealing !ith resistance to change: 2. .ducation and communication:

@esistance can be reduced through communicating to help employees see the logic of a change. .he assumption is that the source of resistance lies in misinformation or poor communication. )t !or0s provided that the source of resistance is inade1uate communication and that management#employee relations are characterized by mutual trust and credibility.

3. 6articipation:

)t is difficult for individuals to resist a change decision in !hich they participated.

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>rior to ma0ing a change, those opposed can be brought into the decision process, assuming they have the e&pertise to ma0e a meaningful contribution. .he negativesApotential for a poor solution and great time consumption.

$. 3acilitation and support:

%mployee counseling and therapy, ne!#s0ills training, or a short paid leave of absence may facilitate ad7ustment. .he dra!bac0sAit is time# consuming, e&pensive, and its implementation offers no assurance of success.

(. Negotiation:

=egotiation as a tactic may be necessary !hen resistance comes from a po!erful source. )t has potentially high costs, and there is the ris0 that the change agent is open to the possibility of being blac0mailed by other individuals in positions of po!er.

*. 7anipulation and cooptation:

7anipulation refers to /covert influence attempts, t!isting and distorting facts to ma0e them appear more attractive, !ithholding undesirable information, and creating false rumors to get employees to accept a change.2 Cooptation is /a form of both manipulation and participation.2 )t see0s to /buy off2 the leaders of a resistance group by giving them a 0ey role in the change decision. 4oth manipulation and cooptation are relatively ine&pensive and easy !ays to gain support. .he tactics can bac0fire if the targets become a!are that they are being tric0ed or used.

+. Coercion:

.his is /the application of direct threats or force upon the resisters.2 %&amples of coercion are threats of transfer, loss of promotions, negative performance evaluations, and a poor letter of recommendation.

Instructor Note: At this point in the lecture you may !ant to introduce the .%A3 %D%@;)S%: 6ower and the Changing .nvironment found in the te&t and at the end of the chapter notes. 8% The 6olitics o& Change 1. ;hange threatens the status 1uo, ma0ing it an inherently political activity. 2. )nternal change agents typically are individuals high in the organization !ho have a lot to lose from change. Notes:

6hat if they are no longer the ones the organization values? .his creates the potential for others in the organization to gain po!er at their e&pense.

3. >olitics suggests that the impetus for change is more li0ely to come from outside change agents. 159

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Robbins: Organizational Behavior 8% The 6olitics o& Change *cont%+ $. 3anagers !ho have spent their entire careers !ith a single organization and eventually achieve a senior position in the hierarchy are often ma7or impediments to change. Notes:

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;hange itself is a very real threat to their status and position, yet, they may be e&pected to implement changes. 6hen forced to introduce change, these long#time po!er holders tend to implement first#order changes. @adical change is too threatening.

(. >o!er struggles !ithin the organization !ill determine the speed and 1uantity of change.

ong#time career e&ecutives !ill be sources of resistance. 4oards of directors that recognize the imperative for the rapid introduction of second#order change in their organizations fre1uently turn to outside candidates for ne! leadership.

Instructor Note: At this point in the lecture you may !ant to introduce the >')=.A;'E=.%@ >')=.: 7anaging Change is an .pisodic ,ctivit' found in the te&t and at the end of the chapter notes. A suggestion for a class e&ercise follo!s. Approaches to 3anaging 'rganizational ;hange ,% !ewin$s Three-#tep 7odel 1. Furt e!in argued that successful change in organizations should follo! three steps *#ee ./hibit 1-9+: Notes:

Enfreezing the status 1uo 3ovement to a ne! state @efreezing the ne! change to ma0e it permanent

2. .he status :uo can be considered to be an e1uilibrium state.

2. .o move from this e1uilibriumAto overcome the pressures of both individual

resistance and group conformityAun&reezing is necessary.

.he driving forces, !hich direct behavior a!ay from the status 1uo, can be increased. .he restraining forces, !hich hinder movement from the e&isting e1uilibrium, can be decreased. A third alternative is to combine the first t!o approaches.

$. 'nce the change has been implemented, the ne! situation needs to be re&rozen so that it can be sustained over time.

Enless this last step is ta0en, there is a very high chance that the change !ill be short#lived and that employees !ill attempt to revert to the previous e1uilibrium state. .he ob7ective of refreezing is to stabilize the ne! situation by balancing the driving and restraining forces.

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Robbins: Organizational Behavior B% ,ction Research 1. Action research is /a change process based on the systematic collection of data and then selection of a change action based on !hat the analyzed data indicate.2 2. .he process consists of five steps: diagnosis, analysis, feedbac0, action, and evaluation. .hese steps closely parallel the scientific method. 3. 8iagnosis begins by gathering information about problems, concerns, and needed changes from members of the organization. $. ,nal'sis of information is synthesized into primary concerns, problem areas, and possible actions. Action research includes e&tensive involvement of the people !ho !ill be involved in the change program. (. 3eedback re1uires sharing !ith employees !hat has been found from steps one and t!o and the development of a plan for the change. *. ,ction is the step !here the change agent and employees set into motion the specific actions to correct the problems that !ere identified. +. .valuation is the final step to assess the action plan"s effectiveness. Esing the initial data gathered as a benchmar0, any subse1uent changes can be compared and evaluated. ,. Action research provides at least t!o specific benefits for an organization. Notes:

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5irst, it is problem#focused. .he change agent ob7ectively loo0s for problems and the type of problem determines the type of change of action. Second, resistance to change is reduced. 'nce employees have actively participated in the feedbac0 stage, the change process typically ta0es on a momentum of its o!n.

C% Organizational 8evelopment 1. 'rganizational development G'DH is a term used to encompass a collection of planned#change interventions built on humanistic#democratic values that see0 to improve organizational effectiveness and employee !ell#being. 2. .he 'D paradigm values human and organizational gro!th, collaborative and participative processes, and a spirit of in1uiry. 3. .he underlying values in most 'D efforts:

@espect for people .rust and support >o!er e1ualization ;onfrontation >articipation

$. 'D techni1ues or interventions for bringing about change: (. #ensitivit' training:

)t can go by a variety of namesAlaboratory training, groups, or .#groups Gtraining groupsHAbut all refer to a thorough unstructured group interaction. >articipants discuss themselves and their interactive processes, loosely directed by a professional behavioral scientist. 162

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Specific results sought include increased ability to empathize !ith others, improved listening s0ills, greater openness, increased tolerance of individual differences, and improved conflict resolution s0ills.

*. #urve' &eedback:

'ne tool for assessing attitudes held by organizational members, identifying discrepancies among member perceptions, and solving these differences is the survey feedbac0 approach. %veryone can participate, but of 0ey importance is the organizational /family.2 a. A 1uestionnaire is usually completed by all members in the organization or unit. b. 'rganization members may be as0ed to suggest 1uestions or may be intervie!ed. c. .he 1uestionnaire as0s for perceptions and attitudes on a broad range of topics.

.he data from this 1uestionnaire are tabulated !ith data pertaining to an individual"s specific /family2 and to the entire organization and distributed to employees. a. .hese data then become the springboard for identifying problems and clarifying issues. b. >articular attention is given to encouraging discussion and ensuring that discussions focus on issues and ideas and not on attac0ing individuals.

5inally, group discussion in the survey feedbac0 approach should result in members identifying possible implications of the 1uestionnaire"s findings.

+. 6rocess consultation:

.he purpose of process consultation is for an outside consultant to assist a manager, /to perceive, understand, and act upon process events2 that might include !or0 flo!, informal relationships among unit members, and formal communication channels. .he consultant !or0s !ith the client in 7ointly diagnosing !hat processes need improvement. a. 4y having the client actively participate in both the diagnosis and the development of alternatives, there !ill be greater understanding of the process and the remedy and less resistance to the action plan chosen. b. .he process consultant need not be an e&pert in solving the particular problem that is identified. .he consultant"s e&pertise lies in diagnosis and developing a helping relationship.

,. Team building:

)t utilizes high#interaction group activities to increase trust and openness among team members. .eam building can be applied !ithin groups or at the inter#group level. .eam building is applicable to the case of interdependence. .he ob7ective is to improve coordinative efforts of members, !hich !ill result in increasing the team"s performance.

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.he activities considered in team building typically include goal setting, development of interpersonal relations among team members, role analysis, and team process analysis. .eam building attempts to use high interaction among members to increase trust and openness. a. 4egin by having members attempt to define the goals and priorities of the team. b. 5ollo!ing this, members can evaluate the team"s performanceAho! effective is the team in structuring priorities and achieving its goals? c. .his should identify potential problem areas.

.eam building can also address itself to clarifying each member"s role on the team.

-. -ntergroup development:

A ma7or area of concern in 'D is the dysfunctional conflict that e&ists bet!een groups. )t see0s to change the attitudes, stereotypes, and perceptions that groups have of each other. .here are several approaches to intergroup development. A popular method emphasizes problem solving. a. %ach group meets independently to develop lists of its perception of itself, the other group, and ho! it believes the other group perceives it. b. .he groups then share their lists, after !hich similarities and differences are discussed. d. Differences are clearly articulated, and the groups loo0 for the causes of the disparities.

'nce the causes of the difficulty have been identified, the groups can move to the integration phaseA!or0ing to develop solutions that !ill improve relations bet!een the groups. Subgroups, !ith members from each of the conflicting groups, can no! be created for further diagnosis and to begin to formulate possible alternative actions that !ill improve relations.

1<. ,ppreciative -n:uir':

3ost 'D approaches are problem#centered. .hey identify a problem or set of problems, then loo0 for a solution. Appreciative in1uiry see0s to identify the uni1ue 1ualities and special strengths of an organization.

11. .he A) process essentially consists of four steps:

8iscover'. .he idea is to find out !hat people thin0 are the strengths of the organization. 5or instance, employees are as0ed to recount times they felt the organization !or0ed best or !hen they specifically felt most satisfied !ith their 7obs. 8reaming. .he information from the discovery phase is used to speculate on possible futures for the organization. 5or instance, people are as0ed to envision the organization in five years and to describe !hat is different.

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8esign. 4ased on the dream articulation, participants focus on finding a common vision of ho! the organization !ill loo0 and agree on its uni1ue 1ualities. 8estin'. )n this final step, participants discuss ho! the organization is going to fulfill its dream. .his typically includes the !riting of action plans and development of implementation strategies. Notes:

;ontemporary ;hange )ssues for .oday"s 3anagers ,% #timulating -nnovation 1. 8o! can an organization become more innovative? .here is no guaranteed formulaB certain characteristics surface again and again. .hey are grouped into structural, cultural, and human resource categories.

2. ;hange refers to ma0ing things different. )nnovation is a more specialized 0ind

of change.

)nnovation is a ne! idea applied to initiating or improving a product, process, or service. All innovations involve change, but not all changes necessarily involve ne! ideas or lead to significant improvements. )nnovations in organizations can range from small incremental improvements to significant change efforts.

3. #ources o& innovation:

Structural variables are the most studied potential source of innovation. 5irst, organic structures positively influence innovation because they facilitate fle&ibility, adaptation and cross#fertilization. Second, long tenure in management is associated !ith innovation. 3anagerial tenure apparently provides legitimacy and 0no!ledge of ho! to accomplish tas0s and obtain desired outcomes. .hird, innovation is nurtured !here there are slac0 resources. 5inally, inter#unit communication is high in innovative organizations. .here is a high use of committee, tas0 forces, cross#functional teams and other mechanisms that facilitate interaction.

$. -nnovative organizations tend to have similar cultures:

(.

.hey encourage e&perimentation. .hey re!ard both successes and failures. .hey celebrate mista0es. 3anagers in innovative organizations recognize that failures are a natural by#product of venturing into the un0no!n. uman resources:

)nnovative organizations actively promote the training and development.

.hey offer high 7ob security so employees do not fear getting fired for ma0ing mista0es. 165

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.hey encourage individuals to become champions of change.

2. 'nce a ne! idea is developed, idea champions actively and enthusiastically

promote the idea, build support, overcome resistance, and ensure that the innovation is implemented.

;hampions have common personality characteristics: e&tremely high self# confidence, persistence, energy, and a tendency to ta0e ris0s. .hey also display characteristics associated !ith transformational leadership. )dea champions have 7obs that provide considerable decision#ma0ing discretion.

Instructor Note: At this point in the lecture you may !ant to introduce the '4 )= .8% =%6S %D%@;)S%: -nnovative Concept or air-Brain -dea; found in the te&t and belo!. A suggestion for a class e&ercise follo!s.

OB IN THE NEWS I -nnovative Concept or air-Brain -dea; @ichard =obel has a solution to the public"s mounting frustration !ith airline service. 8e"s going to create an air#ta&i service unli0e any other. .ravelers !ill be able to summon one of his planes, li0e a ta&i cab, to a nearby airport and then fly straight to the local airport closest to their destination. .he cost? About the same as a first# class tic0et. .here are 2,<+1 airfields in %urope and (,+3* in =orth America. :et only 3 percent are used by large commercial 7ets. @ecognizing that there should be a large mar0et for people !ho !ant to travel on their schedule, not the airlines, and !ould prefer a more direct flight, =obel is creating the basis for a !orld!ide ta&i#system. )t !ould ma0e use of small airports. )t !ould rely on the global#positioning system to monitor flights and guide ta0eoffs and landings at airports !ithout control to!ers. And it !ould have a state#of#the#art )nternet based reservation system. /.he airlines thin0 the solution to airport congestion is bigger planes and bigger airports, / says =obel. /.hat"s precisely !hat passengers don"t !ant. 6e"re coming the other !ay, offering point#to#point service that you schedule at your convenience.2 .he most innovative aspect of =obel"s idea is the development of a lo!#cost Gunder J2 millionH, fuel# efficient plane that !ould ma0e up his ta&i fleet. .hat plane, dubbed the 51 Air .a&i, !ill be designed for trips of under 1,<<< miles. Able to carry five passengers, this prop#7et !ould be able to meet or beat the average speed of commercial 7ets on short hops, get passengers closer to their destination, and avoid the congestion at big airports. .he 51 is being built by >egasus Aviation in the Enited Fingdom, !ith 1, companies providing goods and services to minimize costs. 6ill the idea !or0? 'nly time !ill tell. 4ut one e&ecutive at the firm that is designing =obel"s 6eb site and reservation system says, /.his is out#of#the bo& thin0ingAa !hole ne! approach to airline congestion. ) thin0 K=obelL has a real mar0etAand a small#business aircraft that could ta0e a lot of the mar0et from e&isting business planes.2
#ource: 4ased on '. >ort, /.a&iM Cet 3e to =ebras0a,2 Business <eek, =ovember 2<, 2<<<, pp. 13$I3-.

C !ss E"erc#se: 1. .his activity re1uires that you have on#line access and computer pro7ection capabilities, or the class can visit the computer lab together, or you can assign it as a separate activity, or print and distribute the ideas to the class. 2. Nisit the /)dea a Day2 !ebsite. Authors of ideas submit them for the en7oyment of allAand many truly e&emplify out#of#the#bo& thin0ing. .he !ebsite idea archives can be found at: http:OO!!!.idea#a# day.co.u0Oarchive.asp . 3. ead a class discussion about !hat are the commonalities of these ideas. 3ost of these ideas are submitted by ordinary fol0s. 4rea0 students into groups and have them practice brainstorming ideas. >ost on board and compare to the !ebsites ideas. Developing creativity, and hence innovation, is a s0ill that can be learned and stimulated !ith practice. 167

Robbins: Organizational Behavior B% Creating a !earning Organization Notes:

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1. 6hat"s a learning organization?

A learning organization is an organization that has developed the continuous capacity to adapt and change. All organizations learnA!hether they consciously choose to or notB it is a fundamental re1uirement for their sustained e&istence. 3ost organizations engage in single#loop learning. 6hen errors are detected, the correction process relies on past routines and present policies. earning organizations use double#loop learning:

a. 6hen an error is detected, it"s corrected in !ays that involve the

modification of the organization"s ob7ectives, policies, and standard routines. b. i0e second#order change, double#loop learning challenges deep# rooted assumptions and norms !ithin an organization. c. )t provides opportunities for radically different solutions to problems and dramatic 7umps in improvement.

earning organizations are also characterized by a specific culture that values ris0 ta0ing, openness, and gro!thAit see0s /boundarylessness2.

2. 7anaging learning:
6hat can managers do to ma0e their firms learning organizations?

a. %stablish a strategy. b. @edesign the organization"s structure. c. @eshape the organization"s culture.
3anagement sets the tone for the organization"s culture both by !hat it says GstrategyH and !hat it does GbehaviorH.

B% Knowledge 7anagement

1. Fno!ledge management is a process of organizing and distributing an

organization"s collective !isdom so the right information gets to the right people at the right time.

2. F3 provides an organization !ith both a competitive edge and improved

organizational performance because it ma0es its employees smarter.

3. Fno!ledge management is increasingly important today for at least three

reasons.

)ntellectual assets are no! as important as physical or financial assets. 'rganizations that can 1uic0ly and efficiently tap into their employees" collective e&perience and !isdom are more li0ely to /outsmart2 their competition. Second, as baby boomers begin to leave the !or0force, there"s an increasing a!areness that they represent a !ealth of 0no!ledge that !ill be lost if there are no attempts to capture it. .hird, a !ell#designed F3 system !ill reduce redundancy and ma0e the organization more efficient. 168

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4. 8o! does an organization record the 0no!ledge and e&pertise of its

employees and ma0e that information easily accessible?

)t needs to develop computer databases of pertinent information that employees can readily access. )t needs to create a culture that supports and re!ards sharing. )t has to develop mechanisms that allo! employees !ho have developed valuable e&pertise and insights to share them !ith others.

C% 7anaging Change: -t$s Culture Bound= .o illustrate, let"s briefly loo0 at five 1uestions.

1. 8o people believe change is possible;

)n cultures !here people believe that they can dominate their environment, individuals !ill ta0e a proactive vie! of changeAthe Enited States and ;anada. )n many other countries, such as )ran and Saudi Arabia, people see themselves as sub7ugated to their environment and thus !ill tend to ta0e a passive approach to!ard change.

2. -& change is possible" how long will it take to bring it about;

Societies that focus on the long term G9apanH !ill demonstrate considerable patience. )n societies !ith a short#term focus Gthe Enited States and ;anadaH, people e&pect 1uic0 results.

3. -s resistance to change greater in some cultures than in others;

@esistance to change !ill be influenced by a society"s reliance on tradition. )talians focus on the past, !hile Americans emphasize the present.

4. 8oes culture in&luence how change e&&orts will be implemented;

)n high#po!er#distance cultures Gthe >hilippines or NenezuelaH, change efforts !ill tend to be autocratically implemented by top management. o!#po!er#distance cultures value democratic methods GDenmar0 and )sraelH.

5. 3inall'" do success&ul idea champions do things di&&erentl' in di&&erent

cultures;

>eople in collectivist cultures prefer appeals for cross#functional support for innovation efforts. >eople in high#po!er#distance cultures prefer champions to !or0 closely !ith those in authority. .he higher the uncertainty avoidance of a society, the more champions should !or0 !ithin the organization"s rules and procedures to develop the innovation.

6. %ffective managers !ill alter their organization"s championing strategies to

reflect cultural values. 169

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Robbins: Organizational Behavior 6or0 Stress and )ts 3anagement ,% <hat -s #tress; Notes:

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1. Stress is a dynamic condition in !hich an individual is confronted !ith an

opportunity, constraint, or demand related to !hat heOshe desires and for !hich the outcome is perceived to be both uncertain and important.

2. Stress is not necessarily bad in and of itself. )ndividuals often use stress
positively to rise to the occasion and perform at or near their ma&imum.

3. .ypically, stress is associated !ith constraints and demands.

.he former prevent you from doing !hat you desire. .he latter refers to the loss of something desired.

4. .!o conditions are necessary for potential stress to become actual stress.
.here must be uncertainty over the outcome, and the outcome must be important. 'nly !hen there is doubt or uncertainty regarding !hether the opportunity !ill be seized, the constraint removed, or the loss avoided that there is stress. )mportance is also critical. )f the outcomes are unimportant to the individualAthere is no stress.

B% >nderstanding #tress and -ts Conse:uences

1. .he model in %&hibit 1-#1< identifies three sets of factorsAenvironmental,

organizational, and individualAthat act as potential sources of stress.

2. .he symptoms of stress can surface as physiological, psychological, and

behavioral outcomes. C% 6otential #ources o& #tress

1. .nvironmental &actors:
%nvironmental uncertainty influences stress levels among employees in an organization. ;hanges in the business cycle create economic uncertainties. >olitical uncertainties can be stress inducing. .echnological uncertainty can cause stress because ne! innovations can ma0e an employee"s s0ills and e&perience obsolete in a very short period of time.

2. Organizational &actors:
>ressures to avoid errors or complete tas0s in a limited time period, !or0 overload, a demanding and insensitive boss, and unpleasant co!or0ers are a fe! e&amples. .as0 demands are factors related to a person"s 7ob. .hey include the design of the individual"s 7ob Gautonomy, tas0 variety, degree of automationH, !or0ing conditions, and the physical !or0 layout. 171

Robbins: Organizational Behavior C% 6otential #ources o& #tress *cont%+ Notes:

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@ole demands relate to pressures that are a function of the role an individual plays in an organization.

a. @ole conflicts create e&pectations that may be hard to reconcile or

satisfy.

b. @ole overload is e&perienced !hen the employee is e&pected to do

more than time permits.

c. @ole ambiguity is created !hen role e&pectations are not clearly

understood.

)nterpersonal demands are pressures created by other employees. 'rganizational structure defines the level of differentiation in the organization, the degree of rules and regulations, and !here decisions are made. %&cessive rules and lac0 of participation in decisions might be potential sources of stress. 'rganizational leadership represents the managerial style of the organization"s senior e&ecutives.

a. 'rganizations go through a cycle. b. .hey"re established, they gro!, become mature, and eventually
decline.

c. An organization"s life stageAthat is, !here it is in this four#stage cycle

Acreates different problems and pressures for employees.

d. .he establishment and decline stages are particularly stressful. e. Stress tends to be least in maturity !here uncertainties are at their
lo!est ebb.

3. -ndividual &actors:
.hese are factors in the employee"s personal life. >rimarily, these factors are family issues, personal economic problems, and inherent personality characteristics. =ational surveys consistently sho! that people hold family and personal relationships dear. %conomic problems created by individuals overe&tending their financial resources. A significant individual factor influencing stress is a person"s basic dispositional nature.

4. Stressors are additive##stress builds up.

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Robbins: Organizational Behavior 8% -ndividual 8i&&erences Notes:

Chapter Nineteen

1. 5ive individual difference variables moderate the relationship bet!een potential

stressors and e&perienced stress:

a. b. c. d. e.

perception 7ob e&perience locus of control self#efficacy hostility.

2. 6erception: 3oderates the relationship bet!een a potential stress condition

and an employee"s reaction to it. Stress potential doesn"t lie in ob7ective conditionsB it lies in an employee"s interpretation of those conditions.

3. ?ob e/perience: .he evidence indicates that e&perience on the 7ob tends to be
negatively related to !or0 stress.

a. 5irst is the idea of selective !ithdra!al. Noluntary turnover is more

probable among people !ho e&perience more stress.

b. Second, people eventually develop coping mechanisms to deal !ith

stress.

c. ;ollegial relationships !ith co!or0ers or supervisors can buffer the

impact of stress.

4. !ocus o& control:

.hose !ith an internal locus of control believe they control their o!n destiny. a. )nternals perceive their 7obs to be less stressful than do e&ternals. b. )nternals are li0ely to believe that they can have a significant effect on the results. .hose !ith an e&ternal locus believe their lives are controlled by outside forces. a. %&ternals are more li0ely to be passive and feel helpless.

5. #el&-e&&icac': .he confidence in one"s o!n abilities appears to decrease stress 6.

ostilit': >eople !ho are 1uic0 to anger, maintain a persistently hostile outloo0, and pro7ect a cynical mistrust of others are more li0ely to e&perience stress in situations.

.% Conse:uences o& #tress

1. Stress sho!s itself in a number of !aysAphysiological, psychological, and

behavioral symptoms.

2. 6h'siological s'mptoms:
3ost of the early concern !ith stress !as directed at physiological symptoms due to the fact that specialists in the health and medical sciences researched the topic. >hysiological symptoms have the least direct relevance to students of '4.

3. 6s'chological s'mptoms:
9ob#related stress can cause 7ob#related dissatisfaction.

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Robbins: Organizational Behavior .% Conse:uences o& #tress *cont%+ Notes:

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9ob dissatisfaction is /the simplest and most obvious psychological effect2 of stress. 3ultiple and conflicting demandsAlac0 of clarity as to the incumbent"s duties, authority, and responsibilitiesAincrease stress and dissatisfaction. .he less control people have over the pace of their !or0, the greater the stress and dissatisfaction.

4. Behavioral s'mptoms:
4ehaviorally related stress symptoms include changes in productivity, absence, and turnover, as !ell as changes in eating habits, increased smo0ing or consumption of alcohol, rapid speech, fidgeting, and sleep disorders. .he stress#performance relationship is sho!n in %&hibit 1-#11.

a. .he logic underlying the inverted E is that lo! to moderate levels of

stress stimulate the body and increase its ability to react.

b. )ndividuals then often perform their tas0s better, more intensely, or

more rapidly.

c. 4ut too much stress places unattainable demands or constraints on a

person, !hich result in lo!er performance.

d. %ven moderate levels of stress can have a negative influence on

performance over the long term as the continued intensity of the stress !ears do!n the individual and saps hisOher energy resources.

)n spite of the popularity and intuitive appeal of the inverted#E model, it doesn"t get a lot of empirical support.

3% 7anaging #tress

1. 8igh or lo! levels of stress sustained over long periods of time, can lead to
reduced employee performance and, thus, re1uire action by management.

2. -ndividual approaches:
%ffective individual strategies include implementing time management techni1ues, increasing physical e&ercise, rela&ation training, and e&panding the social support net!or0. >racticing time management principles such as:

a. b. c. d.

ma0ing daily lists of activities to be accomplished. prioritizing activities by importance and urgency. scheduling activities according to the priorities set. 0no!ing your daily cycle and handling the most demanding parts of your 7ob during the high part of your cycle !hen you are most alert and productive.

=oncompetitive physical e&ercise has long been recommended as a !ay to deal !ith e&cessive stress levels. )ndividuals can teach themselves to reduce tension through rela&ation techni1ues such as meditation, hypnosis, and biofeedbac0. 8aving friends, family, or !or0 colleagues to tal0 to provides an outlet for e&cessive stress. 174

Robbins: Organizational Behavior 3% 7anaging #tress *cont%+ Notes:

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3. Organizational approaches
Strategies that management might !ant to consider include:

a. b. c. d. e. f.

improved personnel selection and 7ob placement use of realistic goal setting, redesigning of 7obs training increased employee involvement improved organizational communication establishment of corporate !ellness programs.

Instructor Note: At this point in the lecture you may !ant to introduce the ;AS% %D%@;)S%: Responding the 1@00 ,&ter #hocks found in the te&t and at the end of the chapter notes. A suggestion for a class e&ercise follo!s.

$%ESTIONS &OR REVIEW

1. <hat is meant b' the phrase Awe live in an age o& discontinuit'B;
Ans'er I )t means that !e live in an age of change and disconnection from the past. .hings are changing 1uic0ly and in !ays !e could not anticipate, and that these changes have !ide#ranging effects. Such as, beginning in the early 1-+<s, !ith the overnight 1uadrupling of !orld oil prices, economic shoc0s have continued to impose changes on organizations. 'r, the recent economic problems in @ussia, Asia, and atin America roc0ed !orld stoc0 mar0ets.

2. AResistance to change is an irrational response%B 8o 'ou agree or disagree; ./plain%

Ans'er I 'ne of the most !ell#documented findingsAorganizations and their members resist change. )t is rational. )t is 7ust that resistance to change doesn"t seem rational because it doesn"t necessarily surface in standardized !ays. @esistance can be overt, implicit, immediate, or deferred. )mplicit resistance efforts are more subtleAloss of loyalty to the organization, loss of motivation to !or0, increased errors or mista0es, increased absenteeism due to /sic0ness2Aand hence more difficult to recognize. A change may produce !hat appears to be only a minimal reaction at the time it is initiated, but then resistance surfaces !ee0s, months, or even years later. A single change that might have little impact becomes the stra! that brea0s the camel"s bac0. @eactions to change can build up and then e&plode in some response that seems totally out of proportion to the change action it follo!s. .he resistance, of course, has merely been deferred and stoc0piled. 6hat surfaces is a response to an accumulation of previous changes.

3. <h' is participation considered such an e&&ective techni:ue &or lessening resistance to change;
Ans'er I )t"s difficult for individuals to resist a change decision in !hich they participated. >rior to ma0ing a change, those opposed can be brought into the decision process. Assuming that the participants have the e&pertise to ma0e a meaningful contribution, their involvement can reduce resistance, obtain commitment, and increase the 1uality of the change decision.

4. <h' does change so &re:uentl' become a political issue in organizations;

Ans'er I 4ecause change invariably threatens the status 1uo, it inherently implies political activity. )nternal change agents typically are individuals high in the organization !ho have a lot to lose from change. 6hat if they are no longer the ones the organization values? >olitics suggests that the impetus for change is more li0ely to come from outside change agents. 3anagers !ho have spent their entire careers !ith a single organization and eventually achieve a senior position in the hierarchy are often ma7or impediments to change. :ou should e&pect that long#time career e&ecutives !ill be sources of resistance. .his, incidentally, e&plains !hy boards of directors that recognize the imperative for the rapid introduction of second#order change in their organizations fre1uently turn to outside candidates for ne! leadership. 175

Robbins: Organizational Behavior

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5.

ow does !ewin$s three-step model o& change deal with resistance to change; Ans'er I .o deal !ith that resistance, management could use positive incentives to encourage employees to accept the change. 3anagement might also consider unfreezing acceptance of the status 1uo by removing restraining forces. %mployees could be counseled individually. %ach employee"s concerns and apprehensions could be heard and specifically clarified. Assuming that most of the fears are un7ustified, the counselor could assure the employees that there !as nothing to fear and then demonstrate, through tangible evidence, that restraining forces are un!arranted. )f resistance is e&tremely high, management may have to resort to both reducing resistance and increasing the attractiveness of the alternative if the unfreezing is to be successful. Ans'er I ;hange refers to ma0ing things different. )nnovation is a more specialized 0ind of change. )nnovation is a ne! idea applied to initiating or improving a product, process, or service. .here are several sources of innovation. Structural variables include developing an organic structure, providing sufficient resources to permit innovation, and increasing communication. 3anagers should: encourage e&perimentation. re!ard both successes and failures. celebrate mista0es. actively promote the training and development. offer high 7ob security so employees don"t fear getting fired for ma0ing mista0es. encourage individuals to become champions of change.

6. <hat changes can an organization that has a histor' o& A&ollowing the leaderB make to &oster innovation;

7. A!earning organizations attack &ragmentation" competitiveness" and reactiveness%B ./plain this statement%
Ans'er I A learning organization is an organization that has developed the continuous capacity to adapt and change. >roponents envision it as a remedy for the three fundamental problems inherent in traditional organizations: fragmentation, competition, and reactiveness. 5irst, fragmentation based on specialization creates /!alls2 and /chimneys2 that separate different functions into independent and often !arring fiefdoms. )t fosters communication. Second, an overemphasis on competition often undermines collaboration. )t emphasizes cooperation and coordination. .hird, reactiveness misdirects management"s attention to problem solving rather than creation. )t has a proactive perspective.

8.

ow does an organization build a knowledge-management s'stem; Ans'er I An organization builds a 0no!ledge management system as it records the 0no!ledge and e&pertise of its employees and ma0es that information easily accessible. )t does this by developing computer databases of pertinent information that employees can readily access, by creating a culture that supports and re!ards sharing, and developing mechanisms that allo! employees !ho have developed valuable e&pertise and insights to share them !ith others. ow are opportunities" constraints" and demands related to stress; 5ive an e/ample o& each% Ans'er I Students" e&amples !ill vary but should ta0e into consideration the follo!ing facts. Stress is a dynamic condition in !hich an individual is confronted !ith an opportunity, constraint, or demand related to !hat heOshe desires and for !hich the outcome is perceived to be both uncertain and important. 'pportunities permit individuals to use stress positively to rise to the occasion and perform at or near their ma&imum. .ypically, stress is associated !ith constraints and demands. .he former prevent you from doing !hat you desire. .he latter refers to the loss of something desired. 5or opportunities to cause stress, there must be uncertainty over the outcome and the outcome must be important. Ans'er I Strategies that management might !ant to consider include improved personnel selection and 7ob placement, use of realistic goal setting, redesigning of 7obs, increased employee involvement, improved organizational communication, and establishment of corporate !ellness programs.

9.

10. <hat can organizations do to reduce emplo'ee stress;

176

Robbins: Organizational Behavior $%ESTIONS &OR CRITICAL THIN(ING

Chapter Nineteen

1.

ow have changes in the work&orce during the past 2C 'ears a&&ected organizational policies; Ans'er IA multicultural environment re1uires greater sensitivity to individual differences re1uiring training in diversity. 8uman resource policies and practices changed to attract and 0eep this more diverse !or0force. arge e&penditure on training to upgrade reading, math, computer, and other s0ills of employees. between the Civil <ar and <orld <ar -%B 8o 'ou agree or disagree; 8iscuss% Ans'er I 4egin by having students brainstorm changes they 0no! of that too0 place bet!een 1,*< and 1-1,. .hen brainstorm changes from 1-1, until today. ist these items on the blac0board. 4e prepared to prompt students, because many !ill not have a timeframe for the changes they noteB i.e., electricity, telegraph, the railroad, the car, the airplane, etc.

2. A7anaging toda' is easier than at the turn o& the centur' because the 'ears o& real change took place

3. ,re all managers change agents; 8iscuss%

Ans'er I .hey can be to the degree they change one or more of the follo!ing elements in response to changing conditions in the business environment. 1H ;hanging conditions demand structural changes. ;hange agents can alter one or more of the 0ey elements in an organization"s design. 2H ;ompetitive factors or innovations !ithin an industry often re1uire change agents to introduce ne! e1uipment, tools, or operating methods. 3H .he layout of !or0 space is the result of thoughtful consideration of !or0 demands, formal interaction re1uirements, and social needs. $H ;hanging people typically involves changing the attitudes and behaviors of organizational members through processes of communication, decision ma0ing, and problem solving.

4. 8iscuss the link between learning theories discussed in chapter 2 and the issue o& organizational change%
Ans'er I earning is any relatively permanent change in behavior that occurs as a result of e&perience. 6e infer that learning has ta0en place if an individual behaves, reacts, responds as a result of e&perience in a manner different from the !ay he formerly behaved. .he te&t definition has several components that deserve clarification. 5irst, learning involves change. Second, the change must be relatively permanent. .hird, our definition is concerned !ith behavior. 5inally, some form of e&perience is necessary for learning. earning theory closely parallels e!in"s three#step change process. Enfreezing the status 1uo 3ovement to a ne! state @efreezing the ne! change to ma0e it permanent See %&hibit 1-#*.

5. 8o 'ou think napping on the )ob is an acceptable practice in the workplace; <hat negatives do 'ou see" i&
an'" in promoting this practice; Ans'er I. Student"s ans!ers !ill vary on thisAbut most employers have policies against it. 6hy do they thin0 that is the case? )s napping a stress reliever or theft Gassuming the employee is being paid !hile sleepingH?

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Robbins: Organizational Behavior POINT)CO%NTERPOINT * 7anaging Change -s an .pisodic ,ctivit' Po#nt

Chapter Nineteen

'rganizational change is an episodic activity, starting at some point, proceeding through a series of steps, and culminating in some outcome that leads to improvement. e!in"s three#step model represents a classic illustration of this perspective. ;hange is seen as a brea0 in the organization"s e1uilibrium. .he status 1uo has been disturbed, and change is necessary to establish a ne! e1uilibrium state. .he ob7ective of refreezing is to stabilize the ne! situation by balancing the driving and restraining forces. Some e&perts have argued that organizational change should be thought of as balancing a system made up of five interacting variables !ithin the organizationApeople, tas0s, technology, structure, and strategy. A change in any one variable has repercussions on one or more of the others. Another !ay to conceptualize this is to thin0 of managing change as analogous to captaining a ship. i0e a large ship traveling across the calm 3editerranean Sea, the ship"s captain ma0es the e&act trip hundreds of times. %very once in a !hile, ho!ever, a storm !ill appear, and the cre! has to respond. .he captain !ill ma0e the appropriate ad7ustmentsAthat is, implement changesAand, having maneuvered through the storm, !ill return to calm !aters. Counter Po#nt .he episodic approach may be the dominant paradigm for handling organizational change, but it is obsolete. )t applies to a !orld of certainty and predictability. )t treats change as the occasional disturbance in an other!ise peaceful !orld. .his paradigm has little resemblance to today"s environment of constant and chaotic change. .oday"s organizations are not a large ship, but more a0in to a $<#foot raft. @ather than sailing a calm sea, this raft must traverse a raging river manned by ten people !ho have never !or0ed together ma0ing much of the trip in the dar0. ;hange is a natural state, and managing change is a continual process. Disruptions in the status 1uo are not occasional, temporary, and follo!ed by a return to an e1uilibrium state. .here is, in fact, no e1uilibrium state. 3anagers today face constant change, bordering on chaos. .hey"re being forced to play a game they"ve never played before, governed by rules that are created as the game progresses. Te!c+#n, notes 1. Ese the debate format offered in chapter 1. 2. ;hoose t!o teams of 3I( students. K.he rest of the class !ill act as a 7ury.L 3. 8ave them prepare, outside of class, one side of the issue to debate in class. 4. ;reate a controlled debate, giving each side up to , minutes to ma0e its case, 3 minutes to cross#e&amine the other side, then ( minutes in class to prepare a 3I( minute rebuttal, and then a final 1#minute closing argument. 5. 8ave the remainder of the class vote on !ho made the stronger case. 6. ;lose !ith a discussion of the issue leading the students to understand this is not an eitherOor situation, but the best response incorporates elements of both positions. 7. @efer to ;hapter 1 for the time format. 8. .his !ill ta0e appro&imately $(I*< minutes.
.his perspective is based on >.4. Nail, 7anaging as a 6er&orming ,rt: New -deas &or a <orld o& Chaotic Change GSan 5rancisco: 9ossey# 4ass, 1-,-H.

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Robbins: Organizational Behavior Te!- E"erc#se ## 6ower and the Changing .nvironment O./ect#0es

Chapter Nineteen

12 .o describe the forces for change influencing po!er differentials in organizational and interpersonal relationships. 32 .o understand the effect of technological, legalOpolitical, economic, and social changes on the po!er of individuals !ithin an organization. T+e S#tu!t#on :our organization manufactures golf carts and sells them to country clubs, golf courses, and consumers. :our team is faced !ith the tas0 of assessing ho! environmental changes !ill affect individuals" organizational po!er. @ead each of the five scenarios and then, for each, identify the five members in the organization !hose po!er !ill increase most in light of the environmental conditionGsH. 4-5 6 -! e Advertising e&pert GmH ;hief financial officer GfH Securities analyst GmH 'perations manager GfH ;orporate trainer GmH 475 6 7e-! e Accountant#;>A GmH Ceneral manager GmH 3ar0eting manager GfH ;omputer programmer GfH )ndustrial engineer GmH

>roduct designer GmH )n#house counsel GmH >ublic relations e&pert GmH 8uman resource manager GfH ;hemist GmH

12 =e! computer#aided manufacturing technologies are being introduced in the !or0place during the upcoming 2 to 1, months. 32 =e! federal emission standards are being legislated by the government. 82 Sales are !ay do!nB the industry appears to be shrin0ing. 92 .he company is planning to go international in the ne&t 12 to 1, months. :2 .he E.S. %1ual %mployment 'pportunity ;ommission is applying pressure to balance the maleIfemale population in the organization"s upper hierarchy by threatening to publicize the predominance of men in upper management. T+e Proce;ure 1. Divide the class into teams of three to four students each. 2. .eams should read each scenario and identify the five members !hose po!er !ill increase most in light of the e&ternal environmental condition described. 3. .eams should then address the 1uestion: Assuming that the five environmental changes are ta0ing place at once, !hich five members of the organization !ill no! have the most po!er? $. After 2< to 3< minutes, representatives of each team !ill be selected to present and 7ustify their conclusions to the entire class. Discussion !ill begin !ith scenario 1 and proceed through to scenario ( and the /all at once2 scenario.
#ource: Adapted from 9. %. 4arbuto, 9r., />o!er and the ;hanging %nvironment,2 ?ournal o& 7anagement .ducation, April 2<<<, pp. 2,,I-*.

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Robbins: Organizational Behavior CASE EXERCISE * Responding to the 9/11 Aftershocks

Chapter Nineteen

Sheryl 8ic0s is not a complainer. )f she has a ma7or ache, she usually suffers in silence. Although her employer, Atlantic 3utual )nsurance, has an employee assistance programAto provide emotional and psychological support in the !or0placeAshe certainly !ould never thin0 to use it, even if she did have a !orry on her mind. /.hey say it"s confidential, but !ho really 0no!s?2 as0ed 3s. 8ic0s, an administrative assistant at the insurance company. 4ut Sheryl 8ic0s" life changed on September 11, 2<<1. 8er office at 13< 4road!ay in =e! :or0 ;ity, !as near the 6orld .rade ;enter. /) !atched the !hole thing from my 33rd#floor office !indo!.2 3s. 8ic0s had never seen bodies fall from high rises or planes slam into buildings and cause them to crumble. She had never been covered !ith 7et fuel, as she !as !hen she fled the area on that day. =or had she ever had such vivid nightmares that forced her to relive -O11 over and over. /%very time ) tal0ed to people they !anted details, !hich made it !orse for me,2 said 3s. 8ic0s. /) had so much anger about !hat had happened to my life and the lives of so many people and the city !here )"ve !or0ed for 3* years.2 .!o !ee0s after -O11, 3s. 8ic0s !as still suffering serious aftereffects. %ven though she lives on Staten )sland and Atlantic 3utual"s offices have been temporarily relocated to 3adison, =e! 9ersey, not an hour goes by !hen she doesn"t have flashbac0s of her e&periences on -O11.
#ource: 4ased on A. %llin, /.raumatized 6or0ers oo0 for 8ealing on the 9ob,2 New Dork Times, September 3<, 2<<1, p. 4E#1<.

$uest#ons 1. 6hat should Atlantic 3utual"s management do, if anything, to cope !ith the aftereffects of -O11? 2. 8o! long !ould you e&pect employees to be adversely effected by -O11 if a company provided no formal assistance for dealing !ith anger and stress? 3. 6hat, if anything, should management do about employees !ho appear to be suffering from this trauma but !ill neither admit it nor accept help from their employer? 4. At !hat point does employee assistance in dealing !ith this trauma step over the line and become an invasion of an employee"s privacy? Student"s ans!ers !ill vary on the above 1uestions. %ncourage them to thin0 about !hat !ould happen to the organization if it did nothing to assist 3s. 8ic0s and other employees li0e her. 6hat do !e thin0 the li0ely outcomes !ould be given our study '4?

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Exploring OB Topics on the World Wide Web

Search %ngines are our navigational tool to e&plore the 666. Some commonly used search engines are: !!!.goto.com !!!.google.com !!!.e&cite.com !!!.lycos.com !!!.hotbot.com !!!.loo0smart.com
1.

6hat !ould be your strategy if you !ere called upon to be a /change agent2 for your organization? 8o! !ould you begin, gather information, and create buy#in for your ideas? Co to 5ast;ompany"s !ebsite !here they featured an article on this topic at: http:OO!!!.fastcompany.comOonlineO<(Ochangetips.html . %ven more interesting, read several of the reader responses lin0ed at the bottom of the page. 6rite a short reaction paper on !hy you thin0 there is such a difference from the article"s perspective vs. the readers" comments. 6hat '4 strategies !ould you use as change agent to address some of those readers" concerns. @esistance to change is a concern !hen ma0ing organizational changesAbut as !e read in the te&tAto be e&pected. @ead about the .heory of ;onstraints G.';H model used by some organizations to better 0no! !here resistance is and ho! to develop a strategy for addressing it. Nisit: http:OO!!!.focusedperformance.comOarticlesOresistance.html to find an article on .'; and ho! to ta0e advantage of resistance. >rint and bring to class for further discussion. 6hat"s the difference bet!een earning 'rganizations and 'rganizational earning? 5or a brief overvie! of the t!o, go to: http:OO!!!.brint.comOpapersOorglrng.htm . Develop a table outlining the differences bet!een the t!o and bring to class for further discussion. 6rite a t!o page paper on Fno!ledge 3anagement. )t can be a general paper, or you can choose to focus on different aspects of F3 such as the challenges of such system or ho! F3 enhances organizational effectiveness or innovation. 5or an overvie! on Fno!ledge 3anagement go to: http:OO!!!.outsights.comOsystemsO0mgmtO0mgmt.htm as a place to start. Don"t hesitate to do your o!n searchAthere are many, many interesting sites on this topic. Fno!ledge 3anagement re1uires a commitment to the continuing development of organization"s intellectual resourcesApeopleM .his often means more training, and it needs to be better and faster. Nisit: http:OO!!!.reengineering.comOarticlesO7ul-*Ospotlight.htm to learn about the concept of 9).. or 9ust )n .ime .raining. 6rite a fe! paragraphs on !hat you learned from the page. Also, did anything you learned surprise you? >rint and bring to class. Dealing !ith individual stress re1uires a 0no!ledge of various coping s0ills and the !illingness to put them into practice. Nisit: http:OO!!!.shpm.comOarticlesOstressOstress2.html for tips on ho! to deal !ith everyday stressors. 5or tips on ho! deal !ith /college blues2 visit the )nternational Stress 3anagement Association"s 7ournal archives at: http:OO!!!.isma# usa.orgOarticle<+<1.htm .

2.

3.

4.

5.

6.

+. Nisit the '0lahoma State Eniversity"s %nvironmental 8ealth and Safety 'n#line ibrary for a collection of articles and other resources for stress management at: http:OO!!!.pp.o0state.eduOehsOlin0sOstress.htm . Select and article or t!o to read that interests
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you and print. 4ring them to class and be prepared to ma0e a short presentation on !hat you learned.

182