ADVANCED INTERNATIONAL ORGANIZATIONAL BEHAVIORGraduate School of Commerce

Burapha University

Facilitator: Harry J. Bury, Ph.D.Mobile Phone: 04-753-1722E-Mail: hbury@bw.edu

Course Description:Advanced International Organizational Behavior course focuses largely on the “here and now” – learning from present experience as much as possible. Hence, the emphasis is on process – looking at and learning from what is happening right now in the classroom and how we can make it better. Our objective is not only to learn theory, but to actually improve the present process and, if we are successful at doing this, how we improve the process will be our most significant learning. By its very nature then, Advanced International Organizational Behavior is a course that uses the methodology/pedagogy of Experiential Learning.

Despite satisfactory technical skills, people often discover at some point in their career that they do not know how to work effectively with others or have the interpersonal skills to be a good manager. Advanced International Organizational Behavior speaks to this limitation and presents the same type of content and training found in executive development programs through out the world (only cheaper). The course seeks to help us understand why we behave as we do in organizations and groups, among various cultures. By the end of the course, we should know ourselves better and have better people skills that can be applied internationally.

A major assumption of this course is that one cannot understand and manage others unless one understands and can manage oneself. One cannot understand the “outside other” unless one understands the “inside self”. Hence, the focus of this course is on you, the participant. Specific exercises will be assigned for this purpose so we can all learn by listening, observing, doing and feeling.

The overall purpose of the course is to enable us to develop the people skills we need to be effective employees or managers and improve the effectiveness of our organizations. The topics to be covered are the practical skills all managers need to possess. Immediate application at work and home is one of our goals.

Advanced International Organizational Behavior (OB) is an applied science-its purpose is to develop knowledge that is useful to leaders/managers and all employees. Because of the emphasis on performance and application OB is a change-oriented discipline. Strategies for improving performance or modifying behavior have always been important to the field, particularly the subject of Organizational Development (OD). Theories of motivation, learning, perception, communication, personality, decision-making are all emphasized, equipping managers with a sound conceptual understanding of the causes of behavior, a set of tools with which to change behavior, and a body of research findings to support the hypotheses and relationships among personal and environmental causes and behavior outcomes.

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Course Objectives:To increase our self-awareness

To increase our awareness of what is happening between us, others and the organization plus what is going on in the organization’s national and international environment that impacts ourselves, our group and the organization itself.

To learn how to learn

To enable us to become more skilled at analyzing behavior in organizations and to be agents of change

To enable us to learn what actions are appropriate for different situations

To enable us to acquire a larger repertoire of behaviors or skills

Required Texts:

Organizational Behavior: An Experiential Approach by Osland, Kolb, and Rubin. Seventh Edition. Prentice Hall. 2001

Self-Assessment Library: Insights into your Skills, Abilities, & Interests, Robbins, S. Second Edition. Prentice Hall. 2002

First Break All the Rules by Marcus Buckingham, Curt Cuffman, Simon and Schuster, 1999.

Organizational Behavior: An Experiential Approach consists of content, exercises, and tips for managers. Please bring the workbook to every class.

Class Format

The most effective method for learning interpersonal and managerial skills is experiential learning. This means that we will turn the classroom into a laboratory and create conditions for understanding concepts through experience as well as readings. We will use role plays, self-assessment tests, exercises, and simulations so that each can pull out his/her own learning points from these experiences. This type of course requires participants to take responsibility for their own learning.

In order for an experiential course to be successful, participants need to do all the reading and homework preparation and participate actively in the classroom.

Please do not underestimate the importance of participation in this course. It is an important part of the final grade, not to mention that it gives each of us an opportunity to practice our communication skills. All of us need to learn to speak up sometimes. Here, among friends, is an excellent place to practice without much risk.

The Self-Assessment Text consists in a packet of self-assessment instruments. The instruments are to enable us to understand ourselves better. Usually, we need to fill these out prior to class. Please fill them out carefully and do the scoring before coming to class. Answer the questions as you perceive now, not how you might wish to be. The more

3honestly we answer these instruments, the more accurate a self-portrait we can construct. Learning about our own personal self is the valued result. Hence, we need to be as honest as we can be in responding to the self-assessment instruments.

One of the most important skills in today’s business world is the ability to work effectively in groups. To gain more practice, we will work together in a group in class and outside class. We will receive feedback from group members on our performance in the course.

First Learning Opportunity

As a team you are to survey a number of employees reporting to the same supervisor seeking to find out what motivates them using a form given out in class. Give the same form to their supervisor asking him or her what the supervisor believes the reports will answer. The team then analyzes the responses and reports the implications in a paper of 5 or 6 pages. Also, give the results of the survey to the workers and their supervisor and include their remarks in the team’s final report. Be prepared to discuss your findings in class.

Second Learning Opportunity

Class members, as a learning team, find a work group/organization that will allow you to survey people at work as to the quality of the work place. Use the survey from the book First Break All the Rules. Determine how fulfilling the respective work place is. Write a paper giving the results and their implications and give it to management and to the individuals who filled out the survey asking for their ideas for improvement. Add this data to the paper giving it to the organization and myself prior to presenting the report in class. Redesign their workgroup’s jobs for the purpose of increasing performance and intrinsic motivation. Return to the workgroup and share your new design with both the workers and the supervisor separately and be attentive to their feedback. Capture the learning from this entire experience in a paper of about 8-10 pages and be prepared to discuss your findings in class.

Third Learning Opportunity

Appreciative Inquiry Change Intervention

Gather all the employees of a company or a department in an organization and have them interview each other on what they see is working well in the company or department.

The two people then share with two others their discoveries and come up with a joint conclusion of the positive aspects.

A representative of each group shares with the other groups resulting in an overall picture of the effective aspects of the total group.

Follow a similar three point design asking “if the group was as effective as it could possibly be, by what would be happening?”

4Gather the data of the two processes and write a paper in the present tense describing the organization or department doing all that the data suggests. Give the description to the total group and have them develop it arriving at a consensus of the total group operating in the best possible way.

Ask people to volunteer to develop action plans to achieve the desired results describes in the paper of the organization or department operating excellently. Facilitate this process and monitor the results. Write a paper describing the process and the results plus the team’s assessment of this organizational intervention including the team’s and each individuals personal learning.

Fourth Learning Opportunity

Alcoholics Anonymous Learning Opportunity

Attend three AA meetings by yourself, write a three page report giving your interpretation of the experience and be prepared to discuss your experience with the class indicating what you learned about yourself and organizational behavior. Apply this learning specifically to your workplace. Do not tell people at the AA meeting that your attendance is a class assignment unless directly asked. Most will assume you are an alcoholic. To announce you are not like them is unconscious arrogance. Visitors, and especially students, are welcome. Call and ask which meeting are open meetings and non-smoking if you are allergic to cigarette smoke. Go alone and don’t take notes.

Performance to standard (doing what is expected) in this course will be awarded with a “B” grade. To achieve and “A” grade, one needs to go beyond standard (do more than what is expected, more than what is required because “A” stands for outstanding, exemplary work.

Criteria for Evaluation

First, Second and Third Learning Opportunity 40%Individual Papers and Participation 40%Fourth Learning Opportunity 20%Total 100%

A+ = 98-100 B = 84-87A = 94- 97 B- = 80-83A- = 90- 93 C+ = 78-79B+= 88- 89 Etc.

To reiterate because it is most important, an “A” grade indicates that the participant has done far more than is required. A “B” grade indicates that the participant has performed to standard. In other words, the participant has done well all that is required. An A is similar to a bonus at work due to extra high performance.

5EXPECTATIONS/OBJECTIVES/GOALS

We expect each of you to:

- Be open and honest with peers, your associates, and me. Let me know what is going well for you and what is not.

- Go out of your way to avoid obstacles with communications. If I am presenting an obstacle to you or become a roadblock, let me know.

- Manage your area of responsibility in such a way as to positively contribute to the overall class results as well as your personal goals and objectives. A gain for you at the expense of someone else is a loss for the whole class. Teamwork is essential -- here is no room for “gamesmanship” or “one up” stuff.

- The greatest compliment you can give me as the class facilitator is to bring friends to class. Especially invite the person to whom you report to participate in class with us. Possibly after class we can plan to al go out to dinner together with our visitors.

- Keep me informed – verbally and with written material – Use your judgment about frequency, methods, etc. I’ll let you know if it is meeting my needs.

- Provide me with feedback (included page 7 through 13) that indicates your ideas, feelings, progress.

- Do your best to solve problems. Don’t present me with problems to solve; instead, develop alternatives and act on them if possible. If you need my input, I am available to provide it. Use me as “sounding board/coach.

- Involve your classmates, associates, even family in planning, meeting challenges, improvement, etc. They might know more about something than you do.

- Assess how you are impacting this class – adding to it, treading water, or pulling us under.

- Help me and your class colleagues – volunteer and respond to requests.

- Also, helping others, whether manager, facilitators or colleagues, is not “sucking up”, but networking and cooperative behavior designed to benefit the whole system.

- Continually strive to improve the quality and efficiency of the educational process. Constantly ask yourself, “How can I learn more, better apply what I am learning, help others in the class learn?

- Seek to know and understand each of your class colleagues; find out what they need and expect from you; ask them to evaluate you.

- Complete requests from me by the due date or negotiate other arrangements in advance of the due date.

6- Lead. If you see a lack of leadership by me or others, take the lead. It is not vested in

me. Be proactive rather than reactive.

- Expect a lot from your team, your class colleagues, yourself and from me.

- Behave in ways that positively contribute to us being more human with each other; respect the dignity of each individual.

- Grow and help others grow. I am bored around people who are treading water. How are you a more valuable person this month than last – what have you learned, what skills have you improved, how are you better?

- Challenge me, I need to grow too!

- Have a lot of fun doing this work!

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Date Saturday November 12, 2005 Name ___________________________________

I. Concepts learned last class:

II. Questions

III. Comment

_________________________________________________________________

COMFORT

-5 -4 -3 -2 -1 0 1 2 3 4 5

UNDERSTANDING

-5 -4 -3 -2-1 0 1 2 3 4 5

IMPORTANCE

-5 -4 -3 -2 -1 0 1 2 3 4 5

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Date Saturday December 10, 2005 Name ___________________________________

I. Concepts learned last class:

II. Questions

III. Comment

_________________________________________________________________

COMFORT

-5 -4 -3 -2 -1 0 1 2 3 4 5

UNDERSTANDING

-5 -4 -3 -2-1 0 1 2 3 4 5

IMPORTANCE

-5 -4 -3 -2 -1 0 1 2 3 4 5

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Date Saturday January 14, 2006 Name____________________________

I. Concepts learned last class:

II. Questions

III. Comment

_________________________________________________________________

COMFORT

-5 -4 -3 -2 -1 0 1 2 3 4 5

UNDERSTANDING

-5 -4 -3 -2-1 0 1 2 3 4 5

IMPORTANCE

-5 -4 -3 -2 -1 0 1 2 3 4 5

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Date Saturday January 21, 2006 Name ___________________________________

I. Concepts learned last class:

II. Questions

III. Comment

_________________________________________________________________

COMFORT

-5 -4 -3 -2 -1 0 1 2 3 4 5

UNDERSTANDING

-5 -4 -3 -2-1 0 1 2 3 4 5

IMPORTANCE

-5 -4 -3 -2 -1 0 1 2 3 4 5

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Date Saturday January 28, 2006 Name ___________________________________

I. Concepts learned last class:

II. Questions

III. Comment

_________________________________________________________________

COMFORT

-5 -4 -3 -2 -1 0 1 2 3 4 5

UNDERSTANDING

-5 -4 -3 -2-1 0 1 2 3 4 5

IMPORTANCE

-5 -4 -3 -2 -1 0 1 2 3 4 5

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Date Saturday February 4, 2006 Name ___________________________________

I. Concepts learned last class:

II. Questions

III. Comment

_________________________________________________________________

COMFORT

-5 -4 -3 -2 -1 0 1 2 3 4 5

UNDERSTANDING

-5 -4 -3 -2-1 0 1 2 3 4 5

IMPORTANCE

-5 -4 -3 -2 -1 0 1 2 3 4 5

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Date Saturday February 11, 2006 Name ___________________________________

I. Concepts learned last class:

II. Questions

III. Comment

_________________________________________________________________

COMFORT

-5 -4 -3 -2 -1 0 1 2 3 4 5

UNDERSTANDING

-5 -4 -3 -2-1 0 1 2 3 4 5

IMPORTANCE

-5 -4 -3 -2 -1 0 1 2 3 4 5

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Harry J. Bury

Harry J. Bury, Ph.D. is an Adjunct Professor of Systems Management at Baldwin-

Wallace College in Berea, Ohio and teaches in both the undergraduate and graduate

divisions (1979 - present).

Dr. Bury also holds the Chair as Director of the Doctorate Program in Business

Administration (DBA) a Burapha University in Bangkok, Thailand. He teaches Advanced

International Organizational Behavior each academic year for the doctoral students and

International Organizational Behavior for the International MBA students at Burapha’s main

campus at Bangsaen, Thailand.

Harry J. Bury, PhD is an Adjunct Professor at Baldwin-Wallace College in Berea,

Ohio. As a full time Professor and full Professor, he taught at both the undergraduate and

graduate divisions (1979-2002). He facilitated the learning of students in such courses as

Micro and Macro Organizational Behavior, Systems Management, Intercultural

Communications, Behavioral Theories of Management, Leadership and Team Building.

Dr. Bury earned a PhD from Case Western Reserve University in Organizational

Behavior in 1975. He also completed the Gestalt Institute of Cleveland's Post-graduate

Program in 1975. Since then he has been involved in individual and large-scale systems

change in the industrial, public and community sectors worldwide. Dr. Bury has co-

developed an organic approach to management and organizational development toward

creating open and free-flowing communications, increased productivity, collaborative

management of work team culture, enriched job content and improved interpersonal and

inter-group relations.

Dr. Bury’s career is highlighted by consultations for corporate, healthcare, religious

and governmental agencies nationally and internationally. He has consulted to such

organizations as TRW, Baily Controls, Minneapolis/St. Paul and Cleveland transit

15companies, Merck Pharmaceuticals (EMD), The United States Federal Reserve Bank

among others.

Dr. Bury's international competence in experienced-based-cross-cultural training for

the improvement in communications has been demonstrated as a consultant to and

organizer of three International Assemblies, in Paris, France, Turin, Italy, and Quebec,

Canada, as well as, consultant to companies in Indonesia, Vietnam, China, Hong Kong,

Costa Rica and Saudi Arabia.

In 1990, he received the coveted Strosacker Award at Baldwin-Wallace College for

Excellence in Teaching.

During the 1990-91 academic year, Dr. Bury had the privilege of being a visiting

scholar in residence at Hong Kong Baptist University in Hong Kong. He has done seminars

and workshops two-three times a year in Shanghai, Shenzhen, Beijing, Guangzhou (China)

and Vietnam. He also taught Organizational Behavior at FAE (Faculdade Catolica de

Administracao de Economia) University in Curitiba, Brazil both in 2000, 2002 and 2005. 

Since 2001 and 2002, Dr. Bury has enjoyed the privilege of teaching each year

Leadership, Organizational Behavior, and Human Resource Management for Southern

California University for Professional Studies, in Vietnam, China, and Cambodia.

 In January 2003, he was invited to teach Organizational Behavior at Assumption University

in Bangkok, Thailand.

In April 2003, Dr. Bury was chosen to chair the Doctoral Program in Business

Administration in Burapha University, Bangkok, Thailand. In addition to his administrative

responsibilities, he also teaches Advanced International Organizational Behavior to doctoral

students.

Dr. Bury co-authored a text: Success in College and Career Simplified published by

Pearson Longman in 2004. Presently he is working on another book entitled, Thinking and

16Feeling Differently, An Emerging Worldview for the Third Millennium. A third work is in

process describing his experiences in Vietnam during the war entitled, The Soldier and The

Priest.

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THE PSYCHOLOGICAL CONTRACT EXPERIMENT

FACT-FINDING AND THE EXECUTION OF THE EXPERIMENT

1. Select a person with whom you have excellent interpersonal relations and who you know has expectations regarding your behavior. This person can be your manager, spouse, relative, friend, or the like. Carefully explain the nature of the experiment to your partner before you start. If you get any resistance from the person you select, find another partner. If this experiment is to be successful, you need to receive considerable voluntary cooperation form your partner.

2. If your partner is your manager, give him or her copy A of the Expectations Survey No. 1 on the following pages. Ask him or her to fill it out and arrange a meeting to discuss it at a later time.

3. If your partner is a spouse, relative, or friend, give him or her copy A of the Expectations Survey No. 2 on the following pages. Ask him or her to fill it out and arrange a meeting to discuss it at a later time.

4. Before you examine your partner’s entries, fill out Copy B of the appropriate Expectations Survey.

5. Compare copies A and B of the Expectations Survey. If there are any differences of opinion regarding mutual expectations, a discussion of these differences may be appropriate.

WRITTEN REPORT

Answer the questions in the Psychological Contract Experiment Report on the pages following the Expectations Surveys.

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EXPECTATION SURVEY NO. 1 – COPY A

To be completed by employee’s immediate supervisor.

Many employees are not as effective as they could be because they do not have a clear understanding of exactly what is expected of them. Such employees want to do their best, but they are not sure what is wanted and they are reluctant to ask. Employee performance usually improves if the supervisor gets the opportunity to clarify his or her expectations.

The purpose of this survey is to obtain a specific statement of the expectations that the manager has of the employee. Following are several categories of expectations that managers often have of their employees. Check the box to the left of each statement that best describes what you expect of

(name of employee) ____________________________________

Select only one box in each category as you deem appropriate. At the end of the survey, there is space for any written comments you may have. Select your responses based on your personal expectations of this employee rather than on the expectations stated in the policies of your organization. Complete the survey in private and return it to the employee.

1. Use of time. I expect the employee to:

___ Come to work before working hours and stay after quitting time if necessary to get the job done.

___ Rigidly adhere to working hours and break time.

___ Not to be too concerned about the clock but to give me hours of work each week.

___ Come and go as he or she pleases as long as the work is done.

___ Come and go as he or she pleases whether or not work is done.

2. Quality of work effort. I expect the employee to:

___ Work at top speed and make no mistakes at all times.

___ Work at a reasonable speed and make a minimum of mistakes at all times.

___ Work at a speed that will get all of the work out with a below average number of mistakes.

___ Work at a speed that will get most of the work out with an average rate of mistakes.

Work at a speed and mistake rate with which he or she feels comfortable.

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3. Loyalty. I expect the employee to:

___ Place my personal career interests above all else.

___ Be loyal enough to me such that he speaks well of me and is willing to cover up all my mistakes.

___ Be loyal to me as long as it is in the best interest of the organization.

___ Be loyal to me such that he does not foment disloyalty among other employees.

___ Do as he or she wants about being loyal to me.

4. Interpersonal relations with me. I expect the employee to:

___ Maintain formal and respectful deference to me as his or her manager.

___ Maintain informal relations with me, but give me full respect as his or her manager.

___ Maintain informal relations with me and give me respect as a friend.

___ Maintain a buddy-buddy relationship with me and treat me as a complete equal.

___ Maintain a relationship with me and treat me in a manner with which he or she feels most comfortable.

5. Interpersonal relations with other employees. I expect the employee to:

___ Maintain a formal business-like relationship with other employees with due respect of their position in the organization.

___ Maintain formal business-like relationships with an employee with appropriate consideration toward their positions in the organization.

___ Maintain informal friendly relationships with other employees and treat them as equals.

___ Maintain deep personal relationships with other employees with whom he or she is compatible.

___ Maintain such relationships with other employees as he or she feels comfortable.

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Appearance. I expect my employee to:

___ Be immaculately clean, well groomed, and in appropriate business attire at all times when on the job.

___ Be reasonably clean, adequately groomed, and dressed in presentable sports wear at most times on the job.

___ Be clean, not disheveled, and dressed in comfortable clothing most of the time on the job.

___ Have an appearance on the job that is better than grossly unclean and sloppy.

___ To appear on the job as he or she sees fit.

6. Attitude. I expect the employee to:

___ Be enthusiastic, cheerful, pleasant and eager at all times while on the job.

___ Be enthusiastic, cheerful pleasant, and eager at all times while on the job except where there is good reason not to be.

___ Accept his duties on the job without complaint and do them willingly while being civil to others in the organization.

___ Not be apathetic, morose, unpleasant or lazy while on the job.

___ Have any attitude on the job with which he or she feels comfortable.

What other expectations do you have of this employee?

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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EXPECTATIONS SURVEY NO. 1 – COPY B

To be completed by the employee.

The following is a list of several categories of expectations that, managers, and employees often have of their employees. After you submit copy A of this survey to your manager for completion and before he or she returns it, complete this Copy B of the survey. Check the lines below as you believe your manager will check them. After you receive Copy A from your manager, compare the lists and see how well you understand what is expected of you on the job.

1. Use of time. I expect the employee to:

___ Come to work before working hours and stay after quitting time if necessary to get the job done.

___ Rigidly adhere to working hours and break time.

___ Not to be too concerned about the clock but to give me hours of work each week.

___ Come and go as he or she pleases as long as the work is done.

___ Come and go as he or she pleases whether or not work is done.

2. Quality of work effort. I expect the employee to:

___ Work at top speed and make no mistakes at all times.

___ Work at a reasonable speed and make a minimum of mistakes at all times.

___ Work at a speed that will get all of the work out with a below average number of mistakes.

___ Work at a speed that will get most of the work out with an average rate of mistakes.

___ Work at a speed and mistake rate with which he or she feels comfortable.

3. Loyalty. I expect the employee to:

___ Place my personal career interests above all else.

___ Be loyal enough to me such that he speaks well of me and is willing to cover up all my mistakes.

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___ Be loyal to me as long as it is in the best interest of the organization.

___ Be loyal to me such that he does not foment disloyalty among other employees.

___ Do as he or she wants about being loyal to me.

4. Interpersonal relations with me. I expect the employee to:

___ Maintain formal and respectful deference to me as his or her manager.

___ Maintain informal relations with me, but give me full respect as his or her manager.

___ Maintain informal relations with me and give me respect as a friend.

___ Maintain a buddy-buddy relationship with me and treat me as a complete equal.

___ Maintain a relationship with me and treat me in a manner with which he or she feels most comfortable.

5. Interpersonal relations with other employees. I expect the employee to:

___ Maintain a formal business-like relationship with other employees with due respect of their position in the organization.

___ Maintain formal business-like relationships with an employee with appropriate consideration toward their positions in the organization.

___ Maintain informal friendly relationships with other employees and treat them as equals.

___ Maintain deep personal relationships with other employees with whom he or she is compatible.

___ Maintain such relationships with other employees as he or she feels comfortable.

6. Appearance. I expect my employee to:

___ Be immaculately clean, well groomed, and in appropriate business attire at all times when on the job.

___ Be reasonably clean, adequately groomed, and dressed in presentable sports wear at most times on the job.

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___ Be clean, not disheveled, and dressed in comfortable clothing most of the time on the job.

___ Have an appearance on the job that is better than grossly unclean and sloppy.

___ to appear on the job as he or she sees fit.

7. Attitude. I expect the employee to:

___ Be enthusiastic, cheerful, pleasant and eager at all times while on the job.

___ Be enthusiastic, cheerful pleasant, and eager at all times while on the job except where there is good reason not to be.

___ Accept his duties on the job without complaint and do them willingly while being civil to others in the organization.

___ Not be apathetic, morose, unpleasant or lazy while on the job.

___ Have any attitude on the job with which he or she feels comfortable.

What other expectations do you have of this employee?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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EXPECTATIONS SURVEY NO. 2 – COPY A

To be completed by a partner contacted by person conducting the experiment

Many interpersonal relationships run into difficulties because the partners do not understand what each expects of the other. Each tried to fulfill the expectations of the other, but sometimes fails because of such misunderstandings. If the partners address the problem of mutual expectations, the result is usually an improvement of interpersonal relations.

The purpose of this survey is to clarify the expectations each partner has of the other. The following list poses several questions regarding the expectations that spouses, relatives, and friends have of one another. In private, answer each question in a way that best describes what you expect of your partner and what you believe your partner expects of you. Your partner is completing a similar survey. After both are finished, compare results.

1. Use of time.

Number of hours per week I expect my partner to devote to me. ___ hours.

Number of hours per week my partner expects me to devote to him or her. ___ hours.

Comments:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. Priority.

a. Among the many interpersonal relationships my partner has, I expect to be given priority (1, 2, 3, etc.) ___

b. Among the many interpersonal relationships I have, my partner expects me to give him or her priority (1, 2, 3, etc.) ___

Comments:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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Financial Assistance.

a. Percentage of my total required financial support that I expect to receive from my partner. ___%

b. Percentage of my partner’s total required financial support that he or she expects to receive from me. ___%

Comments:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

3. Influence.

a. Percentage of the times I expect to be able to decisively influence the attitudes, behaviors, and decisions of my partner. ___%

b. Percentage of the times my partner expects too decisively influence my attitudes, behaviors, and decisions. ___%

Comments:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

4. Consideration.

a. Percentage of times I expect my partner to be on time, keep appointments, remember important anniversaries, and so on. ___%

b. Percentage of times my partner expects me to be on time, keep appointments, remember important anniversaries, and so on. ___%

Comments:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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6. Attention.

a. Number of times each month I expect my partner to express love or friendship, touch me, compliment me, show concern for my feelings, offer assistance, listen to my problems, and the like. ___

b. Number of times my partner expects me to express love or friendship, touch him or her, give compliments, show concern for feelings, offer assistance, listen to his or her problems, and the like. ___

Comments:

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

5. Task Performance.

a. List five specific tasks that you expect your partner to perform:

1._________________________________________________________________

_________________________________________________________________

2._________________________________________________________________

_________________________________________________________________

3._________________________________________________________________

_________________________________________________________________

4._________________________________________________________________

_________________________________________________________________

5._________________________________________________________________

_________________________________________________________________

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b. List five specific tasks that your partner expects you to perform:

1._________________________________________________________________

_________________________________________________________________

2._________________________________________________________________

_________________________________________________________________

3._________________________________________________________________

_________________________________________________________________

4._________________________________________________________________

_________________________________________________________________

5._________________________________________________________________

_________________________________________________________________

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EXPECTATIONS SURVEY NO. 2 – COPY B

To be completed by person conducting the experiment.

While the partner you selected is completing Copy A of Expectations Survey No. 2, you complete Copy B of the survey. When both copies of the survey are complete,you should have a good written record of mutual expectations of each other and how much each partner understands the other’s expectations of him or her. A joint comparison of Copies A and B by you and your partner might prove beneficial to your understandings of your mutual expectations.

1. Use of time.

Number of hours per week I expect my partner to devote to me. ___ hours.

Number of hours per week my partner expects me to devote to him or her. ___ hours.

Comments:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

2. Priority.

a. Among the many interpersonal relationships my partner has, I expect to be given priority (1, 2, 3, etc.)___

b. Among the many interpersonal relationships I have, my partner expects me to give him or her priority (1, 2, 3, etc.) ___

Comments:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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3. Financial Assistance.

a. Percentage of my total required financial support that I expect to receive from my partner. ___%

b. Percentage of my partner’s total required financial support that he or she expects to receive from me. ___%

Comments:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

4. Influence.

a. Percentage of the times I expect to be able to decisively influence the attitudes, behaviors, and decisions of my partner. ___%

b. Percentage of the times my partner expects too decisively influence my attitudes, behaviors, and decisions. ___%

Comments:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

5. Consideration

a. Percentage of times I expect my partner to be on time, keep appointments, remember important anniversaries, and so on. ___%

b. Percentage of times my partner expects me to be on time, keep appointments, remember important anniversaries, and so on. ___%

Comments:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

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6. Attention.

a. Number of times each month I expect my partner to express love or friendship, touch me, compliment me, show concern for my feelings, offer assistance, listen to my problems, and the like. ___

b. Number of times my partner expects me to express love or friendship, touch him or her, give compliments, show concern for feelings, offer assistance, listen to his or her problems, and the like. ___

Comments:

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

7. Task Performance.

c. List five specific tasks that you expect your partner to perform:

1._________________________________________________________________

_________________________________________________________________

2._________________________________________________________________

_________________________________________________________________

3._________________________________________________________________

_________________________________________________________________

4._________________________________________________________________

_________________________________________________________________

5._________________________________________________________________

_________________________________________________________________

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d. List five specific tasks that your partner expects you to perform:

1._________________________________________________________________

_________________________________________________________________

2._________________________________________________________________

_________________________________________________________________

3._________________________________________________________________

_________________________________________________________________

4._________________________________________________________________

_________________________________________________________________

5._________________________________________________________________

_________________________________________________________________

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PSYCHOLOGICAL CONTRACT EXPERIMENT REPORT

1. Without revealing names, describe the relationship between you and the partner you selected.

2. Describe exactly what happened when you contacted your partner. What response did you receive? How did you feel during the contact?

3. How did you feel when you compared the results found in Copies A and B of the survey? Did you find any differences in your mutual expectations? If so, describe each difference.

4. Did you discuss the survey results with your partner? What did you talk about? How did you feel during the discussion? What were the outcomes of the discussion?

5. Did you improve your mutual understanding of the psychological contract you have with your partner? Explain.

6. Explain in specific detail what positive or negative effects this experiment had on the interpersonal relationship between you and your partner.

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THE MOTIVATIONAL ANALYSIS EXPERIMENT REPORT

1. Maslow’s Hierarchy of Needs: Provide the following information for each of the needs identified by Maslow, expect self-actualization. What percentage of these needs are now being met by you? List actual behaviors you do now to meet each one of these needs. How much time do you spend on meeting each need in a 24 hour period. State

specific hours as, for example, I sleep 6 hours on average each night.

a. Physiological needs.b. Safety and security needs. (What do you fear? List what you are motivated to

do about your fears.)c. Social, belonging, and love needs.d. Esteem and autonomy needs. (List exactly what you do to get others to respect

you. List exactly what you do to get yourself to respect yourself.)e. Describe your concept of what your life would be like if you were meeting your

self-actualization needs. Actually state what your particular work is or would be if you were self-actualized.

f. Give an example of when you were motivated by one of the exceptions to Maslow’s hierarchy of needs theory.

2. Herzberg’s Two Factor Analysis: Relate your present job or your school work to Herzberg’s factors.

a. Are you satisfied with your present pay or grades?Yes___ No___

Would an increase of pay in your present job or grades cause you to work harder on a permanent basis?Yes___ No___ Explain your answer.

b. Are any of the other Herzberg hygiene factors sources of motivation to you?Yes___ No___ Explain your answer.

c. Does your job contain any of Herzberg’s motivators?Yes___ No___ Explain your answer.

3. Skinner’s Operant Conditioning Theory: Give two examples of how your behavior has been conditioned.

4. Give an example of one of your current behaviors with which you are the least comfortable. Explain in terms of motivational theory why you do not change this behavior.

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THE PERCEPTION ANALYSIS EXPERIMENT REPORT

1. Briefly describe your socialization. What values were imbued in you by those responsible for managing your early life? Have any changed? What happened to bring about these changes?

2. What perception descriptors do you normally use? Focus on other person’s behaviors, not what they cannot control such as gender, age, beauty, and size. Give specific examples of (1) how these descriptors served you well and (2) how they caused you to make a mistake. Something such as confidence or dedication is difficult to observe. They call for interpretation of behavior. The question asks you rather what behaviors catch your eye when you meet a stranger such as an interviewee.

3. Briefly describe your personality. Give two specific examples of (1) how your personality has affected your perceptions positively and (2) how your personality has affected your perceptions negatively.

4. List at least two of your Prejudices that are not stereotypes . Give a specific example of how one of these prejudices affected your perception in the past. In judging others have your perceptions ever been influenced by the halo or horn effect? If so, explain.

5. Identify a stereotype you have had . What people or things belonged to your stereotypes group? What characteristics did you assign to members of the group? Give an example where you saw a member of the group who did not fit the stereotype so you rationalize the situation as the ‘exception that proves the rule.’ How has the stereotype affected you, has this subconscious activity affected your perception?

6. Identify some specific attitude you feel very strongly about (“I hate cats”) or a behavior you repeatedly exhibit (“I always whistle while I work”) that you cannot explain. Do you have any ideas of how the basis for this attitude or behavior entered you subconscious? How has this subconscious activity affected your perception?

7. Do you differentiate your perceptions of the behavior of people in higher, equal or lower roles and statuses? Give a specific example of how someone’s role or status affected your perceptions process. Does your perception influence you behavior towards people of high or low status in your eyes?

8. Give a specific example of how transference affected your perception of somebody or something.

9. In doing this experiment, have you learned anything that will help you as a manager in the future? If so, what?

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SOCIALIZATION ANALYSIS PAPER

1. LIST your basic assumptions about “reality”: the way you perceive the world presently (the way things are):

a.) In generalb.) In terms of managementc.) In terms of groups or teams in organizations

This is the “Descriptive Model” from your perspective. Examples or reasons “why” you perceive the world this way although helpful, are not necessary. place emphasis on the length of your perception list.

2. LIST your basic assumptions regarding how you would like “reality” to be. This is the “Normative Model” and manifests your “core values”. Again do so:

a.) In generalb.) In terms of managementc.) In terms of groups or teams in organizations

Also, examples and explanations, while sometime helpful, are not necessary. Place emphasis on capturing your basic value assumptions.

3. Describe the socialization process that brought you to perceive “reality” the way you described it in #1 and the way you would like it to be as described in #2. This description gives the reasons for your present perceptions of “reality” and values. Be sure to focus on the process – “the how” you came to have these perceptions and values rather than perceiving “reality” and wanting “reality” to be the same as your colleagues in this program. In other words, how come you perceive the world differently and want it to be different, perhaps, from how your colleagues in this program perceive it and desire it to be?

4. LIST examples of normal behaviors on your part (as many as you can think of) how you walk your talk, how your present behaviors are consistent with how you perceive “reality” in #1 and how you would like “reality” to be in #2.

5. LIST examples of behaviors on your part that might be interpreted by yourself or others as inconsistent with “your truth” in #1 and/or your values in #2.

6. Indicate what was the learning for you in doing the above analysis. How does it relate to Perception Theory?

36

The Personality Adjustment Experiment

1. Identify five frank and sincere persons whom you trust. Ask each one separately to tell you which characteristics of your personality they like the best and which they like the least. Be sure they give an example of each characteristic. To make sure you understand them, repeat their comments in your own words until they agree that is exactly what they meant. During the interviews try not to give verbal or nonverbal cues that influence the person you are interviewing. (If you have an especially durable ego, you can have a trusted friend collect the information from five persons who are assured their remarks will not be identified with them.)

2. Pick one of the least liked characteristics of your personality that you discover during the fact-finding effort. Determine which of your mental attitudes and behavior patterns project this least liked personality characteristic.

3. Select specific mental attitudes and behavior patterns that you can change to improve your personality in this area.

4. For approximately one week force yourself to assume new mental attitudes and behavior patterns that you believe will improve your personality in the selected area. Do at least three specific actions that would go contrary to the negative characteristics chosen to change.

5. Carefully record the reactions of others and your own feelings while you experiment with your new attitudes and behaviors. Discuss the feedback you received.

37

THE PERSONALITY ADJUSTMENT EXPERIEMENT REPORT

1. How did you collect your data? What were your perceptions of the perceptions of the people who were providing the data? Do you think they were being candid? Were you surprised with the results?

2. List the facts you collected about others’ perceptions of your personality. Note the difference between behavior examples and personality characteristics.

Person Personality Characteristics Example of Behaviora. Least liked ______________________ ______________________

Best liked ______________________ ______________________

b. Least liked ______________________ ______________________Best liked ______________________ ______________________

c. Least liked ______________________ ______________________Best liked ______________________ ______________________

d. Least liked ______________________ ______________________Best liked ______________________ ______________________

e. Least liked ______________________ ______________________Best liked ______________________ ______________________

3. Which personality characteristics did you select as the one you wanted to change?

4. What mental attitudes do you have that cause you to have this characteristic?

5. Give a specific example of your behavior when you exhibited the characteristic.

6. What new mental attitudes did you adopt to change the characteristic.

7. Give three specific examples of different attempts you made to change your behavior in removing the unwanted characteristic. State when and where you actually did the attempt since beginning the experiment.

8. What was the reaction of others to your change? Did you receive any verbal or nonverbal feedback? Give specific details.

9. How did you think and feel while you were conducting the experiment? Was it hard to do? Did you slip and resume your old mental attitudes and behavior patterns?

10. What were the results of the experiment? Did it result in any permanent change? How do you feel about the experiment now that it is over?

38

THE COMMUNICATIONS EXPERIMENT

1. Make sure you are well aware of the following:a. How communication works.b. Barriers to communication.c. Characteristics of a positive communications climate.d. The art of listening.

2. Select a specific person whom you see regularly and with whom you would like to improve your communications. Do not select someone with who you now have satisfactory communications. This experiment is especially good with someone you have lived/worked with for a long time.

3. Contact the person and ask them if they will cooperate in this communications experiment. Unless the person is eager to do the experiment and is willing to read the communications material, select another person for the experiment. Copy the handout and give to him or her to read before the initial meeting.

EXECUTION OF THE EXPERIMENT

1. Schedule regular sessions of approximately one hour per day on at least five different days. Be sure your partner does the required reading before you start.

2. In the first session discuss the communications process, barriers to communications, characteristic of a good communications climate, and the art of listening. Keep the discussion general and do not address your communication difficulties until the next meetings.

3. In the second session review the topics covered in the first session and isolate areas that tend to hinder communications between the two of you. If communications begin to falter, then shift the discussion to why they are breaking down. Identify communications problems the two of you have.

4. In the third session discuss ways that communications or hurt feelings that have occurred between you and your partner as a result of your communications problems.

5. In the fourth session identify misunderstandings or hurt feelings that have occurred between you and your partner as a result of your communications problems.

6. In the fifth session practice your improved communications by planning how you will maintain better communications in the future. Evaluate the results of your experiment.

39

THE COMMUNICATIONS EXPERIMENT REPORT

1. Without revealing the name of your partner, describe the nature of your past and present relationship.

2. Describe exactly what happened when you first contacted your partner. What was your partner’s reaction? Was your partner willing to study the material on communications? How did you feel during the contact?

3. When, where, and how long was your first session? How did you prepare for it? As you discussed the following topics in your first session did you have any differences in opinion regarding word meaning or definitions? Explain. Use Roadblocks handout here. Do not discuss communications between the two of you. The point of the first meeting is to read the material and write down anything each of you do not understand so you can discuss what it means.

4. When, where, and how long was your second session? How did you prepare for it? What communications problems did you isolate in your second session? How did you feel during this session?

5. How are you and your partner going to solve the communications problems identified in the second session? How did you feel during the session? When, where, and how long was the third session?

6. What misunderstandings and/or hurt feelings did you identify in the fourth session? Did your discussion remove these misunderstandings and/or ameliorate the hurt feelings? How did you feel during the session? When, where, and how long was the fourth session?

7. In the fifth session, what did you and your partner agree on as a plan to improve your communications in the future? What is your evaluation of the experiment? How do you feel about the experiment now? When, where, and how long was your fifth session?

40

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