motivational analysis of organizations

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Employee Characteristics For both males and females, employees with high levels of education and high salaries tend to have more favorable attitudes toward women as managers. For female employees, high commitment to a career is related to high scores on the WAMS. Also, for male employees, the longer the time since their last promotions, the lower their scores tend to be on the WAMS. Attributions of Success A study of college students found that when asked to attribute the reasons why a woman was successful, students with favorable attitudes tended to cite ability and effort as reasons and not luck or task characteristics. Students with unfavorable attitudes tended to do the opposite. USES OF THE WAMS As a scientific measure, the WAMS can be used as an independent variable in predicting behavior toward women managers in a variety of situations (e.g., hiring decisions, promotions, salary allocations), or it can be used as a dependent measure in assessing the effects of various manipulations on attitude change (e.g., working closely with a woman manager). As a learning device, the WAMS has many possible uses. First, as part of a managerial workshop, administration and scoring of the scale could provide valuable personal feedback and self-awareness to the participants. Participants could compare their scores with normative data and assess whether they believe they have favorable or unfavorable attitudes toward women as managers. Second, use of the scale could be valuable as a tool for introducing the notion of gender stereotypes. Participants could discuss how these attitudes are developed and how people with extreme scores in either direction might behave. Third, the scale could be used in group workshops or seminars on the subject of women in management as a means for initiating discussion and getting people acquainted with one another. Finally, participants could be asked to think of women they know who do not fit and men they know who do fit their attitudinal views of women as managers. In this way the concept of individual differences between men and women and within men as a group and within women as a group could be made salient. Recognition of individual differences could be valuable in such workshops. Although respondents’ scores on the WAMS were not correlated with an independent measure of social desirability in one sample of graduate students, it should be noted that responses to the scale easily could be faked. It is suggested that respondents be reminded that the scale will be of little use if they fail to give their honest and frank reactions to all items. 190 ❘❚ The Pfeiffer Library Volume 19, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer
REFERENCES Peters, L.N., Terborg, J.R., & Taynor, J. (1974). Women as managers scale (WAMS): A measure of attitudes toward women in management positions. Journal Supplement Abstract Service Catalog of Selected Documents in Psychology, Ms. No. 585. Terborg, J.R., Peters, L.N., Ilgen, D.R., & Smith, F. (1977). Organizational and personal correlates of attitudes toward women as managers. Academy of Management Journal, 20, 89-100. The Pfeiffer Library Volume 19, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer ❚❘ 191
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❚❘ ASSESSING STYLES OF CAREER M
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other people from the organization
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Females Males Figure 2. Format for
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STYLES OF CAREER MANAGEMENT Tom Car
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_____ 9. Know who the people are wh
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VII. The current concern with impre
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STYLES OF CAREER MANAGEMENT SCORING
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❚❘ COPING WITH AMBIGUITY Rick R
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questionnaire can also be used to h
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1. You are a supervisor of a small
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7. A friend is having difficulty at
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MANAGERIAL ATTITUDE QUESTIONNAIRE S
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❚❘ THE ENTREPRENEURIAL ORIENTAT
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involve continual exposure. Episodi
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Those who score high on entrepreneu
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MacDonald, A.P., Jr. (1973). Intern
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6. (a) Entrepreneurs fail because o
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THE ENTREPRENEURIAL ORIENTATION INV
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❚❘ INTERVENTION-STYLE SURVEY B.
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the four groups attached to the 9,
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or Most a e b d c Least Similiar 9
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5. Resident hall assistants have no
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9. The Placement Service is a divis
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INTERVENTION STYLE SURVEY SCORING S
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Scoring To score the LEAD Questionn
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LEAD QUESTIONNAIRE Russell Doré In
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It is more important for a leader:
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LEAD QUESTIONNAIRE ANSWER SHEET E _
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On the Differentiation scale, a hig
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5. To develop an instrument that wi
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Validity and Reliability Establishi
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working with. If they work with mac
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THE LEARNING-MODEL INSTRUMENT Kenne
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15. My favorite way to learn to do
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THE LEARNING-MODEL INSTRUMENT INTER
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In an uncertain economy, making suc
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MANAGEMENT-STYLES SPECTRUM Kenneth
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8. When under pressure for a fast d
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17. Managers act as if the best rew
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27. Managers assume that the best w
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Area 3: Project-planning, organizin
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MANAGEMENT-STYLES SPECTRUM SURVEY I
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MANAGEMENT-STYLES SPECTRUM SPECTRUM
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Significant gender differences in t
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The work dimensions included are cr
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Suggested Uses This instrument has
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I prefer work in which: _____ 3a. I
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I prefer work in which: _____ 27a.
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MANAGERIAL WORK-VALUES SCALE INTERP
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MANAGERIAL WORK-VALUES SCALE ACTION
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❚❘ MOTIVATIONAL ANALYSIS OF ORG
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dysfunctional although related to t
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All of the coefficients are very hi
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Table 4. Mean Values for a Sample o
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McGregor, D. (1966). Leadership and
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Rarely/ Sometimes/ Often/ Usually/
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MOTIVATIONAL ANALYSIS OF ORGANIZATI
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❚❘ MOTIVATIONAL ANALYSIS OF ORG
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y control; on the other hand, if th
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ackup motive (the one with the next
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aspects of role stress and total ro
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8. Expert influence-Dependency. The
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climate or of individual units, div
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____ e. People here usually refer p
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____ e. Decisions here are made and
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❚❘ PATTERNS OF EFFECTIVE SUPERV
Page 139 and 140: DEBRIEFING AND DISCUSSION The facil
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Page 143 and 144: ❚❘ STRATEGIC LEADERSHIP STYLES
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Page 147 and 148: Steers, R.M. (1977). Organizational
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Page 151 and 152: STRATEGIC LEADERSHIP STYLES INSTRUM
Page 153 and 154: 7. Bureaucrat Category: Statement 7
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Page 157 and 158: 3. Builders are most valuable when
Page 159 and 160: ■ Realize that Synergists may wan
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Page 163 and 164: ❚❘ THE SUPERVISORY AND LEADERSH
Page 165 and 166: teams, tries to be objective in pro
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Page 169 and 170: same for fifteen of the eighteen pa
Page 171 and 172: THE SUPERVISORY AND LEADERSHIP BELI
Page 173 and 174: ❚❘ SUPERVISORY ATTITUDES: THE X
Page 175 and 176: SUPERVISORY ATTITUDES SCORING SHEET
Page 177 and 178: SUPERVISORY ATTITUDES LECTURETTE 1
Page 179 and 180: ❚❘ THE VISIBILITY/CREDIBILITY I
Page 181 and 182: necessary. Then the respondents are
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Page 185 and 186: 1 = Strongly Disagree (Very Unlike
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Page 189: item scale that has substantial int
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Page 195 and 196: ❚❘ THE MANAGERS FOR THE 21 st C
Page 197 and 198: A second study by Keys and Case (19
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Page 203 and 204: MANAGERS FOR THE 21ST CENTURY INVEN
Page 205 and 206: to see what your organization’s t
Page 207 and 208: 3. Which management practices does
Page 209 and 210: 5. The most successful managers ide
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