motivational analysis of organizations

who enjoys working with people but has limited opportunity to get close to them. This
domain is important for the personnel executive or a manager with too much
responsibility to interact closely with other employees.
Social-analysis skills are represented in this area. Managers in this domain should
be able to think through and understand the social and emotional factors affecting a
large organization.
Difficulties in this area sometimes arise when good first-line supervisors who have
a natural style with people are promoted into positions that prevent them from having
direct contact with others and are expected to determine without concrete experience the
nature of and solutions to personnel problems.
Domain III, the Task Implementer. A combination of cognitive and concrete
preferences constitutes domain III, where the “task implementer” is located. This
domain includes decision makers who primarily want to understand the task and who
can focus on the details and specifics of the concrete in a thoughtful manner. If these
people are allowed to think about a situation, they can see the concrete issues and, after
close examination, can make a well-thought-out decision. A person in this domain is
often a task-focused doer. If the interpersonal skill demands are low and if the emotional
climate is not a problem, this person is likely to do well.
Domain IV, the Participative Implementer. A combination of affective and concrete
preferences constitutes domain IV, where the “participative implementer” is located.
The manager with people skills who has the opportunity to work closely with people is
found in this category. This is the place where implementers and highly skilled
organization development consultants reside. This domain is for those who like to
become involved and who have ability and interest in working with the emotional needs
and demands of the people in an organization. This is the domain that is emphasized by
most of the practical management programs, and it can be used to complement the
traditional educational programs of domain I.
REFERENCES
Blake, R.R., & Mouton, J.S. (1984). Managerial grid III (3rd ed.). Houston, TX: Gulf.
Jung, C.G. (1924). Second impression (H. Godwin, Trans.). New York: Harcourt Brace.
Kolb, D.A., Rubin, I.M., & McIntyre, J.M. (1974). Organizational psychology: An experiential approach (2nd
ed.). Englewood Cliffs, NJ: Prentice-Hall.
Mintzberg, N. (1976, July-August). Planning on the left side and managing on the right. Harvard Business Review,
pp. 49-58.
Peters, D. (1985). Directory of human resource development instrumentation. San Diego, CA: Pfeiffer &
Company.
Pfeiffer, J.W., Heslin, R., & Jones, J.E. (1976). Instrumentation in human relations training (2nd ed.). San Diego,
CA: Pfeiffer & Company.
Rogers, C.R. (1982). Freedom to learn. Columbus, OH: Charles E. Merrill.
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The Pfeiffer Library Volume 19, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer