motivational analysis of organizations

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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. 64 ❘❚ The Pfeiffer Library Volume 19, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer
THE LEARNING-MODEL INSTRUMENT Kenneth L. Murrell Instructions: For each statement choose the response that is more nearly true for you. Place an X on the blank that corresponds to that response. 1. When meeting people, I prefer _____ (a) to think and speculate on what they are like. _____ (b) to interact directly and to ask them questions. 2. When presented with a problem, I prefer _____ (a) to jump right in and work on a solution. _____ (b) to think through and evaluate possible ways to solve the problem. 3. I enjoy sports more when _____ (a) I am watching a good game. _____ (b) I am actively participating. 4. Before taking a vacation, I prefer _____ (a) to rush at the last minute and give little thought beforehand to what I will do while on vacation. _____ (b) to plan early and daydream about how I will spend my vacation. 5. When enrolled in courses, I prefer _____ (a) to plan how to do my homework before actually attacking the assignment. _____ (b) to immediately become involved in doing the assignment. 6. When I receive information that requires action, I prefer _____ (a) to take action immediately. _____ (b) to organize the information and determine what type of action would be most appropriate. Copyright © 1987 by Kenneth L. Murrell. Used with permission. This instrument may be freely used for nonprofit educational/training activities. Systematic or large-scale reproduction or distribution may be done only with prior written permission from the author. The Pfeiffer Library Volume 19, 2nd Edition. Copyright © 1998 Jossey-Bass/Pfeiffer ❚❘ 65
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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
Page 13 and 14: STYLES OF CAREER MANAGEMENT SCORING
Page 15 and 16: ❚❘ COPING WITH AMBIGUITY Rick R
Page 17 and 18: questionnaire can also be used to h
Page 19 and 20: 1. You are a supervisor of a small
Page 21 and 22: 7. A friend is having difficulty at
Page 23 and 24: MANAGERIAL ATTITUDE QUESTIONNAIRE S
Page 25 and 26: ❚❘ THE ENTREPRENEURIAL ORIENTAT
Page 27 and 28: involve continual exposure. Episodi
Page 29 and 30: Those who score high on entrepreneu
Page 31 and 32: MacDonald, A.P., Jr. (1973). Intern
Page 33 and 34: 6. (a) Entrepreneurs fail because o
Page 35 and 36: THE ENTREPRENEURIAL ORIENTATION INV
Page 37 and 38: ❚❘ INTERVENTION-STYLE SURVEY B.
Page 39 and 40: the four groups attached to the 9,
Page 41 and 42: or Most a e b d c Least Similiar 9
Page 43 and 44: 5. Resident hall assistants have no
Page 45 and 46: 9. The Placement Service is a divis
Page 47 and 48: INTERVENTION STYLE SURVEY SCORING S
Page 49 and 50: Scoring To score the LEAD Questionn
Page 51 and 52: LEAD QUESTIONNAIRE Russell Doré In
Page 53 and 54: It is more important for a leader:
Page 55 and 56: LEAD QUESTIONNAIRE ANSWER SHEET E _
Page 57 and 58: On the Differentiation scale, a hig
Page 59 and 60: 5. To develop an instrument that wi
Page 61 and 62: Validity and Reliability Establishi
Page 63: working with. If they work with mac
Page 67 and 68: 15. My favorite way to learn to do
Page 69 and 70: THE LEARNING-MODEL INSTRUMENT INTER
Page 71 and 72: In an uncertain economy, making suc
Page 73 and 74: MANAGEMENT-STYLES SPECTRUM Kenneth
Page 75 and 76: 8. When under pressure for a fast d
Page 77 and 78: 17. Managers act as if the best rew
Page 79 and 80: 27. Managers assume that the best w
Page 81 and 82: Area 3: Project-planning, organizin
Page 83 and 84: MANAGEMENT-STYLES SPECTRUM SURVEY I
Page 85 and 86: MANAGEMENT-STYLES SPECTRUM SPECTRUM
Page 87 and 88: Significant gender differences in t
Page 89 and 90: The work dimensions included are cr
Page 91 and 92: Suggested Uses This instrument has
Page 93 and 94: I prefer work in which: _____ 3a. I
Page 95 and 96: I prefer work in which: _____ 27a.
Page 97 and 98: MANAGERIAL WORK-VALUES SCALE INTERP
Page 99 and 100: MANAGERIAL WORK-VALUES SCALE ACTION
Page 101 and 102: ❚❘ MOTIVATIONAL ANALYSIS OF ORG
Page 103 and 104: dysfunctional although related to t
Page 105 and 106: All of the coefficients are very hi
Page 107 and 108: Table 4. Mean Values for a Sample o
Page 109 and 110: McGregor, D. (1966). Leadership and
Page 111 and 112: Rarely/ Sometimes/ Often/ Usually/
Page 113 and 114: 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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MOTIVATIONAL ANALYSIS OF ORGANIZATI
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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
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DEBRIEFING AND DISCUSSION The facil
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SUPERVISORY BEHAVIOR QUESTIONNAIRE
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❚❘ STRATEGIC LEADERSHIP STYLES
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eaking this cyclical pattern, leade
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Steers, R.M. (1977). Organizational
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____ 14. I consider myself to be an
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STRATEGIC LEADERSHIP STYLES INSTRUM
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7. Bureaucrat Category: Statement 7
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STRATEGIC LEADERSHIP STYLES INSTRUM
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3. Builders are most valuable when
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■ Realize that Synergists may wan
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If Aristocrats work for you: ■ En
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❚❘ THE SUPERVISORY AND LEADERSH
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teams, tries to be objective in pro
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5. They have a low need for affilia
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same for fifteen of the eighteen pa
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THE SUPERVISORY AND LEADERSHIP BELI
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❚❘ SUPERVISORY ATTITUDES: THE X
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SUPERVISORY ATTITUDES SCORING SHEET
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SUPERVISORY ATTITUDES LECTURETTE 1
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❚❘ THE VISIBILITY/CREDIBILITY I
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necessary. Then the respondents are
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THE VISIBILITY/CREDIBILITY INVENTOR
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1 = Strongly Disagree (Very Unlike
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THE VISIBILITY/CREDIBILITY INVENTOR
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item scale that has substantial int
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REFERENCES Peters, L.N., Terborg, J
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____ 8. The business community shou
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❚❘ THE MANAGERS FOR THE 21 st C
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A second study by Keys and Case (19
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more than the overall average), 30
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6. Respondents now should be ready
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MANAGERS FOR THE 21ST CENTURY INVEN
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to see what your organization’s t
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3. Which management practices does
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5. The most successful managers ide
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