Question 1 (50 points): Folk wisdom among auto dealers suggests that
customers should not buy a car made at the end of the week. In Rivethead,
Ben Hamper indicates one basis for this belief: absenteeism at his plant
increased on Fridays. Assume you are a consultant hired by GM to explore
Hamper's claim. Use the job characteristics model to describe a core job
dimension of assembly line work at Flint Truck and Bus that you believe
has a relationship to absenteeism (choose from among skill variety, task
variety, task significance, autonomy, and feedback). Next, describe the
critical psychological state influenced by the job dimension you selected.
Finally, for the job dimension you selected, recommend a job design
strategy to produce an associated critical psychological state that will
reduce absenteeism. [Hint: Remember that in the job characteristics model
core job dimensions influence critical psychological states, which in turn
influence work outcomes.]
Question 2 (50 points): Nike has a potent corporate culture that acts to
inculcate similar perspectives among Nike employees. In battles for
dominance of the athletic shoe market, this unity of purpose has been a
tremendous competitive advantage. However, recently, many analysts have
speculated that Nike increasingly lacks the boldness and innovativeness
that characterized the company's products and advertising in the late 80s.
Consider Nike's growing conservatism in terms of organizational learning.
Describe how you think Nike's strong culture might negatively influence
one of the following strategies for organizational learning: learning from
direct experience; learning from others' experience; or learning from
experimentation. Next, describe changes to Nike's culture that you would
recommend to improve the organization's ability to learn. Finally,
speculate on factors of corporate culture that make it difficult for CEOs
and other managers to realign corporate values, attitudes, and behaviors.
[Hint: Remember that culture acts as the repository for an organization's
history and traditions.]
Question 3 (50 points): According to Alderfer, the drive to satisfy
individual existence, relatedness, and growth needs motivates people on
the job and at school. Undergraduates at the University of Michigan have
roughly equal opportunities to fulfill existence, relatedness, and growth
needs. Yet, individual levels of motivation differ dramatically. In an
effort to improve selection of students best suited to benefit from
Michigan's resources, President Bollinger has asked you to focus on the
possible relationship between personality characteristics and motivation.
Choose one personality dimension (from among conscientiousness,
extraversion-introversion, agreeableness, neuroticism-emotional stability,
and openness to experience) and describe how variation among students on
this dimension might result in different drives to satisfy the needs in
Alderfer's model. Second, focusing on the same personality dimension,
describe the type of personality test you would use to identify students
likely to be highly motivated by the University of Michigan environment.
Finally, identify one weakness of relying on personality testing to
identify students likely to be highly motivated. [Hint: Think about the
degree of fit between personality characteristics and the college
environment.]
Question 4 (50 points): Dewey, Cheatham, and Howe, a law firm, has
contacted you to explore a recent spate of resignations among the firm's
partners. Exit interviews with the departing attorneys indicate low job
satisfaction. The firm's managing partner has narrowed the explanation
for low job satisfaction to three theories: need satisfaction; social
information processing; and dispositionalism. Your job is to describe for
the firm the process that influences job satisfaction: a) when need
satisfaction theory is the best explanation; b) when social information
processing theory is the best explanation; and c) when dispositional
theory is the best explanation. Finally, the managing partner has asked
you to select one of the three theories and describe the kind of data that
would confirm the selected theory. [Hint: Remember that Maslow, Pfeffer
and Salancik, and Staw each propose a different origin for work-related
attitudes.]
Question 5 (50 points): Occupational stress is a response to factors at
work that threaten satisfaction of important needs and goals. Given this
model of stress, choose a personality characteristic (i.e., a trait, a
motive, or a cognition) and show how this characteristic might influence
an individual's vulnerability to occupational stress. Next, consider data
from Michigan undergraduates showing that an unusually high proportion
(over 60%) of the variance in students' levels of stress is related to
personality characteristics. Assume that you collected the same data from
a random sample of Ann Arbor residents. How would you expect the
residents' data to differ from the undergraduate data, with respect to the
influence of personality characteristics on stress? [Hint: Consider the
difference between the environment undergraduates face VS. the
environments faced by Ann Arbor residents.]
Question 6 (50 points): During World War II, British engineers analyzed
films of artillery crews to help make the crews more efficient. The films
revealed that artillery commanders raised their right arms, clenched their
fists, and pulled forward just prior to giving the firing order. Baffled,
the engineers questioned the officers about the purpose of this seemingly
superfluous action. None of the officers could give a cogent explanation.
Probing further, the engineers showed the films to artillery instructors.
Immediately, a veteran instructor figured out the significance of the
raised arm. "They are holding the horses," he said, meaning that in the
days when horses pulled artillery pieces, crew commanders would grab the
reins to prevent the horses from running away when a gun fired. Use one
of the learning theories discussed in lecture to explain why, long after
artillery pieces began to be towed by trucks and jeeps, artillery
commanders continued to "hold the horses" before firing their guns.
Second, describe a learning strategy that you would have recommended to
eliminate the "hold the horses" gesture. Finally, the "hold the horses"
story can be read as a metaphor for the mindless persistance of routines
and procedures in organizations. Describe a learning strategy that you
would suggest to help organizations prevent the blind following of past
practices. [Hint: Consider the difference between modelling a behavior
and understanding a behavior, ala Calvin Coolidge and his guests.]
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Copyright © 1997, The Regents of the University of Michigan,
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February 20, 1997