Answered: TRUE or FALSE: Giving students feedback…

Management, Loose-Leaf Version

13th Edition

ISBN:9781305969308

Author:Richard L. Daft

Publisher:Richard L. Daft

Chapter16: Motivating Employees

Section: Chapter Questions

Problem 1SGB

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Create a Group Control System Step 1. From into groups of three to five students. Each group will assume that another student group has been given an assignment of writing a major paper that will involve research by individual group members that will be integrated into the final paper. Each group member has to do his or part. Step 2. Your assignment is develop a list of rules and identify some statistics by which to control the behavior of members in that group. Brainstorm and discuss potential to govern member behavior and consequences for breaking those rules. Step 3. First, select the five rules that you think are most important for governing group member behavior. Consider the following situations that rules might cover; arriving late for a meeting: missing a meeting: failing to complete a work assignment; disagreements about desired quality of work; how to resolve conflicts about paper content; differences in participation , such as one person doing all the talking and someone else talking hardly at all; how to handle meetings that start late; the use of an agenda and handling deviations from the agenda; and any other situation that your group a cover. Step 4. Now consider what statistics could be developed to measure the behavior and outcome of the group pertaining to those five rules. What kinds of things could be counted to understand how group is performing and whether members are the following rules? Step 5. Discuss the following questions. Why are rules important as a means of control? What are the advantages and disadvantages of having many rules (hierarchical control) versus few rules (decentralized control) for a student group? How can statistics help a group ensure? appropriate behavior and a high-quality product? Step 6. Be prepared to present your conclusions to the Class.
GROUP LEARNING Current Events of an Unethical Type83 Step I. Prior to meeting as a group, each person should find two newspaper or magazine articles from the past several months relating to someone violating business ethics or potentially breaking the law regarding business practices. Step 2. Summarize the key points of the articles you found. Step 3. Meet as a group. Have each person share key points from articles with group members. Step 4. Identify similar themes across the unethical incidents reported in the articles. What was the source or underlying cause of the unethical behavior? What was the hoped—for outcome? Was an individual or a group involved? Did the accused seem repentant or defensive? Can you identify similar conditions of any kind across incidents? Write the common themes in a list on a sheet of paper or whiteboard. Step 5. What could you as a manager do to prevent such unethical behavior in your organization? What could you do to fix this kind of problem after it occurred in your organization? Step 6. Report your findings to the class if asked to do so by your instructor. Then fill in these boxes. Look at the underlying causes of the unethical behavior. How often was a group? How often an individual?
Create a Group Control System Step 1 Form into groups of three to five students. Each group will assume that another student group has been given an assignment of writing a major paper that will involve research by individual group members that will be integrated into the final paper. Each group member has to do his or her part. Step 2 Your assignment is to develop a list of rules and identify some statistics by which to control the behavior of members in that group. Brainstorm and discuss potential rules to govern member behavior and consequences for breaking those rules. Step 3. first, select the five rules that you think are most important for governing group member behavior. Consider the following situations that rules might cover: arriving late for a meeting; missing a meeting; failing to complete a work assignment; disagreements about desired quality of work; how to resolve conflicts about paper content; differences in participation, such as one person doing all the talking and someone else talking hardly at all; how to handle meetings that Start late; the use of an agenda and handling deviations from the agenda; and any other situation that your group thinks a rule should cover that your group thinks a rule should cover.

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TRUE or FALSE: Giving students feedback that is tied to their sense of identity (e.g., You're so smart!) is likely to increase their motivation and subsequent performance. True False