Professional Develpment

Question 1

1.1.1 What is the difference between an employee and a contractor? (p. 11)

Answer 1

3 Criteria for determining: Behavioral - Financial - Type of Relationship( Pension / vacation / insurance)

Question 2

1.1.2 What are the three criteria to consider in determining status? (p. 11)

Answer 2

Behavioral: Does co. have control? - Financial: Who provides tools, covers expenses, payment - Type of Relationship: Written contractlts/ Ins. / vacation pay / pension

Question 3

1.1.3 Name and describe the six terms for types of employees. (p. 11-12)

Answer 3

1. Regular: Positions expected to continue year to year
2. Temp: Employed for a specific period of time ( usually less than 1 year * usually no benefits)
3. Full Time: Usually 35-40 H/wk & Benefits
4. Part Time: ususally less than 30-40 H/wk * may or may not have Benefits
5. Exempt ( Salaried):Not entitled to Overtime
6. Non Exempt ( Hourly Employees) Entitled to overtime

Question 4

1.1.4 Describe and explain the nine personality dimensions.(p. 12-13)

Answer 4

1. The Perfectionist: knows exactly what they want, and when they want it - may be critical and judgmental of the suggestions of others
2. The Helper: main concern is to please others, and helpers enjoy knowing that their work is appreciated.
3. The Producer: motivating team players that may be seen as the office yes men. - They always get the job done correctly
4. The Connosseiur: The artistes of the organization - want to explore their deepest passions. - sensitive, base their decisions on intuition, and want to be understood. Their creativity brings a positive force to any project as intellectual stimulators
5. The Sage: quiet and prefer to observe, listen, and track every detail
6. The Troubleshooter: With a need for safety and security, Troubleshooters often worry about what could go wrong instead of what could go right - they anticipate and prepare for every possibility
7. The Visionary: optimists who often spark new and innovative ideas - They may, however, get so caught up in their own ideas that they become oblivious to what happens around them
8. The Top Dog: Informal boss, leader, or challenger. - wants to achieve power and maintain control; as such, they are perceived as strong individuals who are never
   afraid of confrontation
9. The Mediator: dealmakers and compromisers who are completely uncomfortable with confrontation - they tend to merge sides to avoid conflict. This also makes them great at empathizing with others.

Question 5

1.1.5 What are the four generational influences found in the current workplace?(p. 13)

Answer 5

1. Silent Generation: Service
2. Baby Boomers:
3. Generation X:
4. Millennial Generation:

Question 6

Major influences on and best ways to motivate each of these generational groups - Silent Generation: Service

Answer 6

1. You can work best with this generation by letting them know how much you value their expertise and their contributions, and asking them to share their experience and insight
2. Characteristics: Service Excellence - Due Process - Fair and Open - Civic Minded - Loyalty - Workin within system - Diciplined - Cautious and Conserviative
3. born between 1933 and 1945, constitute approximately 8% of the U.S. workforce. Most of them were too young to fight in World War II, but the older members of the generation lived through the economic turmoil after the depression.

Question 7

Major influences on and best ways to motivate each of these generational groups - Baby Boomers:

Answer 7

1. born between 1946 and 1964, makes up 46% of the U.S. workforce
2. They grew up trying to change the social structure of the country, rallying for causes such as civil rights, nuclear disarmament, sexual freedom, consumer advocacy, the environment, and women’s rights.
3. Characteristics: Corporate Change agents - RElationships count - Experiment - Pay your dues - Driver to Excel - Optimistic - Take it personal
4. You can work best with this generation by providing opportunities to try new assignments built on their core skills by mixing old responsibilities with new.

Question 8

Major influences on and best ways to motivate each of these generational groups - Generation X:

Answer 8

1. born between 1965 and 1976, makes up 23% of the work force.
2. Characteristics: Make it happen - Committed - Comfortable with Diversity - Feedback hungry - Self Sufficient - Entrepreneurial - Don’t take it for granted - Flexible
3. You can work best with this generation by providing flexible work hours. - Many in this generation have growing families and are concerned with spending enough time with their children.

Question 9

Major influences on and best ways to motivate each of these generational groups - Millennial Generation:

Answer 9

1. born between 1977 and 1998, was raised in a “child-centric” time. They make up 23% of the US workforce. - One third are only children, and 90% say they are close to their
   parents.
2. Characteristics: Hight Technical literacy - Multi Tasking - Hard work expected - Civic Minded - Power of the pack - Authority’s okay - Less Gender and Ethnicity issues - Educated - Manners
3. You can work best with this generation by ensuring that they have challenging work that is meaningful. They will need to be oriented to your organization’s culture and not just the job, so information on business protocol and unwritten rules is helpful.

Question 10

1.1.7 Explain Szilagyi’s basic model of motivation. (p. 17)

Answer 10

basic model of motivation incorporates needs, directions, and rewards.

Question 11

1.1.8 Identify the six steps in Szilagyi’s model. (p. 17-18)

Answer 11

1. Arousal of a need and recoginistion of that need creates a tension with the Individual that they want to reduce
2. Individual will search for and chosse particular behaviours / strategises to satisfy the need
3. Individual performs actual behaviors
4. Performance is evaluated
5. Reward or punishment is given
6. Individual evaluates whether the need was satified

Question 12

1.1.9 What is the basis for the scientific management model of motivation? (p. 18)

Answer 12

workers are motivated to produce through wage incentives. The more a worker produced the more wages he or she could earn.

Question 13

1.1.10 How does the Human Relations Model differ from the scientific one? (p. 18)

Answer 13

They discovered that employees were not motivated solely by money but by a variety of different needs.

Question 14

1.1.11 Describe the three broad areas of present-day motivation theory. (p. 18)

Answer 14

1. Content theories focus on factors that energize or arrouse motivated behavior
2. Process theories focus on how to motivate
3. Reinforement Theories focus on ways in which behavior is learned

Question 15

1.1.12 Describe Maslow’s Theory of needs. (p. 19)

Answer 15

Content Theory: hierarchy of needs, which classifies human motivation into a hierarchy of five needs

Question 16

1.1.13 Identify the different levels of needs in Maslow’s theory. (p. 19)

Answer 16

Top Pyramid to bottom:
1. Self Actualization Needs: Once all other needs have been met, people will seek self-actualization, looking for meaning and personal growth. Employees at this level will actively seek new responsibilities.
2. Esteem Needs
3. Beloningness Needs:
4. Safety & Security Needs: Safe working Environment
5. Physiological Needs: the most basic and must be satisfied first before a need at a higher level can be met.

Question 17

1.1.14 Describe Herzberg’s theory and how needs could be separated. (p. 19-20)

Answer 17

1. The Two-Factor Theory.
   - He separated responses into those related to job satisfaction (which he called motivators) and those related to job dissatisfaction (which he called hygiene factors).

Question 18

1.1.15 What are the Herzberg`s two categories? What is contained in each? (p. 20)

Answer 18

1. Dissatisfiers include salary, working conditions, and company policy.
   - Positive ratings for these factors did not lead to satisfaction, but only to the absence of dissatisfaction. These are similar to Maslow’s lower levels of needs.
2. Satisfiers include achievement, recognition, responsibility, and advancement.
   - They are similar to Maslow’s higher levels of needs

Question 19

1.1.16 What factors do these content theories fail to consider? (p. 20)

Answer 19

1. needs vary between individuals and change over time.
2. The way needs translate into behavior is widely different, as is behavior itself.
3. People from different countries and cultures rank their needs differently than Americans.

Question 20

1.1.17 What models fall into the process theory group? (p. 20)

Answer 20

Most Important Process theories:
1. Expectancy theory
2. Equity
3. Goal Setting

Question 21

1.1.18 What is Expectancy Theory? (p. 20-21)

Answer 21

Process Theory:
Tries to account for the differences between individuals and their behaviors.
1st Assumption: that behavior is determined by a combination of factors in the individual and in his environment.
2nd Assumtion: Individuals make conscious decisions about their behavior.
3rd Assumption: Individuals have different needs, desires, and goals, and finally, individuals decide between alternative behaviors based on their expectations that these behaviors will lead to a desired outcome.

• Therefore, using the expectancy approach, one would expect an employee to ask him/herself three questions.
  1. If I do this, what will be the outcome?”
  2. Is that outcome worth the effort to me?”
  3. What are my chances of achieving an outcome that is worthwhile to me?”
• Based on this theory, managers can determine the rewards each of their people value, the performance desired, and link the reward to the performance. This can be reduced to a mathematical formula

Question 22

1.1.19 What is equity Theory? (p. 21)

Answer 22

Based on the notion that an individual’s evaluation of the equity or fairness of the reward received plays a large part in his/ her motivation, performance, and satisfaction.
- This usually focuses on monetary compensation.

Question 23

1.1.20 Describe goal Setting Theory. (p. 21)

Answer 23

States that workers strive toward goals, and focus on the goal-setting process. Workers will not be motivated if they have not taken part in setting their goals or do not think that they have the skills to achieve those goals. Therefore, goals should be specific and challenging, but reachable

Question 24

1.1.21 What are the problems with process theories and how can they be overcome? (p.21

Answer 24

that they are only effective after a manager has gotten to know his/her employees, which can take time

Question 25

1.1.22 Describe reinforcement theory, both positive and negative. (p. 21-22)

Answer 25

The third school of thought on motivation deals with reinforcement theories.
- This school is mainly associated with psychologist, B. F. Skinner, and looks at how the consequences of past behaviors affect future actions.
If consequences are positive, the individual will have similar responses in similar situations.
a. If consequences are negative or unpleasant, the individual will change his/her behavior to avoid those consequences. - Therefore, much of a person’s motivated behavior is
learned.

Question 26

1.1.23 How can job design be used as a motivator? (p. 22)

Answer 26

This focuses on making jobs challenging to the employee and therefore, rewarding.
Approaches: Job rotation - Enlargement - Enrichment - Redesign
- The success of job design, however, is contingent on the manager being able to diagnose what changes are needed, what the potential effects of these changes will be, and what level of commitment is given to the changes.

Question 27

1.2 Training and career development.

Answer 27

Necessary for the survival and performance of the any organization.
- The two terms are often used interchangeably but actually have very different meanings.

Question 28

1.2.1 Identify the difference between training and development of employees. (p. 23 )

Answer 28

Training: Directed at maintaining and improving an employee’s current job performance.
- It generally involves the acquisition or improvement of a skill. - Examples are an Excel Spreadsheet Course or How to Conduct a Performance Review class

Development: Involves gaining skills for future jobs

Question 29

1.2.2 What are the four key steps to providing training and development? (p. 23)

Answer 29

1. Determine training and development needs.
2. Establish specific objectives.
3. Select training and development methods and implement programs.
4. Evaluate training and development programs.

Question 30

1.2.3 How is a needs analysis conducted? (p. 23)

Answer 30

This includes:
1. An organizational analysis, which looks at the needs of the organization now and in the future,
2. An operational analysis, which looks at the needs of specific job groups,
3. Individual analysis, which looks at the needs of individual employees.

• The result of step one should be an understanding of the requirements of the organization, tasks currently associated with specific jobs, and a clear idea of what is missing.

Question 31

1.2.4 List and define the training and development methods. (p. 24)

Answer 31

1. On-the-Job Training (OJT) – This involves training by doing. Every person in the organization eventually receives this type of train ing in their first days on the job.
2. Job Rotation – The skills of employees can be broadened by allowing them to rotate through several jobs at their level. This can produce well-rounded supervisors.
3. Apprenticeship – Technicians benefit from a formal training process involving structured classroom training combined with OJT under a qualified instructor.
4. Simulation – Employees can be trained on the same piece of equipment, located away from the workplace. This can be done for heavy equipment and complex machinery.
5. Self-Study – In order to improve skills, employees may be asked to do self-study programs either online, by video, or in hard copy. This has the benefit of saving time at work and can be used for relatively straight forward material where face-to-face instruc- tion is not needed. Workplace safety courses and HR programs such as diversity or harassment are often taught in this manner.

Question 32

1.2.5 Differentiate between efficiency and effectiveness. (p. 24)

Answer 32

Efficiency: Doing things right
Effectiveness: Doing the right things

Question 33

1.2.6 Describe what a performance framework is and the key elements. (p. 25-26)

Answer 33

Important part of the effectiveness of an organization, a performance framework should be put in place which clearly defines the following elements:

1. Performance Criteria - Performance must be judged using multi ple criteria, including effectiveness, productivity, efficiency, qual ity, safety, attendance, growth, satisfaction, motivation, innovation, adaptability, and development.
2. Level of Analysis - The selected performance criteria can be applied at various levels, for example, to individuals, groups, departments, or society in general. The selected criteria would be adjusted when evaluating each level.
3. Performance Focus - This concerns the kind of performance that is desired. It can be one of three types—maintenance (designed to maintain a specific level of activity), improvement (requires some kind of change), or developmental (related to growth or advancement).
4. Time Frame - This relates to when goals will be achieved and is

Question 34

1.2.7 Define a career. (p. 26)

Answer 34

A sequence of jobs that unfolds over time

Question 35

1.2.8 Discuss the four levels of career advancement. (p. 26)

Answer 35

Level 1 is the individual’s first job.
- The employee is a trainee or apprentice learning the necessary job skills and seeking and following directions.

Level 2 is when an individual moves to their first managerial job.
- The individual starts making real contributions to the organization but learning and skill development are still important during this stage.

Level 3 occurs when the individual is mid-career and has usually taken on more responsibility.
- Leadership roles include not only directing others’ activities, but also mentoring and training. Job changes, including cross-functional, at this stage can enhance a manager’s skills.

Level 4 happens when individuals are promoted to the higher level of management.
- They are setting goals for the future direction of the organization and have a high degree of control over important resources. Contact with people outside the organization and with other organizations has increased significantly. In addition, the indi vidual is preparing for exit. This includes choosing possible successors, grooming them, and preparing for retirement.

Question 36

1.2.9 Why is it important to understand what career stage an employee is in? Describe those stages. (p. 26-27)

Answer 36

Important in order to properly motivate the individual to perform.

Stages:
1. Entry: New co, New Job, new team - Consentrating on learning & Deveopment
2. Development: Individiual consentrates on growing and Developing
3. Balance: Professional Growth has to be slowed and work life recedes in importance
4. Exploration: Looking for something new * When they find it, they’re back to Step 1

Question 37

1.2.10 Describe Schein’s Cone Model. (p. 27)

Answer 37

Indicates that career paths can go in three different directions:
1. Vertically: Moving up or down the organizational hierarchy.
2. Radially: involves increasing or decreasing an employee’s importance or centrality in the organization
3. Circumferially: involves moving from one functional area to another. An example is moving from fleet to finance or from sales to fleet. * New specialty

Question 38

1.2.11 What question does a career preference analysis answer? Why is this important? (p. 27-28)

Answer 38

What do I want from a job or career?
- The most important elements of individual career planning are a personal resource analysis, a career preference analysis, and career goals

Question 39

1.2.12 Career goals normally consist of what two components? (p. 28)

Answer 39

time frame and criteria

Question 40

1.2.13 What specific factors would be considered career goal criteria? (p. 28)

Answer 40

1. Specific job titles.
2. Target salary.
3. Number of different jobs held during a period.
4. Number of people to be supervised.
5. Level of educational achievement.
6. Type of lifestyle wanted.
7. Level of responsibility.
8. Type, size, and growth of employing organization.

Question 41

1.2.14 What are the two factors that identify an individual’s career state? (p. 28)

Answer 41

1. The organization’s evaluation of how promotable the individual is
2. The organization’s perception of how well the individual is performing

Question 42

1.2.15 Describe the four categories that identify individual’s career state. (p. 29)

Answer 42

1. Learners or Corners considered promotobal but not net performing up to the next level ( still learning)
2. Stars- Individuals doing hight quality work / hight potentioal for advancement (fast track)
3. Solid Citizens do good or outstanding but for some reason have no chance of advancement ( largest group)
4. Deadwoods: Little or no chance of advancement ( often put in low impact jobs)

Question 43

1.2.16 The typical professional development plan includes what items? (p. 29)

Answer 43

1. Short Term Goals (1-2 years) - What needs to be accomplished to take performance to the next level? What professional goals can be achieved in the next 1-2 years?
2. Long Term Goals (3-5 years) - What professional development/ career aspirations should take place in the next 3-5 years?
3. Strengths - What specific skills, talents, and behaviors have been consistently observed over time?
4. Development Needs/Priorities - Development priorities should be a combination of specific actions, activities, and experiences that
   • will result in the highest level of performance in the current job,
   • will assist in closing the gap between “where you are” and “where you want to be”,
   • builds on individual strengths and talents, and
   • builds skills or competence in areas where their lack impedes success.

Question 44

1.2.17 Explain how to achieve a career goal. (p. 30)

Answer 44

Each goal can then be compared to the current skill level of the individual.
- The individual can then compare current skills to those needed to reach the goal and come up with a plan to achieve it.

Question 45

1.2.18 Identify the most important purposes of an evaluation system. (p. 30)

Answer 45

1. Feedback for employees on how their manager and the organization view their current performance.
2. Promotion, termination, and transfer decisions.
3. Criteria for allocating organizational rewards.
4. Criteria for evaluating the effectiveness of recruitment, selection, and placement decisions.
5. Assessing training and development needs and evaluating the success of prior training and development.

Question 46

1.2.19 What questions identify the factors that contribute to poor performance? (p. 31)

Answer 46

1. Does the person have sufficient job knowledge and skills to perform as expected?
2. Has the person been rewarded in the past for good performance?
3. Does the current job satisfy the person’s current job needs?
4. Are their outside factors that might affect job performance, such as poor co-worker relationships or inadequate working conditions?

Question 47

1.2.20 What steps make up the formal performance assessment process? (p. 31)

Answer 47

1. Analyzing a job by identifying all of the elements of that job.
2. Identifying specific performance criteria
3. Developing specific measurement metrics.
4. Establishing performance standards or what exactly constitutes good performance in a job.
5. Considering the performance assessment and interview, including the conduct, the content, and the frequency.
6. Planning for intervention or corrective action if needed. This will be determined by the actual performance assessment.
   - High performance could come with a reward of some sort and inadequate performance needs to be addressed with some form of corrective action.

Question 48

1.2.21 When considering the formal performance process what should be considered when developing specific performance metrics? (p. 31)

Answer 48

1 Thorough preparation
2. Interactive interview
3. Immediate written summarization

• In order to prepare for the evaluation interview it is important to gather and review all important information for the interview and identify the major points for discussion.
• Performance improvement plans should contain specific agreed-upon actions to improve performance along with the time-frame for completing each action and a date when performance will be reviewed again for improvement.

Question 49

2.1.1 Define group. (p. 42)

Answer 49

Collection of two or more individuals who are interdependent and interact with one another for the purpose of performing achieving a common goal

Question 50

2.1.2 What distinguishes a group from a collection of people? (p. 42)

Answer 50

The main characteristics of a group (goals, interaction, and performance)

Question 51

2.1.3 Explain the systems that groups operate with. (p. 42)

Answer 51

Open and complex systems that interact with smaller systems (the individual members) embedded within them, and the larger system (the organization within which they are embedded)

Question 52

2.1.4 What group characteristics should managers be aware of? (p. 42)

Answer 52

1. They can be rigid and formal or loose and flexible.
2. They normally develop their own internal structure, norms, values and roles.
3. They create a sense of belonging.
4. Outsiders will be treated differently than members.
5. They are formed for a purpose.
6. People in the group tend to be similar.

Question 53

2.1.5 Describe the three types of purpose groups. (p. 42)

Answer 53

1. Funtional
2. Task
3. Project

Question 54

2.1.6 Identify and describe the two group orientations. (p. 42-43)

Answer 54

Formal: Exist to carry out goals and objectives of the Organization
Informal:

Question 55

2.1.7 What can be disadvantages of informal groups? (p. 43)

Answer 55

1. The standards of behavior they develop may differ from the organization’s standards, and there can be problems if the group tries to impose their standards on the company.
2. Communication within these informal groups can lead to a “rumor mill” which may transmit false information

Question 56

2.2 Characteristics and function of groups

Answer 56

Groups develop over time. Members must become familiar with each other and working procedures need to be developed before groups can operate effectively.

Question 57

2.2.1 What are the five major characteristics of groups? (p. 43)

Answer 57

1. Group Devlopment Stages
2. Norm:
3. Status
4. Roles
5. Cohesion

Question 58

2.2.2 Describe the four stages of group development. (p 44)

Answer 58

1. Orientation: Establishing struction - setting rules - proedures - Clarifying Relationships - the emphasis is on who are group members, what do they need to accomplish, and what resources they need to accomplish it.
2. Internal problem solving: getting through problems
3. Growth and Productivity: achevied through solved problems* One of the most important stages
4. Evaluation & control: Review and Revise

Question 59

2.2.3 Define norms. (p. 44)

Answer 59

The set of rules governing appropriate behaviors , opions, and attitudes
- Group norms are the standards that are established to provide order to group activities

Question 60

2.2.4 Describe the two types of norms. (p. 44)

Answer 60

1. Behavioral: pertain to the specific behaviors of a person
2. Performance: behaviors affecting the productivity of the group
   * Norms can either support or oppose the goals of the group and the organization. - It is important for managers to understand the norms of the group

Question 61

2.2.5 Define status. (p. 44)

Answer 61

A socially defined rank givben to the group or members of the group by others. - Can determine hierarchial structure

Question 62

2.2.6 What factors determine an individual’s status? (p. 44-45)

Answer 62

1. The power a person holds over others
2. A person’s ability to contribute to group goals
3. An dividual’s personality

Question 63

2.2.7 Why can status be a good thing? (p. 45)

Answer 63

Benefits:
1. Clarification of relationships
2. Authority
3. Responsibility

Question 64

2.2.8 How can employees develop an understanding of their role in a group? (p. 45)

Answer 64

1. Important for a manager to avoid any role conflict.
2. Important to get a clarification of priorities in this case by going to one’smanager or the next individual higher.

Question 65

2.2.9 What is role conflict? (p. 45)

Answer 65

This can easily arise when one is performing multiple roles for multiple areas and has conflicting requests for things to be done

Question 66

2.2.10 Name factors that influence group cohesion. (p. 45)

Answer 66

1. Size of Group
2. Degree of mutual dependency
3. Commonality through gender, faith, skills, experience
4. Strength of Leader

Question 67

2.3.1 What is a trade union? (p. 45-46)

Answer 67

A trade or labor union is an organization run by and for workers who have banded together to achieve common goals in key areas regarding s working conditions

Question 68

2.3.2 Define collective bargaining. (p. 46)

Answer 68

The process of negotiating and andministering agreements between union & management concerning wages, working conditions, and other aspects of the work environment.

Question 69

2.3.3 Describe the history of unions in the US and Canada. (p. 46)

Answer 69

The first U.S. union was the National Labor Union (NLU), founded in 1866. It tried to bring together all the labor organizations and “eight-hour leagues” currently in existence
* Their main goal was to press for labor reforms, and they advocated for arbitration over strikes

Question 70

2.3.4 What are some of the important achievements of unions? (p. 46-47)

Answer 70

The American Federation of Labor (AFL) was founded by Samuel Gompers. By 1904, it had 1.4 million members. Gompers advocated collective bargaining to meet their goals of better wages, hours, and working conditions

*Child labor practices, improving worker safety, increasing wages, raising the standard of living, reducing the work hours in a week, providing public education for children, and bringing other benefits to working class families.

Question 71

2.3.5 Describe the union models. (p. 47)

Answer 71

1. Closed shop * Must hire directly from union
2. Union Shop employs non-union workser, but givise them limited time to become members
3. Shop requires non-union members to pay fee to union for services in negotiating contract
4. Open shop does not require union membership for workers * If member already, no fees but still get benefits

Question 72

2.4.1 What is a team? (p. 47)

Answer 72

A group of people who have been empowerd to set goals - make dicisions - solve problems * goal is to implement change

Question 73

2.4.2 Name and describe the types of team. (p. 47-48)

Answer 73

1. Improvement Teams: To improve processes
2. Work Teams: Organized around a function or group functions * usually permanant
3. Silf directed work Teams: Highest Level of Teams - Self Managemend and select their own leader and goals * Hard to obtain this level

Question 74

2.4.3 What are the key traits of an effective team? (p. 48)

Answer 74

1. Trust - Team members must be consistent in what they say and do. They must live up to their commitments.
2. Empowerment - Teams need to be vested with responsibility and given the power to make decisions and solve problems. Team leaders must be willing to share power.
3. Authentic Participation - Team members must be able to speak up and act without fear of reprisal. Leadership must encourage open communication of ideas.
4. Ability to Manage Conflict - Better decisions can be made if conflict exists; however, team members must be able to strive for a win-win solution to conflict management.
5. Basic Communications Skills - Messages must be clearly sent and received as intended. Feedback can be used to monitor communications effectiveness.
6. Use of Delegation to Help Others Learn - On effective teams, managers delegate important tasks so team members can learn and take responsibility. Team members should be doing impor tant tasks to reach a goal, and managers should be guiding with effective coaching and feedback.
7. Willingness to Embrace Innovation, Creativity and Risk-Taking - This sets a creative tone for the team. Team leaders must be willing to take chances and occasionally fail.
8. Leadership - The team must have solid direction and effective coaching and counseling to accomplish team goals and purpos es, and help team members grow and be successful.
9. Decisions-Making Skills - The best decision is one that would not have been thought of by an individual alone and is a sound solution to the problem.
10. Integration of Personalities - The most successful teams have members who compliment each other. Different personalities bring different perspectives and strengths to a team.
11. Need for Constructive Change - Successful teams must be flexible.
12. Goals and Objectives - The team must have a common purpose. Goals tell what we are going to do. Objectives tell how we are going to do it. All members need to be actively involved in the goal and objective setting process.
13. Training - This enables all members to work better as a team.

Question 75

2.4.4 According to the Tuckman model, how are teams formed? (p. 48-49)

Answer 75

1. Forming (Defining) - Clear outcome sought and purpose
2. Storming ( Planning) - A strategic plan is set
3. Norming ( Follow Through) * Manager must monitor and measure progress
4. True Team with all individuals working together

Question 76

2.4.5 Distinguish between groups and teams. (p. 49)

Answer 76

1. Groups Admin purpose - Teams think as interdependent unit
2. Groups work independintly and sometimes cross purposely - Teams promote contructive attitudes
3. Groups feel “hired hands” - Teams esablish goals
4. Groups are told what to do and how - Teams are asked to apply skills to objectives
5. Group roles may not be clear& can cause conflict- Teams have climate of trust and accept differnces
6. Group real understanding is not possible - Teams share info and explain freely
7. Groups can have unresolved conflicts - Teams turn conflict into opportunity
8. Groups do not participate in decisions / conform. - Teams make good decisions to achieve results

Question 77

3.1.1 Is leadership a process or ability? (p. 53)

Answer 77

Both the process itself and the ability of an individual to act

Question 78

3.1.2 What did the Hay Group identify as the most important leadership traits? (p. 54)

Answer 78

Trustworthiness
Ability to Communicate

Question 79

3.1.3 What does Posner list as the most important traits? (p. 54)

Answer 79

1. Honest
2. Forward-looking
3. Competent
4. Inspiring
5. intelligent

Question 80

3.1.4 Is simply having the traits enough for a leader to inspire others? (p. 54)

Answer 80

No. but has to understand basic leadership principles in order to apply them.

Question 81

3.1.5 List the leadership principles of the American Army. (p. 54-55)

Answer 81

1. Know yourself and Seek Self Improvement
2. Be Technically proficient
3. Seek Responsibility and Take Responsibility
4. Make Sound and Timely Decisions
5. Set the Example
6. Know your people and lookout
7. Keep your workers informed
8. Develop a sense of Responsibilty in workers
9. Ensure Tasks are understood, supervised & accomplished
10. Train as a Team
11. Use the full capabilities of your organization

Question 82

3.1.6 The four factors of leadership include what? Describe each. (p. 56)

Answer 82

1. Follower - Different people require different approaches
2. Leader - You must have honest understanding of who you are - Lead
3. Communication- Set the example
4. Situation - All are diffferent

Question 83

3.1.7 Differentiate between a task-oriented, transaction, and transformational leader. (p. 57)

Answer 83

1. Autocratic Leader: Total Authority and does not delegate * does not take peoples needs into account
2. Task - oriented Leader: Focuses on the job - consentrates on spectic tasks for each person. * does not take peoples needs into account
3. Transaction Leader: Perform sertain tasks and reward or punish for tem’s performance - Goal in exchange for something else
4. Transformation Leader: Motivates team to be effective and efficienct. - Communication is base for goal achieviemnt * highly visible and uses chain of command * focus on big picture

Question 84

3.1.8 Identify and define the four basic leadership theories. (p. 58)

Answer 84

1. Traits: Possess certain traits
2. Behaviour: Actions depend on personal orientation: concern for people, concern for task, directive, or participative
3. Situation: A crisis brings out qualities
4. Transformational Leadership Theory: Individuals can decide to become leaders and undertake personal development to enhance their innate abilities.

Question 85

3.1.9: The Four Framework Approach to leadership describes four types of leaders who can be both effective and ineffective. Define each type of leader as an effective leader and ineffective and identify the focus for each. (p. 58-59)

Answer 85

1. Structural Framework:
   - effective leadership- The leader is a social architect whose leadership style is analysis and design.
   - Ineffective leadership situation, the leader is a petty tyrant whose leadership style is a focus on details.
   *Structural leaders emphasize structure, strategy, environment, implementation, experimentation, and adaptation.
2. Human Resources Framework:
   - effective leadership- this leader is a catalyst and servant whose leadership style is to support, advocate, and empower
   - Ineffective leadership situation, the leader is a pushover, whose leadership style is abdication and fraud
   *Human Resource leaders believe in people and communicate that belief, are visible and accessible, and move decision-making down into the organization
3. Political Framework:
   - effective leadership- The leader is an advocate, whose leadership style is coalition and building.
   - Ineffective leadership situation, his leader can be a manipulative hustler
   *Clarify what they want and what they can get. - Uses persuation first, then negotiation, and coercion if necessary
4. Symbolic Framework:
   - effective leadership- the leader is a prophet, whose leadership style is inspiration
   - Ineffective leadership situation, the leader is a fanatic or fool,whose leadership style is smoke and mirrors
   *Symbolic leaders view organizations as a stage or theater to play certain roles and give impressions. These leaders use symbols to capture attention Focus: Stage- Roles - vision

Question 86

3.1.10 Use the Managerial Grid to identify and describe four types of leaders. (p. 60-61)

Answer 86

1. Authoritarian (9 on task, 1 on people)
2. Team Leader (9 on task, 9 on people)
3. Country Club (1 on task, 9 on people )
4. Impoverished (1 on task, 1 on people) - “delegate and disappear”

Question 87

3.1.11 Using the Style and Situation Model describe the different leadership styles. (p.61

Answer 87

1. Telling: (high task/low relationship behavior) - Recommended for dealing with new staff, menial or repetitive work, or tight deadlines
2. Selling: (high task/high relationship behavior) - “Coaching approach” - When people are wiling and motivated but lack experience
3. Participating: (high relationship/low task behavior) - Shared desision making - When people are able but maybe unwilling or insecure
4. Delegating: (low relationship/low task behavior) - Leader identifies problem but followers have responsibility of resolving - High degree of competence and maturity

Question 88

3.2.1 Define communication. (p. 67)

Answer 88

Exchange and flow of information and idias from one person to another: Involves Sender and Reciever

Question 89

3.2.2 When does effective communication occur? (p. 67)

Answer 89

Occurs only if the receiver understands the exact information or idea that the sender intended to transmit.

Question 90

3.2.3 What three things are needed for communication to occur? (p. 67)

Answer 90

1. Thought - First, information exists in the mind of the sender. This can be a concept, idea, information, or feelings.
2. Encoding - Next, a message is sent to a receiver in words or other symbols.
3. Decoding - Lastly, the receiver translates the words or symbols into a concept or information that he or she can understand

Question 91

3.2.4 Differentiate between content and context. (p. 67)

Answer 91

1. Content: Acual words or Symbols of Message/ Language
2. Context: The way the message is delivered and is known as Paralanguage - it includes the tone of voice, the look in the sender’s eyes, body language, hand gestures, and state of emotions (anger, fear, uncertainty, confidence, etc.) that can be detected.

Question 92

3.2.5 What are the barriers to communication? Describe each. (p. 68)

Answer 92

1. Culture
2. Noise
3. Ourselves
4. Perception
5. Message
6. Environmental
7. Smothering
8. Stress

Question 93

3.2.6 Differentiate between listening and hearing. (p. 69)

Answer 93

Hearing: Soud reaches the ear
Listening: Message is understood

Question 94

3.2.7 What is the difference between passive and active listeners? (p. 69)

Answer 94

Passive listening is little more than hearing
Active listening is a way of listening and responding to another person that improves mutual understanding.

Question 95

3.2.9 What can you do in a work environment to promote better listening? (p. 70)

Answer 95

It can be as simple as, if you have something else on your mind, write it down before you start a conversation

Question 96

3.2.10 Describe the four listening styles as well as the positive and negative aspects of each. (p. 70-71)

Answer 96

1. People: (+) Concern - External focus - Focus on Emotions (-)May be seen as intrusive
2. Content:(+) What is said - Focus on factss - will probe for details (-)May ignore other’s wishes - may reject valid info
3. Action: (+) What will be done? - Look for action plans - Like things clear and concrete (-) Impatience - may hurry speakers - concerned with control rather than people
4. Time: (+) Organized approach - will allocate listening time (-) Seek short answers - may constrain others

Question 97

3.2.11 What is the purpose of feedback? (p. 71)

Answer 97

The purpose of feedback is to change and alter messages so the intention of the original communicator is understood by the second communicator

Question 98

3.2.12 Describe the categories of feedback. (p. 72)

Answer 98

1. Evaluative - Making a judgment about the worth, goodness, or appropriateness of the other person’s statement.
2. Interpretive - Paraphrasing: attempting to explain what the other person’s statement means.
3. Supportive - Attempting to assist or bolster the other communi cator.
4. Probing - Attempting to gain additional information, continue the discussion, or clarify a point.
5. Understanding - Attempting to discover completely what the other communicator means by her statements.

Question 99

3.2.13 Define non-verbal communication. (p. 72)

Answer 99

communication without words.

Question 100

3.2.14 Why is non-verbal communication used? (p. 72)

Answer 100

1. Words have limitations and there are numerous situations where nonverbal communication is more effective than verbal. - nonverbal messages are often more genuine because they cannot be controlled as easily as spoken words.
2. non-verbal signals are powerful as they can often express feelings
3. nonverbal signals can express feelings that may be inappropriate to put into words
4. this type of communication channel is necessary to help send complex message

Question 101

3.2.15 Describe the most common types of non-verbal communications. (p. 72-73)

Answer 101

Eye contact - Facial Expressions - Gestures - Posture - Proximity- Vocval

Question 102

3.2.16 Name and describe the ten interview types. (p. 74)

Answer 102

1. Screening Interviews: At this stage, the objective is not to determine who best fits the position, only whether an individual should be ruled out completely.
2. Informational Interview: job seeker and employer exchange information and get to know one another better without reference to a specific job opening
3. The Directive Style: interviewer has a clear agenda that he or she follows unflinchingly. - series of questions, they can more readily compare the result
4. The Meandering Style - candidate to lead the discussion. It might begin with a statement like “Tell me about yourself,” and then the interviewer might ask other broad, openended questions before falling into silence.
5. The Stress Interview - Designed to determine if a candidate has the aptitude to withstand the company culture, the clients or other potential stress.
   - Candidates may be forced to wait extensive periods of time before the interview commences, face long silences or cold stares, or perform an im possible task on the fly.
6. The Behavioral Interview - Interviewer use standardized methods to mine informaiton relevant to compentency in a particular area or position
7. The Audition: Simulation or brief exercise
8. The Group Interview: The group interview helps the company get a glimpse of how individuals interact with peers and use tools of persuasion
9. The Tag-Team Interview: companies that rely heavily on team cooperation
10. The Follow-up Interview: confirm first impressions, to make a selection from a ‘short-list’

Question 103

3.2.17 What questions should be avoided in an interview? (p. 75)

Answer 103

Questions about race, gender, religion, marital status, age, disabilities, ethnic background, country of origin, sexual preferences, or age

Question 104

4.1.1 What benefits does a good decision-making process bring to an organization? (p. 78)

Answer 104

1. Faster and better decisions
2. increased accountability,
3. alignment behind the decision
4. successful implementation
5. copetitive edge

Question 105

4.1.2 What six steps maximize the output of the decision making process? (p. 78)

Answer 105

1. Define the problem.
2. Identify decision criteria.
3. Allocate weights to the criteria.
4. Develop the alternatives.
5. Evaluate the best alternatives.
6. Select the best alternative.

Question 106

4.1.3 Describe the Decision Style Model. What two issues impact the outcome? (p. 79)

Answer 106

Toloerance for Ambiguity ( Low to high ) by Way of Thinking ( rational to Intuitive)

Question 107

4.1.4 Who may be included in groups empowered to make decisions? (p. 79)

Answer 107

Analyical: Rational thinkers who can tolerate ambiguity - cope will with new and changes
Conceptual: For more Intuitive and still able to handle Ambiguity - Good at finding creative solutions
Directive: Like everything factual and rational - Make logical efficient decisions, but may not consider all info or alternatives
Behavioral: Rely on Intuition and work well with others, seeking inputs, and agreement from all in order to decrease uncertainty

Question 108

4.1.5 What are the four orientations to the Decision Style Model? Describe each. (p. 79)

Answer 108

1. Analytical - These people are rational thinkers who are able to tolerate ambiguity. They make decisions carefully, seek out additional information, consider many alternatives, and cope well with new or changing situations.
2. Conceptual - These people are far more intuitive and still able to handle ambiguity. They have a broad outlook and usually a long range focus and are good at finding creative solutions.
3. Directive - These people like everything to be factual and rational. They will make logical, efficient decisions but may not consider all the information or alternatives as they will dismiss those not proven as facts.
4. Behavioral - These people rely on intuition and work well with others, seeking inputs and agreement from all in order to decrease uncertainty.

Question 109

4.1.6 Why should bad decisions be changed as soon as possible? (p. 80)

Answer 109

A bad decision cannot be saved by the best manager in the world. It is a waste of time and energy to try to cover it. Fix a bad decision as quickly as possible and move on

Question 110

4.1.7 Who should good decisions serve? (p. 81)

Answer 110

Good decisions serve multiple constituencies. Look for decisions that serve the customer and the client, as well as the employee and employer

Question 111

4.2.1 Define bargaining, agreement, understanding, and procedure. (p. 81)

Answer 111

1. Bargaining – discussing terms of a transaction.
2. Agreement – a conclusive commitment to mutually acceptable terms.
3. Understanding – achieving knowledge of mutual viewpoints and attitudes on an issue.
4. Procedure – the way of conducting a process.

Question 112

4.2.2 What can bargaining be used for? (p. 81)

Answer 112

A negotiation process uses bargaining as a tool to first, achieve understanding of the positions of various stakeholders, and eventually reach agreement between all parties

Question 113

4.2.3 What personal attributes may assist in negotiations? (p. 81-82)

Answer 113

1. Self-confidence based on knowledge and planning.
2. Personal stability and the ability to disagree when the need arises.
3. A careful planning ability and the courage to probe and check information.
4. A commitment to integrity, mutual satisfaction, and keeping an open mind to discern real bottom-line issues.
5. Patience and the ability to tolerate conflict and ambiguity.
6. A willingness to get involved with the all concerned parties and their organizations, understanding various personal and business issues.
7. An ability to negotiate and win the confidence of involved organizations.
8. The insight to view the negotiation from a personal standpoint, and the ability to see the hidden personal issues that could affect the outcome.
9. A willingness to use experts, and the knowledge and understanding of how experts might be valuable in the negotiation

Question 114

4.2.4 What are the advantages to using teams in negotiations? (p. 82)

Answer 114

Can bring a broader range of knowledge to the negotiation process than individuals can. - Miss less things - plan better

Question 115

4.2.5 How is negotiating like a chain reaction? (p. 83)

Answer 115

When planning your negotiation consider the impact each of your actions may have on the other person

Question 116

4.2.6 What are the needs of the other party that should be kept in mind? (p. 83)

Answer 116

1. They want money/service/goods.
2. They want to be heard. They want good explanations.
3. They want to avoid being boxed into a difficult position or corner.
4. They want to avoid future troubles, surprises, risks, and changes.
5. They want to be recognized by their peers, their boss and others as having good judgment. They want knowledge and information. They want to feel good about their work.
6. They want to work more efficiently, not harder.
7. They want to meet their personal objectives and goals without violating their integrity. They want to feel that what they are doing is important.
8. They want to be able to count on you, your team, and your organization – now and in the future.
9. They want to be liked and thought of as honest, fair, kind, and responsible.
10. They want to get this negotiation over with

Question 117

4.2.7 Why is preparing good questions vital? (p. 84)

Answer 117

prepare and consider how you will defend yourself against arguments

Question 118

4.2.8 What should be avoided in questions? (p. 84-85)

Answer 118

Antagonistic - Don’t challenge integrity - Don’t stop listening - Don’t assume

Question 119

4.2.9 Describe BATNA. (p. 85-86)

Answer 119

“Best alternative to a negotiated agreement’ The BATNA is simply the lowest accepted value that an individual will agree to in a negotiation.

Question 120

4.2.10 What factors will influence your choice of negotiation tactics? (p. 86)

Answer 120

Many factors influence the choice of tactics such as
1. personality of the negotiator
2. The stage of the negotiation
3. The moods of key players

Question 121

Surprise

Answer 121

Surprise may be used by a negotiator when it is a good way to keep pressure on the other party.
- Surprises can take many forms:
a. a new issue, an interruption, new rules, new negotiators, a shift in authority, or a new venue.

Question 122

4.2.11 What are the advantages and disadvantages of surprise? (p. 86)

Answer 122

• On the positive side, surprise may place the other party offguard and result in concessions.
  The sudden introduction of unexpected events can cause the other party to become embarrassed and likely harden his or her position. In these cases surprise will
  be disruptive and act as a communication block.

Question 123

4.2.12 What are the two strategies for dealing with threats used in negotiations? (p. 87)

Answer 123

to stop them, or ignore them

Question 124

4.2.13 What steps should you follow if the other party uses emotions in the process? (p.87

Answer 124

1. Recognize if genuine
2. Remain Calm
3. Take a recess or change negotiators
4. Split the differnce

Question 125

4.2.14 Why should you be cautious about splitting the difference? (p. 88)

Answer 125

Could end up with results that are equitable are not necessarily equal and both parties may end up leaving unsatisfied

Question 126

4.2.15 When might ‘take it or leave it’ be an effective approach? (p. 88)

Answer 126

1. If there is no future negotiating intended.
2. If the other party is experiencing a lot of pressure to say yes.
3. If a price drop to one customer will force a drop to all customers.
4. If you cannot afford to go lower and risk a loss (selling at the lowest possible price).
5. If you want to signal the other party that you are finished and have gone as far as you will.

Question 127

4.2.16 Describe the steps in the negotiation process. (p. 89)

Answer 127

1. creating a set of assumptions
2. establishing opening positions,
3. exchanging viewpoints
4. reaching impasse or concessions,
5. achieving a final agreement.

Question 128

4.2.17 What are assumptions? (p. 89)

Answer 128

Assumptions are pieces of information that you cannot confirm as facts.

Question 129

4.2.18 How can you break an impasse? (p. 91)

Answer 129

compensation, specifications, personnel, terms, options, performance scale and time, delivery of parts, risk sharing, grievance procedures, guarantees, or even a change in the way cost or pay percentages or discounts are calculated.

Question 130

4.2.19 What should you consider when granting concessions? (p. 91-92)

Answer 130

1. Obtain a concession before giving one.
2. A party will be more satisfied with a concession that they really had to work to get.
3. Poorly made concessions can separate the parties.
4. Be careful of the number of potential concessions you are requesting or a deadlock may be hard to avoid.
5. It is not necessary to stick with a concession on a specific issue as the whole agreement is greater than the parts.

Question 131

4.2.20 What are the advantages and disadvantages of negotiating by email? (p. 92)

Answer 131

Advantages: It is an efficient way to communicate and provides a written record
Disadvanges: Negotiations by e-mail may take longer once response time is considered and the outcome may be less satisfying or perceived as unfair
- impersonal and people often use terse, abrupt language rather than establishing the rapport of face to face negotiations
- more likely to result in deadlocks, misinterpretations, and mistrust.

Question 132

4.3.1 What are the three essentials for effective meetings? (p. 100 )

Answer 132

1. Prepare for the meeting
2. Conduct the meeting
3. Evaluate the meeting

Question 133

4.3.2 What information should be included in the agenda? (p. 100)

Answer 133

• Approval of the agenda.
• Correction and approval of previous minutes.
• Announcements.
• Reports – treasurer, committees, etc..
• Unfinished business.
• New business.
• Special issues.
• Concerns and/or speakers.
• Adjournment.

Question 134

4.3.3 What items should be dealt with first? (p. 100)

Answer 134

1. Each team member should be tasked ahead of time and have an opportunity to evaluate goals and objectives.
2. The team should be encouraged to pull resources together needed during the meeting for decision- making.
3. The team members should be asked to be prepared to give their opinions and ideas.
4. The decision should be made as to who will lead the meeting. The person designated to lead is usually the person who does the preparatory work.
5. An agenda should be developed and should define the pur pose and focus of the meeting. It will clearly state the topic so attendees can be prepared.

Question 135

4.3.4 How can a parking lot be used to avoid interruptions? (p. 101)

Answer 135

This issue may still be discussed, time permitting, or referred to a future meeting. Recording the issue in this fashion ensures important ideas are not overlooked simply
because they were not on the agenda.

Question 136

4.3.5 What is the secretary’s role? (p. 102)

Answer 136

Take minutes and to document what transpires at the meeting.
- The secretary should also assist the facilitator with record keeping and the assignment of responsibilities/projects/tasks.

Question 137

4.3.6 What questions should be asked to evaluate the effectiveness of a meeting? (p.102

Answer 137

Was I prepared? Were you notified in advance? Agenda Followed?

Question 138

5.1 Case Studies

Answer 138

Useful tool to summarize issues that the organization is facing in order to analyze potentional alternatives, make recommendations, & implement plans
- No Replacement for Hand’s On experience
- They do provide a way to think through a problem and work with others in small groups to share opinions

Question 139

5.1 Types and modes of communication

Answer 139

1. Internal
2. External
3. Formal
4. Informal
5. Verbal
6. Non-Verbal

Question 140

5.1.1 Define internal and external communications. Identify the target audiences of each. (p. 104)

Answer 140

1. Internal: Employees - Management - Directors
2. External: Customers - Share holders - Govt - Partners - Competitors - Suppliers

Question 141

5.1.2 Define and give examples of formal communication. (p. 105)

Answer 141

Includes: regular reporting (verbal and written), formal updates through the chain of command, and formal written reports to management. It can include both internal and external communication and be written or verbal

Question 142

5.1.3 How can informal communication benefit or harm and organization? (p. 105)

Answer 142

Disadvantage: harmful if it takes the form of destructive gossip or the release of confidential information to competitors
Advantage: Can also be an important source of information on what is happening in the firm and the morale of employees

Question 143

5.1.4 What are the advantages and disadvantages of the different forms of written communication? (p. 106)

Answer 143

1. Formal Reports: (+) Permanent Record - Detailed - structured layout - assists in decision making (-) Time consuming - signicant resources req
2. Emails: (+) Immediate - Quick - Informal plain language - written record (-) Overload - Impersonal

Question 144

5.1.4 What are the advantages and disadvantages of the different forms of verbal communication? (p. 106)

Answer 144

1. Face to Face (+) Immediate - can convey emotion - personal connection (-) No record unless scribe used
2. VTC: (+) Can replace costly travel (-) Needs technology
3. Telephone: (+) Immediate (-) Impersonal

Question 145

5.1.5 What factors determine the most appropriate form of communication? (p. 106)

Answer 145

1. Purpose of the message.
2. Length of the message.
3. Speed required.
4. Amount of feedback required.
5. Confidentiality.
6. Cost.

Question 146

5.2.1 What can a case study be used for? (p. 106)

Answer 146

Summarize issues that an organization may be facing in order to analyze potential alternative solutions, make recommendations, and implement plans

Question 147

5.2.2 Identify and describe the formal seven step process used in the analysis of a case study. (p. 106-107)

Answer 147

1. Analyze the Competitive Environment * Start with Big picture - global economic environment, social factors, technological factors, and the impact of government
   - General and Industry
2. Analyze the Firm: * 2 Areas: Mission Analysis ( mission / vision / purpose / strategy & Organizational Analysis Structure / Leadership / People / technologies / culture / practices
3. Identify Key Change Drivers: Change drivers ask “Why is this case study being done”? This will help in determining the internal or external factors that are driving the organization
4. Identify Key Management Issues: - Through analsys of Management is key
5. Test Hypothesis with Frameworks and Models
6. Develop Recommended Strategy * Feasable - Acceptable - Suitable - Complete
7. Implement *

Question 148

5.2.3 What general factors should be considered in Step One? (p. 106)

Answer 148

1. The global economic environment
2. social factors
3. Technological factors
4. The impact of government.
5. The Industry structure
6. Competitive environment.

Question 149

5.2.4 What elements (sections) should be included in a case study? Describe the information contained in each section. (p. 107)

Answer 149

Cover Page: should clearly state the title of the case study, the author, and the date of completion
Executive Summary: ‘road map’ through the report - Highlight main issues, alternatives, and recommendation that will be elaborated - Should show major concusions and recommendations - Should intise
Main Body: Includes- Problem Statement - Assumptions - Key Issues - Alternative Solutions
Recommendations: The recommendation should flow naturally from the earlier analysis and not come as a shock
Implementation Plan: This demonstrates that the recommended course of action is feasible or achievable, and the steps needed to accomplish it
References: All references used to produce the report must be cited.
Appendices: Any supporting documents that amplify the content in the report should be attached to the report as Appendices

Question 150

5.3.1 What is the purpose of the Executive Summary? (“p. 107-108)

Answer 150

An effective Executive Summary should entice the reader to delve into the detailed analysis in the report. - Care should be taken to keep it brief, succinct, and to the
point.

Question 151

5.3.2 How do you identify the problem statement? (p. 108)

Answer 151

Should be a complete and succinct statement of the entire problem or issue that the case study seeks to address * Example: This report will recommend strategies for reducing operating costs as well as a replacement vehicle for CP Energy.

Question 152

5.4.1 What is the purpose of the business plan? (p. 110)

Answer 152

1. In short, it is a plan on what that organization intends to accomplish and how.
2. Highlights the economic and operational objectives of a business, and includes the comprehensive strategy and financial plan showing how the objectives are to be accomplished

Question 153

5.4.2 Describe the sections of the business plan. Include their purpose to the document. (p. 110-111)

Answer 153

1. Executive Summary - Similar to a case study, Concise summary of the business plan and must underscore the key elements of the document.
   - The summary should be convincing, easy-to-read, and only a few pages in length.
2. Company or Department Analysis - This provides a tactical summary of the business or department detailed qualifications of the business ordepartment.
3. Industry Analysis - This is an assessment of the industry- significant market research
4. Customer Analysis - This is an assessment of the client sector that the group will service and will communicate the requirements
5. Competition Analysis - Defines the competitive setting of the business or group and indicates the immediate and indirect competitors. - Evaluates strengths & weaknesses and defines your company or group’s advantages.
6. Marketing Plan - This will detail the sales strategy, to include advertising and promotional activity, pricing plan, product or service offering, and preferred brand image.
7. Operations Plan - Will detail the strategies for building the project from concept to reality, and will include the operation’s physical location, facilities and equipment,
8. Management Team - This indicates that the company or department has the required human resources to succeed. The business plan also identifies key management personnel as well as outside consultants and advisers.
9. Financial Plan - This indicates the funding requirements and the development of the group’s revenue and profitability plan. The plan should also contain a financial statement analysis.
10. Appendix - This provides the support to the rest of the plan and includes financial projections.

Question 154

5.4.3 Why are reports important? (p. 111)

Answer 154

They are a conduit for conveying information to either a narrow and specific audience or to a large universal group

Question 155

5.4.4 What are the potential purposes of reports? (p. 111-112)

Answer 155

1. Informational - Provide info or instruction
2. Analytical - Data needs to be analyzed to solve problems - to help the reader form a conclusion and make recommendations.
3. Persuasive - Selling idea or service
4. Operating - Monitor & control of production / activity
5. Situational - One-time issue
6. Investigative - Expose and detiremine problems - furnish facts
7. Compliance - Respond to Govt.
8. Recommendation - Make recommendations to management
9. Benchmark- Establish criteria to evaluate alternatives
10. Feasibility - Used to revew and analyze problems and determine if alternatives are needed are realisitic or suitible

Question 156

5.4.5 In presentations, why is it important to know your subject? (p. 113)

Answer 156

When a speaker can exercise the ability and knowledge to present a subject with confidence it directly affects the impression of the audience and will help keep their attention.

Question 157

5.4.6 What does knowing your audience allow you to do? (p. 113)

Answer 157

Tailor your presentation

Question 158

5.4.7 Why should you know yourself? (p. 113)

Answer 158

Knowing your limits may help avoid failure, or possible embarrassment.
It can also help you identify areas of weakness in order to improve as a speaker.

Question 159

5.4.8 What are the four parts of a script? (p. 114)

Answer 159

1. Opening:
2. Body:
3. Summary:
4. Closing:

Question 160

5.4.9 Describe the purpose and development of a storyboard. (p. 115)

Answer 160

The main purpose of the storyboard is to provide a general view of the presentation and communicate the important items to the technicians and artists who are creating and assembling the images.
2. During the storyboard phase the script can be rehearsed and easily rearranged, revised, deleted from, and added to the presentation. When the storyboard reaches final form it becomes the finished draft for your presentation.
3. Photographs or specific artwork used in an image should be clearly indicated on the storyboard or layout sheet for that image.

Question 161

5.4.10 How should you follow-up presentations to ensure success? (p. 116)

Answer 161

1. If you have prepared a follow up questionnaire, distribute it at the end of the presentation
2. encourage the attendees to call or write with any questions that they did not get answered during the presentation

Question 162

5.4.11 When should email be used? (p. 116)

Answer 162

1. internal communications when it will be more efficient that a face-to-face meeting or telephone call.
2. Routine announcements of driver or mechanic schedules
3. Social Gatherings
4. Meeting annoucements

Question 163

5.4.13 What guidelines should govern personal use? (p. 118)

Answer 163

1. Use Separate email account
2. Never send personal email you wouldn’t want your boss to see - Limit Friendly emails
3. Store personal emails separately or delete
4. Avoid emailing corporate info to personal email addresses
5. Evaluate email messages to other employees ( don’t violate privacy)
6. Avoid sending chain and joke emails

Question 164

5.5.1 How does the ISO define confidentiality? (p. 119 )

Answer 164

“ensuring that information is accessible only to those authorized to have access”

Question 165

5.5.2 What is meant by privacy? (p. 119)

Answer 165

relates to personal information that a person would not wish others to know without prior authorization.
- Privacy relates to a person’s right to be free from the attention of others.
What a person regards as private is a personal choice,and it can change throughout one’s life.

Question 166

5.5.3 What are two common employee rights? (p. 119)

Answer 166

Privacy and Confidentiality

Question 167

5.5.4 How is confidentiality a two-way street? (p. 119)

Answer 167

Employees are also bound to respect the confidentiality of their employer

Question 168

6.1.2 Distinguish between values, ethics, morals and ethical principles. (p. 122-123)

Answer 168

1. Personal Values: Personal beliefs
2. Morals: Those Personal beliefs that relate to right & wrong
3. Ethics: Consious reflection on moral beliefs and attitudes
4. Ethical Principals: Guide how to transform moral beliefs into actions

Question 169

6.2

Answer 169

1. Virtue: The Person * Actor
2. Deontoligist: * The Act
3. Utilitarianism: Consequence

Question 170

6. Definition of Ethics

Answer 170

1. Study of right and wrong
2. Attempt to Lead a Rational life
3. The Desire to Purue a pleasure and avoid pain
4. A Mathmatical equation where Good > Bad
5. The Determination of how things out to be
6. Intent to act in your self interest

Question 171

6.1.3 How do personal and professional ethics differ? (p. 123)

Answer 171

Professional: Principles which are explicitly adopted by a group of people (the medical and legal professions both have Professional Codes of Ethics)

Question 172

6.1.4 Name several personal and organizational influences on ethical decision-making. (p. 123)

Answer 172

Personal: (Values) Autonomy - Tolerance - Equility / (Morals): Honest - Respect for Life
Organizational: (Values) - Integreity - Professionalism - Caring - Teamwork / (Ethical Principals) Act based on ethical standards, Honor others - their rights

Question 173

6.2.1 How can the many theories on ethics be loosely grouped? (p. 124)

Answer 173

1. Virtue theories which concentrate on the actor.
2. Deontological theory which concentrates on the act.
3. Utilitarianism theory which concentrates on the consequences.

Question 174

6.2.2 What are virtue ethics? (p. 124)

Answer 174

The central function of human beings is to lead a rational life where rationality is defined as virtuous. * Aristotle
- Virtuous is not perfection, rather it is a mean between two extremes.
* For example, courage is a virtue but being too courageous is not. The pursuit of virtue is a lifelong journey and the journey leads to happiness

Question 175

6.2.3 Describe the advantages and disadvantages of virtue ethics. (p. 124)

Answer 175

Advantages: Allows for bad act done for the right reasons ( llying to protect someone’s life or driving an ambulance with bad brakes to get someone to the hospital
- Distinguishes between good and bad people * Actor* recoginizes that the individual may be bad

Disadvantages: Does not explain how to know what is moral
- obvious for some decisions (murder) but not for others (justified killings)

Question 176

6.2.4 What school of ethics concentrates on the act? (p. 124)

Answer 176

Deontological theory which concentrates on the act. * What is done

Question 177

6.2.5 Describe the advantages/disadvantages of the Deontological school. (p. 124-125)

Answer 177

Advantages: Clearly defines what is moral as being good acts
- Further, it defines how to know what is moral as those acts being in accordance with the Categorical Imperative
- Must recognise that all are equal
Disadvantages: creates a paradox because you can never do anything wrong or not ‘good’, even to prevent a greater wrong (i.e. lie to prevent a murder).

Question 178

6.2.6 How do Utilitarian’s make ethical decisions? (p. 125)

Answer 178

The most basic Utilitarian view is that ethics is the pursuit of pleasure
- Based on theorythat God would not give us a situation where it hurts to do the right thing
- Ethical decision making is possible using a mathematical formula

Question 179

6.2.7 Describe the advantages/disadvantages of utilitarian ethics. (p. 125-126)

Answer 179

Advantages:
- Defines what is moral as being what brings us happiness
- it shows how you can determine what is moral through basic math
- it defines why you should be moral
- Whats best for the most people is best for all

Disadvantages:
- theory ignores consequences we might do what we think will bring us the most happiness but we cannot be certain
- It also ignores what someone meant to do. One person might knowingly donate $20 to charity while the other accidentally drops $20 in the collection box.
*In Utilitarian theory both are morally equal.
- Happiness all the time is impossible

Question 180

6.2.8 What are the inherent problems with these philosophical approaches? (p. 126)

Answer 180

1. We may not agree with the content
2. We may not agree on same set of human and Civil Rights
3. We may not agree on what serves the “common good”

Question 181

6.3.1 What should the goal of leaders be? (p. 126)

Answer 181

The goal of leaders should be to make decisions that are ethically supportable, or ‘right’ and that are beneficial to organizational goals, or ‘good.’

Question 182

6.3.2 What are the four decision-types? Define each. (p. 126-127)

Answer 182

1. Type I – Right/Good Decision: Ethically supportable - Good for Orgnanazation - Most Desirable
2. Type II – Right/Bad Decisions: Ethically Supportable - may not immediately contribute to Organization goals - ex. A Fleet Manager who enforces Hour of Work standards even if it
   means that deliveries are not made on time.
3. Type III – Wrong/Bad: These are against ethical principals - Detrimental to Organization goals ie. ENRON..
4. Type IV – Wrong/Good Decisions: These are against ethical principals but are profitable to Organization -

Question 183

6.3.3 What are the five steps to making ethically-sound decisions? (p. 127)

Answer 183

1. Recognize the ethical issue
2. Get the Facts
3. Analysis - Evaluate alternatives
4. Make a Decision and Test it * Make the Decision making grid & Globe and mail test
5. Act and Reflect on the Decision - Implement - evaluate impact on stake holders - would I repeat?

Question 184

6.3.4 In step one, what questions can you ask to decide is an ethical dilemma exists? (p.128

Answer 184

1. Is there something potentially wrong personally, interpersonally, or socially?
2. Could the conflict, the situation, or the decision be damaging to people or to the community?
3. What does it do to people, who have dignity, rights, and hopes for a better life together?

Question 185

6.3.5 What questions should be asked in step two? (p. 128)

Answer 185

1. What are the relevant facts of the case?
2. What facts are unknown?
3. What individuals and groups have an important stake in the outcome?
4. Do some have a greater stake because they have a special need or because we have special obligations to them?
5. What are the options for acting?
6. Have all the relevant persons and groups been consulted?
7. If you showed your list of options to someone you respect, what would that person say?

Question 186

6.3.6 How can you gather information in step two? (p. 128)

Answer 186

1. Private Interviews
2. Group meetings
3. Review of pertinent Documents
4. Combination of methods

Question 187

6.3.7 What is the ‘Globe and Mail’ test? (p. 129)

Answer 187

1. if you had to explain your decision on television or to a journalist, would you be comfortable doing so?
   - This final litmus test of your decision is sometimes referred to as ‘The Globe and Mail Test’.
2. If the situation became front page news, would the headline be positive about the actions taken by your organization, or would it criticize your organization for lack of judgment?

Question 188

6.4.1 What can a Code of Ethics achieve in an organization? (p. 130)

Answer 188

1. Defines acceptable behavior
2. Provides a Benchmark for self-evaluation
3. Promotes high stands of practice
4. Establishes framesork for professional behavior
5. Acts as a mark of Occupational maturity
6. Provides a vehilce for professional identity

Question 189

6.4.2 Why should a code be tailor-made? (p. 130)

Answer 189

Needs to be spefic to be effective

Question 190

6.4.3 Why should employees be involved in creating the code? (p. 130)

Answer 190

1. The people who will be guided by the code should be actively involved in writing it.
2. The document is bound to be more meaningful, and find higher levels of acceptance, if employees are part of the process

Question 191

6.4.4 Who should be consulted? (p. 130)

Answer 191

Key Stake Holders

Question 192

6.4.5 Should the creation of the Code be outsourced? (p. 130)

Answer 192

1. Hiring a consultant to help write your code can be useful – but don’t let them take over.
2. A consultant can bring a wealth of knowledge and experience, and can help you avoid a whole range of pitfalls, from lack of clarity through to the inclusion of too little – or too much – detail
3. At the end of the day, this Code is still yours: it should reflect your organization’s values, principles, and aspirations

Question 193

6.4.6 What is a sunset date? (p. 131)

Answer 193

1. Consider specifying a date for revising and refreshing your Code

Question 194

6.4.7 What topics should be covered in a Code? (p. 131)

Answer 194

1. Conduct
2. Relationships w/ clients
3. Whistle blowing
4. Kickbacks
5. Conflicts of Interest
6. Gifts
7. Privacy
8. Organazation records
9. Outside activities

Question 195

Utilitarian Approach

Answer 195

The ethical action is the one that will produce the greatest balance of benefits over harms.

Question 196

Virtue Approach

Answer 196

The ethical action is the one that embodies the habits and values of humans at their best.

Question 197

Deontological

Answer 197

The ethical action is the one that is done for the right reasons