OM 3113 Introduction to Organizational Management...OM 3113 Introduction to Organizational Management Course Guide: Page 1 NOTE TO STUDENTS Introduction to Organizational Management

OM 3113

Introduction to

Organizational

Management Course Guide

John Brown University Degree Completion Program

Developed by: Richard Ellis, Ph.D.

Prepared by: Degree Completion Program

Copyright © 1995, 1997, 1998, 2003, 2005, 2007, 2008, 2009, 2010, 2011, 2012

by John Brown University

Revised: January 2007-V2.4 (04-2012)

INTRODUCTION TO ORGANIZATIONAL MANAGEMENT

COURSE GUIDE

TABLE OF CONTENTS

INTRODUCTION

I. NOTE TO STUDENTS ........................................................................... 1

II. TEXT AND MATERIALS................................................................................ 2

III. STATEMENT ON ACADEMIC EXPECTATIONS ........................................ 3

IV. COURSE POLICIES ......................................................................................... 3

V. COURSE DESCRIPTION ................................................................................. 5

VI. LEARNING OUTCOMES ................................................................................ 5

VII. STUDENT GRADE EVALUATION ............................................................... 6

VIII. STUDENT ASSIGNMENTS ............................................................................ 9

IX. INSTRUCTIONS FOR ELECTRONIC ACCESS TO HBR ARTICLES ...... 10

APPENDICES: SUPPLEMENTAL MATERIALS

X. APPENDIX A: GROUP PROCESS QUESTIONS ..................................... A-1

XI. APPENDIX B: A CLASSIFICATION OF MEMBER ROLES ................... B-1

XII. APPENDIX C: CHARACTERISTICS OF

CONSTRUCTIVE FEEDBACK ................................................................... C-1

OM 3113 Introduction to Organizational Management Course Guide: Page 1

NOTE TO STUDENTS

Introduction to Organizational Management is a foundational course for the study of

organizations that will provide a basis for your year and a half in the Degree Completion

Program. During this course you will be introduced to individual and group behavior within

organizations. You will discover some principles about yourself as a group member.

Through simulations and exercises, the members of this Degree Completion class will begin

to coalesce as a group as you gain insights into the functioning of individuals within other

organizations.

The Harvard Business Review articles are focused and should stimulate your thinking. They

are available online from the JBU Library and can be printed out or stored electronically.

Be sure to complete all readings by the assigned dates. Being prepared will allow you to

benefit from the discussion and interaction and will allow your classmates to gain from your

informed input.


TEXTS AND MATERIALS

Texts

Clifton, Donaldo O. & Anderson, Edward. (2006). StrengthsQuest. Washington D.C.:The

Gallup Organization.

Dyer, W. G., Dyer Jr., W. G. & Dyer, J. H. (2007). Team building. Proven

strategies for improving team performance. (4th

ed.) . San Francisco:

Jossey Bass.

Lafferty, C. (1987). Desert Survival Situation. Human Synergistics. (may not be

readily available online but is available through JBU’s Bookstore)

Required readings obtainable through JBU Library online and Blackboard

Harris, M., & Raviv, A. (2002). Organization Design. Management Science, 48(7), 852-

865.

John Brown University through the eyes of the faculty. (Video located on Blackboard tab

entitled Video – JBU Through the Eyes of Faculty. (2005). Siloam Springs, AR:

Alumni Relations, John Brown University.

Katzenbach, J. R. & Smith, D. K. The discipline of teams. Harvard Business

Review, July/August 2005, 162-171.

Lawler, E. E. (2008, June) Why are we losing all our good people? Harvard Business

Review, pp. 41 – 51.

Leavitt, H. J. (2003). Why Hierarchies Thrive. Harvard Business Review, 81(3), 96-102.

Livingston, J. Sterling. Pygmalion in Management. Harvard Business Review, January

2003, 97-106.

Porter, E. H. & Maloney, S.E. (1989). Strength deployment inventory. Pacific

Palisades, CA: Personal Strengths Publishing.

Porter, E. H.& Maloney, S.E. (1989). Strength deployment inventory. feedback edition.

Pacific Palisades, CA: Personal Strengths Publishing.


STATEMENT ON ACADEMIC EXPECTATIONS

John Brown University is a selective academic institution that consistently ranks among the

top southern baccalaureate universities in the U.S. News and World Reports college

rankings. As a student here, you are expected to devote significant time and effort to your

academic courses. This course has been designed with the expectation that students will

spend, on average, approximately 4.3 hours preparing for each class session. Furthermore,

an “A” grade in this course signifies exceptional achievement, not merely completion of

assignments.

COURSE POLICIES

Attendance

Attendance policy will follow the current Degree Completion Catalog & Handbook found

on the John Brown University Homepage.

Students with Disabilities

Students with documented disabilities who need academic accommodations should make an

appointment with the Coordinator of Disability Services (479-524-7217) to begin the

accommodation process. They are also encouraged to make an appointment with the

instructor as soon as possible. Students without documented disabilities who feel they may

have difficulty with this course are also encouraged to make an appointment to discuss what

steps need to be taken to be successful.

The Right to Change this Syllabus

This syllabus represents a guideline, as opposed to a contract, and is subject to change at the

instructor’s discretion as circumstances warrant.

Academic Integrity

As a Christian institution of higher education, John Brown University seeks to maintain the

highest standards of academic integrity. Violations of these standards will result in

substantial penalties. Violations and their definitions are as follows:

a) Plagiarism: Submitting as part or all of one’s own work material that is copied or

paraphrased from another source, including on-line sources, without the proper

acknowledgment of that source. Examples include: failing to cite a reference,

failing to use quotation marks where appropriate, misrepresenting another’s work

as your own, etc.

b) Cheating: Using unauthorized material or study aids for assistance on

examinations or other academic work. Examples include: looking at a peer’s

exam, altering a graded exam, using notes without permission, etc.

c) Fabrication: Submitting altered or contrived information in any academic

assignment. Examples include: falsifying data, text material, or sources.


Faculty Action Regarding Violations of Academic Integrity

All violations of the academic integrity policy will be reported to the appropriate academic

dean, who will maintain a file on student offenses.

First offense: In the first case of dishonesty, the faculty member will normally give the

student a zero for the assignment or test on which the student has been dishonest. Faculty

members are free to impose more severe penalties if such penalties are announced in the

course syllabus.

Second offense: A second violation of the integrity policy in the same course or in any other

course will result in an F in the course.

Third offense: Any further violations of the integrity policy may result in suspension or

dismissal from the university.

Appeals: A student who feels that he or she has been unfairly accused or unjustly treated

may appeal to the appropriate academic dean. Final appeals will be handled by the All-

Campus Judiciary Committee.


COURSE DESCRIPTION

Introduction to Organizational Management introduces you to many topics associated with

the management of organizations as a field of study. Through readings, discussions, and

simulations, students learn foundational concepts in organizational design, group dynamics

and management, institutional mission, team dynamics, organizational culture, and other

topics relevant to the study of organizations.

LEARNING OUTCOMES

Upon completion of this course, you should be able to:

1. evaluate small group dynamics and apply the principles of small group

communication.

2. understand your personal strengths and weaknesses related to group

participation.

3. identify the formal structure and purposes of organizations.

4. implement basic issues related to management and leadership.

5. implement conflict resolution methodologies within groups.


STUDENT GRADE EVALUATION

Grading Scale

Percentage Grade Percentage Grade Percentage Grade

93 - 100 A 80 - 82.99 B- 67 - 69.99 D+

90 - 92.99 A- 77 - 79.99 C+ 60 - 66.99 D

87 - 89.99 B+ 73 - 76.99 C 0 - 59.99 F

83 - 86.99 B 70 - 72.99 C-

1. Class Participation ........................................................................................ 15%

2. Team Reflection Paper .................................................................................. 15%

3. “Discipline of Teams” paper ........................................................................ 15%

4. Organizational Culture Exercise .................................................................. 15%

5. “Pygmalion” paper ........................................................................................ 15%

6. Summative Paper ......................................................................................... 25%

Class Participation Since this course focuses on the behavior of individuals within groups, part of your grade

will be determined by your class participation (15%). Each week, come prepared to

discuss the readings and cases for the night. One absence will result in an automatic loss

of two percentage points.

Team Reflection Paper

Write a 2-page, APA formatted, paper reflecting on prior knowledge of teams and their

components. What are some of the past experiences you have had with teamwork or

working with others? This can be personal or professional. Were they positive or negative?

Be sure to use resources to back up your thoughts and ideas.

“Discipline of Teams” Paper Write a 2-3 page review of the HBR article by Katzenbach and Smith “The Discipline of

Teams” that includes the following information:

1. A summary of the main points of the article (present and explain them, do not just list

them)

2. Your agreement or disagreement with the authors’ conclusions

3. An example of how the principles could be applied to a current, past or potential

situation you have faced or may face.

The grading rubric for this paper is located on Blackboard. This paper is due the

second week of class.

Organizational Culture Exercise In this exercise, you will speculate about the organizational structure and culture of your

employer or some other organization with which you are familiar. Your current place of

employment is the preferred object of study, but you may opt to use a former employer or

another formal organization (such as a volunteer organization, community group, etc.). Do

not use an informal organization, such as your family or an ad hoc group. Focus on the

company as a whole not on your department or unit.


The paper should be at least three full pages in length but no more than six. Address each

of the following points:

1. Identify the organization. Do not just list the organization, but give a brief summary of

what the organization is about.

2. Using the articles from the class, which structure best represents your organization:

simple, bureaucracy, matrix, team, virtual, or bondaryless? (Use the internet or library

to search the meanings of these terms if needed). Give examples or evidence to

support your conclusion.

3. Now, how would you describe the culture of your organization using the principles

described in the readings? How is the culture kept alive (either intentionally or

unintentionally)? Does the organization utilize stories, rituals, symbols, or managerial

action to communicate the culture to employees?

4. Is your organization a “spiritual organization” as described in the readings? On what

do you base your conclusion?

5. Now that you have considered the larger organization’s culture, consider the culture of

the smallest unit of your company of which you are a part (e.g., shipping, marketing,

customer service, accounts receivable, etc.). Does the same culture exist at this level

that exists at the company level? What is your role in maintaining or changing this

culture Briefly explain.

The articles below are beneficial for developing ideas for this assignment:

Harris, M., & Raviv, A. (2002). Organization Design. Management Science, 48(7), 852-

865.

Leavitt, H. J. (2003). Why Hierarchies Thrive. Harvard Business Review, 81(3), 96-102.

If you go into Ebsco, choose databases and make sure you have selected the Business

Source Elite. Then, make sure you are in the advanced search. Then make sure the title is

correct. So, type Organization Design and choose Title, then in the next field, type Harris

and Raviv and select authors. It should come up as the first article. Complete the same

steps for the second article.

A Grading rubric and guidelines for this paper are located on Blackboard. This paper

is due the fourth week of class.

“Pygmalion in Management” Paper

Write a 2 -3 page review of the HBR article by J. Sterling Livingston “Pygmalion in

Management” that includes the following information:

1. A summary of the main points of the article (present and explain them, do not just list

them).

2. Your agreement or disagreement with the authors’ conclusions and your reasoning that

supports your position.

3. An example of how the principles could be applied to a current, past or potential

situation you have faced or may face if you agree with the authors, or if you disagree,

an example of a situation and the outcome without the principles.


A grading rubric for this paper is located on Blackboard. This paper is due the fifth

week of class.

Summative Paper

The purpose of the final summative paper is to encourage integrative analytical thinking.

Your goal is to give evidence of your understanding of the breadth of material presented in

this course through readings, instruments, exercises and activities as well as your ability to

apply this knowledge to a specific case, situation or theory.

The article by Lawler will provide the basis for our summative paper. Using what you have

learned in this course, analyze the reading. If it is a case study, use the principles of this

course

to evaluate the components of the situation and the actions of the players,

to consider possible alternatives, and

to make a recommendation for action

evaluate the opinions of the experts that offered their advice.

Principles from this course include concepts related to teams, communication, personnel

management, conflict resolution, group dynamics, power, and organizational and individual

behavior, among other themes. Use as many of these concepts as possible in analyzing the

article or case and in supporting your conclusions.

The paper must be five to seven full pages, typed and double-spaced. Do not write extended

reviews of the readings but rather focus on the article and analyze it in light of this course.

As you write your paper, be sure to cite readings, activities, or class discussions which

support or relate to your conclusions. Avoid the temptation to “drift along in wandering

thoughts.”

A grading rubric and guidelines for this paper is located on Blackboard.

Journals

Journal entries at the end of each evening’s class are designed to help you reflect on the

material presented while it is still fresh in your mind. Each week, note the one or two main

ideas, conclusions, principles, or facts that were most important to you. Comment on any

event, reading, or activity which you think needs improvement, was unclear, was

nonproductive, or detracted from your understanding of the material. Do you need

clarification on something for the next session? Were there one or more specific issues that

you will be able to apply to yourself or your organization soon? You will find that a well-

written journal will help you in the writing of your summative paper.


STUDENT ASSIGNMENTS

Note: All assignments submitted must be a student’s original work for each assignment.

No assignment can contain content from a student’s previous work, except those in the

Capstone course, without the instructor’s written permission for specific portions of the

assignment. Collaboration with other students is encouraged where helpful. However, all

assignments submitted must be your own creation and in your own words unless specifically

approved by the instructor. Recycled work will not be accepted. An assignment that

contains work that is substantially the same as that in a previously submitted assignment

will receive zero credit.

Week One 1. Read Dyer pages 3-90.

2. Read “A Classification of Member Roles” and “Characteristics of Constructive

Feedback” found in Appendix B and C in this guide.

3. Complete Reflection paper on teams.

4. Bring Desert Survival Situation to class.

Week Two 1. Read HBR article. “The Discipline of Teams” by Katzenbach and Smith.

2. Submit “Discipline of Teams” assignment through Blackboard using the Assignment

function.

Week Three 1. Read Dyer pages 179-214.

2. Read Organization Design by Harris & Raviv.

To locate this article, use the following steps:

Harris, M., & Raviv, A. (2002). Organization Design. Management Science, 48(7),

852-865.

If you go into Ebsco, choose databases and make sure you have selected the Business

Source Elite. Then, make sure you are in the advanced search. Then make sure the

title is correct. So, type Organization Design and choose Title, then in the next field,

type Harris and Raviv and select authors. It should come up as the first article.

3. Research Organizational Culture. Be sure to record your sources as support for your

position and be prepared for a discussion on the topic. Submit a rough draft of the

Organizational Culture Exercise to your instructor. This is your opportunity to

receive feedback for your writing and APA formatting skills.

Week Four 1. Read Dyer pages 117-164.

2. Submit Organizational Culture Exercise through Blackboard using the Assignment

function.

Week Five 1. Read Dyer 217-224.

2. Read HBR article “Pygmalion in Management” by Livingston.

3. Submit “Pygmalion in Management” paper through Blackboard using the

Assignment function.

4. Submit Summative Paper and prepare for discussion on topic as described by Lawler.


INSTRUCTIONS FOR ELECTRONIC ACCESS

TO HARVARD BUSINESS REVIEW ARTICLES

1. Go to www.jbu.edu/library

2. Select Online Resources

3. Select Business

4. Click on Business Source Elite

Online resources are available from any computer with an Internet connection. If you are

asked for a username and password, use your JBU username and password. If you do

not know your JBU username and password, e-mail [email protected].

5. Click on Advanced Search under the search box.

6. Enter the name of the article with quotation marks around it, “The Discipline of Teams.”

This allows only items with all of these words to be returned.

Make certain you select this as the title.

Then enter Harvard Business Review and select publication, as shown below.

Searching: Business Source Elite Choose Databases »

"The Discipline of Teams" in

TI Title

Search

Clear

and

harvard business review in

SO Publication Name

and in

Default Fields

Search Tips

7. Click on the PDF Full Text for the article. Because this article has been reprinted by

Harvard Business Review, multiple listings were returned.

http://www.jbu.edu/library

mailto:[email protected]

OM 3113 Introduction to Organizational Management Course Guide: Page A- 1

APPENDIX A: GROUP PROCESS QUESTIONS

Circle your response.

1. To what extent did others pay attention to your ideas?

very little little some quite a bit very much

1 2 3 4 5

2. How frustrated did you become while reaching the team decision?

1 2 3 4 5

3. How responsible and committed do you feel for the decisions that were made?

1 2 3 4 5

4. To what extent did you actively seek contributions from others?

1 2 3 4 5

5. How good do think the team’s decisions are?

1 2 3 4 5

Write your responses to questions 6, 7 and 8 in the spaces provided below.

6. What specific actions or statements were made that helped the group reach a

consensus?

7. What specific actions or statements were made that hindered the group?

8. What would you do differently (as a group) next time?

OM 3113 Introduction to Organizational Management Course Guide: Page B- 1

APPENDIX B: A CLASSIFICATION OF MEMBER ROLES

The member-roles identified in this analysis are classified into three broad groupings.

Group Task Roles. Participant roles are related to the task which the group is

deciding to undertake or has undertaken. Their purpose is to facilitate and

coordinate group effort in the selection and definition of a common problem and

in the solution of that problem.

Group Building and Maintenance Roles. The roles in this category are oriented

toward the functioning of the group as a group. They are designed to alter or

maintain the group’s way of working--to strengthen, regulate, and perpetuate the

group as a group.

Individual Roles. This category does not classify member-roles as such, since the

“participations” denoted here are directed toward the satisfaction of the

“participant’s” individual needs. Their purpose is some individual goal which is not

relevant either to the group task or to the functioning of the group. Such

participations are highly relevant to the problem of group training which is directed

toward improving group maturity or group task efficiency.

I. Group Task Roles

The following analysis assumes that the task of the discussion group is to select,

define, and solve common problems. The roles are identified in relation to functions

of facilitation of coordination of group problem-solving activities. Each member

may, of course, enact more than one role in any given unit of participation. Any or

all of these roles may be played at times by the group “leader” as well as by various

members.

A. The Initiator-Contributor suggests or proposes to the group new ideas or a

changed way of regarding the group problem or goal. The novelty proposed

may take the form of a suggested solution, some way of handling a difficulty

that the group has encountered, a new unit of participations. Any or all of

these roles may be played at times by the group “leader” as well as by various

members.

B. The Information Seeker asks for the clarification of suggestions made in

terms of their factual adequacy and for authoritative information and facts

pertinent to the problem being discussed.

C. The Opinion Seeker asks not primarily for the facts of the case, but for the

clarification of the values pertinent to what the group is undertaking, or of

values involved in a suggestion made or in alternative suggestions.


D. The Information Giver offers facts or generalizations which are

“authoritative” or relates his/her own experience pertinently to the group

problems.

E. The Opinion Giver states his/her belief or opinion pertinently to a suggestion

made or to alternative suggestions. The emphasis is on his/her proposal of

what should become the group’s view of pertinent values, not primarily upon

relevant facts or information.

F. The Elaborator spells out suggestions in terms of example or developed

meanings, offers a rationale for suggestions previously made, and tries to

deduce how an idea or suggestion would work out if adopted by the group.

G. The Coordinator shows or clarifies the relationships among various ideas and

suggestions, attempts to pull ideas and suggestions together, or tries to

coordinate the activities of various members or subgroups.

H. The Orienter defines the position of the group with respect to its goals by

summarizing what has occurred, points to departures from agreed upon

directions or goals, or raises questions which the group discussion is taking.

I. The Evaluator Critic subjects the accomplishment of the group to some

standard or set of standards of group-functioning in the context of the group

task. Thus, she/he may evaluate or question the “practicality,” the “logic,” the

“facts,” or the “procedure” of a suggestions or of some unit of group

discussion.

J. The Energizer prods the group to action or decision and attempts to

stimulate or arouse the group to “greater” or “higher quality” activity.

K. The Procedural Technician expedites group movement by doing things for

the group--performing routine tasks, e.g., distributing materials, manipulating

objects for the group, rearranging the seating, or running the recording

machine, etc.

L. The Recorder writes down suggestions, makes a record of group decisions, or

writes down the product of discussion. The recorder role is the “group

memory.”


II. Group Building and Maintenance Roles

The analysis of member-functions is oriented to those participations which have for

their purpose (1) the building of group-centered attitudes and orientation among the

member of a group or, (2) the maintenance and perpetuation of such group-centered

behavior. A given contribution may involve several roles and a member or the

“leader” may perform various roles in successive contributions.

A. The Encourager agrees with and accepts the contribution of others. He/she

indicates warmth and solidarity in his/her attitude toward other group

members, offers commendation and praise, and in various ways indicates

understanding and acceptance of other points of view, ideas, and suggestions.

B. The Harmonizer mediates the differences between other members, attempts

to reconcile disagreements, relieves tension in conflict situations through

jesting or pouring oil on the troubled waters, etc.

C. The Compromiser operates from within a conflict in which his/her idea or

position is involved. He/she may offer compromise by yielding status,

admitting his/her error, by disciplining himself/herself to maintain group

harmony, or by “coming halfway” in moving along with the group.

D. The Gatekeeper and Expediter attempts to keep communication channels

open by encouraging or facilitating the participation of others (“We have

not heard the ideas of Sandy yet,” etc.) or by proposing regulation of the

flow of communication (“Why don’t we limit the length of our

contributions so that everyone will have a chance to contribute?”, etc.).

E. The Standard Setter or Ego Ideal expresses standards for the group to attempt

to achieve in its functioning or applies standards in evaluating the quality of

group processes.

F. The Group Observer and Commentator keeps records of various aspects of

group process and feeds such data with proposed interpretations into the

group’s evaluation of its own procedures.

G. The Follower goes along with the movement of the group, more or less

passively

accepting the ideas of others, and being an audience in group discussion and

decision.


III. “Individual” Roles

Attempts by “members” of a group to satisfy individual needs which are irrelevant to

the group task and which are nonoriented (or negatively oriented to group building

and maintenance) create problems for group and member training. A high incidence

of “individual-centered” as opposed to “group-centered” participation in a group

always calls for self-diagnosis of the group. The diagnosis may reveal one or several

of a number of conditions--low level of skill training among members, including the

group leader; the prevalence of “authoritarian” and “laissez faire” points of view

toward group functioning; a low level of maturity, discipline and morale; an

inappropriately chosen and inadequately defined group task, etc. Whatever the

diagnosis, it is in this setting that the training needs of the group are to be discovered

and group training efforts to meet these needs are defined. The outright

“suppression” of “individual roles” will deprive the group of data needed for really

adequate self-diagnosis and therapy.

A. The Aggressor might work in many ways--deflating the status of others,

expressing disapproval of the values, acts or feelings of others, attacking the

group or the problem it is working on, joking aggressively, showing envy

toward another’s contribution by trying to take credit for it, etc.

B. The Blocker tends to be negative and stubbornly resistant, disagreeing and

opposing without or beyond “reason”, and attempting to maintain or bring

back an issue after the group has rejected or bypassed it.

C. The Recognition-Seeker works in various ways to call attention to

himself/herself, whether through boasting, reporting or personal

achievements, acting in unusual ways, struggling to prevent his/her being

placed in an “inferior” position, etc.

D. The Self-Confessor uses the audience--opportunity which the group setting

provides--to express personal, nongroup oriented “feeling,” “insight,”

“ideology,” etc.

E. The Clown makes a display of his/her lack of involvement in the group’s

processes. This may take the form of cynicism, nonchalance, horseplay, and

other more or less studied forms of “out of field” behavior.

F. The Dominator tries to assert authority or superiority through manipulating

the group or certain members of the group. This domination may take

various forms which include flattery, asserting a superior status or right to

attention, giving directions, or authoritatively interrupting the contributions

of others.


G. The Help-Seeker attempts to call forth “sympathy” response from other

group members or from the whole group, whether through expression of

insecurity, personal confusion, or depreciation of himself/herself beyond

“reason.”

H. The Special Interest Pleader speaks for the “small business person,” the

“grass roots” community, the “homemaker,” “labor,” etc., usually cloaking

his/her own prejudices or biases in the stereotype which best fits his/her

individual need.

OM 3113 Introduction to Organizational Management Course Guide: Page C- 1

APPENDIX C: CHARACTERISTICS OF

CONSTRUCTIVE FEEDBACK

1. It is descriptive rather than evaluative. By describing one’s own reactions, it leaves

the individual free to use it or not to use it as they see fit. By avoiding evaluative

language, it reduces the need for the individual to respond defensively.

2. It is specific rather than general. To be told that one is “dominating” will probably

not be as useful as to be told that “in the conversation that just took place, you did

not appear to be listening to what others were saying, and I felt forced to accept your

arguments.”

3. It is focused on behavior rather than on the person. It is important that we refer to

what a person does rather than to what we think or imagine he is. Thus, we might

say that a person “talked more than anyone else in this meeting” rather than that he is

a “loudmouth.” The former allows for the possibility of change; the latter implies a

fixed personality trait.

4. It takes into account the needs of both the receiver and giver of feedback. Feedback

can be destructive when it serves only our own needs and fails to consider the needs

of the person on the receiving end. It should be given to help, not to hurt. We too

often give feedback because it makes us feel better or gives us a psychological

advantage.

5. It is directed toward behavior which the receiver can do something about. Frustration

is only increased when a person is reminded of some shortcoming over which he has

no control.

6. It is solicited rather than imposed. Feedback is most useful when the receiver

himself has formulated the kind of question which those observing him can answer

or when he actively seeks feedback.

7. It is well-timed. In general, feedback is most useful at the earliest opportunity after

the given behavior (depending, of course, on the person’s readiness to hear it,

support available from others, and so forth). The reception and use of feedback

involves many possible emotional reactions. Excellent feedback presented at an

inappropriate time may do more harm than good.

8. It involves sharing of information, rather than giving advice. By sharing information,

we leave a person free to decide for himself, in accordance with his own goals and

needs. When we give advice we tell him what to do, and to some degree take away

his freedom to decide for himself.

9. It involves the amount of information the receiver can use rather than the amount we

would like to give. To overload a person with feedback is to reduce the possibility

that he may be able to use what he receives effectively. When we give more than

can be used, we are more often than not satisfying some need of our own rather than

helping the other person.

OM 3113 Introduction to Organizational Management Course Guide: Page C- 2

10. It concerns what is said and done, or how, not why. The “why” takes us from the

observable to the inferred and involves assumptions regarding motive or intent.

Telling a person what his motivations or intentions are, more often than not tends to

alienate the person and contributes to a climate of resentment, suspicion, and

distrust; it does not contribute to learning or development. It is dangerous to assume

that we know why a person says or does something, or what he “really” means, or

what he is “really” trying to accomplish. If we are uncertain of his motives or intent,

this uncertainty itself is feedback, however, and should be revealed.

11. It is checked to ensure clear communication. One way of doing this is to have the

receiver try to rephrase the feedback he has received to see if it corresponds to what

the sender had in mind. No matter what the intent, feedback is often threatening and

thus subject to considerable distortion or misinterpretation.

12. It is checked to determine degree of agreement from others. When feedback is given

in the presence of other people, both giver and receiver have an opportunity to check

with others in the group about the accuracy of the feedback. Is this one person’s

impression or an impression shared by others? Such “consensual validation” is of

value to both sender and receiver.

13. It is followed by attention to the consequences of the feedback. The person who is

giving feedback may greatly improve his helping skills by becoming acutely aware

of the effects of his feedback. He can also be of continuing help to the recipient of

the feedback.

14. It is an important step toward authenticity. Constructive feedback opens the way to a

relationship which is built on trust, honesty, and genuine concern. Through such a

relationship, we will have achieved one of the most rewarding experiences that man

can achieve and will have opened a very important door to personal learning and

growth.

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OM 3113 Introduction to Organizational Management...OM 3113 Introduction to Organizational Management Course Guide: Page 1 NOTE TO STUDENTS Introduction to Organizational Management