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.
OM 3113 Introduction to Organizational Management Course Guide: Page 2
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.
OM 3113 Introduction to Organizational Management Course Guide: Page 3
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.
OM 3113 Introduction to Organizational Management Course Guide: Page 4
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.
OM 3113 Introduction to Organizational Management Course Guide: Page 5
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.
OM 3113 Introduction to Organizational Management Course Guide: Page 6
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.
OM 3113 Introduction to Organizational Management Course Guide: Page 7
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.
OM 3113 Introduction to Organizational Management Course Guide: Page 8
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.
OM 3113 Introduction to Organizational Management Course Guide: Page 9
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.
OM 3113 Introduction to Organizational Management Course Guide: Page 10
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.
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.
OM 3113 Introduction to Organizational Management Course Guide: Page B- 2
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.”
OM 3113 Introduction to Organizational Management Course Guide: Page B- 3
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.
OM 3113 Introduction to Organizational Management Course Guide: Page B- 4
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.
OM 3113 Introduction to Organizational Management Course Guide: Page B- 5
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.