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This is to certify that the

thesis entitled
Some Organizational Variables

Which Affect the Transfer
Of Human Relations Training

presented by

Richard F. Malacrea Jr.

has been accepted towards fulfillment
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SOME ORGANIZATIONAL VARIABLES
WHICH AFFECT THE TRANSFER

OF HUMAN RELATIONS TRAINING
By

Richard F. Malacrea Jr.

A THESIS

Submitted to
Michigan State University
in partial Fulfillment of the requirements
For the degree of

MASTER OF ARTS

Department of Psychology

1986

ABSTRACT

SOME ORGANIZATIONAL VARIABLES
WHICH AFFECT THE TRANSFER
OF HUMAN RELATIONS TRAINING

By

Richard F. Malacrea Jr.

This study utilized in-baskets to determine the
influence of climate on the transfer of participative
management training. Forty-five participants went through a
2 1/2 hour training module and 60 people were assigned to a
control group. One week after the training group completed
the training module. all 105 participants were administered
two in—baskets at one week intervals. The in—baskets
contained background information and items that simulated an
organization with a participative, autocratic. or neutral
climate. The participants were assigned to one of the three
climate conditions. It was hypothesized that the training
group would be more participative than the control group and
that the individuals in the training group people assigned
to an autocratic climate would not use the skills they
learned in training. Although the results were in the
hypothesized direction. they were not significant.

Attitudes toward human relations skills and time were the

only two significant factors that influenced transfer.

TABLE OF CONTENTS

Page
LIST OF TABLES ........................................ iv
LIST OF FIGURES ....................................... v
INTRODUCTION .......................................... 1
Transfer of Training .............................. 2
Practical Implications of Transfer Theory.. 4
Organizational Analysis ........................... 7
The OD Literature ............................ 9
Current Use of Organizational Analysis ....... 10
Implications for Organizational Analysis ..... 12
Organizational Climate ............................ 12
Research on Climate ............... . .......... 13
The Role of Climate in Transfer .............. 15
Research About Climate and Transfer .......... 17
METHOD ................................................ 22
Subjects .......................................... 22
Measures and Manipulations ........................ 22
Covariates ................................... 22
Manipulation Checks .......................... 24
Training Measures ............................ 24
In—baskets ................................... 25
Procedure ................................. . ........ 27
Training ..................................... 27
In-basket Administration ..................... 29
In-basket Scoring ............................ 31
RESULTS ........ . .................................... 34
Manipulation Check..... .......... . ...... .... ...... 34
Dependent Measures.. ............................ 38
Relationships Between Covariates and Dependent
Measures....... ........................ ........... 42
Main Analysis ..................................... 43
DISCUSSION.......... .................................. 51
Problems with the Design .......................... 52
Implications of this Research ..................... 54
Improvements to this Design and Future Research... 56
Conclusion ........................................ 58

i1

 

APPENDICES....... ..................................... 60

Appendix A: Measures and Manipulations ............ 60
Appendix B: Training Materials .................... 130
Appendix C: In—basket Scoring Formats ............. 138
REFERENCES ............................................ 140

iii

LIST OF TABLES

Table Page

1. Amount of Transfer: Depending on the Similarity
Between the Task Stimuli and Responses in the
Training and Performance Settings ................ 4

2. Items from Broad's (1982) Survey that are
Related to Climate ............................... 19

3. Means and Standard Deviations of the
Manipulation Check Scores for the Pilot

In—baskets ....................................... 27
4. Outline of the Procedure for this Study .......... 30
5. Summary of Administration of Measures ............ 31

6. Means. Standard Deviations. and Internal
Consistencies for Measures ....................... 3S

7. ANOVA for Manipulation Check Scores by Climate... 36

8. Means and Standard Deviations for Manipulation
Check Scores Broken Down by Climate .............. 37

9. Correlations Between Raters for the Opinion
Ratings and the Point Ratings .......... . ......... 39

10. Correlations for the Combined Rating Scales ...... 41
ll. Correlations Between Attitudes Toward the Use

of Human Relations Skills. the Learning Measure.

and the Ratings.. ............. .. ....... .......... 42
12. Three Way ANCOVA for the Opinion Rating Method... 45
13. Three Way ANCOVA for the Point Rating Method ..... 46

14. Adjusted Means and Standard Deviations for the
Point Rating Method.... ..... ..................... 47

15. Adjusted Means and Standard Deviations for the
Opinion Rating Method ..... ... ...... . ......... .... 48

iv

LIST OF FIGURES

Figure Page
1. Plot of the Opinion Rating Means by Climate.... 49
2. Plot of the Point Rating Means by Climate ...... 50

INTRODUCTION

This research project was designed to determine which
types of organizational factors affect the transfer of human
relations training. Environmental conditions must exist
within an organization which support the use of human
relations skills. so that there will be transfer of
, training. An organization which does not have an internal
psychological environment which facilitates the use of human
relations skills will not have trainees who use their
learned human relations skills on the job. Although
practitioners and researchers agree that the
facilitativeness of the organization’s internal
psychological environment is important for transfer, there
is not enough information about which specific variables are
important. Consequently, there does not seem to be
agreement about how the organization’s internal
psychological environment should be measured which causes
this factor to be ignored when designing and implementing
training programs.

This study utilized in-baskets to simulate an
organization and its climate.to help determine which factors
affect transfer. Furthermore. the measures used as

manipulation checks for the independent

1

variables were intended to be tools which are useful in
assebsing the organization’s climate in the organizational
analysis step of a training needs assessment.

Transfer of Training

Transfer occurs when an individual uses the skills
learned during training in the performance situation
(i.e.. on the job). There are various classifications of
transfer. Rover (1979) distinguishes between: lateral vs.
vertical transfer, specific vs. nonspecific transfer.
literal vs. figural, and near vs. far transfer.

Lateral transfer is a generalization of a set of
learned skills that are used across various situations at
the same level of complexity. Vertical transfer is the
acquisition of a new skill which contributes to a
superordinate skill. Specific transfer occurs if there is a
clear similarity between stimuli in the learning situation
and those in the performance situation. The lack of shared
stimuli in the learning and performance situations involves
nonspecific transfer. Literal transfer involves the use of
an intact clearly defined skill in a new learning task.
while figural transfer does not. Near transfer involves the
use of the same skill in both the learning and performance
situations and far transfer requires that only the general
principles learned during training be applied. These
classifications are not mutually exclusive. but they are

useful concepts for the definition of transfer.

A majority of the human relations skills learned in
industrial settings seem to require lateral. specific,
literal. and far transfer. Human Relations Training
generally involves learning a set of skills and the general
principles which underpin those skills. These skills must
then be used across many situations. These types of
transfer can be explained in terms of the identical elements
theory of transfer. The identical elements theory addresses
the situational constraints on behavior which affect
transfer. Identical elements exist (between the training
and performance situations) when the task stimuli and the
responses required during learning are the same as the task
stimuli and responses required in the performance setting
(Goldstein, 1974; Hilgard and Bower. 1975). The greater the
similarity between the task stimuli and the responses in the
two settings. the more identical elements exist. and the
greater the amount of positive transfer (Table 1). No
transfer occurs if there is no similarity between the two
sets of task stimuli and responses. Negative transfer
occurs when the task stimuli are the same but the required
responses are different for the two similar sets of task

stimuli.

Table 1. Amount of transfer: Depending on the similarity
between the Task Stimuli and Responses to the training and
performance settings

 

Task Stimuli Responses Transfer

same same high positive
different different none
different same positive

same different negative

 

The notion of similar task stimuli to facilitate
transfer indicates that it is necessary to make the learning
situation as similar as possible to the performance
situation. The training program or the work environment can
be adjusted to create similar task stimuli between the two
environments. so that the two sets of task stimuli are
physically and psychologically similar. This creation of
physical and psychological fidelity follows from the
assumption that the task stimuli exist not only in the
procedures of the learning and performance environments. but
also in the substance (i.e.. context) of those environments
(Hilgard and Bower. 1975).

Practical Implications of Transfer Theory. The
importance of discussing transfer becomes clear when one
considers the learning-performance distinction. Learning
does not cause behavior change but rather a change in
behavior potentiality (Kimble. 1968). A person may learn

but they may not perform. The constraints upon the person

which could prevent performance are both internal and

external. Lack of motivation is a potential internal
constraint. while environmental restrictions such as lack of
resources. physical barriers. and situational obstacles are
external constraints. Environmental constraints can also be
demotivating. thereby illustrating how external constraints
can foster internal constraints.

A lack of Identical Elements would be considered a
situational constraint that could eventually decrease
motivation. A person may not exhibit transfer because the
skills learned in training do not match with the performance
situation task stimuli. in terms of identical elements
transfer theory this means that the responses and task
stimuli in the learning environment were different from
those in the performance environment.

The application of transfer theory involves the
creation of several conditions in the learning environment
so that transfer occurs. These conditions are:

I) similarity between the learning environment and the
performance situation. 2) provide the trainee with
experience on the original task. 3) provide a variety of
stimulus situations. 4) label and identify key task
features. 5) and make sure that general principles are
understood (Goldstein. 1974: Wexley and Latham. 1981).

The first condition (similarity between learning and
performance situation) refers to the physical and

psychological fidelity prescribed from the identical

elements theory of transfer. The other conditions for

transfer must be applied within the context of this first
condition so that they also are effective in the
facilitation of transfer.

Creating a learning situation which is similar to the
performance situation involves utilizing similar tasks
across the two situations and also creating a similar
context (i.e.. psychological environment) across the two
situations. If this is not accomplished. the job situation
may be embedded in an internal environment which prevents.
or constrains. the use of the skills learned during
training. Using identical elements terminology. the
task stimuli differ between the learning and performance
situation. Either the training environment must be
altered or the performance environment must be altered. so
the two match. The organization must assess the context and
content factors in the performance situation prior to
training design so that it has the information to create
physical and psychological fidelity. The measurement of the
organization's internal environment will tap the contextual
(psychological) conditions of the job situation and provide
information as to whether or not the current job environment
facilitates transfer. Furthermore. the assessment of these
organizational factors will provide information needed to
develop the other conditions for transfer. This information

allows the training specialist to decide how the

training should be designed. or if the job environment
should be changed to fit a desired training program. so that
there is a match between the two situations.

Organizational_Analysis

 

The training literature does indicate that the
measurement of organizational variables (e.g.. the internal
environment) is a necessary step in the process of designing
and implementing training programs. An organizational
analysis is part of the needs assessment phase of a training
program. Needs assessment is the first of three phases
employed in a training program. The other two phases are
implementation and evaluation (Bass and Vaughn. 1966:
Goldstein. 1974: Goldstein. 1980). The needs assessment
phase consists of three steps which are a person. task. and
organizational analysis. Despite an excellent person and
task analysis. a training program will not be effective
without a proper organizational analysis (Goldstein. 1974:
Mealia and Duffy. 1980: Wexley and Latham. 1981). The
organizational analysis is important because it facilitates
the essential match between the training program and the
organization's needs (Von Der Embse. 1973: Goldstein. 1974;
Braun. 1979). The organizational analysis provides
information about the organization's resources. goals. and
internal environment which allows the training program to
match organizational reality (Goldstein and Buxton. 1982).

This organizational reality includes the organization’s

psychological context.

The rationale behind the use of an organizational
analysis is consistent with transfer theory. The
organization is a system. which means that individual
behavior is imbedded in organizational factors such as
policy. organizational goals. and organizational practices.
These characteristics contribute to the task stimuli
described in transfer theory. They influence individual
behavior within an organization because different cognitive
and emotional states arise from different organizational
characteristics (Lawrence and Lorsch. 1969a; Gailbraith.
1973). The cognitive and emotional states lead to a set of
psychological conditions (e.g.. conflict. autonomy. trust.
etc.) which are reflected in an organization's internal
environment. This is all part of the organizational reality
described by Goldstein and Buxton (1982). which constitutes
the task stimuli of the job situation.

Although several researchers discuss the importance of
an organizational analysis. they are not very specific about
what variables are important to measure. and also how they
should be assessed. Zelra (1974) states that the
willingness to utilize a training program must exist before
implementation so that training will be successful (i.e..
transfer). Goldstein and Buxton (1982) note that training
programs frequently fail because attitudinal problems exist

prior to training which conflict with the training content.

Bahn (1973) suggests that a counterforce to training may
exist in an organization. This force is a communication
controlled problem which is in the form of scuttlebutt and
is passes through the grapevine. It molds skills.
knowledge. and attitudes related to the job which can
contradict the goals of a training program. Other research
indicates that some intraorganizational forces. or styles.
are instrumental in the adoption of training content (Thayer
& McGehee. 1977: Alderfer. 1977: Freda et al.. 1980).

These statements suggest that a set of psychological
conditions persist throughout the organization and these
conditions affect the use of training material on the
job. These psychological conditions are part of the
organization’s internal environment and must be assessed
prior to training implementation to determine if favorable
conditions exist for transfer.

The OD Literature. An assessment of the psychological
environment within an organization is also consistent with
the organizational development literature (Beckhard. 1969:
Lawrence 5 Lorsch. 1969a: Gailbraith. 1973: Bennis. 1977:
Burke. 1982. Oppenheimer. 1982). These authors suggest that
before any organizational change processes are implemented.
various organization-wide psychological conditions (e.g..
autonomy. trust. fear. etc.) should be assessed during an
organizational diagnosis. These variables are measured

because they influence the change process. The existence of

10

certain conditions. such as distrust or fear. could inhibit
the change process. Argyris (1957). McGregor (1960). and
Likert (1967) discuss the importance of participation and
trust in an organization because these variables influence
individual behavior in an organization. and ultimately
organizational effectiveness. Individuals will not perform
to their potential if these conditions do not exist. Thus.
00 practitioners acknowledge the influence of the
organization’s psychological environment on individual
behavior.

Current_Use_of_Oannizational_Analysis. Organizations

 

do not consistently employ an organizational analysis and
there is a dearth of research investigating the variables
involved in a useful organizational analysis (Goldstein.
1980: Goldstein et al.. 1981: Dreilinger & Robinson. 1982).
When organizational analysis is implemented. it usually only
addresses organizational goals and manpower needs.

Variables associated with the psychological environment
which affect transfer. such as climate. are typically not
considered.

Some researchers have attempted to identify pertinent
organizational variables. Mealia and Duffy (1980) present a
model which describes what type of organization would
benefit from a training program. They advocate that
training is most effective for an organization with a

large complex internal structure. a young mobile work force.

11

and limited external manpower resources. Unfortunately.
Mealia and Duffy’s typology seems to fit most U.S.
companies. It does not seem that these characteristics
would predict which training programs would succeed because
these organizational variables are so general.

Zelra (1974) states that organizational analysis should
include organizational structure. goals. phases. manpower
statistics. and the interaction between the organization and
the external environment. Zelra’s. as with Mealia and
Duffy's. prescriptions have two major shortcomings. Both
approaches to organizational analysis do not seem to tap the
organization's task stimuli (i.e.. internal environment) and
neither of the models has been empirically tested.

Typical organizational analysis variables discussed in
the practitioner literature are very similar to the
afaramentisned medals. These variables tend to be vague and
do not completely address all of the reasons for conducting
an organizational analysis. Past and current methods
satisfy training content needs because they help ensure that
the program is consistent with goals and skill needs. They
do not. however. assess the organization’s psychological
environment. It is not possible to determine the
compatability of the training program task stimuli and the
job situation task stimuli because the psychological
cenditisns are not assessed. Consequently. transfer may be

jeopardized.

12

Implications_for_Organizational_Analysis. The

 

literature which indicates the need to assess the
psychological context of the job environment seems to
support the measurement of organizational climate during an
organizational analysis. Organizational climate measures
could provide information about the psychological
environment of the job situation to facilitate the match
between training and performance task stimuli. The use of
climate measures to attack the transfer problem does seem to
address the psychological conditions discussed in the OD
literature. plus the attitudinal. counterforce and
intraorganizational style factors discussed in the training
literature. Hand and Slocum (1972) state that a
"fundamental tenent in training is to develop a climate for
people to utilize the talents." ( p. 416).
Qgganizational Climate

Climate is a molar construct which is often used in
organizational descriptions. Although climate is
conceptualized at the organizational level. it is usually
measured at the individual level. The individual perceives
environmental properties of the organization (Litwin 8
Stringer. 1968) and develops a set of expectancies and
feelings from these perceptions. This set of expectancies
and feelings represent a global property of the environment
which helps the individual characterize a situation

(Schneider a Hall. 1972). The individual is able to

l3

characterize a situation because the set of expectancies and
feelings allows the individual to assign some set of human
traits to the environment. The individual may label the
environment as friendly. warm. strict. considerate. and so
on.

Climate can link organizational factors to individual
behavior because climate is the individual’s perception of
that environment. The individual characterizes his/her own
environment and interacts with the environment in a manner
consistent with the characterization. Although climate is
an individual’s perception. research indicates that aspects
of climate are very salient and that a group of individuals
within an organization could share similar climate
perceptions (McGregor. 1960: Likert. 1967: Schneider. 1973:
Powell 8 Butterfield. 1978: Schneider et al.. 1980). It is
possible to aggregate those individual perceptions into an
organizational climate description when there is agreement
among individuals (Drexler. 1977: Jones 8 James. 1979:
James. 1982). These aggregated climate scores can be a
useful tool to explain individual behavior in organizations.

Research on Climate. Variables frequently examined in
climate research include: 1) support (Litwin 8 Stringer.
1968: Frielander 8 Greenberg. 1971: Schneider. 1972). 2)
ambiquity and conflict (Litwin 8 Stringer. 1968: Schneider.
1972: House 8 Rizzo. 1972a. b). 3) consideration (King.

1960: Baumgartel 8 Jeanpierre. 1972). 4) structure and

l4

formalization (Litwin 8 Stringer. 1968. Schneider. 1972:
House 8 Rizzo. 19728). S) autonomy (Litwin 8 Stringer. 1968:
Lawler. 1971: Schneider 8 Hall. 1972: Baumgartel 8
Jeanpierre. 1972: Bass et al.. 1975). and 6)
participativeness (Lawler. 1971: Baumgartel 8 Jeanpierre.
1972: Bass et al.. 1975).

Various climate dimensions seem to be independent
variables related to several outcomes. Kaczka and Kirk
(1967) used a computer simulation to show that climate
affects organizational performance. They found that
managerial climate affected costs. profits. sales and group
cohesion. They also found that an employee centered climate
does not always increase organizational effectiveness.
House and Rizzo (1972) found that formalization. conflict.
job pressure. and tolerance of error correlated with scores
on the Leader Behavior Description Questionnaire completed
by subordinates. Pritchard and Karasick (1973) found
climate dimensions such as warmth and support were related
to job satisfaction and performance for managers. Lawler.
Hall. and Oldham (1974) also found that climate was related
to satisfaction and performance. They found that the more
competence. risk. responsible. and impulsive oriented
organizations generated higher performance levels from the
employees. These results support James’s (1982) statement
that climate scores indicate how people assign meaning to

their environment and thus predict how people will respond

15

in that environment.

There is also evidence that subsystem climates may exist
(Pritchard 8 Karasick. 1973: Johnston. 1976: Powell 8
Butterfield. 1978). and that there are several types of
climate in any particular organization (Litwin 8 Stringer.
1968: Jones 8 James. 1979: Zohar. 1980: Schneider. 1981).
These types of multiple climates could include a safety
climate. leadership climate. motivation climate and so on.
The impact of multiple climates is such that safety climate
influences safety behavior. leadership climate influences
leader behavior. and motivation climate reflects the type of
reward systems. The evidence for multiple climates supports
the notion that a climate for training transfer may exist.
Yet. the role of climate measures in organizational analysis
is not addressed in the aforementioned literature. It is
possible that there are specific climates related to the
transfer of certain types of training programs.
Practitioners certainly stress the importance of climate in
transfer despite the lack of definitive information.

Because climate has been shown to influence other behaviors.
it seems reasonable to assume it can also influence the
transfer of training.

The_Role of_Climate in_Transfer. Organizational
climate is a construct that can be used to assess the
organization's internal psychological environment. Thus.

climate is a way to desccribe the job context and is

16

therefore a potential measure of the task stimuli in the
performance setting. Because climate reflects the task
stimuli in the performance setting. it can cue a person to
what responses are appropriate in that setting. Therefore.
climate probably affects transfer because climate
perceptions are information about the reward conditions in
the work setting (Forehand 8 Gilmer. 1964). An individual
will not persistently exhibit behaviors which are not
perceived as potentially reinforcing to that individual.
Maintenance of training behaviors on the job will not occur
if those behaviors are punished or simply not rewarded in
the work environment (Byham et al.. 1976: Latham 8 Saari.
1979). Thus. measuring climate can provide information
about which behaviors are most likely to occur in the
organization.

There should be consistency between target behaviors of
training and those behaviors accepted and rewarded on the
job. An organization with a very poor. or unhealthy.
climate will probably experience negative transfer because
behaviors taught in training will result in aversive
consequences when exhibited on the job. This is consistent
with the identical elements theory of transfer because the
responses differ for two similar sets of task stimuli (Table
1). A behavior associated with a particular task stimulus
is rewarded during training. but that same stimulus-response

pair is punished on the job.

17

The final reason why climate is an important variable
in the organizational analysis is an extension of the
previously discussed reason. Modeling constantly occurs in
work settings (Goldstein 8 Sorcher. 1974: Sims 8 Manz.
1982). Consequently. the behaviors in training should not
conflict with the behaviors modeled on the job. There must
be social reinforcement of training target behaviors so
that those behaviors will persist (Goldstein 8 Sorcher. 1974:
Manz 8 Sims. 1981). Reinforcement of target behaviors will
only happen if the target behaviors are congruent with the
behaviors exhibited by the trainee's co-workers and
superiors. Climate measures can provide information about
which behaviors are exhibited in the work setting and.
therefore. which behaviors are modeled.

Research about Climate_and Transfer. There are several
studies which have specifically examined the relationship
between climate and training transfer. Baumgartel.
Sullivan. 8 Dunn (1976. 1978) reported that pressure to
perform. growth orientation. freedom to set goals. expected
use of new knowledge. nonrestrictive rules. and encouraged
risk taking were all characteristics of organizations which
display training transfer. They gathered this data from
aggregated mean scores on 130 item climate questionnaires
for 811 managers in 28 companies. They used step-wise
multiple regression to find an overall favorableness of

climate which affected adoption of training for all programs

18

in those companies. They also found five climate dimensions
which did not correlate with the adoption of training
content. These dimensions were trust. openness.
consideration. adequacy of information. and good company
organization.

Fleishman (1953) found that leadership climate affects
transfer of human relations training for foreman. Fleishman
measured two dimensions of climate. initiating structure and
consideration. He used a 48 item Foreman Behavior
Description Questionnaire. a 48 item Supervisory Behavior
Description Questionnaire. and a 40 item What Your Boss
Expects of You Questionnaire. The first measure assessed
the foreman's behavior with his subordinates. and the latter
two measures assessed the foreman's supervisor’s behavior
with that foreman. Fleishman found that foremen exhibited
a set of behaviors toward their work group. that was
congruent with how that foreman’s supervisor interacted with
the foreman. regardless of training.

Finally. Broad (1982) surveyed a group of 1978
presidents of the nonstudent chapters of the American
Society for Training and Development to review a list of 74
actions management can take to support the transfer of
training to the job. These professionals were asked to
report how frequently they observed these actions and the
importance of these actions for transfer. Items that

related to climate variables were in this survey (Table 2).

19

Almost all of the items on the entire survey could be
considered indicators of management’s attitude toward the
utility of the training. which can affect the climate.
Broad did not indicate the number of professionals involved

in the study and she was not always clear about the response

 

rate.
Table 2. Items from Broad's (1982) survey that are related
to climate.
ITEM 1 that felt the item
was important
—assigns trainee to a supervisor 92

who is a good model

—has trainee share experiences 90
from training with co—workers

—gives positive reinforcement for 93
desired trainee performance

—requests reports from trainees on 85
the use of new skills and
knowledge on the job

 

The measures used in these studies of climate and
transfer include a broad spectrum of climate dimensions.
that were rather cumbersome. Although this type of research
does provide information about the role of climate in
transfer. there is a need to further explore
what dimensions of climate affect the transfer of
what types of training. It also is necessary to develop
simpler. more cost effective. measures of climate that can

easily be incorporated into organizational analysis.

20

Finally. the research about climate and transfer does not
provide sufficient information about the possible existence.
of a training by climate interaction.

This research will provide information which will help
answer these three aforementioned issues. It is possible to
determine the effects of a specific climate dimension
because this study examines the transfer of "Participative
Decision Making" within the context of a narrowly defined
climate induced in an in—basket simulation. This eliminates
the confounding effects of other climate variables that
could operate in a real organization. The measures used as
manipulation checks for the simulated climate and those used
as independent variables are adapted from Likert’s Profile
of Organizations. These measures assess the extent of
participativeness in a company. are very short. and are
simple to use. They could be useful in an organizational
analysis given that scores on these measures predict
transfer.

A group of individuals went through a training session
designed to teach participative management. These
individuals then were administered in-basket exercises one
week and two weeks after training. Another group of
individuals who did not participate in the training module
(the control group) also were administered the two sets of
in-baskets. The two in-baskets administered to each

individual depicted one of three types of organizational

21

climates. The in—baskets simulated either a company which
supports. inhibits. or is neutral toward, the use of
participativeness. It was hypothesized that. when
controlling for factors such as age. sex. attitudes and work
experience. individuals who experience the in—baskets with
nonparticipative organization will be less participative
than those who experience a participative organization.
Therefore. there should be less transfer of training for
those individuals who experience the nonparticipative in-
baskets.

The people who went through training should be more
participative than those people in the control group for the
neutral and participative in—baskets. There should be no
differences between the training and control group for the

autocratic in-baskets.

METHOD

Subiects

One hundred and five undergraduates from business and
psychology courses were recruited to participate. Forty-
five of the volunteers participated in the training module
and then took the two in-baskets. Fifteen of the training
group were administered in—baskets which depicted a
participative company. 15 were administered in-baskets with
an autocratic company. and 15 were given in-baskets which
were neutral with respect to participativeness. All
assignments to groups was random.

Sixty persons did not go through training. but were
given the two in-baskets at the same time as the training
group. These 60 people were the control group. They were
assigned to in-basket climates in the same manner as the
training group.

Measures gag Manipulations(Appengix A)

Covariates. There were five proposed covariates which
were sex. age. work experience. attitudes towards the use of
human relations skills. and the climate of the last
organization in which they were employed. Sex. age and
years of work experience were demographic data recorded in a
categorical fashion. Age was divided into three categories:

a) 18-19 b) 20-21 c) 22—above. Years of work experience

22

23

was divided into five categories: a) 1-2 b) 3-4 c) 5-6
d) 7—8 e) 9-10.

Attitudes towards human relations skills was assessed
by an eight item questionnaire designed to measure how the
participant regarded the utility of participativeness. This
questionnaire was constructed for this study and it required
the respondent to react by using a five point strongly agree
to strongly disagree scale.

The Climate of the Last Organization Employed measure
was a fifteen item questionnaire designed to assess the
participativeness of the respondent’s current work
organization. or most recent work organization. The
questionnaire was derived from items listed in Likert’s
Profile of Organizations Survey (1967). Only fifteen items
from the Profile of Organizations were used because research
on the Profile of Organizations indicates the survey has
excellent internal consistency. but that the scales are not
independent. Reliability for the entire measure has been
reported as .90 for split-half (Robinson et al. 1978). and a
.98 alpha coefficient (Robinson 1982). Butterfield and
Farris (1974) reported a .80 alpha for a shorter version of
the survey.

Yet an examination of the correlation matrix provided
by Likert (1967). indicates that all of the items are highly
correlated. It is not necessary to use the entire measure.

Consequently. fifteen items were selected from the survey to

24

construct the Climate of the Last Organization Employed
measure. Item correlations (Appendix A) ranged from .54 to
.83 (Likert 1967). The anchors from the original twenty
point Profile scale were used to create a more managable
five point multiple choice item. with one choice as "no
opinion".

Manipulation Checks. The manipulation check measures
were also derived from the Profile of Organizations.

Anchors from eight of the Profile items were converted into
items for the manipulation checks. The manipulation check
was an eight item questionnaire arranged in a strongly agree
to strongly disagree format. with a five point scale.

The manipulation check was constructed such that the
participant assessed the climate for participativeness of
each in—basket that was administered. The participants
completed the manipulation checks for both of the in-baskets
at the same time. Items in the check included statements
such as "Communication is mostly downward in this company".
and "Subordinates are not involved in decision making".

TrainingfiMeasgres. Reaction and learning measures were
constructed to assess training effectiveness. Both were
constructed specifically for this study. The reaction
measure was a seven item questionnaire with a five point
strongly agree to strongly disagree scale. Items in the
reaction measure included statements such as. "This was a

well run training module". "I learned some useful skills in

25

this training module". and "Managers should receive training
such as this".

The learning measure was a fifteen item multiple choice
test with four foils per item. The questions in the
learning measure reflected the learning points presented in
the training module.

ln-baskets. There were two different in-baskets used
for the two in-basket administrations and each in-basket had
three forms designed to represent a participative.
autocratic. and neutral organization. One in-basket was
titled "Big Mart Supermarket" that required the participant
to assume the role of a store manager. The other in-basket
was titled "Moyle's Department Store" that required the
participant to be a clothing department manager.

The climate was created in the participative and
autocratic in-baskets by altering the background information
and adding three items to each in-basket so that the in-
baskets depicted a System 1 or a System 4 organization
(Likert 1967). The background for the neutral in—basket did
not contain climate information and no items were added to
the neutral in-basket. The background information in the
participative and autocratic in-baskets included statements
about how management utilized employee input. management
philosophy. and the managerial style of the managers in the
company. The items added to further enhance the climate

manipulation were placed in the beginning of the in-basket.

26

These climate items were items number one. two. and five in
the in-basket. These items were statements and memos sent
to the acting manager from a superior. These items did not
require a response from the participant. The three climate
items were statements about the usefulness of employee
input. the expected behavior of a manager in that company.
and company policy on human resource management. Thus.
there were two different in-baskets. with three different
versions of climate.

The strength of the climate manipulations was tested by
administering the in—baskets and manipulation checks to a
pilot group. Thirty volunteers completed the in-baskets
such that five people were exposed to each of the three
climate versions of the two in-baskets. The means and
standard deviations for the pilot group’s manipulation
checks are presented in Table 3. There was no difference
between the two in-basket scenarios. so the data was
collapsed across climate categories. It was concluded that
the manipulated climate was perceived by the pilot group and
the in—baskets were acceptable for use in the study.
Although the neutral group had a similar average score as
the participative group. the neutral group also had a higher
standard deviation. The key to the neutral group is the
standard deveiation. because this indicates if there is any
agreement the climate. A high standard deviation indicates

that there is low agreement. which would be expected in the

27

neutral group because no climate was simulated in those in—

baskets.

Table 3. Means and Standard Deviations of the Manipulation
Check Scores for the Pilot In-baskets

 

>7 so
Participative 21.5 2.95
Neutral 22 4.95
Autocratic 29.5 2.80

 

Note: A low score indicates participativeness

Procedure

 

Training. The 45 people in the training group received
2 1/2 hours of behavioral modeling training which focused on
participative decision making and problem solving. The
training involved watching videos of appropriate and
inappropriate behaviors. role plays and group discussion
(Appendix B).

The 45 participants in the training program were
allowed to choose one of four possible training dates
(Monday through Thursday). The participants were told they
must take the first in-basket one week after their chosen
training session. There were eight to fourteen persons per
training session. The experimenter was the trainer and he
recruited two assistants to serve as fill-ins for the role
plays if the number of trainees did not match the role play

requirements.

28

The training session began with a five minute
introduction to explain the utility of participativeness
training and also to outline the learning points. A five
minute video that depicted apprOpriate participative
behaviors followed the presentation of the learning points.
The video scenario involved six graduate students acting as
managers in a meeting in which the participants were
attempting to solve a production problem. The same six
actors were used in all of the videos. The trainees
discussed the behaviors they observed after the first video
ended. Then a second video depicting a scheduling problem
was presented after the discussion. The second video
included both appropriate and inappropriate behaviors that
the trainees discussed after the video.

The first role play followed the discussion of the
second video. Four to six people were involved in the first
role play which was an incident where a manager had to
discuss possible changes in work procedures. The role play
required four players and no more than two observers. The
role play was titled "Change in Work Procedures" from
Maier. Solem. and Maier's (1957) book of training exercises.
The role play lasted from 10 to 15 minutes and groups
remained together for approximately 10 more minutes to
discuss the appropriate and inappropriate behaviors
exhibited in the role play. A five minute break followed

the first role play.

29

The next training exercise was the presentation of a
third video that depicted appropriate and inappropriate
behaviors. The video was seven minutes long and it involved
a quality control problem. After reviewing the video. the
trainees were divided into groups again to participate in
the final role play. The role play required six to eight
persons and it was titled "The Proper use of Office Phones"
(Maier et al. 1957). The procedure for the second role play
was the same as the first role play. After completion of
the second role play. the trainer summarized the training
module and reviewed the learning points. The Learning
Measure and the Reaction Measure were then administered
after the trainer's summary.

The training group also completed two measures prior to
training. They completed the Attitudes Toward Human
Relations Skills and the Climate of the Last Organization
Employed questionnaires.

In—basket administration. Two in-baskets were
administered to all participants (the training and control
groups). The first in—basket was given one week after
training and the second in-basket was given two weeks after
training. The control group was allowed to sign up for
preferred administration times and took the in-baskets with
the training group (Table 4).

The training and control groups were assigned to take

one of the three climate forms for both in-basket exercises.

30

Table 4. Outline of the Procedure for this Study

 

1 week 2 weeks
Training First in-basket Second in—basket

Training X X X
Participants

Control Group X X

 

Thus. all participants completed two different in—baskets
each having the same type of climate. The in—baskets

were counterbalanced across week 1 and week 2 to eliminate
ordering affects due to the type of in—basket.

The participants were allowed 45 minutes to complete
the first in—basket and 40 minutes to complete the second
in-basket. Several measures were given to both the training
and control groups after completion of the second in—basket
The training group completed the manipulation checks to test
if they noticed the simulated climate. and they also
provided information about their age. sex. and years of work
experience. The control group provided the aforementioned
information. plus they completed questionnaires which
assessed their Attitudes Toward Human Relations Skills.
Learning .and the Climate of the Last Organization Employed.
These last three measures were the same measures
administered to the training group during the training
module. Thus. the training and control groups had been

given all the same measures (Table 5).

31

Table 5. Summary of Administration of Measures

 

Training Second
In-basket
Training a) demographic data
Group D) manipulation
checks

—pre a) Attitude Toward
Human Relations
Skills
b) Climate of Last
Organization Employed

-post 8) Reaction Measure
b) Learning Measure

Control a) demographics
Group D) manipulation
checks

c) Attitudes Toward
Human Relations
Skills

d) Climate of Last
Organization
Employed

e) Learning Measure

 

In—basket Scoring. Two scoring formats were employed
with two different sets of three raters (Appendix C). One
rating method was an eight item questionnaire (Opinion
Rating) and the other rating method was a system in which
points were assigned to participative responses (Point
Rating).

The Opinion Rating method was the same questionnaire as
the manipulation check. but with the items reworded so that
they refered to a manager not an organization. The three
raters used a five point strongly agree to strongly disagree

scale. The three raters scored all of the in-baskets. and

32

they completed their ratings for any given in—basket after
they‘had reviewed all the responses for that in-basket.

The Point Rating system required raters to assign
points for each item that the rater recorded certain
participative actions. A point was given for every
statement within an item that indicated participativeness.
Any given item could have several points because more than
one participative action could occur in an item. The raters
scored as they read each in—basket item response. and the
number of points were totaled to compute a score for the in-
basket. Theoretically. there was no limit to the number of
possible points for an in-basket.

Both sets of raters received three hours of training
before rating the in—baskets. The pilot in—baskets were
used as practice materials. The raters had to first become
familiar with both in-baskets and the items in the in-
baskets. Then the rating method was explained to the
raters and examples of participative and autocratic
responses were presented. The final portion of rater
training involved the raters practicing with the pilot in-
baskets. The experimenter rated all thirty of the pilot in—
baskets with both rating methods. The raters would rate the
pilot in-baskets and compare their scores with each other
and the experimenter's ratings.

At the conclusion of rater training. the Opinion Method

raters never disagreed more than one unit on the rating

33

scale for any given item rating. This level of agreement
was also established between the raters’ practice ratings
and the trainer's ratings of the pilot in-baskets. The
level of agreement for the Point Method reached the point
where no rater differed more than two points from any other
rater for any given in-basket. This also applied to the

trainer’s ratings.

RESULTS

This study used a 2 x 3 x 2 factorial design with
repeated measures on the third factor. The three factors
were training. climate and time. Training versus no
training were the two levels for the first factor and the
three types of in—basket climates were the levels for the
climate factor. The in—baskets were administered twice to
all participants which requires repeated measures analysis.
The dependent variables were the two types of ratings used
to score each participant’s performance on both of the in-
baskets. Two different sets of raters were used to rate the
in—baskets with the two types of scoring formats. The other
variables assessed (e.g.. sex. attitudes. work experience)
were regarded as possible covariates.

Means. standard deviations. and internal consistencies
for all variables are reported in Table 6. The measures for
which internal consistency could be calculated have
acceptable reliabilities.

Manipulation Check Analysis of variance of the
manipulation check scores by climate showed that the three
climate simulations did result in different manipulation
check scores (Table 7). The manipulation check for the
first in-basket correlated .48 (p = .001) with the second

in-basket. The correlation between the two manipulation

34

35

checks can be corrected due to unreliability in the measures

and the corrected correlation is .73. Although the

uncorrected correlation is significant. it is rather low.

 

 

Table 6. Means. Standard Deviations and Internal
Consistencies for Measures

_ Score
Variable X SD o( Scale Range Interpretation
Age 2.17 .61 na 1-3 1=low 3=high
Years of work 2.86 .92 na 1-5 l=low 5=high
Experience
Attitudes toward 13.89 3.44 .70 8-40 8 = favorable
Human Relations 40=unfavorable
Skills
Climate of Last 43.44 12.66 .88 15—75 15=participative
Organization 75=autocratic
Employed
Manipulation 23.74 4.93 .71 8-40 8=participative
Check for First 40=autocratic
In-basket
Manipulation 25.00 5.01 .69 8-40 8=participative
Check for . 40=autocratic
Second In—basket
Learning Score 10.19 3.46 .68 1—15 15=perfect score
Reaction 1.90 .56 .80 7-35 7=favorable

35=unfavorable

 

na = not applicable

Table 7. ANOVA for

36

Manipulation Check Scores by Climate

 

First_In-Basket

Climate
(between groups)

In-basket
(within groups)

Total

Second In-Basket
Climate
ln-basket

Total

Sum of

Squares

775.382

1.752.675

2.528.057

520.837

2.092.154

2.612.991

102

104

102

104

387.691

17.183

260.418

20.511

E E
22.56 .0000
12.696 .0000

 

This may be due to the fact that the participants were

required to complete both manipulation checks after the

second in-basket.

Forgetting may have caused some problems

because it had been one week since they had been exposed to

the first in-basket.

1f the correlation between the two in—basket

manipulation checks is broken down by the climate

manipulation (Table 8).

much more sensitive to the autocratic climate.

of the autocratic climate is further supported

examines the means and standard deviations for

manipulation checks broken down by the climate

The lack of correlation between the two neutral

it becomes clear that people were

The saliency
when one
the
manipulation.

climate in-

37

baskets is consistent with the hypotheses because there was
no climate for those individuals to report. The
participative climate seemed generally perceived as such.
but apparently it was not as strong a manipulation as the
autocratic climate. Finally. all of the second in—baskets
were perceived as slightly more autocratic compared to the
first in-basket.

Table 8. Means and Standard Deviations for Manipulation
Check Scores Broken Down by Climate

 

Manipulation Manipulation r
Climate Check for the check for the
First_In-basket Second_In-basket

Participative
O

x 21.11 23.00 .261
so 3.65 4.9 =.13
Autocratic
R 27.42 28.05 .725
50 4.68 4.59 p=.000
Neutral
2 22.56 23.85 -.199
50 4.02 4.02 p=.26

 

“Scale range from 8-40.

A t—test compared the means on the learning score for
the training group and the control group. The training
group averaged a 12.82 out of 15 (standard deviation = 1.95)
and the control group average was 8.18 (standard deviation =

2.97). with the t-test significant (p < .001).

38

Dependent_Measures. Internal consistencies could only
be calculated for the Opinion Rating method which used the
eight item five point scale. The Point Rating method
involved only a point total for each in-basket. The Opinion
Rating method exhibited good internal consistency for time
one and time two. Rater A had a cefficient alpha
of .86 for time one and a .90 for time two. Rater B and
rater C were .88. .87 and .90. .89 respectively.

Pearson correlations were calculated for all raters and
rating methods (Table 9). The correlations within the
triangles in Table 9 are the interrater reliabilities for
the same rating method and the same in-basket
administration. All of the correlations within the
triangles are significant at p < .001. but the Point Rating
method had the higher interrater reliability.

The correlations in the dotted boxes are the
correlations between the first and second in-baskets for the
same rating method. The Opinion Rating method was not
correlated between in-basket one and in-basket two. but the
Point rating method was correlated across in-basket
administrations.

The solid boxes in Table 9 contain the correlations
between the two rating methods for in-basket one and also
in-basket two. Sixteen of eighteen of the correlations are
significant at p < .001. and the two correlations that are

significant at p < .05 are from the same rater. The two

39

Table 9. Correlations Between Raters for the Opinion Ratings and
the Point Ratings

 

Opinion Rating

First

In-basket
1) racer A

2) rater B

3) tater C

 

 

Second

In-basket
4) rater A
S) rater B

6) rater C

 

 

 

Point Rating

 

 

 

 

 

 

   

 

 

 

First
In-baskec 1 1 2
7) rater D -.34 -.34 -.12 -.12 -.i6
8) rater E -.272 -.27ZI-.07 -.172 -.14
9) rater F g -.341 -.311 -.311‘-.15 -.222 -.172
Second
In-basket
10) racer D -.212 -.162 -.15 -.371 -.331 -.661
11) rater E -.15 -.14 -.O9 -.381 —.282 -.481
12) rater F -.08 -.16 -.15 -.371 --.291 -.361
l
p <:.001

2p (.05

40

rating methods are negatively correlated because a low score
on the Opinion Rating indicates participativeness. while a
high score on the Point Rating indicates participativeness.
Because there was interrater reliability for both types
of rating methods. the raters’ scores for each method were
combined into one total score for each method for both in—
baskets. Thus. the Opinion Rating method had two scores.
one for the first in—basket and one for the second. This
combining of all three rater scores to compute a total score
was also done for the Point Rating method. The internal
consistency for the Opinion Rating Method was quite high.
Alpha for the Opinion Rating method at time one (first in-
basket) was .94 and .95 for time two. These combined scales
had the same characteristics as the individual scales (Table
10). The Opinion Rating method was not correlated across
the first and second in-baskets. but the Point Rating method
was correlated across in-basket administrations. The rating
methods were also significantly negatively correlated with

each other.

 

Table 10.

41

Correlations for the Combined Rating

Scales

 

1 .2.

Opinion Rating Method

First In—Basket

Rater A + B
1 1

1)

Second ln-Basket
2) Rater A + B
2 2

Point Rating Method
First In-Basket

3) Rater D + E

1 1

Second ln—Basket

4) Rater D + E

2 2

.09 --

-.173

-.45

1w
IA

.40 -—

 

Note. The negative

correlation

score for the Opinion Rating

1

p < .001

2 a
p g .05

is a result of a high score
indicating participativeness for the Point Rating and a

low

Relationships Between Covariates and Dependent
Measures. Various measures of association were used to
determine which variables should be included as covariates
in the final analyses. Only Attitudes Toward Human
Relations Skills was a potential covariate (Table 11).
Learning Score was also related to the dependent measures.
but this variable is accounted for if Training versus No
Training is included in the final analysis. Age. sex. work
experience and the climate of the last organization for
which the person was employed were not related to the rating
scores.

Table 11. Correlations Between Attitudes Toward the Use of
Human Relations Skills. the Learning Measure and the Ratings

 

LearningflScore Attitudes Toward
Human Relations

 

 

Skills

Opinion Rating
First In—basket -.181 .211

1
Second ln—basket —.16 .15
Point Rating
First In-basket .181 -.191

1
Second In-basket .17 -.11

 

p=.05

43

Main Analyses. Repeated measures Analysis of

Covariance was utilized (Tables 12 and 13) to

determine the relationship between training. climate and
time on the ratings. The same analyses were done for both
types of rating methods.

Three findings were evident across all of the ANCOVAs.
There were no main effects for climate. no main effects for
training and that Attitudes Toward Human Relations Skills
was significantly related to the Opinion Rating scores on
the in-baskets. This is interesting considering the
restriction of range for that variable. Examination of the
cell means (Tables 13 and 14) show that the relationships
are in the hypothesized direction. but that this trend is
negated by the large cell standard deviations.

Graphs of the cell means (Figures 1 and 2) also
indicate that the results were in the hypothesized
direction. The people who were exposed to a participative
climate exhibited more participative responses than the
people who experienced an autocratic climate. The training
group was also more participative than the control group.
These results in the group means persisted across all in-
baskets and for both rating methods. Yet the results are not
significant in the ANCOVA because of the large standard
deviations for the cells.

Time was a factor for the Point Rating method

(p < .001). but not for the Opinion Rating method.

44

Examination of the means for the two in-baskets indicated
that people become more autocratic on the second in—basket.
This is consistent with the earlier observation that people
tended to perceive the second in—baskets as more
autocratic.

Learning Score was used as a covariate for one set of
analyses. under the assumption that it may account for
something more than just training. This follows from the
fact that the learning score did show some relationship with
age and work experience. The factor of Training/No Training
was not used in this analysis and the learning score had no

significant affect on the ratings.

45

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49

 

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Key: solid line - first in-basket

broken line = second in-basket

Figure 1. Plot of the Opinion Rating Means by Climate

50

  

 

 

20 _
Training Group
18 _ .x Control Group
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Neutral

Key: solid line = first in-basket
broken line = second in-basket

Figure 2. Plot of the Point Rating Means by Climate

DISCUSSION

There were several trends apparent in the results of
this study. but very few were statistically significant.
There were slightly different results depending on the
scoring format that was analyzed. Examination of the means
and figures for the Point Rating method indicates that those
who went through training tended to be more participative
than the control group. Although the data for the Point
Rating method indicates that all groups exposed to a
participative climate tended to be more participative than
those groups exposed to an autocratic climate. this effect
is stronger for the control group. There did seem to be
an interaction between training and climate. such that
training negated some of the effects of an autocratic
climate. This result is the opposite of the hypothesized
interaction. The training group tended to vary much less
in participativeness across climate than the control group.
Attitudes toward the use of human relations skills also had
an impact on participativeness. Individuals were more
participative if they had a positive attitude toward human
relations skills. Time was also a factor with the Point
Rating method because people became more autocratic in the
second in-basket across all groups. Yet the effect of time

was the only statistically significant result for the Point

51

52

Rating method data trends.

. The Opinion Rating method also had only one
statistically significant result among several trends.
Attitudes toward the use of human relations skills was the
only variable that significantly influenced
participativeness. There were no differences across in—
basket administrations. although the training group did tend
to be more participative than the control group. People who
were exposed to the participative climate also tended to be
more participative than those exposed to an autocratic
climate. The Opinion Rating method was similar to the
Point Rating method in terms of data trends. but these
trends were not significant due to the large variance within
groups.

Problems_with the Desigg

The major reason for the lack of results is most likely
due to design problems in the experimental task and the
manipulation. The nature of the in-baskets does not seem to
facilitate participative behavior because there is not
enough opportunity for participation. There is some
opportunity for delegation (a component of participation).
but communication is only one-way in the traditional in—
basket. Many participative behaviors require two-way
communication. There is just not enough interaction in a

traditional in-basket to allow two-way communication.

53

Although the task may have affected the results. it
seems that the primary problem with the study is with the
climate manipulation. It is very difficult to simulate
climate and it may not have been strong enough in this
research. Although the participants noticed the climate
manipulation. climate may not have been a major factor in
their decisions about in-basket items. There is no way to
determine what variables were factors in the participants’
decision process because decision data were not collected.

Climate may not have been a factor in the decision
process because there were no consequences associated with
behaviors that were consistent or inconsistent with the
climate. Usually. in organizations. an individual
receives some form of feedbback if they engage in
behaviors that contradict those reflected in the climate.
This feedback would probably be punitive and could lead to
negative transfer if the person had gone through a training
program that taught those behaviors. This study did
not adequately test the identical elements theory of
transfer because there were no contigencies for behavior in
the performance situation.

The probability that the climate manipulation had no
impact was related to the characteristics of the
participants. All of the volunteers were undergraduates who
had relatively little work experience. Organizational

climate is not an issue to them because they never have been

54

exposed to the impact of climate. They would not perceive
climate as a significant issue to be considered when solving
organizational problems.

The results also were slightly different depending on
the rating method used as the criterion. Although the
correlations between the rating methods were significant.
they were not very high correlations (Table 9). Only 2 of
18 of the correlations between raters across the rating
methods were above .40. The Point Rating Method is a more
structured system because the scoring requires specific
examples of actions and certain types of item responses.
Judgment is minimized in the Point Rating method compared to
the Opinion Rating method. The Opinion rating method is
more subjective with the strongly agree to strongly disagree
format. Consequently there is more opportunity for
variability.

The differences in the results from the two rating
systems may be due to the inferiority of the Opinion Rating
method compared to the Point Rating method. The Point
Rating method had higher interrater reliability. was less
subjective. and had more stability.

Implicgtions of this Research

The few results that were significant require some
elaboration. Time was a factor with the Point Rating method
in that people were more autocratic for the second in-

basket. This is consistent with the fact that all the

55

participants tended to perceive the second in-basket climate
as more autocratic. One possibility is that the
participants were conforming with what they perceived as a
more autocratic environment. Another explanation is that
participants were really responding to their own autocratic
tendencies when describing the organization’s climate with
the manipulation check.

Attitudes toward the use of human relations skills was
another variable that was significant for the Opinion Rating
method. This lends some support to the potential impact of
climate on transfer because climate measures are an
aggregated summary of attitudes across people. Attitudes
may influence transfer. and an indicator of attitudes could
be a climate measure. These results indicate that the
attitudes of the trainee is one key to transfer. Yet this
study provides no information about how others’ attitudes
may influence the trainee's attitudes. The relationship
between attitudes and climate becomes more complex when one
differentiates between trainees who are job incumbents and
trainees who are new employees. The role of climate in the
development and maintanence of attitudes for these two
groups may differ. This study provides information that
indicates attitudes are important in transfer, but it does
not address any isSues about how climate and attitudes

interact to potentially influence transfer.

56

Improvements_to_this_Desng_and Future Research

Improvements to the design of this study may help
provide more information about the role of climate in
transfer. Changes in this design should be made in the
manipulation. the task . the timing of the measures. and the
criteria. The most important changes involve the
manipulation and the task.

A much stronger and more realistic creation of climate
is a key to improving this type of study. A major problem
with the current design is that are no realistic
contigencies associated with compliance or contradiction of
the climate. Some type of feedback should be given to the
participants after they have completed their first set of
tasks. After the first in-basket they could receive a
letter or memo from a superior that critiques their
performance. This critique would be given before they begin
the next in-basket. The key is making the feedback
realistic and more than a one time occurance.

Changing the nature of the task would facilitate the
improvement of the manipulation. The task should involve
interaction and include more points in time than the
current study. This will provide a greater opportunity for
feedback and also a greater range of participative and
autocratic actions. Three or four interactive in-baskets
that are all linked together because they are for the same

organization and situation may be an acceptable

 

57

alternative. Feedback for the previous in-basket would be
imbedded in the following in-basket. Feedback could be in
the form of subordinate responses to actions. peer comments
and memos. and letters from superiors. This type of in-
basket would be very similar to a series of role plays that
involve one real person and several "paper people". Role
plays using confederates as the participant’s subordinates
and superiors could be another type of task. Climate
information and feedback could then be incorporated into
memos and actual behaviors. Using people with more work
experience as participants may also cause the manipulation
to be more salient because they presumably have a more
realistic impression of what issues to consider when making
decisions in an organization.

Changing the timing and the content of some of the
measures would also improve this study. The manipulation
checks should be administered after each presentation of the
task. The rationale for administering the manipulation
checks at the end of the study was to avoid demand
characteristics. but this seems less important than the
potential loss of accuracy due to the time delay between the
task and the measure.

Because attitudes seem to be a factor in transfer. it
may be useful to track attitudes throughout the study.
Attitudes toward the use of human relations skills should be

aassessed after each task to measure any potential changes

58

over time. It would also be useful to determine which
factors were important when participants were making
decisions. A simple open-ended question at the end of each
task could assess what variables influenced the respondent’s
actions.

The final improvements to this type of research
involves criterion measurement. A structured format that
assesses specific behavior frequency such as the Point
Rating method is preferable to more subjective ratings such
as the Opinion Ratings. This type of rating is less
contaminated with interpretation and judgement. plus it is
easier to implement.

Conclusion

This study provided some information about the role
of climate in transfer.. The three goals of this research
were to 1) provide information about what climate dimensions
influence which types of training. 2) develop simpler
measures of climate that can be used in organizational
analysis. and 3) provide information about the possible
existence of a climate by training interaction. The second
of the three goals was most fully realized. Only partial
information was generated for goals one and three.

The measures of participativeness proved to be
accurate and simple to use. but their utility has not yet
been determined. More information is needed about what

types of climates influence various training programs.

59

The trends exhibited in the results indicate that there is a
climate for the transfer of participativeness training. The
climate dimension assessed in this research may also be
important to the transfer of other types of human relations
training. If it is proven that this climate dimension
influences transfer of participativeness training. the next
step is to determine if this climate dimension influences
other types of human relations training.

The trends depicted in this study were inconclusive
about a climate by training interaction. There was no
statistically significant interaction. but the training did
appear to counter the effects of an autocratic climate.

This trend in the data was in the opposite direction of the
hypotheses. It is possible that training can reverse the
influence of climate. but only in the short run. This
research provides no information on long term effects of
climate on transfer because it only covered a two week time
period.

If climate does influence transfer. at what level or
strength must that climate have in order to affect transfer?
It may be that a certain level of agreement for a climate
score must exist within the organization before that climate
does influence transfer. Assuming that climate does influence
transfer. we must determine if differential effects exist

for incumbent trainees and new employee trainees.

APPENDIX A

Measures and Manipulations

—Demographics
-Attitudes Toward Human Relations Skills
-Climate of Last Organization Employed
-Correlation Matrix for Likert’s Profile of Organizations
-Manipulation Check
-Learning Measure
—Reaction Measure
-In-baskets

60

Demographics
Sex
Male ( ) Female ( )
.Age

18-19 ( ) 20-21( ) Zl-above ( )

Number of years of work experience(inc1ude summer jobs)
1—2 ( ) 3-4 ( ) 4-6 ( ) 6-8 ( ) 8-10 ( )

61

Attitudes Toward the Use of Human Relations Skills

-.--.. ...,

a. strongly agree

b agree

c neutral

d disagree

e strongly disagree

1) Participation is important in an organization.

2) There are times when the manager should be the only one making decisions.

a. b. c. d. e.

3) Being aware of employees' feelings is important.

a._ b.__ c.___ d.__.e.

4) People are basically lazy and will not work hard if not supervised.

a._ b. c. d. e.

5) Quality Control Circles are expandable during tough financial times for the firm.

6) Subordinate. can frequently can provide useful information to management.

.0_ be C. 'da e0

7) Employee participation programs improve organizational effectiveness.

.0 b. c. d. .0

8) Subordinatea will often make decisions which will reduce their workload but
not necessarily help the company.

‘0'.- bo“ Co‘- do " G.

62
Climate of the Last Organization Employed

For each item, choose the phrase that best describes the organization
for which you currently work( or the last organization for which you
worked).

1) Extent to which immediate supervisor(s) in solving job problems generally
tries to get subordinates' ideas and opinions and make constructive use
'of them.
a) always gets ideas and Opinions and always tries to make constructive
use of them
b) usually gets ideas and opinions and usually tries to make constructive
use of them
c) sometimes gets ideas and opinions of subordinates in solvong
job problems
d) seldom gets ideas and opinions of subordinates in solving job
' problems
a) no opinion

2) Manner in which motivation used

a) fear, threats, punishment and occasional rewards

b) rewards and some actual or potential punishment

c) rewards, occasional punishment, and some emlployee involvement

d) economic rewards based on pay system developed through participation;
group participation and involvement in setting goals, improving
methods, appraising progress

a) no opinion

3) Amount of responsibility felt by each member of the organization

for achieving organization's goals

a) personnel at all levels feel real responsibility for organizational
goals

b) substantial proportion of personnel, especially at higher levels.
feel responsibility

c) managerial personnel usually feel responsibility; rank and file
usually feel relatively little rasponsiblity for achieving
organizational goals

d) high level management feel resposibility; lower levels feel less;
rank and file feel little ‘

e)no opinion

4) Direction of information flow
a) downward
b) mostly downward
c) down and up
d) down, up, and with fellow workers
a) no opinion

5) "here is downward communication initiated
a) all levels
b) patterned on communication from top, but with some intiation
at lower levels
c) primarily at top or patterned on communication from top
d) at top of organization, or to implement a top directive
e) no opinion

6)

4)

8)

9)

10)

11)

63

Extent to which superiors willingly share information with subordinates

a) provide minimum of information

b) gives subordinates only information superior feels the subordinates
need

c) gives information needed and answers most questions

d) seeks to give subordinates all relevant information and all the
information the subordinates want

a) no opinion

Adequecy of upward communication via line organization

a) very little

b) limited

c) some

d) a great deal

I)

no opinion

Subordinate's feeling of responsibility for initiating accurate
upward communication

a) none

b) relatively little, and then only when requested, may "yes" the boss

c) some to moderate degree of responsibility to initiate

d) considerable responsibility felt and much initiative; group
communicates all relevant information

e) no opinion

Need for supplementary upward communication system

a) none

b) slight, suggestion systems may be used

c) upward communication often supplemented with suggestion systems
and other shmilar devices

d) great need, supplement upward communication with spy systems,
suggestion systems, and similar devices

a) no opinion

Amount of cooperative team work

a) very substantial amount in the organization

b) moderat amount

c) relatively little

d) none

e) no Opinion

Extent to which subordinates can influence the goals, methods, and
activity of their units and departments

1)
b)
e)
d)
e)

nose, except through informal organization
little ,except through informal organization
moderate amount, directly

substantially

no opinion

64

12).At what level are decisions formally made?

13)

u.)

15)

a)
b)
e)
d)
e)

bulk of the decisions are made at the top of the organization

policy at the top, many decisions within the prescribed framework
made at lower levels but usually checked with at the top before
action taken

broad policy decisions at top, more specific decisions at lower

levels

widely done throughout the organization,wellintegrated through linking
process provided by overlapping groups

no opinion

To what extent are decision makers aware of problems, particularly
at lower level of the organization

a)
b)
e)
d)
I!)

generally quite well aware of problems

moderately aware of problems

aware of some, unaware of other problems

often are unaware or partially aware of lower level's problems
no opinion

To what extent are subordinates involved in decisions related to
their work?

a)
b)
c)
d)
e?

a)
b)
c)

d)
e)

not at all

never involved is decisions, ocasionally consulted

usually are consulted but ordinarily not involved in decision making
are involved fully in all decisions related to their work

no opinion

are goals set or ordered?

except in emergencies, goals are usually established through

group participation

goals are set or orders are issued after discussion with subordinates
of problems and planned action

orders issued, opportunity to comment may or may not exist

orders issued

no opinion

65

Correlation Matrix Provided by Likert(l967) for Selected Items from
the Profile of Organizations Survey.
1) The numbers in the far left column correspond to the item numbers
from the Climate of the Last Organization Employed measure
used in this research. The numbers in the right column correspond
to the item numbers in Likert's Profile of Organizations (1967).

2 5 9 10 12 l3 16 21 23 26 28 33

2 2 -

3 . .73 -

4 9 .65 .75 -

5 10 .69 .67 .74 -

7 12 .73 .62 .73 .59 ' -

8 13 .68 .71 .73 .61 .77 -

9 16 .57 .54 .63 .58 .58 .66 ‘

1° 21 .74 .75 .70 .73 .66 .74 .66 ‘

11 23 .69 .74 .77 .65 .72 .72 .64 .68 ‘

12 26 . .71 .73 .72 .67 .64 .72 .66 .65 .76 ‘

13 28 .65 .70 .69 .66 .59 .64 .63 .75 .64 .75 7
15 33 .77 .69 .7o .71 .69 .69 .70 .76 .70 .79 .71 -

Items 1, 6, and 14 from the survey used in this research did not have correlations
reported by Likert because these items were added to the Profile of Organizations
after the initial reliability checks.

66

Manipulation Check

to in the ln-Baaket you took last week and the ln-Baaket you finished today. Thus, for each
statement you will have two responses. The ln-Baaket fro-Jest weekwill booths first-rum.
and the In-basket from today will be the second response. It is possible to give the sale
rating to both ln-naakets. so our mm ms: cannons nu runs or m M 3m.
IUT IAIIII.TOUI IHPIISSIOI '0? TI! COHPAI! WITHOUT YOU! TITLUIICI.

a) strongly agree

b) agree

c) don' t know/neutral

d) disagree

~.e) strongly disagree

-l-ediate supervisors for this company will get ideas and opinions from their subordinates.

l) a._ b. c._ d._ a.
2) a.: b. c._ d._ e.

-Co-unication is mostly downward.

3) a._ b. c._ d._ e.
4) “: b. Ce d._ .0

-Downward co-unication is started at the top levels of the company.

5) .e_ be" ' ee— de_ .e
6) .0: b0 ¢e_ de_ .e

Non-management employees influence the goals, methods and activities of their departments.

7) a. b. c. d._ e.
8) a. b. c. d. e.

-Decisioos are made at all levels of the company, rather than justsat the top.

9) ‘0_ be ee_ de_ .e
.0) ‘e: be- Ce_ de_ .e

 

-Hanagers care about the probl-s that occur at the lower levels of the company.

11) a. b._ c. d._ s.
12) a. b._; c._ d._ e.

-Subordinstes are not involved in the decision making process.

13) a._ b._ c.;_ d._ s.
14) a:_ b._ c._ d._ a.

-coals are set by manag-ent and orders are issued to employees on how to meet those goals.

15) a._ b. c. d. s.
16) a._: b._ c. d._ e.

 

67

Learning Measure

Choose the best answer for the following set of questions.

1) The best way to determine if you completely understand what
another person is saying is to

a. ask the person to repeat themself.

b. write down what they are saying.

c. look at their eyes when they are talking.
d. use reflective summary.

2) Which statement is true about using a vote to decide what
action the group should take.

a. it is not neccessary if you are the manager.

b. it generally leads to quicker implementation than reaching
consensus.

c. it is the same as reaching consensus.

d. it may cause intragroup conflict.

3) Asking a subordinate about his/her feelings on a particular
idea

a. should be a regular practice of supervisors.

b. is not neccessary unless that subordinate could cause
trouble in the work group.

c. is not appropriate in the work place.

d. prevents a supervisor from being impartial.

4) Letting subordinates make their own decisions

a. should be done as frequently as possible.

b. will usually cause problems.

c. is OK for very few employees.

d. is a sign of an ineffective manager who is not capable of
making good decisions on their own.

5) Subordinates will

a. usually give information that will get them out of work.
b. be valuable sources of information for making decisions.
c. tend to only say what their supervisor wants to hear.

d. tend to not provide information which makes them look bad.

6) Reaching consensus within a the group when trying to make a
decision

a. wastes production time.

b. will lead to unneccessary conflict.

c. will lead to better implementatin of a decision.

d. may prevent committment to the decision by a few members

7)

8)

9)

a.
b.

c.
d.

11)

a.
b.
c.
d.

12)

68

The most effective managers

“sell“ their decisions to their subordintes.

do not allow their subordinates to have too much control.
realize that speed is the key to successful decision making
are not critical of their subordintes' ideas.

Disagreement within the work group

occurs because of poor supervision

prevents effective decison making.

should be resolved with a vote.

is not dysfunctional to work group effectiveness.

Most subordinates

do not know enough to help the manager with decisions.

can handle more resposibility than currently receiving in
most organizations.

will have perfedMance problems if feelings are expressed on
the job.

do not and will not trust management.

Using the entire group to reach a decision

is almost always more effective than any one individual
making the decisions.

is not neccessary for the large majority of management
decisions.

will frequently lead to non-productive conflict.
reduces the longterm effectiveness of management.

Participation is the same as
reaching consensus.
centralized decision making.

asking opinions.
delegation

Which of the following is essential to successful

implementation of change in a company.

a.
b.
c.
d.

coming to a decision quickly.

managers who can effectively ”sell“ the changes to employees
decentalize the resposibility for change in the company.
task oriented supervisors.

w“).

69

13) Which type of company probably has the best organizational
committment.
. a. one that allows employees to help set their own perfoomance
goals.
b. one where decisions are made at corporate headquarters.
c. one with task oriented supervisors.
d. one that makes decisions and sets performance goals quickly.
14) Which type of organization is probably most innovative.
a. one that has managers who ‘ display effective downward
communication.
b. ones with effective upward comminication.
c. one with a strong centralized headquarters.
d. one where feelings and other uneccessary information is
avoided.
15) Most employees prefer
a. to avoid conflict..
b. to have goals set for them.
c. a participative environment.
d. avoid responsibility.

70

Reaction Measure

Indicate the extent to which you agree with the following
statements about the training module you just completed.

a) strongly agree

b) agree

c) neutral

d) disagree

e) strongly disagree

1) I felt that this was a well run training module.
2) This training program would not be very useful to managers.
a. b. c. d. e.

3) I did not like this training module.

4) I learned some useful skills in this training module.

5) Managers should receive training such as this.

as be Ce do ee

6) It will be very difficult to apply the skills learned in this
module.

7) I will use the skills learned in this training module.

71

Big Mart In-basket with 3 Neutral Climate "

INTRODUCTION TO THE IN-BASKET

You are about to involve yourself in an In—Basket excercise.
In the excercise. you will be required to assume the role of a
manager in a ficticious company. Ybur working materials for the
In-Basket consist of an organizational chart. a calendar and
written materials such as memos. reports and letters. Although
the setting for this excercise is an unlikely one. the actual
problems within the In-Basket are very realistic. They are based
on the types of situations with which managers often deal. Below
is some background material for the excercise.

Read the background material closely because it provides
information about the type of organizaiton for which you will be
making decisions. The background tells how that organization
operates and thus may be helpful to you when deciding how to
respond to items.

Persons completing In-Baskets do best when they imagine
themselves in the “role” depicted in the excercise. They are
then able to perform as if they were in the real situation.

72

 

.
WE“; ' r..,. I

lN-BAFKET
Background

Big Hart Supermarkets is a respected national food chain. During
the last few years, Big hart has experienced much growth and expansion.
They have a reputation of being community-oriented, which has sided
greatly in their success.“

You have been an assistant manager with another food chain in
Detroit, Michigan, for five years. Three weeks ago you were offered

the Job of store manager for Big hart Store 0113 in Columbus, Ohio,
and decided to accept the position.

Hilton fiakel is the former Store 0113 manager. He was to train
you next week, but his ailing health férced him to retire earlier than
expected. You will have to start your new job without formal'training.

You are in Columbus, Ohio, looking for an apartment for your family.
Your boss, Robert Ostrom, has asked you to take care of the items that'
have piled up in the manager's in-basket before you leave for Detroit.
Your first day on the Job is not until next week, but you have agreed .
to help out while you were in town. ‘

73

lN-BASKET

IRE SITUATION

It is 3:30 p.m. Sunday, April 12th. You have finally
found a place for your family to live and have just arrived
at Big Hart Store #113. You must leave in " minutes in.
order to catch your flight back to Detroit. You will not

return until Wednesday, April 1:53, which is your official
first day on the job.

 

Your office assistant left the in—bashet itens on your
desk. You cannot reach anyone because it is Sunday. You must
write down everything you do or plan to do for each inpbasket
ital. If you delegate work to someone, please indicate what
action you expect to be taken. Record any notes to your
district aanager, office assistant, or others.

In short, write down everything you do. You may write
directly on the items in the inpbashet or use the supply_of

paper that is provided. when using the stationary, clip any-
notes or letters you write to the items they refer.

Please remember that you cannot have any conversation or
meetings before leaving for the airport. Nor can you talk
to any one on the phone or take any items on the plane.

. As a final tip, most people find it helpful to "get
into the character“ by pretending they are really in the

situation described.

You will have - minutes to take the exercise.

74

 

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76

Store 113 DATE Mn 5

' - INTER-OFFICE MEMO
Softball Awards Picnic '

‘ Even though you store's softball team had another niserable

season, we that you and the team will attend the awards
icnic to he ld on April )9 at ll a.m. at the Perl: of the
sea.

The cost is only $1.50 per 'a-rson .md that includes hot dogs,
hatx‘urgerOs, and all of the a-er you can cry in nix-n the awards
are present ed.

Send a list of who is planning to attend and) their mmey to
me in a confidential envelope by Friday April 17.

By the way, tell everyone to bring their gloves" we'll play a
gate or two after we eat.

See you there!

grtc.‘ ILII

77

10‘: Store 0113 DATE: April 3

FROM: Paul Sachett, Delivery Schedulinf A
INTER-OFFICE MEMO

SUBJECT: NOTICE OF DELIVERY 50m (NANCE _
As of Maid-y, April 3 your grocery delivery will be

changed from the present arrival tine (9 ant.) to
an earlier arrival tile (6 a...)

78 5

April 9, --

70: Manager - Store 0113
PRC": Billing Dept.

Your phone bill for the past month exceeded the allotted
amomt because of personal calls made on the store's business
phone. Remember, we are charged for each local call, so please
use the phone for business only. Staffers rust use the pay
. phone for personal calls.

Belle Ringer
Telephone Billing

79

622 Harley Driv: l5
Colwuhtts, Ohio 43202
April 9

To hhom it May Concern

l have been a customer in your store for many years and,
until ncdiw, have been more than satisfied with the service I have
rece ve . .

Prices are bad enough these days without being cheated by
your new computer check-out s stern. .For the second title in a row
your stupid contrapt ion has c urged no double on several items in
'my order. The first time, i was charged twice for a can of peaches.
i thought that perhaps l had bought two and lost one. last week,
however, the conqauter char ed me twice for my bacon and also my ice
cream! I was cheated for 6.32. Mayne your cashiers are scanning
some item more than once-- i don't o». I do know l've been
overcharged. '

I cannot continue to shop at your establishment knowing that
probably hundreds of innocent people are being cheated.

Bring back the old registers!

Sincerely,

33:3 .1337ng

80

.ro: we: swat newer. can; mm 11

F R O M : DEBS] E W] [ilk-'5 , PERSCN‘s'EL RMDRDS

SUBJECT: 95mm MTA FORM

— INTER-OFFICE MEMO

welcome to the conpsny! We wish 'you such success in your new

it the time you were hired, i forgot to give you the attached form
to (Oi-"11310. Fill it out at your convenience and return it to me by

May 1. -

 

81

316 MAX! SUPEINUUCETS
Personnel Data Form

Please Print All Information

 

 

 

 

 

 

 

 

. Social Security umber last lune First , Middle
1 / 1 / ' ' '
Area Code lions the , . Present Street Address
( )
fits of Birth C l l / City I State . lip
3 .- no y ”.3 .... . . . . . .: ....
{3333332391.m ....... m’°‘”"““““: ....... ...................
W 'm'racr last Nam ' First
Relationship ' ‘
Area Code Telephone Mather
L )

 

   

Educatiai

 

Why did you choose Big Mart Supernrltetsior employment? (200 words or less)

 

 

 

 

 

82

3214 Lane Avenue
CoLumbtu, Ohio
lJflO -.

Apia 16

To When It ling Cancun:

Recently, l have noticed an incnme in the noise level
coming (non the feeding deck of you. stone which a Located
dinectty emu the out: seen my house. 1 have been match
«all moaning this wash 9 you «we nit-tending the 4:.qu
tau .

J
1 coal: the evening that at the G.£. plant and don’t
get home until 1 e.a. 1 need any sleep!

Pfuuc tnhe me of this catty none problem on I'll
be loaned to out the palace. ' '.

Rupect‘nuy,

.\ - Mam

1. Kevin Fond

83

@

ms n. «:41» St. ARROW

1m ' amt-13mm l mums: to
I“. "i'ffjfi'iu SALES I. SERVICE

 

April 7
Mr. Milton afraid. Manager
Big Mart Store on:
3‘15 lane hvernie

Colunbus, mic 43210 ' '0

Dear lir. Halal:

We are truly sorry that your new frozen food refrigerated cases
as still not fmctioning properly.

Oar Coluabus service Representative informs us that he is unableto
iiagose the problem. We will fly in our corporate trouble shooter as soon
.. returns fro.» vacation April 20.

We are sorry for the incanveninice.

Sincerely,

Luke Warm
Onstaaer Service

 

84

April 8 .

mum:
'10: All Store Managers

m2: R. Ostroln. District Manager
SJBJECI': Accident Reduction

As you how, there have been more accidents this year than
last. Most of these seen to be due to carelessness. I feel that
we need to do something to increase safety awareness.

My boss has ruled out any contests where we give out prizes
or awards. ~,

I would welcome any suggestions you can give me. Please
have all suggestions to me by May 1.

85

WYI \+/

We. have. a bnfi 'pwb
‘l’he. rC-Q-{rfia‘a’recl cases are—wort warm“) (“3th
and lag—r mks/«‘1‘ all 04:44.3, {fa-Rn $0061 -
\. ' ‘5 Coerl-Jn as a 10+. 0'9
WQAC 3+ 6) monevf /

Mimi/m.

Ernafit Manda“-

( _

[em 0’1 our hands;

'

 

86

Betatt Clerks International Association. AFL-OIO

. retail store employee's union

Hr. Hilton Hahel - . April 8,
Store Manager. lig Mart 0113 .

3415 Lane Avenue

Columbus, Otio 43210

:Grievance Moe-c "
. ‘ Non-issuance of work breaks "
‘ It. Narnia. D. Chlopuk. C. Durham. 3. Karol
1. Inch . couplainants.
Dear Mr. i-lakelt' '

This is to inforn ou that we have received fiveJS) calilaints from
cashiers in you store t they have not been pernitt it
work breaks as specified in the current cmtract.

I will be at your store on Wednesday, April 15 at 1:30 to discuss this
matter with you and the cashiers.

   

Strickl
Business 6Agent
Local 826

 

87

DOE! ern'l ’7’!“ -

To: m,fl'
Ft‘vmi F'nm Rwy/1’5 . .
14$ filly-fl Ba Wr‘f any/01¢:- 43;- ‘14.: Ins-I [0 years,
I 4‘64 1+ :6 m1 dufi] +9 rife/'1' Orv-1M1 ”I" 30‘s .
494,05 "army’s. Pail.u.€6° fl: 17¢...) “SA/£6
al.. h0$ 5“" d‘.’°‘“"+';’j [tor 4‘;ng 'orJtr's Lil/ten
lint. 77w rcs'f' 0‘? 45 find His befi‘

Mar-1 lo I
44.“! come Hff“j‘t 5"
[1' 'ID our [1ch mam] Sfandoh3._I

dfahmrs‘} am! an 1.45;;
o'nj 6‘ along. I? site Uon‘+ {Ll/.... fig

Jemaag‘ “4+ Some‘H'n
rules, 14m: wiry should we. ? .

 

4:20- £L£1JLWA'M ”if:

 

 

 

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Date- .-P.&!.!—c .. ....‘fene. JA—

WHILE YOU EVERE OUT

~43.le
«261'me ..psfit—

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Fuuruauso I must ceu. 1 J
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[vah-tstosttrou I I unseat 7 IA

lnnunweovouncut I I
Mesceaefiefl-fiLJQM

 

£3Q—WLEHA £91.15"

.8. ..{mfl ca]. .224
abscflim
Mari:

 

jumfiz ......
L__..‘¢""..E_“‘I‘_s_ .: ._£5___£4¢

mum. on «3. ms u: 5. ant mm

 

89

W \\

Dad?- my M j l‘

47... new. clean.» m1. We”.
SOLPN'S‘ V131"; +Ofl;;t1+.’ TEL) gmd diff-J
efim'ruozfi) ‘1in badza’a caug‘t‘fi‘ M

CIac'Md 4&2. Maud” case: M Loam/reg],

7114.; will 141M can!) nun-FM
'9‘”. cu.» M busing-fl,” ext-pore. #9,
. CJOSC 7%.; Skre dew“. .
“121e, "5H 49 4.1%, 0;“ 4%; “1:34
more “:24. +0 :‘In’cK any”?! J4
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90

w The Ohio State University e .
dO‘C West 17th Avenue

Columbus. Ohio 43210

April 11, 1980

Mr. Milton Hahel
Manager

Big Hart Supermarket
.3415 Lane Avenue
Coltrrbus, Ohio 43210

Dear Mr. Hakel :

The Ohio State University is pleased to annomce the formation
of the Buckeye Booster Club. This new organization has two purposes:

(1) Ihe support of worthwhile projects in our com-unity
(2) The support of Ohio State Athletics

Planned projects include a find raising dupaign for the
new Children's Hospital and the sponsorship of a "walk-a-thm"
for the fight against Cancer.

Members of the Buckeye Boosters will be allowed to purchase
choice seats for all Ohio State Athletic events!

We hope you will join the many members of the conntunity who
have joined us. Colwnbus needs business men and men who care.

Our Citizen of the Year Awards banquet is being held on April
16 at 9:00 pan. at the Civic Center. Hope you can make it!

Sincerely,

8510th

Bernard Wroten
Chairman, Buckeye Boosters

 

 

91

Background information and items used to create an
autocratic climate for the Big Mart in-basket.
Items were in positions 1, 2, and 5 in the
in-basket.

92-_r-._ -.-- c.__._,_~,___, .._ __

Background

Big Mart Supermarkets is a respected food chain. During the last
few years, Big Mart has experienced much growth and expansion.
Big Mart corporate management feels this success is due to a
strong, well controlled management philosophy. This philosOphy
emphasizes a very powerful and centralized decision making
system. The finance, accounting, and marketing departments at
corporate headquarters gather all the relevant information and
then make decisions which affect the various stores. The
managers at the individual stores must then set goals to meet the
objectives sent down from corporate management. Top management
feels this is essential to their success because it is more
efficient, leads to consistency across the organization, and it
prevents employees who know little of the entire operation from
engaging in practices which are not profitable for the company.
This also prevents employees from wasting work time trying to
make decisions which would only cost the company money. Thus:
Big Mart prides itself on selecting disciplined managers who get
their subordinates to work hard and acheive the goals set for
them.

You have been an assistant manager with another food chain in
Detroit, Mi.. for five years. Three weeks ago you were offered
the job of store manager for Big Mart store #113 in Columbus,
OH., and decided to accept the position. Milt Hakel is the
former store manager. who had trouble-controlling employees.

You are in Columbus looking for an apartment for your family.
Your boss, Robert Ostrum. has asked you to take care of the items
that have piled up in the manager's in-basket before you return
to Detroit. Your first day on the job is not until next week.
but you have agreed to help out while you are in town.

93

To: Milt Hakel
From: Sam Puller, Grocery Supervisor

Milt,

It seems that your store has some problems. Do not let your
assistant managers have more control than you, when running the
store. They do not have sufficient training, or the

knowledge of corporate goals to be able to do an adequate
job.....if they are not closely supervised.

This may prevent problems.

Sam Puller

94

I realize you have not been on the job long, but you must get
your department in order. Milt Hakel did not seem to be able to

control this store.

Try not to let the employees take advantage of you. They will
try to test you because you are new. Remember, you run the
department.....not them.

Good Luck. Lets keep things in order this time.

Bob Ostrum

District Manager

95

To: All Store Managers -
From: Corporate Headquarters

' All stores have been issued their sales goals for this fiscal"
year. You have had an opportunity to begin meeting these goals
and most stores are doing an adequate job. We have provided
several guidelines which may help you to meet these goals.

The guidelines are the following:

—store managers must clearly explain the goals to their
department managers, in a formal meeting.

-department managers must develop plans to meet their department
goals.
a) they must present those plans to their employees
b) managers should not allow employees to alter these
plans without the manager's prior consent, because the
employees are not familiar with the corporate goals and
do not understand the overall situation.

-decisions are best made by department managers because they
know the overall goals ,
a) this centralization maintains efficiency and consistency.

96

Background information and items used to create a
participative climate for the Big Mart in-basket.

Items were in positions 1, 2, and 5 in the
in-basket.

97

Background

Big Mart Supermarkets is a respected national food chain.
During the last few years, Big Mart has experienced much growth
and expansion. They have a reputation of being community-
oriented, which has aided greatly to their success. The Big Mart
organization also feels its employees are a major factor in the
company's success and Big Mart management views their human
resources as the firm's most valuable asset. Management feels
that all employees must provide essential input into the decision
process if the chain is going to continue to succeed. This
emphasis on upward and downward communication leads to excellent
teamwork, an open door policy, and few barriers between
management and employees.

You have been an assistant manager with another food chain
in Detroit,MI., for five years. Three weeks ago you were offered
the job of store manager for Big Mart Store #113 in Columbus, OH,
and decided to accept the position.

Milton Hakel is the former Store #113 manager. He was to
train you next week, but his poor health forced him to retire
early. You will have to start your job without formal training.

You are in Columbus looking for an apartment for your
family. YOur boss, Robert Ostrom, has asked you to take care of
the items that have piled up in the manager's in-basket brfore
you leave for Detroit. Ybur first day on the job is not until

next week, but you have agreed to help out while you are in town.

98

I realize you have not been on the job long, but do your best to
make a smooth transition. I am sorry you have to begin without
your management training.

The employees can help you learn the ropes quickly. They will
know all of the “ins and outs” of the job. They will probably
have some useful ideas.

Good luck, do not be afraid to ask questions, or help, ...from
anyone.

Bob Ostrum

District Manager

99

To: Milt Hakel
From: Sam Puller, Grocery Supervisor

Milte

I just wanted you to know that everyone has responded well to
your management. Peeple have appreciated the way you let them in
on the problem solving process. Getting their input and

letting some people make decisions without watching over their
shoulder seems to work pretty well.

Hope you'll be feeling better.

Sam

100

To: All Store Managers
From: President's Office
re: Big Mart Policy

This is just a quick note to thank all store managers for the way
they have represented Big Mart policy. Regarding our Human
Resources as our most important asset is a major reason for the
chain's success. Executive management appreciates the way you
have respected the individual employee and maintained excellent
employee-management relations. Those who continue to do so will
be rewarded.

George 'Big' Mart

President, Big Mart Enterprises

101

Moyle's Department Store in-basket with a Neutral Climate

INTRODUCTION TO THE IN-BASKET

You are about to involve yourself in an In-Basket exbercise.
In the excercise, you will be required to assume the role of a
manager in a ficticious company. Your working materials for the
In-Basket consist of an organizational chart, a calendar and
written materials such as memos, reports and letters. Although
the setting for this excercise is an unlikely one, the actual
problems within the In-Basket are very realistic. They are based
on the types of situations with which managers often deal. Below
is some background material for the exhercise.

Read the background material closely because it provides
information about the type of organizaiton for which you will be
making decisions. The background tells how that organization
operates and thus may be helpful to you when deciding how to
respond to items.

Persons completing In-Baskets do best when they imagine
themselves in the "role” depicted in the excercise. They are

then able to perform as if they were in the real situation.

102

DALhunUU.‘ t

Moyle's is a profitable department store chain with over two hundred stores
nationwide. The secret of Moyle's success has been their ability to carry
quality merchandise at competitive prices, yet offer customers the service pre-
viously found only in higher priced stores. This is possible due to their
appeal to a wide range of customers and their high sales volume.

Store #96 in St. Louis, Missouri, is one of Moyle's largest stores and has
been doing well since opening 11 years ago. The clothing department has been ex-
periencing difficulty this past year, however. Department manager Bill Loozer has
been unable to handle the problems in his department, and was fired last Wednesday,
May 15th.

You are working as a management trainee in a smaller Moyle's store located on
the east coast. You were offered Bill Loozer's old position on May 16th and
immediately accepted looking forward to more responsibility, a change in location,
and an increase in salary. This is an important step "up the ladder" in your
career at Moyle's.

SITUATION

It is Sunday, May 19th. You have flown in for the weekend to look for a
place to live when you start your new position. At your supervisor‘s request, you
have come in after store hours to handle the items which have piled up on your
predecessor's desk since his termination. You will not.return until Monday,

M5! 27thI which is your official first day on the Job.

Your office assistant left you the in-bssket-items on your desk. You cannot
reach anyone because it is Sunday. You must write down everythigg_you do or

plan to do for each in-besket item. If you delegate work to someoneI please in-
dicate what action you expect to be tskeg, Record any notes to your district
manager, assistant managers or others.

In short, write down everythinggypu do.

Please remember that you cannot have any conversations or meetings before
you leave for the airport. Nor can you talk to anyone on the phone. You may not
take any items on the plane.

ADDITIONAL INFORMATION

Merchandise for your store is shipped from the Midwest Distribution Center
located 257 miles sway in Kansas City. Upon arrival at the store, the merchandise
is kept in the basement storage facility until needed on the display floor.

You have the authority to change scheduling and hours of your department's
employees. Part timers may be switched from one section to another if the need
arises. (ex: Part time women's apparel employee may work in men's apparel, if
additional help is needed).

103

 

 

 

 

 

 

 

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H

_l

 

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:ommzouk

 

:ommoh

 

¥<OZOS

¥<DZDm

 

 

 

 

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¢<O2§<D 0223a" 543.“.202

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

105

These are the weekly work schedules for the clothing department which
go into effect unless modifications are made:

“A"!!! IOIIIII IIIDULI

 

fllllll‘ VOIHIG “KIN“!

 

nlllll‘ IOIIII‘ KII lull

    

 

106

May 13

To: All Department Managers

From: Store Manager

Our store's maintenance crew is becoming backed up with work orders..

To alleviate the problem we would appreciate repair requests being kept

at a minimum.

Thank you

JW

 

107

 

May 18

lime fran sale the following lines of 'I‘risteer. children's
pajanns. Mhavehsmfamdtobetreatedwithachenioal that
my be hazardous to children's health.

mmmwmt CIOOOIOCIIOOOIIOOOO ulsizes

|
Mt}: elm ...... ...‘OIOIIOOOOOOIOC all sius’
'lbohsieflie'riger ............. ....... all sizes

memmflffe ......CCOOCOCOI... “I 812”

6 i H}
% Wig . [S Ct 60,03 010
e C/o‘H’): deparl'menfSaJe
announcemen‘f fim‘ will be
I‘m fie Sundaj) 1070.? 2(0
edifim 0P 7%6 37L. LOUIS
I/n'bune. Be (fad 7Q?!"
M's one. 1+5 thjJ‘i-js
been Ck W. Papa/arQ/c /

ff

 

109

 

3A-

7’.

~

 

L.___

SPECIAL ITEMS in WOMEN’S APPAREL.

50%

015W

SAL: STARTS MONDAYMAYJU, and ends
SATURDAY, 30:452.. BARGAINS GALORE l U.

. 0n manj Popular- Horns

 

 

 

 

 

V W ___;_—_’S '

DEPARTMENT STORE

 

 

 

111

‘\\\-

’flmS 16 E’ouf dtf'l’l'fi‘ *

rigor? Qrom "1' 1 U5” '1’“
COA’1'7.°\ msPCé‘llon 6)

DO 5°m¢+km3 41900615 3+ ,

flag 9%

112

... ‘m-.. an. ’~.

DAMAGE REPORT -- QUALITY COBTHUL

Dirty and ripped items are being received at a high rate Qy the
clothing department. Frequently, damaged goods are overlooked by tn:
sales staff and are put on display with the Other merchandise, regal-
ting in a shabby appearance of the department and excessive custt‘ev
returns.

Final Evaluation: UNSATISFACTLRi
Phil Theagan

Vice President Quality Control

113

Bill.

111: door tony offioe is sticking occasionally and needs tohe
- sanded. Please sign axis-workarder. --. --.-..
Id: Suiter

 

 

114

To be approved and sent to store manager by May 20th

VACATION APPROVAL

1 am requesting two weeks off for vacation starting Hay 27th

and ending June 11th. g F QE I L

Dept . Manager's signature

 

115

May 18
To: Clothino Department Manager

From: Product Control

For the past two months this department has been receiving complaints
from customers and department supervisors regarding the continual mis-
pricing of items. Sale items have been reported as marked at the non-
sale price. and general price changes are not being completed promptly.
Please take steps to remedy this problem so that additional action will
not be necessary. A follow-up inspection will be conducted on hay 27.

116

FROM: Storage room May )6. 1980
8111,

Many of the sale items for women's apparel have not yet been
received! Please make sure you are not left short for the big sale.

Reece Seaver

‘117

 

a k’Re'

\

mom:

a
\‘i‘in—

X

 

apt. wager:

118

MEDICAL RELEASE

Thelma B. Johnson will not be available to work from Hay-20~- June 20.-

because of illness.

Medical Approval W _- __

‘3!

119

May 19, 1980

CORRECTIOX:

On May 18 a product withdrawal was issued regarding the removal
of four lines of Tristeen children's pajamas. One of the lines,
Bongo the clown, has been found safe since it was not treated with

the same chemical as the other three lines. We are sorry if there
has been any inconvenience.

 

120

Background information and items used to create an
autocratic climate for the Moyle's in-basket.
Items were in positions 1,2, and 5 in the
in-basket.

121

Background

Moyle's is a profitable department store chain with over 200
stores nationwide. The secret of Moyle's success has been their
ability to carry quality merchandise at competetive prices, yet
offer customers the service previously found only in higher
priced stores. Moyle's management feels this is possible due to
the high sales volume and a successful management philosophy.
This philosophy emphasizes a very powerful and centralized
decision making system. The finance, accounting, and marketing
departments at corporate headquarters gather all the relevant
information and then make decisions which affect the various
stores' practices. The managers at the individual stores must
the set goals to meet the objectives sent down from corporate
management. Top management at Moyle's feels this is essential to
their success because it is more effecient, leads to consistency
across the organization, and it prevents employees who know
little of the entire operation from engaging in practices which
are not profitable for the company. This also prevents employees
from wasting work time trying to make decisions which would only
cost the company money. Thus, Moyle's prides itself on selecting
disciplined managers who get their subordinates to work hard and
achieve the goals set for them.

Store #96 in St. Louis, Missouri, is one of Moyle's largest
and has been doing well since opening 11 years ago. The clothing
department has been experiencing difficulty this past year,
however. Headquarters has received information that employees are
not meeting company goals. Department manager Bill Loozer has
been unable to handle the problems in his department, and was
fired last wednesday, May 15th.

You are working as management trainee in a small Mbyle's
store located on the east coast. Ybu were offered Bill Loozer's
old position on May 16th and immediately accepted looking forward
to more responsibility, a change in location, and an increase in
salary. This is an important step I'up the ladder" in your career
at Moyle's.

122

I realize you have not been on the job long, but you must get
your department in order. Bill Loozer did not seem to be able to

control this clothing department.

Try not to let the employees take advantage of you. They will
try to test you because you are new. Remember, you run the
department.....not them.

Good Luck. Lets keep things in order this time.

John Turner

Store Manager

123

To: Bill Loozer
From: Doug Garber, Clothing Department Supervisor
Missouri Stores

Bill:

It seems that your department has some problems. Do not let your
assistant managers have more control than you, when running the
department. They do not have sufficient training, or the
knowledge of corporate goals to be able to do an adequate
job.....if they are not closely supervised.

This may be why you are having problems.

Doug Garber

124

To: All Store Managers
From: Corporate Headquarters

All stores have been issued their sales goals for this fiscal
year. You have had an opportunity to begin meeting these goals
and most stores are doing an adequate job. We have provided
several guidelines which may help you to meet these goals.

The quidelines are the following:

-store managers must clearly explain the goals to their
department managers, in a formal meeting.

—department managers must develop plans to meet their department
goals.
a) they must present those plans to their employees
b) managers should not allow employees to alter these
plans without the manager's prior consent, because the
employees are not familiar with the corporate goals and
do not understand the overall situation.

-decisions are best made by department managers because they
know the overall goals
a) this centralization maintains efficiency and consistency.

125

Background information and items used to create a
participative climate for the Moyle's in—basket.
Items were in positions 1, 2, and S in the
in-basket.

i._. 1‘

126

Background

Moyle's is a profitable department store chain with over 200
stores nationwide. The secret of Moyle's success has been
attributed to their management philosophy. The Moyle's
organization feels its employees are a major factor in the
company's success and management views their human resources as
their most valuable asset. Management feels that all employees
must provide essential input into the decision process if the
chain is going to succeed. This emphasis on upward communication
leads to excellent teamwork, an open door policy, and few
barriers between management and employees.

Store #96 in St. Louis, Missouri, is one of Moyle's largest and
has been doing well since opening 11 years ago. You are working
as a management trainee in a small Moyle's store located on the
east coast. You were offered Bill Loozer's old position on May
16th and immediately accepted looking forward to more
responsibility, a change in location, and an increase in salary.
This is an important step "up the ladder” in your career at
Moyle's.

127

I realize you have not been on the job long, but do your best to
make a smooth transition. I am sorry you have to begin without
your management training. '

The employees can help you learn the ropes quickly. They will
know all of the ”ins and outs“ of the job. They will probably
have some useful ideas.

Good luck, do not be afraid to ask questions, or help, ...from
anyone.

John Turner

Store Manager

128

To: Bill Loozer
From: Doug Garber, Clothing Department Supervisor
Missouri Stores

Bill,

I just wanted you to know that everyone has responded well to
your management. People have appreciated the way you let them in
on the problem solving process. Getting their input and

letting some people make decisions without watching over their
shoulder seems to work pretty well.

Keep up the participation.

Doug

129

To: All Store Managers
From: President's Office
re: Moyle's Policy

This is just a quick note to thank all store managers for the way
they have represented Moyle's policy. Regarding our Human
Resources as our most important asset is a major reason for the
chain's success. Executive management appreciates the way you
have respected the individual employee and maintained excellent
employee-management relations. Those who continue to do so will
be rewarded.

APPENDIX 8

Training Materials
—Learning Points
-Role Plays

130

Learning Points For the Training Module

A. Delegation and Participation

1)
2)
3)
4)

5)
6)
7)

increase upward communication

decentrallze the decision making process

ask opinions

do not be overly critical or skeptical of others
opinions

ask Feelings related to work situation

reach consensus

conflict and differing opinions are OK

I

8. Outcomes

1)
2)
3)

greater committment
better implementation
increase satisFaction

4) more new ideas and innovations

5)

increased Flexibility

131
Role Play; Change in Work Procedures

 

GENERAL INFORMATION

. In a company manufacturing mbassembliee for the automobile industry,
b ambly work is done by small groups of employees. Several of these
pupa are under the supervision of a foreman, Gus Thompeon. In one
i these groups, Jock, Steoe, and Walt work together assembling fuel pumps.

This operation is divided into three jobs or positions, called Position 1.
Mon 2, and Position 3. Supplies for each position are located next to
hbemhwherethemanworks. Themenworksidebysideandcanhelp
uhotheroutiftheywiah. Sinceallthejohsaresimpleandfairlysimilar
hethmeemployeeeexchange positions onthelineeverynowandthen.
findingofpoaitionemdeveloped bythementhemelvee. Itcreatee
aelnancialploblemhecametheerewiapaidbyamuppieoerate. In
H way the three members abate the production pay equally.

 

nommaousmommmamn

Ywaretheforemaninasbopandauperviaetheworkofahoutmu
Moatoftheiohaarepiecerateiohaandaomeofthemeuwurkinh
andarepaidonateampieceratebasia. InoneofthemloehW‘
andSteoeworktogether. Eachoneofthemdoeeoneoftheopcaflmh
mhmnrandthmtheyucbanngthataumenpaformeachoftheop.
flouatdiflerenttimee. Thementhemaelveadecidedtoopcatethatq
and you have never given the plan any thought.

latelyJimClorhthemethodamhaabeenaroundandatudiedub
ditionsinyourahop. Hetimed]ack.Walt,andSteveoneaehdh
opaaflonaandcameupwiththefollowingfaeta

Tm m Ornam'hu Manna)
Podtioal Positions Petitions Total

Jack a 4 4x 115‘

we: 3;; 3;:

Steve 5 a 4x 13
32;;

 

Heoheervedthatwiththemenrotatingtheamgetimefa’allh
operationawouldbexofthetotaldmeorllxminuteeperoompletefl.
mhoweverJackwon'kedinthenumberlspotsmeinthemnmherS“
ndetinthenumhasrpotthefimewmddbeOKminuMaredudh.
doverl‘n. Suchareducflonintimewoddamounttoaaavingofuz
tInnSOminutea. Inotherwordatheloetproductionisahoutdlem'
aathatwhichwouldoomriftbemenloafedforwminuteeinanB-ha
day. Iftheflmeweremedforpmduefiveefiorgproducunnwmfldb
inaeaaedmorethanm

'l‘hiamadeprettygoodsemetoyouaoymhavedeeidedtotakeup
peohlanwiththemen. Youfeelthattheyahmldgoalougwithany
inopa-ationthatismade.

132

i ROLE FOR JACK
,‘~ You are one of three men on an assembly operation. Wait and Steve are
your teammates and you enjoy working with them. You get paid on a
hill basis and you are making wages that are entirely satisfactory. Steve
h’t quite as fast as Walt and you, but when you feel he is holding things
up too much each of you can help out.

The work is very monotonous. The saving thing about it is that every
But you all change positions. In this way you get to do all three opera-
hs. Youarebeston the number 1 positionsowbenyou getin thatspot
you turn out some extra work and so make the job easier for Steve who
,bllows you in that position.

Youhavebeenonthisjobiortwoyears andhaveneverrunoutofwork.
Apparently your group can make pretty good pay without running your-
nlves out of a job. Lately, however, the company has had some of its
Inputs hanging around. It looks like the company is trying to work out
named-upmdhoda Iftbeymakethesejobsanymoreshnpleyou
ain't be able to stand the monotony. Gus Thompson, your foremn, is a
gdaentguyandhasnevercriticizedymirteam'swork.

nous roa wsur'

. YouworkwithleakandSteoeonaiobthatrequh'eathreeseparateopera-
“Eachofyouworksoneachofthethreeoperationsbyrotatingposidon
meveryhour. Thismakestheworkmosuinteresdngandyoueanalways
Hpouttheotherfellowbyrunningtheiobabadincaseoneofyoudoesn’t
Haagood. It’sallrighttobelpoutbeeauseyougetpaidlonateam
pieeeratebasis. YouoouldactuallyearnmoreifStevewereafasterworker,
but he is a swell guy and you would rather have him in the group than
moons else who might do a little bit more.

You find all three positions about equally desirable. They are all simple
and purely routine. The monotony doesn’t bother you much because you
can talk, daydream, and change your pace. By working slow for a while
andthenfastyoueansortofsetyourpaoetomusicymhumtoyourself.
lackandSteveliketheideaofchangingiobsandeventhoughSteveis
dowonsomepositions,thecbangingamundhasitsgoodpoints. Youfeel
yougettoasbppingplaeeeverytimeyouclnngepositionsandthiskind
eltakestheplaoeofarestpause.

Iatelysomekindofeflciencyespesthasbeenhangingaround. He
slandssomedistanceawaywithastopwatdiinhishand. Thecompany
emildgetmoreioritsmoneyifitputsomeofthoseguystowork. You
saytoyourself,‘l’dliketoseeoneoftheseguystryandtellmehowtodo
this job. I'd sure give him an earful.’

IqusThompson,yourforanan,doem’tgethimoutoftheshoppretty
sooayou're going tortellhimwhatyouthinkofhisdragginginoompany

133

ROLE FOR STEVE

YouworkwithlecksndWaltonanassemblyjobandgetpaidonatean
pieceratebasis. 'l‘hethreeofyouwurkverywelltogetherandmakea_
prettygoodwage. JackandWaltliketomakealittlemoretbanyouthink
isneoessarybutyougoalongwiththemandworkasbardasyoucanm
astokeepthe production up wheretheywant it. Tbeyaregood fellows
andoftenbelpyououtifyoufallbehind,soyoufeelitisonlyfairtotry
andgoalongwithtbepacetheyset.

’l‘hethreeofyoueschangepositionseveryhour. lnthiswayyougu
mworkallpositions. Youlikethenumherzpositionthebestbeeausek
iseasiest. WhenyougetinthenumbesSpositionymcan’tkeepupand
thnymfeeleTbompmmtlnfaunamwatchingyuu. Someth-
Waltandlackslowdownwbenyouareonthenumchspotandthenths
foremanseemssatisfied.

latelythemetbodsmanhasbeeubangingarotmdwatchingthefl.
Youwonderwhatheisupto. Can'ttheyleaveguysalonewhoaredfi
allrldil’

LObservetheleader’sattimdetowasdehangedmingthedisauim_
aWasbepas-tisltothenewmethodl’
b. Didheseemmainlyinterestedinmorepuductionorinimplovlq

theiohforthecrew? '
aTowhatestentwasbeconsidei-ateoftheobiectionsraisedbytlu

new? Howdidhereaettotheiroppositioni’
dDidhedelendtbenewmethodorargueforitsaooeptance? WM
eflectdidthishaveonprogreuinthediscussion?

zMakenotesoncharacteristicaspectsofthediscussion.
0. Did arguments develop?
1). Was any crew member unusually stubborn?
0. Did the crew members have their say?
‘ d. Didtbeleader really listen?-
0. Whatwerethemainpointsofdifieseuces?

8. Observe evidences of problem solving behavior.
a. Whatwasagreed upon,ifanything?
g b.1nwhatrespeetswasthereawillinguesstuoompromise?
' eWhatdidtheleaderdotohelporhindes-amuhiallyacceptahh
wakmethodl‘

 

134
Role Play: The Proper use of Office Phones

GENERAL INSTRUCTIONS

Jhufihdfiwisthenmmmgarfiutmwudfiaeunkiniihugeinnnanceonpn
iznflnu Iflsunnsenmstonmdwunmflabkkukwukmmhufiinhumnflonkep.
there in large files. Other units in the company call his ofice for informs.
.doniuxldauiandthecflficechuksrnufltnfiertothehinxnnh:hionhria
annwarduserequefls.'flhbinemmldukthecflhcehnsligamlnmunrphmu
conuumsvfidisewualofluainfiu:ofthecunqnmy. Thousanafiveivmmei
chxksuduinqxutto'nflflu: Ehchtwdisincfluugeciiipaflhnflarchmsd
himmmflhm. AH(inkshawsphmmsiuiflumrdedn,butancithe[fimme
areononeline. Thismeansthatonlyonepersoncanusethephoneatany
onetime. 'l‘hereisabuzzersystemthatisusedtocallanyoftheclerh
.hiduignnqivflumuduiadlhlhurduma lhmnflythe[galliumnwmuwusf
~tlmphonefirstistlwgirlwithloastscsvice Attherueulutuneithappeu‘
hibefiwdmu

mythintheunitareasfollows:
Betty Northrup-28 years old, 5 years with company,‘unmarried.
MuyOlsen-ZSyearsold,5yeathhcompany,nnn-ied.hasone-yea-
old son.
Irene Wilson-m years old, 3 years with company, married.
' Mabel Zimmer—19 years old, 1 year with company, unmarried.
Stella Browning-18 years old, 6 months with company, unmarried.

L 'l'hepeakworkloadisbetween9zillandll:winthemorning.andhe
tween2:00and4:00intheafternoon. AllgirlsareallowedaiS-minu
reliefperiodbothmorningandafternoon. However,theaearenotscheil-
uledsincethegroupissmallandthedemandsoftheworkchangefroa
daytoday.

 

 

 

135

aomroajmmm

Youarethesupervisorinageneraloflceofaninsurancecompany. The
group you supervise is made up of five girls who work at desks. A good
deal of the work involves telephone contacts with company people who
require information which various girls have in their files. Since all of the
phones are on one line the person who answers uses a buzzer signal and
h this way the person requested or who has the needed information can
take over the call. You yourself never answer the phone unless one of the
girls informs you by buzzer that the call is for you. Ordinarily the girl
withtheleastserviceanswersthephoneandtbenbuzzesthegirlwho
canhandlethecall.

A A relief period of 15 minutes both morning and afternoon is given to
Ithegirlsandthisisregardedasadequatefortbeusualpersonalneeds.
Yw’veaskedthemtotaketheirreliefoneatatimesoastokeepcoverage
d the oilice. When the work is heavy, the girls frequently skip their relief.
Ymubosscomplainedthatyouarehardtoreachbypbonebecausethe
heisalwaysbusy. Hesaysthathecanreachotherunitswhichdotbe
mtypeofworkasyourunitandhethinhthatymrgroupismaldng
homanypersonalcalls. Youknowthatthegirlsdocalloutfreelyand
httheyreceivequiteanumberofpasondcalkbecauseonseveralocca—
mymhavepickedupmphoneandfcimdthattheconversationhad
mthingtodowithbusiness. Forexampletwiceduringthepastweekyou
laundIrmWilsontalkingwithherboyfr-iend. Youtoldyourbossyou
wadddowmethingaboutihandhavededdedtotalkitoverwiththe
mil"!-

‘ SincetlreloadislightfromS:Mt09:(lla.as.; ll:80tol:302.ar.; and
Lmto5:00 nu. youhaveused thesetimesfordiscussions, conferences,
mdinterviewswiththegirls. Becauseyouwantthemallintodayyou
satameetingfortmnas. Itisnowtimeforthemeetingandthegirls
arearrivingintheofice. Youplantotakeanyremainingcallsinyour
doe.

'i‘begirls’generalperformanceratingsareasfollows:

1. Betty Northrup-Rated slow, but very conscientious.

9. Mary Olsen-Rated very superior.
. 3. Irene Wilson—Rated very productive, but breaks rules.

, 4. Mabel Zimmer-Rated as average
5. Stella Browning-listed as progressing vcy rapidly.

ROLE FOR BETTY NORM"?

Youareveryconscientiomandseldomgooutforcofieeduringtherelid;
periodtowhichyouareentitled. Insteadyoustayatyourdeskandwolk:
ormakepersonaltelephonecalls. Someofthegirkespecially Mary,»-
ceiveandmakecaflsoncompanyfimebutyoudonotfeelthatthisisrigh.
Iatelylrsnehasbeengettingalotofcallsfromanewboyfriend.

 

136

ROLE FOR STELLA BROWNING

Youarenewinthecompanyandlikeyourjob. Youliketodealwith
other people and especially enjoy working with the phone. You hope that
soon your work will be more interesting. At present you do routine filing
answer the phone just to buzz for one of the girls, and help out when other:
areonrelieforbusy. Theothergirlsseemtohaveagooddealoffunvisit-l
ing with girls andmen in other units. You are gradually getting acquainted
so that now you can kid with some of the people who call before buzzing
oneoftheothergirlswhenacallcomestotheunit. Younevermakepu-
sonalcalls,however. Youhaveareliefperiodmorningsandafternoonsanil

makeallofyourpasonalcallsfrurnthelounge.

ROLBFORMARELZIMMER

Youtakeyourreliefpuiodsandgooutforcofieeinthemiddleoftbe
namingandagainintheafternoon. Youstayawayformminutesorso
Idnoonehasevercriticisedyou. Youenjoyyourphonecontactswith
papieinotherdepartsnentsandofteneatendyourcallswhiledoingbusi—
aeswiththem. However-,younevermakepurelypersonalcallsandrarely
seceiveone. 'I‘hephonesareforcompanybusineuandyoubelievethat
,eopleshouldrealisethis.

ROLE FOR MARY OLSEN

Youconsideryotuaelfasveryeflcientandperhapsdomoreworkthan
theothers. Youhaveaone-year-oldhoywhomyouleavewithymirmother
while you are at work. She lives just a block from where you live. You
'irequentlycallyourmotherduring omce hours to check on things and
nmetimesshecallsyou. Nowandthenyoutalktoyourlittleboy. You
njoyyourworkandstaywiththecompanyeventhoughyoucouldmake
mmoneyelsewhere. Youhavetohaveajobwhereyoucanbeeasily
reachedbyphone.

 

137

ROLE FOR IRENE WILSON ' l

Youlikeyourpresentjobbeeausethehoursaregoodandymrbwh
not too strict about things when you are late. You go out nights quite a
bit and sometimes oversleep, but you make up for this by skipping ya
relief period and working faster. You seldom use the phone for parsed
business as others do, especially Mary. Lately one of your boy friends bl
heen pestering you with phone calls. You don't know how he got you
number. 'I‘hishasbeenldndofembarrassingbecauseyourbossnoticd
you talking with him and he obviously didn't approve. This worries m
hutwhatcanyoudowhensomeonecallsyouup? -

 

INS'I'RUCHONSFORORSERVERS
LMakehriefnotesonthewayinwhichtheleaderstatedtheproblem.

Waystostatetheproblemareinterrnsofimpmvingserviceduringrush
pniods;reducingthenumherofpersonalcalls;findingafairwaymhandle
calls; determining wlnt constitutes a justified personal call, etc.
2. Did the oBce group understand Telfer’s statement of the problem?
3.Wastheleader’sapproachdirect.ordidhehesitateincomingtothe
phat?
LKeepalistofthetypesofreactiontothewaytheproblemwasput

hthegroup.
5. Observe the conference methods used:

(I. Was the leader permissive and receptive to various ideas and feel.
ings?

b. Did all the members have their say?

0. Did Telfer show any defensive reactions?

d. Were there any disagreements between the leader and the group
members?

0. Evaluate the approach:

a. Did'relations between the leader and the group improve or get
worse?

b. Will the group eventually reach a solution?

0. Isthegroupdividedorunitedagainstthesupervisor?

 

APPENDIX C

In-basket Scoring Formats
—Opinion Rating Method
-Point Rating Method

138

Instructions for the Opinion Rating Method

Indicate your agreement woth the following statements about
the managerial style of the individual who completed this
in-basket.

l)
2)

3)

4)

5)

6)
7)

8)

a) strongly agree (occurs frequently)
b) agree (occurs sometimes)
c) neutral

d) disagree (rarely occurs)

e) strongly disagree (never occurs)
Will get ideas and opinions from subordinates.
Relies primarily on downward communication.

Communication will usually be initiated from the top,
rather than with subordinates.

Subordinates influence the goals. methods. and activities
of their department.

Decisions are made at all levels of the company. rather
than Just at the top.

Cares about the problems that occur at the lower levels.
Subordinates are not involved in the decision process.

Goals are set by management and orders are given to
employees on how to meet those goals.

139
Instructions for the Point Rating Method

Give 1 point for every response that indicates a
participative managerial style.

PARTICIPATIVE STYLE:
1) solicits information from subordinates
eg. holds meetings. installs a suggestion box. ask
for opinions. requests information. sends memos which
ask for ideas.

2) delegates
eg. has other managers get information. requests
someone else to complete a task. gives out
assigments. sends subordinates to meetings. has a
subordinate handle a problem.

3) aware of feelings
eg. apologizes for schedule changes. asks how someone
feels about an issue. explains reasons for decisions
and changes.

00 not give a point for:

l) delegation of menial work
eg. fowarding a memo. typing a letter. having a
secretary complete forms. and other secretarial
work.

2) Meetings which are not input meetings. but merely
meetings for the top dog to give orders or Just pass
on information.

3) When the person asks questions of their boss.
4) Apologizing to a customer.
SUMMARY

-You can give multiple points for any item

-Number the rating page 1-18 for each item in the in—
basket

-Item numbers in the in—basket may be Jumbled. make sure
the item number being scored on the in—basket
corresponds with the one on the score sheet

-If the respondent states "taken care of in item # ___"
for any given item. then assign the same number of
points for that item as for the item refered to in the
statement

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