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Chapter 8: Power and Politics 8-241
CHAPTER OUTLINE
A Definition of Power
Bases of Power
Formal Power
Coercive Power
Reward Power
Legitimate Power
Personal Power
Expert Power
Referent Power
Evaluating the Bases of Power
Dependency: The Key to Power
The General Dependency Postulate
What Creates Dependence?
Importance
Scarcity
Nonsubstitutability
Influence Tactics
How Power Affects People
Empowerment: Giving Power to Employees
Definition of Empowerment
The Abuse of Power
Harassment in the Workplace
Workplace Bullying
Sexual Harassment
Politics: Power in Action
Definition of Political Behaviour
The Reality of Politics
Types of Political Activity
Impression Management
The Ethics of Behaving Politically
Global Implications
Views on Empowerment
Preference for Influence Tactics
Response to Politics in the Workplace
Summary
OB at Work
LEARNING OUTCOMES
After studying this chapter, you should be able to:

1. Define power
2. Describe the five bases of power.
3. Explain the role of dependence in power relationships.
4. Identify nine power or influence tactics and their contingencies.
5. Explain what empowerment is, and the factors that lead to it.
Copyright © 2016 Pearson Canada Inc.

6. Show the connection between sexual harassment and the abuse of power.
7. Identify the causes and consequences of political behaviour.
8. Apply impression management techniques.
9. Determine whether a political action is ethical.
CHAPTER SYNOPSIS
This chapter taps into the dynamics of organizational life. The use of power and politics is a fact of
life in organizations. If you want to get things done, you have to have power. This chapter depicts
the organization as made up of individuals and groups who seek to gain power in order to
favourably influence the allocation of organizational resources.
STUDY QUESTIONS
It is impossible to cover all the material contained in the chapter during one or two lectures. To
deal with this problem, I present my students with a list of study questions to indicate what material
they will be responsible for on exams. I tell them that they will be responsible for these, even if the
material is not covered in class. I have found that this reduces anxiety overall, and I find it helps to
make students aware that not everything in a chapter is required material. I realize instructors vary
in their approach, so this is simply my approach.
My study questions for this chapter are:

 What is power?
 What are the major bases of power and how effective are they?
 How does dependency relate to power?
 What kinds of influence tactics can one use?
 What is empowerment? Can it work?
 What is workplace bullying?
 Why is sexual harassment a power issue?
 What is politics?
 What types of political activity are there?
 What is impression management? How can it be used?
 Does culture influence power and politics?

SUGGESTED TEACHING PLAN
In this class we do a mini lecture on power, and specifically go over the bases of power. We then
conduct the Experiential Exercise—Understanding Bases of Power, which is in this chapter. In
debriefing the exercise, be sure that students understand the different types of power, and how to
apply them. Also discuss with students the effectiveness of the different power bases. In doing the
debrief, I use the following overhead points to make sure students understand the purpose of the
exercise.
Purpose of Exercise:
1. Observe different types of power, and see how they affect you.
2. Develop an understanding for which types of power are more likely to achieve positive (or
negative) effects.
 Which gets the desired behaviour?
 Which has most long lasting effect?
 How does it affect relationships?
 Which is most acceptable?
Be sure to check the Supplemental Material section for additional material that can be used in
class or assigned as homework.
ANNOTATED LECTURE OUTLINE
A. Definition of Power Notes
Teaching Tip: The class could start with a discussion about How do we know someone
has power? Talk about the Forbes Magazine annuals lists of most powerful people in
the world. (You might bring in a copy of the last list published). Ask students who they
think might be on the list and write names on the board as students suggest
personalities. Then discuss why these people are on the list.
You might also ask students to search Internet for the Forbes site (see Exploring Topics
on the Web in the supplemental section) and come back with an analysis of the top 10
(or 20) on the list and discuss why they are on this list.
 Power refers to a capacity that A has to influence the behaviour of B, so that B acts
in accordance with A’s wishes.
 Power is a function of dependency. The more that B depends on A, the more power
A has in the relationship. A person can have power over you only if he controls
something you desire.
 People who have power deny it, people who want it try not to look like they are
seeking it, and those who are good at getting it are secretive about how they do so.
 Power, if used appropriately should be a positive influence in an organization.
 A major theme of this chapter is that power and political behaviour are natural
processes in any group in an organization.

B. Bases of Power Notes
(See Exhibit 8-1 Measuring Bases of Power)
 Bases of power refer to what power-holders control that allows them to manipulate
the behaviour of others.
1. Formal Power
 Coercive Power
 Power that is based on fear.
 The person can make things difficult for people, and you want to avoid getting
him or her angry.
Teaching Tip: You might ask students what they think about this use of power—under
what conditions would it work, and when would it be less effective. You can also point
out that this type of power often causes people not to stop their behaviour, but to hide it
(e.g., children, who fearful of punishment from their parents, don’t necessarily stop
doing something “wrong,” but may spend more time figuring out ways to hide the
behaviour).
 Reward Power
 Use of extrinsic and/or intrinsic rewards to control others.
 The person is able to give special benefits or rewards to people, and you find it
advantageous to trade favors with him or her.
 Legitimate Power
 Power derived from formal authority in the organizational hierarchy. Also called
position power.
 Acceptance by members of an organization of the authority of a position.
 The person has the right, considering his or her position and your job
responsibilities, to expect you to comply with legitimate requests.
Teaching Tip: You might ask students what happened in their classroom in secondary
school when a substitute teacher showed up. Though the person was formally a
teacher, many students did not accord him or her with legitimate power, knowing that
the substitute would only be there for the day.
2. Personal Power
 Expert Power
 Power derived from expertise, special skills, or knowledge.
 The person has the experience and knowledge to earn your respect, and you
defer to his or her judgment in some matters.
 Has become one of the most powerful sources of influences as the world has
become more technologically oriented.

 Referent Power
 Power derived from admiration of another and a desire to be like that person.
 You like the person and enjoy doing things for him or her.
3. Evaluating the Bases of Power
 People’s responses to the bases of power:

(See Exhibit 8-1 Continuum of Responses to Power)
 Commitment – the person is enthusiastic about requests, and shows initiative
and persistence in carrying it out. Usually in cases of expert or referent power.
 Compliance – the person goes along with the request but puts in only the
required effort. Usually in cases of reward or legitimate power.
 Resistance – the person is opposed to the request and tries to avoid it by refusal,
stalling or arguing. Usually in cases of coercive power.
Teaching Tip: This is a good point to use the Experiential Exercise “Understanding
Bases of Power.” Students can start to look at how one uses the different forms of
power, and how they respond to the different forms.
C. Dependency: The Key to Power Notes

1. The General Dependency Postulate
 When you possess anything that others require but that you alone control, you
make them dependent upon you and you gain power over them.
Teaching Tip: Ask the students if they can think of situations in which someone was
dependent on them for something (even as simple as “what’s tonight’s homework”, and
they used their power to get something they wanted.
 Dependency is inversely proportional to the alternative sources of supply. If

something is plentiful, possession of it will not increase your power.
2. What Creates Dependence?
– Importance
 The things you control must be important. If nobody wants what you have, there
is no dependency.
– Scarcity
 A resource must be perceived as scarce. Possession of a scarce resource
makes those who don’t have it dependent on those who do.
 Examples: information or skill; maybe money, equipment, workers.
– Nonsubstitutability
 The resource cannot be substituted with something else and it must be viewed
as scarce.

D. Influence Tactics Notes
 Influence tactics identify how individuals manipulate the power bases.

 Research has identified nine power tactics managers and employees use to
increase their power:
 Rational persuasion: using facts and data to make a logical or rational
presentation of ideas.
 Inspirational appeals: appealing to values, ideals, and goals when making a
request.
 Consultation: getting others involved to support one’s objectives.
 Ingratiation: using flattery, creating goodwill, and being friendly prior to making a
request.
 Personal appeals: appealing to loyalty and friendship when asking for
something.
 Exchange: offering favours or benefits in exchange for support.
 Coalitions: getting the support of other people to provide backing when making a
request.
 Pressure: using demands, threats, and reminders to get someone to do
something.
 Legitimacy: claiming the authority or right to make a request or showing that it
supports organizational goals and/or policies.
 Some tactics are more effective than others, and are used in different situations.
Use may depend on the direction of desired influence; above in hierarchy or below
in hierarchy.
 Rational persuasion is the only tactic that is effective across organizational levels.
 Use of “softer” tactics such as personal and inspirational appeals, rational
persuasion, and consultation appeal to employees who are intrinsically motivated,
and have high self-esteem.
 Use of “harder” tactics such as exchange, coalitions, and pressure appeal to
employees who are more action oriented and extrinsically motivated.
 Political skill refers to the individual’s ability to influence others in such a way as to
enhance one’s own objectives, and is more effective in the use of influence tactics.
Politically skilled are able to exert their influence without others detecting it.
 Organizational culture has a bearing on which tactics are considered appropriate.
The organization will influence which tactics are viewed as acceptable for use.
E. How Power Affects People

Notes
 Power appears to have corrupting aspects and lead people to place their own
interests ahead of those of others.
 Powerful people react to any threats to their competence. They are more likely to
make self-interested and overconfident decisions.

 Disturbing effects of power:

 Toxic effect depends much on one’s personality.
 Corrosive effect of power can be contained by organizational systems.
 It is possible to blunt the negative effects of power by expressing gratitude
toward powerful others which makes them less likely to be aggressive.
 Those with little power grab and abuse what little they have. Having low status is
threatening and this fear is used in negative ways if power is given.
 General positive effects of power:
 Power can energize and lead to motivation to achieve goals.
 It can enhance people’s motivation to help others.
 Power leads to self-interested behaviour only for those with weak moral identities.
 For those with strong moral identities, power actually enhances their moral
awareness.
F. Empowerment: Giving Power to Employees Notes
 In today’s workplace there is a strong movement toward sharing more power with
employees and giving them responsibility for some of the decisions regarding their
jobs.
1. Definitions of Empowerment
 The freedom and the ability of employees to make decisions and commitments.
 Managers disagree over definition of empowerment. Alternative definitions are:
 Empowerment as “delegating decision making within a set of clear boundaries”
versus empowerment as “a process of risk taking and personal growth.”
 The concept of empowerment has caused much cynicism in many workplaces.
Employees are told that they are empowered, and yet they do not feel that they
have the authority to act, or feel that their manager still micro-manages their
performance.
 To be fully empowered, employees need:
 Access to the information required to make decisions.
 Rewards for acting in appropriate, responsible ways.
 Authority to make the necessary decision.
Teaching Tip: Ask students if they have faced situations in the workplace where they
were told they were empowered. Did they really feel empowered? Why or why not?
 Characteristics of Empowered People:
(See Exhibit 8-2 Characteristics of Empowered People)
 Sense of self-determination.

 Sense of meaning in their work.

 Sense of competence.
 Sense of impact.
 The conditions for true empowerment and an “ownership” mentality in terms of
identifying with goals and mission of the organization:
 There must be a clear definition of the values and mission of the company.
 The company must help employees acquire the relevant skills.
 Employees need to be supported in their decision making, and not criticized
when they try to do something extraordinary.
 Employees need to be recognized for their efforts.
Teaching Tip: The exercise “Understanding Empowerment” in the supplemental

section gives students the opportunity to practice empowerment, and to examine their
reactions to the opportunity.
G. The Abuse of Power Notes
1. Harassment in the Workplace
 People who engage in harassment in the workplace are typically abusing their
power position.
 Manager-employee relationship is an unequal power relationship.
 Co-workers do not have position power but they can have influence and harass
peers and are the most frequent perpetrators of harassment.
 Some categories of harassment are illegal in Canada.
2. Workplace Bullying
 Bullying is defined as a form of aggressive behavior by the use of force or coercion

to affect others, particularly when the behavior is habitual and involves an
imbalance of power.
 Bullying can happen across levels of the organization or among coworkers working
at the same level. Recent research found that:
 Forty percent of the respondents noted that they had experienced one or more
forms of bullying weekly in the past six months.
 Ten percent of respondents experienced bullying at a much greater level—five
or more incidents a week.
 There can be a fine line between managing and bullying. Bosses who feel
inadequate or overwhelmed are more likely to bully.
 However, effects of bullying can be devastating. Bullied employees more often quit
their jobs, were less satisfied, and had more difficult relationships with their
supervisors.

3. Sexual Harassment
 The Supreme Court of Canada defines sexual harassment as unwelcome

behaviour of a sexual nature in the workplace that negatively affects the work
environment or leads to adverse job-related consequences for the employee.
 Disagreement as to what specifically constitutes sexual harassment. Sexual
harassment includes:
 Unwanted physical touching; unwanted looks or comments.
 Recurring requests for dates when it is made clear the person isn’t interested.
 Coercive threats that a person will lose her or his job if she or he refuses a
sexual proposition.
 Off-colour jokes. Sexual artifacts such as nude calendars in the workplace.
Sexual innuendo.
 Misinterpretations of where the line between “being friendly” ends and “harassment”
begins.
 Sexual harassment impacts the target individual, the work group and finally
productivity in the organization.
 Most studies confirm that the concept of power is central understanding sexual
harassment, and is most likely to occur when there are large power differentials.
 Sexual harassment by the manager creates the greatest difficulty for those being
harassed. It is the victim’s word against the harasser’s.
 Failure to have consistent organizational policies and procedures might increase
levels of sexual harassment.
H. Politics: Power in Action Notes
Teaching Tip: I generally begin this part of the lecture by explaining that politics is a
reality in the workplace, like it or not. I tell them that when we are through, I will give
them some tips for being more aware of political behaviour. To do so, I go over the
From Concepts to Skills for this chapter. Obviously this approach depends upon how
comfortable the instructor is with workplace politics.
1. Definition of Political Behaviour
 Those activities outside one’s formal role that influence, or attempt to influence, the
distribution of advantages and disadvantages within the organization.
 The behaviour requires some attempt to use one’s bases of power and efforts to
influence the goals, criteria, or processes used for decision making.
 Behaviours include withholding key information from decision makers, joining a
coalition, whistle-blowing, spreading rumours, leaking confidential information,
exchanging fours with others, and lobbying on behalf of or against an individual or a
decision.

2. The Reality of Politics
 Organizations are made up of groups and individuals who have differing values,
goals and interests.
 Resources in organizations are limited. Potential for conflict over limited resources
can lead to political behaviour.
 Most decisions are made in a climate of ambiguity where facts are rarely fully
objective, people will use whatever influence they can to spin the facts to support
their own goals and interests.
Teaching Tip: This can be an opportunity to point them to Exhibit 8-3 “A Quick
Measure of How Political Your Workplace Is” so that students can get a sense of what
brings about politics.
3. Types of Political Activity
 Within organizations, we can find a variety of political activities in which people

engage, including:
 Attacking or blaming others
 Using information
 Managing impressions
 Building support for ideas
 Praising others
 Building coalitions
 Associating with influential people
 Creating obligations
Teaching Tip: Ask students to describe situations where they have tried to use political
behaviour to get what they wanted. What tactics did they use? You might also have
them work on the Understanding Influence Tactics activity in the supplemental
materials section that follows.
4. Impression Management
 The process by which individuals attempt to control the impression others form of
them.
 More likely used by high self-monitors who try to read the situation and adjust their
behaviour accordingly.
 A number of studies have examined the effectiveness of impression management
techniques in a variety of work situations. Studies show that impression
management behaviour is positively associated with salary increases, and more
rapid promotions.
 Evidence shows that most job applicants use impression management techniques
in job interviews, and that self-promotion techniques work in these situations.

 In performance ratings, those who self-promote tend to get lower performance

ratings, however, ingratiation seems to work better in performance interviews.
Teaching Tip: Students find the topic of impression management interesting, as it

raises issues of ethics and honesty in their mind. Ask them to consider situations where
they tried to manage impressions, what was the reason for doing this? Were they
actually “lying” when doing so? You may want to introduce the Point/Counterpoint to
discuss whether there is anything wrong with impression management.
5. The Ethics of Behaving Politically
 In relation to ethical behaviour there are several questions that should be asked:
 What is the utility of engaging in politicking? Look for reasons that people
engage in impression management.
 How does political behaviour balance out any (potential) harm it will do to
others? Immoral people can justify almost any behaviour.
 Does the activity conform to standards of equity and justice? Powerful people
are good at explaining self-serving behaviours in terms of organization’s best
interests.
Teaching Tip: I like to end this discussion by reminding students that politics is the
reality of all organizations, and it really does help to understand it. There are additional
tips for improving one’s political effectiveness in the From Concepts to Skills exercise.
Another activity could be based on this statement: “Politics is not inherently bad. It is
merely a way to get things accomplished within organizations.” Do you agree or
disagree? Have students debate the issue.
You could also introduce here the Case Incident – Barry’s Peer Becomes His Boss.
Notes
I. Global Implications
 This section examines the effect of culture on empowerment, perceptions of

politics, and preferred influence tactics.
1. Views on Empowerment
 Research indicates that views on empowerment are closely related to Hofstede’s

cultural dimensions. Specifically Power Distance and Individualism/Collectivism in
each culture influence the acceptable levels of empowerment.
 Countries where power distance is high give supervisors low ratings when
empowerment is high.
 Hierarchical societies need empowerment introduced with care as employees may
be more used to working in teams, but managers are expected to be the person
with all the answers.
 In some cultures, bosses cannot ask the opinion of subordinates because it makes
them appear weak.

2. Preference for Influence Tactics
 US managers prefer rational appeal; Chinese managers prefer coalition tactics.

 Americans prefer direct confrontation to resolve differences; Chinese prefer indirect
approaches for difficult or controversial requests.
 In individualistic cultures people tend to engage in more self-enhancement
behaviours.
 Swedish managers adopt a conflict-avoidance strategy that emphasizes more
passive forms of persuasion.
 German managers see disagreement as a useful opportunity to gain new
knowledge and foster rational discussion.
 Finnish mangers prefer discussion-oriented influence.
 Czech and Polish managers use more autocratic, power-oriented influence to halt
conflicts quickly.
3. Response to Politics in the Workplace
 Almost all conclusions are based on studies conducted in North America.

 US managers evaluate consultation and inspirational appeals as more effective
than their Chinese counterparts (in PRC, Hong Kong, and Taiwan).
 Effective US leaders achieve influence by focusing on personal goals of group
members and the tasks at hand (an analytical approach).
 Influential East Asian leaders focus on relationships among group members and
meeting the demands of the people around them (a holistic approach).
SUMMARY
An effective manager accepts the political nature of organizations. Some people are significantly
more politically astute than others, meaning that they are aware of the underlying politics and can
manage impressions. Those who are good at playing politics can be expected to get higher
performance evaluations and, hence, larger salary increases and more promotions than the
politically naïve or inept. The politically astute are also likely to exhibit higher job satisfaction and
be better able to neutralize job stressors.
Few employees relish being powerless in their job and organization. People respond differently to
the various power bases. Expert and referent power are derived from an individual’s personal
qualities. In contrast, coercion, reward, and legitimate power are essentially organizationally
derived. Competence especially appears to offer wide appeal as a political skill.

OB AT WORK
For Review
(Note to instructors: The answers here are starting points for discussion, not absolutes!)
1. What is power?
Power refers to a capacity that A has to influence the behavior of B, so that B acts in
accordance with A’s wishes. Power may exist but not be used. It is, therefore, a capacity or
potential. Probably the most important aspect of power is that it is a function of dependency.
The greater B’s dependence on A, the greater is A’s power in the relationship. Dependence, in
turn, is based on alternatives that B perceives and the importance that B places on the
alternative(s) that A controls. A person can have power over you only if he or she controls
something you desire.
2. What are the five bases of power?
Coercive power: a power base dependent on fear of negative results valuable. Reward power:
compliance achieved based on the ability to distribute rewards that others view as valuable.
Legitimate power: the formal authority to control and use resources based on a person’s
position in the formal hierarchy. Expert power: influence based on special skills or knowledge.
Referent power: influence based on possession by an individual of desirable resources or
personal traits.
3. What is the role of dependence in power relationships?
Probably the most important aspect of power is that it is a function of dependency. The greater
B’s dependence on A, the greater is A’s power in the relationship. Dependence, in turn, is
based on alternatives that B perceives and the importance that B places on the alternative(s)
that A controls.
4. What are the nine most often identified power or influence tactics and their contingencies?
 Legitimacy. Relying on your authority position or saying a request accords with

organizational policies or rules.
 Rational persuasion. Presenting logical arguments and factual evidence to demonstrate a
request is reasonable.
 Inspirational appeals. Developing emotional commitment by appealing to a target’s values,
needs, hopes, and aspirations.
 Consultation. Increasing the target’s support by involving him or her in deciding how you
will accomplish your plan.
 Exchange. Rewarding the target with benefits or favors in exchange for following a request.
 Personal appeals. Asking for compliance based on friendship or loyalty.
 Ingratiation. Using flattery, praise, or friendly behavior prior to making a request.
 Pressure. Using warnings, repeated demands, and threats.
 Coalitions. Enlisting the aid or support of others to persuade the target to agree.
5. What does it mean to be empowered? What factors lead to empowerment?
Empowerment is the freedom and the ability of employees to make decisions and
commitments. Sometimes these are accorded within a set of clear boundaries and can
encompass a process of risk-taking and personal growth on part of the employee. True
empowerment comes when employees have access to necessary information, and the
authority to make decisions. Employees also need to be rewarded appropriately.

6. What is the connection between sexual harassment and the abuse of power?
Sexual harassment is any unwanted activity of a sexual nature that affects an individual’s
employment and creates a hostile work environment. Sexual harassment isn’t about sex: it is
about abusing an unequal power relationship. Harassment can damage the well-being of the
individual, work group, and organization.
7. What are the causes and consequences of political behaviour?
There are both individual and organizational factors involved. Researchers have identified
certain personality traits, needs, and other factors that are likely to be related to political
behavior. For example, employees who are high self-monitors, possess an internal locus of
control, and have a high need for power are more likely to engage in political behavior. The high
self-monitor is more sensitive to social cues and is more likely to be skilled in political behavior
than the low self-monitor. Individuals with an internal locus of control are more prone to take a
proactive stance and attempt to manipulate situations in their favor. The Machiavellian
personality is comfortable using politics as a means to further his/her self-interest. An
individual’s investment in the organization, perceived alternatives, and expectations of success
will influence the tendency to pursue illegitimate means of political action. Political activity is
probably more a function of the organization’s characteristics than of individual difference
variables. When an organization’s resources are declining, when the existing pattern of
resources is changing, and when there is opportunity for promotions, politics is more likely to
surface. Organizational culture is characterized by low trust, role ambiguity, etc. Making
organizations less autocratic by asking managers to behave more democratically is not
necessarily embraced by all individual managers.
8. What are some examples of impression management techniques?
This is the process by which individuals attempt to control the impression others form of them.
We know that people have an ongoing interest in how others perceive and evaluate them.
Being perceived positively by others should have benefits for people in organizations. Some IM
techniques include:
 Conformity
 Excuses
 Apologies
 Self-Promotion
 Flattery
 Favors
 Association
9. What standards can you use to determine whether a political action is ethical?
There is no obvious or clear-cut way, but there are three questions that may help:
1. What is the utility of engaging in the behavior?
2. Does the utility balance out any harm done by the action?
3. Does the action conform to standards of equity and justice?

POINT/COUNTERPOIT
Everyone Wants Power
Summary
Point:
Research shows that people with power and status command more respect from others, have
higher self-esteem and enjoy better health than those of less stature. McClelland’s theory of
motivation measures people’s desire for power and concludes that many more people really want
power than would admit, or even consciously realize it. Power is good for us. It gives us more
control over lives and freedom to do as we wish.
Counterpoint:
Majority of people want respect, not power. Most individuals feel uncomfortable when placed in
powerful positions. The main reason for wanting power is to get respect and we seek it for more
benevolent ends that allows us to do good.
Class Exercise
Divide the class into paired teams of three to five students.

 Ask students to identify several business leaders whom they believe are very powerful.
 Then ask students to identify the similarities among these leaders.
 Next, students should identify the type(s) of power these leaders have, and discuss what
their responses tell them about the leaders.
 Finally, ask students to discuss which side the of point/counterpoint debate their leaders
would probably support, and why.
BREAKOUT GROUP EXERCISE
1. Describe an incident where you tried to use political behaviour in order to get something you
wanted. What tactics did you use?
Students will give a variety of examples. Have them link their strategies to the list on page 297.
2. In thinking about the incident described above, were your tactics effective? Why?
Based on their answers to this you might have them develop some hypotheses or
contingencies about when these different tactics might be effective.
3. Describe an incident where you saw someone engaging in politics. What was your reaction to
observing the political behaviour? Under what circumstances do you think political behaviour
is appropriate?
Many individuals are somewhat disturbed by the use of politics, in part because they don’t
know how to engage in political behaviour themselves. Political behaviour is a reality of
organizational life. However, they should distinguish between political behaviour and bullying
behaviour.

EXPERIENTIAL EXERCISE
Understanding Bases of Power
Have the students help you summarize the scores for each of the influence types, and then put the
numbers up on the board or overhead for each power type and the four questions. This allows you
to summarize what the students find.
Be aware that students do not always correctly perform the role play, i.e., they don’t always stick to
the influence attempt they’ve been given. So be ready to explain some of the anomalies in the
findings if there are any.
The students can use their answers to the questions with the exercise to develop a contingency
approach to the use of power. That is, they can develop an answer to “under what conditions will a
particular kind of influence be most.
ETHICAL DILEMMA
How Much Should You Defer to Those in Power?
Summary
We tend to adapt our behaviour to suit those in power; after all, they are in positions of authority for
a reason. At times, however, powerful authority figures in organizations push our actions into
ethical grey areas. Power persuades and often there is pressure from above to perform.
Questions
1. Do you think people tailor their behavior to suit those in power more than they admit? Do you?
Response to this question will vary by student.
2. One writer commented that these acts of bending behavior to suit those in power remind
“anyone who is under pressure to carry out orders from ‘above’ to constantly question the
validity and prudence of what they’re being asked to do.?” Why don’t we do this more often?
Responses to this question will vary by student. Many will probably suggest however, that it
is human nature not to question authority.
3. Why do some individuals resist the effects of power more strongly than others?
Again, students will respond to this question in different ways depending on their own
experiences and perspectives. Some students may suggest that an individual’s early years
and attitude toward authority could be a major factor in just how much he or she questions
authority later in life.

CASE INCIDENT
Delegate Power, or Keep It Close?
Summary
It is a challenge for executives/owners of organizations to identify what to delegate effectively

without ceding too much power and control away from the person on top. One view is that top
executives need to stay very close to the creative core of their business and they should never
cede too much control to committees or individuals or they can lose sight of the firm’s overall
future direction. The opposite side says that it is not a good idea for a CEO to “sweat the small
stuff” and they should identify everything they can delegate to other employees as much as
possible. This would allow them to focus their attention on the most important decision making and
control of the business.
Questions
1. If you were Samantha Parks, how would you prioritize which projects or parts of projects to
delegate?
If Ms. Parks’ work was the reason the client came to her firm, then she should be the primary
account manager on the new account. If the client came to the firm through general recruitment
or because of firm reputation, then delegation is a distinct option. Ms. Parks can retain overall
oversight working with assigned account personnel to ensure they fulfill her vision of company
performance.
2. In explaining what makes her decisions hard, Parks said, “I hire good people, creative people,
to run these projects, and I worry that they will see my oversight and authority as interfering with
their creative process.” How can she deal with these concerns without giving up too much
control?
The student should indicate that Ms. Parks should ensure that her role of oversight is defined in
all policy and operations of the firm. If the employees are informed and the criteria are
reinforced, then their expectations will be for the oversight and it will not be perceived as
intrusion.
3. Should executives try to control projects to maintain their position of authority? Do they have a
right to control projects and keep in the loop on important decisions just so they can remain in
charge?
Responses to this question will vary by student. In general, students are likely to focus on the
fine line between too little control and too much control. Managers need to ensure that goals
are achieved, but too much control could stifle initiative and creativity

CASE INCIDENT
Barry’s Peer Becomes His Boss
Summary
Company reorganizations often impose unexpected changes on employees. In this case the
change seemed to have negative effects as a former colleague, albeit a bit more senior one,
became the boss of his former co-worker. Even though on surface the relationship seemed
positive, the background facts showed that the new boss was not only taking credit for the
employees work, but seemed to undermine the employees future prospects with the higher-ups.
The employee was left wondering what his future in the company would be and how could he
continue working with a boss who apparently was willing to do anything to get ahead.
Questions
1. Should Barry complain about his treatment by Raphael? To whom? If he did complain, what
influence tactics should Barry use?
Responses to this question will vary by student, but many will suggest that Barry should indeed
engage in a conversation about his treatment. Many students will probably suggest that Barry
begin with his new boss, Raphael, and move on from there if necessary. Rational persuasion,
consultation, personal appeals, and or ingratiation may be among the suggested power tactics.
2. Studies have shown that those prone to complaining or “whining” tend to have less power in an
organization. Do you think whining leads to diminished power and influence, or the other way
around? How can Barry avoid appearing to be a whiner?
Responses to this question will vary by student.
3. Do you think Barry should look for another job? Why or why not?
Again, responses to this question will vary by student, however, many will probably suggest
that because Barry like the company he works for, he should try to resolve his problems before
making the decision to leave.
FROM CONCEPTS TO SKILLS
Politicking
Practising Skills
This case asks students to analyze the effects of power on resource distribution. A likely way to
approach this problem is to consider the dependency in the situation—for some reason Maria has
determined that Sean is more useful to her that the “star marketing manager.” So the marketing
manager needs to increase the dependency that Maria feels. This could happen in a number of
ways, so have students explore how the troubled marketing manager could increase importance
of his/her department, increase the scarcity of the department, and increase its nonsubstitutability.
The marketing manager has to be more proactive, showing Maria how important and useful s/he is
to the organization. At the moment, the manager seems more focused on what Maria is giving to
Sean, rather than what s/he can do to show how valuable they are to the organization.

Reinforcing Skills
The purpose of this exercise is to encourage students to apply material from the chapter in various
ways. The suggested activities encourage students to think about how they use influence tactics
and whether these tactics are successful. The first activity asks students to monitor their behaviour
for a week. The second activity encourages students to think about how networking and politics
can help people move up in organizations.
KEY TERMS
Coercive power - Power that is based on fear.

Dependence – B’s relationship to A when A possesses something that B requires.
Expert power - Influence based on special skills or knowledge.
Impression management - The process by which individuals attempt to control the impression
others form of them.
Legitimate power - Power that a person receives as a result of his or her position in the formal
hierarchy of an organization.
Political behaviour - Those activities that influence, or attempt to influence, the distribution of
advantages and disadvantages within the organization.
Political skill - The ability to influence others in such a way as to enhance one’s objectives.
Power - A capacity that A has to influence the behaviour of B so that B acts in accordance with A’s
wishes.
Referent power - Influence based on possession by an individual of desirable resources or
personal traits.
Reward power - Power that achieves compliance based on the ability to distribute rewards that
others view as valuable.
Sexual harassment - Unwelcome behaviour of a sexual nature in the workplace that negatively
affects the work environment or leads to adverse job-related consequences for the employee.
SUPPLEMENTAL MATERIAL
1) Exploring Topics on the Web

2) In-Class Exercise: Understanding Influence Tactics
3) In-Class Exercise: Understanding Politicking Skills
4) In-Class Exercise: Understanding Empowerment

EXPLORING TOPICS ON THE WEB
NOTE: You may need to copy/paste the following links to your web browser.
1. Knowing about “personal power” is one thing—applying it to everyday work life is another.
Learn how Craig Ohlson of Activation does it to be the top salesperson in a featured article in
Inc. Magazine. Point to: www.inc.com/magazine/19950201/2142.html to read the article. Write
a short reaction paper describing the power tactics he uses to influence his customers. Could
any of his methods be applied to an activity you are involved in—why or why not?
2. Ethics in the boardroom? You bet, despite the bad news we heard from the media on a daily
basis. CEO’s are talking about, and doing something about, ethics everyday. Point to
http://www.refresher.com/archives44.html to learn how apply an ethical framework to your
activities. Click on the link for spiritualityhealth.com and take the self-test to become more
aware of your own personal values. Write three things in a short journal entry you learned
about yourself after reading this website.
3. Go to: www.itstime.com/oct97map.htm and develop your own personal power map for an
organization your are involved (or have been involved) with. Bring it to class for discussion.
4. For a wide variety of resources on business ethics (articles, cases, corporate ethics codes,
publications, and organizations visit: http://www.web-miner.com/busethics.htm . Browse
through the various resources. Select one or two articles to read, print them out, and bring to
class to discuss during next class session.
5. Who are the most powerful people? Forbes Magazine conducts now an annual ranking of the
most powerful women, business people, and celebrities. Students should go to:
www.forbes.com/powerful-people/. They should peruse the lists and then analyze why these
people are so powerful and why they are on the lists.
Teaching Tip: I use this last activity in the beginning of the class. We discuss the question: How
do we know someone has power? I talk about Forbes and these annuals lists. I ask students who
they think might be on the list and write names on the board as students suggest personalities.
Then I ask students to search Internet for the Forbes site and come back with an analysis of the
top 10 (or 20) on the list and discuss why they are on this list.
IN-CLASS EXERCISE: Understanding Influence Tactics
Lead a discussion of the ethicality of using personal contacts to get “what you want” in the
following situation.
Situation
The administration of a state university wants all students—full, part-time, non-traditional— to pay
a fee every semester for the next three years to fund the building of a new physical learning center
for the campus. Students are upset because they do not want to pay for something they will not
use. The student government has been ineffective in getting the administration or board to hear
the students. You discover that your roommate’s parents are major donors to the university, are
well-respected alumni, and are golfing buddies with the university’s president. Your roommate
does not care about the fee because money is not an issue, but to you and your other friends, with
heavy loans and having to work, this is a big deal. You have been helping your roommate survive
a couple of key classes by tutoring him/her and helping with papers by offering suggestions. Your

roommate went from failing to a C+ in these classes. You believe that your roommates’ parents
could influence the university president’s final decision.
 Should you use your relationship with your roommate to affect the administration’s final
decision?
 Do you have enough political capital to get your roommate to help? How could you
increase, and how would you cash in your political capital?
IN-CLASS EXERCISE
Understanding Politicking Skills
Discuss with students the following:
 Whether or not “politicking” is a skill than can be learned.

 How one could learn these skills—given they are more often organizational and situational
specific.
 Would students want to learn these skills—what could be gained or lost?
IN-CLASS EXERCISE
Understanding Empowerment
1. Offer students the opportunity to design the remainder of this course for the
semester—what content is to be covered, how performance will be measured, whether
there should be lecture or discussion, etc. Some students will take the opportunity; the
majority probably won’t. Discuss their ideas, and record them on the board.
2. Ask the students who did not participate or who communicated that they did not want to
design the course or didn’t know enough to do so, why they felt that way, etc.
3. Use both, those who redesign the class and those who did not participate, to discuss
whether they think employees want to be “empowered.” Have them offer reasons,
experiences, etc. to support their position. Ask if this experience supports one or the other
position.
4. Students may argue that 1) your offer was not real or 2) there is a difference between
college and work. Help them explore why they did not think the offer was real and realize
that the principle is the same here as in work, only the immediate context is different.
5. Finally, discuss why these empowerment efforts are failing.

ANNOTATED POWERPOINT SLIDES
CHAPTER
1
8
Power and Politics
Chapter Outline Material pertinent to this discussion is found under “SnapShot

2 Summary” at the end of the chapter.
• A Definition of Power
• Bases of Power
– Formal Power
– Personal Power
– Evaluating the Bases of Power
• Dependency: The Key to Power
– The General Dependency Postulate
– What Creates Dependence?
• Influence Tactics
Chapter Outline Material pertinent to this discussion is found under “SnapShot

3 Summary” at the end of the chapter.
• How Power Affects People
• Empowerment: Giving Power to Employees
– Definition of Empowerment
• The Abuse of Power
– Harassment in the Workplace
• Politics: Power in Action
– Definition of Political Behaviour
– The Reality of Politics
– Types of Political Activity
– Impression Management
– The Ethics of Behaving Politically
Learning Outcomes Material pertinent to this discussion is found at the beginning of

4 the chapter.
1. Define power.
2. Describe the five bases of power.
3. Explain the role of dependence in power
relationships.
4. Identify nine power or influence tactics and
their contingencies.
5. Explain what empowerment is, and the
factors that lead to it.
Learning Outcomes Material pertinent to this discussion is found at the beginning of

5 the chapter.
6. Show the connection between harassment
and the abuse of power.
7. Identify the causes and consequences of
political behaviour.
8. Apply impression management techniques.
9. Determine whether a political action is
ethical.

Power and Politics LO1; Material pertinent to this discussion is found under “A
6 Definition of Power.”
• Power
– A capacity that A has to influence the behaviour of
B, so that B acts in accordance with A’s wishes.
• Dependence
– B’s relationship to A when A possesses something
that B needs.
Bases of Power LO2; Material pertinent to this discussion is found under

7 “Bases of Power.”
Formal Power
• Coercive Power
– Power that is based on fear.
• Reward Power
– Power based on the ability to provide benefits or
rewards to people.
• Legitimate Power
– Power based on relative position in the
organizational hierarchy.
Bases of Power LO2; Material pertinent to this discussion is found under

Personal Power
• Expert Power
– Power based on a person’s experience and
knowledge.
• Referent Power
– You like the person and enjoy doing things
for him or her.
Evaluating the Bases of Power LO2; Material pertinent to this discussion is found under
People will respond in one of three ways:
1. Commitment – The person is enthusiastic about

the request and carries the task out.
2. Compliance – The person goes along with the
request grudgingly, putting in minimal effort.
3. Resistance – The person is opposed to the
request and tries to avoid it.
Exhibit 8‐1 Continuum of Responses to Power LO2; Material pertinent to this discussion is found under

Leaders’ Use of Power LO2; Material pertinent to this discussion is found under
• The least effective power bases are the ones most
likely to be used by managers.
– Coercive, legitimate, and reward
– Easiest to implement
• Effective leaders use referent and/or expert power.
• Deadline pressures increase group member reliance

on individuals with expert power.
Dependency: The Key to Power LO3; Material pertinent to this discussion is found under
12 “Dependency: The Key to Power.”
• Importance When you possess anything that others require but that you
– The things you control must be important.
alone control, you make them dependant upon you and you
• Scarcity gain power over them. Dependency is inversely proportional to
– A resource must be perceived as scarce. the alternative sources of supply. If something is plentiful,
• Non‐substitutability
possession of it will not increase your power.
– The resource cannot be substituted with
something else.
Increasing Dependency LO3; Material pertinent to this discussion is found under

13 “Dependency: The Key to Power.”
• How to increase the dependency of others on Dependency is increased when the resource you control is:
you:
(1) Important: If nobody wants what you've got, it is not going to
– Control things viewed as important. create dependence
(2) Scarce: Perception is important, it must be perceived as
– The resources must be viewed as scarce.
scarce to create dependency
– The resource must have few or no substitutes (3) Non-Substitutable: The more that a resource has no viable
(non‐substitutability).
Copyright © 2016 Pearson Canada Inc. substitutes, the more power that control over that resource
provides.
Influence Tactics LO4; Material pertinent to this discussion is found under

14 “Influence Tactics.”
1. Rational persuasion
2. Inspirational appeals
3. Consultation
4. Ingratiation
5. Personal appeals
6. Exchange
7. Coalitions
8. Pressure
9. Legitimacy Copyright © 2016 Pearson Canada Inc.
Political Skill LO4; Material pertinent to this discussion is found under

15 “Influence Tactics.”
• The ability to influence others in such a way as
to enhance their own objectives.
• Research indicates that:
– Politically skilled individuals use influence tactics
more effectively.
– Political skills appear to be more effective when
stakes are high.
– Politically skilled people are able to exert
influence without others detecting it.

How Power Affects People LO4; Material pertinent to this discussion is found under “How
16 Power Affects People.”
• Does power corrupt?
• Power can lead people to place their own
interests ahead of others
• Powerful people react (more negatively) to
any threats to their competence
• More willing to denigrate others
• Power also leads to overconfident decision
making
Empowerment: Giving Power to Employees LO5; Material pertinent to this discussion is found under
17 “Empowerment: Giving Power to Employees.”
• The freedom and the ability of employees to make View 1: Empowerment starts at the top, with specific goals and
decisions and commitments.
task assigned, responsibility delegated, and people be held
• Managers disagree over definition of empowerment. accountable for their results.
– Empowerment as delegating decision making
within a set of clear boundaries View 2: Empowerment starts at the bottom, considering the
versus employees needs, showing them what empowered behaviour
– Empowerment as “a process of risk taking and
personal growth” looks like, building teams, encouraging risk-taking, and
Copyright © 2016 Pearson Canada Inc. demonstrating trust in employee’s ability to perform.
The concept of empowerment has caused much cynicism in
many workplaces. Employees are told that they are
empowered, and yet they do not feel that they have the
authority to act, or feel that their manager still micromanages
their performance.
Conditions for True Empowerment LO5; Material pertinent to this discussion is found under
1. There must be a clear definition of the values and
mission of the company.
2. Company must help employees acquire the
relevant skills.
3. Employees need to be supported in their decision
making, and not criticized when they try to do
something extraordinary.
4. Employees need to be recognized for their efforts.
Characteristics of Empowered People LO5; Material pertinent to this discussion is found under
• Sense of self‐determination
– Employees are free to choose how to do their work;
they are not micromanaged.
• Sense of meaning
– Employees feel that their work is important to them;
they care about what they are doing.
• Sense of competence
– Employees are confident about their ability to do their
work well; they know they can perform.
• Sense of impact
– Employees believe they can have influence on their
work unit; others listen to their ideas.

Exhibit 8‐2 Characteristics of Empowered People LO5; Material pertinent to this discussion is found under
a) No Discretion (Point A) is the typical assembly line job,
highly routine and repetitive.
b) Task Setting (Point B) is typical of most workers who have
been empowered today. The worker can determine how the
job gets done, but has no discretion in determining what jobs
get done.
Copyright © 2016 Pearson Canada Inc. c) Participatory Empowerment (Point C) represents the
situation of autonomous work groups that are given some
decision-making authority over both job content and job
context.
d) Mission Defining (Point D) in one in which a design team, for
instance, sets out the broad goals of a project, but is not be
responsible for carrying out the tasks of that project.
e) Self-Management (Point E) represents employees who have
total decision-making power for both job content and job
context.
The Abuse of Power: Harassment in the Workplace LO6; Material pertinent to this discussion is found under “The
21 Abuse of Power: Harassment in the Workplace.”
• People who engage in harassment in the workplace are
typically abusing their power position.
– Manager‐employee
• Where position power gives the manager the
capacity to reward and coerce.
– Co‐workers
• Although co-workers appear to engage in
somewhat less severe forms of harassment than
do managers, co-workers are the most frequent
perpetrators of harassment, particularly sexual
harassment, in organizations.
The Abuse of Power: Workplace Bullying LO6; Material pertinent to this discussion is found under “The
• Bullying can happen across levels of the
organization, or among co‐workers.
• Recent research found that:

– 40 percent of the respondents noted that they had experienced one
or more forms of bullying weekly in the past six months.
– 10 percent experienced bullying at a much greater level: five or more
incidents a week.
The Abuse of Power: Sexual Harassment LO6; Material pertinent to this discussion is found under “The
• The Supreme Court of Canada definition People who engage in sexual harassment in the workplace are
– Unwelcome behaviour of a sexual nature in the workplace
that negatively affects the work environment or leads to typically abusing their power position. The issue of sexual
adverse job‐related consequences for the employee.
• There is disagreement as to what specifically constitutes harassment has received increasing attention by corporations
sexual harassment.
– Unwanted physical touching. and the media because of the growing ranks of female
– Recurring requests for dates when the person is clearly
uninterested.
employees, especially in non-traditional work environments,
– Coercive threats that a person will lose her or his job if she
or he refuses a sexual proposition
and a number of high-profile cases.
Copyright © 2016 Pearson Canada Inc. You might ask students their reaction to the following: In 2003,
the University of California, which includes Berkeley,
implemented a policy that forbids romantic relationships
between professors and their students.

Additional Examples of Sexual Harassment LO6; Material pertinent to this discussion is found under “The
• More subtle forms (harder to interpret):
– Unwanted looks or comments
– Off‐colour jokes
– Sexual artifacts such as nude calendars in the
workplace
– Sexual innuendo
– Misinterpretations of where the line between
“being friendly” ends and “harassment” begins
Sexual Harassment: How Managers Can Protect

Themselves and their Employees.
LO6; Material pertinent to this discussion is found under “The
• Make sure an active policy is in place.
• Ensure employees that they will not face retaliation if
a complaint is filed.
• Investigate every complaint.
• Make sure that offenders are disciplined or
terminated.
• Set up in house seminars to raise employee
awareness.
Politics: Power in Action LO7; Material pertinent to this discussion is found under
26 “Politics: Power in Action.”
• Political behaviour is those activities that
influence, or attempt to influence, the
distribution of advantages and disadvantages
within the organization.
Why Do Politics in an Organization Exist? LO7; Material pertinent to this discussion is found under
• Organizations are made up of groups and Organizations are made up of individuals and groups with
individuals who have differing values, goals
and interests.
different values, goals, and interests. This creates the potential
for conflict over resources, which are limited, and this turns
• Resources in organizations are limited. potential conflict into real conflict. Gains by one individual or
group are often perceived as being at the expense of others
• Performance outcomes are not completely
clear and objective. within the organization. These forces create competition
Copyright © 2016 Pearson Canada Inc. among members for the organization's limited resources.
Exhibit 8‐3 A Quick Measure of How Political Your

Workplace Is
LO7; Material pertinent to this discussion is found under

Exhibit 8‐3 A Quick Measure of How Political Your

Workplace Is
LO7; Material pertinent to this discussion is found under
Types of Political Activity Lo7; Material pertinent to this discussion is found under
• Attacking or blaming others
• Using information
• Managing impressions
• Building support for ideas
• Praising others
• Building coalitions
• Associating with influential people
• Creating obligations
Impression Management LO8; Material pertinent to this discussion is found under

• The process by which individuals attempt to
control the impression others form of them.
• Researchers have compared applicants who

use two distinct approaches in job interviews
– Self promotion: promoting one’s
accomplishments
– Ingratiation: complimenting the interviewer and
finding areas of agreement
The Ethics of Behaving Politically LO8; Material pertinent to this discussion is found under
• No clear‐cut ways to differentiate ethical from Is there an effective way to engage in office politics that is less
unethical politicking
• Outright lies may be an attempt at impression likely to be disruptive or negative? Fast Company, an online
management. Is it worth the risk? business magazine, identifies several rules that may help to
• Often difficult to weigh the costs and benefits of
political action ‐ Need to consider equity and fairness improve the climate of the organization, while negotiating
• Powerful people can persuasively argue that unfair
actions are really fair and just, or in the best interests
through the office politics maze:
of the organization (1) Nobody wins unless everybody wins.
Copyright © 2016 Pearson Canada Inc. (2) Don’t just ask for opinions.
(3) Everyone expects to be paid back.
(4) Success can create opposition.
Global Implications LO8; Material pertinent to this discussion is found under

• Views on Empowerment
• Preference for Influence tactics
• Response to Politics in the Workplace

Summary Material pertinent to this discussion is found at the end of the

34 chapter.
1. Effective leaders use expert and/or referent
power.
2. To maximize your power, increase others’

dependence on you.
3. Politics is inevitable; managing politics well

is a skill.
OB at Work: For Review Material pertinent to this discussion is found at the end of the
35 chapter.
1. What is power?
2. What are the five bases of power?
3. What is the role of dependence in power
relationships?
4. What are the nine most often identified
power or influence tactics and their
contingencies?
5. What does it mean to be empowered? What
factors lead to empowerment?
OB at Work: For Review Material pertinent to this discussion is found at the end of the
36 chapter.
6. What is the connection between harassment
and the abuse of power?
7. What are the causes and consequences of
political behaviour?
8. What are some examples of impression
management techniques?
9. What standards can you use to determine
whether a political action is ethical?
OB at Work: For Managers Material pertinent to this discussion is found at the end of the
37 chapter.
■ As a manager who wants to maximize your power,
you will want to increase others’ dependence on
you. You can, for instance, increase your power in
relation to your boss by developing knowledge or a
skill she needs and for which she perceives no ready
substitute.
■ You will not be alone in attempting to build your
power bases. Others, particularly employees and
peers, will be seeking to increase your dependence
on them, while you are trying to minimize it and
increase their dependence on you. This push and pull
is continual.
38 chapter.
■ Try to avoid putting others in a position where they
feel they have no power.
■ An effective manager accepts the political nature of

organizations. By assessing behaviour in a political
framework, you can better predict the actions of
others and use that information to formulate
political strategies that will gain advantages for you
and your work unit.

39 chapter.
■ Consider that employees who have poor political
skills or are unwilling to play the politics game
generally relate perceived organizational politics to
lower job satisfaction and self‐reported
performance, increased anxiety, and higher
turnover. Therefore, if you are good at organizational
politics, help your employees understand the
importance of becoming politically savvy.
Breakout Group Exercises Material pertinent to this discussion is found at the end of the
40 chapter.
• Form small groups to discuss the following
topics
1. Describe an incident where you tried to use political behaviour
in order to get something you wanted. What tactics did you
use?
2. In thinking about the incident described above, were your
tactics effective? Why?
3. Describe an incident where you saw someone engaging in
politics. What was your reaction to observing the political
behaviour? Under what circumstances do you think political
behaviour is appropriate?
Experiential Exercise:
Understanding Bases of Power
Material pertinent to this discussion is found at the end of the
41 chapter.
Instructions for Role Play
• Working in your group, read the instructions
for the assignment.
• You have 10 minutes to develop a 3‐minute

role play, using the source of power assigned
to your group.
• You MUST stick to the time limit.

Role Play Scenario Material pertinent to this discussion is found at the end of the
42 chapter.
• You are the leader of a group that is trying to develop a
website for a new client. One of your group members, who
was assigned the task of researching and analyzing the
websites of your client’s competition, has failed twice to bring
the analysis to scheduled meetings, even though the member
knew the assignment was due. Consequently, your group is
falling behind in getting the website developed. As leader of
the group, you have decided to speak with this team member,
and use your specific brand of power to influence the
individual’s behaviour.
Concepts to Skills: Politicking Material pertinent to this discussion is found at the end of the
43 chapter.
1. Frame arguments in terms of organizational goals.
2. Develop the right image.
3. Gain control of organizational resources.
4. Make yourself appear indispensable.
5. Be visible.
6. Develop powerful allies.
7. Avoid “tainted” members.
8. Support your manager.

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It may be replied that the history of Rome, on which I dwelt a
moment ago, shews that arrested progress, and even decadence,
may be but the prelude to a new period of vigorous growth. So that
even those races or nations which seem frozen into eternal
immobility may base upon experience their hopes of an awakening
spring.
I am not sure, however, that this is the true interpretation of the facts.
There is no spectacle indeed in all history more impressive than the
thick darkness settling down over Western Europe, blotting out all
but a faint and distorted vision of Graeco-Roman culture, and then,
as it slowly rises, unveiling the variety and rich promise of the
modern world. But I do not think we should make this unique
phenomenon support too weighty a load of theory. I should not infer
from it that when some wave of civilisation has apparently spent its
force, we have a right to regard its withdrawing sweep as but the
prelude to a new advance. I should rather conjecture that in this
particular case we should find, among other subtle causes of
decadence, some obscure disharmony between the Imperial system
and the temperament of the West, undetected even by those who
suffered from it. That system, though accepted with contentment and
even with pride, though in the days of its greatness it brought
civilisation, commerce, and security in its train, must surely have
lacked some elements which are needed to foster among Teutons,
Celts, and Iberians the qualities, whatever these may be, on which
sustained progress depends. It was perhaps too oriental for the
occident, and it certainly became more oriental as time went on. In
the East it was, comparatively speaking, successful. If there was no
progress, decadence was slow; and but for what Western Europe
did, and what it failed to do, during the long struggle with militant
Mahommedanism, there might still be an Empire in the East, largely
Asiatic in population, Christian in religion, Greek in culture, Roman
by political descent.
Had this been the course of events large portions of mankind would
doubtless have been much better governed than they are. It is not so
clear that they would have been more ‘progressive.’ Progress is with
the West: with communities of the European type. And if their energy
of development is some day to be exhausted, who can believe that
there remains any external source from which it can be renewed?
Where are the untried races competent to construct out of the ruined
fragments of our civilisation a new and better habitation for the spirit
of man? They do not exist: and if the world is again to be buried
under a barbaric flood, it will not be like that which fertilised, though it
first destroyed, the western provinces of Rome, but like that which in
Asia submerged for ever the last traces of Hellenic culture.
We are thus brought back to the question I put a few moments since.
What grounds are there for supposing that we can escape the fate to
which other races have had to submit? If for periods which,
measured on the historic scale, are of great duration, communities
which have advanced to a certain point appear able to advance no
further; if civilisations wear out, and races become effete, why should
we expect to progress indefinitely, why for us alone is the doom of
man to be reversed?
To these questions I have no very satisfactory answers to give, nor
do I believe that our knowledge of national or social psychology is
sufficient to make a satisfactory answer possible. Some purely
tentative observations on the point may, however, furnish a fitting
conclusion to an address which has been tentative throughout, and
aims rather at suggesting trains of thought, than at completing them.
I assume that the factors which combine to make each generation
what it is at the moment of its entrance into adult life are in the main
twofold. The one produces the raw material of society, the process of
manufacture is effected by the other. The first is physiological
inheritance, the second is the inheritance partly of external
conditions of life, partly of beliefs[2], traditions, sentiments, customs,
laws, and organisation—all that constitute the social surroundings in
which men grow up to maturity.
I hazard no conjecture as to the share borne respectively by these
two kinds of cause in producing their joint result. Nor are we likely to
obtain satisfactory evidence on the subject till, in the interests of
science, two communities of different blood and different traditions
consent to exchange their children at birth by a universal process of
reciprocal adoption. But even in the absence of so heroic an
experiment, it seems safe to say that the mobility which makes
possible either progress or decadence, resides rather in the causes
grouped under the second head than in the physiological material on
which education, in the widest sense of that ambiguous term, has
got to work. If, as I suppose, acquired qualities are not inherited, the
only causes which could fundamentally modify the physiological
character of any particular community are its intermixture with alien
races through slavery, conquest, or immigration; or else new
conditions which varied the relative proportion in which different
sections of the population contributed to its total numbers. If, for
example, the more successful members of the community had
smaller families than the less successful; or if medical administration
succeeded in extinguishing maladies to which persons of a particular
constitution were specially liable; or if one strain in a mixed race had
a larger birth rate than another—in these cases and in others like
them, there would doubtless be a change in the physiological factor
of national character. But such changes are not likely, I suppose, to
be considerable, except, perhaps, those due to the mixture of races;
—and that only in new countries whose economic opportunities
tempt immigrants widely differing in culture, and in capacity for
culture, from those whose citizenship they propose to share.
The flexible element in any society, that which is susceptible of
progress or decadence, must therefore be looked for rather in the
physical and psychical conditions affecting the life of its component
units, than in their inherited constitution. This last rather supplies a
limit to variations than an element which does itself vary: though
from this point of view its importance is capital. I at least find it quite
impossible to believe that any attempt to provide widely different
races with an identical environment, political, religious, educational,
what you will, can ever make them alike. They have been different
and unequal since history began; different and unequal they are
destined to remain through future periods of comparable duration.
But though the advance of each community is thus limited by its
inherited aptitudes, I do not suppose that those limits have ever been
reached by its unaided efforts. In the cases where a forward
movement has died away, the pause must in part be due to arrested
development in the variable, not to a fixed resistance in the
unchanging factor of national character. Either external conditions
are unfavourable; or the sentiments, customs and beliefs which
make society possible have hardened into shapes which make its
further self-development impossible; or through mere weariness of
spirit the community resigns itself to a contented, or perhaps a
discontented, stagnation; or it shatters itself in pursuit of impossible
ideals, or for other and obscurer reasons, flags in its endeavours,
and falls short of possible achievement.
Now I am quite unable to offer any such general analysis of the
causes by which these hindrances to progress are produced or
removed as would furnish a reply to my question. But it may be
worth noting that a social force has come into being, new in
magnitude if not in kind, which must favourably modify such
hindrances as come under all but the last of the divisions in which I
have roughly arranged them. This force is the modern alliance
between pure science and industry. That on this we must mainly rely
for the improvement of the material conditions under which societies
live is in my opinion obvious, although no one would conjecture it
from a historic survey of political controversy. Its direct moral effects
are less obvious; indeed there are many most excellent people who
would altogether deny their existence. To regard it as a force fitted to
rouse and sustain the energies of nations would seem to them
absurd: for this would be to rank it with those other forces which
have most deeply stirred the emotions of great communities, have
urged them to the greatest exertions, have released them most
effectually from the benumbing fetters of merely personal
preoccupations,—with religion, patriotism, and politics. Industrial
expansion under scientific inspiration, so far from deserving praise
like this, is in their view, at best, but a new source of material well-
being, at worst the prolific parent of physical ugliness in many forms,
machine made wares, smoky cities, polluted rivers, and desecrated
landscapes,—appropriately associated with materialism and greed.
I believe this view to be utterly misleading, confounding accident with
essence, transient accompaniments with inseparable characteristics.
Should we dream of thus judging the other great social forces of
which I have spoken? Are we to ignore what religion has done for the
world because it has been the fruitful excuse for the narrowest
bigotries and the most cruel persecutions? Are we to underrate the
worth of politics, because politics may mean no more than the
mindless clash of factions, or the barren exchange of one set of
tyrants or jobbers for another? Is patriotism to be despised because
its manifestations have been sometimes vulgar, sometimes selfish,
sometimes brutal, sometimes criminal? Estimates like these seem to
me worse than useless. All great social forces are not merely
capable of perversion, they are constantly perverted. Yet were they
eliminated from our social system, were each man, acting on the
advice, which Voltaire gave but never followed, to disinterest himself
of all that goes on beyond the limits of his own cabbage garden,
decadence I take it, would have already far advanced.
But if the proposition I am defending may be wrongly criticised, it is
still more likely to be wrongly praised. To some it will commend itself
as a eulogy on an industrial as distinguished from a military
civilisation: as a suggestion that in the peaceful pursuit of wealth
there is that which of itself may constitute a valuable social tonic.
This may be true, but it is not my contention. In talking of the alliance
between industry and science my emphasis is at least as much on
the word science as on the word industry. I am not concerned now
with the proportion of the population devoted to productive labour, or
the esteem in which they are held. It is on the effects which I believe
are following, and are going in yet larger measure to follow, from the
intimate relation between scientific discovery and industrial
efficiency, that I most desire to insist.
Do you then, it will be asked, so highly rate the utilitarian aspect of
research as to regard it as a source, not merely of material
convenience, but of spiritual elevation? Is it seriously to be ranked
with religion and patriotism as an important force for raising men’s
lives above what is small, personal, and self-centred? Does it not
rather pervert pure knowledge into a new contrivance for making
money, and give a fresh triumph to the ‘growing materialism of the
age’?
I do not myself believe that this age is either less spiritual or more
sordid than its predecessors. I believe, indeed, precisely the reverse.
But however this may be, is it not plain that if a society is to be
moved by the remote speculations of isolated thinkers it can only be
on condition that their isolation is not complete? Some point of
contact they must have with the world in which they live, and if their
influence is to be based on widespread sympathy, the contact must
be in a region where there can be, if not full mutual comprehension,
at least a large measure of practical agreement and willing co-
operation. Philosophy has never touched the mass of men except
through religion. And, though the parallel is not complete, it is safe to
say that science will never touch them unaided by its practical
applications. Its wonders may be catalogued for purposes of
education, they may be illustrated by arresting experiments, by
numbers and magnitudes which startle or fatigue the imagination;
but they will form no familiar portion of the intellectual furniture of
ordinary men unless they be connected, however remotely, with the
conduct of ordinary life. Critics have made merry over the naive self-
importance which represented man as the centre and final cause of
the universe, and conceived the stupendous mechanism of nature as
primarily designed to satisfy his wants and minister to his
entertainment. But there is another, and an opposite, danger into
which it is possible to fall. The material world, howsoever it may have
gained in sublimity, has, under the touch of science, lost (so to
speak) in domestic charm. Except where it affects the immediate
needs of organic life, it may seem so remote from the concerns of
men that in the majority it will rouse no curiosity, while of those who
are fascinated by its marvels, not a few will be chilled by its
impersonal and indifferent immensity.
For this latter mood only religion or religious philosophy can supply a
cure. But for the former, the appropriate remedy is the perpetual
stimulus which the influence of science on the business of mankind
offers to their sluggish curiosity. And even now I believe this
influence to be underrated. If in the last hundred years the whole
material setting of civilised life has altered, we owe it neither to
politicians nor to political institutions. We owe it to the combined
efforts of those who have advanced science and those who have
applied it. If our outlook upon the Universe has suffered
modifications in detail so great and so numerous that they amount
collectively to a revolution, it is to men of science we owe it, not to
theologians or philosophers. On these indeed new and weighty
responsibilities are being cast. They have to harmonise and to
coordinate, to prevent the new from being one-sided, to preserve the
valuable essence of what is old. But science is the great instrument
of social change, all the greater because its object is not change but
knowledge; and its silent appropriation of this dominant function,
amid the din of political and religious strife, is the most vital of all the
revolutions which have marked the development of modern
civilisation.
It may seem fanciful to find in a single recent aspect of this revolution
an influence which resembles religion or patriotism in its appeals to
the higher side of ordinary characters—especially since we are
accustomed to regard the appropriation by industry of scientific
discoveries merely as a means of multiplying the material
conveniences of life. But if it be remembered that this process brings
vast sections of every industrial community into admiring relation
with the highest intellectual achievement, and the most disinterested
search for truth; that those who live by ministering to the common
wants of average humanity lean for support on those who search
among the deepest mysteries of Nature; that their dependence is
rewarded by growing success; that success gives in its turn an
incentive to individual effort in no wise to be measured by personal
expectation of gain; that the energies thus aroused may affect the
whole character of the community, spreading the beneficent
contagion of hope and high endeavour through channels scarcely
known, to workers[3] in fields the most remote; if all this be borne in
mind it may perhaps seem not unworthy of the place I have assigned
to it.
But I do not offer this speculation, whatever be its worth, as an
answer to my original question. It is but an aid to optimism, not a
reply to pessimism. Such a reply can only be given by a sociology
which has arrived at scientific conclusions on the life-history of
different types of society, and has risen above the empirical and
merely interrogative point of view which, for want of a better, I have
adopted in this address. No such sociology exists at present, or
seems likely soon to be created. In its absence the conclusions at
which I provisionally arrive are that we cannot regard decadence and
arrested development as less normal in human communities than
progress; though the point at which the energy of advance is
exhausted (if, and when it is reached) varies in different races and
civilisations: that the internal causes by which progress is
encouraged, hindered, or reversed, lie to a great extent beyond the
field of ordinary political discussion, and are not easily expressed in
current political terminology: that the influence which a superior
civilisation, whether acting by example or imposed by force, may
have in advancing an inferior one, though often beneficent, is not
likely to be self supporting; its withdrawal will be followed by
decadence, unless the character of the civilisation be in harmony
both with the acquired temperament and the innate capacities of
those who have been induced to accept it: that as regards those
nations which still advance in virtue of their own inherent energies,
though time has brought perhaps new causes of disquiet, it has
brought also new grounds of hope; and that whatever be the perils in
front of us, there are, so far, no symptoms either of pause or of
regression in the onward movement which for more than a thousand
years has been characteristic of Western civilisation.
Notes:
[1] The ‘East’ is a term most loosely used. It does not here include
China and Japan and does include parts of Africa. The observations
which follow have no reference either to the Jews or to the
commercial aristocracies of Phœnician origin.
[2] Beliefs include knowledge.
[3] This remark arises out of a train of thought suggested by two
questions which are very pertinent to the subject of the Address.
(1) Is a due succession of men above the average in original
capacity necessary to maintain social progress? and
(2) If so, can we discover any law according to which such men are
produced?
I entertain no doubt myself that the answer to the first question
should be in the affirmative. Democracy is an excellent thing; but,
though quite consistent with progress, it is not progressive per se. Its
value is regulative not dynamic; and if it meant (as it never does)
substantial uniformity, instead of legal equality, we should become
fossilised at once. Movement may be controlled or checked by the
many; it is initiated and made effective by the few. If (for the sake of
illustration) we suppose mental capacity in all its many forms to be
mensurable and commensurable, and then imagine two societies
possessing the same average capacity—but an average made up in
one case of equal units, in the other of a majority slightly below the
average and a minority much above it, few could doubt that the
second, not the first, would show the greatest aptitude for
movement. It might go wrong, but it would go.
The second question—how is this originality (in its higher
manifestations called genius) effectively produced? is not so simple.
Excluding education in its narrowest sense—which few would regard
as having much to do with the matter—the only alternatives seem to
be the following:
Original capacity may be no more than one of the ordinary variations
incidental to heredity. A community may breed a minority thus
exceptionally gifted, as it breeds a minority of men over six feet six.
There may be an average decennial output of congenital geniuses
as there is an average decennial output of congenital idiots—though
the number is likely to be smaller.
But if this be the sole cause of the phenomenon, why does the same
race apparently produce many men of genius in one generation and
few in another? Why are years of abundance so often followed by
long periods of sterility?
The most obvious explanation of this would seem to be that in some
periods circumstances give many openings to genius, in some
periods few. The genius is constantly produced; but it is only
occasionally recognised.
In this there must be some truth. A mob orator in Turkey, a religious
reformer in seventeenth century Spain, a military leader in the
Sandwich islands, would hardly get their chance. Yet the theory of
opportunity can scarcely be reckoned a complete explanation. For it
leaves unaccounted for the variety of genius which has in some
countries marked epochs of vigorous national development. Athens
in the fifth and fourth centuries, Florence in the fifteenth and early
sixteenth centuries, Holland in the later sixteenth and seventeenth
centuries, are the typical examples. In such periods the opportunities
of statesmen, soldiers, orators, and diplomatists, may have been
specially frequent. But whence came the poets, the sculptors, the
painters, the philosophers and the men of letters? What peculiar
opportunities had they?
The only explanation, if we reject the idea of a mere coincidence,
seems to be, that quite apart from opportunity, the exceptional stir
and fervour of national life evokes or may evoke qualities which in
ordinary times lie dormant, unknown even to their possessors. The
potential Miltons are ‘mute’ and ‘inglorious’ not because they cannot
find a publisher, but because they have nothing they want to publish.
They lack the kind of inspiration which, on this view, flows from social
surroundings where great things, though of quite another kind, are
being done and thought.
If this theory be true (and it is not without its difficulties) one would
like to know whether these undoubted outbursts of originality in the
higher and rarer form of genius, are symptomatic of a general rise in
the number of persons exhibiting original capacity of a more ordinary
type. If so, then the conclusion would seem to be that some kind of
widespread exhilaration or excitement is required in order to enable
any community to extract the best results from the raw material
transmitted to it by natural inheritance.
Cambridge: Printed at the University Press.
Transcriber’s Note
The formatting of the notes was substantially altered for this edition.
On page 41, “Greek in culture Roman by political descent” was corrected to “Greek in
culture, Roman by political descent.”
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Instant Download PDF Organizational Behaviour Concepts Controversies Applications Canadian 7th Edition Langton Solutions Manual Full Chapter

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Organizational Behaviour Concepts

Controversies Applications Canadian

Organizational Behaviour Concepts Controversies

Organizational Behaviour Concepts Controversies

Organizational Behaviour Concepts Controversies

Organizational Behaviour Concepts Controversies

Fundamentals of Organizational Behaviour Canadian 5th

Fundamentals of Organizational Behaviour Canadian 5th

Fundamentals of Organizational Behaviour Fifth Canadian

Organizational Behaviour Key Concepts Canadian 5th

After studying this chapter, you should be able to:

Copyright © 2016 Pearson Canada Inc.

My study questions for this chapter are:

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SUGGESTED TEACHING PLAN

ANNOTATED LECTURE OUTLINE

A. Definition of Power Notes

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B. Bases of Power Notes

(See Exhibit 8-1 Measuring Bases of Power)

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3. Evaluating the Bases of Power

 People’s responses to the bases of power:

C. Dependency: The Key to Power Notes

 Dependency is inversely proportional to the alternative sources of supply. If

2. What Creates Dependence?

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D. Influence Tactics Notes

 Influence tactics identify how individuals manipulate the power bases.

E. How Power Affects People

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 Disturbing effects of power:

F. Empowerment: Giving Power to Employees Notes

 Characteristics of Empowered People:

(See Exhibit 8-2 Characteristics of Empowered People)

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 Sense of meaning in their work.

Teaching Tip: The exercise “Understanding Empowerment” in the supplemental

G. The Abuse of Power Notes

1. Harassment in the Workplace

 Bullying is defined as a form of aggressive behavior by the use of force or coercion

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 The Supreme Court of Canada defines sexual harassment as unwelcome

H. Politics: Power in Action Notes

1. Definition of Political Behaviour

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2. The Reality of Politics

3. Types of Political Activity

 Within organizations, we can find a variety of political activities in which people

Copyright © 2016 Pearson Canada Inc.

 In performance ratings, those who self-promote tend to get lower performance

Teaching Tip: Students find the topic of impression management interesting, as it

5. The Ethics of Behaving Politically

 This section examines the effect of culture on empowerment, perceptions of

 Research indicates that views on empowerment are closely related to Hofstede’s

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2. Preference for Influence Tactics

 US managers prefer rational appeal; Chinese managers prefer coalition tactics.