11

POWER AND POLITICAL BEHAVIOR

CHAPTER SCAN Power and the accompanying political behavior are inevitable in all organizations. French and Raven categorized power as having five forms: reward power, coercive power, legitimate power, referent power, and expert power. Power can be used for personal gain, or for social purposes. Etzioni identified three types of power and three types of organizational involvement that lead to either congruent or incongruent use of power. ymbols of power are discussed. ! final section addresses managing the boss and sharing power through empowering organizational members.

LEARNING OBJECTIVES !fter reading this chapter, you should be able to do the following: ". $. %. '. ). +. -. /. #istinguish between power, influence, and authority. #escribe the interpersonal and intergroup sources of power. &nderstand the ethical use of power. Explain power analysis, an organizational(level theory of power. *dentify symbols of power and powerlessness in organizations. #efine organizational politics and understand the ma,or influence tactics. #evelop a plan for managing employee.boss relationships. #iscuss how managers can empower others.

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0hapter "": Power and Political 1ehavior

KEY TERMS 0hapter "" introduces the following 2ey terms: power influence authority zone of indifference reward power coercive power legitimate power referent power expert power information power personal power social power strategic contingencies powerlessness organizational politics political behavior empowerment

THE CHAPTER SUMMARIZED *. **. 3445*67 !8E!#: 0arly Fiorina: Fortunes 9ost Powerful :oman ;8E 0460EP; 4F P4:ER

Power is the ability to influence another person. ;he process by which we affect the thoughts, behavior, and feelings of another person is called influence. Authority is the right to influence another person. 9ost individuals prefer to use influence rather than authority to get things done. :hen we attempt to influence an individual, our approaches may or may not fall within the employee<s zone of indifference. ;he one of in!ifference is the range in which attempts to influence are perceived as legitimate, and the receiver responds to the influence willingly. ***. F4R9 !6# 4&R0E 4F P4:ER *6 4R7!6*=!;*46 !. *nterpersonal Forms of Power

French and Raven identified the five most common bases of power in an organization as reward, coercive, legitimate, referent, and expert power. ". Reward Power

0hapter "": Power and Political 1ehavior

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Rew"r! #ower is the control over rewards that are valued by another. ;ypical examples of rewards are salary increases, bonuses, and promotions. *n addition, praise can be used as a reward. $. 0oercive Power

Coerci$e Power is the ability to administer unpleasant conse>uences. ;he implied force relates to threats and punishments. ome forms of coercive power include verbal abuse, lac2 of support, and disciplinary actions. %. 3egitimate Power

Le%iti&"te #ower is similar to authority, and is based on position and mutual agreement. ;his form of power is provided to individuals by the organization. ome managers resort to legitimate power if they are insecure with their ability to influence employees using other forms of power. '. Referent Power

Referent #ower is based on interpersonal attraction. Followers identify with the leader and willing follow out of admiration and respect. ). Expert Power

E'#ert #ower is based on 2nowledge and?or s2ills. Followers must perceive the agent as an expert, and trust that the expertise is valid and that the 2nowledge or s2ills are relevant and useful to them. 1. &sing Power Ethically

;he following three >uestions can help managers determine whether they are using power ethically: @"A #oes the behavior produce a good outcome for people inside and outside the organizationB @$A #oes the behavior respect the rights of all partiesB @%A #oes the behavior treat all parties e>uitably and fairlyB 0. ;wo Faces of Power: 4ne Positive, 4ne 6egative

9c0lelland ta2es a stand for the use of power in a right or wrong fashion. Per(on"l #ower is used for personal gain, and results in a win.lose approach. 0onversely, (oci"l #ower involves the use of power to create motivation or to accomplish group goals.

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0hapter "": Power and Political 1ehavior #. *ntergroup ources of Power

7roups also use multiple sources of power. :hen groups control activities that other groups depend on in order to complete their tas2s, they control (tr"te%ic contin%encie(. *n order to exercise this control, a group must have the ability to cope with uncertainty, its function must be central to the organizationCs success, and it must perform an indispensable function for the organization. *D. P4:ER !6!3E * : ! 1R4!#ER D*E:

Etzioni<s approach to power measures the involvement of members that will lead to either congruent or incongruent uses of power. 8e also proposed the classification of organizations by the type of membership, which included alienative membership @members have hostile, negative feelings about the organizationA, calculative membership @members weight the benefits and limitations of membershipA, and moral membership @members have positive feelings about the organizationA. 8e also identified three types of organizational power: coercive, utilization, and normative. Coerci$e #ower forces members to do something through threat or intimidation. *t is appropriate for use in organizations with alienative membership. )tilit"ri"n #ower influences members by providing them with rewards and benefits. 9anagers prefer this form of power if it is available, and it is appropriate for businesses and other organizations with calculative membership. Nor&"ti$e #ower influences members through peer pressure, or by letting the individuals 2now that they are expected to act according to the overall wishes of the group. *t is the appropriate form of power for an organization with moral membership. D. E9143 4F P4:ER

ince organizational charts only reveal authority and not power, it is important to determine what the symbols of power are across most organizations. 4ne of the more easily identified power symbols is that of a uniform for a police officer. !. 5anter<s ymbols of Power

;he primary characteristic of 5anter<s seven symbols of power is that they provide an ability to aid or assist another person. 8er symbols are active and other(directed. ;he symbols are: @"A ability to intercede for someone in trouble, @$A ability to get placements for favored employees, @%A exceeding budget limitations, @'A procuring above(average raises for employees, @)A getting items on the agenda at meetings, @+A access to early information, and @-A having top managers see2 out oneCs opinions.

0hapter "": Power and Political 1ehavior 1. 5anterCs ymbols of Powerlessness Powerle((ne(( is a lac2 of power, which may have different symptoms in managers at different levels of the organization. 0. 5orda<s ymbols of Power

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5orda<s symbols of power are easier to determine, and they include office furnishings, time power, and standing by. D*. P43*;*0!3 1E8!D*4R *6 4R7!6*=!;*46

Or%"ni "tion"l #olitic( is the use of power and influence in organizations. !lthough many managers feel that politics distracts members from focusing on goal achievement, most also feel that it is common in their organizations and necessary for success as an executive. Politic"l *eh"$ior consists of actions not officially sanctioned by an organization that are ta2en to influence others in order to meet oneCs personal goals. !. *nfluence ;actics

*nfluence is the process of affecting the thoughts, behavior, or feelings of another person. *nfluence can be levied upward, downward, or laterally. ;he four tactics used most fre>uently are: @"A consultation, @$A rational persuasion, @%A inspirational appeals, and @'A ingratiation. 1. 9anaging Political 1ehavior in 4rganizations

ince politics is inevitable in organizations, the best strategy is to ta2e a proactive stance in managing political behavior in the environment. ;his can be accomplished through open communication, clarification of performance expectations, participative management, encouraging cooperation, managing scarce resources, and providing a supportive organizational climate. D**. 9!6!7*67 &P: 9!6!7*67 ;8E 14

4ne way to be proactive about office politics is to assess the relationship of power between employee and boss. ;he classic 8arvard 1usiness Review article by 7abarro and 5otter @"F/GA indicates a need to @"A understand your boss and your bossCs context, @$A assess yourself and your needs, and @%A develop and maintain a mutually supportive relationship.

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0hapter "": Power and Political 1ehavior 8!R*67 P4:ER: E9P4:ER9E6;

haring the power within an organization is e&#ower&ent. ;his creates a condition for heightened motivation through the development of a strong sense of personal self(efficacy. ;he essence of empowerment resides in the four dimensions of meaning, competence, self( determination, and impact. *n implementing empowerment, managers should: express confidence in employees and set high performance expectations, create opportunities for employees to participate in decision ma2ing, remove constraints that stifle autonomy, and set inspirational goals. *H. H. 9!6!7ER*!3 *9P3*0!;*46 : & *67 P4:ER EFFE0;*DE3E 3445*67 1!05: 1$('1 Program !ims to 1ring the Power of ;echnology to ;hird :orld 0ountries

CHAPTER SUMMARY

Power is the ability to influence others. *nfluence is the process of affecting the thoughts, behavior, and feelings of others. !uthority is the right to influence others. French and Raven<s five forms of interpersonal power are reward, coercive, legitimate, referent, and expert power. *nformation power is another form of interpersonal power. ;he 2ey to using all of these types of power well is to use them ethically. 9c0lelland believes personal power is negative and social power is positive. *ntergroup power sources include control of critical resources and strategic contingencies. !ccording to Etzioni<s power analysis, the characteristics of the organization are an important factor in deciding the type of power to use. Recognizing symbols of both power and powerlessness is a 2ey diagnostic s2ill for managers. 4rganizational politics is an inevitable feature of wor2 life. Political behavior consists of actions not officially sanctioned that are ta2en to influence others in order to meet personal goals. 9anagers should ta2e a proactive role in managing politics. ;he employee.boss relationship is an important political relationship. Employees can use their s2ills to develop more effective wor2ing relationships with their bosses. Empowerment is a positive strategy for sharing power throughout the organization.

0hapter "": Power and Political 1ehavior REVIEW QUESTIONS: SUGGESTED ANSWERS 1. What are the five types of power according to French and Raven? What are the effects of these types of power? What is information power?

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;he five forms of interpersonal power are @"A reward, enabling an individual to grant positive reinforcements to employees, @$A referent, enabling an individual to influence others based on charisma or admiration, @%A coercive, which rests on being able to administer negative conse>uences, @'A legitimate, enabling the individual to ta2e advantage of his or her official authority, and @)A expert, when an individual utilizes 2nowledge or expertise that transfers to the circumstance needing influence. Reward and coercive power lead to compliance, but they both re>uire the manager to be present to dole out rewards and punishment, thus creating dependency relationships. 3egitimate power produces compliance, but doesn<t necessarily lead to goal accomplishment or employee satisfaction. Referent power has been lin2ed with organizational commitment, but it is also potentially dangerous. Expert power has the strongest relationship with employee performance and satisfaction. *nformation power is access to and control over important information. 2. What are the intergroup sources of power? ;he ability to control critical resources is an important resource for groups. *n addition, groups that control strategic contingencies have a resource that others in the organization depend on to complete their tas2s. ;he strategic contingencies include the ability to cope with uncertainty, a high degree of centrality within the organization, and nonsubstitutability. 3. Distinguish between persona and socia power. What are the four power!oriented characteristics of the best managers? Personal power is viewed as self(serving. ocial power is used for the benefit of the entire organization or its goals. 9anagers who use power effectively believe in the authority system. ;hey prefer wor2 and discipline, and believe in ,ustice. ;hey are altruistic, and publicly put the organization and its needs before their own. ". #ccording to Rosabeth $oss %anter& what are the symbo s of power? 'he symptoms of power essness? 5anter lists - symbols, including @"A the ability to intercede for someone, @$A ability to get placements for favored employees, @%A exceeding budget limitations, @'A procuring above(average raises for employees, @)A getting items on the agenda at meetings, @+A access to early information, @-A and having top managers see2 out oneCs opinion. Eou exhibit powerlessness if you are overly supervised, have inflexible adherence to rules, or your supervisor tends to do the ,ob rather than training you to do it. *t might be worth as2ing students which symbols of power will change significantly through empowerment. (. )ow do organi*ations encourage po itica activity?

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0hapter "": Power and Political 1ehavior

4rganizations encourage political activity through unclear goals, autocratic decision ma2ing, ambiguous lines of authority, scarce resources, and uncertainty. +. Which inf uence tactics are most effective? ;he effectiveness of influence tactics depends on the target . whether the influence attempt is upward, downward, or lateral. 4verall, rational persuasion is the most effective influence tactic. ,. What are some of the characteristics of an effective re ationship between you and your boss? !n effective relationship between you and your boss: "A fits both your needs and stylesI $A is characterized by mutual expectationsI %A 2eeps the boss informedI 'A is based on dependability and honestyI and )A selectively uses your bossCs time and resources. -. What are some ways to empower peop e at wor.? *n order to assure their employees are truly empowered, managers should express confidence in them and set high performance expectations, create opportunities for employees to participate in decision ma2ing, remove bureaucratic constraints, and set inspirational goals.

DISCUSSION AND COMMUNICATION QUESTIONS: SUGGESTED ANSWERS 1. Who is the most powerfu person you .now persona y? What is it that ma.es the person so powerfu ? 1e sure that students answer this >uestion in the context of the information presented in the chapter. ;he bases of social power and the symbols of power are good for discussion here. 2. Why is it hard to determine if power has been used ethica y? ;here are three >uestions to as2 in determining whether power has been used ethically. ;he >uestions examine: "A whether there is a good outcome for people both inside and outside the organizationI $A whether the rights of all parties are respectedI and %A whether all parties are treated fairly and e>ually. *t is sometimes difficult to determine when all of these goals have been met, and they can often conflict.

0hapter "": Power and Political 1ehavior 3. What .inds of membership /a ienative& ca cu ative& mora 0 do you current y have? 1s the power used in these re ationships congruent?

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;here should be a significant difference between wor2(related membership and social organization membership. tudents could also compare classroom membership with either of the previous examples. tudents should be as2ed whether a single form of power is appropriate in an organization, as Etzioni suggests. ". #s a student& do you e2perience yourse f as powerfu & power ess& or both? 3n what symbo s or symptoms are you basing your perception? !nswers will vary. ometimes it is useful to analyze the family structure and where the individual falls among siblings. (. )ow does attribution theory e2p ain the reactions supervisors can have to inf uence tactics? )ow can managers prevent the negative conse4uences of po itica behavior? upervisors will react differently to influence attempts depending upon the attribution they ma2e for the reason for the influence attempts. 9anagers can prevent the negative conse>uences of political behavior through having clear policies and procedures, and through proactive communication with subordinates. +. #re peop e in your wor. environment empowered? )ow cou d they become more empowered? 9ost of the positions that students have held are largely powerless. *t is helpful to point out that it is not the position than renders them empowered or powerless, but the nature of the organization. ,. 5hapter 2 discussed power distance as a dimension of cu tura differences. )ow wou d empowerment efforts be different in a country with high power distance? ;he empowerment goal would probably be much more difficult to initiate. J&nfreezingJ the cultural norm would be challenging, because people would believe in the legitimacy of hierarchy. -. 'hin. of a person you admire. Write a newspaper feature ana y*ing the persons use of power in terms of the ideas presented in the chapter. ;his is a good tas2 to help students learn to write in an understandable way without using too much academic ,argon.

ETHICS QUESTIONS: SUGGESTED ANSWERS

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0hapter "": Power and Political 1ehavior

1. Which of French and Raven6s five types of power has the most potentia for abuse? )ow can the abuse be prevented? !ny of them can be abused. 4ne that students might not name as readily as legitimate authority is referent power. *ndividuals who are charismatic have the ability to sway individuals in areas where they often have little or no expertise. For example, why should you vote for a political candidate because an actor or actress supports that personB 9any cults also have leaders with significant referent power. Referent power may be an ego builder for the power holder, and thus holds potential for abuse. 2. 7nder what circumstances is it ethica to manipu ate peop e for the good of the organi*ation? *f the situation satisfies the following three conditions, then it could be considered ethical to manipulate people for the good of the organization: "A there is a good outcome for people both inside and outside the organizationI $A the rights of all parties are respectedI and %A all parties are treated fairly and e>ually. 8owever, managers must be careful not to adopt a 9achiavellian attitude in assuming that the end ,ustifies the means. ;here are numerous examples in which companies believed the end ,ustified the means and abused their power. 3. #re mora memberships the on y ethica organi*ationa memberships? 'hat is& can a ienative and ca cu ative memberships be ethica ? 82p ain. #iscussion on this issue might center on the idea that the memberships themselves are neither ethical nor unethical. 8owever, the use of various forms of power may be considered ethical or unethical, depending on the membership. ". What are the most common forms of po itica behavior that you see in your wor. or schoo environment? #re they ethica or unethica ? 82p ain. tudents should be careful not to mention individuals or companies by name, and should focus their answers on behavior. (. 1s it possib e to have an organi*ation where a power is e4ua y shared& or is the une4ua distribution of power a necessary evi in organi*ations? 82p ain. tudents may confuse the concepts of organization and reporting lines with e>ually shared power. Empowerment does not ta2e away responsibility, nor would it necessarily result in ineffectiveness. *t would most li2ely be inefficient, especially in the early stages. ;he benefits of empowerment probably outweigh its inefficiencies in most organizations.

CHALLENGES 11.1 EVALUATE YOUR POLITICAL POTENTIAL

0hapter "": Power and Political 1ehavior

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tudents often have a very negative view of politics in organizations, because the press typically reports only the negative outcomes of political behavior. ;his challenge provides them with an opportunity to thin2 more broadly about political behavior and to apply it to their particular situations. Eou may want to discuss whether any of these characteristics seem contradictory @i.e., sensitive and deviousA. 11.2 ARE YOU SELF-EMPOWERED ;o go beyond the challenge, you may want to as2 students to develop an action plan for becoming more self(empowered, particularly if they scored low on this scale. ;his exercise might also lead to discussion related to the types of ,obs or careers individuals might be most comfortable in given their level of self(empowerment.

E!PERIENTIAL E!ERCISES 11.1 SOCIAL POWER ROLE PLAYS *nstructor<s 6otes: ;he French and RavenCs @"F)FA taxonomy of bases of social power is a useful conceptual tool. *n an organizational behavior course, we invariably deal with notions of power, influence, and authority, often as a prelude to getting into issues of leadership. ;he distinctions among legitimate, expert, referent, reward, punishment, and information bases of social power are also very relevant. :hile the material can be presented in lectures using relevant and entertaining illustrations, students often do not appreciate the richness of the concepts. ;his experiential exercise involves students in learning the material in an active way. +o"l( of the E'erci(e ;hree things happen with the exercise: @"A students get an opportunity to devise influence attempts based on the French and Raven taxonomyI @$A the class assesses the probable results of using each 2ind of powerI and @%A the class could more clearly focus on understanding social power at wor2 in the class itself. ;his exercise is most effective one(third of the way into a typical course, when control and influence issues are most salient. Proce!ure( #ivide the class into six groups of e>ual size, each of which is assigned one of the power bases. @*t is helpful to have three or four people who do not ,oin a group but remain outside to assist with data collection and tabulation.A ;he groups are given the same scenario, which involves one person @a teacherA attempting to influence another person @a studentA. Each group has "G(") minutes to prepare an actual influence plan using the type of power that has been assigned their group. Eou may wish to tailor the presented situations to your own needs. ;he following one has wor2ed well with undergraduate classes.

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0hapter "": Power and Political 1ehavior

Eou are an instructor in a college class and have become aware that a potentially good student is repeatedly absent from class and is sometimes unprepared when he is there. 8e seems to be satisfied with the grade he is getting, but you would li2e to see him attend regularly, be better prepared, and thus, do better in the class. Eou even feel that the student might get really turned on pursuing a career in this field, which is an exciting one for you. Eou are respected and li2ed by your students, and it 2ind of irritates you that this person treats your dedicated teaching with such a cavalier attitude. Eou want to influence the student to start attending class regularly. ;his situation may be particularly useful because it allows you to discuss, at the conclusion of the exercise, your position in the class and how that particular class might respond if you were to use these different 2inds of power. :hen all groups have completed their planning, each selects one member to play the instructor. *n the development of their role play, the group has to decide where the influence attempt is to ta2e place @in the classroom, teacher<s office, snac2 bar, and so forthA. ;he group may also pic2, from their own or another group, a KstudentL who is to be the recipient of the KinstructorCsL attempt. :hile the role play is going on, the students in other groups are as2ed to thin2 of themselves as the student being influenced. ;hey fill out the KReaction to *nfluence Muestionnaire.L !fter each presentation, all students outside the playing group record their reactions as if they were the student being addressed by the teacher. !s an option, the forms can be collected by the assistants who tabulate the results while the next group is playing the influencer. :hen all groups have presented, the aggregated response to each >uestion by influence type can be displayed on the board for discussion. @;he assistants are helpful since the data comes in fast, and your time is spent coordinating role playing. *t<s helpful for the assistants to have calculators.A ;he entire activity, including introductory lecture and post(exercise discussion, can be completed in )G(-G minutes. Outco&e( ;he data allow the generation of tentative answers to several interesting >uestions: ". :hich 2ind of influence is most li2ely to immediately result in the desired behaviorB $. :hich will have the most long(lasting effectsB %. :hat effect will using a particular base of power have on the ongoing relationshipB '. :hich form of power will others find most acceptableB ;he group can use the answers to these >uestions to begin to draw a contingency framewor2 for the use of different 2inds of power. &nder what conditions will a particular 2ind of influence be most effective and what will be the li2ely side effectsB *t is fruitful to share your own reactions to the data. ! typical class had the following mean response @) N high agreementA: MO$ Punishment Reward Referent 3egitimate '.G %.F $.F %.% MO% %." %.+ $.$ $." MO' $." '.$ %.' $.' MO) ".+ '.$ '.+ ".$

0hapter "": Power and Political 1ehavior Expert *nformation %.$.) %.% $.% %.' $./ %.+ $.-

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For this group, it is clear that you could get compliance by using punishmentI however, that would have a detrimental effect on your ongoing relationships with students @they have power of their own of all six typesPA. 3i2ewise, using your superior role may get results but not without relationship costs. *t loo2s as if rewards are the most effective way to influence this group, but you can also rely on your expertise. !necdotal data collected following class sessions leads to the belief that this is an effective way of teaching the French and Raven model. 9ost students appear to be actively and thoughtfully involved, and when as2ed to evaluate the class, give high mar2s. Q!dapted with permission from 7ib !2in, 82change 3, 6o. ' @"F-/A: %/(%F. 11.2 EMPOWERMENT IN THE CLASSROOM *nstructor<s 6otes: tress to the students that the ideas do not have to be wor2able, ,ust discussible. 4ne of the ways to 2eep the discussion moving is to as2 students to 2eep in mind the goals and mission of the university. ;his deters comments with simplified solutions li2e, no grades, no classes, no teachers, etc. ALTERNATIVE E!PERIENTIAL E!ERCISE POWER DEPENDENCY *nstructor<s 6otes: ;he power dependency model allows students to analyze the influences on their lives. 4nce students begin this exercise, they are typically surprised at the number of influence and power points that are surrounding them. 1e sure to mention that wor2 experience is not necessary to complete this exercise. tudents may choose to view the environment they are in as a student.

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0hapter "": Power and Political 1ehavior A POWER /DEPENDENCY ANALYSIS OF YOUR POSITION from R. E. Muinn, . R. Faerman, 9. P.;hompson, 9. R. 9c7rath, 9ecoming a $aster $anager& # 5ompetency Framewor.& :iley and ons, c"FFG, $-%.

*n some areas of your life you have a great deal of control over power and influence. 4n the other hand, in organizations you may have little control over power. ;he diagram below illustrates the networ2 of power and influence for a hospital manager. ;he degree that the manager depends on people and positions and the degree of emphasis are indicated between the position and the hospital manager. 4n a separate sheet, list your organization and provide five medium and five high dependency categories. Eou may choose a position in an organization with which you have experience, or you could analyze your position as a student or a member of your family. !fter you have completed your list, answer the following >uestions, first to yourself, and then, if time permits, in small groups. ". :hom do you really depend on in the position you<re analyzingB 8ow important is each dependencyB :hat is the basis of each dependencyB $. !re any of these dependencies inappropriate or dysfunctionalB :hat can you do about thatB %. 8ow do you maintain your own base of influence in each of these dependenciesB #o you feel you have a base of influence in each of themB '. :hat 2inds of power and influence do you thin2 you need to develop furtherB :hat resources can help youB 84 P*;!3 9!6!7ER ( EH!9P3E HI+H DEPENDENC, 9ayor<s office !ccreditation agency 9ain employee union Eleven smaller unions 0ivil service !ffiliated medical school -EDI)- DEPENDENC, 0ity bureaucracy tate government 3ocal community groups 4ther hospitals in the city 3ocal press Federal government

MBTI E!ERCISE Exercise 3earning 4b,ectives:

0hapter "": Power and Political 1ehavior

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a. tudents will be able to define power and explore how they use it. b. tudents should understand that different people view the concept of power differently and that groups get strengths from that difference. Exercise 4verview: ". $. %. tudents should have ta2en the 91;* or the short version in 0hapter %. tudents will be formed into groups based on how they perceive themselves obtaining energy. tudents will use the text as a reference.

Exercise #escription: a. !s2 students to form groups based on E or * energy direction. 3imit + students to a group(( ma2e enough groups so that everyone is in a group of at least ' people. b. ;he instructor as2s each individual to define power. c. ;he instructor has each individual review the text chapter on power and identify the types of power they use most often. d. ;he instructor now as2s the groups to discuss their researchI the end result will be a group statement that defines power and identifies the most common uses of power by that group. ;he instructor should as2 the students to give specific examples of when and where they<ve used power. e. Report out((loo2 for similarities and differences. :hat the instructor should expect: a. ;he JEJ group should give the impression that power is the continual gathering and using of information. Power is an external, organizational issue. :ith JEsJ, you will sense that power is JoverpoweringJ others, up front, and outwardly directed. b. ;he J*J group should give the impression that power is internal, 2ept close to the vest, used diligently, and almost a personal issue. :ith J*J you will sense that power is J>uietlyJ used, behind(the(scenes, and inwardly directed. *nstructor<s ummary: !s we<ve pointed out, power means different things to different people. !dditionally, people use power differently even when going after the same result. ome people are very outwardly directed in most everything they do. ;hese people can appear to be overpowering and, when in a powerful position, overbearing. 4ther people are more inwardly directed and hence their use of power is more subtle((2ept within. Even when in a position of power these people may give the appearance of being unwilling to use their power. *n both instances, outward or inward use, complete understanding of the types of power and your personal preferences of its use will help you as you enter and progress in your chosen field.

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0hapter "": Power and Political 1ehavior

E!TRA E!PERIENTIAL E!ERCISES ;he following alternative exercises to supplement the material in the textboo2 can be obtained from: 9arcic, #orothy, eltzer, Roseph, S Daill, Peter. 3rgani*ationa 9ehavior: 82periences and 5ases, +th 8d. outh :estern 0ollege Publishing 0ompany, $GG". E&#ower&ent. p. "G%(""+. ;ime: $)(+G minutes. Purpose: ;o introduce the topic of empowermentI to help individuals focus on the s2ills needed to be empoweringI to help individuals distinguish between what ma2es them feel empowered and what ma2es them feel powerless. A .i&#le / But Powerful / Power .i&ul"tion. p. ""F("$G. ;ime: +G minutes or more. Purpose: ;o understand power dynamics in organizations. CASE QUESTIONS: SUGGESTED ANSWERS THE AMERICAN HEART ASSOCIATION: E!ERCISING INFLUENCE THROUGH PUBLIC ADVOCACY 1. 'he chapter defines inf uence as ;the process of affecting the thoughts& behavior& or fee ings of another person.< 82p ain the #merican )eart #ssociations pub ic advocacy programs in the conte2t of this definition. ;he !merican 8eart !ssociation @!8!A has the Kgoal of reducing heart disease and stro2e by $)T by the year $G"G.L ;he !8!Cs public advocacy programs are geared toward influencing policy ma2ers and legislators to ma2e a difference in the fight against heart disease, stro2e, and other cardiovascular diseases, thereby contributing to the realization of the $)T heart disease and stro2e reduction goal. 2. 7sing 'ab e 11.2 as a point of departure& describe the inf uence tactics that the #merican )eart #ssociation uses in its various approaches to pub ic advocacy. ;he two influence tactics that predominately characterize the !merican 8eart !ssociationCs public advocacy programs are coalition building and rational persuasion. ;he !8! see2s to influence policy and resource allocation decisions through its participation in 'he =ationa 5oa ition for )eart and >tro.e Research and its lin2age to and promotion of 'he 5ongressiona )eart and >tro.e 5oa ition. 'he =ationa 5oa ition for )eart and >tro.e Research unites organizations in wor2ing for increased funding for heart and stro2e research. K;he coalition is a catalyst for the coordination of research advocacy efforts of its member organizations. ;his includes the coordination of strategy development, information sharing, participation in Ulobby day,C and developing coordinated grassroots efforts.L ;he !merican 8eart !ssociation encourages it :eb site visitors to e(mail their senators and representatives, as2ing them to ,oin 'he 5ongressiona )eart and >tro.e 5oa ition. ;his 0oalition wor2s to

0hapter "": Power and Political 1ehavior

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raise awareness of cardiovascular diseases, serves as a resource center on relevant issues, and see2s to advance public policy aimed at fighting cardiovascular diseases. 0oalition building is also evident in the successful efforts of the president of the !merican 8eart !ssociation to form a strategic alliance with four agencies of the federal government. ;his public?private partnership will help the !8! achieve its goal of significantly improving cardiovascular health. Finally, the creation of the 7rassroots 6etwor2 can be considered to be a form of coalition building. ;he !8! uses rational persuasion to influence the actions of 'he =ationa 5oa ition for )eart and >tro.e Research. Rational persuasion is also used through the 7rassroots 6etwor2, wherein the !8! as2s members to write, call, or visit decision ma2ers at the local, state, and federal levels to express their views on important !8! issues. Rational persuasion is further evident in the action alerts of the !8!Cs 3egislative !ction 0enter, and in the 0enterCs provision of tips regarding how to effectively contact members of 0ongress. 3. >uppose that you considered ?oining the @rassroots =etwor. of the #merican )eart #ssociation. Why wou d you ?oin the =etwor. and what wou d you do to try to e2ercise inf uence through the =etwor.? ;his >uestion provides students with an opportunity to examine their own motivation for ,oining @or for that matter, not ,oiningA a volunteer organization that see2s to influence public policy which impacts cardiovascular health. ;hey also have the opportunity to explore how they would behave in response to their personal motivation by identifying the influence mechanisms they would be most li2ely to use. *n discussing how they might try to exercise influence, the students could draw of the influence tactics that are described in ;able "".$. R"#$ P#%&' !dditional role plays relevant to the material in this chapter are located in !ppendix ! of this instructor<s manual.