| Music for Management
Dorothy Marcic*
Because the arts can help in the learning process, this CD of songs
related to management and organizational behavior themes is designed
to be a supplement to the textbook and to give students a fuller view
of concepts. This booklet will list the relevant concepts examined here
through the included songs and will describe assignments and exercises
to help bring a deeper understanding of the theories.Concepts, songs
and assignments:
| |
Concepts |
Songs |
Assignments |
| a. |
Internal/external
locus of control |
Que sera, sera
Hero |
Write a paper analyzing the points of view of each
song, according to which is more internal and which more external
locus of control? What types of jobs would suit each person best?
Role play option: Divide into small groups. Each group chooses
a conflict situation one person in the group has experienced between
two people. Role play the situation having one person exhibit
internal and the other external locus of control. |
| b. |
Leadership |
Que sera, sera
Hero |
Which song illustrates the qualities of leadership
better? Find a leadership theory that describes what is sung in
that song. Which song describes followership? What kind of follower
would that person be? How would the leader motivate that person? |
| |
Leadership (cont.) |
I will follow him |
Assume a leader who wants this type of follower. Describe
why you think that leader is either more autocratic or democratic
and the resultant effects on the followers of that kind of expectations.
Support your arguments with at least one other leadership theory. |
| c. |
Motivation |
She works hard for the money |
Choose a motivation theory that describes what Onetta
needs in order for her to be more motivated; then analyze Onetta’s
work situation using that theory. |
| d. |
Motivation and leadership |
9 to 5 |
Is the worker in this song operating at her highest
level of productivity? What has demotivated her? What style of leadership
does her boss use? How effective is it? If you were her boss, how
would you treat her in order to create a higher level of motivation? |
| e. |
Management history |
16 tons
9 to 5 |
Describe the working conditions of the employee in
16 tons. Which model of management was operating in that coal mine?
Which in the 9 to 5 office? Would that model (or models) be effective
in today’s new economy? Why or why not? Compare the mine conditions
to that of the worker in 9 to 5? How had it changed in those 25
years from 1955 to 1980? |
| f. |
Positive/negative reinforcement |
You are so beautiful
These boots are made for walking |
Write a paper describing how each song represents
positive and negative reinforcement. Explain why you think one or
both are effective for leaders to use. |
| g. |
Diversity |
As long as he needs me
Any man of mine
|
Describe the changes in attitude of the first song
(from 1962) and the second (from 1995). What are the different expectations
placed on women in the two songs? How do you think those expectations
impacted the workplace? |
| |
Diversity (cont.) |
Diamonds are a girl’s best friend
She works hard for the money
Wide open spaces
|
Write a paper examining the economic position of women
in the three time periods of these songs (1952, 1984 and 1998).
What percentage of women worked, how much did they earn relative
to men and what percentages of women were in management positions?
How did those changing economic circumstances influence how a) women
were seen in the popular culture, and b) what choices women had? |
| h. |
Change |
Wide open spaces |
Describe the themes of change and risk that this song
expresses. What change theory fits? |
| |
Change (cont.) |
9 to 5 |
In a work environment such as this, would you expect
high or low resistance to change? Explain and support your ideas
with at least one theory. |
* To accompany Understanding Management by Daft and Marcic, as
well as the ancillary CD Music for Management, both available from Southwestern
Publishing.
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