Identify At Least Two Other Students Who Have A Contrasting

Identify At Least Two Other Student Who Have A Contrasting Opinion Of

Identify at least two other students who have a contrasting opinion of you posted regarding Beth’s promotion. Respectfully, respond to their post as to why you feel a concept they’ve provided as support does not fit the situation described in the case study. Each response post should be a minimum of 75 words. While only a minimum of two replies are required, students are encouraged to carry on the conversation beyond just one initial post and two response posts. Historically, students who participate in the discussion board more than others, maximize their learning experience.

A good example of “carrying on the conversation†is by responding to students who have asked probing questions of your own initial post. Natalie: After reading the case study, I feel like Haslina comments about her co-worker Beth can come out as degrading. If Beth is a hard worker and committed she deserves positive energy toward her. I think Beth receiving a promotion shouldn’t be such an issue, if she condones the right leadership skills and employees listen to her as stated in the case study a promotion will be the right thing to do. It seems like Haslina is jealous of the accomplishments Beth is acquiring.

After reading the chapter the section that explains the intergroup conflict is a good example of what is occurring in the case study. When organizations exert pressure on employees, communication among peers (lateral communication) tends to increase. Concurrently, communications between different levels of management (vertical communication) tend to decrease. Personal differences among group members are minimized when presented with the threat of a common danger such as a tough supervisor. At the end of the day if you are a hard worker to deserve what you deserve and employees should be happy for others who deserve a promotion.

Melissa: Everyone has a fair shot at getting promoted or emerging to a higher status. Beth was one of the three organizers that help organized the potluck luncheon. She was promoted as an informal leader because she was the most qualified due to her skills and outstanding performance portrayed. Beth probably was one of those individuals who were willing to put in a little more effort and rarely complained but instead voiced it. Although it was stated she doesn’t take direction very well, Beth has that leadership characteristic.

She has the ability to gather her workers, lead them to success and grasp their attention where they are listening. As stated earlier, Beth emerged as an informal leader. An informal leader satisfy complex needs, offer emotional support, help shape personal identities, and assist in meeting personal goals (Fallon, Begun & Riley, 2013). Also, as a leader some kind of power or authority must be presented. Authority refers to legitimate power—power that is viewed as appropriate by the individual who holds power and by those subject to the power (Fallon, Begun & Riley, 2013). You get promoted because you are a leader and that is what happened to Beth.

Paper For Above instruction

The case study in question revolves around Beth’s promotion within an organizational setting and the contrasting opinions from students Natalie and Melissa. While Natalie emphasizes the importance of recognizing true merit and questions whether opposition stems from jealousy or intergroup conflict, Melissa focuses on formal and informal leadership qualities that justify Beth’s promotion. A critical analysis reveals that both perspectives reflect different facets of leadership and organizational dynamics, which warrant closer examination to understand whether Beth’s promotion aligns with organizational principles or if underlying interpersonal issues distort the situation.

Natalie’s viewpoint underscores the significance of positive recognition based on meritocratic principles. She perceives Haslina’s skepticism as potentially motivated by jealousy rather than legitimate concerns about Beth’s qualifications. Natalie highlights that effective leadership and proficiency should be the primary factors for promotion, referencing intergroup conflict that often occurs when pressure or competition influences peer relationships in workplaces. As organizations face competitive pressures, lateral communication often intensifies, and conflicts might surface, especially if some employees perceive favoritism or injustice. Natalie’s argument suggests that genuine meritocracy should transcend personal conflicts, fostering an environment where achievements are genuinely acknowledged without bias.

Conversely, Melissa’s argument centers around Beth’s leadership traits and performance qualities that arguably justify her promotion. She portrays Beth as a competent leader who exhibits qualities such as emotional support, the ability to motivate others, and effective team organization. Melissa’s emphasis on informal leadership and legitimate power aligns with the view that leadership is demonstrated through actions and influence, regardless of formal titles. The references she cites from Fallon, Begun, and Riley (2013) reinforce the idea that leadership involves fulfilling complex needs, providing emotional support, and shaping personal identities. Therefore, from Melissa’s perspective, Beth’s demonstrated leadership qualities and performance are sufficient grounds for promotion, reflecting a merit-based process rooted in observable behaviors and outcomes.

Analyzing these contrasting perspectives reveals that the core issue pertains to the criteria and perceptions of leadership and merit. While Natalie advocates for a pure meritocratic approach emphasizing organizational fairness and avoiding interpersonal conflict, Melissa highlights the importance of leadership qualities that go beyond formal titles. Both viewpoints are valid but incomplete when considered in isolation. An integrated approach would recognize that leadership qualities, organizational justice, and interpersonal dynamics collectively influence promotion decisions.

Furthermore, the case study hints at potential underlying issues such as favoritism, jealousy, or interpersonal conflicts impacting perceptions of fairness. For instance, Haslina’s attitude towards Beth could stem from jealousy, which introduces bias into the decision-making process. Such biases can prevent organizations from accurately recognizing genuine merit and can lead to negative intergroup conflicts, reducing overall organizational effectiveness. Therefore, it is crucial for organizations to establish clear, transparent criteria for promotions that balance leadership qualities with objective performance metrics and address interpersonal conflicts constructively.

In conclusion, the contrasting opinions of Natalie and Melissa reflect the complex dynamics involved in organizational promotions. While meritocracy and leadership qualities are important, organizations must also be vigilant about interpersonal issues and biases that may distort perceptions of fairness. Implementing transparent criteria, fostering positive communication, and emphasizing both performance and leadership development can help align organizational decisions with both individual merit and collective harmony. Such an approach ensures that promotions are justified, motivating employees, and maintaining a healthy workplace environment conducive to growth and productivity.

References

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