I’m willing to bet you already know that all the sources of power (4) and influence tactics (8) in this chapter are perfectly suited for scenario-type questions. A generic question would look something like this: [name here] works for [name here] as a [position here]…[filler material here]…[insert pronoun here] is concerned about ….[filler material here].., so [pronoun here] has decided to [action here]. Using material from your text, what influence tactic is [name here] using? Would this be classified as a soft or hard influence tactic, and what reaction might he/she expect as a consequence? I call this the paint by number question development process. You can use it for practice.

Another common practice is developing cases with one character who engages in reprehensible behaviour toward a colleague, subordinate, or group, in the workplace. This character is provided with a position along with other clues to help you determine his source(s) of power. Then, students are asked to discuss the various sources of power and contingencies relating to the character and his colleague, subordinate, or group. The “A” students approach the question and answer quite clinically and with exceptional focus and restraint. Others (let’s just say not “A” students) go off and comment on how bad the character was for engaging in the reprehensible behaviour. In other words, they don’t really answer the question. Unless, you are asked to comment on the behaviour, it’s really just filler at best and a red-herring at worse. Don’t fall for it. What are the words of wisdom? Be systematic, and clinical in your approach.