O RGANIZAT IONAL
B EHAV IOR
TWELFTH EDITION
E X P ERI E NCE | GR OW | CONTR IB UT E
SC H E R M ERHORN
O SB O R N
H UN T
UH L-BI E N
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12th edition
ORGANIZATIONAL BEHAVIOR
John R. Schermerhorn, Jr. | Richard N. Osborn | Mary Uhl-Bien | James G. Hunt
Ohio University
Wayne State University
John Wiley & Sons, Inc.
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Texas Tech University
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ISBN 13 978-0-470-87820-0
978-1-118-12931-9
Printed in the United States of America.
10 9 8 7 6 5 4 3 2 1
about the authors
Dr. John R. Schermerhorn, Jr. is the Charles G. O’Bleness Professor Emeritus of
Management in the College of Business at Ohio University where he teaches
undergraduate and MBA courses in management, organizational behavior, and
Asian business. He earned a Ph.D. in organizational behavior from Northwestern
University, after receiving an M.B.A. (with distinction) in management and international business from New York University, and a B.S. in business administration
from the State University of New York at Buffalo.
Dedicated to instructional excellence and serving the needs of practicing
managers, Dr. Schermerhorn focuses on bridging the gap between the theory and
practice of management in both the classroom and in his textbooks. He has won
awards for teaching excellence at Tulane University, The University of Vermont,
and Ohio University, where he was named a University Professor, the university’s
leading campus-wide award for undergraduate teaching. He also received the
excellence in leadership award for his service as Chair of the Management Education and Development Division of the Academy of Management.
Dr. Schermerhorn’s international experience adds a unique global dimension
to his teaching and textbooks. He holds an honorary doctorate from the University of Pécs in Hungary, awarded for his international scholarly contributions to
management research and education. He has also served as a Visiting Professor
of Management at the Chinese University of Hong Kong, as on-site Coordinator of
the Ohio University MBA and Executive MBA programs in Malaysia, and as Kohei
Miura visiting professor at the Chubu University of Japan. Presently he is Adjunct
Professor at the National University of Ireland at Galway, a member of the graduate faculty at Bangkok University in Thailand, and Permanent Lecturer in the PhD
program at the University of Pécs in Hungary.
An enthusiastic scholar, Dr. Schermerhorn is a member of the Academy of
Management, where he served as chairperson of the Management Education and
Development Division. Educators and students alike know him as author of Management 11e (Wiley, 2011) and Exploring Management 3e (2012), and senior
co-author of Organizational Behavior 12/e (Wiley, 2012). His many books are
available in Chinese, Dutch, French, Indonesian, Portuguese, Russian, and Spanish language editions. Dr. Schermerhorn’s published articles are found in the
Academy of Management Journal, Academy of Management Review Academy of
Management Executive, Organizational Dynamics, Journal of Management Education, and the Journal of Management Development.
Dr. Schermerhorn is a popular guest speaker at colleges and universities. His recent student and faculty workshop topics include innovations in
business education, teaching the millennial generation, global perspectives
in management education, and textbook writing and scholarly manuscript
development.
Dr. John R.
Schermerhorn, Jr.
v
vi About the Authors
Dr. James G.
(Jerry) Hunt
The late Dr. James G. ( Jerry) Hunt was the Paul Whitfield Horn Professor of
Management, Professor of Health Organization Management, Former Director,
Institute for Leadership Research, and former department Chair of Management, Texas Tech University. He received his Ph.D. and master’s degrees from
the University of Illinois after completing a B.S. (with honors) at Michigan
Technological University. Dr. Hunt co-authored an organization theory text
and Core Concepts of Organizational Behavior (Wiley, 2004) and authored or
co-authored three leadership monographs. He founded the Leadership Symposia Series and co-edited the eight volumes based on the series. He was the
former editor of the Journal of Management and The Leadership Quarterly.
He presented or published some 200 articles, papers, and book chapters, and
among his better-known books are Leadership: A New Synthesis, published
by Sage, and Out-of-the-Box Leadership, published by JAI. The former was
a finalist for the Academy of Management’s 1993 Terry Distinguished Book
Award. Dr. Hunt received the Distinguished Service Award from the Academy
of Management, the Sustained Outstanding Service Award from the Southern
Management Association, and the Barnie E. Rushing, Jr. Distinguished Researcher Award from Texas Tech University for his long-term contributions to
management research and scholarship. He also lived and taught in England,
Finland, and Thailand, and taught in China.
Dr. Richard N.
Osborn
Dr. Richard N. Osborn is a Wayne State University Distinguished Professor, Professor of Management Emeritus, and former Board of Governors Faculty Fellow.
He has received teaching awards at Southern Illinois University at Carbondale
and Wayne State University, and he has also taught at Arizona State University,
Monash University (Australia), Tulane University, University of Munich, and the
University of Washington. He received a DBA from Kent State University after
earning an MBA at Washington State University and a B.S. from Indiana University. With over 200 presentations and publications, he is a charter member
of the Academy of Management Journals Hall of Fame. Dr. Osborn is a leading authority on international alliances in technology-intensive industries and
is co-author of an organization theory text as well as Basic Organizational
Behavior ( John Wiley & Sons, 1995, 1998). He has served as editor of international strategy for the Journal of World Business and Special Issue Editor for
The Academy of Management Journal. He serves or has served as a member
of the editorial boards for The Academy of Management Journal, The Academy
of Management Review, Journal of High Technology Management, The Journal
of Management, Leadership Quarterly, and Technology Studies, among others.
He is very active in the Academy of Management, having served as divisional
program chair and president, as well as the Academy representative for the International Federation of Scholarly Associations of Management. Dr. Osborn’s
research has been sponsored by the Department of Defense, Ford Motor Company, National Science Foundation, Nissan, and the Nuclear Regulatory Commission, among others. In addition to teaching, Dr. Osborn spent a number of
years in private industry, including a position as a senior research scientist with
the Battelle Memorial Institute in Seattle, where he worked on improving the
safety of commercial nuclear power.
About the Authors vii
Dr. Mary Uhl-Bien is the Howard Hawks Chair in Business Ethics and Leadership
at the University of Nebraska. She earned her Ph.D. and M.B.A. in organizational
behavior at the University of Cincinnati after completing an undergraduate degree
in International Business and Spanish. She teaches organizational behavior, leadership, and ethics courses at the undergraduate and graduate (MBA and doctoral)
levels, and has been heavily involved in executive education, teaching to business
executives and physicians in the United States, China, Europe, and Saudi Arabia
and to the senior executive service of the U.S. government for The Brookings
Institute in Washington, D.C. She has been a visiting professor/scholar at Pablo
de Olavide University in Seville, Spain, the Universidade Nova de Lisboa/Catolica
Portuguesa in Lisbon, Portugal, and University Lund in Sweden.
Dr. Uhl-Bien’s research interests are in leadership, followership, and ethics. In
addition to her conceptual work on complexity and relational leadership, some of
the empirical projects she is currently involved in include investigations of “Leadership and Adaptability in the Healthcare Industry” (a $300,000 grant from Booz
Allen Hamilton), “Adaptive Leadership and Innovation: A Focus on Idea Generation and Flow” (at a major financial institution in the U.S.), and “Social Constructions of Followership and Leading Up.” She has published in such journals as The
Academy of Management Journal, the Journal of Applied Psychology, The Leadership Quarterly, the Journal of Management, and Human Relations. She won the
Best Paper Award in The Leadership Quarterly in 2001 for her co-authored article
on Complex Leadership. She has been on the editorial boards of The Academy
of Management Journal, The Academy of Management Review, The Leadership
Quarterly, Leadership, and The International Journal of Complexity in Leadership
and Management, and is senior editor of the Leadership Horizons series (Information Age Publishers). Dr. Uhl-Bien has consulted with Disney, the U.S. Fish
and Wildlife Service, British Petroleum, and the General Accounting Office, and
served as the executive consultant for State Farm Insurance Co. from 1998–2004.
She has been a Visiting Scholar in Spain, Portugal, and Sweden. Dr. Uhl-Bien has
trained Russian businesspeople for the American Russian Center at the University
of Alaska Anchorage from 1993–1996, worked on a USAID grant at the Magadan
Pedagogical Institute in Magadan, Russia from 1995–1996, and participated in a
Fulbright-Hays grant to Mexico during the summer of 2003.
Dr. Mary Uhl-Bien
preface
Global warming, economic uncertainty, poverty, discrimination, unemployment,
illiteracy . . . these are among the many issues and problems we face as citizens
today. But how often do we stop and recognize our responsibilities for problem
solving and positive action in this social context? What we do today will have a
lasting impact on future generations. And whether we are talking about families,
communities, nations, or the organizations in which we work and volunteer, the
core question remains: How can we join together to best serve society?
Look again at the cover. Think about people working together and collaborating in organizations around the world. Think about how organizations and their
members grow, and how individuals can expand the positive impact of society’s
institutions as their ideas and talents come together in supportive and nurturing
work settings. And, think about the delicate balances between work and family,
between individuals and teams, and between organizations and society that must
be mastered in the quest for future prosperity.
Yes, our students do have a lot to consider in the complex and ever-shifting
world of today. But, we believe they are up to the challenge. And, we believe
that courses in organizational behavior have strong roles to play in building their
capabilities to make good judgments and move organizational performance forward in positive and responsible ways.
That message is a fitting place to begin Organizational Behavior, 12th Edition. Everyone wants to have a useful and satisfying job and career; everyone
wants all the organizations of society—small and large businesses, hospitals,
schools, governments, nonprofits, and more—to perform well; everyone seeks a
healthy and sustainable environment. In this context the lessons of our discipline
are strong and applicable. Armed with an understanding of organizational behavior, great things are possible as people work, pursue careers, and contribute to
society through positive personal and organizational accomplishments.
Organizational behavior is a discipline rich with insights for career and life
skills. As educators, our job is to bring to the classroom and to students the great
power of knowledge, understanding, and inquiry that characterizes our discipline
and its commitment to understanding human behavior in organizations. What our
students do with their talents will not only shape how organizations all contribute to society, but also fundamentally alter lives around the globe. We must do
our parts as educators to help them gain the understanding and confidence to
become leaders of tomorrow’s organizations.
JOHN R. SCHERMERHORN, JR.
Ohio University
RICHARD N. OSBORN
Wayne State University
MARY UHL-BIEN
University of Nebraska
viii
about this book
Organizational Behavior, 12th Edition, brings to its readers the solid and complete content core of prior editions, an enriched and exciting “OB Skills Workbook,” and many revisions, updates, and enhancements that reflect today’s dynamic times.
Content
All chapters are written so that they can be used in any sequence that best
fits the instructor’s course design. Each has also been updated to reflect new
research findings and current applications and issues. For this edition, major
changes were made to strengthen the research component, expand and refocus
the chapters dealing with individual behavior and performance, and more fully
treat the emerging directions in leadership research and thinking. A module on
Research Methods in OB has been placed online to offer easy ways to further
enrich the course experience.
Ethics Focus
To help students anticipate, understand, and confront the ethical challenges of
work and careers today, we have continued our special feature in each chapter—
Ethics in OB. This feature presents a situation or issue from an actual case or
news report and asks a question of the student reader that requires personal
reflection on the ethics and ethics implications. Examples include “Workers
Concerned about Ethical Workplace, Personality Testing, Social Loafing May
Be Closer than You Think, Privacy in an Age of Social Networking, and Cheat
Now . . . Cheat Later.”
Leadership Focus
To focus students on their roles in demonstrating leadership in organizations,
we revised the leadership feature to “Finding the Leader in You.” This feature
helps students think about how they can develop their own leadership skills and
capabilities to enhance organizational performance. Examples include Patricia
Karter of Dancing Deer Baking, Jim Senegal of Costco, Karen Bryant of the Seattle
Storm, and Jeff Bezos of Amazon.
Research Focus
To better communicate the timely research foundations of OB, we have
continued the popular Research Insights found in each chapter. Each highlights an article from a respected journal such as the Academy of Management Journal and the Journal of Applied Psychology. Sample topics include
ix
x About This Book
interactional justice, racial bias, social loafing, demographic faultlines, and
workplace identities.
Applications Focus
To help students apply the insights of OB to real situations and problems,
each chapter includes Visual Sidebars that highlight key action points to remember—such as “Things Are Changing as the Facebook Generation Goes
to Work”; Margin Essays that provide brief and timely examples—such as
“Employee Morale Varies Around the World,” and OB and Popular Culture
that links movies and television to management insights—such as Moral Management and John Q.
Pedagogy
As always, our primary goal is to create a textbook that appeals to the student
reader while still offering solid content. Through market research surveys and
focus groups with students and professors, we continue to learn what features
worked best from previous editions, what can be improved, and what can be
added to accomplish this goal both effectively and efficiently. Our response is
a pedagogical frame that combines popular elements from the last edition with
new ones.
• Chapter Opening—a timely, real-world vignette introduces the chapter, The
Key Point helps clarify the topic, Chapter at a Glance highlights major study
questions, and What’s Inside highlights the key features.
• Inside the Chapter—a variety of thematic embedded boxes as previously
noted—Ethics in OB, Finding the Leader in You, OB in Popular Culture, and
Research Insight, highlight relevant, timely, and global themes and situations
that reinforce chapter content. Margin Photo Essays provide further short
examples highlighting events and issues. To assist with chapter study and test
preparation, each chapter has a running Margin Glossary and Margin List
Identifiers.
• End of Chapter—a Study Guide helps students review and test their mastery
of chapter content. Key components are Key Questions and Answers (keyed
to opening Chapter at a Glance topics), Key Terms, and a Self-Test (with
multiple choice, short response, and essay questions). Next Steps: Top
Choices from the OB Skills Workbook highlight the Cases for Critical Thinking, Team and Experiential Exercises, and Self-Assessments found in the back
of the book that complement each chapter.
The OB Skills Workbook
The end-of-text OB Skills Workbook has become a hallmark feature of the textbook, and it has been updated and expanded for the new edition. This edition features the Learning Style Inventory and Kouzes/Posner Student Leadership
Practices Inventory. Both fit well in an OB course as opportunities for substantial
About This Book xi
student reflection and course enhancement. The five sections in the new updated
workbook that offer many ways to extend the OB learning experience in creative
and helpful ways are:
•
•
•
•
•
Learning Style Inventory
Student Leadership Practices Inventory
Self-Assessment Portfolio
Team and Experiential Exercises
Cases for Critical Thinking
New Student and Instructor Support
Organizational Behavior, 12th Edition, is supported by a comprehensive learning package that assists the instructor in creating a motivating and enthusiastic
environment.
Instructor’s Resource Guide The Instructor’s Resource Guide, written by
Andrea Smith-Hunter, Siena College, offers helpful teaching ideas, advice on
course development, sample assignments, and chapter-by-chapter text highlights,
learning objectives, lecture outlines, class exercises, lecture notes, answers to
end-of-chapter material, and tips on using cases.
Test Bank This comprehensive Test Bank, written by Amit Shah, Frostburg
University, is available on the instructor portion of the Web site and consists of
over 200 questions per chapter. Each chapter has true/false, multiple choice, and
short answer questions. The questions are designed to vary in degree of difficulty to challenge your OB students.
The Computerized Test Bank is for use on a PC running Windows. It contains
content from the Test Bank provided within a test-generating program that allows
instructors to customize their exams.
PowerPoint This robust set of lecture/interactive PowerPoints prepared by
Karen Edwards, Chemeketa Community College, is provided for each chapter to
enhance your students’ overall experience in the OB classroom. The PowerPoint
slides can be accessed on the instructor portion of the Web site and include lecture notes to accompany each slide.
Web Quizzes This online study guide with online quizzes varies in level of
difficulty. Written by Amit Shah, Frostburg University, it is designed to help your
students evaluate their individual progress through a chapter. Web quizzes are
available on the student portion of the Web site. Here students will have the ability to test themselves with 15–25 questions per chapter and include true-false and
multiple choice questions.
Personal Response System The Personal Response System questions (PRS
or “Clickers”) for each chapter of Organizational Behavior 12th Edition is
xii About This Book
designed to spark discussion/debate in the OB classroom. For more information
on PRS, please contact your local Wiley sales representative.
Companion Web Site The text’s Web site at http://www.wiley.com/college/
schermerhorn contains myriad tools and links to aid both teaching and learning,
including nearly all of the student and instructor resources.
Business Extra Select Online Courseware System http://www.wiley.
com/college/bxs. Wiley has launched this program that provides an instructor
with millions of content resources from an extensive database of cases, journals, periodicals, newspapers, and supplemental readings. This courseware
system lends itself extremely well to the integration of real-world content and
allows instructors to convey the relevance of the course content to their
students.
Videos and Video Teaching Guide
Short video clips tied to the major topics in organizational behavior are available.
These clips provide an excellent starting point for lectures or for general class
discussion. Teaching notes for using the video clips, written by Stacy Shriver,
University of Colorado, Boulder, are available on the instructor’s portion of the
Web site.
WileyPLUS
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About This Book xiii
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Customizable Course Plan WileyPLUS comes with a pre-created Course Plan
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Pre-created Activity Types Include:
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Image Gallery
Instructor’s Manual
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Testbank
Pre- and Post-Lecture Quizzes
xiv About This Book
• Web Quizzes
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Gradebook WileyPLUS provides instant access to reports on trends in class
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WileyPLUS. Learn More. www.wileyplus.com.
Powered by proven technology and built on a foundation of cognitive research, WileyPLUS has enriched the education of millions of students in over 20
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contributors
Cases for Critical Thinking
Barry R. Armandi, State University of New York, David S. Chappell, Ohio University, Bernardo M. Ferdman, Alliant International University, Placido L. Gallegos,
Southwest Communications Resources, Inc. and the Kaleel Jamison Consulting
Group. Inc., Carol Harvey, Assumption College, Ellen Ernst Kossek, Michigan State
University, Barbara McCain, Oklahoma City University, Mary McGarry, Empire
State College, Marc Osborn, R&R Partners, Phoenix, AZ, Franklin Ramsoomair,
Wilfrid Laurier University, Hal Babson and John Bowen of Columbus State Community College.
Experiential Exercises and Self-Assessment Inventories
Barry R. Armandi, State University of New York, Old Westbury, Ariel Fishman,
The Wharton School, University of Pennsylvania, Barbara K. Goza, University
of California, Santa Cruz, D.T. Hall, Boston University, F.S. Hall, University of
New Hampshire, Lady Hanson, California State Polytechnic University, Pomona,
Conrad N. Jackson, MPC, Inc., Mary Khalili, Oklahoma City University, Robert Ledman, Morehouse College, Paul Lyons, Frostburg State University, J. Marcus Maier,
Chapman University, Michael R. Manning, New Mexico State University, Barbara
McCain, Oklahoma City University, Annie McKee, The Wharton School, University
of Pennsylvania, Bonnie McNeely, Murray State University, W. Alan Randolph,
University of Baltimore, Joseph Raelin, Boston College, Paula J. Schmidt, New
Mexico State University, Susan Schor, Pace University, Timothy T. Serey, Northern
Kentucky University, Barbara Walker, Diversity Consultant, Paula S. Weber, New
Mexico Highlands University, Susan Rawson Zacur, University of Baltimore.
xv
acknowledgments
Organizational Behavior, 12th Edition, benefits from insights provided by a dedicated group of management educators from around the globe who carefully read
and critiqued draft chapters of this edition. We are pleased to express our appreciation to the following colleagues for their contributions to this new edition.
Heidi Barclay, Metropolitan State
Nancy Fredericks, San Diego State
Cindy Geppert, Palm Beach State
College
Jim Maddox, Friends University
Randy McCamey, Tarleton State
Wendy Smith, U Del
Barcley Johnson, Western Michigan U.
Lam Nguyen, Palm Beach State
College
Robert Blanchard, Salem State
Suzanne Crampton, Grand Valley State
University
Jody Tolan, USC Marshall
Gary J. Falcone, Ed.D., LaSalle
University
Marcia Marriott, Monroe CC
Edward Kass, USFCA
Sidney Siegel, Drexel
We also thank those reviewers who contributed to the success of previous editions.
Merle Ace
Chi Anyansi-Archibong
Terry Armstrong
Leanne Atwater
Forrest Aven
Steve Axley
Abdul Aziz
Richard Babcock
David Baldridge
Michael Banutu-Gomez
Robert Barbato
Richard Barrett
Nancy Bartell
Anna Bavetta
Robb Bay
Hrach Bedrosian
Bonnie Betters-Reed
Gerald Biberman
Melinda Blackman
Lisa Bleich
Mauritz Blonder
Dale Blount
G. B. Bohn
William Bommer
H. Michal Boyd
Pat Buhler
Gene E. Burton
Roosevelt Butler
Ken Butterfield
xvi
Joseph F. Byrnes
Michal Cakrt
Tom Callahan
Daniel R. Cillis
Nina Cole
Paul Collins
Ann Cowden
Deborah Crown
Roger A. Dean
Robert Delprino
Emmeline De Pillis
Pam Dobies
Delf Dodge
Dennis Duchon
Michael Dumler
Ken Eastman
Norb Elbert
Theresa Feener
Janice M. Feldbauer
Claudia Ferrante
Mark Fichman
Dalmar Fisher
J. Benjamin Forbes
Dean Frear
Cynthia V. Fukami
Normandie Gaitley
Daniel Ganster
Joe Garcia
Virginia Geurin
Robert Giambatista
Manton Gibbs
Eugene Gomolka
Barbara Goodman
Stephen Gourlay
Frederick Greene
Richard Grover
Bengt Gustafsson
Peter Gustavson
Lady Alice Hanson
Don Hantula
Kristi Harrison
William Hart
Nell Hartley
Neil J. Humphreys
David Hunt
Eugene Hunt
Howard Kahn
Harriet Kandelman
Paul N. Keaton
Andrew Klein
Leslie Korb
Peter Kreiner
Eric Lamm
Donald Lantham
Jim Lessner
Les Lewchuk
Kristi M. Lewis
Robert Liden
Acknowledgments xvii
Beverly Linnell
Kathy Lippert
Michael London
Michael Lounsbury
Carol Lucchesi
David Luther
Lorna Martin
Tom Mayes
Daniel McAllister
Douglas McCabe
James McFillen
Jeanne McNett
Charles Milton
Herff L. Moore
David Morand
David Morean
Sandra Morgan
Paula Morrow
Richard Mowday
Christopher Neck
Linda Neider
Judy C. Nixon
Regina O’Neill
Dennis Pappas
Edward B. Parks
Robert F. Pearse
Lawrence Peters
Prudence Pollard
Joseph Porac
Samuel Rabinowitz
Franklin Ramsoomair
Clint Relyea
Bobby Remington
Charles L. Roegiers
Steven Ross
Joel Rudin
Michael Rush
Robert Salitore
Terri Scandura
Mel Schnake
Holly Schroth
L. David Schuelke
Richard J. Sebastian
Anson Seers
William Sharbrough
R. Murray Sharp
Ted Shore
Allen N. Shub
Sidney Siegal
Dayle Smith
Mary Alice Smith
Walter W. Smock
Pat Sniderman
Ritch L. Sorenson
Shanthi Srinivas
Paul L. Starkey
Robert Steel
Ronni Stephens
Ron Stone
Tom Thompson
Ed Tomlinson
Sharon Tucker
Nicholas Twigg
Tony Urban
Ted Valvoda
Joyce Vincelette
David Vollrath
Andy Wagstaff
W. Fran Waller
Charles Wankel
Edward Ward
Fred A. Ware, Jr.
Andrea F. Warfield
Harry Waters, Jr.
Joseph W. Weiss
Deborah Wells
Robert Whitcomb
Donald White
Bobbie Williams
Barry L. Wisdom
Wayne Wormley
Barry Wright
Kimberly Young
Raymond Zammuto
We are grateful for all the hard work of the supplements authors who worked to
develop the comprehensive ancillary package described above. We thank Andrea
Smith-Hunter, Siena College, for preparing the Instructor’s Resource Guide, Amit
Shah, Frostburg University, for creating the Test Bank and the web quizzes, Karen
Edwards, Chemeketa Community College, for developing the PowerPoint presentations, and Stacy Shriver, University of Colorado, Boulder, for writing the Video
Teaching Notes. We thank Brandon Warga of Kenyon College for his chapter opening vignettes, and Robert (Lenie) Holbrook of Ohio University for both the OB in
Popular Culture feature and the creative instructor’s guide Art Imitates Life.
As always, the support staff at John Wiley & Sons was most helpful in the
various stages of developing and producing this edition. We would especially like
to thank Lisé Johnson (Acquisitions Editor), George Hoffman (Publisher), Susan
McLaughlin (Developmental Editor), Sarah Vernon (Associate Editor), and Melissa
Solarz (Editorial Assistant) for their extraordinary efforts in support of this project.
They took OB to heart and did their very best to build a high-performance team
in support of this book. We thank everyone at Wiley for maintaining the quest for
quality and timeliness in all aspects of the book’s content and design. Special gratitude goes to Maddy Lesure as the creative force behind the new design. We also
thank Erin Bascom and Suzanne Ingrao of Ingrao Associates for their excellent
production and design assistance, Allie Morris for overseeing the media development, and Amy Scholz for leading the marketing campaign. Thank you everyone!!
brief contents
part 1 Organizational Behavior Today
part 2 Individual Behavior and Performance
1
Introducing Organizational Behavior 3
2
3
4
5
6
Individual Differences, Values, and Diversity 25
Emotions, Attitudes, and Job Satisfaction 53
Perception, Attribution, and Learning 75
Motivation Theories 101
Motivation and Performance 121
part 3 Teams and Teamwork
7
8
9
10
Teams in Organizations 145
Teamwork and Team Performance 169
Decision Making and Creativity 195
Conflict and Negotiation 219
part 4 Influence Processes and Leadership
11
12
13
14
Communication and Collaboration 241
Power and Politics 263
Leadership Essentials 291
Leadership Challenges and Organizational Change 319
part 5 Organizational Context
15
16
17
Organizational Culture and Innovation 347
Organizational Goals and Structures 373
Strategy, Technology, and Organizational Design 399
OB Skills Workbook
Learning Style Inventory W-9
Student Leadership Practices Inventory W-13
Self-Assessment Portfolio W-33
Team and Experiential Exercises W-55
Cases for Critical Thinking W-99
OB Module Online
Research Methods in OB
xviii
contents
part 1
1
Organizational Behavior Today
Diversity 42
Importance of Diversity 42
Types of Diversity 42
Challenges in Managing Diversity 47
Introducing Organizational Behavior 3
Introducing Organizational Behavior 4
Why Organizational Behavior Is Important 4
Scientific Foundations of Organizational Behavior 4
Organizational Behavior in a Changing World 6
Organizations as Work Settings 8
Organizational Behavior in Context 9
Organizational Environments and Stakeholders 9
Diversity and Multiculturalism 10
Management and Leadership 11
Managerial Activities and Roles 12
Managerial Skills 13
Leadership in Organizations 14
Ethical Management and Leadership 16
Learning about Organizational Behavior 17
Learning from Experience 18
Learning Styles 18
Learning Guide to Organizational Behavior 12/E 19
Chapter 1 Study Guide 20
part 2
2
Individual Behavior and Performance
Individual Differences, Values, and Diversity 25
Individual Differences 26
Self-Awareness and Awareness of Others 26
Components of Self 26
Nature versus Nurture 27
Chapter 2 Study Guide 48
3
Emotions, Attitudes, and Job Satisfaction 53
Understanding Emotions and Moods 54
The Nature of Emotions 54
Emotional Intelligence 54
Types of Emotions 56
The Nature of Moods 56
How Emotions and Moods Influence Behavior 57
Emotion and Mood Contagion 58
Emotional Labor 58
Cultural Aspects of Emotions and Moods 59
Emotions and Moods as Affective Events 60
How Attitudes Influence Behavior 60
Components of Attitudes 61
Linking Attitudes and Behavior 62
Attitudes and Cognitive Consistency 62
Types of Job Attitudes 62
Job Satisfaction and Its Importance 63
Components of Job Satisfaction 64
Job Satisfaction Trends 65
How Job Satisfaction Influences Work Behavior 66
Linking Job Satisfaction and Job Performance 67
Chapter 3 Study Guide 70
Personality 29
Big Five Personality Traits 29
Social Traits 29
Personal Conception Traits 31
Emotional Adjustment Traits 34
Personality and Stress 35
Sources of Stress 35
Outcomes of Stress 36
Managing Stress 37
Values 38
Sources of Values 38
Personal Values 39
Cultures Values 40
4
Perception, Attribution, and Learning 75
The Perception Process 76
Factors Influencing Perception 76
Information Processing and the Perception Process 78
Perception, Impression Management, and Social
Media 80
Common Perceptual Distortions 81
Stereotypes 81
Halo Effects 83
Selective Perception 83
Projection 84
xix
xx Contents
Contrast Effects 84
Self-Fulfilling Prophecies 85
Performance Measurement Methods 128
Performance Measurement Errors 131
Perception, Attribution, and Social Learning 86
Importance of Attributions 86
Attribution Errors 87
Attribution and Social Learning 87
Learning by Reinforcement 89
Operant Conditioning and the Law of Effect 89
Positive Reinforcement 90
Negative Reinforcement 94
Punishment 94
Extinction 94
Reinforcement Pros and Cons 95
Alternative Work Schedules 136
Compressed Workweeks 137
Flexible Working Hours 137
Job Sharing 138
Telecommuting 138
Part-Time Work 138
Chapter 4 Study Guide 95
Chapter 6 Study Guide 139
5
Motivation Theories 101
What Is Motivation? 102
Motivation Defined 102
Types of Motivation Theories 102
Needs Theories of Motivation 103
Hierarchy of Needs Theory 103
ERG Theory 104
Acquired Needs Theory 104
Two-Factor Theory 106
Equity Theory of Motivation 107
Equity and Social Comparisons 107
Equity Theory Predictions and Findings 108
Equity and Organizational Justice 109
Expectancy Theory of Motivation 111
Expectancy Terms and Concepts 111
Expectancy Theory Predictions 111
Expectancy Implications and Research 112
Goal-Setting Theory of Motivation 112
Motivational Properties of Goals 113
Goal-Setting Guidelines 113
Goal Setting and the Management Process 115
Chapter 5 Study Guide 116
6
Motivation and Performance 121
Motivation and Rewards 122
Integrated Model of Motivation 122
Intrinsic and Extrinsic Rewards 122
Pay for Performance 124
Motivation and Performance Management 127
Performance Management Process 127
Motivation and Job Design 131
Scientific Management 132
Job Enlargement and Job Rotation 133
Job Enrichment 133
Job Characteristics Model 134
part 3
7
Teams and Teamwork
Teams in Organizations 145
Teams in Organizations 146
Teams and Teamwork 146
What Teams Do 147
Organizations as Networks of Teams 147
Cross-Functional and Problem-Solving
Teams 149
Self-Managing Teams 150
Virtual Teams 151
Team Effectiveness 152
Criteria of an Effective Team 152
Synergy and Team Benefits 153
Social Facilitation 153
Social Loafing and Team Problems 153
Stages of Team Development 156
Forming Stage 156
Storming Stage 156
Norming Stage 157
Performing Stage 157
Adjourning Stage 158
Understanding Teams at Work 158
Open Systems Model of Teams 158
Team Resources and Setting 159
Nature of the Team Task 160
Team Size 160
Membership Composition of the Team 161
Diversity and Team Performance 162
Team Processes 164
Chapter 7 Study Guide 164
Contents xxi
8
Teamwork and Team Performance 169
High Performance Teams 170
Characteristics of High-Performance
Teams 170
The Team-Building Process 171
Team-Building Alternatives 172
Improving Team Processes 173
Entry of New Members 174
Task and Maintenance Leadership 174
Roles and Role Dynamics 175
Team Norms 176
Team Cohesiveness 179
Inter-Team Dynamics 180
Improving Team Communications 182
Communication Networks 183
Proxemics and Use of Space 184
Communication Technologies 184
Improving Team Decisions 185
Ways Teams Make Decisions 185
Assets and Liabilities of Team Decisions 187
Groupthink Symptoms and Remedies 188
Team Decision Techniques 189
Chapter 8 Study Guide 190
9
10
Conflict and Negotiation 219
Conflict in Organizations 220
Types of Conflict 220
Levels of Conflict 220
Functional and Dysfunctional Conflict 222
Culture and Conflict 223
Conflict Management 224
Stages of Conflict 224
Hierarchical Causes of Conflict 225
Contextual Causes of Conflict 225
Indirect Conflict Management
Strategies 226
Direct Conflict Management Strategies 228
Negotiation 230
Negotiation Goals and Outcomes 230
Ethical Aspects of Negotiation 232
Organizational Settings for Negotiation 232
Negotiation Strategies 232
Approaches to Distributive
Negotiation 233
How to Gain Integrative Agreements 234
Common Negotiation Pitfalls 235
Third-Party Roles in Negotiation 235
Chapter 10 Study Guide 237
Decision Making and Creativity 195
The Decision-Making Process 196
Steps in Decision Making 196
Ethical Reasoning and Decision Making 197
Types of Decisions 200
Decision Environments 201
Risk Management in Decision Making 202
Decision-Making Models 202
Classical Decision Model 203
Behavioral Decision Model 203
Systematic and Intuitive Thinking 204
Decision-Making Traps and Issues 205
Judgmental Heuristics 205
Decision Biases 206
Knowing When to Decide 206
Knowing Who to Involve 207
Knowing When to Quit 209
Creativity in Decision Making 211
Stages of Creative Thinking 211
Personal Creativity Drivers 212
Team Creativity Drivers 212
Chapter 9 Study Guide 214
part 4
11
Influence Processes and Leadership
Communication and Collaboration 241
The Nature of Communication 242
The Communication Process 242
Feedback and Communication 243
Nonverbal Communication 244
Interpersonal Communication 245
Communication Barriers 245
Active Listening 246
Cross-Cultural Communication 248
Organizational Communication 251
Communication Channels 251
Communication Flows 252
Status Effects 255
Collaborative Work Environments 255
Collaboration Technologies 255
Interactional Transparency 256
Supportive Communication Principles 257
Chapter 11 Study Guide 258
xxii Contents
12
Power and Politics 263
Power and Influence 264
Interdependence, Legitimacy, and Power 264
Obedience 265
Acceptance of Authority and the Zone of Indifference 266
Sources of Power and Influence 268
Position Power 268
Personal Power 270
Power and Influence Capacity 272
Relational Influence Techniques 274
Empowerment 275
Keys to Empowerment 275
Power as an Expanding Pie 276
From Empowerment to Valuing People 277
Organizational Politics 278
Traditions of Organizational Politics 278
Politics of Self-Protection 281
Politics and Governance 283
Chapter 12 Study Guide 286
13
Leadership Essentials 291
Leadership 292
Managers versus Leaders 292
Trait Leadership Perspectives 293
Behavioral Leadership Perspectives 294
Situational Contingency Leadership 296
Fiedler’s Leadership Contingency View 296
Path-Goal View of Leadership 300
Hersey and Blanchard Situational Leadership
Model 301
Substitutes for Leadership 304
Follower-Centered Approaches 305
Implicit Leadership Theories (ILTs) 305
Implicit Followership Theories 307
Inspirational and Relational Leadership
Perspectives 309
Charismatic Leadership 309
Transactional and Transformational
Leadership 310
Leader—Member Exchange Theory 313
Chapter 13 Study Guide 314
14 Leadership Challenges and Organizational
Spiritual Leadership 320
Servant Leadership 322
Ethical Leadership 323
Shared Leadership 324
Shared Leadership in Work Teams 324
Shared Leadership and Self-Leadership 326
Leadership across Cultures 327
The GLOBE Perspective 328
Leadership Aspects and Culture 329
Culturally Endorsed Leadership Matches 330
Universally Endorsed Aspects of Leadership 331
Leading Organizational Change 332
Contexts for Leadership Action 332
Leaders as Change Agents 335
Planned Change Strategies 338
Resistance to Change 339
Chapter 14 Study Guide 342
part 5
15
Organizational Context
Organizational Culture and Innovation 347
Organizational Culture 348
Functions of Organizational Culture 348
Subcultures and Countercultures 350
National Culture and Corporate Culture 351
Understanding Organizational Cultures 353
Layers of Cultural Analysis 353
Stories, Rites, Rituals, and Symbols 354
Cultural Rules and Roles 355
Shared Values, Meanings, and Organizational
Myths 356
Innovation in Organizations 360
The Process of Innovation 361
Product and Process Innovations 362
Balancing Exploration and Exploitation 364
Managing Organizational Culture
and Innovation 365
Management Philosophy and Strategy 365
Building, Reinforcing, and Changing Culture 366
Tensions Between Cultural Stability
and Innovation 367
Chapter 15 Study Guide 368
Change 319
16
Moral Leadership 320
Organizational Goals 374
Societal Goals 374
Authentic Leadership 320
Organizational Goals and Structures 373
Output Goals 375
Systems Goals 375
Hierarchy and Control 377
Organizations as Hierarchies 377
Controls Are a Basic Feature 380
Centralization and Decentralization 383
Organizing and Coordinating Work 384
Traditional Types of Departments 385
Coordination 388
Bureaucracy and Beyond 392
Mechanistic Structures and the Machine
Bureaucracy 392
Organic Structures and the Professional
Bureaucracy 393
Hybrid Structures 393
Chapter 16 Study Guide 394
17
Strategy, Technology, and Organizational
Design 399
Strategy and Organizational Learning 400
Strategy 400
Organizational Learning 401
Linking Strategy and Organizational Learning 403
Strategy and Organizational Design 404
Organizational Design and Strategic Decisions 404
Organizational Design, Age, and Growth 405
Smaller Size and the Simple Design 406
Technology and Organizational Design 408
Operations Technology and Organizational
Design 408
Adhocracy as a Design Option for Innovation and
Learning 409
Information Technology and Organizational Design 411
Environment and Organizational Design 413
Environmental Complexity 414
Using Networks and Alliances 415
Strategic Leadership of the Whole Organization 416
Strategic Leadership and the Challenges at Multiple
Levels 416
Developing a Top-Management Team 417
Using Top-Management Leadership Skills 419
Chapter 17 Study Guide 421
OB Skills Workbook W-1
Learning Style Inventory W-9
Student Leadership Practices Inventory W-13
Self-Assessment Portfolio W-33
Team and Experiential Exercises W-55
Cases for Critical Thinking W-99
Glossary G-1
Self-Test Answers ST-1
Notes N-1
Photo Credits PC-1
Organization Index OI-1
Name Index NI-1
Subject Index SI-1
The Tonight Show: Things Don’t Always Go as Planned
The peacock was feeling the heat.
Affiliate station owners were grumbling to NBC that The Jay Leno Show, the comedian’s new prime-time project
after passing the Tonight Show torch to Conan O’Brien, was bad for ratings and would turn off viewers. Even
worse, Leno’s show wasn’t on the air yet.
High-ranking NBC exec Jeff Zucker, having earlier turned around The Today Show, offered a deal. Leno takes
Conan’s slot but is shortened to 30 minutes. Conan keeps The Tonight Show but moves to midnight.
The deal: It came together like an “after-school special on the Don’ts of leadership transitions,” noted HR
consultant J.P. Elliot.a The result: A PR nightmare
dubbed The Jaypocalypse. Public trash-talking by all
parties. And the defection of a serious chunk of
viewers with strong brand loyalty and purchasing
power.
Only one day after
the deal was
announced, Conan
released his earnest
“People of Earth”
statement, quickly
winning fans, a
visible majority of
fellow comedians, and, seemingly, almost everyone
on Twitter. In contrast, Leno often appeared
befuddled in interviews, with only Jerry Seinfeld
and Oprah supporting him in the press.
“So what does NBC
do? If you are making
buggy whips and no
one is buying buggies
anymore, do you keep
making buggy whips?”
—Jay Leno.b
The aftermath: Eight months later, Leno was back
behind the Tonight Show desk. Conan had a
home on TBS. NBC was down viewers, sponsors, and cash, having paid $43 million to break Conan’s contract.
The lesson to be learned: “The real culprit here,” says consultant Elliot, “[is] NBC’s lack of ability to execute their
succession plan.” But just whose failure was that? Perhaps that’s a question best answered by Jeff Zucker as he
ponders the complexities of human behavior in organizations.
Quick Summary
•
After five years of waiting, Conan O’Brien takes the reins of The Tonight Show from Jay Leno.
•
Leno, unwilling to step away, launches a prime-time talk show. Affiliates complain even before the show airs.
•
To rescue Leno, NBC Universal proposes bumping Conan to 12:05 a.m., Leno to 11:35 p.m. Public acrimony ensues.
•
NBC Universal spends an estimated one-third of the cost of breaking Leno’s contract to fire Conan. Leno’s show
airs, sputters. O’Brien sells out a 30-city comedy tour before launching Conan on TBS.
FYI
1. Time for Conan O’Brien’s Twitter followers to surpass Jay Leno’s: under 60 minutes.c
2. Cost of breaking Leno’s NBC contract: Estimated $150 million. Cost of breaking Conan’s NBC contract: $45 million.d
2
people make the difference
1 Introducing
Organizational Behavior
the key point
People in all of their rich diversity are the basic building blocks of organizations. Everyone deserves
to be respected at work and to be satisfied with their jobs and accomplishments. Problems like
those with the Tonight Show don’t need to happen. The field of organizational behavior offers many
insights into managing individuals and teams for high performance in today’s new workplace.
chapter at a glance
What Is Organizational Behavior and Why Is It Important?
What Are Organizations Like as Work Settings?
What Is the Nature of Management and Leadership in Organizations?
How Do We Learn About Organizational Behavior?
ETHICS IN OB
IS MANAGEMENT A PROFESSION?
FINDING THE LEADER IN YOU
BANKER SHOWS GENEROSITY CAN TRIUMPH OVER GREED
OB IN POPULAR CULTURE
what’s inside?
MORAL MANAGEMENT AND JOHN Q
RESEARCH INSIGHT
WOMEN MIGHT MAKE BETTER LEADERS
3
4 1 Introducing Organizational Behavior
Introducing Organizational Behavior
LEARNING ROADMAP
Why Organizational Behavior Is Important / Scientific Foundations of
Organizational Behavior / Organizational Behavior in a Changing World
Whether your career unfolds in entrepreneurship, corporate enterprise, public
service, or any other occupational setting, it is always worth remembering that
people are the basic building blocks of organizational success. Organizations
do well when the people in them work hard to achieve high performance, as
individuals and as members of teams. Creating success requires respect for
everyone’s needs, talents, and aspirations, as well as an understanding of the
dynamics of human behavior in organizational systems.
This book is about people, everyday people like you and like us, who work
and pursue careers in today’s highly demanding settings. It is about people who
seek fulfillment in their lives and jobs in a variety of ways and in uncertain times. It
is about the challenges of leadership, ethics, globalization, technology utilization,
diversity, work–life balance, and other social issues. And this book is also about
how our complex environment requires people and organizations to learn and to
continuously develop in the quest for high performance and promising futures.
Why Organizational Behavior Is Important
• Organizational
behavior is the study of
individuals and groups in
organizations.
In this challenging era, the body of knowledge we call organizational behavior
offers many insights of great value. Called OB for short, organizational behavior
is the study of human behavior in organizations. It is an academic discipline
devoted to understanding individual and group behavior, interpersonal processes, and organizational dynamics. Learning about OB can help you expand
your potential for career success in the dynamic, shifting, and complex workplaces of today—and tomorrow.
OB is a
knowledge base
that helps people
work together
to improve
the performance
of organizations.
Scientific Foundations of Organizational Behavior
As far back as a century ago, consultants and scholars were giving increased
attention to the systematic study of management and organizational practices.
Although the early focus was initially on physical working conditions, principles of administration, and industrial engineering, interest broadened to
include the human factor. This gave impetus to research dealing with individual attitudes, group dynamics, and the relationships between managers
and workers. From this historical foundation, organizational behavior emerged
as a scholarly discipline devoted to scientific understanding of individuals and
groups in organizations, and of the performance implications of organizational processes, systems, and structures.1
Interdisciplinary Body of Knowledge Organizational behavior is an interdisciplinary body of knowledge with strong ties to the behavioral sciences—psychology,
Introducing Organizational Behavior 5
sociology, and anthropology—as well as to allied social sciences such as economics
and political science. OB is unique, however, in its goals of integrating the diverse
insights of these other disciplines and applying them to real-world organizational
problems and opportunities. The ultimate goal of OB is to improve the performance
of people, groups, and organizations, and to improve the quality of work life overall.
Use of Scientific Methods The field of organizational behavior uses scientific methods to develop and empirically test generalizations about behavior in
organizations. OB scholars often propose and test models—simplified views
of reality that attempt to identify major factors and forces underlying real-world
phenomena. These models link independent variables—presumed causes—
with dependent variables—outcomes of practical value and interest. Here,
for example, is a very basic model that describes one of the findings of OB
research—job satisfaction (independent variable) influences absenteeism
(dependent variable).
Job Satisfaction
⫹
⫺
⫺
⫹
Absenteeism
Notice that “⫹” and “⫺” signs in the above model indicate that as job satisfaction increases, absenteeism tends to go down, and as job satisfaction decreases,
absenteeism often goes up. As you look at this model you might ask what other
dependent variables are important to study in OB—perhaps things like task performance, ethical behavior, work stress, incivility, team cohesion, and leadership
effectiveness. In fact, job satisfaction can also be a dependent variable in its own
right. What independent variables do you believe might explain whether satisfaction will be high or low for someone doing a service job like an airline flight
attendant or a managerial one like a school principal?
Figure 1.1 describes a set of research methods commonly used by OB
researchers to study models and the relationships among variables. These methods are based on scientific thinking. This means (1) the process of data collection
is controlled and systematic, (2) proposed explanations are carefully tested, and
(3) only explanations that can be rigorously verified are accepted.
Focus on Application As already suggested, the science of organizational
behavior focuses on applications that can make a real difference in how organizations and people in them perform. Examples of the many practical research questions addressed by the discipline of OB and reviewed in this book include: How
should rewards such as merit pay raises be allocated? How can jobs be designed
for both job satisfaction and high performance? What are the ingredients of successful teamwork? How can a manager deal with resistance to change? Should
leaders make decisions by individual, consultative, or group methods? How can
“win–win” outcomes be achieved in negotiations? What causes unethical and
socially irresponsible behavior by people in organizations?
Contingency Thinking Rather than assuming that there is one “best” or universal answer to questions such as those just posed, OB recognizes that management
• Models are simplified
views of reality that
attempt to explain realworld phenomena.
• Independent variables
are presumed causes that
influence dependent
variables.
• Dependent variables
are outcomes of practical
value and interest that are
influenced by independent
variables.
6 1 Introducing Organizational Behavior
Field studies
in real-life
organizational
settings
Meta analyses
using statistics to pool
results of different
empirical studies
Figure 1.1 Common
scientific research methods
in organizational behavior.
• Contingency thinking
seeks ways to meet the
needs of different
management situations.
• Evidence-based
management uses hard
facts and empirical
evidence to make
decisions.
Laboratory studies
Sources of research
insight in OB
in simulated and
controlled settings
Survey studies
Case studies
using questionnaires
and interviews in
sample populations
looking in depth at
single situations
practices must be tailored to fit the exact nature of each situation––this is called
contingency thinking. In fact, one of the most accepted conclusions of scientific research to date is that there is no single best way to manage people and
organizations. Stated a bit differently, contingency thinking recognizes that there
are no cookie-cutter solutions that can be universally applied to solve organizational problems. Responses must be crafted to best fit the circumstances and
people involved. As you might expect, this is where solid scientific findings in
organizational behavior become very helpful. Many examples are provided in the
Research Insight feature found in each chapter.
An essential responsibility of any science is to create and test models that
offer evidence-based foundations for decision making and action. A book by
scholars Jeffrey Pfeffer and Robert Sutton defines evidence-based management
as making decisions on “hard facts”—that is about what really works, rather than
on “dangerous half-truths”—things that sound good but lack empirical substantiation.2 One of the ways evidence-based thinking manifests itself in OB is through
a contingency approach in which researchers identify how different situations
can best be understood and handled.
In a time of complex globalization, for example, it’s important for everyone,
from managers and employees to government leaders, to understand how OB
theories and concepts apply in different countries.3 Although it is relatively easy
to conclude that what works in one culture may not work as well in another, it is
far harder to describe how specific cultural differences can affect such things as
motivation, job satisfaction, leadership style, negotiating tendencies, and ethical
behavior. Fortunately, OB is now rich with empirically based insights into crosscultural issues.
Organizational Behavior in a Changing World
With the recent economic turmoil, financial crisis, and recession, there isn’t any
doubt that organizations and their members face huge challenges. Talk to friends
Introducing Organizational Behavior 7
RESEARCH INSIGHT
Women Might Make Better Leaders
No one doubts there are good and bad leaders of both genders. But research
by Alice Eagley and her colleagues at Northwestern University suggests that
women are often perceived as more likely than men to use leadership styles
that result in high performance by followers.
In a meta-analysis that statistically compared
the results of 45 research studies dealing with male
POSSIBLE LEADERSHIP
and female leadership styles, Eagley and her team
STRENGTHS OF WOMEN
concluded that women are frequently described as
• “Transformational”
leading by inspiring, exciting, mentoring, and stimulating creativity. They
• Good at mentoring
point out that these behaviors have “transformational” qualities that build
• Very inspiring
stronger organizations through innovation and teamwork. Women also
• Encourage creativity
score higher on rewarding positive performance, while men score higher in
• Show excitement about goals
punishing and correcting mistakes.
• Reward positive performance
Eagley and her colleagues explain the findings in part by the fact that
followers are more accepting of a transformational style when the leader is
female, and that the style comes more naturally to women because of its emphasis on nurturing. They
also suggest that because women may have to work harder than men to succeed, their leadership
skills get tough tests and end up being better developed.
Do the Research What do you think: is this study on track? Conduct an interview study of people working
for female and male managers. Ask the question: Do women lead differently from men? Organize the responses
and prepare an analysis that answers your research question. Although not scientific, your study could prove
quite insightful.
Source: Alice H. Eagley, Mary C. Johannesen-Smith and Marloes I. van Engen, “Transformational, Transactional and Laissez-Faire
Leadership: A Meta-Analysis of Women and Men,” Psychological Bulletin 24.4 (2003), pp. 569–591.
and follow the news headlines. Jobs are still hard to come by for new college
graduates; unemployment remains high; those with jobs often face the conflicting
demands of work and family responsibilities. You’ll notice organizations adopting
new features, changing work processes and practices, and trying different strategies. At the same time, they’re dealing with employees, customers, and clients
whose needs, values, and tastes seem to be constantly shifting.
Things have actually been changing for quite some time in our work environments, but recent events are especially dramatic in affecting both the nature and
pace of change. The comments of consultant Tom Peters seem especially relevant. He once called the changing environment of organizations a “revolution that
feels something like this: scary, guilty, painful, liberating, disorienting, exhilarating, empowering, frustrating, fulfilling, confusing, and challenging. In other
words, it feels very much like chaos.”4
The environment of change in which we now live and work calls for lots of
learning and continuous attention. The field of OB recognizes these trends in what
8 1 Introducing Organizational Behavior
Things Are Changing as the Facebook Generation
Goes to Work
people expect and value in terms of human behavior in organizations.5
• Commitment to ethical behavior: Highly
publicized scandals involving unethical and
Call them “Generation
illegal practices prompt concerns for ethical
F,” short for the
behavior in the workplace; there is growing
Facebook Generation.
intolerance for breaches of public faith by
They are heavily into
organizations and those who run them.
the world of social
• Broader views of leadership: New pressures and
media, and they are
bringing change to the
demands mean organizations can no longer
workplace. Managerely on just managers for leadership: leadership
ment scholar and
is valued from all members, found at all levels,
consultant Gary Hamel
and flows in all directions—not just top-down.
says that managers
•
Emphasis on human capital and teamwork:
who want to work well with Gen F have to face up to a new set
Success is earned through knowledge, experiof expectations. Here’s his view of Gen F at work.
ence, and commitments to people as valuable
• No one kills an idea; all ideas deserve a hearing.
human assets; work is increasingly team based
• Contributions overrule credentials.
with a focus on peer contributions.
• Authority is earned, not given.
• Demise of command-and-control: Traditional
• Leaders serve; they don’t command.
hierarchical structures and practices are
• People choose tasks that interest them.
proving incapable of handling today’s chal• Groups are self-organizing and free formed.
lenges; they are being replaced by shared
leadership, flexible structures, and participatory
• Resources flow toward good ideas and projects.
work settings that fully value human capital.
• Power comes from information sharing.
• Influence of information technology: As new
• Wisdom lies within the crowd; peer review counts.
technologies—including social media—penetrate
• Community grows from shared decision making.
all aspects of the workplace, implications for
• Recognition and joy of accomplishment are great motivators.
work arrangements, organizational systems and
• Rabble rousing is embraced, not discouraged.
processes, and individual behavior are continuously evolving.
• Respect for new workforce expectations: The new generation of workers is less
tolerant of hierarchy, more high tech, and less concerned about status;
organizations are paying more attention to helping members balance work
and non-work responsibilities.
• Changing concept of careers: New economy jobs require special skill sets and a
capacity for continuous skill development; more people now work as independent
contractors who shift among employers rather than hold traditional full-time jobs.
• Concern for sustainability: Issues of sustainability are top priorities; decision
making and goal setting increasingly give attention to the environment, climate
justice, and preservation of resources for future generations.
Organizations as Work Settings
LEARNING ROADMAP
• Organizations are
collections of people
working together to
achieve a common
purpose.
Organizational Behavior in Context / Organizational Environments and
Stakeholders / Diversity and Multiculturalism
In order to understand the complex field of forces that relate to human behavior
in organizations, we need to begin with the nature of the “organization” itself.
Simply stated, an organization is a collection of people working together in a
Organizations as Work Settings 9
division of labor to achieve a common purpose. This definition describes everything from clubs, voluntary organizations, and religious bodies to entities such as
small and large businesses, schools, hospitals, and government agencies.
Organizational Behavior in Context
The behavior of people in organizations is greatly affected by context. Think
about yourself. Do you act differently when you are with your friends, at school,
or at work? In many cases the answer is probably “yes,” and the question then
becomes: “Why?” To understand behavior in any setting, we must ask ourselves
how contextual factors influence it and in what ways. We also need to consider
how we are affecting the context. How do our behaviors contribute to the dynamics that are happening to us and around us, and in both positive and negative
ways? The bottom line is that a key aspect of understanding organizational behavior is considering the situations, or contexts, in which the behavior occurs.
One of the strongest contextual influences on OB is organizational culture—
the shared beliefs and values that influence the behavior of organizational members. Former eBay CEO Meg Whitman calls it the “character” of the organization.
She says organization culture is “the set of values and principles by which you run
a company” and becomes the “moral center” that helps every member understand
what is right and wrong in terms of personal behavior.6
Organizational cultures influence the way we feel and act in organizations. In
cultures that are more authoritarian and hierarchical, people are hesitant to make
decisions and take action on their own, so they tend to show little initiative and
wait for approval. In other cultures, people can be extremely competitive and
aggressive in the quest for performance results and rewards. Still other cultures
are known for their emphasis on speed and agility in dealing with markets and
environments, and in generating new ideas and innovations. How these organizational cultures affect people depends on something called “fit”—the match of
organizational culture and individual characteristics. People who find a good fit
tend to experience confidence and satisfaction in their work; those who find
themselves in a bad fit may be more prone to withdraw, experience work stress,
and even become angry and aggressive due to dissatisfaction.
Just as organizations have cultures, they also have climates. Organizational
climate represents the shared perceptions among members regarding what the
organization is like in terms of management policies, practices, events, and procedures. You have probably noticed and felt the climate in organizations that you
have worked for. In some organizational climates relations among managers and
employees are relaxed and informal, with lots of free-flowing communication.
But in other climates, managers act distant from employees and emphasize formal work procedures and interactions, with more structured and restricted communication.
• Organizational
culture is a shared set of
beliefs and values within
an organization.
• Organizational climate
represents shared
perceptions of members
regarding what the
organization is like in terms
of management policies
and practices.
Organizational Environments and Stakeholders
Figure 1.2 shows that organizations are dynamic open systems. They obtain
resource inputs from the environment and transform them into finished goods
or services that are returned to the environment as product outputs. If everything works right, suppliers value the organization and continue to provide
needed resources, employees value their work and infuse the transformation
• Open systems
transform human and
material resource inputs
into finished goods and
services.
10 1 Introducing Organizational Behavior
RESOURCE INPUTS
Information
Materials
Technology
Facilities
Money
People
Figure 1.2 Organizations
are open systems that
create value while interacting with their environments.
• The value chain is a
sequence of activities that
creates valued goods and
services for customers.
• Stakeholders are
people and groups with an
interest or “stake” in the
performance of the
organization.
TRANSFORMATION
PROCESS
PRODUCT OUTPUTS
Organization
Finished Goods
and Services
Work
Activity
Consumer Feedback
processes with their energies and intellects, and customers and clients value the
organization’s outputs enough to create a continuing demand for them.
We have just described a value chain—the sequence of activities that results
in the creation of goods and services of value to customers. It begins with the
acquisition of inputs, continues through their transformation into product outputs, and ends when products are distributed to customers and clients who are
well served. When the value chain is well managed, the organization is able to
sustain operations and, hopefully, prosper over the long run. But when the value
chain breaks down due to input problems, transformation problems, or output
problems, an organization’s performance suffers and its livelihood may be threatened. In extreme cases the organization can be forced into bankruptcy, such as
happened to General Motors and Chrysler in the recent economic downturn, or
even go out of existence altogether.
A popular and useful way to describe and analyze the external environment
of organizations is in terms of stakeholders—people, groups, and institutions that
are affected by and thus have an interest or “stake” in an organization’s performance. It is common in OB to recognize customers, owners, employees, suppliers,
regulators, local communities, and future generations among the key stakeholders
of organizations.
Although an organization should ideally operate in ways that best serve all
stakeholders, the realities are that conflicting interests can create challenges for
decision makers. Consider the possibilities: customers want value pricing and
high-quality products, owners want profits and returns on investments, employees want secure jobs with good pay and benefits, suppliers want reliable contracts and on-time payments, regulators want compliance with laws, local communities want good organizational citizenship and community support, and
future generations want environmental protection and sustainability of natural
resources.
Diversity and Multiculturalism
Another important aspect of any organization is the makeup of the people
within it. Consultant R. Roosevelt Thomas makes the point that positive organi-
Management and Leadership 11
zational cultures tap the talents, ideas, and creative potential of all members.7
His point focuses attention on workforce diversity, the presence of individual
differences based on gender, race and ethnicity, age, able-bodiedness, and sexual orientation.8 It also highlights multiculturalism as an attribute of organizations that emphasize pluralism, and genuine respect for diversity and individual
differences.9
Demographic trends driving workforce diversity in American society are
well recognized. There are more women working than ever before. They earn 60
percent of college degrees and fill a bit more than half of managerial jobs.10 The
proportion of African Americans, Hispanics, and Asians in the labor force is
increasing. By the year 2060, people of color will constitute over 60 percent of
the U.S. population; close to 30 percent of the population will be Hispanic.11
A key issue in any organization is inclusion—the degree to which the culture embraces diversity and is open to anyone who can perform a job, regardless of their diversity attributes.12 In practice, however, valuing diversity must
still be considered a work in progress. Data show, for example, that women
earn only about 75 cents per dollar earned by men; female CEOs earn 85 cents
per dollar earned by males. At Fortune 500 companies women hold only 15
CEO jobs and 6.2 percent of top-paying positions; women of color hold only
1.7 percent of corporate officer positions and 1 percent of top-paying jobs.13
Indeed, when Ursula Burns was named CEO of Xerox, she became the first
African-American woman to head a Fortune 500 firm.14
• Workforce diversity
describes how people
differ on attributes such as
age, race, ethnicity, gender,
physical ability, and sexual
orientation.
• Multiculturalism refers
to pluralism and respect for
diversity in the workplace.
• Inclusion is the degree
to which an organization’s
culture respects and values
diversity.
Management and Leadership
LEARNING ROADMAP
Managerial Activities and Roles / Managerial Skills / Leadership in
Organizations / Ethical Management and Leadership
A manager is someone whose job it is to directly support the work efforts of
others. Being a manager is a unique challenge with responsibilities that link
closely with the field of organizational behavior. At the heart of the matter managers help other people get important things done in timely, high-quality, and
personally satisfying ways. And in the workplaces of today this is accomplished
more through “helping” and “supporting” than through traditional notions of
“directing” and “controlling.”
You’ll find the word “manager” is increasingly being replaced in conversations by such terms as “coordinator,” “coach,” or “team leader.” Effective managers help people achieve both high performance and job satisfaction. This definition focuses attention on two key outcomes, or dependent variables, that are
important in OB. The first is task performance. You can think of it as the quality and quantity of the work produced or the services provided by an individual,
team or work unit, or organization as a whole. The second is job satisfaction. It
indicates how people feel about their work and the work setting.
OB is quite clear in that managers should be held accountable for both of
these results. The first, performance, pretty much speaks for itself. The second,
satisfaction, might give you some pause for thought. But just as a valuable
machine should not be allowed to break down for lack of proper maintenance,
the talents and enthusiasm of an organization’s workforce should never be lost
• Managers are persons
who support the work
efforts of other people.
• An effective manager
helps others achieve high
levels of both performance
and satisfaction.
• Task performance is
the quantity and quality of
work produced.
• Job satisfaction is a
positive feeling about one’s
work and work setting.
12 1 Introducing Organizational Behavior
Planning
Choosing goals and
means to achieve them
Controlling
Measuring performance
and ensuring results
Team leaders
Organizing
Creating structures and
work systems
Managers
Leading
Inspiring people to
work hard
Figure 1.3 The management process of planning, organizing, leading, and controlling.
or compromised for lack of proper care. In this sense, taking care of job satisfaction today can be considered an investment in tomorrow’s performance
potential.
Managerial Activities and Roles
Anyone serving as a manager or team leader faces a challenging and complicated
job. Among the ways that managerial work has been described and taught is
through the four functions shown in Figure 1.3: planning, organizing, leading,
and controlling. These functions describe what managers are supposed to do in
respect to:
• Planning sets objectives
and identifies the actions
needed to achieve them.
• Organizing divides up
tasks and arranges
resources to accomplish
them.
• Leading creates
enthusiasm to work hard to
accomplish tasks
successfully.
• Controlling monitors
performance and takes any
needed corrective action.
• Planning—defining goals, setting specific performance objectives, and
identifying the actions needed to achieve them
• Organizing—creating work structures and systems, and arranging resources
to accomplish goals and objectives
• Leading—instilling enthusiasm by communicating with others, motivating
them to work hard, and maintaining good interpersonal relations
• Controlling—ensuring that things go well by monitoring performance and
taking corrective action as necessary
In what has become a classic study, Henry Mintzberg described how managers
perform these functions while fulfilling the set of 10 managerial roles shown in
Figure 1.4.15
A manager’s interpersonal roles involve working directly with other people,
hosting and attending official ceremonies (figurehead), creating enthusiasm and
serving people’s needs (leader), and maintaining contacts with important people
and groups (liaison). The informational roles involve managers exchanging information with other people, seeking relevant information (monitor), sharing it with
insiders (disseminator), and sharing it with outsiders (spokesperson). A manager’s
decisional roles involve making decisions that affect other people, seeking problems to solve and opportunities to explore (entrepreneur), helping to resolve
Management and Leadership 13
Informational Roles
Interpersonal Roles
How a manager exchanges and
processes information
Monitor
Disseminator
Spokesperson
How a manager interacts with other
people
Figurehead
Decisional Roles
Leader
Liaison
How a manager uses information in
decision making
Entrepreneur
Disturbance handler
Resource allocator
Negotiator
Figure 1.4 Mintzberg’s 10
roles of effective managers.
conflicts (disturbance handler), allocating resources to various uses (resource
allocator), and negotiating with other parties (negotiator).
Managerial Skills
A skill is an ability to translate knowledge into action that results in a desired performance. Robert Katz divides the essential managerial skills into three categories—
technical, human, and conceptual.16 He further suggests that the relative importance of these skills varies across the different levels of management. Technical
skills are considered more important at entry levels, where supervisors and team
leaders must deal with job-specific problems. Senior executives require more
conceptual skills as they face sometimes ambiguous problems and deal with
complex issues of organizational mission and strategy. Human skills, which are
strongly grounded in the foundations of organizational behavior, are consistently
important across all managerial levels.
• A skill is an ability to
turn knowledge into
effective action.
Technical Skills A technical skill is an ability to perform specialized tasks
using knowledge or expertise gained from education or experience. A good
example is skill in using the latest communication and information technologies.
In the high-tech workplaces of today, technical proficiency in database management, spreadsheet analysis, presentation software, e-mail, video chats and conferencing, and even social media is often a hiring prerequisite.
• Technical skill is an
ability to perform
specialized tasks.
Human Skills Central to all aspects of managerial work and team leadership
are human skills, or the ability to work well with other people. They show up
as a spirit of trust, enthusiasm, and genuine involvement in interpersonal relationships. A person with good human skills will have a high degree of self-awareness
and a capacity for understanding or empathizing with the feelings of others.
People with this skill are able to interact well with others, engage in persuasive
communications, and deal successfully with disagreements and conflicts.
An important aspect of human skills is emotional intelligence, or EI. As
defined by Daniel Goleman, EI is the ability to understand and manage emotions
• Human skill is the
ability to work well with
other people.
• Emotional intelligence
is the ability to manage
oneself and one’s
relationships effectively.
14 1 Introducing Organizational Behavior
Team Leadership and
Mentoring Give Manager
Lots of Satisfaction
Managers often get good pay and perks. But lots of
responsibility comes along with them. Dea Robinson, a
practice administrator for Inpatient Medicine Service in
Englewood, Colorado, knows this full well. She
manages a five-person team and says satisfaction
comes from the variety, challenge, and mentoring
aspects of her work. “If you’re in management you have
to figure out how to talk to people, get along with people,” she says.
both personally and in relationships with others.17 The core elements in emotional intelligence are:
•
•
•
•
•
• Social capital is a
capacity to get things done
due to relationships with
other people.
• Conceptual skill is the
ability to analyze and solve
complex problems.
Self-awareness—ability to understand your own moods and emotions
Self-regulation—ability to think before acting and to control bad impulses
Motivation—ability to work hard and persevere
Empathy—ability to understand the emotions of others
Social skill—ability to gain rapport with others and build good relationships
Human skills in emotional intelligence and interpersonal relationships are
essential to success in each of the managerial activities and roles previously discussed. Managers and team leaders need to develop, maintain, and work well
with a wide variety of people, both inside and outside the organization.18 These
include task networks of specific job-related contacts, career networks of career
guidance and opportunity resources, and social networks of trustworthy friends
and peers.19 It can be said in this sense that managers must develop and maintain
social capital in the form of relationships and networks that they can call upon
as needed to get work done through other people.
Conceptual Skills In addition to technical and human skills, managers should
be able to view the organization or situation as a whole so that problems are
always solved for the benefit of everyone concerned. This capacity to think analytically and solve complex and sometimes ambiguous problems is a conceptual
skill. It involves the ability to see and understand how systems work and how
their parts are interrelated, including human dynamics. Conceptual skill is used to
identify problems and opportunities, gather and interpret relevant information,
and make good problem-solving decisions.
Leadership in Organizations
The job of a manager has never been more demanding than it is in today’s
dynamic and hypercompetitive work environments. But it is also true that managers alone cannot solve all the complex problems and address all the challenging
Management and Leadership 15
Finding the Leader in You
BANKER SHOWS GENEROSITY CAN TRIUMPH OVER GREED
When we think of outstanding
leaders we often think of heroes
and celebrate their great accomplishments with national holidays
such as Presidents Day (initially for
Washington and Lincoln) and
Martin Luther King Day. Current
and former employees of City
National Bank of Florida, one of
the oldest and most profitable
banks in the state, are considering
a day that would honor their CEO,
Leonard Abess.
Abess bought the bank out of
bankruptcy in 1985 for $21 million,
all borrowed. City National
flourished under his leadership,
getting an A1 rating for financial
security from TheStreet.com and
joining the top 5 percent of all U.S.
banks. It was sold to a Spanish
bank, Caja Madrid, for almost a
billion dollars. Abess didn’t just
take his profits and go home. He
quietly took $60 million and
distributed it to 471 current and
former employees.
So what made Leonard Abess a
hero? He didn’t talk about his
generosity publicly until a newspaper discovered it. Abess told the
Miami Herald that long before the
sale he had been trying
to come up with a way
to reward employees for
their service. “I always
thought some day I’m
going to surprise them,”
Abess said. “I sure as
heck don’t need (the
money).”
He also noted that
with the recent
recession, bank
employees had taken quite a hit
on their retirement accounts. He
wanted to reach out to the staff
and show his appreciation.
This wasn’t the first time this
heroic banker has shared his
wealth. Abess is an active
philanthropist who regularly
contributes to local medical
centers and universities.
With all the recent commentary about CEOs receiving hefty
bonuses as their firms have
experienced declining profitability,
it is a nice reminder that some
CEOs can be both excellent
managers and generous leaders.
What’s the Lesson Here?
Would you have made the same
decision as Abess? Do you think
the employees deserved the
distribution, or should it go to
the executives for their leadership? Would you, like Abess, have
included former employees as
well?
situations in organizations. In today’s organizations there is more recognition that
every individual contributes to his or her own performance and job satisfaction
and that more people have to be engaged in the leadership process to advance
new ideas and new solutions, and to challenge old ways of thinking. It is a new
world of management where managers aren’t the only leaders and where part of
every manager’s success is based on how well he or she mobilizes leadership
contributions from others.
Leaders are people who use influence to create change. They have followers
because other people see the value of their ideas or suggestions and choose to
go along or align with them. Managers, by virtue of their positions of authority,
have the opportunity to act as leaders. But they don’t always do so, or do so successfully. Leaders succeed when people follow them not because they have to but
because they want to. This positive influence emerges from persuasiveness, competence, and human skills. The Finding the Leader in You feature in each chapter
is designed to provide role models and get you thinking about developing your
leadership potential.
16 1 Introducing Organizational Behavior
ETHICS IN OB
IS MANAGEMENT A PROFESSION?
The economic recession brought hardship and turmoil to lots of
people and organizations. But even as firms performed poorly or
failed altogether, many top executives still got high salaries, extra
bonuses, and generous severance packages. This happened at
the same time many workers lost their jobs, took pay cuts, or had
their work hours reduced.
If that’s not enough, there’s the Bernard Madoff scandal. Now
sentenced to 150 years in prison, he formerly lived lavishly while
running an investment Ponzi scheme that bilked individuals,
charitable foundations, colleges and universities, and other
institutions of many billions of dollars.
Does it surprise you that a Harvard Business Review article
pointed out that managers are now losing the public trust? To
help change things for the better, the authors call for business schools to address management as a profession governed by codes of conduct that “forge an implicit social contract
with society.”
This is all part of a continuing debate about management ethics and corporate social
responsibility. You’ll hear some argue that managers should try to satisfy the interests of
many different stakeholders. But others will say that managers should stick to their primary
duty—acting to maximize wealth for shareholders.
Make Ethics Personal: What is your position on the shareholder wealth versus
stakeholder interest debate? Do you agree with the movement to make management
a profession? Would professionalizing management really make a difference in terms
of ethical accountability and everyday managerial behavior?
Organizations are full of leaders, managers and nonmanagers alike. These are
people who get listened to by their peers, by their managers, and by people below
and higher up in the organization. In contrast to traditional views of leadership
flowing downward, lots of leadership flows upward and side-to-side. You can be
a leader among your peers by becoming the person people turn to for advice,
support, or direction. You can be a leader by convincing higher management to
adopt new practices suggested from your level. And, remember the notion of the
manager as “coach” and “coordinator” as described earlier? Everytime you act in
ways that fit these descriptions, there’s no doubt you’re being a leader.
Ethical Management and Leadership
• An immoral manager
chooses to behave
unethically.
Having the essential managerial and leadership skills is one thing; using them
correctly to get things done in organizations is quite another. And when it comes
to ethics and morality, scholar Archie B. Carroll draws a distinction between
immoral managers, amoral managers, and moral managers.20
The immoral manager essentially chooses to behave unethically. She or
he doesn’t subscribe to any ethical principles, making decisions and acting to
gain best personal advantage. Disgraced executives like Bernard Madoff and
Learning about Organizational Behavior 17
Amoral
leadership,
“Negative
shift”
Leader's impact
on
ethics mindfulness
Moral
leadership,
“Virtuous
shift”
Organization's Ethics Center of Gravity
others whose unethical acts make headlines fit this billing. The amoral manager,
by contrast, acts unethically at times but does so unintentionally. This manager
fails to consider the ethics of a decision or behavior. Unintentional ethics lapses
that we all must guard against include prejudice from unconscious stereotypes
and attitudes, showing bias based on in-group favoritism, and claiming too much
personal credit for performance accomplishments.21 Finally, the moral manager
incorporates ethics principles and goals into his or her personal behavior. Ethical
behavior is a goal, a standard, and even a matter of routine; ethical reasoning is
part of every decision, not just an occasional afterthought.
Carroll believes that the majority of managers tend to act amorally. If this is true,
and because we also know there are also immoral managers around, it is very important to understand personal responsibilities for everyday ethical behavior and leadership. All organization members can and should be ethics leaders. This includes always
acting as ethics role models and being willing to take stands in the face of unethical
behavior by those above, below, and around them.
A review article by Terry Thomas and his colleagues describes how the “ethics center of gravity” shown in Figure 1.5 can be moved positively through moral
leadership or negatively through amoral leadership.22 In this view, a moral manager or moral leader always sets an ethics example, communicates ethics values,
and champions ethics mindfulness—an “enriched awareness” that causes one
to behave with an ethical consciousness from one decision or behavioral event to
another. Moral managers and moral leaders contribute to the “virtuous shift”
shown in the figure. They help create an organizational culture in which people
encourage one another to act ethically as a matter of routine. One of the themes
of this book, as reflected in the Ethics in OB feature in each chapter, is that ethics
is the responsibility of everyone in the organization.
Learning about Organizational Behavior
LEARNING ROADMAP
Learning from Experience / Learning Styles / Learning Guide to
Organizational Behavior 12/E
Learning about OB is important because it directly benefits you. It helps you to
understand how to work more effectively and be more influential in work situations. Today’s knowledge-based world places a great premium on learning. Only
the learners, so to speak, will be able to keep the pace and succeed in a hightech, global, and constantly changing environment.
Figure 1.5 Moral leadership, ethics mindfulness,
and the virtuous shift.
[Source: Developed from Terry
Thomas, John R. Schermerhorn Jr., and John W. Dinehart,
“Strategic Leadership of Ethical
Behavior in Business,” Academy of Management Executive
18 (May 2004), pp. 56–66.]
• An amoral manager
fails to consider the ethics
of a decision or behavior.
• A moral manager
makes ethical behavior a
personal goal.
• Ethics mindfulness is
an enriched awareness that
causes one to consistently
behave with ethical
consciousness.
18 1 Introducing Organizational Behavior
Initial Experience
Personal experiences
Classroom as an organization
In-class exercises, simulations
Group project assignments
Cases
Experimentation
Trying new behaviors in
work experiences
class experiences
everyday experiences
Figure 1.6 Experiential
learning in an OB course.
Reflection
Personal thought
Class discussion
Informal discussion
Readings
Lectures
Written assignments
Theory Building
Theories in readings
Theories from lectures
Personal theories
Theories from other sources
Learning from Experience
• Learning is an enduring
change in behavior that
results from experience.
• Lifelong learning is
continuous learning from
everyday experiences.
Learning is an enduring change of behavior that results from experience. Lifelong learning involves learning continuously from day-to-day experiences.
“Experience,” in this sense, is found in work events and activities, conversations
with colleagues and friends, counseling and advice provided by mentors, success
models, training seminars and workshops, and other daily opportunities. Lifelong learning will in many respects be a key to your personal and career success.
Now is the best time to get a serious start on the process.
Figure 1.6 shows how the content and activities of the typical OB course
can fit together in an experiential learning cycle.23 The learning sequence
begins with initial experience and subsequent reflection. It grows as theory
building takes place to try to explain what has happened. Theory is then tested
in behavior. Textbooks, readings, class discussions, and other course assignments and activities should help you practice the phases of the learning cycle.
Notice that Figure 1.6 assigns to you a substantial responsibility for learning.
Along with your instructor, we can offer examples, cases, and exercises to provide you with initial experience. We can even stimulate your reflection and theory
building by presenting concepts and discussing their research and practical implications. Sooner or later, however, you must become an active participant in the
process; you and only you can do the work required to take full advantage of the
learning cycle.
Learning Styles
Now is also a good time to inquire further into your preferred learning style or
tendencies. The end-of-book OB Skills Workbook includes instructions for a
Learning Styles self-assessment.24 If you complete it you’ll get feedback on how
you like to learn through receiving, processing, and recalling new information.
Armed with this understanding, you can take steps to maximize your learning and
Learning about Organizational Behavior 19
OB IN POPULAR CULTURE
MORAL MANAGEMENT AND JOHN Q
Moral managers try to act with ethical principles while immoral
managers makes decisions primarily on self-interest. To be sure, many
decisions in organizations are quite complicated and their ethical
components may be hard to sort out.
“John Q” is the story of a desperate father’s attempt to save his dying
child. John Archibald (Denzel Washington) learns that his son Mike needs a
heart transplant and he does not have sufficient insurance coverage. He
decides to take the heart surgeon hostage in the hospital’s emergency
room. During a lull, the hostages and medical staff discuss how managed
care insurance practices and hospital policies result in treatment decisions
that are not always in the best interests of the patient. One hostage questions these practices
in light of the medical profession’s Hippocratic Oath. When Mike’s (Daniel Smith) condition
worsens, John decides to commit suicide so that a heart will be available. The heart surgeon
initially balks for ethical reasons, then agrees to do the surgery. In the end, the sacrifice is not
necessary. The hospital gets word that a donor hea...
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