BAM 410 Organizational Theory and Behavior 925 North Spurgeon Street, Santa Ana, CA 92701 Phone: 714-547-9625 Fax: 714-547-5777 www.calcoast.edu Rev. 10/19 Tracking Your Academic Activities Verifying an accurate course completion time is essential for accreditation. To meet both accreditation requirements and award academic credit, educational institutions must document the total number of hours students spend completing designated academic activities related to their coursework. The total hours are then translated into academic credit based on a prescribed method of measuring educational attainment known as the Carnegie Unit. 90 hours of student preparation time and 45 hours of student engagement time are required for a 3 credit hour course. Using the attached form as an example, keep track of the time you spend on each lesson, pre-test, self-test, unit test, writing assignment, reading assignment, outside reading, final examination, etc. You will not be required to turn in the worksheet; however, at the end of the course you will receive a Student Course Survey and the final question will ask how long it took you to complete the course. Your assistance in completing this requirement and providing the university with this valuable data is greatly appreciated. As you fill out the worksheet, please keep in mind that your Academic Engagement Activities should total approximately 45 hours. Some examples of this type of activity may include: Lesson Review Exercises Unit Examinations Key Term Reviews Proctored Final Examination Analysis Course Academic Online Discussions Study Guide Review Student/Instructor Interaction Writing Assignments Documents/Student Resources Review Grading Rubric As you fill out the Academic Preparation Activities, please keep in mind that these should total approximately 90 hours. Some examples of this type of activity may include: Pre-Test Review Grading Rubric Reading Assignments Study Lesson Review Exercises Key Term Reviews Internet/Web Research Studying for Examinations Reading Websites Writing Assignments Suggested Outside Reading Sample Worksheet for Tracking Your Academic Activities This worksheet was developed to help you track your time. You are not required to turn it in. Upon completion of this course, you will be asked to complete a survey. The last question on the survey will ask you the number of hours it took to complete the course. Course credit is based on the Carnegie Unit - a prescribed method of measuring educational attainment. For each 3 unit semester course, students will complete a variety of academic activities including: 45 hours of Academic Engagement and 90 hours of Academic Preparation = 135 hours in total. Time to Complete Unit 1 Time to Complete Unit 2 Time to Complete Unit 3 Time to Complete Unit 4 Time to Complete Final Academic Engagement Activities Lesson Review Exercises Key Term Review Exercises Study Guide Review Student Resources Review Grading Rubric Case Studies/Critical Analysis Writing Assignments Complete Unit Examinations Course Academic Online Discussions Student/Instructor Interactions Total Academic Engagement required for a 3 unit course = 45 hours Total = Academic Preparation Activities Pre-Test Reading Assignments Review Case Studies/Critical Analysis Key Term Review Exercises Study for Examinations Suggested Outside Readings Web Research Review Writing Assignments Review Completed Examinations Review Grading Rubric Reading Websites Study Lesson Review Exercises Total Academic Preparation required for a 3 unit course = 90 hours Total hours: Academic Engagement and Academic Preparation related to this course. Other Activities/Comments - (Please note all time for additional course related activities): Total = Grand Total Total Time Spent Pre-test Instructions Thank you for taking the time to complete the required pre-test. The purpose of the pre-test is to measure your knowledge of the subject matter at the beginning of each course. Please be assured, your score on the pre-test will not be part of your course grade. We do not want you to try to study for it or be worried about doing well on the pre-test. It is simply a measure of your “starting place,” that will be used for improving course content and to meet accreditation requirements. If you receive your course materials online: • Please log in to your Coast Connection student portal to complete your pre-test before moving on in this study guide. If you receive your course materials by mail: • You will receive your pre-test and answer sheet as a part of your coursework packet. You must complete the pre-test before moving on in this study guide. • Once you have completed your pre-test, please mail or fax your answer sheet to the University at: California Coast University 925 N. Spurgeon Street Santa Ana, CA 92701 Fax: 714-547-1451 If you have any questions, please feel free to contact the Student Services Department. Thank you for your cooperation. BAM 410 Organizational Theory and Behavior Text: Organizational Behavior ISBN: 9780134729329 Author(s): Stephen P. Robbins and Timothy A. Judge Publisher: Pearson 925 North Spurgeon Street, Santa Ana, CA 92701 Phone: 714-547-9625 Fax: 714-547-5777 www.calcoast.edu Rev. 10/19 Study Guide 18th Edition, 2019 All rights reserved. No part of this may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage and retrieval system without written permission, except for the inclusion of brief quotation in review. Copyright ©2020 by California Coast University BAM 410 Organizational Theory and Behavior Message From the President W elcome to California Coast University. I hope you will find this course interesting and useful throughout your career. This course was designed to meet the unique needs of students like you who are both highly motivated and capable of completing a degree program through distance learning. Our faculty and administration have been involved in distance learning for over forty years and understand the characteristics common to successful students in this unique educational environment. This course was prepared by CCU faculty members who are not only outstanding educators but who have real world experience. They have prepared these guidelines to help you successfully complete your educational goals and to get the most from your distance learning experience. Again, we hope that you will find this course both helpful and motivating. We send our best wishes as you work toward the completion of your program. Sincerely, Thomas M. Neal President BAM 410 Organizational Theory and Behavior Syllabus Course Number BAM 410 Course Title Organizational Theory and Behavior Course Description Organizational Theory and Behavior emphasizes the relationships among individuals, groups, organizations, and society. It presents a dynamic, systems approach to understanding and facilitating work relationships. Emphasis is given to the interaction of individual values, attitudes, needs, abilities, traits, and motivation within teams and organizations. Units of Credit 3 Units of Credit Course Objectives Upon successful completion of this course, students will be able to: Learning Resources • Identify the challenges and opportunities managers have in applying organizational behavior (OB) concepts. • Compare the functional and dysfunctional effects of organizational culture on people and the organization. • Contrast leadership and power in organizations. • Explain the key elements of motivation as well as theories of motivation. • Describe the main functions of communication. • Assess ways organizations can manage planned and unplanned changes. Textbook: Organizational Behavior 18th Edition, 2019 Stephen P. Robbins and Timothy A. Judge Pearson ISBN: 9780134729329 All course examinations are based on the contents of the textbook required for this course. To successfully complete the examinations, you will need the textbook. You may rent the textbook from the CCU rental library or you may purchase the textbook from another source. xi BAM 410 Organizational Theory and Behavior Syllabus Although this study guide is developed by California Coast University, it does contain materials provided by the publisher of the textbook. The Study Guide The study guide was designed to help you further understand the materials in the textbook and master the course content. Each study guide chapter corresponds to a chapter in the textbook. Additional Readings and Online Resources When reading your textbook, you may notice images/references/links to additional text materials. If so, these images/references/links may be part of the publisher’s “pay-for-access” online platform. Our courses are not designed to incorporate these additional resources and you will NOT need to purchase these additional features to be successful in this course. For other relevant, helpful resources and learning activities designed to enhance your understanding of the topics in this course, simply log into your student portal. The Library Information and Resources Network, Inc. (LIRN) Students are provided access to the Library and Information Resources Network, Inc. (LIRN). LIRN provides a centralized management of electronic information resources that allow students to access multiple research databases through one portal. Detailed information on the Library and Information Resources Network, Inc. is available on the California Coast University website under the Resources tab. For additional information on using the network, LIRN provides a User Guide to help students search for the needed information. This helpful resource is available on the LIRN website. For information on accessing LIRN, please contact California Coast University - library@calcoast.edu or (714) 547-9625. Your Course Grade Your grades on course examinations are determined by the percentage of correct answers. The university uses the following grading system: A B C D F xii = = = = = 90% – 100% correct 80% – 89% correct 70% – 79% correct 60% – 69% correct 59% and below correct BAM 410 Organizational Theory and Behavior Syllabus Your grade in this course will be based on the number of points you earn. Grades are based on the percentage of points you earned out of a total of 500 points: Four Unit Examinations 100 points each 400 points total 80% of your grade 100 points total 20% of your grade Final Examination 100 points Mastering the Course Content In order to successfully complete this course, we recommend that you do the following before beginning: • Be sure that you have the correct edition of the course textbook. Check the ISBN number of your textbook with the ISBN number listed on the cover page of this study guide. • Review the Table of Contents at the end of this syllabus. You will only be responsible for the chapters in the textbook that are listed in the Table of Contents. Each study guide contains several components selected and developed by the faculty to help you master the content of the course. Each chapter in the study guide corresponds to a chapter in the textbook. Study guides vary depending on the course, but most will include: Learning Objectives Overviews Self-Tests Summaries Key Terms The most efficient way to complete this course is to read the material in both the study guide and textbook in the sequence in which it appears, generally from beginning to end. Read the Overviews and Summaries Before reading a chapter of your textbook, review the corresponding learning objectives, overview, key terms and summary sections in the study guide. These were prepared to give you a preview of the content to be learned. xiii BAM 410 Organizational Theory and Behavior Syllabus Read and Review the Chapter Once you have the scope and organization of the chapter in mind, turn to the corresponding chapter in the textbook and read the material carefully. Keep the learning objectives, key terms, and selftest questions in mind as you read. Highlight important concepts and information in your study guide and write notes in the study guide as you read the textbook. These notes will help you study for the unit and final examinations. Check Your Mastery of Each Chapter When you feel that you have mastered the concepts presented in the chapter, complete the study guide self-test questions without referring to the textbook or your notes. Correct your responses using the answer key provided in the study guide. Your results will help you identify any areas you need to review. Unit Examinations Each course contains four unit examinations and a final examination. Unit examinations consist of 25 objective (multiple choice) test questions. The final examination consists of 100 objective (multiple choice) questions. Unit examinations are open-book, do not require a proctor and are not timed. This will allow you to proceed at your own pace. As you go through the study guide, it will prompt you on when to complete a unit exam (approximately after every three to six chapters). The Table of Contents in this study guide will also give you an overview of which textbook chapters are covered in each of the four unit exams. Writing Assignments Each unit examination includes a written component. The writing assignments give students the opportunity to demonstrate a level of subject mastery beyond the objective unit examinations, which reflects his/her ability to analyze, synthesize, evaluate and apply his/ her knowledge. Writing assignments are judged on the quality of the response. Word count is NOT one of the criteria that is used in assigning points to writing assignments. However, students who are successful in earning the maximum number of points tend to submit writing assignments that are 350-500 words (1-2 pages) per question. xiv BAM 410 Organizational Theory and Behavior Syllabus Plagiarism All work must be free of any form of plagiarism. Put written answers into your own words. Do not simply cut and paste your answers from the Internet and do not copy your answers from the textbook. Plagiarism consists of taking and using the ideas, writings or inventions of another, without giving credit to that person and presenting it as one’s own. This is an offense that the university takes very seriously. An example of a correctly prepared written response may be found by visiting the Coast Connection student portal. You can find this in the portal by clicking on Student Resources and then Writing Basics. Citation Styles The majority of your response should be your own original writing based on what you have learned from the textbook. However, students may also use outside materials if applicable. Be sure to provide a citation and a reference for any materials used, including the required textbook. The following points are designed to help you understand how to provide proper citations and references for your work: • Sources are listed in two places. • The first, a citation, is briefly listed within your answer. This includes identifying information that directs the reader to your list of references at the end of your writing assignment. • The second, a reference, is at the end of your work in the list of references section. • All sources cited should follow APA style and provide enough identifying information so that the reader can access the original material. More detailed information about citations and references can be located on the Coast Connection student portal. You can find this in the portal by clicking on Student Resources and then Writing Lab. Submitting Your Unit Examinations and Writing Assignments via the Internet Students may access the online testing features via the Coast Connection student portal. Unit examinations may be completed and submitted online. xv BAM 410 Organizational Theory and Behavior Syllabus Go to the California Coast University homepage at www.calcoast.edu and click on the Student Login icon at the upper right hand corner. After logging into your account, click on My Academic Plan and select the course you are working on to complete the unit examination. More detailed instructions on completing the examination online will be provided on that page. Remember to keep a copy of your answers for your own personal records. Writing assignments may be submitted online as well. After logging into the student portal, click on My Academic Plan and select the course you are working on to complete the writing assignments. Here, you will find further information and instructions on how to submit writing assignments through the student portal. Remember to keep a copy of your writing assignments for your own personal records. Alternatively, if you experience difficulty submitting your writing assignments through the student portal, then you may email your assignments as a Word document attachment to the following email address: essays@calcoast.edu When doing so, please adhere to the following guidelines: xvi • Always submit your name, student number, course number, course title and writing assignment number (i.e. writing assignment 1, 2, 3, or 4) with your writing assignment. • Begin each writing assignment by identifying the question number you are answering followed by the actual question itself (in bold type). • Use a standard essay format for responses to all questions (i.e., an introduction, middle paragraphs and conclusion). • All responses must be typed double-spaced, using a standard font (i.e. Times New Roman) and 12 point type size for ease of reading and grading. BAM 410 Organizational Theory and Behavior Syllabus Submitting Your Unit Examinations by Mail or Fax Send your completed unit examinations and/or any writing assignments to the following mailing address: California Coast University Testing Department 925 N. Spurgeon Street Santa Ana, CA 92701 Unit examination answer sheets can also be faxed to the Grading Department at (714) 547-1451. Please do not resize your fax. The Grading Department WILL NOT accept faxed writing assignments. Challenging a Test Item We make every effort to ensure that all examination items are fair and can be answered by reading and understanding the material in your textbooks. However, problems sometimes arise in the selection or interpretation of test items. For example, you might argue that two alternatives could be correct, based on the material you read, or that the correct answer is not among the choices. Occasionally, a typographical error might make a question difficult to answer. If you encounter a problem with a test item while taking your exam, you may “challenge” it by providing a brief explanation along with the page number(s) from the textbook in which the correct answer can be found. Likewise, you may also submit a test item challenge after your exam has been graded if you feel a test item was scored incorrectly. Students may submit up to two test item challenges for each unit exam and up to four test item challenges for the final exam. Test item challenges are not permitted for the pre-test. You may submit test item challenges via the Coast Connection student portal or by U.S. mail. Submitting Your Test Item Challenges via the Internet Please log into the Coast Connection student portal for specific instructions on challenging a test item. You will submit your test item challenges directly through the student portal. xvii BAM 410 Organizational Theory and Behavior Syllabus Submitting Your Test Item Challenges by Mail • For each test question you wish to challenge, fill in option “F” on the answer sheet for that question. • On a separate sheet of paper, indicate your name and student ID number, identify the examination you are working on (i.e., Unit Exam 1, 2, 3, etc.), and the specific question number you are challenging. • Write out the question and its given choices and explain why you are “challenging” the test item. • Provide a page reference from the textbook to support your answer. If you do not provide a page reference, we may not be able to give you credit. • Mail your multiple choice answer sheet and test item challenge documents to the Testing Department. The information you provide is important to us. It will help us further validate and correct any possible errors in the testing materials. If you follow the Test Item Challenge procedure, your challenge will be reviewed and if correct, you will be given credit. You should allow an additional week for the review and scoring of your examination. Repeating a Unit Exam Requests to retake a unit examination will only be honored if the final exam has NOT been sent. Students may retake one unit examination per course, free of charge. The cost for each additional, repeated exam will be $90. Payment must be paid in full prior to repeating a unit exam and can be done via the student portal or by submitting a Repeat Unit Exam form. Please contact the Testing Department for more information. When repeating a unit exam through the student portal, the original grade will be cleared out once you click Re-take. Final Examination Scheduling a Final Examination Final examination requests can be submitted online through the Coast Connection student portal, via U.S. mail, or by calling the Testing Department at (714) 547-9625. If you would like to request a final exam online, log into the Coast Connection student portal and click on My Academic Plan. Select the course you are working on and submit the Final Exam Request form located at the bottom of the page. ALL INFORMATION MUST BE FILLED IN. xviii BAM 410 Organizational Theory and Behavior Syllabus A final exam scheduling form is also located on the last page of this study guide and can be mailed or faxed to the university. Please fill out ALL required fields if you choose to submit your final exam request using this form. After we receive the Final Examination Request Form, CCU will send your final examination to your designated proctor via email or mail, along with further instructions. Proctors California Coast University requires that all undergraduate students complete all final examinations—with the exception of general elective courses—under the supervision of a proctor. The proctor is selected by the student and approved by the university. A proctor can be any reputable person EXCEPT a relative, someone who resides with the student, or a current/former California Coast University student. Typical examples of approved proctors include friend, neighbor, job supervisor, co-worker, librarian, counselor, etc. Proctors will have the following responsibilities: • • • • • xix Ensure that all final examination materials are kept secure and confidential. Ensure that the student completes the examination without any outside assistance of any kind other than the course textbook, notes and other study materials. Verify the student’s identification based on a government-issued photo ID. Proctors will need to verify the student’s name and date of birth. Sign the final examination answer sheet (unsigned answer sheets will not be graded). Return the signed and completed answer sheet to California Coast University for grading and evaluation via the student portal, mail, or fax. BAM 410 Organizational Theory and Behavior Syllabus Submitting Your Final Examination Submitting Final Examinations via the Internet For online submissions, once you have logged into the student portal, click on My Academic Plan, select the course you are working on, and then click Take Exam to complete the final examination. Your proctor must input the unique password he/she was sent in order to unlock your final examination questions. Remember to keep a copy of your answers for your own personal records. Submitting Final Examinations by Mail or Fax Mail your completed and signed final examination answer sheet to: California Coast University Testing Department 925 N. Spurgeon Street Santa Ana, CA 92701 Final examination answer sheets can also be faxed to the Grading Department at (714) 547-1451. Please do not resize your fax. Your Overall Grade Point Average (G.P.A.) In addition to receiving a passing grade for each course, all undergraduate students must maintain a required overall G.P.A. of 2.0 (C) on a 4.0 scale in order to graduate. A = 4 grade points B = 3 grade points C = 2 grade points D = 1 grade point F = 0 grade points Students who do not meet the overall G.P.A. requirement by the end of their program must pay the current cost of tuition to repeat courses until they improve their overall G.P.A. Be sure to keep a copy of all work you submit to the university. xx BAM 410 Organizational Theory and Behavior Syllabus If you have any questions about how to proceed through the course or regarding any California Coast University policies and procedures, the easiest way to get help is to send us a message through the student portal, via email, or phone the university. University office hours are Monday through Friday from 8:00 a.m. to 4:30 p.m., Pacific Standard Time. California Coast University 925 N. Spurgeon Street, Santa Ana, California 92701 Phone: (714) 547-9625 Fax: (714) 547-5777 Test Answer Sheet Fax Line: (714) 547-1451 Email: testing@calcoast.edu 4 Don’t forget: You are not alone! We are here to help you achieve your dream! M BA xxi 10 BAM 410 Organizational Theory and Behavior Syllabus Learning Objectives The learning objectives for this course are listed below: Chapter 1: What Is Organizational Behavior? 1. 2. 3. 4. 5. 6. 7. 8. Examine the importance of interpersonal skills in the workplace. Define organizational behavior (OB). Analyze the value of OB to systematic study. Identify the major behavioral science disciplines that contribute to OB. Determine why few absolutes apply to OB. Evaluate managers’ challenges and opportunities in applying OB concepts. Compare the three levels of analysis in the text’s OB model. Distinguish key employability skills gained from studying OB that are applicable to other majors or future careers. Chapter 2: Diversity in Organizations 1. Compare the two major forms of workplace diversity. 2. Analyze how workplace discrimination undermines organizational effectiveness. 3. Examine how key biographical characteristics are relevant to Organizational Behavior (OB). 4. Assess how other differentiating characteristics factor into OB. 5. Determine the relevance of intellectual and physical abilities to OB. 6. Describe how organizations manage diversity effectively. Chapter 3: Attitudes and Job Satisfaction 1. 2. 3. 4. 5. 6. 7. Contrast the three components of an attitude. Analyze the relationship between attitudes and behavior. Compare the major job attitudes. Determine job satisfaction. Characterize the main causes of job satisfaction. Identify three outcomes of job satisfaction. Describe four employee responses to job dissatisfaction. Chapter 4: Emotions and Moods 1. 2. 3. 4. 5. 6. 7. xxii Differentiate between emotions and moods. Identify the sources of emotions and moods. Examine the impact emotional labor has on employees. Analyze affective events theory. Describe emotional intelligence. Examine strategies for emotional regulation. Apply concepts about emotions and moods to specific organizational behavior issues. BAM 410 Organizational Theory and Behavior Syllabus Chapter 5: Personality and Values 1. Examine personality, the way it is measured, and the factors that shape it. 2. Compare and contrast the strengths and weaknesses of the Myers-Briggs Type Indicator (MBTI) personality framework and the Big Five model. 3. Assess how the concepts of core self-evaluation (CSE), self-monitoring, and proactive personality contribute to the understanding of personality. 4. Determine how personality affects job search and unemployment. 5. Contrast terminal and instrumental values. 6. Differentiate between person-job fit and person-organization fit. 7. Compare Hofstede’s five value dimensions and the GLOBE framework. Chapter 6: Perception and Individual Decision Making 1. 2. 3. 4. 5. 6. 7. Explain the factors that influence perception. Describe attribution theory. Examine the link between perception and decision-making. Contrast the rational model of decision-making with bounded rationality and intuition. Evaluate how individual differences and organizational constraints affect decision-making. Contrast the three ethical decision criteria. Describe the three-stage model of creativity. Chapter 7: Motivation Concepts 1. 2. 3. 4. Describe the three key elements of motivation. Compare the early theories of motivation. Contrast the elements of self-determination theory and goal-setting theory. Examine the differences among self-efficacy theory, reinforcement theory, and expectancy theory. 5. Analyze the forms of organizational justice, including distributive justice, procedural justice, and interactional justice. 6. Examine the implications of employee job engagement for managers. 7. Assess how the contemporary theories of motivation complement one another. xxiii BAM 410 Organizational Theory and Behavior Syllabus Chapter 8: Motivation: From Concepts to Applications 1. Describe how the job characteristics model motivates people by changing the work environment. 2. Compare the main ways jobs can be redesigned. 3. Analyze how specific alternative work arrangements can motivate employees. 4. Determine how employee involvement measures can motivate employees. 5. Evaluate how the different types of variable-pay programs can increase employee motivation. 6. Examine how flexible benefits turn benefits into motivators. 7. Identify the motivational benefits of intrinsic rewards. Chapter 9: Foundations of Group Behavior 1. 2. 3. 4. 5. 6. Distinguish the different types of groups. Describe the punctuated-equilibrium model of group development. Examine how role requirements change in different situations. Analyze how norms exert influence on an individual’s behavior. Evaluate how status and size differences affect group performance. Describe how issues of cohesiveness and diversity can be integrated for group effectiveness. 7. Contrast the strengths and weaknesses of group decision-making. Chapter 10: Understanding Work Teams 1. 2. 3. 4. 5. 6. Analyze the continued popularity of teams in organizations. Contrast groups and teams. Contrast the five types of teams. Describe the characteristics of effective teams. Examine how organizations can create team players. Determine when to use individuals instead of teams. Chapter 11: Communication 1. Describe the functions and process of communication. 2. Contrast downward, upward, and lateral communication through small-group networks and the grapevine. 3. Contrast oral, written, and nonverbal communication. 4. Analyze how channel richness underlies the choice of communication methods. 5. Differentiate between automatic and controlled processing of persuasive messages. 6. Identify common barriers to effective communication. 7. Determine how to overcome the potential problems of cross-cultural communication. xxiv BAM 410 Organizational Theory and Behavior Syllabus Chapter 12: Leadership 1. 2. 3. 4. Summarize the conclusions of trait theories of leadership. Identify the central tenets and main limitations of behavioral theories. Contrast contingency theories of leadership. Describe the contemporary theories of leadership and their relationship to foundational theories. 5. Examine the roles of leaders in creating ethical organizations. 6. Analyze how leaders can have a positive impact on their organizations through building trust and mentoring. 7. Identify the challenges to our understanding of leadership. Chapter 13: Power and Politics 1. 2. 3. 4. 5. 6. 7. Contrast leadership and power. Examine the three bases of formal power and the two bases of personal power. Assess the role of dependence in power relationships. Identify power or influence tactics and their contingencies. Distinguish the causes and consequences of abuse of power. Describe how politics work in organizations. Examine the causes, consequences, and ethics of political behavior. Chapter 14: Conflict and Negotiation 1. 2. 3. 4. 5. 6. Describe the three types of conflict and the three loci of conflict. Outline the conflict process. Contrast distributive and integrative bargaining. Analyze the five steps of the negotiation process. Examine how individual differences influence negotiations. Assess the roles and functions of third-party negotiations. Chapter 15: Foundations of Organization Structure 1. Identify seven elements of an organization’s structure. 2. Examine the characteristics of the functional structure, the bureaucracy, and the matrix structure. 3. Analyze the characteristics of the virtual structure, the team structure, and the circular structure. 4. Describe the effects of downsizing on organizational structures and employees. 5. Contrast the reasons for using mechanistic versus organic structural models. 6. Analyze the behavioral implications of different organizational designs. xxv BAM 410 Organizational Theory and Behavior Syllabus Chapter 16: Organizational Culture 1. Describe the common characteristics of organizational culture. 2. Compare the functional and dysfunctional effects of organizational culture on people and the organization. 3. Identify the factors that create and sustain an organization’s culture. 4. Examine how culture is transmitted to employees. 5. Evaluate the similarities and differences in creating an ethical culture, a positive culture, and a spiritual culture. 6. Explain how national culture can affect the way organizational culture is transported to another country. Chapter 17: Human Resource Policies and Practices 1. 2. 3. 4. 5. 6. Analyze the value of recruitment methods. Describe initial selection methods. Examine the most useful substantive selection methods. Compare the main types of training. Evaluate the methods of performance evaluation. Describe the leadership role of human resources (HR) in organizations. Chapter 18: Organizational Change and Stress Management 1. 2. 3. 4. 5. Contrast the forces for change and planned change. Describe ways to overcome resistance to change. Compare the four main approaches to managing organizational change. Propose three ways of creating a culture for change. Identify the potential environmental, organizational, and personal sources of stress at work and the role of individual and cultural differences. 6. Examine the physiological, psychological, and behavioral symptoms of stress at work. 7. Describe individual and organizational approaches to managing stress at work. xxvi BAM 410 Organizational Theory and Behavior Syllabus Resources and Learning Activities Learning extends beyond the textbook, exams, and writing assignments. To help you find out more about the course you are completing, we have developed some learning activities and course resources that will accompany each course. Our intention is to encourage you to explore new ideas and concepts. You will find these located in your student portal. We suggest you spend about 5 hours per Unit exploring and engaging in the learning activities and the course resources listed on the student portal. As we will be adding new material on a regular basis, we encourage you to check back frequently. To give you an idea, here are some of the types of resources we’ve included in the student portal: • • • • • Learning activities to help you explore the subject in some different ways. Suggested Readings. Websites related to your course. Professional organizations you might investigate. Videos to watch. Lastly, education goes beyond just courses and degree programs. Hopefully, as a student, you are consistently learning and expanding your knowledge with education that transcends what you learn at the University. To expand awareness and appreciation for the larger scope of education, we have included resources on the following: • • • • • • Critical Thinking Ethical Reasoning Social Responsibility Global Citizenship Civic Engagement Lifelong Learning We wish you success on your educational journey! xxvii BAM 410 Organizational Theory and Behavior Table of Contents Unit One Chapter 1: What Is Organizational Behavior? . . . . . . . . . . . . . . . . . . . . . 1 Chapter 2: Diversity in Organizations . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Chapter 3: Attitudes and Job Satisfaction . . . . . . . . . . . . . . . . . . . . . . . 19 Chapter 4: Emotions and Moods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29 Unit 1 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Unit Two Chapter 5: Personality and Values . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 Chapter 6: Perception and Individual Decision Making . . . . . . . . . . . . . . 52 Chapter 7: Motivation Concepts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62 Chapter 8: Motivation: From Concepts to Applications . . . . . . . . . . . . . . 72 Unit 2 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 Unit Three Chapter 9: Foundations of Group Behavior . . . . . . . . . . . . . . . . . . . . . . 87 Chapter 10: Understanding Work Teams . . . . . . . . . . . . . . . . . . . . . . . . 96 Chapter 11: Communication . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105 Chapter 12: Leadership . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 Chapter 13: Power and Politics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127 Unit 3 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138 Unit Four Chapter 14: Conflict and Negotiation . . . . . . . . . . . . . . . . . . . . . . . . . . 142 Chapter 15: Foundations of Organization Structure . . . . . . . . . . . . . . . . 151 Chapter 16: Organizational Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . 162 Chapter 17: Human Resource Policies and Practices . . . . . . . . . . . . . . . 172 Chapter 18: Organizational Change and Stress Management . . . . . . . . . . 182 Unit 4 Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 Final Examination Instructions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 197 Final Exam Scheduling Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 198 xxviii BAM 410 Organizational Theory and Behavior Objectives Chapter One What Is Organizational Behavior? Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Discuss the importance of interpersonal skills in the workplace. 2. Define organizational behavior (OB). 3. Analyze the value of OB to systematic study. 4. Identify the major behavioral science disciplines that contribute to OB. 5. Determine why few absolutes apply to OB. 6. Evaluate managers’ challenges and opportunities in applying OB concepts. 7. Compare the three levels of analysis in the text’s OB model. 8. Distinguish key employability skills gained from studying OB that are applicable to other majors or future careers. Instructions to Students • Read pages 2 - 41 of your textbook • Reference: Organizational Behavior by Stephen P. Robbins and Timothy A. Judge, 18th Edition 1 BAM 410 Organizational Theory and Behavior Overview This chapter defines organizational behavior (OB), identifies the major behavioral disciplines that contribute to the study of OB, explains the opportunities and challenges that managers face in applying organizational behavior concepts, and addresses the key employable skills derived from studying OB—skills that are applicable to every student’s future endeavors. 2 BAM 410 Organizational Theory and Behavior Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Contingency variables: Evidence-based management (EBM): Group cohesion: Group functioning: Organizational behavior (OB): Organizational citizenship behavior (OCB): Organizational survival: Positive organizational scholarship (also called positive organizational behavior): Social psychology: Systematic study: Task performance: Withdrawal behavior: Workforce diversity: 3 BAM 410 Organizational Theory and Behavior Summary Organizational behavior (OB) investigates the impact that individuals, groups, and structure have on behavior within an organization and it applies that knowledge to make organizations work more effectively. This chapter addresses the major behavioral disciplines that contribute to the study of OB: psychology, social psychology, sociology, and anthropology. Challenges relevant to OB can be found in just about every function of business, from finance and accounting to management and marketing. A review of the great challenges that most businesses face reveals that OB is an essential piece of the puzzle in solving many problems that involve managing integrity/social responsibility, resource management, competition among businesses, bolstering customer and employee loyalty, reducing uncertainty, complying with government regulation, managing risks, and finding the right staff—all while growing revenue and increasing profit. In addition, the knowledge of OB concepts such as stress management, change, attitudes, emotions, and motivation, among others, can help us all navigate our interactions with others in all aspects of our lives, both personally and professionally. Given the pervasiveness of OB in organizational life, all those involved in business will benefit from having solid foundational skills in OB such as communication, collaboration, critical thinking, problem solving, social responsibility, and knowledge application and analysis. Until the late 1980s, business school curricula emphasized the technical aspects of management, focusing on economics, accounting, finance, and quantitative techniques. Coursework in human behavior and people skills received relatively less attention. Since then however, business schools have realized the significant role interpersonal skills play in determining a manager’s effectiveness. Incorporating OB principles into the workplace can yield many important organizational outcomes. Managers cannot succeed on technical skills alone. They need to develop their interpersonal or people skills to be effective in their job. Interpersonal skills can yield many positive results, including: • • • • • • better financial performance higher quality workplace relationships higher employee job satisfaction lower turnover of quality employees lower employee stress greater social responsibility awareness This course will go over the many skills that hiring managers identify as important to success in a variety of business settings, including small and large firms, nonprofit organizations, and public service. These skills will also be useful to those who plan to start their own business. Examples of such skills include the following: • • • 4 Critical thinking: Involves purposeful and goal-directed thinking used to define and solve problems and to make decisions or form judgments related to a particular situation or set of circumstances. Collaboration: A skill in which individuals can actively work together on a task, constructing meaning and knowledge as a group through dialogue and negotiation that results in a final product reflective of their joint, interdependent actions. Social responsibility: Skills related to both business ethics and corporate social responsibility. Business ethics includes sets of guiding principles that influence the way individuals and organizations behave within the society that they operate. Corporate social responsibility is a form of ethical behavior that requires that organizations understand, identify, and eliminate unethical economic, environmental, and social behaviors. BAM 410 Organizational Theory and Behavior Self Test Multiple Choice Questions (Circle the correct answer) 1. ________ get things done through other people. They make decisions, allocate resources, and direct the activities of others to attain goals. a. b. c. d. Assistants Managers Secretaries Interns 2. According to Henry Mintzberg, a factory supervisor giving a group of high school students a tour of the plant may be termed as a ________. a. b. c. d. leader figurehead resource allocator negotiator 3. The ability to understand, communicate with, motivate, and support other people, both individually and in groups, may be defined as ________. a. b. c. d. human skills technical skills conceptual skills cognitive skills 4. Which of the following does systematic study use to look at relationships to attribute causes and effects? a. b. c. d. intuition feelings data instinct 5. Which of the following disciplines blends concepts from both psychology and sociology to focus on people’s influence on one another? a. b. c. d. 5 social psychology cosmology parapsychology anthropology BAM 410 Organizational Theory and Behavior Self Test 6. Which of the following is TRUE regarding contingency variables? a. They refer to situational factors that moderate the relationship between two or more variables. b. They make simple, accurate, and sweeping generalizations about concepts in organizational behavior. c. They indicate that everyone is motivated by money and financial perks. d. They refer to scientific factors which are based on universal truths. 7. Which of the following is NOT a reality for today’s workforce? a. b. c. d. Many workers never get away from the virtual workplace. Organizations are asking employees to put in longer hours. Employees have fewer outside commitments. Issues related to well-being have dropped as the number of employees who work at home rises. 8. A(n) ________ is an abstraction of reality, a simplified representation of some real-world phenomenon. a. b. c. d. model input process outcome 9. Which of the following is an example of an input at an individual level? a. b. c. d. motivation moods values perception 10. ________ refers to purposeful and goal-directed thinking used to define and solve problems and to make decisions or form judgments related to a particular situation or set of circumstances. a. b. c. d. 6 Communication Knowledge application and analysis Critical thinking Collaboration BAM 410 Organizational Theory and Behavior Answer Keys Key Term Definitions Contingency variables: Situational factors or variables that moderate the relationship between two or more variables. Evidence-based management (EBM): Complements systematic study by basing managerial decisions on the best available scientific evidence. Group cohesion: The extent to which members of a group support and validate one another at work. Group functioning: The quantity and quality of a group’s work output. Organizational behavior (OB): A field of study that investigates the impact that individuals, groups, and structure have on behavior within organizations for the purpose of applying such knowledge toward improving an organization’s effectiveness. Organizational citizenship behavior (OCB): Discretionary behavior that contributes to the psychological and social environment of the workplace. Organizational survival: Evidence that the organization is able to exist and grow over the long term. Positive organizational scholarship (also called positive organizational behavior): Studies how organizations develop human strengths, foster vitality and resilience, and unlock potential. Social psychology: Generally considered a branch of psychology, it blends concepts from both psychology and sociology to focus on people’s influence on one another. Systematic study: Looking at relationships, attempting to attribute causes and effects, and basing conclusions on scientific evidence—that is, on data gathered under controlled conditions and measured and interpreted in a rigorous manner. Task performance: The combination of effectiveness and efficiency at doing core job tasks. Withdrawal behavior: The set of actions that employees take to separate themselves from the organization. There are many forms of withdrawal, ranging from showing up late or failing to attend meetings to absenteeism and turnover. Workforce diversity: A trend by which organizations are becoming more heterogeneous in terms of employees’ gender, age, race, ethnicity, sexual orientation, and other characteristics. 7 BAM 410 Organizational Theory and Behavior Answer Keys Answers to Self Test 1. b 2. b 3. a 4. c 5. a 6. a 7. d 8. a 9. c 10. c 8 BAM 410 Organizational Theory and Behavior Notes 9 BAM 410 Organizational Theory and Behavior Objectives Chapter Two Diversity in Organizations Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Compare the two major forms of workplace diversity. 2. Analyze how workplace discrimination undermines organizational effectiveness. 3. Examine how key biographical characteristics are relevant to Organizational Behavior (OB). 4. Assess how other differentiating characteristics factor into OB. 5. Determine the relevance of intellectual and physical abilities to OB. 6. Describe how organizations manage diversity effectively. Instructions to Students • Read pages 42 - 73 of your textbook • Reference: Organizational Behavior by Stephen P. Robbins and Timothy A. Judge, 18th Edition 10 BAM 410 Organizational Theory and Behavior Overview This chapter looks at how organizations should work to maximize the potential contributions of a diverse workforce. Because each of us is different from others in myriad ways, the chapter considers diversity in many different forms. The chapter also discusses how individual differences in abilities affect employee behavior and effectiveness in organizations. 11 BAM 410 Organizational Theory and Behavior Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Biographical characteristics: Cultural identity: Deep-level diversity: Discrimination: Diversity management: Organizational tenure: Positive diversity climate: Stereotype threat: Stereotyping: Surface-level diversity: 12 BAM 410 Organizational Theory and Behavior Summary This chapter looks at diversity from many perspectives. It explains how individual characteristics like age, gender, race, ethnicity, and abilities can influence employee performance. There are various ways that managers can develop awareness about these characteristics and manage a diverse workforce effectively. Although much has been said about diversity in age, race, gender, ethnicity, religion, and disability status, experts now recognize that these demographic characteristics are just the tip of the iceberg. These characteristics mostly reflect surface-level diversity, not thoughts and feelings, and can lead employees to make stereotypes and assumptions about others from certain demographic backgrounds. However, evidence has shown that people are less concerned about demographic differences if they see themselves as sharing more important characteristics, such as personality and values, that represent deep-level diversity. The chapter pays particular attention to three variables in diversity: biographical characteristics, abilities, and diversity management programs. Biographical characteristics such as age, gender, race, disability, and length of service are some of the most obvious ways employees differ. Managers need to understand the full implications of these differences. For example, The relationship between age and job performance is likely to become an issue of increasing importance during the next decade because the workforce is aging in most developed countries, and in the United States, many individuals are not retiring at 70 years old. That said, employers hold mixed feelings about older workers. They see a number of positive qualities older workers bring to their jobs such as experience, better judgment, a strong work ethic, and commitment to quality. But older workers are also perceived as lacking flexibility and resisting new technology. Ability is an individual’s current capacity to perform various tasks, physically and/or intellectually, in a job. Physical ability has and will remain important and varies from job to job. Intellectual abilities are abilities needed to perform mental activities—thinking, reasoning, and problem solving. The seven most frequently cited dimensions making up intellectual abilities are: number aptitude, verbal comprehension, perceptual speed, inductive reasoning, deductive reasoning, spatial visualization, and memory. Diversity management must be an ongoing commitment that crosses all levels of the organization. Policies to improve the climate for diversity can be effective, especially when diversity management efforts make everyone more aware of and sensitive to the needs and differences of others and that diversity programs include and are meant for everyone. Diversity is much more likely to be successful when we see it as everyone’s business than if we believe it helps only certain groups of employees. Effective diversity programs have three components: • • • 13 They teach managers about the legal framework for equal employment opportunity and encourage fair treatment of all people regardless of their demographic characteristics. They teach managers how a diverse workforce will be better able to serve a diverse market of customers and clients. They foster personal development practices that bring out the skills and abilities of all workers, acknowledging how differences in perspective can be a valuable way to improve performance for everyone. BAM 410 Organizational Theory and Behavior Self Test Multiple Choice Questions (Circle the correct answer) 1. Kimberly Ortiz strongly believes in working for a company that promotes diversity. She believes that such organizations are respectful of differences and allow employees more exposure. She recently attended an interview where she was told that the company follows policies that focus on organizational diversity. However, when she finally joined the company, she had a strong feeling that the company’s claim was not true. Which of the following, IF TRUE, weakens Kimberly’s belief that the company does not encourage diversity? a. b. c. d. Eighty-five percent of the top management positions in the company are held by men. She is the only African-American member in the entire workforce. The workforce is not dominated by any specific ethnic or racial group. The previous company she worked for made a conscious effort to employ an equal number of men and women. 2. Which of the following is TRUE with respect to surface-level diversity? a. b. c. d. It refers to psychographic characteristics of the members of a group. People with surface-level diversity will also share deep-level diversity. It indicates differences of values, emotions, and personality traits between people. It refers to differences in easily perceived characteristics, such as gender and race. 3. Which of the following MOST likely indicates surface-level similarity? a. b. c. d. Tim and Jake are colleagues who take risks and are quick decision makers. The employees at GenSys prefer teamwork over individual assignments. Nina and Chuck are colleagues who share similar views on corporate social responsibility. Jane and Sara grew up in the same town and went to school together. 4. ________ diversity refers to diversity with respect to attributes that are less easy to observe initially but that can be inferred after more direct experience. a. b. c. d. Surface-level Additive Demographic Deep-level 5. Which of the following BEST represents deep-level similarity? a. b. c. d. 14 colleagues employees employees employees who who who who both come from the same neighborhood in Alabama are college graduates with a degree in business management speak Spanish and share similar religious beliefs seek challenges in assignments and like to work collaboratively BAM 410 Organizational Theory and Behavior Self Test 6. Malcolm Industries recently hired a large number of workers for the company’s new construction factory in Colorado. During the hiring process, the management made a clear effort to recruit physically strong individuals because the work at the factory involves manual labor. The jobs need to be performed by individuals who have the energy and physical stamina to work for long hours. Which of the following surface-level characteristics did the company most likely concentrate on when selecting the new workers? a. b. c. d. age values beliefs religion 7. Which of the following refers to a kind of discrimination that refers to overt threats or bullying directed at members of specific groups of employees? a. b. c. d. intimidation impact bias inequity aversion framing effect 8. Which of the following is TRUE with respect to biographical characteristics? a. b. c. d. They They They They are non-objective in nature and cannot be observed. represent characteristics such as personality and work ethics. cannot be obtained from personnel records. are representative of surface-level diversity. 9. Jeremy Samuels works in a police department in California. His job often requires him to observe clues that criminals leave behind. His job is to analyze these clues, which helps the department catch the criminal. Which of the following dimensions of intellectual ability does Jeremy MOST likely have? a. b. c. d. spatial visualization perceptual speed extent flexibility dynamic flexibility 10. Which of the following is a kind of physical ability which refers to the ability to make rapid, repeated flexing movements? a. b. c. d. 15 equilibrium balance dynamic flexibility static strength BAM 410 Organizational Theory and Behavior Answer Keys Key Term Definitions Biographical characteristics: Characteristics such as age, gender, race, and disability are some of the most obvious ways employees differ. Cultural identity: A link with the culture of family ancestry or youth an individual possesses no matter where the individual may live in the world. Deep-level diversity: Differences in values, personality, and work preferences that become progressively more important for determining similarity as people get to know one another better. Discrimination: The noting of a difference between things; often we refer to unfair discrimination, which means making judgments about individuals based on stereotypes regarding their demographic group. Diversity management: The process and programs by which managers make everyone more aware of and sensitive to the needs and differences of others. Organizational tenure: How long an employee has been in his or her organization. Positive diversity climate: An environment of inclusiveness and an acceptance of diversity in an organization. Stereotype threat: The degree to which we agree internally with the generally negative stereotyped perceptions of our groups. Stereotyping: Judging someone based on one’s perception of the group to which that person belongs. Surface-level diversity: Diversity in age, race, gender, ethnicity, religion, and disability status. 16 BAM 410 Organizational Theory and Behavior Answer Keys Answers to Self Test 1. c 2. d 3. d 4. d 5. d 6. a 7. a 8. d 9. b 10. c 17 BAM 410 Organizational Theory and Behavior Notes 18 BAM 410 Organizational Theory and Behavior Objectives Chapter Three Attitudes and Job Satisfaction Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Contrast the three components of an attitude. 2. Analyze the relationship between attitudes and behavior. 3. Compare the major job attitudes. 4. Determine job satisfaction. 5. Characterize the main causes of job satisfaction. 6. Identify three outcomes of job satisfaction. 7. Describe four employee responses to job dissatisfaction Instructions to Students • Read pages 74 - 101 of your textbook • Reference: Organizational Behavior by Stephen P. Robbins and Timothy A. Judge, 18th Edition 19 BAM 410 Organizational Theory and Behavior Overview This chapter addresses the three components of an attitude in order to understand what contributes to attitudes toward a job, major job attitudes, and the relationship between attitudes and behavior. The chapter also defines what is meant by job satisfaction as well as its causes and outcomes. 20 BAM 410 Organizational Theory and Behavior Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Attitudes: Core self-evaluation (CSE): Corporate social responsibility (CSR): Counterproductive work behavior (CWB): Employee engagement: Job involvement: Job satisfaction: Organizational commitment: Perceived organizational support (POS): Power distance: Psychological empowerment: 21 BAM 410 Organizational Theory and Behavior Summary What contributes to the development of job attitudes varies and may change over time. Managers should be interested in their employees’ attitudes because attitudes influence behavior and indicate potential problems. Creating a satisfied workforce is hardly a guarantee of successful organizational performance, but evidence strongly suggests that managers’ efforts to improve employee attitudes will likely result in positive outcomes, including greater organizational effectiveness, higher customer satisfaction, and increased profits. This chapter defines attitudes as evaluative statements that are either favorable or unfavorable concerning objects, people, or events. As such, they reflect how we feel about something. The three components of an attitude are: the cognitive component, the affective component, and the behavioral component. OB focuses our attention on a very limited number of job-related attitudes. Most of the research in OB has been concerned with three attitudes: job satisfaction (a collection of feelings that an individual holds toward his or her job), job involvement (the degree to which a person identifies psychologically with his/her job and considers his/her perceived performance level important to self-worth), and organizational commitment (a state in which an employee identifies with a particular organization and its goals). The chapter also examines job satisfaction, which it defines as a positive feeling about a job resulting from an evaluation of its characteristics. Job satisfaction rates tend to vary in different cultures worldwide, and, of course, there are always competing measurements that offer alternative viewpoints. People have typically been more satisfied with their jobs overall, with the work itself, and with their supervisors and coworkers than they have been with their pay and with promotion opportunities. The causes of job satisfaction include: • • • • • • 22 Interesting jobs: Jobs that provide training, variety, independence, and control satisfy most employees. Managers: Managers who possess the right combination of technical and people skills are valued by employees. Job conditions: The intrinsic nature of the work itself, social interactions, and supervision are important predictors of satisfaction and employee well-being. Personality: Research has shown that people who have positive core self-evaluations (CSEs), which are bottom-line conclusions individuals have about their capabilities, competence, and worth as a person, are more satisfied with their jobs than those with negative core self-evaluations. Pay: Pay does correlate with job satisfaction and overall happiness for many people, but the effect can be smaller once an individual reaches a standard level of comfortable living. Corporate Social Responsibility (CSR): An organization’s self-regulated actions to benefit society or the environment beyond what is required by law increasingly affects employee job satisfaction. BAM 410 Organizational Theory and Behavior Summary The outcomes of job satisfaction are many: • • • • 23 Happy workers are more likely to be productive workers and the evidence suggests that productivity is likely to lead to satisfaction. Research shows that when people are more satisfied with their jobs, they are more likely to engage in organizational citizenship behavior (OCB), which is discretionary behavior that contributes to the psychological and social environment of the workplace. Evidence indicates that satisfied employees increase customer satisfaction and loyalty. Research in Europe indicated that job satisfaction is positively correlated with life satisfaction, and attitudes and experiences in life spill over in to job approaches and experiences. Furthermore, life satisfaction decreases when people become unemployed. BAM 410 Organizational Theory and Behavior Self Test Multiple Choice Questions (Circle the correct answer) 1. ________ refers to evaluative statements or judgments concerning objects, people, or events. a. b. c. d. Attitude Behavior Appearance Demeanor 2. Johanna Rouse feels disheartened because she was not selected for the campaign exchange program in Amsterdam. Which component of an attitude does Rouse’s feeling represent? a. b. c. d. cognitive affective reflective behavioral 3. The theory of cognitive dissonance was proposed by ________. a. b. c. d. Abraham Maslow Leon Festinger Geert Hofstede Daryl Bem 4. Which of the following statements is MOST likely to be TRUE regarding cognitive dissonance? a. b. c. d. High dissonance is accompanied by high rewards. People are less inspired to reduce dissonance when it is within their control. People are less likely to reduce dissonance when the behavior is crucial. People are more motivated to reduce dissonance when attitudes are important. 5. Leon Festinger argued that ________ follow(s) ________. a. b. c. d. behavior; attitudes emotions; attitude attitudes; behavior thought processes; moods 6. Which of the following is TRUE with regard to moderating variables in attitude relationships? a. b. c. d. 24 Attitudes that our memories can easily access are more likely to predict our behavior. General attitudes tend to predict particular or specific behaviors. Attitudes are less likely to be remembered if frequently expressed or talked about. The relationship between an attitude and a behavior is weaker if an attitude involves a direct relation to personal experience. BAM 410 Organizational Theory and Behavior Self Test 7. Organizational commitment is defined as ________. a. b. c. d. the degree to which employees identify with the organization they work for and its goals the state of discord caused by opposition of values between people working together the degree to which an employee’s sense of cognitive dissonance is related to his/her job the employee’s degree of disagreement or differential opinions about organizational practices 8. Which of the following statements is TRUE about measuring job satisfaction? a. The single global rating system is not very time consuming. b. The summation of job facets approach takes into account cognitive dissonance experienced by employees. c. The summation of job facets approach prevents managers from zeroing in on problems. d. The summation of job facets approach involves responding to one particular question. 9. ________ refers to an organization’s self-regulated actions to benefit society or the environment beyond what is required by law. a. b. c. d. Emissions accountability Sustainability level Philanthropy profile Corporate Social Responsibility 10. Joe Dailey is unhappy with his job because he has not received the promotion due to him several years ago. However, in spite of this, he speaks up to support his company’s actions even when the local newspaper is criticizing them. Which of the following types of response represents his behavior? a. b. c. d. 25 exit voice loyalty neglect BAM 410 Organizational Theory and Behavior Answer Keys Key Term Definitions Attitudes: Evaluative statements, either favorable or unfavorable, about objects, people, or events. They reflect how we feel about something. Core self-evaluation (CSE): Bottom-line conclusions individuals have about their capabilities, competence, and worth as a person. Corporate social responsibility (CSR): An organization’s self-regulated actions to benefit society or the environment beyond what is required by law. Counterproductive work behavior (CWB): Actions that actively damage the organization, including stealing, behaving aggressively toward coworkers, or being late or absent. Employee engagement: An employee’s involvement with, satisfaction with, and enthusiasm for the work he or she does. Job involvement: The degree to which people identify, psychologically, with their jobs and consider their perceived performance levels important to their self-worth. Job satisfaction: A positive feeling about a job resulting from an evaluation of its characteristics. Organizational commitment: When an employee identifies with his or her organization and its goals and wishes to remain a member. Emotional attachment to an organization and belief in its values is the gold standard for employee commitment. Perceived organizational support (POS): The degree to which employees believe that the organization values their contributions and cares about their well-being. Power distance: The degree to which people in a country accept that power in institutions and organizations is distributed unequally. Psychological empowerment: Employees’ beliefs in the degree to which they influence their work environment, their competencies, the meaningfulness of their job, and their autonomy. 26 BAM 410 Organizational Theory and Behavior Answer Keys Answers to Self Test 1. a 2. b 3. b 4. d 5. c 6. a 7. a 8. a 9. d 10. c 27 BAM 410 Organizational Theory and Behavior Notes 28 BAM 410 Organizational Theory and Behavior Objectives Chapter Four Emotions and Moods Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Differentiate between emotions and moods. 2. Identify the sources of emotions and moods. 3. Examine the impact emotional labor has on employees. 4. Analyze affective events theory. 5. Describe emotional intelligence. 6. Examine strategies for emotional regulation. 7. Apply concepts about emotions and moods to specific OB issues. Instructions to Students • Read pages 102 - 139 of your textbook • Reference: Organizational Behavior by Stephen P. Robbins and Timothy A. Judge, 18th Edition 29 BAM 410 Organizational Theory and Behavior Overview This chapter discusses basic human emotions and moods as well as our experience with both emotions and moods. The chapter also explores the function of emotions and moods, particularly in the workplace. Additionally, the growing relevance of emotional intelligence (EI) as it applies to behavior in the workplace will also be explored. 30 BAM 410 Organizational Theory and Behavior Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Affect intensity: Affect: Affective events theory (AET): Displayed emotions: Emotional dissonance: Emotional intelligence (EI): Emotional labor: Moral emotions: Negative affect: Positive affect: Positivity offset: 31 BAM 410 Organizational Theory and Behavior Summary Until recently, the field of organizational behavior (OB) has not given the topic of emotions much attention. Although managers knew emotions were an inseparable part of everyday life, they tried to create organizations that were emotion-free. Researchers tended to focus on strong negative emotions—especially anger—that interfered with an employee’s ability to work effectively. Certainly, some emotions can hinder performance, particularly those exhibited at the wrong time. Other emotions are neutral, and some are constructive. Employees bring their emotions to work every day, so no study of OB would be comprehensive without considering the role of emotions in workplace behavior. Emotions are intense feelings that are directed at someone or something. Moods are less intense feelings than emotions and often arise without a specific event acting as a stimulus. Emotions and moods are similar because both are affective (affect is a generic term that covers a broad range of feelings that people experience and encompasses both emotions and moods) in nature. But they’re also different: moods are more general and less contextual than emotions. The time of day, stressful events, and sleep patterns are some of the factors that influence emotions and moods. OB research on emotional labor, affective events theory, emotional intelligence, and emotion regulation helps us understand how people deal with emotions. Emotions and moods have proven relevant for virtually every OB topic we study, with implications for managerial practices. Emotional intelligence is another framework that helps us understand the impact of emotions on job performance. Emotional intelligence (EI) is a person’s ability to perceive emotions in the self and others, understand the meaning of these emotions, and be able to regulate their own emotions. One implication from the evidence on EI is that employers should consider it a factor in hiring employees, especially for jobs that demand a high degree of social interaction. In fact, more employers are starting to use EI measures to hire people. 32 BAM 410 Organizational Theory and Behavior Self Test Multiple Choice Questions (Circle the correct answer) 1. Anna Madison works as a receptionist at a fashion magazine company. One morning, her boss walks into the office and yells at her, telling her that the front office is a mess and she needs to clean it immediately. After her boss leaves the room, Anna goes to the front office and violently slams trash into the bin. Which of the following BEST describes Anna’s anger? a. b. c. d. a recognition an insight a mood an emotion 2. Which of the following is NOT an example of moral emotions? a. b. c. d. sympathy for the suffering of others contempt for those who behave ethically guilt about our own immoral behavior anger about injustice done to others 3. ________ is a pure marker of low positive affect. a. b. c. d. Stress Relaxation Boredom Nervousness 4. Emotions such as relaxation, serenity, and calmness comprise the ________ mood dimension. a. b. c. d. low positive affect neutral affect low negative affect high positive affect 5. On which day of the week does the positive affect tend to be highest for U.S., China, Germany and Japan? a. b. c. d. 33 Sundays Mondays Saturdays Tuesdays BAM 410 Organizational Theory and Behavior Self Test 6. A situation in which an employee expresses organizationally desired emotions during interpersonal transactions at work is known as ________. a. b. c. d. emotional labor self-concordance emotional liability negative affect 7. The practice of modifying one’s true feelings based on display rules is known as ________. a. b. c. d. surface acting deep acting social loafing behavioral contagion 8. Whether or not a candidate has high emotional intelligence would be a significant factor when considering a candidate for the job of a(n) ________. a. b. c. d. event planner who needs to coordinate with several people engineer working on developing a software program web researcher who needs to consolidate online travel information copy-editor who checks spelling and grammatical errors in manuscripts 9. Amber and Emma were recently hired by a marketing agency. Though there is a lot of work that has been allotted to both, Amber is always in a good mood. Emma, on the other hand, appears to be in a negative mood. Compared to Emma, Amber is more likely to ________. a. b. c. d. take an extended time at processing information have poor problem-solving skills make poorer decisions find more original solutions to problems 10. Which of the following statements is TRUE regarding negotiation? a. Displaying a negative emotion at a negotiation can never be effective. b. Angry negotiators who have less power than opponents have better outcomes. c. Individuals who do poorly in a negotiation are more willing to be cooperative in future negotiations. d. Feeling bad about your performance during a negotiation tends to impair future negotiations. 34 BAM 410 Organizational Theory and Behavior Answer Keys Key Term Definitions Affect intensity: Individual differences in the strength with which individuals experience their emotions. Affect: A generic term that covers a broad range of feelings, including both emotions and moods. Affective events theory (AET): Proposes that employees react emotionally to things that happen to them at work, and these reactions influence their job performance and satisfaction. Displayed emotions: Those emotions the organization requires workers to show and considers appropriate in a given job. Emotional dissonance: The disparity between employees having to project one emotion while feeling another. Emotional intelligence (EI): A person’s ability to (1) perceive emotions in the self and others, (2) understand the meaning of these emotions, and (3) regulate their own emotions accordingly. Emotional labor: An employee’s expression of organizationally desired emotions during interpersonal transactions at work. Moral emotions: Emotions that have moral implications because of our instant judgment of the situation that evokes them. Negative affect: A mood dimension consisting of nervousness, stress, and anxiety at the high end. Positive affect: A mood dimension consisting of positive emotions such as excitement, enthusiasm, and elation at the high end. Positivity offset: The observation that at zero input (when nothing in particular is going on), most individuals experience a mildly positive mood. 35 BAM 410 Organizational Theory and Behavior Answer Keys Answers to Self Test 1. d 2. b 3. c 4. c 5. a 6. a 7. b 8. a 9. d 10. d 36 BAM 410 Organizational Theory and Behavior Notes 37 BAM 410 Organizational Theory and Behavior Unit One It’s time to take your Unit One Examination! Please read the following pages before you begin. We’re rooting for you! 38 BAM 410 Organizational Theory and Behavior Unit 1 Examination Instructions The Unit Examination At the conclusion of each unit, you will have a unit examination and a writing assignment. The unit examination contains 25 multiplechoice questions, and the writing assignment will have several questions/prompts from which you will choose one to answer. If you are completing your work online, you will find the exam questions and writing assignments by logging into the Student Portal, clicking on My Academic Plan, and then selecting the course you are working on. For students who receive coursework by mail, the exam questions, writing assignment questions, and answer sheets are included separately from this study guide as a part of your coursework packet. Each of the multiple-choice questions, as well as the comprehensive writing assignment questions, are based on the unit you are completing. In addition, each question has been selected to reflect the learning objectives identified in each chapter covered so far in your textbook. You will find additional information on completing the writing assignment on the next page of this Study Guide. For the unit examination, your grade on the examination will be determined by the percentage of correct answers. The university utilizes the following grading system: A B C D F = = = = = 90% – 100% correct 80% – 89% correct 70% – 79% correct 60% – 69% correct 59% and below correct 4 3 2 1 0 grade grade grade grade grade points points points point points Completing The Unit One Multiple-Choice Examination Before beginning your examination, we recommend that you thoroughly review the textbook chapters and other materials covered in each unit, and follow the suggestions in the Mastering the Course Content section of the syllabus. We encourage you to take your time, go through the examination, and identify questions you know the answers to. A good strategy is to answer all of the questions you are familiar and comfortable with first, and then go back to work on items that you find more difficult. If you wish to challenge a particular item, please review the Challenging a Test Item section of the syllabus. Good luck with your multiple-choice examination! 39 BAM 410 Organizational Theory and Behavior Unit 1 Examination Instructions Writing Assignment Instructions and Strategies for Success Each course requires students to complete writing assignments. To help you successfully complete the writing assignment requirement, here are some things you need to know. • If you are submitting your writing assignments through the Student Portal, then select one of the writing prompts displayed in the portal and begin your answer in the text box directly below the writing prompts. The text editor will automatically include all necessary identification information (i.e., your name, student number, course number, writing assignment number, and writing assignment question) once you submit your writing assignment for evaluation. • If you are submitting your work via email attachment or U.S. mail, you will need to include your name, student number, course number, course title, and identify the question number you are answering followed by the actual question itself (in bold type). Your writing assignment will need to be typed double-spaced, using a standard font and 12 point type size. While word count is NOT one of the criteria that is used in assigning points to writing assignment submissions, students who are successful in earning the maximum number of points tend to submit writing assignments that fall between 350 - 500 words or 1 - 2 pages per question. Students can earn a maximum of 25 points for each writing assignment submitted. The following are some factors the faculty consider as they evaluate your work—with 5 points given for each category: • Standard Essay Format: The faculty will be evaluating your work to see that you have used the proper format. This includes standard essay format: introduction/body/conclusion. You will find additional information and sample writing assignments on the Student Portal, including helpful videos that will walk you through the steps for creating a proper essay. • Understanding the Course Content: The faculty will be evaluating your work to see that you demonstrate an understanding of course content and that you are covering key concepts discussed in the textbook. While you may certainly provide additional information from outside sources, you must use the course textbook as your primary source of information. • A Clear and Well-Developed Response: The faculty will be evaluating you on your ability to present a well-organized and developed response that is clear in its presentation of the course material. • The Ability to Understand the Course Content: The faculty will be evaluating you on your ability to examine, assess, evaluate, and/or analyze course content and key concepts. You will need to demonstrate you can look at the course material in various ways and present your review in your writing assignment. • Good Presentation: The faculty will be evaluating your work to ensure you have the proper use of grammar, spelling, punctuation, citation style, etc. 40 (continued on the next page) BAM 410 Organizational Theory and Behavior Unit 1 Examination Instructions Strategies for Success To help you earn the maximum number of points (25 points) for your writing assignments, we have developed some strategies for you to use: • Be sure to organize your writing assignment to meet the standard essay format. Students will often have the answer, but their work is poorly formatted. This is one of the most common critiques made by faculty members—students do not present their work in a standard essay format. The maximum points are given for work that is clearly developed with effective transitions from point to point. • Read the question/prompt carefully and be sure you are covering key concepts outlined in the textbook. Students will sometimes find information only through an Internet source or personal/ professional experience, discuss that information, and not cover key concepts outlined in the textbook. Be sure you understand what the question/prompt is asking for and discuss the textbook material first. After that, you may feel free to add additional information as it provides support or contrast to the textbook material. The maximum points are given for work that demonstrates an in-depth understanding of the ideas in the assigned readings. • Be sure to present your work in a clear and organized fashion that is easy to follow. The maximum points are given for well organized writing submissions that respond to the assignment clearly and directly. • Depending on the question/prompt, you need to demonstrate your ability to evaluate, assess, and analyze the concepts related to the question/prompt. With this, you are showing the faculty you have a solid understanding of the material and are capable of looking at it from different perspectives. The maximum points are awarded for writing assignments that demonstrate both a solid understanding of the material and make connections between varying points. • Your writing assignment should use proper grammar, sentence structure, punctuation, and provide references/citations. The maximum points are awarded for writing submissions that include all of these features. Proofreading your work before submitting it to the university will help ensure that all of these expectations have been met. References/Citations: • Students must use APA style citations in their writing assignments. For detailed information on how to properly cite your work, you may refer to the Student Handbook or to the Student Resources tab on the main page of the Student Portal. Plagiarism: • Plagiarism is intentionally presenting the work of another as your own. This is a serious academic infraction. Do not simply copy and paste your answers from the Internet and do not copy your answers from the textbook. All work must be free of any form of plagiarism. Writing assignment responses must be paraphrased in your own words to explain and reflect the concepts and theories presented in the textbook. Please keep any direct quotes from the text to a minimum and identify them with the proper citation. • For additional information on plagiarism, you may refer to the course syllabus, Student Handbook, or to the Student Resources tab on the main page of the Student Portal. Good luck with your writing! 41 BAM 410 Organizational Theory and Behavior You Can Do It You have just completed Unit 1 of this course. You are off to a great start! Keep up the good work! 42 BAM 410 Organizational Theory and Behavior Objectives Chapter Five Personality and Values Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Examine personality, the way it is measured, and the factors that shape it. 2. Compare and contrast the strengths and weaknesses of the Myers-Briggs Type Indicator (MBTI) personality framework and the Big Five model. 3. Assess how the concepts of core self-evaluation (CSE), self-monitoring, and proactive personality contribute to the understanding of personality. 4. Determine how personality affects job search and unemployment. 5. Contrast terminal and instrumental values. 6. Differentiate between person-job fit and person-organization fit. 7. Compare Hofstede’s five value dimensions and the GLOBE framework. Instructions to Students • Read pages 140 - 175 of your textbook • Reference: Organizational Behavior by Stephen P. Robbins and Timothy A. Judge, 18th Edition 43 BAM 410 Organizational Theory and Behavior Overview This chapter addresses personality in terms of what it is, the way it is measured, and the factors that shape it. The chapter explains how the concepts of core self-evaluation (CSE), self-monitoring, and proactive personality contribute to the understanding of personality. The chapter also explores values, discussing the nature and dimensions of values and how values often underlie and explain attitudes, behaviors, and perceptions. 44 BAM 410 Organizational Theory and Behavior Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Big Five Model: Dark Triad: Global Leadership and Organizational Behavior Effectiveness (GLOBE): Machiavellianism: Myers-Briggs Type Indicator (MBTI): Narcissism: Personality–job fit theory: Person–organization fit: Proactive personality: Psychopathy: Situation strength theory: Trait activation theory (TAT): 45 BAM 410 Organizational Theory and Behavior Summary Personality is indeed a strong factor for many life and work outcomes. Personality plays a major role in success in the workplace, although the effects are not always direct; sometimes they are nuanced. This chapter explains extraversion, conscientiousness, openness, agreeableness, and neuroticism: the traits which comprise the Big Five, the most well-defined and supported personality framework to date. The chapter also reviews other frameworks that describe an individual’s personality and tendencies. The chapter defines personality as the sum total of ways in which an individual reacts to, and interacts with, others. Personality is a dynamic concept describing the growth and development of a person’s whole psychological system. Personality matters to organizational behavior. It does not explain all behavior, but it sets the stage. Emerging theory and research reveal how personality matters more in some situations than others. The Big Five has been a particularly important advancement, though the Dark Triad and other traits matter as well. Every trait has advantages and disadvantages for work behavior, and there is no perfect constellation of traits that is ideal in every situation. An understanding of personality can help managers place employees in situations that best fit their personalities. An understanding of personality can also help you understand what strengths you may have (and should strive for) when searching for a job. The chapter also discusses values, pointing out that values often underlie and explain attitudes, behaviors, and perceptions. Values represent basic convictions. The content attribute says a mode of conduct or end-state of existence is important. The intensity attribute specifies how important it is. Values have both content and intensity attributes. An individual’s set of values ranked in terms of intensity is considered the person’s value system. Values have the tendency to be stable. Values tend to vary internationally along dimensions that can predict organizational outcomes; however, an individual may or may not hold values that are consistent with the values of the national culture. 46 BAM 410 Organizational Theory and Behavior Self Test Multiple Choice Questions (Circle the correct answer) 1. Which of the following is TRUE about how we speak of peoples’ personalities? a. We tend to use the same small set of adjectives to describe how people act. b. A recent survey revealed a succinct set of 112 adjectives we use to describe people we know. c. We tend to use many adjectives to describe how people act and seem to think. d. A recent survey revealed just 211 adjectives we use to describe people we know. 2. According to the Myers-Briggs Type Indicator (MBTI) classification, people belonging to the judging type ________. a. b. c. d. are quiet, shy, and introverted rely on unconscious processes prefer their world to be ordered are flexible and spontaneous 3. What does the Myers-Briggs Type Indicator classification of S versus N stand for? a. b. c. d. sensing/intuitive social/perceiving stable/negligent sympathetic/thinking 4. ________ has been found to be more important than other traits in the success of CEOs of private equity companies. a. b. c. d. Extraversion Agreeableness Conscientiousness Emotional stability 5. ________ refers to bottom-line conclusions individuals have about their capabilities, competence, and worth as a person. a. b. c. d. 47 Core self-evaluation Authoritarianism Self-monitoring Machiavellianism BAM 410 Organizational Theory and Behavior Self Test 6. Those with a ________ personality identify opportunities, show initiative, take action, and persevere until meaningful change occurs, compared to others who passively react to situations. a. b. c. d. high self-monitoring proactive high Mach type A 7. Mara is looking to send one of her team members on an international assignment to China to train a group of employees located at her company’s office in Beijing. As part of the assignment, the chosen employee will have to undergo a three-week diversity training program to help him/her learn about his/her new environment. Bryan, one of Mara’s colleagues, is interested in taking up the assignment. Which of the following, if TRUE, would reduce the likelihood that Bryan will be selected? a. b. c. d. Bryan Bryan Bryan Bryan has had little exposure to Chinese culture. is proficient in Chinese. traveled to Beijing last year on a different assignment. does not cope very well in ambiguous situations. 8. Which of the following describes basic convictions that “a specific mode of conduct or endstate of existence is personally or socially preferable to an opposite mode of conduct”? a. b. c. d. values attitudes emotions feelings 9. Which of the following is a terminal value according to Milton Rokeach? a. b. c. d. personal discipline self-reliance goal-orientation social recognition 10. With reference to John Holland’s personality-job fit theory, people belonging to the investigating type prefer ________. a. b. c. d. 48 activities that involve helping and developing others activities that involve thinking, organizing, and understanding physical activities that require skill, strength, and coordination ambiguous and imaginative activities that allow creative expression BAM 410 Organizational Theory and Behavior Answer Keys Key Term Definitions Big Five Model: A personality assessment model that describes five basic dimensions of personality. Dark Triad: A constellation of negative personality traits consisting of Machiavellianism, narcissism, and psychopathy. Global Leadership and Organizational Behavior Effectiveness (GLOBE): Begun in 1993, a research program that is an ongoing cross-cultural investigation of leadership and national culture. Machiavellianism: The degree to which an individual is pragmatic, maintains emotional distance, and believes that ends can justify means. Myers-Briggs Type Indicator (MBTI): One of the most widely used personality assessment instruments in the world. It is a 100-question personality test that asks people how they usually feel or act in situations. Respondents are classified as extraverted or introverted (E or I), sensing or intuitive (S or N), thinking or feeling (T or F), and judging or perceiving (J or P). Narcissism: Describes a person who has a grandiose sense of self-importance, requires excessive admiration, and is arrogant. Personality–job fit theory: John Holland’s theory that matches job requirements with personality characteristics; it is one of the more proven theories in use internationally. Person–organization fit: People are attracted to and are selected by organizations that match their values, and they leave organizations that are not compatible with their personalities. Proactive personality: A personality type that will identify opportunities, show initiative, take action, and persevere until meaningful change occurs, unlike those who generally react to situations. Psychopathy: A lack of concern for others and a lack of guilt or remorse when actions cause harm. Situation strength theory: Proposes that the way personality translates into behavior depends on the strength of the situation—the degree to which norms, cues, or standards dictate appropriate behavior. Trait activation theory (TAT): Predicts that some situations, events, or interventions “activate” a trait more than others. 49 BAM 410 Organizational Theory and Behavior Answer Keys Answers to Self Test 1. c 2. c 3. a 4. c 5. a 6. b 7. d 8. a 9. d 10. b 50 BAM 410 Organizational Theory and Behavior Notes 51 BAM 410 Organizational Theory and Behavior Objectives Chapter Six Perception and Individual Decision Making Learning Objectives Upon successful completion of this chapter, you should be able to: 1. Explain the factors that influence perception. 2. Describe attribution theory. 3. Examine the link between perception and decision making. 4. Contrast the rational model of decision making with bounded rationality and intuition. 5. Evaluate how individual differences and organizational constraints affect decision making. 6. Contrast the three ethical decision criteria. 7. Describe the three-stage model of creativity. Instructions to Students • Read pages 176 - 213 of your textbook • Reference: Organizational Behavior by Stephen P. Robbins and Timothy A. Judge, 18th Edition 52 BAM 410 Organizational Theory and Behavior Overview This chapter delves into perception and how it affects decision making, in detail, discussing attribution theory, fundamental attribution error, self-serving bias, selective perception, contrast effect, stereotyping, and self-fulfilling prophecy. The chapter also discusses criteria for ethical decision making as well as the three-stage model of creativity. 53 BAM 410 Organizational Theory and Behavior Key Terms The key terms listed below are terms with which you should be familiar. Write your definition below each item. Check your answers at the end of this chapter. Anchoring bias: Attribution theory: Availability bias: Bounded rationality: Confirmation bias: Contrast effect: Deonance: Escalation of commitment: Fundamental attribution error: Hindsight bias: Randomness error: Self-serving bias: 54 BAM 410 Organizational Theory and Behavior Summary Individuals base their behavior not on the way their external environment actually is, but rather on the way they see it or believe it to be. In other words, our perceptions are at the root of our thought processes and our perceptions affect our decision making. The factors that shape and can distort perception are the perceiver, the target, and the situation. When an individual looks at a target and attempts to interpret what he or she sees, that interpretation is heavily influenced by personal characteristic...
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