Essentials of Organizational Behavior 13/e PDF

 Full-Circle Learning MyLab™: Learning Full Circle for Marketing, Management, Business Communication, Intro to Business, and MIS BEFORE CLASS DSM's, pre-lecture...

 Full-Circle Learning MyLab™: Learning Full Circle for Marketing, Management, Business Communication, Intro to Business, and MIS BEFORE CLASS DSM's, pre-lecture homework, eText Writing MyLab AFTER Space,Video Decision CLASS Cases, Quiz- Sims,Videos, DURING zes/Tests and Learning CLASS Catalytics  MyManagementLab : Improves Student ™ Engagement Before, During, and After Class Prep and Engagement S Video exercises – engaging videos that bring business concepts to life and explore business topics related to the theory students are learning in class. Quizzes then assess students’ comprehension of the concepts covered in each video. S Learning Catalytics – a “bring your own device” student engagement, assessment, and classroom intelligence system helps instructors analyze students’ critical-thinking skills during lecture. S Dynamic Study Modules (DSMs) – through adaptive learning, students get personalized guidance where and when they need it most, creating greater engagement, improving knowledge retention, and supporting subject-matter mastery. Also available on mobile devices. S Business Today – bring current events alive in your classroom with videos, discussion questions, and author blogs. Be sure to check back often, this section changes daily. S Decision-making simulations – place your students in the role of a key decision-maker. The simulation will change and branch based on the decisions students Decision Making make, providing a variation of scenario paths. Upon completion of each simulation, students receive a grade, as well as a detailed report of the choices they made during the simulation and the associated consequences of those Critical Thinking decisions. S Writing Space – better writers make great learners—who perform better in their courses. Providing a single location to develop and assess concept mastery and critical thinking, the Writing Space offers automatic graded, assisted graded, and create your own writing assignments, allowing you to exchange personalized feedback with students quickly and easily. Writing Space can also check students’ work for improper citation or plagiarism by comparing it against the world’s most accurate text comparison database available from Turnitin. S Additional Features – included with the MyLab are a powerful homework and test manager, robust gradebook tracking, comprehensive online course content, and easily scalable and shareable content. http://www.pearsonmylabandmastering.com  Thirteenth Edition Essentials of Organizational Behavior DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. iii PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services This page intentionally left blank  Thirteenth Edition Essentials of Organizational Behavior Stephen P. Robbins San Diego State University Timothy A. Judge University of Notre Dame Boston Columbus Indianapolis New York San Francisco Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. v PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services  This book is dedicated to our friends and colleagues in The Organizational Behavior Teaching Society who, through their teaching, research, and commitment to the leading process, have significantly improved the ability of students to understand and apply OB concepts. Vice President, Business Publishing: Donna Battista VP, Director of Digital Strategy & Assessment: Paul Gentile Editor in Chief: Stephanie Wall Manager of Learning Applications: Paul Deluca Senior Editor: Kris Ellis-Levy Digital Editor: Brian Surette Program Management Lead: Ashley Santora Digital Studio Manager: Diane Lombardo Program Manager: Sarah Holle Digital Studio Project Manager: Robin Lazrus Editorial Assistant: Bernard Ollila Digital Studio Project Manager: Alana Coles Vice President, Product Marketing: Maggie Moylan Digital Studio Project Manager: Monique Lawrence Director of Marketing, Digital Services and Products: Digital Studio Project Manager: Regina DaSilva Jeanette Koskinas Text and Cover Designer: S4Carlisle Publishing Services Executive Product Marketing Manager: Anne Fahlgren Full-Service Project Management: S4Carlisle Publishing Field Marketing Manager: Lenny Raper Services Senior Strategic Marketing Manager: Erin Gardner Composition: S4Carlisle Publishing Services Project Management Lead: Judy Leale Printer/Binder: Courier/Westford Project Manager: Ann Pulido Cover Printer: Courier/Westford Procurement Specialist: Carol Melville Text Font: Times LT Std Copyright © 2016, 2014, 2012 by Pearson Education, Inc. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtained from the publisher prior to any prohibited reproduction, stor- age in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. For information regarding permissions, request forms and the appropriate contacts within the Pearson Education Global Rights & Permissions department, please visit www.pearsoned.com/permissions/. Acknowledgements of third party content appear on the appropriate page within the text, which constitutes an extension of this copyright page Unless otherwise indicated herein, any third-party trademarks that may appear in this work are the property of their respective owners and any references to third-party trademarks, logos or other trade dress are for demonstrative or descriptive purposes only. Such refer- ences are not intended to imply any sponsorship, endorsement, authorization, or promotion of Pearson’s products by the owners of such marks, or any relationship between the owner and Pearson Education, Inc. or its affiliates, authors, licensees or distributors. Library of Congress Cataloging-in-Publication Data Robbins, Stephen P., 1943- Essentials of organizational behavior / Stephen P. Robbins, Timothy A. Judge.—Thirteenth edition. pages cm Includes bibliographical references and index. ISBN 978-0-13-392081-9—ISBN 0-13-392081-X 1. Organizational behavior. I. Judge, Tim. II. Title. HD58.7.R6 2016 658.3—dc23 2014019775 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-392081-X ISBN 13: 978-0-13-392081-9 DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. vi PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services  BRIEF CONTENTS PART 1 Prologue 1 Chapter 1 What Is Organizational Behavior? 1 PART 2 Understanding Yourself and Others 16 Chapter 2 Diversity in Organizations 16 Chapter 3 Attitudes and Job Satisfaction 34 Chapter 4 Emotions and Moods 48 Chapter 5 Personality and Values 65 PART 3 Making and Implementing Decisions 87 Chapter 6 Perception and Individual Decision Making 87 Chapter 7 Motivation Concepts 105 Chapter 8 Motivation: From Concepts to Applications 125 PART 4 Communicating in Groups and Teams 142 Chapter 9 Foundations of Group Behavior 142 Chapter 10 Understanding Work Teams 159 Chapter 11 Communication 174 PART 5 Negotiating Power and Politics 191 Chapter 12 Leadership 191 Chapter 13 Power and Politics 212 PART 6 Leading, Understanding, and Transforming the Organization System 231 Chapter 14 Conflict and Negotiation 231 Chapter 15 Foundations of Organization Structure 249 Chapter 16 Organizational Culture 268 Chapter 17 Organizational Change and Stress Management 284 vii DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. vii PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services  CONTENTS Preface xv PART 2 Understanding Yourself Acknowledgments xx and Others 16 About the Authors xxi Chapter 2 PART 1 Prologue 1 DIVERSITY IN ORGANIZATIONS 16 Chapter 1 Diversity 17 Demographic Characteristics of the WHAT IS ORGANIZATIONAL U.S. Workforce 17 BEHAVIOR? 1 Levels of Diversity 17 The Importance of Interpersonal Skills 2 Discrimination 18 Enter Organizational Behavior 2 Biographical Characteristics 20 Complementing Intuition with Systematic Study 3 Age 20 Big Data 4 Sex 21 Disciplines That Contribute to the OB Field 5 Race and Ethnicity 22 Psychology 6 Disability 23 Social Psychology 6 Other Biographical Characteristics: Tenure, Religion, Sexual Orientation and Gender Sociology 6 Identity, and Cultural Identity 24 Anthropology 6 Ability 27 There Are Few Absolutes in OB 6 Intellectual Abilities 27 Challenges and Opportunities for OB 7 Physical Abilities 29 Responding to Economic Pressures 7 The Role of Disabilities 30 Responding to Globalization 10 Implementing Diversity Management Managing Workforce Diversity 11 Strategies 30 Improving Customer Service 11 Attracting, Selecting, Developing, Improving People Skills 11 and Retaining Diverse Employees 30 Working in Networked Organizations 11 Diversity in Groups 31 Enhancing Employee Well-Being Effective Diversity Programs 31 at Work 12 Summary 32 Creating a Positive Work Environment 12 Implications for Managers 32 Improving Ethical Behavior 13 Chapter 3 Coming Attractions: Developing an OB Model 13 ATTITUDES AND JOB SATISFACTION 34 An Overview 13 Summary 14 Attitudes 35 Implications for Managers 14 What Are the Main Components of Attitudes? 35 viii DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. viii PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services  Contents ix Does Behavior Always Follow from Emotional Labor 56 Attitudes? 35 Affective Events Theory 57 Moderating Variables 37 Emotional Intelligence 58 What Are the Major Job Attitudes? 37 The Case for EI 58 Job Satisfaction 37 The Case Against EI 59 Job Involvement 37 Emotion Regulation 59 Organizational Commitment 38 OB Applications of Emotions Perceived Organizational Support 38 and Moods 60 Employee Engagement 39 Selection 61 Job Satisfaction 40 Decision Making 61 Measuring Job Satisfaction 40 Creativity 61 How Satisfied Are People in Their Jobs? 41 Motivation 61 What Causes Job Satisfaction? 42 Leadership 62 The Impact of Satisfied and Dissatisfied Negotiation 62 Employees on the Workplace 43 Customer Service 63 Job Satisfaction and Job Performance 44 Job Attitudes 63 Job Satisfaction and OCB 45 Deviant Workplace Behaviors 63 Job Satisfaction and Customer Safety and Injury at Work 63 Satisfaction 45 Summary 64 Job Satisfaction and Absenteeism 45 Implications for Managers 64 Job Satisfaction and Turnover 45 Chapter 5 Job Satisfaction and Workplace Deviance 46 Managers Often “Don’t Get It” 46 PERSONALITY AND VALUES 65 Summary 47 Personality 66 Implications for Managers 47 What Is Personality? 66 Chapter 4 Dominant Personality Frameworks 67 The Myers-Briggs Type Indicator 67 EMOTIONS AND MOODS 48 The Big Five Personality Model 68 What Are Emotions and Moods? 49 Other Personality Frameworks 71 The Basic Emotions 50 The Dark Triad 71 The Basic Moods: Positive and Negative Approach–Avoidance 73 Affect 50 Other Personality Traits Relevant to OB 74 Experiencing Moods and Emotions 51 Core Self-Evaluations 74 The Function of Emotions and Moods 51 Self-Monitoring 74 Do Emotions Make Us Irrational? 52 Proactive Personality 75 Do Emotions Make Us Ethical? 52 Personality and Situations 75 Sources of Emotions and Moods 52 Situation Strength Theory 76 Potential Influences on Moods and Emotions 53 Trait Activation Theory 77 DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. ix PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services x Contents Values 78 Availability Bias 96 The Importance and Organization Escalation of Commitment 97 of Values 78 Risk Aversion 97 Terminal versus Instrumental Values 79 Hindsight Bias 97 Linking an Individual’s Personality and Values Organizational Constraints to the Workplace 79 on Decision Making 98 Person–Job Fit 79 Performance Evaluation 98 Person–Organization Fit 80 Reward Systems 98 International Values 81 Formal Regulations 98 Hofstede’s Framework 82 System-Imposed Time Constraints 99 The GLOBE Framework 85 Historical Precedents 99 Comparison of Hofstede’s Framework What About Ethics in Decision and the GLOBE Framework 85 Making? 99 Summary 85 Three Ethical Decision Criteria 99 Implications for Managers 86 Creativity in Organizations 100 Creative Behavior 101 PART 3 Making and Implementing Causes of Creative Behavior 102 Decisions 87 Creative Outcomes (Innovation) 103 Chapter 6 Summary 103 Implications for Managers 103 PERCEPTION AND INDIVIDUAL DECISION MAKING 87 Chapter 7 What Is Perception? 88 MOTIVATION CONCEPTS 105 Factors That Influence Perception 88 Defining Motivation 106 Person Perception: Making Judgments Early Theories of Motivation 106 About Others 89 Hierarchy of Needs Theory 106 Attribution Theory 89 Theory X and Theory Y 107 Common Shortcuts in Judging Others 91 Two-Factor Theory 108 The Link Between Perception and Individual Decision Making 92 McClelland’s Theory of Needs 109 Decision Making in Organizations 93 Contemporary Theories of Motivation 110 The Rational Model, Bounded Rationality, Self-Determination Theory 110 and Intuition 93 Goal-Setting Theory 112 Common Biases and Errors in Decision Other Contemporary Theories Making 95 of Motivation 114 Overconfidence Bias 95 Self-Efficacy Theory 114 Anchoring Bias 96 Equity Theory/Organizational Justice 116 Confirmation Bias 96 Expectancy Theory 121 DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. x PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services  Contents xi Workplace Motivation 123 PART 4 Communicating in Groups Job Engagement 123 and Teams 142 Summary 124 Implications for Managers 124 Chapter 9 Chapter 8 FOUNDATIONS OF GROUP BEHAVIOR 142 MOTIVATION: FROM CONCEPTS Defining and Classifying Groups 143 TO APPLICATIONS 125 The Five-Stage Model 143 Motivating by Job Design: The Job Characteristics Model 126 An Alternative Model for Temporary Groups with Deadlines 144 The Job Characteristics Model 126 Group Property 1: Roles 145 How Can Jobs Be Redesigned? 127 Role Perception 145 Job Rotation 128 Role Expectations 146 Job Enrichment 128 Role Conflict 146 Relational Job Design 129 Group Property 2: Norms 146 Alternative Work Arrangements 130 Norms and Behavior 146 Flextime 130 Conformity 147 Job Sharing 132 Deviant Workplace Behavior 148 Telecommuting 132 Group Property 3: Status 149 Employee Involvement 133 What Determines Status? 150 Examples of Employee Involvement Programs 134 Status and Norms 150 Linking Employee Involvement Programs Status and Group Interaction 150 and Motivation Theories 135 Group Property 4: Size 150 Using Pay to Motivate Employees 135 Group Property 5: Cohesiveness 151 What to Pay: Establishing a Pay Group Property 6: Diversity 152 Structure 135 Faultlines 153 How to Pay: Rewarding Individual Group Decision Making 153 Employees through Variable-Pay Groups versus the Individual 153 Programs 136 Groupthink and Groupshift 154 Using Benefits to Motivate Employees 139 Group Decision-Making Techniques 156 Flexible Benefits: Developing a Benefits Summary 157 Package 139 Implications for Managers 158 Using Intrinsic Rewards to Motivate Employees 140 Chapter 10 Employee Recognition Programs 140 UNDERSTANDING WORK TEAMS 159 Summary 141 Implications for Managers 141 Why Have Teams Become So Popular? 160 Differences Between Groups and Teams 160 DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. xi PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services xii Contents Types of Teams 161 Interest Level 183 Problem-Solving Teams 161 Prior Knowledge 184 Self-Managed Work Teams 162 Personality 184 Cross-Functional Teams 162 Message Characteristics 184 Virtual Teams 163 Barriers to Effective Communication 184 Multiteam Systems 163 Filtering 184 Creating Effective Teams 164 Selective Perception 185 Context: What Factors Determine Whether Information Overload 185 Teams Are Successful? 165 Emotions 185 Team Composition 166 Language 185 Team Processes 168 Silence 186 Turning Individuals into Team Players 170 Communication Apprehension 186 Selecting: Hiring Team Players 171 Lying 186 Training: Creating Team Players 171 Global Implications 187 Rewarding: Providing Incentives to Cultural Barriers 187 Be a Good Team Player 171 Cultural Context 188 Beware! Teams Aren’t Always the Answer 171 A Cultural Guide 188 Summary 172 Summary 189 Implications for Managers 172 Implications for Managers 190 Chapter 11 PART 5 Negotiating Power COMMUNICATION 174 and Politics 191 The Communication Process 175 Direction of Communication 176 Chapter 12 Downward Communication 176 LEADERSHIP 191 Upward Communication 176 What Is Leadership? 192 Lateral Communication 177 Trait Theories 192 Organizational Communication 177 Behavioral Theories 193 Formal Small-Group Networks 177 Summary of Trait Theories and Behavioral The Grapevine 178 Theories 194 Modes of Communication 179 Contingency Theories 194 Oral Communication 179 The Fiedler Model 195 Written Communication 179 Other Contingency Theories 197 Nonverbal Communication 179 Charismatic Leadership and Transformational Choice of Communication Channel 180 Leadership 198 Channel Richness 180 Charismatic Leadership 198 Choosing Communication Methods 180 Transformational Leadership 201 Information Security 182 Authentic Leadership: Ethics and Trust 204 Persuasive Communication 183 What Is Authentic Leadership? 204 Automatic and Controlled Processing 183 Ethical Leadership 204 DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. xii PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services  Contents xiii Servant Leadership 205 PART 6 Leading, Understanding, Trust and Leadership 206 and Transforming the What Are the Consequences of Trust? 206 Organization System 231 Leading for the Future: Mentoring 207 Mentoring 207 Chapter 14 Challenges to the Leadership Construct 208 CONFLICT AND NEGOTIATION 231 Leadership as an Attribution 208 A Definition of Conflict 232 Substitutes for and Neutralizers of The Traditional View of Conflict 232 Leadership 208 The Interactionist View of Conflict 232 Finding and Creating Effective Leaders 209 Types and Loci of Conflict 233 Selecting Leaders 209 Types of Conflict 233 Training Leaders 210 Loci of Conflict 234 Summary 210 The Conflict Process 235 Implications for Managers 210 Stage I: Potential Opposition or Chapter 13 Incompatibility 235 Stage II: Cognition and POWER AND POLITICS 212 Personalization 236 A Definition of Power 213 Stage III: Intentions 236 Contrasting Leadership and Power 213 Stage IV: Behavior 237 Bases of Power 214 Stage V: Outcomes 238 Formal Power 214 Negotiation 240 Personal Power 215 Bargaining Strategies 240 Which Bases of Power Are Most The Negotiation Process 243 Effective? 215 Steps in the Negotiation Process 243 Power Tactics 216 Individual Differences in Negotiation How Power Affects People 218 Effectiveness 244 Politics: Power in Action 219 Personality Traits in Negotiation 245 Definition of Organizational Politics 219 Moods/Emotions in Negotiation 245 The Reality of Politics 219 Culture in Negotiations 246 Causes and Consequences of Political Gender Differences in Negotiations 246 Behavior 220 Summary 247 Factors Contributing to Political Implications for Managers 247 Behavior 220 How Do People Respond to Organizational Chapter 15 Politics? 222 FOUNDATIONS OF ORGANIZATION Impression Management 224 STRUCTURE 249 The Ethics of Behaving Politically 227 What Is Organizational Structure? 250 Mapping Your Political Career 227 Work Specialization 250 Summary 229 Departmentalization 251 Implications for Managers 229 DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. xiii PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services xiv Contents Chain of Command 252 How Employees Learn Culture 277 Span of Control 253 Stories 277 Centralization and Decentralization 254 Rituals 278 Formalization 254 Symbols 278 Common Organizational Designs 255 Language 278 The Simple Structure 255 Creating an Ethical Organizational Culture 279 The Bureaucracy 256 Creating a Positive Organizational Culture 280 The Matrix Structure 256 Building on Employee Strengths 280 New Design Options 258 Rewarding More Than Punishing 280 The Virtual Organization 258 Emphasizing Vitality and Growth 281 The Boundaryless Organization 259 Limits of Positive Culture 281 The Leaner Organization: Downsizing 260 Global Implications 282 Why Do Structures Differ? 262 Summary 283 Organizational Strategies 262 Implications for Managers 283 Organization Size 263 Chapter 17 Technology 263 ORGANIZATIONAL CHANGE Environment 264 AND STRESS MANAGEMENT 284 Organizational Designs and Employee Forces for Change 285 Behavior 264 Resistance to Change 285 Summary 266 Implications for Managers 266 Overcoming Resistance to Change 286 Approaches to Managing Organizational Chapter 16 Change 289 ORGANIZATIONAL CULTURE 268 Lewin’s Three-Step Model 289 What Is Organizational Culture? 269 Kotter’s Eight-Step Plan for Implementing Change 289 A Definition of Organizational Culture 269 Organizational Development 290 Culture Is a Descriptive Term 269 Creating a Culture for Change 292 Do Organizations Have Uniform Cultures? 270 Stimulating a Culture of Innovation 292 Strong versus Weak Cultures 270 Work Stress and Its Management 294 Culture versus Formalization 271 What Is Stress? 294 What Do Cultures Do? 271 Consequences of Stress 295 The Functions of Culture 271 Managing Stress 296 Summary 298 Culture Creates Climate 271 Implications for Managers 298 Culture as a Liability 272 Epilogue 300 Creating and Sustaining Culture 273 Endnotes 301 How a Culture Begins 273 Glossary 348 Keeping a Culture Alive 273 Index 356 Summary: How Cultures Form 277 DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. xiv PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services  PREFACE This book was created as an alternative to the 600- or CHAPTER WARM-UP 700-page comprehensive textbook in organizational Students can be assigned the Chapter Warm-up before behavior (OB). It attempts to provide balanced cover- coming to class. Assigning these questions ahead of time age of all the key elements comprising the discipline will ensure that students are coming to class prepared. of OB in a style that readers will find both informative and interesting. We’re pleased to say that this text has WATCH IT achieved a wide following in short courses and ex- This feature recommends a video clip that can be as- ecutive programs as well as in traditional courses as signed to students for outside classroom viewing or a companion volume with experiential, skill develop- that can be watched in the classroom. The video cor- ment, case, and readings books. It is currently used at responds to the chapter material and is accompanied more than 500 colleges and universities in the United by multiple-choice questions that reinforce students’ States, Canada, Latin America, Europe, Australia, and comprehension of the chapter content. Asia. It’s also been translated into Spanish, Portuguese, Japanese, Chinese, Dutch, Polish, Turkish, Danish, and Personal Inventory Assessments (PIA) Bahasa Indonesian. Students learn better when they can connect what they are learning to their personal experience. PIA (Personal Inventory Assessments) is a collection of online exer- KEY CHANGES FOR THE cises designed to promote self-reflection and engagement THIRTEENTH EDITION in students, enhancing their ability to connect with con- cepts taught in principles of management, organizational r
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Balanced topic coverage. Although short in class to review areas that students are having diffi- length, this book continues to provide balanced culty comprehending. coverage of all the key concepts in OB. This xv DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. xv PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services xvi Preface includes not only traditional topics, such as per- r
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At the Instructor Resource Center, www.pearsonhighered how-to tips on applying the chapter to worklife.com/irc, instructors can easily register to gain access to Chapter 14 Conflict and Negotiation a variety of instructor resources available with this text in downloadable format. If assistance is needed, our r
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TUSVDUVSF under Instructor Resources: Business Today. DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. xviii PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services  Preface xix CourseSmart eTextbooks eTextbook, students can search the text, make notes CourseSmart is an exciting choice for students look- online, print out reading assignments that incorpo- ing to save money. As an alternative to purchasing the rate lecture notes, and bookmark important passages print textbook, students can purchase an electronic for later review. For more information, or to pur- version of the same content for less than the sug- chase access to the CourseSmart eTextbook, visit gested list price of the print text. With a CourseSmart www.coursesmart.com. DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. xix PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services  ACKNOWLEDGMENTS We owe a debt of gratitude to all those at Pearson Education who have supported this text over the past twenty-five years and who have worked so hard on the development of this latest edition. On the editorial side, we want to thank Editor-in-Chief Stephanie Wall, Senior Editor Kris Ellis-Levy, Program Management Lead Ashley Santora, Program Manager Sarah Holle, and Editorial Assistant Bernard Ollila. On the production side, we want to thank Project Management Lead Judy Leale and Project Manager Ann Pulido. The authors would also like to acknowledge the following contributors for the hard work they did in providing content for the MyLab activities, Nicole M. Coomber, University of Maryland; Pamela DeLotell, Kaplan University; Ryan D. Lowe, University of Delaware; and Sarah Shepler, Ivy Tech Community College. The authors express their gratitude to Lori Ehrman Tinkey for her invaluable assistance in manuscript editing and preparation. Last but not least, we would like to thank the people who promote the book to the market, Executive Product Marketing Manager Anne Fahlgren, Field Marketing Manager Lenny Raper, and Senior Strategic Marketing Manager Erin Gardner. Thank you everyone for the attention you’ve given this book. xx DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. xx PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services  ABOUT THE AUTHORS Stephen P. Robbins Ph.D., University of Arizona Stephen P. Robbins is professor emeritus of management at San Diego State University and the world’s best-selling textbook author in the areas of both management and organi- zational behavior. His books are used at more than a thousand U.S. colleges and universi- ties, have been translated into nineteen languages, and have adapted editions for Canada, Australia, South Africa, and India. Dr. Robbins is also the author of the best-selling books The Truth About Managing People, 2nd ed. (Financial Times/Prentice Hall, 2008) and Decide & Conquer (Financial Times/Prentice Hall, 2004). In his “other life,” Dr. Robbins actively participates in masters’ track competitions. Since turning fifty in 1993, he’s won eighteen national championships; twelve world titles; and set numerous U.S. and world age-group records at 60, 100, 200, and 400 meters. In 2005, Dr. Robbins was elected into the USA Masters’ Track & Field Hall of Fame. Timothy A. Judge Ph.D., University of Illinois at Urbana-Champaign Timothy A. Judge is currently the Franklin D. Schurz Professor of Management at the.FOEP[B
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%J- vision of Psychology & Language Sciences, University College London. He has held academic positions at the University of Florida, University of Iowa, Cornell University, Charles University in the Czech Republic, Comenius University in Slovakia, and Uni- versity of Illinois at Urbana-Champaign. Dr. Judge’s primary research interests are in (1) personality, moods, and emotions; (2) job attitudes; (3) leadership and influence be- IBWJPST
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more than 150 articles in these and other major topics in journals such as the Academy of Management Journal and the Journal of Applied Psychology. He is a fellow of sev- eral organizations, including the American Psychological Association and the Academy of Management. Among the many professional acknowledgments of his work, most re- cently Dr. Judge was awarded the Academy of Management Human Resources Divi- sion’s Scholarly Achievement Award for 2014. Dr. Judge is a co-author of Organizational Behavior, 16th ed., with Stephen P. Robbins, and Staffing Organizations, 8th ed., with Herbert G. Heneman III. At Notre Dame, Judge teaches undergraduate and MBA classes in management skills, organizational behavior, leadership, and staffing. He is married and has three children—a daughter who is a health care social worker, a daughter who is currently studying abroad, and a son in middle school. xxi DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. xxi PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services This page intentionally left blank  PART 1 Prologue 1 What Is Organizational Behavior? MyManagementLab™ Improve Your Grade! When you see this icon , visit www.mymanagementlab.com for activities that are applied, personalized, and offer immediate feedback. LEARNING OBJECTIVES After studying this chapter, you should be able to: 1. Demonstrate the importance of interpersonal skills in the workplace. 2. Define organizational behavior (OB). 3. Show the value to OB of systematic study. 4. Identify the major behavioral science disciplines that contribute to OB. 5. Demonstrate why few absolutes apply to OB. 6. Identify the challenges and opportunities managers have in applying OB concepts. 7. Compare the three levels of analysis in this text’s OB model. Chapter Warm-up If your professor has chosen to assign this, go to www.mymanagementlab.com to see what you should particularly focus on and to take the Chapter 1 warm up. Y ou’ve probably made many observations about people’s behavior in your life. In a way, you are already proficient at seeing some of the major themes in organizational behavior (OB). At the same time, you probably have not had the tools to make these observations systematically. This is where OB comes into play. And, as we’ll learn, OB is much more than common sense, intuition, and soothsaying. 1 DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. 1 PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services 2
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1SPMPHVF THE IMPORTANCE OF INTERPERSONAL SKILLS Until the late 1980s, business school curricula emphasized the technical aspects of management, focusing on economics, accounting, finance, and quantitative techniques. Course work in human behavior and people skills received relatively less attention. Since then, however, business schools have realized the significant role understanding human behavior plays in determining a manager’s effectiveness. As the director of leadership at MIT’s Sloan School of Business stated, “M.B.A. students may get by on their techni- cal and quantitative skills the first couple of years out of school. But soon, leadership and communication skills come to the fore in distinguishing the managers whose careers really take off.”1 Incorporating OB principles into the workplace can yield many important organiza- tional outcomes. For one, companies known as good places to work—such as Starbucks, Adobe Systems, Cisco, Whole Foods, Google, American Express, Amgen, Pfizer, and Marriott—have been found to generate superior financial performance.2 Second, develop- ing managers’ interpersonal skills helps organizations attract and keep high-performing employees, which is important since outstanding employees are always in short supply and are costly to replace. Third, there are strong associations between the quality of work- place relationships and employee job satisfaction, stress, and turnover. One large survey of hundreds of workplaces and more than 200,000 respondents showed that social rela- tionships among coworkers and supervisors were strongly related to overall job satisfac- tion. Positive social relationships also were associated with lower stress at work and lower intentions to quit.3 Further research indicates that employees who relate to their managers with supportive dialogue and proactivity find that their ideas are endorsed more often, which improves workplace satisfaction.4 Finally, increasing the OB element in organiza- tions can foster social responsibility awareness. Accordingly, universities have begun to incorporate social entrepreneurship education into their curriculum in order to train future leaders to use interpersonal skills to address social issues within their organizations.5 This curriculum reflects a growing awareness of the need for understanding the means and outcomes of corporate social responsibility.6 We understand that in today’s competitive and demanding workplace, managers can’t succeed on their technical skills alone. They also have to exhibit good people skills. This text has been written to help both managers and potential managers develop those people skills with the knowledge that understanding human behavior provides. ENTER ORGANIZATIONAL BEHAVIOR OB’s goal is to We’ve made the case for the importance of people skills. But neither this text nor the understand and predict discipline on which it is based is called “people skills.” The term that is widely used to human behavior in organizations. The describe the discipline is organizational behavior. complexities of human Organizational behavior (often abbreviated OB) is a field of study that investi- behavior are not easy gates the impact individuals, groups, and structure have on behavior within organizations, to predict, but neither for the purpose of applying such knowledge toward improving an organization’s effec- are they random— tiveness. That’s a mouthful, so let’s break it down. certain fundamental consistencies underlie Organizational behavior is a field of study, meaning that it is a distinct area of ex- the behavior of all pertise with a common body of knowledge. It studies three determinants of behavior in individuals. organizations: individuals, groups, and structure. In addition, OB applies the knowledge DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. 2 PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services 
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1SPMPHVF for the best available evidence, and apply the relevant information to the question or case at hand. You might think it difficult to argue against this (what manager would say deci- sions shouldn’t be based on evidence?), but the vast majority of management decisions are made “on the fly,” with little systematic study of available evidence.8 Systematic study and EBM add to intuition, or those “gut feelings” about what makes others (and ourselves) “tick.” Of course, the things you have come to believe in an unsystematic way are not necessarily incorrect. Jack Welch (former CEO of GE) noted, “The trick, of course, is to know when to go with your gut.” But if we make all decisions with intuition or gut instinct, we’re working with incomplete information—like making an investment decision with only half the data about the potential for risk and reward. Big Data It is good news for the future of business that researchers, the media, and company lead- ers have identified the potential of data-driven management and decision making. While “big data”—the extensive use of statistical compilation and analysis—has been applied to many areas of business, increasingly it is applied to making effective decisions and man- BHJOH
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began over in the marketing department of some of the first online retailers. It’s difficult to believe it now, but it was not long ago that companies treated online shopping as a virtual point-of-sale experience: shoppers could browse websites anony- mously, and sales data were tracked only on what shoppers bought. Gradually, though, online retailers began to track and act upon information on customer preferences that was uniquely available through the Internet shopping experience, information far superior to data gathered in simple store transactions. This enabled them to create more targeted marketing strategies than ever before. The bookselling industry is a case in point: Before online selling, brick-and-mortar bookstores could collect data about book sales only to create projections about consumer interests and trends. With the advent of Amazon, sud- denly a vast array of information about consumer preferences became available for track- ing: what customers bought, what they looked at, how they navigated the site, and what they were influenced by (such as promotions, reviews, and page presentation). The chal- lenge for Amazon then was to identify which statistics were persistent, giving relatively constant outcomes over time, and predictive, showing steady causality between certain inputs and outcomes. The company used these statistics to develop algorithms that let it forecast which books customers would like to read next. Amazon then could base its wholesale purchase decisions on the feedback customers provided, both through passive methods and through solicited recommendations for upcoming titles. The use of big data for managerial practices is a relatively new area but one that holds convincing promise. A manager who uses data to define objectives, develop theo- ries of causality, and test those theories can determine which employee activities are relevant to the objectives.9 However, we’re not advising that you throw your intuition, or all the business press, out the window. In dealing with people, leaders often rely on hunches, and sometimes the outcomes are excellent. Other times, human tendencies get in the way. Research findings indicate we are likely to be biased toward information that we’ve heard most recently, that has been frequently repeated, or that is of personal relevance. While research findings should be viewed with the same discernment as data output, the prudent use of big data, along with an understanding of human behavioral DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. 4 PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services 
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#FIBWJPS 5 tendencies, can contribute to sound decision making and ease natural biases. What we are advising is to use evidence as much as possible to inform your intuition and experience. That is the promise of OB. DISCIPLINES THAT CONTRIBUTE TO THE OB FIELD Organizational behavior is an applied behavioral science built on contributions from a Several social science number of behavioral disciplines, mainly psychology and social psychology, sociology, disciplines contribute and anthropology. Psychology’s contributions have been principally at the individual or to OB, but none are more important than micro level of analysis, while the other disciplines have contributed to our understanding psychology. of macro concepts such as group processes and organization. Exhibit 1-1 is an overview of the major contributions to the study of organizational behavior. Behavioral Contribution Unit of Output science analysis Learning Motivation Personality Emotions Perception Training Leadership effectiveness Psychology Job satisfaction Individual decision making Performance appraisal Attitude measurement Employee selection Work design Work stress Individual Behavioral change Attitude change Social psychology Communication Group processes Group decision making Communication Study of Power Group organizational Conflict behavior Intergroup behavior Sociology Formal organization theory Organizational technology Organizational change Organizational culture Organization Comparative values system Comparative attitudes Cross-cultural analysis Anthropology Organizational culture EXHIBIT 1-1 Organizational environment Toward an OB Power Discipline DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. 5 PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services 6
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1SPMPHVF Psychology Psychology seeks to measure, explain, and sometimes change the behavior of humans and other animals. Contributors who add to the knowledge of OB are learning theorists, personality theorists, counseling psychologists, and, most important, industrial and orga- nizational psychologists. Early industrial/organizational psychologists studied the problems of fatigue, boredom, and other working conditions that could impede efficient work performance. More recently, their contributions have expanded to include learning, perception, per- sonality, emotions, training, leadership effectiveness, needs and motivational forces, job satisfaction, decision-making processes, performance appraisals, attitude measurement, employee-selection techniques, work design, and job stress. Social Psychology Social psychology, generally considered a branch of psychology, blends concepts from both psychology and sociology to focus on peoples’ influence on one another. One ma- jor study area is change—how to implement it and how to reduce barriers to its accep- tance. Social psychologists also contribute to measuring, understanding, and changing attitudes; identifying communication patterns; and building trust. They have made important contributions to our study of group behavior, power, and conflict. Sociology While psychology focuses on the individual, sociology studies people in relation to their social environment or culture. Sociologists have contributed to OB through their study of group behavior in organizations, particularly formal and complex organiza- tions. Perhaps most important, sociologists have studied organizational culture, formal organization theory and structure, organizational technology, communications, power, and conflict. Anthropology Anthropology is the study of societies to learn about human beings and their activities. Anthropologists’ work on cultures and environments has helped us understand differ- ences in fundamental values, attitudes, and behavior between people in different countries and within different organizations. Much of our current understanding of organizational culture, organizational environments, and differences among national cultures is a result of the work of anthropologists or those using their methods. THERE ARE FEW ABSOLUTES IN OB -BXT
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in a wide range of situations. They allow scientists to generalize about the pull of gravity or to be confident about sending astronauts into space to repair satellites. Human be- ings are complex, and few, if any, simple and universal principles explain organizational behavior. Because we are not alike, our ability to make simple, accurate, and sweeping DESIGN SERVICES OF # 153460 Cust: Pearson / NJ / B & E Au: Robbins/Judge Pg. No. 6 PMS Short / Normal / Long S4-CARLISLE Title: Essentials of Organizational Behavior 13/e Publishing Services 
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#FIBWJPS 7 generalizations is limited. For example, not everyone is motivated by money, and people may behave differently at a religious service than they do at a party. That doesn’t mean, of course, that we can’t offer reasonably accurate explanations of human behavior or make valid predictions. It does mean that OB concepts must reflect situational, or contingency, conditions. We can say x leads to y, but only under conditions specified in z—the contingency variables. The science of OB was developed by apply- ing general concepts to a particular situation, person, or group. For example, OB scholars would avoid stating that everyone likes complex and challenging work (the general con- cept). Why? Because not everyone wants a challenging job. Some people prefer routine over varied work, or simple over complex tasks. A job attractive to one person may not be to another; its appeal is contingent on the person who holds it. CHALLENGES AND OPPORTUNITIES FOR OB Understanding organizational behavior has never been more important for managers. Take a quick look at the dramatic changes in organizations. The typical employee is getting older; the workforce is becoming increasingly diverse; corporate downsizing and the heavy use of temporary workers are severing the bonds of loyalty that tied many em- ployees to their employers; and global competition requires employe