Lee valley tools vancouver catalogue

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Concepts, Controversies, ·

Eighth Canadian

Edition

• • an1za 1ona

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Concepts, Controversies, Applications

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Concepts, Controversies, Applications

Nancy Langton Un iversity of British Columbia

Stephen P. Robbins San D iego State University

Timothy A. Judge University of Notre Dame

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9780134645858

10 9 8 7 6 5 4 3 2 1

Li bra r y and Archives C ana d a Cataloguing in Public ation

R o bbins, Stephen P., 1943- , autho r O rganizational behaviour : concepts, controversies, applications I N ancy Langton (U niversity o f British Columbia), Stephen P. R obbins (San Diego State U niversity), Timothy A. J udge (U niversity o f Notre D aine) - 8th Canadian ed.

Includes index. ISBN 978-0 - 13 -464585-8

1. O rganizational behavior-Textbo oks. 2. M anagem ent-Textbooks. l. Lan gton, N a ncy, author II. Judge, Tim, author Ill. Title.

Q E28 .2.T37 201 1 550 C 2010 - 905691- 4

'i> Pearson •

BRIEF CONTENTS

PART 1 Understanding the Workplace

CHAPTER 1 CHAPTER 2 CHAPTER 3

What Is Organ izationa l Behaviour? Perception, Personal ity, and Emotions Va lues, Attitudes, and Divers ity in the Workplace

OB ON THE EDGE Stress at Work

PART 2 Striving for Performance

PART 3

CHAPTER 4 Theories of Motivation CHAPTER 5 Motivation in Action CHAPTER 6 Groups and Tea mwork OB ON THE EDGE Trust

Interacting Effectively

CHAPTER 7 CHAPTER 8 CHAPTER 9

Com munication Power and Pol itics Conflict and Negotiation

OB ON THE EDGE Workplace Bu llying

PART 4 Sharing the Organizational Vision

CHAPTER 10 Organizationa l Culture CHAPTER 11 Leadership CHAPTER 12 Dec ision Making, Creativity, and Ethics OB ON THE EDGE Sp iritua lity in the Workplace

PART 5 Reorganizing the Workplace

CHAPTER 13 Organizationa l Structure CHAPTER 14 Organizationa l Change

ADDITIONAL CASES ENDNOTES GLOSSARY/SUBJECT INDEX NAME AND OR GANIZATION IND EX LIST OF CANADIAN COMPANIES, BY PROVINCE

520 548 610 629 638

2

2 36 80

116

124 124 162 198 240

246 246 274 310 344

350

350 382 414 450

456 456 490

CONTENTS

PART 1

PREFACE ABOUT THE AUTHORS

Unde rstanding the Workplace

CHAPTER 1 What Is Organ izational Behaviou r? The Importance of Interpersonal Skills Defining Organizational Behaviour

What Do We Mean by O rga niz atio n? OB Is for Eveiyone

Complementing Intuition with Systematic Study Big Data

Discip lines That Contribute to the OB Field The Building Blocks of OB The Rigour of OB

OB Has Few Absolutes OB Taf1es a Contingency Approach

Challenges and Opportun ities in the Canadian Workplace Economic Pressures Continuing Globalization Understanding Worf1force Diversity Customer Service People Skills Networked Organizations Social Media Enhancing Employee Well-Being at Work Creating a Positive Work Environment Ethical Behaviour

Coming Attractions: Developing an OB Model An Overview Inputs Processes Outcomes

Summary 08 at Work FOR REVIEW • FOR MANAGERS • FOR YOU

POINT/COUNTIRPOINT: The Battle of the Texts BREAKOUT GROUP EXERCISES EXPERIENTIAL EXERCISE: Manag ing the OB \,\fay

ETHICAL DILEMMA: There's a Drone in Your Soup CASE INCIDENT: Apple Goes Global CASE INCIDENT: Big Data for Dummies FROM CONCEPTS TO SKILLS: Developing /111erpersonal Skills

XVII

XXIX

2

2

4

s s 6

6 7

9 9

11

11 11

12 12 13 14 16 16 16 17 17 18 19 19 20 20 20 2 1

25 27 28 29 29 30 31 31 32

Contents vii

CHAPTER 2 Perception , Personality, and Emotions 36 Perception 38

Factors That Influence Perception 38 Perceptual Errors 39 Why Do Perception and Judgment Matter? 46

Person ality 47 What Is Personality? 47 Measuring Personality 47 Personality Determinants 48 Personality Traits 48 The Dark Triad 54 Other Personality Attributes That Influence OB 56 Situation Strength Theory 59

Emotions 60 What Are Emotions and Moods? 60 Moral Emotions 6 1 Choosing Emotions: Emotional Labour 62 Why Should We Care About Emotions in the Workplace? 63

Global Implications 68 Perception 68 Attributions 69 Personality 69 Emotions 69

Summary 70 OB at Work FOR REVIEW • FOR MANAGERS • FOR YOU 72

POINT/COUNTIRPOINT: Sometimes Yelling Is for Everyone's Good 73 BREAKOUT GROUP EXERCISES 74 EXPERIENTIAL EXERCISE: \,\'ho Om Catch a Liar? 74 ETMICAL DILEMMA: Happiness Coaches for Employees 74 CASE INCIDENT: The Power of Quiet 75 CASE INCIDENT: Tall Poppy Syndrome 76 FROM CONCEPTS TO SKILLS: Rending Emotions 77

CHAPTER 3 Values, Attitudes, and Diversity in the Workplace 80 Va lues 82

Rokeach Value Survey 82 Hodgson's General Mora l Principles 83

Assess ing Cultural Va lues 83 Hofstede's Framework for Assessing Cultures 83 The GLOBE Framework for Assessing Cultures 86

Va lues in the Canadian Workplace 86 Generational Differences 86 Cultural Differences 88

Attitudes 89 Job Satisfaction 90 Organizational Comm itment 96 Job Involvement 96 Perceived Organizational Support 97 Employee Engagement 98

Managing Divers ity in the Workplace 99 Effective Diversity Programs 100 Cultural Intelligence 103

v iii Contents

PART 2

Global Implications 106 ls Job Satisfaction a North American Concept? 106 Are Emplo)'ees in Western Cultures More Satisfied with Their Jobs? 106 ls Diversity Managed Different!)' across Cultures? 107

Summary 107 08 at Work

DB ON THE EDGE Stress at Work

Striving for Performance

FOR REVIEW • FOR MANAGERS • FOR YOU POINT/COUNTIRPOINT: Millem,ials Haiie Inflated Images

of 11,emselves Compared to Their Parents

BREAKOUT GROUP EXERCISES EXPERIENTIAL EXERCISE: Feel ing Excluded ETMICAL DILEMMA: Tell-All Websites

CASE INCIDENT: Job Crafting CASE INCIDENT: Walking the Walk FROM CONCEPTS TO SKILLS: Changing Attitudes

CHAPTER 4 Theo ries of Motivation What Is Motivation? Needs Theories of Motivation

Maslow's Hierarchy of Needs Theory Trvo· Factor Theory McClelland's Theory of Needs Summarizing Needs Theories

Process Theories of Motivation Expectancy Theor)' Goal-Setting Theory Self-Efficacy Theory Reinforcement Theory

Respon ses to the Reward System Equity Theory Fair Process and Treatment Self-Determination Theory Increasing Intrinsic Motivation

Motivation for Whom? Job Engagement Putting It All Together

Global Implications Needs Theories Goal-Setting Theory Equity Theory and Fairness Justice Intrinsic and Extrinsic Motivation Cross-Cultural Consistencies

Summary 08 at Work FOR REVIEW • FOR MANAGERS • FOR YOU

POINT/COUNTIRPOINT: Coals Get You to ~\'here You Want to Be BREAKOUT GROUP EXERCISES

EXPERIENTIAL EXERCISE: OrganiZlltional Justice ETHICAL DILEMMA: The New CPA CASE INCIDENT: &Juity and Executi,ie Pay CASE INCIDENT: Wage Reduction Proposal FROM CONCEPTS TO SKILLS: Setting Coals

109

llO lll lll ll2 ll2 ll3 ll4

116

124

124

126 127 128 128 130 13 1 133 134 137 140 141 143 144 146 148 149 150 15 1 15 2 15 2 15 2 153 153 153 154 154 154

156 157 158 158 158 159 160 160

Content s ix

CHAPTER 5 Motivation in Action 162 From Theory to Practice: The Role of Money 164 Creating Effective Reward Systems 164

What to Pay: Establishing a Pay Structure 164 How to Pay: Rewarding Individuals through Variable-Pay Programs 165 Flexible Benefits: Developing a Benefits Package 170 Intrinsic Rewards: Employee Recognition Programs 171 Beware the Signals That Are Sent by Rewards 172

Motivating by Job Redesign 17 4 The Job Characteristics Model 17 4 Job Redesign in the Canadian Context: The Role of Unions 177 How Can Jobs Be Redesigned? 177 Relational Job Design 178 Alternative Work Arrangements 180 Flextime 180

Employee Involvement and Participation 184 Examples of Employee Involvement Programs 185 Linf1ing Employee Involvement Programs and Motivation Theories 186

Motivation: Putting It All Together 186 Global Implications 186

Variable Pay 18 7 Flexible Benefits 18 7 Job Characteristics and Job Enrichment 187 Telecommuting 188 Employee Involvement 188

Summary 188 OB at Work FOR REVIEW • FOR MANAGERS • FOR YOU

POINT/COUNTIRPOINT: 'Face-Time' Matters BREAKOUT GROUP EXERCISES EXPERIENTIAL EXERCISE: Anal)'zing and Redesigning Jobs ETMICAL DILEMMA: Are CEOs Paid Too Much? CASE INCIDENT: Motivation for Leisure CASE INCIDENT: Pay Rnises Every Day FROM CONCEPTS TO SKILLS: Designing Enriched Jobs

CHAPTER 6 Groups and Teamwork Teams vs. Groups: What Is the Difference?

Why Have Teams Become So Popular? Types of Teams

From Individual to Team Member Roles Norms

Stages of Group and Team Develop ment The Five-Stage Model The Punctuated-Equilibrium Model

Creating Effective Teams Context Composition Team Processes

Beware! Teams Are Not Always the Answer Global Implications

Team Cultural Diversity and Team Performance Group Cohesiveness

Summary

190 19 1 192 192 193 194 194 195

198

200 200 200

204 206 207

211 211 213

216 218 221 226

230

230 230 231

231

x Contents

PART 3

OB at Wo rk FOR REVIEW • FOR MANAGERS • FOR YOU 233 POINT/COUNTIRPOINT: To Get 11ie Most Out of Teams, Empower Them 234 BREAKOUT GROUP EXERCISES 235 EXPERIENTIAL EXERCISE: 71ie Paper Tower Exercise 235 ETMICAL DILEMMA: Dealing wi1h Shirkm 235 CASE INCIDENT: Tongue-Tied in Teams 236 CASE INCIDENT: lntragroup TniSI and Suroival 237 FROM CONCEPTS TO SKILLS: Omducting a Team Meeting 238

OB ON THE EDGE Trust 240

Interacting Effectively

CHAPTER 7 Com mun ication The Commun ication Process

Choosing a Channel Barriers to Effective Commu nication

Filtering Selective Perception Information Overload Emotions Language Silence Lying

Organizationa l Communication Direction of Communication Small-Group Networks The Grapevine

Modes of Co mm un ication Oral Communication Written Communication Nonverbal Communication

Global Implications Cultural Barriers to Communication Cultural Context A Cultural Guide

Su mmary OB at Wo rk FOR REVIEW • FOR MANAGERS • FOR YOU

POINT/COUNTIRPOINT: Employees' Social Media Presence

246

246

248 248 25 1 25 1 25 1 25 2 25 2 25 2 253 253 25 4 25 4 255 256 257 257 258 262 263 263 264 264 266

267

Should Matter 10 Managers 268 BREAKOUT GROUP EXERCISES 269 EXPERIENTIAL EXERCISE: An Absence of Nonverbal Comm1mica1ion 269

ETHICAL DILEMMA: BYOD 269 CASE INCIDENT: Organiza1ional Leveraging of Social Media 270 CASE INCIDENT: PowerPoi111 Purga1ory 271 FROM CONCEPTS TO SKILLS: Effective LiSlening 272

CHAPTER 8 Power and Politics A Definition of Power Bases of Power

Formal Power Personal Power Which Bases of Power Are Most Effective?

274

276 277 277 278 279

Dependence: The Key to Power The General Dependence Post11late What Creates Dependence?

Influence Tactics Abo11t Infl11ence Tactics Applying Infl11ence Tactics

How Power Affects People Power Variables Harassment: Une411al Power in the Workplace

Empowerment: Giving Power to Employees Definition of Empowerment

Politics: Power in Action Definition of Political Behavio11r The Rea.lity of Poli tics Impression Management The Ethics of Behaving Politically

Global Implications Views on Empowerment Preference for Infl11ence Tactics

Su mmary OB at Work FOR REVIEW • FOR MANAGERS • FOR YOU

POINT/COUNTIRPOINT: EVl!T),me Wants Power BREAKOUT GROUP EXERCISES EXPERIENTIAL EXERCISE: Comparing Influence Tactics CTHICAL DILEMMA: How Much Should You Defer to Those in Power! CASE INCIDENT: Delegate Power; or Keep It Close! CASE INCIDENT: Barry's Peer Becomes His Boss FROM CONCEPTS TO SKILLS: Politicking

CHAPTER 9 Conflict and Negotiation Conflict Defined

F11nctional vs. Dysf11nctiona.l Conflict Types of Conflict Loci of Conflict So11rces of Conflict

Conflict Resolution Conflict Management Strategies Based on Dual Concern Theory What Can lndivid11als Do to Manage Conflict? Resolving Persona.lity Conflicts

Conflict Outcomes Negotiation

Bargaining Strategies How to Negotiate

Individual Differences in Negotiation Effectiveness Personality Traits in Negotiation Moods/Emotions in Negotiation Gender Differences in Negotiation

Negotiatin g in a Social Context Reputation Relationships

Third-Party Negotiations Mediator Arbitrator

Contents xi

280 280 281 282 283 283 284 285 285 288 289 291 291 292 294 298 299 300 300 301

302 303 304 304 304 305 306 306

310

312 312 312 314 315 317 317 318 320 320 321 323 325 327 327 329 330 332 332 333 333 333 334

xii Contents

PART 4

Conciliator Global Implications

Conflict Resolution. and Culture Cultural Differences in. Negotiating Style Culture, Negotiations, and Emotions

Summary OB at Work FOR REVIEW • FOR MANAGERS • FOR YOU

334 334 334 335 335 335

337 POINT/COUNTIRPOINT: Pro Sports Strikes Are Caused by Greedy Owners 338 BREAKOUT GROUP EXERCISES 339 EXPERIENTIAL EXERCISE: A Negot iation Role Play 339 ETMICAL DILEMMA: The Lowba/1 Applicant 340 CASE INCIDENT: Disorderly Conduct 340 CASE INCIDENT: The Pros and Cons of Collective Bargai11ing 341 FROM CONCEPTS TO SKILLS: Negotiating 342

OB ON THE EDGE Worf1place Bullying 344

Sharing the Organizational Vision

CHAPTER 10 Organiza tional Cu lture What Is Organizational Cu lture?

Culture Is a Descriptive Term Do Organizations Have Uniform Cultures? Strong us. Weak Cultures Culture us. Formalization

What Do Cultures Do? Culture's Functions Culture Creates Climate The Ethical Dimension of Culture Culture and Sustainability Culture and Innovation Culture as a Liability

Creati ng and Sustaining an Organization's Culture How a Culture Begins Keeping a Culture Alive

How Employees Learn Cu lture Stories Rituals Material Symbols Language

Changing Organ izational Culture Creating an Ethical Organizationa.l Culture Creating a Positive Organizational Culture

Global Implications Su mmary

OB at Work FOR REVIEW • FOR MANAGERS • FOR YOU POINT/COUNTIRPOINT: Orga11izntiom Should Stri,ie to Create

350

350

352 352 353 354 354 354 354 355 355 357 358 359 360 361 361 366 367 367 367 367 368 369 370 372 373

374

a Positive Organizatio11al Cul111re 375 BREAKOUT GROUP EXERCISES 376 EXPERIENTIAL EXERCISE: Greeting Newcomers 376 ETMICAL DILEMMA: Culture of Deceit 377 CASE INCIDENT: The Place Makes the People 377 CASE INCIDENT: Active Cul111res 378 FROM CONCEPTS TO SKILLS: How to ' Read' a11 Organization's Culture 379

CHAPTER 11 Leadership What Is Leaders hi p? Leadershi p as Supervision

Trait Theories: Are Leaders Different from Others? Behavioural Theories: Do Leaders Behave in Particular Ways? Summary of Trait Theories and Behavioural Theories Contingency Theories: Does the Situation Matter?

Inspirational Leadership Charismatic Leadership Transactional and Transformationa.l Leadership

Responsible Leadership Authentic Leadership Ethical Leadership Servant Leadership Mentoring

Challenges to Our Understanding of Leaders hip Leadership as an Attribution Substitutes for and Neutralizers of Leadership Online Leadership

Global Implications How to Lead Servant Leadership

Summary OB at Work FOR REVIEW • FOR MANAGERS • FOR YOU

POINT/COUNTIRPOINT: Heroes Are Made, Not Bom BREAKOUT GROUP EXERCISES EXPERIENTIAL EXERCISE: \,\'hat ls Leadership! CTHICAL DILEMMA: Smoki11g Success CASE INCIDENT: Leaders/tip Mettle Forged i11 Battle CASE INCIDENT: Leaders/tip by Algorithm FROM CONCEPTS TO SKILLS: Practising to be Charismatic

CHAPTER 12 Decis ion Making, Creativity, and Ethics How Should Dec isions Be Ma de?

The Rational Decision-Making Process How Do Individuals Actua lly Make Decisions?

Bounded Rationality in Considering Alternatives Intuition Judgment Shortcuts

Group Decision Making Groups vs. the Individ ua.l Groupthink and Groupshift Group Decision-Making Techniques

Creativity in Orga nizational Decision Making Creative Behaviour Causes of Creative Behaviour Creative Outcomes (Innovation)

What About Ethics in Dec ision Making? Four Ethical Decision Criteria Making Ethical Decisions

Global Implications Decision Making

Contents xiii

382

384 384 384 386 387 388 392 392 394 398 399 399 400 401 403 403 404 404 405 405 405 406

407 408 409 409 409 410 410 411

414

416 416 417 418 420 421 425 425 426 429 430 431 432 434 435 435 437 440 440

x iv Contents

PART 5

Creativity Ethics

Summary OB at Work FOR REVIEW • FOR MANAGERS • FOR YOU

440 440 441

442 POINT/COUNTIRPOINT: People Are More Creative W/Je11 T/Jey \,\fork Alo11e 443 BREAKOUT GROUP EXERCISES 444 EXPERIENTIAL EXERCISE: \.Vildemess Survival 444 ETHICAL DILEMMA: Five Ethical Decisiom: Wltat Would You Do! 446 CASE INCIDENT: T/Je You11gest Female Self-Made Billio11aire 446 CASE INCIDENT: lf1ivo Heads Are Better 11ia11 011e, Are Four Eve11 Better! 447 FROM CONCEPTS TO SKILLS: Solvi11g Problems Creative/)' 448

OB ON THE EDGE Spirituality in the Workplace 450

Reorganizing the Workplace

CHAPTER 13 Organizational Structure What Is Organizational Structure?

Work Specialization Departmentalization Chain of Command Span of Control Centralization and Decentralization Formalization Boundary Spanning

Common Organizational Designs The Simple Structure The Bureaucracy The Matrix Structure

Alternate Design Options The Virtual Structure The Team Structure The Circular Structure The Leaner Organization: Do111nsizing

Why Do Structures Differ? Organizational Strategies Organizational Size Technology Environment Institutions

Organizational Designs and Employee Behaviour Global Implications

Culture and Organizationa.l Structure Culture and Emplo)'ee Structure Preferences Culture and the Impact of Downsizing

Summary OB at Work FOR REVIEW • FOR MANAGERS • FOR YOU

456

456

458 458 459 461 462 463 464 464 465 466 466 468 469 470 471 473 473 474 475 476 476 477 478 478 480 480 481 481 481

483 POINT/COUNTIRPOINT: Tlte E11d of Ma11ageme11t 484 BREAKOUT GROUP EXERCISES 485 EXPERIENTIAL EXERCISE: 71te Sa11dwiclt Sltop 485 ETHICAL DILEMMA: Post·Mille1111ium Te11s io11s i11 tlte Flexible Orga11izatio11 486 CASE INCIDENT: Creative Deviance: Bucking tlte Hieran;ltyl 486 CASE INCIDENT: 'l Detest Bureaucracy' 487 FROM CONCEPTS TO SKILLS: Delegating Autltorit)' 488

CHAPTER 14 Organiza tional Change Forces for Change

Opportunities for Change Change Agents

Approaches to Managing Change Lewin's Three-Step Model Kotter's Eight-Step Plan for Implementing Change Action Research Appreciative Inquiry

Resistance to Change Individual Resistance Organizational Resistance Overcoming Resistance to Change The Politics of Change

Creating a Culture for Change Managing Paradox Stimulating a Culture of Innovation Creating a Leaming Organiza.tion

Global Implications Su mmary

OB at Work FOR REVIEW • FOR MANAGERS • FOR YOU

Contents xv

490

49 2 493 494 494 495 496 497 498 500 500 501 502 sos 506 506 507 509 51 1 51 2

513 POINT/COUNTERPOINT: Orga11izational Clia11ge Is Like Saili11g Calm Waters 514 BREAKOUT GROUP EXERCISES 515 EXPERIENTIAL EXERCISE: Strategizing Change 515

ETHICAL DILEMMA: Cha11ges at the Television S1atio11 516 CASE INCIDENT: Sprnci11g Up Walmart 517 CASE INCIDENT: When Compa11ies Fail 10 C/Ja11ge 517 FROM CONCEPTS TO SKILLS: Carryi11g 0111 Organizatio11al Cha11ge 518

ADDITIONAL CASES 520 ENDNOTES 548 GLOSSARY/SUBJECT IN DEX 610 NAME AN D ORGAN IZATION IND EX 629 LIST OF CANADIAN COMPANI ES, BY PROVINCE 638

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PREFACE

Welcome lo the eighth Canadian edition of Organizacional Behaviour. Since its arrival in Canada, Organizational Behaviour has enjoyed widespread acclaim across the country for its rich Canadian con tent and has q uickly established iL~elf as the leading text in the field.

Organizational Behaviour, Eighth Canadian edition, is truly a Canadian product. Whi le it draws upon the strongest aspects of its American cous in, it expresses its own vision and voice. It provides the context for understanding organ izational behaviour {OB) in the Ca nadian workplace and high lights the many Canadian contributions to the field. Indeed, it goes a step further than most OB texts prepared for the Canadian marketp lace.

Specifically, il asks, in many instances:

• How does th is theory apply in the Canadian \vorkplace of today?

• What are the implications of the theory for managers and employees working in the twenty-first century?

• Wha t are the implica tions of the theory for everyday life? OB, after all, is not someth ing that applies only in the workplace.

Th is text is sensitive to important Canad ian issues. Subject matter refl ects the broad m ulticultural flavo ur of Canada a nd also h ighlights the ro les of women and v isible minorities in the workplace. Examples reflect the broad range of organizations in Canada : large, small, public and private sector, unionized and non-union ized.

Organizational Behaviour continues lo be a vibrant and relevant text because it's a product of the Canadian classroom. It is used in Canada by the first author and her col- leagues. Thus, there is a •front-line" approach to considering revisions. We also solicit considerable feedback from OB instructors and studenL~ throughout the country. While we have kept the features of the previous edition that adopters continue lo say they like, there is also a grea t deal that is new.

Key Changes to the Eighth Canadian Edition The eighth edition was designed to evolve with today's students. There are more relevant examples, updated theory coverage, and a co ntinued emphasis on providing the latest research findings. Based on reviews from numerous instr uctors and students across Canada, we have found that many potential users want chapters that have the right bal- ance of theory, research, and appl ication material, wh ile being relevant lo student learning.

• NEW feature in every chapter' Career Objectives offers advice in a question- and-answer format to help students think through issues they may face in the workforce today.

• NEW Opening Vigneue in every chapter brings current b us iness trends and events to the forefront.

• NEW key terms presented in bold throughout the text highlight new vocabu- lary pertinent lo today's s tudy of organizational behaviour.

• NEW photos and cap tio ns in every chapter link the chapter content to con- temporary real-life worldwide situations to enhance the student's understand- ing of hands-on app lication of concepts.

xviii Preface

• NEW These fea tures are either completely n e,v o r s ubstantially updated with in each chapter as applicab le to reflect ongoi ng challenges in b us iness worldwide an d focus the student's attention on new topics:

• Learning Objectives

• Exhibits

• Point/Counterpoint

• NEW The followi ng end-of-chapter material is eith er completely ne,v or sub- stantially r evised and updated for each chapter to b ri ng the most contempo- rary thi nking to the attentio n of students:

• Summary

• OB at Work: For Review

• OB at Work: For Managers

• Experiential Exercise

• Ethical Dilemma

• Case Incidents

Chapter-by-Chapter Changes Chapter 1: What Is Organizational Behaviour?

• Revised Lean1ing 011tco1nes

• New Opening Vigneue (Target's fa ilure in Canada)

• New research in Th e Importance of Interpersonal Skills

• New research in Big Data

• New feature! Career Objectives (What Do I Say About My Terminatio n?)

• New Point/Counterpoint (The Bat tle of the Texts)

• New Experiential Exercise (Managing the OB Way)

• New Ethical Dilemma (There's a Drone in Your Soup)

• Updated Case Incident (Apple Goes Global)

• New Case Incident (Big Data for Dumm ies)

Chapter 2: Perception, Personality, and Emotions

• New Opening Vigneue (Michele Roman ow)

• New section in The Myers-Briggs Type Indicator

• New research and d iscussion in The Big Five Personality Model

• New sections on Big Five perso nality tra it research: Conscientious ness, Emotiona l Stabi lity, Extraversion, Openness to Experience, and Agreeableness

• New research in The Dark Triad

• New major section: O ther Tra its ( on traits that are socially undesirab le)

• New research and d iscussion in Moral Emotions

Preface xix

• New research and d iscussion in Choosing Emo tions: Emo tional Labour

• New section: Emotion Regulation Techniques

• New feature! Career Objectives (So What If I'm a Few Minutes Late to Work?)

• New Point/ Counterpoint (Sometimes Yelling Is for Everyone's Good)

• New Case Incident (The Power of Quiel)

• New Case Incident (Tall Poppy Syndrome)

Chapter 3: Values, Attitudes, and Diversity in the Workplace

• New Opening Vigneue (Lad ies Learning Code)

• New research in Wha t Causes Job Satisfaction?

• New section: Job Cond itions

• New section: Personality

• New section: Pay

• New section: Life Satisfaction

• New ma jor section: Counterproductive Work Behaviour (CWB)

• New feature! Career Objectives (Is ll Okay lo Be Gay at Work?)

• New Point/ Counterpoint (M illennia ls Have Inflated Images ofThemselves Compared lo Their Parents)

• New Ethical Dilemma (Tell-All Websites)

• New Case Incident (Job Crafting)

• New Case Incident (Walking lhe Walk)

OB on the Edge: Stress at Work

• New Opening Vignette (workspaces are not for ea ting)

• Updated list of The Most and Least Stressful Jobs

• New research in Causes of Stress

• New research and d iscussion in Organizational Approaches

Chapter 4: Theories of Motivation

• Revised Lean1ing 011tco1nes

• New Opening Vigneue (Lee Valley Too ls)

• New research and d iscussion in Maslow's Hierarchy of Needs Theory

• New international research and d iscussion in McClelland's Theory of Needs

• New feature! Career Objectives (Why Won't He Take My Advice?)

• New research and d iscussion in Self-De term ination Theory

• New Global Impl ications section: Justice

• New Ethical Dilemma (The New GPA)

xx Prefac e

Chapter 5: Motivation in Action

• New Opening Vignette (G Adventures)

• New research and d iscussion in Job Rotation

• New section and research in Relational Job Design

• New research in Flextime

• New feature! Career Objectives (How Can I Get Flextime?)

• New research and d iscussion in Telecommuting

• New in ternational research and discussion in Emp loyee Invo lvement and Participation

• New research in Participative Management

• New research in Representative Participation

• New international research and new d iscussion in How lo Pay: Reward ing Ind ividual Employees through Variable-Pay Programs

• New research in Merit-Based Pay

• New international research in Bonuses

• New research in Profit-Sharing Plans

• New research in Emp loyee Stock Ownership Plans

• New material and international research in Flexible Benefits: Developing a Benefits Package

• New research in Intrinsic Rewards: Employee Recognition Programs

• New Case Incident (Pay Raises Every Day)

Chapter 6: Groups and Teamwork

• New Opening Vignette (Summerlunch+)

• New research and d iscussion in Why Have Teams Become So Popular?

• New d iscussion in Problem-Solving Teams

• New research in Cross-Functional Teams

• New research in Virtua l Teams

• New research and d iscussion in Mult iteam Systems

• New international research in Cl ima te ofTrust

• New material in Composit ion (of teams)

• New research and d iscussion in Personal ity of Members

• New section: Cu ltural Differences

• New section: Posit ive Norms and Group O utcomes

• New section: Negative Norms and Group Outcomes

• New section: Team Identity

• New section: Team Cohesion

• New in ternational research and discussion in Mental Models

• New international research and d iscussion in Conflict Levels

• New fea ture! Career Objectives ( Can I Fudge the Numbers and Not Take the Blame?)

• Revised Ethical Dilemma (Deal ing with Sh irkers)

• New Case Incident (Intragroup Trust and Survival)

OB on the Edge: Trust

• Revised section: What Can Leaders Do to Increase Trust?

• New d iscussio n in Bui lding Team Trust

• New ma jor section: The Need to Prevent Lying

Chapter 7: Communication

• Revised Lean1ing 011tco1nes

• New Opening Vigneue {Slack)

• New research in Downward Communication

• New research and d iscussion in The Grapevine

• New ma jor section: Modes of Communication

• New section: Oral Communication

• New section: Meeti ngs

• New section: Videoconferencing and Conference Call ing

• New section: Telephone

• New section: Wriuen Commu nication

• New section: Letters

• New section: PowerPo inl

• New research in Social Media

• New section: Apps

• New research in Biogs

• New feature! Career Objectives (Isn't This Disability Too Much to Accommodate?)

• New Ethical Dilemma (BYOD)

• Updated Case Incident {Organ izational Leveraging of Social Med ia)

Chapter 8: Power and Politics

• Revised Lean1ing 011tco1nes

• New Opening Vigneue (Jian Ghomeshi)

• New international research and d iscussion in Sexual Harassment

• New research in Impression Management

• New feature! Career Objectives {Should I Become Po litical?)

• New Experiential Exercise {Comparing Influence Tactics)

Pref ac e xxi

xxii Preface

Chapter 9: Conflict and Negoti ation

• New Opening Vignette (GM Canada and Unifor)

• New international research in Personal Variables

• New major section: Negotiating in a Social Context

• New research and d iscussion in Gender Differences in Negotiation

• New research in Conflict Resolution and Culture

• New feature! Career Objectives (How Can I Get a Better Job?)

• Revised For Managers

• New Point/ Counterpoint (Pro Sports Strikes Are Caused by Greedy Owners)

• New Case Incident (Disorderly Conduct)

OB on the Edge: Workplace Bullying

• New Opening Vignette (The Vancouver School Board)

• New research in Workplace Violence

• New research in the box Do You Have a Bad Boss7

• Updated statistics in What Are the Effects of Incivi lity and Toxici ty in the Workplace?

Chapter 10: Organizational Culture

• Revised Lean1ing 011tco1nes

• New Opening Vignette (Hyatt Hotels)

• New d iscussion in What Is Organ izationa l Culture?

• New section: Cu lture and Sustainab ility

• Updated research in Culture and Innovation

• New section: Strengthening Dysfunctions

• New research in Barriers to Acquisitions and Mergers

• New feature! Career Objectives (How Do I Learn to Lead?)

• New Experiential Exercise (Greeti ng Newcomers)

• New Echical Dilemma (Culture of Deceit)

• New Case Incident (The Place Makes the People)

• New Case Incident (Active Cultures)

Chapter 11 : Leadership

• New Opening Vignette (Kelly Lovell)

• New international research in Tra il Theories: Are Leaders Different from Others?

• New research in What Is Charismatic Leadership?

• New research in Transactional and Transformational Leadersh ip

• New research in How Transformalional Leadership Works

• New section: Transformalional vs. Charismatic Leadersh ip

• New research in Servant Leadership

• New fealure! Career Objectives (How Can I Get My Boss to Be a Beiler Leader?)

• New Experiential Exercise (What Is Leadersh ip?)

• New Ethical Dilemma (Smoking Success)

• New Case Incident (Leadersh ip Mettle Forged in Battle)

Chapter 12: Decision Making, Creativity, and Ethics

• New Opening Vignette (TD Bank)

• New sections created wilh new research and d iscussion: Intell igence and Creativity, Personality and Creativity, Expertise and Creativity, and Elhics and Creativity

• New section: Crea tive Environment

• New international research and d iscussion in Four Elhica l Decis ion Criteria

• New fealure! Career Objectives (How Can I Make My Job Beller?)

OB on the Edge: Spirituality in the Workplace

• New Opening Vigneue (The Good Spiril)

• New research in Sp iriluality and Mindfulness

• New d iscussion in Achieving a Spiritual Organizalion

Chapter 13: Organizational Structure

• Updated Leaming Outcomes

• New Opening Vignette (Precis ion Nutrilion)

• New section: Boundary Spanning

• New section: The Functional Slructure

• New section: The Divisional Structure

• New section: The Team Slructure

• New section: The Circular Structure

• New section: Institutions

• New feature! Career Objeccives (Whal Slructure Should I Choose7)

• New Experiential Exercise (The Sandwich Shop)

• New Ethical Dilemma (Post-Millenn ium Tensions in lhe Flexib le Organization)

Chapter 14: Organizational Change

• New Opening Vigneue (Cirque du Soleil)

• New d iscussion in Forces for Change

Preface xxiii

• We have continued to integrate a series of relevant and helpful questions throughout the chapters to encourage st udents to think about how OB appl ies to their everyday lives and engage students in their reading of the ma terial. These questions first appear as a bullet list in the chapter opener, under the head ing OB Is fo r Everyone, and then appear throughout each chapter.

• The Global Imp lications section addresses and h ighl ights how OB principles vary across cultures.

• Summary provides a review of the key points of the chapter, whi le the Snap shot Summary provides a study tool that helps students to see the overall connections among concepts presented with in each chapter.

• Each chapter concludes with OB a t Work, a set of resources designed to help students app ly the lessons of the chapter. Included in OB a l Work are the fo l- lowing features:

• Fo r Revie,v poses a series of questio ns that are linked to the learning outcomes identi fied in the chapter opener.

• Fo r Man agers o utlines ways that managers can apply OB in the workp lace.

• Fo r You outlines how OB can be used by individ uals in their daily lives.

• Point/Counterpoint promotes debate on contentious OB issues. This feature presents more focused arguments.

• Breakout Group Exercises, Experiential Exercise, and Ethical Dilemma are valuable application exercises for the classroom. The many new exer- cises included here are ones that we have found particularly stim ulating in our own classrooms. Our s tudents say they like these exercises and they learn from them.

• Case Incidents (two per chapter) dea l with real-world scenarios and require studen ts to exercise their decis ion-making skills. Each case enab les an instructor to quickly generate class d iscussion o n a key theme within the chap ter.

• From Concepts to Skills provides a wide range of appl ications for stu- dents. The section begins w ith a practical set of tips on topics such as read ing emotio ns, setting goals, and so lving problems creatively, wh ich demonstrate real-world applica tions of OB theories. These tips are fol- lowed by the fea tures Practising Skills and Reinforcing Skills. Practising Sliills presents an additional case or group activity to apply the chapter's learn ing outcomes. Reinforcing Skills asks students to talk about the ma terial they have learned with others, or to apply it to their own per- sonal experiences.

• Exclusive to the Canadian edition, OB o n the Edge (followi ng each part) takes a close look at some of the hottest topics in the field: work-related stress, trust, behavioural pathologies that can lead to workplace bullying, and sp iri- tua lity in the workplace. Since this is a stand-alone fea ture, these topics can be introduced at the instructor's discretion.

• Our reviewers have asked for more cases, and more comprehensive and inte- grated cases. To address this request, we have included 10 Addi tional Cases that feature a variety of challenges and organ izations. All of these cases requ ire students to apply material from a variety of chapters.

Prefac e xxv

xxvi Preface

Supplements Mylab Management My Lab Management is an onl ine study tool for students and an online homework and assessment Loo i for faculty. MyLab Management lets students assess their understand- ing through auto-graded tests and assignments, develop a personal ized study plan to address areas of weakness, and practise a variety of learning tools to master management princip les. New and updated MyLab Managemen t resources include the fo llowing:

• Personal Inventory Assessment (PIA). Students learn beuerwhen they can con- nect what they are learning to their personal experience. PIA is a collection of online exercises designed lo promote self-refl ection and engagement in students, enhancing their ab ility lo connect with concepts taught in principles of management, organizational behavio ur, and h uma n resource management classes. Assessments can be assigned by instructors, who can then track stu- dents' completions. Student results include a wrillen explana tion along with a graphic d isplay that shows how their results compare to the class as a whole. Instructors will also have access to this graph ic representation of resu lts lo pro- mote classroom d iscussion.

• Updated Personalized Study Plan. As students work through MyLab Man age- ment's Study Plan, they can clearly see wh ich topics they have mastered- an d, more importantly, which they need lo work on. Each question has been care- fully wrillen to match the concepts, language, and focus of the text, so students can get an accurate sense of how well they've understood the chapter content.

• MediaShare. Consisting of a curated collection of videos and customizable, auto- scored assignments, MediaShare h elps students u nderstand why they are learn- ing key concepts and how they will apply those in their careers. Instructors can also assign favorite YouTube clips or original content and employ MediaShare's powerful repository of tools to maximize student accountabi lity and interac- tive learning, and provide contextualized feedback for students and teams who upload presentations, media, or business plans.

• NEW Mini-Simulations. New Mini-Simulations walk students through key business decision-maki ng scenarios to help them understand how manage- ment decisions are made. Students are asked to make important decisions relating to core business concepts. Al each point in the simulatio n, students receive feedback to help them understand the implications of their cho ices in the ma nagement enviro nment. These simulatio ns can now be assigned by instructors and graded directly through MyLab Management.

• Learning Catalytics. learn ing Calalytics is a "bring your own device• student engagement, assessment, an d classroom intelligence system. IL allows instruc- tors to engage s tudents in class with a variety of q uestion types designed lo gauge student understa nd ing.

• Assignable l111ini-Cases and Video Cases. Instructors have access to a variety of case-based assessment material that can be assigned to students, with multiple-choice q uizzes or wrillen-response format in MyLab Management's Writing Space.

• Lesson Presentations. Students can study key chapter top ics and work through in teractive assessments to test their knowledge and mastery of concepts. Each presentation all ows students to explore through expertly designed s teps of read ing, practising, a nd testing lo ensure that s tuden ts not only experience the

content but a lso truly engage with each topic. Instructors also have the abil ity to assign quizzes, projects, and follow-up d iscussion questions relating lo the online lessons to further develop the valuable learning experiences from the presentations.

• Dynamic Study Modules. These study modules allow s tudents to work through groups of questions and check their understanding of foundat ional manage- ment topics. As studen ts work through questions, the Dynamic Study Modules assess their knowledge and only show questions that s till require practice. Dynamic Study Modu les can be comp leted online using a computer, tab let, or mobile device.

• Pearson eText: My Lab Management also includes an eText version of Organi- zational Behaviour, including a complete Glossary and Index. This dynamic, online version of the lexl is integrated throughout MyLab Management to cre- ate an enriched, interactive learning experience for students. Users can create notes, h ighl ight text in d ifferent co lours, create bookmarks, zoom, and cl ick hyperl inked words and phrases to view defin itions and go directly lo web- links. The Pearson eText allows qu ick navigation to key parts of the eText using a tab le of contents and provides full-text search.

Most of the follow ing materials are available for download from a password-protected section of Pearson Canada's onl ine catalogue (hllp://www.pearsoncanada.ca/ highered) . Navigate lo your text's catalogue page to view a list of those supplements that are avail- able. Contact your local sales representative for details and access.

• Instructor's Resource Manual . Each chapter of the Inslructor's Resource Manual includes a chapter outl ine, learning outcomes, chapter synopsis, study ques- tions, suggested teaching plan, annotated lecture outl ines, answers toques- tions found under OB at Work's For Review, a summary and analysis of Point/ Counterpoint features, comments on end-of-chap ter exercises, notes on lhe Case Incidents and From Concepts to Skills, and key terms.

• Computerized Test Bank. The Test Bank contains over 1800 items, includ ing multiple-choice, true/ false, and d iscussion questions that relate not only to the body of the text bul to From Concepts to Shills, Point/Counterpoint, and case materials. For each question, we have provided the correct answer, a refer- ence to the relevant section of the text, a d ifficu lty rating, and a classification (recall/ appl ied) . Pearson's compu terized test banks allo\v instructors to filter and select questions lo create quizzes, tests, or homework. Instructors can revise questions or add their own, and may be able to choose print or online options. These questions are also available in Microsoft Word formal.

• PowerPoint Presentation. A ready-lo-use PowerPoint slideshow designed for classroom presentation. Use it as is, or edit content to fit your ind ividua l class- room needs.

• Image Gallery. This package provides instructors with images lo enhance their teaching.

Learning Solutions Managers. Pearson's Learning Solutions Managers work with faculty and campus course designers lo ensure that Pearson technology products, assessmen t tools, and online course materials are tailored to meet your specific needs. This highly qual ified team is dedicated to helping schools take full advantage of a wide range of educational resources, by assisting in the integration of a variety of instructional materi- als and media formats. Your local Pearson Education sales representative can provide you with more details on th is service program.

Preface xxvii

xxvii i Preface

Acknowledgments A number of peop le worked hard lo give this eighth Canad ian edition of Organizational Behaviour a new look.

I received incredible support for this project from a variety of people at Pearson Canada. The three people who worked hardest to keep this project on track were Jenn ifer Murray, Content Developer, Claudia Forgas, Production Ed itor, and Jess ica Mifsud, Project Manager. All three were extremely supportive and helpful. Jennifer sup- plied a number of great ideas for examples and vigneues, never complained when I was late with chapters, and she provided much needed cheerfulness at some of the most d ifficu lt parts of th is project. I can't thank her enough for her dedication lo the task.

Claud ia Forgas was the Production Ed itor for the project. Claud ia has worked on a number of my projects and s till continues lo amaze for how well she makes sure everything is in p lace and written clearly. Claudia provided a wealth of support, great ideas, and goodwill throughou t the production process. Turn ing the manuscript into the text you ho ld in your hands could not have happened without her inspired leader- sh ip. She was extremely diligent about checking for consistency throughout the text and performed a number of helpful fact-checking activities. Her keen eyes helped lo make these pages as clean as they are. I am grateful for the opportunity lo work with her again.

There are a variety of other people al Pearson who also had a hand in making sure that the manuscript wou ld be transformed in to th is book and then delivered to you. To all of them I extend my thanks. I know the Pearson sales team will do everything possible lo make this book successful.

I a lso wanl to acknow ledge my d iv is ional secretary, Nancy Tang, who helps keep me on track in a variety of ways. I cou ld nol ask for a beuer, more dedicated, or more cheerful assistant. She really helps keep things together.

In our continuing effort to improve the text, we have conducted many reviews to el icit feedback over the years and editions. Many thanks to severa l students from the Northern Alberta Institute ofTechnology (NAIT) who provided us with suggestions for improving the text The students are Barb Kosak, Prudence Musinguzi, Andres Sarrate, and Robert Tucci . Student input helps keep the materia l fresh and alive.

Finally, I wanl to acknowledge the many reviewers of this text for their detailed, helpful commen ts. I appreciate the lime and care that they pu l into their reviewing. The reviewers include Nancy Breen (Nova Scotia Community College), Sabrina Deutsch Salamon (York Un iversity), Harold Ekstein (George Brown College), Leah Hami lton (Mount Royal University), Shari Ann Herrmann (Kwanllen Polytechnic University), Puneet Luthra (Seneca Co llege), Jody Merrill (University of Windsor), John Predyk (Vancouver Island Univers ity), Wayne Rawcliffe (Univers ity of British Co lumb ia), Sandra Steen (University of Regina), and SujayVardhmane (George Brown College) .

ABOUT THE AUTHORS

Nancy Langton received her Ph.D. from Stanford Un iversity. Since completing her graduate studies, Dr. Langton has taught at the Un iversity of Oklahoma and the University of British Col umbia. Currently a member of the Organ izational Behaviour and Human Resources d ivision in the Sauder School of Business, UBC, she teaches at the undergraduate, MBA, and Ph.D. leve ls and conducts executive programs on attracting and retaining employees, lime managemen t, fami ly business issues, as well as women and management issues. Dr. Langton has received several major three-year research grants from the Social Sciences and Humanities Research Counci l of Canada, and her research interests have focused on human resource issues in the workplace, including pay equity, gender equity, and leadership and commun ication styles. Her articles on these and ot her top ics have appeared in such journals as Adm.inistrative Science Quarterly, American Sociological Review, Sociological Quarcerly, Journal of Man - agement Education, and Gender, Work and Organizations. She has won Best Paper com- mendations from both the Academy of Management and the Adm inistrative Sciences Association of Canada.

Dr. Langton routinely wins high marks from her students for teach ing. She has been nominated many times for the Commerce Undergraduate Society Awards, and has won several honourable mention p laques. She has also won the Sauder Schoo l of Business's most prestigious award for teaching innovation, The Talking Stick. The award was given for Dr. Langton's redesign of the undergraduate organ izational behaviour course as well as the many activities that were a sp in-off of these efforts. She was also part of the UBC MBA Core design team that won the Alan Blizzard award, a national award tha t recognizes innova tion in teaching. More recently, she was acknowledged by the Sauder School of Business for her development of the Sauder Africa Initiative, which took her to Kenya with UBC students to help young people in the s lums of Nairobi write busi- ness plans.

In Dr. Langton's • other life: she engages in the artistry of quiltmaking, and one day hopes 10 win firs t prize at Visions, the juried sho\v for quilts as works of art. More recently, she has been working at mastering the art of photography, creating abstract art using segments of real objects. When she is not designing qu ills or taking photographs, she is e ither reading novels recommended by her book club colleagues or studying cookbooks for new ideas. All of her fr iends would say that she makes the best p izza from scra tch in all of Vancouver, and one has even offered to supp ly venture cap ita l to open a p izza parlour.

xxx About the Authors

Stephen P. Robbins

Education Ph .D., Un iversity of Arizona

Professional Experience Academ ic Positio ns : Professor, San Diego Stale University, Southern Ill inois University al Edwardsville, University of Ba ltimore, Co ncord ia Un iversity in Montrea l, and University of Nebraska at Omaha.

Research : Research in terests have focused o n co nflict, power, and po litics in organ i- zatio ns; behavioural decision maki ng; an d the developmen t of effective interpersonal ski lls.

Boo ks Published : World's best-selli ng author of textbooks in both management and organizational behaviour. His books have sold more than 5 mill io n copies and have been translated into 20 languages; editions h ave been adapted for Canada, Austral ia, South Africa, an d Ind ia, such as these:

• Essentials of Organizational Behavior, 14th ed. (Pearson, 2017)

• Management, 14th ed. with Mary Coulter (Pearso n, 2017)

• Fundamentals of Human Resource Management, 11th ed., with David Decenzo (Wiley, 2012)

• Prentice Hall's Self-Assessment Library 3.4 (Prentice Hall, 2010)

• Fundamentals of Managenient, 9th ed., with David DeCenzo and Mary Coulter (Pearson, 2014)

• Supervision Today! 8th ed ., with David Decenzo a nd Robert Wolter (Pearson, 2014)

• Training in Interpersonal Skills: TIPS for Managing People at Worli, 6th ed., with Phill ip Hunsaker (Prentice Hall, 2012)

• Managing Today! 2nd ed. (Prentice Hall, 2000)

• Organization Theory, 3rd ed . (Prentice Hall, 1990)

• The ThJth About Managing People, 4th ed. (Pearson Ff Press, 2014)

• Decide and Conquer: Make Winning Decisions and Take Control of Your Life (Fi nancial Times/Prentice Hall, 2004)

Other Interests In his •other l ife,• Dr. Robb ins actively participates in masters' track competition. After t urning 50 in 1993, he won 18 national champ ionsh ips a nd 12 world titles. He is the current world record h older at 100 metres ( 12.37 seconds) a nd 200 metres (25 .20 seconds) for men 65 and over.

Timothy A. Judge

Education Ph.D., University of Illino is al Urbana-Champaign

Professional Experience Academic Positions: Franklin D. Schurz Cha ir, Departmen t of Management, Mendoza College of Business, University of Notre Dame; Visiting Distinguished Adjunct Profes- sor of King Abdu laziz University, Saudi Arabia; Vis iting Professor, Divis ion of Psychol- ogy & Language Sciences, Un iversity College London; Matherly-McKethan Em inent Scholar in Management, Warrington College of Business Administration, University of Florida; Stan ley M. Howe Professor in Leadersh ip, Henry B. Tippie College of Business, University of Iowa; Associate Professor ( with tenure), Deparunent of Human Resource Studies, School of Industrial and Labor Relations, Cornell University; Lecturer, Charles University, Czech Republic, and Comen ius University, Slovakia; Instructor, Indus- trial/Organizational Psychology, Department of Psychology, University of Il lino is at Urbana-Champaign.

Research: Dr. Judge's primary research interests are in {l) personality, moods, and emo tions; (2) job altitudes; (3) leadership and influence behaviours; and {4) careers (person-organization fit, career success) . Dr. Judge has published more than 145 articles on these and other ma jor top ics in journals such as Journal of Organizational Behavior, Person11el Psychology, Academy of Management Journal, Jo11n1al of Applied Psychology, Euro- pean Journal of Personality, and Eu.ropea11 Journal of Work and Organizat.ional Psychology.

Fellowsh ip : Dr. Judge is a fellow of the American Psychological Association, the Academy of Management, the Society for Industrial and Organizational Psychology, and the American Psychological Society.

A,vards: In 1995, Dr. Judge received the Ernest J. McCorm ick Award for Distinguished Early Career Contributions from the Society for Industrial and Organizational Psychol- ogy. In 2001, he received the Larry L. Cummings Award for mid-career contributions from the Organ izational Behavior Division of the Academy of Management. In 2007, he received the Professional Practice Award from the Inslilule of Industria l and Labor Relations, University of Illino is. In 2008, he received the University of Florida Doctoral Mentoring Award. And in 2012, he received the Editorial Board of the European Jounial of Work and Orga11izatio11al Psychology (EJWOP) best paper of the year award.

Oth er Books Pub lished : H. G. Heneman Il l, T. A. Judge, and J. D. Kammeyer- Mueller, Staffi11g Organizatio11s, 8th ed. (Mishawaka, IN: McGraw-Hill Education, 2014 ).

Other Interests Although he canno t keep up (literally!) with Dr. Robbins' accomplishments on the track, Dr. Judge enjoys gol f, cooking and baking, literature (he's a particu lar fan of Thomas Hardy and is a member of the Thomas Hardy Society), and keeping up with his three ch ildren.

A bout th e Aut hors xxxi

2

What Is Organizational Behaviour?

PA RT 1

UNDERS TAND I NG

THE WORKP LACE

How can people skills help you run a

successful business?

O Demonstrate the importance of interpersonal skills in the workplace. f) Define organizational behaviour (OB). f) Understand the value of systematic study to OB. C, Identify the major behaviou ral science disciplines that contribute to OB. 0 Demonstrate why few absolutes apply to OB. O Identify workplace challenges that provide opportunities to apply OB concepts. f) Describe the three levels of analysis in this book's OB model.

n 2011 , American retail giant Target

0

bought the leases REUTERS/llen Nelms of the entire Zellers chain, with the goal to open 124 locations in Canada during 2013.1 There was much excitement among Canadian

consumers who had been to Target in the States, and who wished something like it existed in Canada. Target was very successful in the United States, and apparently thought it could bring that success easily to Canada.

The first stores were set to open in March 2013. Almost from the beginning things did not go well. The shelves were often empty, and the items advertised for sale in weekly flyers were nowhere to be found.

Consumers became frustrated almost from the start. In the rush to get stores opened, new staff did not receive enough training, the software for monitoring stock supplies was not working properly, and the

company had not adequately assessed how quickly the company would be able to adjust to having a Canadian presence.

The challenges that organizations such as Target face illustrate several concepts you will learn about as you study the field of organizational behaviour. Let's take a look, then, at

what organizational behaviour is.

• Does job satisfaction really make a difference?

\ I I ' , : ;, : ,V, , '

TI-IE BIG IDEA

• Why do some people do well in organizational settings while others have difficulty?

• Do you know what a "typical" organization looks like? • What people-related challenges have you noticed in the workplace?

• Why should you care about understanding other people?

• Are you ready to take on more responsibility at work?

OB helps 1nanagers and employees 1nake sense of the ,vorkplace and

also applies to \vork in groups of all kinds.

3

4 Part 1 Understanding the Workplace

O Demonstrate the impor- tance of interpersonal skills in the workplace.

The Importance of Interpersonal Skills Unti l the late 1980s, business schoo l curricula emphasized the techn ica l aspects of management, focus ing on economics, accounting, finance, and quantitative techniques. Course work in human behaviour and people skills received less attention. Since then, however, business schoo ls have realized the significant role interpersona l ski lls play in determ ining a manager's effectiveness. In fact, a survey of over 2100 CFOs across 20 industries ind icated that a lack of interpersonal skills is the lop reason why some employees fai l to advance.2

Incorporating OB principles into the workplace can yield many important organi- zational ou tcomes. For one, companies known as good p laces lo work in 2017- such as Toronto-based Royal Bank of Canada (RBC); SL John, New Brunswick-based Irving O il; Bedford, Nova Scotia-based Clearwater Seafoods; Winnipeg-based Aboriginal Peoples Te levision Ne twork; Regina-based SaskTel; Calgary-based Agrium, and Vancouver-based West FraserTimber3- have been found to generate superior financia l performance.4 Second, developing managers' interpersonal skills helps organizations attract and keep h igh-performing emp loyees, which is important since outstanding employees are always in short supply and are costly lo replace. Th ird, there are s trong associations between the qual ity of workplace rela tionships and employee job satisfac- tion, stress, and turnover. One very large survey of hundreds of workp laces and more than 200 000 respondents showed that social relationships among co -workers and supervisors were strongly related to overall job satisfaction. Positive socia l relation- sh ips were also associated w ith lower stress at work and lower intentions to quit.5

Further research indicates that employees who relate lo their managers w ith sup- portive dia logue and proactivity find that their ideas are endorsed more often, which improves workplace satisfaction.6 Fourth, increasing the OB e lement in organizations can foster social respons ibil ity awareness. Accordingly, universities have begun to incorporate socia l entrepreneurship education into their curriculum in order to train future leaders to address social issues within their organizations. 7 This is especially important because there is a growing need for understanding the means and outcomes of corporate social responsibility, known as CSR.8

Indigo CEO Heather Reisman has the interpersonal skills required to succeed in management. Communi-

cation and leadership skills d istinguish managers such as Reisman, who rise to the top of their profession.

Chapter 1 What Is Organizational Behaviour? 5

We understan d that in today's competilive and demand- ing workp lace, managers can't succeed on their techn ical ski lls alone. Succeedi ng in the workplace also takes good people skills. Th is book has been written to help managers and emp loyees develop those people ski lls. To learn more about the kinds of people skills needed in the workplace, see the Experient.ial Exercise o n page 29 and From Concepts to Skills-Developing Inrerpersonal Shills on pages 32 - 35 .

Defining Organizational Behaviour

Does job satisfaction

really 1nake a difference'?

As Target tried to deal with the failure of running its new stores in canada, problems within the organization became increasingly obvious.9 While the Target Canada president was optimistic

throughout, he and his team suffered from groupthink. The CEO, based in Minneapolis, Min-

nesota, did not want to pay rent on empty stores longer than necessary. This put pressure on senior management to keep going, rather than slow down and try to solve very real problems.

"Nobody wanted to be the one person who stopped the Canadian venture," says a former

employee. " It wound up just being a constant elephant in lhe room ." Better knowledge of organiza tional behaviour might have helped management adj ust

to some of the problems Target was facing in Canada. Let's look at what organizational

behaviour is.

Organizational b eh aviour ( often abbreviated as OB) is a field of study that looks at the impact that indiv iduals, groups, and s tructure have on behaviour with in organ iza- tio ns for the purpose of app lying such knowledge toward improving an orga nization's effectiveness. Because the organ izations studied are often b us iness organizations, OB is often applied lo top ics such as job satisfaction, absenteeism, employment turnover, productivi ty, human performance, and management. OB also exam ines the follow ing core top ics, although debate exists about their relative importance: ID

• Motivation

• Leader behaviour and power

• Interpersonal communication

• Group structure and processes

• Altitude development and perception

• Change processes

• Conflict and negotiatio n

• Work design

Much of OB is relevant beyond the workplace. The study of OB can cast light on the interactions among fam - ily members, students working as a team on a class project, the vol untary group that comes together to do someth ing about reviving the downtown area, the parents wh o sit on the board of their ch ildren's daycare centre, or even the members of a lunchtime pickup basketb all team.

What Do We Mean by Organization?

\>Vhy do sorne people do ,Yell

in organiza- tional settings

~vhile others have di · culty'?

An organization is a consciously coordinated socia l unit, composed of a group of people, that functions on a relatively continuous basis to ach ieve a common goal or set of goals. Ma nufacturing a nd service firms are organizations, and so are schools,

f) Define organizational behaviour (OB).

organizational behaviour A field of study lhat investigates lhe impact of indi\/iduals, groups, and structure on behaviour within 0

organization A consciously coor- dinated social unij, composed of a group of people, that functions on a relatively continuous basis to achieve a common goal Of set of goals.

6 Part 1 Understanding the Workplace

f) Understand the value of systematic study to OB.

hospi ta ls, churches, mi litaiy un its, retai l stores, pol ice departments, volunteer organiza- tions, start-ups, and local, provincial, and federal government agencies. Thus, when we use the term organization in this book, we are referring no t on ly to large manufacturing firms but also to small mom-and-pop stores, as well as to the variety of other forms of organization that exis t. Small businesses with less than 100 people made up 98 percent of the employers in Canada in 2015, and they employed 70 percent of the private sector workforce. Only 0 .3 percent of businesses have more than 500 employees, and they employ just under 10 percent of the workforce. Most of these large organizations are in the public sector. 11

The examp les in this book present various organizations so t hat you can gain a better understanding of the many types of organizations that exist. The college or university you attend is every b it as much a •real" organizatio n as is Lu lulemon Athletica, Ai r Canada, or the Vancouver Canucks. A small for-profit organ ization that h ires unskilled workers to renovate and bui ld in the inner city of Winnipeg is as much a real organ ization as is London, Ontario -based Ell isDon, one of North America's largest construction companies. Therefore, the theories we cover shou ld be considered in light of the variety of organizations you may encounter. We try to point out instances where the theoiy may be less applicable ( or especially applicable) to a par- ticular type of organ ization. For the most part, however, you should expect that the d iscussions in this book apply across the broad spectrum of organ izations. Throughout, we highlight applications to a variety of organizations in our fea ture OB in the Workplace.

OB Is for Everyone

Do you kno"'' \,vhat a "typical ~

organ ization looks like·?

It might seem natura l to think that the study of OB is for leaders and managers of organ izations. However, many organizations a lso have informa l leadership opportu- nities. In organ izations in which employees are asked to share in a greater number of decision-making processes rather than simply follow orders, the roles of managers and employees are becom ing blurred. 12 For instance, emp loyees in some retail opera tions are asked to make decis ions about when to accept returned items rather than defer the decision to the manager.

OB is not just for managers and employees. Entrepreneurs and self-employed individuals may not act as managers, bu t they certa inly interact wi th o ther ind iv idu- als and organizations as part of their work. OB applies equally well to all situations in wh ich you interact with others: on the basketball court, at the grocery store, in school, or in church. In fact, OB is relevant anywhere that people come together and share experiences, work on goals, or meet to solve problems. To help yo u understand these broader connections, you will find a feature called OB in the Street throughout the book.

Complementing Intuition with Systematic Study Whether you have expl icitly thought about it before or not, you have been "reading" people al most all your l ife by watching their actions and interpreting what you see, or by tiying to pred ict what peop le might do under different conditions. The casual approach to reading others can often lead to erroneous predictions, but using a system- atic approach can improve your accuracy.

Underlying the systematic approach in this text is the belief that behaviour is no t random. Rather, we can identify fundamental consistencies underlying the behaviour of all individuals and modify them to reflect ind ividual d ifferences.

Chapter 1 What Is Organizational Behaviour? 7

These fundamental consistencies are very important. Why? Because they allow predictability. Behaviour is generally pred ictable, and the systematic study of behav- iour is a means lo maki ng reasonab ly accurate predictions. When we use the term systematic s tudy, we mean looking at relationsh ips, attempting to allribute causes and effects, and basing our conclus ions on scientific ev idence- that is, on data gathered under controlled conditions and measured and interpreted in a rigorous manner.

Evi d e nce-b ased m a n ageme n t (EBM) comp lements systematic study by basing managerial decisions on the best available scientific evidence. For example, we want doctors Lo make decisions about patient care based on the latest available evidence, and EBM argues tha t managers should do the same, thinki ng more scientifically about management problems. A manager might pose a question, search for the best avai lable evidence, and apply the relevant information to the question or case at hand. You might wonder what manager would not base decisions on evidence, but the vast majority of management decisions are made "on the fly,• with little lo no systematic study of available evidence. J3

Systematic study and EBM add to intuition, or those "gut feelings• about wha t makes others (and ourselves) "tick." Of course, the things you have come lo believe in an unsystematic way are nol necessarily incorrect. Jack Welch (former CEO of General Elecuic) noted, "The trick, of course, is to know when to go with your gut• Bul if we make all decis ions wi th intuition or gut instinct, we are likely working with incomplete information- like maki ng an investment decis ion with on ly half the data about the potential for risk and reward.

Relying on intuition is made worse because we tend to overestimate the accuracy of what we think we know. Surveys of human resource managers have also shown that many managers hold "commo n-sense• op inions regarding effective management that have been flatly refuted by emp irical evidence.

We find a similar problem in chasing the business and popular med ia for manage- ment wisdom. The business press tends to be dominated by fads. As a writer for The New Yorker pul it, "Every few years, new compan ies succeed, and they are scrutinized for the underlying truths they might reveal. But often there is no underlying lrulh; the compan ies just happened lo be in the right place at the right time." 14 Although we try to avoid it, we might also fall into th is trap. It's not that the business press stories are all wrong; it's that without a systematic approach, it's hard lo separate the whea t from the chaff.