Essentials of Organizational Behavior An Evidence-Based Approach [2 ed.] 2017033151, 9781506388465

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SAGE PUBLISHING: OUR STORY We believe in creating fresh, cutting-edge content to help you prepare your students to thrive in today’s business world and be tomorrow’s global leaders. Founded in 1965 by 24-year-old entrepreneur Sara Miller McCune, SAGE continues its legacy of making research accessible and fostering creativity and critical thinking. Our authors draw upon their remarkable teaching, research, and real-world experience to provide you with the most current and applied content. As a student-friendly publisher, we offer affordable choices so students can choose the option that works best for them. Being permanently independent means we are fiercely committed to publishing the highest-quality resources.

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Essentials of Organizational behavior Second Edition

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To T. K. For keeping it real.

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Essentials of Organizational Behavior An Evidence-Based Approach Second Edition Terri A. Scandura University of Miami

Los Angeles London New Delhi Singapore Washington DC Melbourne

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Copyright © 2019 by SAGE Publications, Inc. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

FOR INFORMATION: SAGE Publications, Inc. 2455 Teller Road Thousand Oaks, California 91320 E-mail: [email protected] SAGE Publications Ltd. 1 Oliver’s Yard 55 City Road London, EC1Y 1SP United Kingdom SAGE Publications India Pvt. Ltd. B 1/I 1 Mohan Cooperative Industrial Area Mathura Road, New Delhi 110 044 India SAGE Publications Asia-Pacific Pte. Ltd. 3 Church Street #10-04 Samsung Hub Singapore 049483 Library of Congress Cataloging-in-Publication Data Names: Scandura, Terri A., author. Title: Essentials of organizational behavior / Terri A. Scandura, University of Miami. Description: Second edition. | Thousand Oaks, California : SAGE, [2018] | Includes bibliographical references and index. Identifiers: LCCN 2017033151 | ISBN 9781506388465 (pbk. : alk. paper) Subjects: LCSH: Organizational change. Classification: LCC HD58.8 .S293 2018 | DDC 352.3/67—dc23

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LC record available at https://lccn.loc.gov/2017033151 Printed in the United States of America. This book is printed on acid-free paper. Acquisitions Editor: Maggie Stanley Content Development Editor: Lauren Holmes Editorial Assistant: Alisa Nance Production Editor: Jane Haenel Copy Editor: Diane Wainwright Typesetter: Hurix Digital Proofreader: Jeff Bryant Indexer: Sylvia Coates Cover Designer: Candice Harman Marketing Manager: Amy Lammers

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Brief Contents 1. 2. 3. 4. 5.

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Preface Acknowledgments About the Author SECTION I: INTRODUCTION 1. Chapter 1: What Is Organizational Behavior? SECTION II: UNDERSTANDING INDIVIDUALS IN ORGANIZATIONS 1. Chapter 2: Personality and Person–Environment Fit 2. Chapter 3: Emotions and Moods 3. Chapter 4: Attitudes and Job Satisfaction 4. Chapter 5: Perception, Decision Making, and Problem Solving SECTION III: INFLUENCING AND MOTIVATING EMPLOYEES 1. Chapter 6: Leadership 2. Chapter 7: Power and Politics 3. Chapter 8: Motivation: Core Concepts 4. Chapter 9: Motivation: Applications SECTION IV: BUILDING RELATIONSHIPS 1. Chapter 10: Group Processes and Teams 2. Chapter 11: Managing Conflict and Negotiation 3. Chapter 12: Organizational Communication 4. Chapter 13: Diversity and Cross-Cultural Adjustments SECTION V: LEADERS AS CHANGE AGENTS 1. Chapter 14: Organizational Culture 2. Chapter 15: Leading Change and Stress Management Appendix: Research Designs Used in Organizational Behavior Glossary Notes Index

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Detailed Contents Preface Acknowledgments About the Author SECTION I: INTRODUCTION Chapter 1: What Is Organizational Behavior? Learning Objectives A Crisis of Leadership? What Is Organizational Behavior? Disciplines Contributing to Organizational Behavior From Theory to Practice Evidence-Based Management What Is Critical Thinking? The Scientific Method Outcome Variables in Organizational Behavior Performance Work-Related Attitudes Employee Well-Being Motivation Employee Withdrawal Levels of Analysis in Organizational Behavior How OB Research Increases Employee Performance Theory X and Theory Y Plan for This Textbook Leadership Implications: Thinking Critically Key Terms TOOLKIT ACTIVITY 1.1: Personal Leadership Development Plan CASE STUDY 1.1: Organizational Science in the Real World SELF-ASSESSMENT 1.1: Are You Theory X or Theory Y? SELF-ASSESSMENT 1.2: Assessing Your Experiential Evidence Base SECTION II: UNDERSTANDING INDIVIDUALS IN ORGANIZATIONS Chapter 2: Personality and Person–Environment Fit Learning Objectives The Right Stuff at the Wrong Time? What Is Personality? The Role of Heredity Myers-Briggs Type Indicator Limitations of the Myers-Briggs Type Indicator How the Myers-Briggs Type Indicator Is Used in Organizations “The Big Five” 9

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Personality Traits and Health Research Other Relevant Personality Traits Machiavellianism Self-Monitoring Risk Taking Psychological Capital Core Self-Evaluations Person–Environment Fit Person–Organization Fit Person–Job Fit Leadership Implications: Understanding Others Key Terms TOOLKIT ACTIVITY 2.1: Fitting in Somewhere Great! CASE STUDY 2.1: Who Would You Hire? SELF-ASSESSMENT 2.1: The Big Five Personality Test SELF-ASSESSMENT 2.2: Type A/Type B Behavior Pattern SELF-ASSESSMENT 2.3: Core Self-Evaluations Assessment Chapter 3: Emotions and Moods Learning Objectives Does Lack of Sleep Make You Grumpy? Emotions and Moods at Work Affective Events Theory: An Organizing Framework Affective Climate The Broaden-and-Build Model of Emotions Moods Emotional Labor Emotional Intelligence Can Emotional Intelligence Be Learned? Limitations of Emotional Intelligence How Emotional Intelligence Is Used in Organizations Emotional Contagion Affective Neuroscience Ethical Issues in Neuroscience Leadership Implications: Affective Coaching Key Terms TOOLKIT ACTIVITY 3.1: The 5-Minute Gratitude Exercise CASE STUDY 3.1: Managing Your Boss’s Moods and Emotions SELF-ASSESSMENT 3.1: Positive and Negative Affect Schedule (PANAS) SELF-ASSESSMENT 3.2: Emotion Regulation Questionnaire (ERQ) Chapter 4: Attitudes and Job Satisfaction Learning Objectives 10

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Job Satisfaction: An Upward Trend What Is an Attitude? Cognitive Dissonance Do Attitudes Matter? Job Satisfaction Job Satisfaction Facets Job Search Attitudes Organizational Commitment Job Involvement Employee Engagement Perceived Organizational Support Psychological Empowerment Leadership Implications: Creating Meaning at Work Key Terms TOOLKIT ACTIVITY 4.1: What Do Workers Want From Their Jobs? CASE STUDY 4.1: A Crisis in Nursing SELF-ASSESSMENT 4.1: How Much Career Adaptability Do You Have? SELF-ASSESSMENT 4.2: Do You Experience Empowerment? Chapter 5: Perception, Decision Making, and Problem Solving Learning Objectives Would You Be Happier if You Were Richer? Understanding Why People Don’t See Eye to Eye The Primacy Effect The Recency Effect The Availability Bias Contrast Effects Halo Error Employability: Self-Fulfilling Prophecies During the Application Process Individual Decision Making Decision Processes and Organizational Performance Why Some People Can’t Make Decisions Constraints on Individual Decision Making The Rational Decision-Making Model Limitations of the Rational Model Bounded Rationality Prospect Theory The Importance of How Decisions Are Framed Intuition Benefits of Intuition Wicked Organizational Problems Decision Traps 11

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Hindsight Bias Overconfidence Escalation of Commitment Creative Problem Solving Going With the “Flow” Three-Component Model of Creativity Leadership Implications: Making Ethical Decisions Key Terms TOOLKIT ACTIVITY 5.1: The Oil Drilling Partnership CASE STUDY 5.1: Do You Have to Spend Money to Make Money? SELF-ASSESSMENT 5.1: Employability—Perceptions of Prospective Employers SELF-ASSESSMENT 5.2: How Would You Rate Your Creativity? SECTION III: INFLUENCING AND MOTIVATING EMPLOYEES Chapter 6: Leadership Learning Objectives Have Leaders Lost Their Followers’ Trust? What Is Leadership? Differentiating Management and Leadership Trait Approaches Leader Behaviors Path–Goal Theory Adapting to the Situation Leader–Member Exchange Leader–Member Exchange Development Managing Your Boss Follower Reactions to Authority Attributions and Leader–Member Relationships The Mentor Connection The Importance of Trust Calculus-Based Trust Knowledge-Based Trust Identification-Based Trust Repairing Broken Trust Full-Range Leadership Development Transactional Leadership Transformational Leadership Moral Approaches Ethical Leadership Servant and Authentic Leadership Critiques of Leadership Theory Implicit Leadership Theory 12

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Romance of Leadership Leadership Implications: Flexibility Matters Key Terms TOOLKIT ACTIVITY 6.1: Applying the Full-Range Leadership Development Model TOOLKIT ACTIVITY 6.2: Comparing Supervisor Leader–Member Exchange CASE STUDY 6.1: Which Boss Would You Rather Work For? SELF-ASSESSMENT 6.1: Mentoring Functions Questionnaire SELF-ASSESSMENT 6.2: How Trustful Are You? Chapter 7: Power and Politics Learning Objectives What Is It Like to Have Power? Power and Influence Bases of Power Organizational Sources of Power Influence Without Authority Influence Strategies Which Influence Strategies Are the Most Effective? Impression Management Managing Impressions With Body Language Perceptions of Organizational Politics Political Skill Having Both the Will and the Skill for Politics Leadership Implications: Managing With Power Key Terms TOOLKIT ACTIVITY 7.1: Politics or Citizenship? TOOLKIT ACTIVITY 7.2: What Would You Do? CASE STUDY 7.1: Can You Succeed Without Power? SELF-ASSESSMENT 7.1: Your Impression Management Strategies SELF-ASSESSMENT 7.2: What’s Your Level of Political Acumen? Chapter 8: Motivation: Core Concepts Learning Objectives Do You Have Grit? What Is Motivation? Need Theories Goal Setting “SMART” Goals Regulatory Goal Focus The Role of Leaders in Goal Setting Job Characteristics Theory The Motivating Potential of Work 13

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Designing Work to Be Motivational Work Redesign and Job Stress Job Crafting The Importance of Fairness Equity Theory Organizational Justice: Expanding Fairness Developing a Fair Reputation Expectancy Theory The Pygmalion Effect Leadership Implications: Who Will Lead? Key Terms TOOLKIT ACTIVITY 8.1: Future Me Letter TOOLKIT ACTIVITY 8.2: SMART Goals Template TOOLKIT ACTIVITY 8.3: Understanding the Pygmalion Effect CASE STUDY 8.1: Building Motivation SELF-ASSESSMENT 8.1: How Much Perseverance Do You Have? Chapter 9: Motivation: Applications Learning Objectives The Meaning of Money Reinforcement Theory Reinforcers Punishment Schedules of Reinforcement Organizational Behavior Modification Social Learning Theory The Modeling Process Intrinsic Versus Extrinsic Rewards Relationship Between Intrinsic and Extrinsic Rewards Self-Determination Theory What Money Can and Cannot Do Pay Dispersion Performance Management Sources of Performance Management Ratings Performance Management Methods Problems With Performance Reviews Other Forms of Compensation Feedback Seeking Leadership Implications: Motivating With Rewards Key Terms TOOLKIT ACTIVITY 9.1: Performance Appraisal Do’s and Don’ts TOOLKIT ACTIVITY 9.2: Performance Management Role-Play CASE STUDY 9.1: Pay Inequity at Goodyear Tire and Rubber 14

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SELF-ASSESSMENT 9.1: Work Values Checklist SECTION IV: BUILDING RELATIONSHIPS Chapter 10: Group Processes and Teams Learning Objectives Does Trust Impact Team Performance? What Is a Team? Work Group Versus Team Team Purpose Team Norms The Team Charter Team Mental Models Team Development Five-Stage Model Team Performance Curve Team Effectiveness Team Metrics Team Learning Team Creativity and Innovation Cohesion Social Identity Theory Groupthink Team Decision Making Participation in Team Decisions Brainstorming Consensus Multivoting Nominal Group Technique Stepladder Team Challenges Social Loafing Virtual Teams Team Diversity Challenges of Team Diversity Benefits of Team Diversity Leadership Implications: Empowering the Team Key Terms TOOLKIT ACTIVITY 10.1: The Team Charter TOOLKIT ACTIVITY 10.2: The Marshmallow Challenge (Team Exercise) TOOLKIT ACTIVITY 10.3: How to Run an Effective Meeting (Checklist) CASE STUDY 10.1: Problem Solving in Virtual Teams 15

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SELF-ASSESSMENT 10.1: Teamwork Orientation SELF-ASSESSMENT 10.2: Team Leadership Inventory (TLI) Chapter 11: Managing Conflict and Negotiation Learning Objectives The Costs of Workplace Conflict What Is Conflict? Causes of Organizational Conflict Is Conflict Always Bad? Task Versus Relationship Conflict Workplace Incivility and Aggression Abusive Supervision “Toxic” Workplaces Workplace Violence Conflict Resolution Styles Team Conflict and Performance Resolving Conflict Across Cultures Third-Party Interventions Negotiation Distributive Bargaining Integrative Bargaining Union-Management Negotiations Leadership Implications: Perspective Taking Key Terms TOOLKIT ACTIVITY 11.1: Checklist for Difficult Conversations TOOLKIT ACTIVITY 11.2: Salary Negotiation TOOLKIT ACTIVITY 11.3: Negotiation Style Assessment CASE STUDY 11.1: Perspective Taking: Captain Owen Honors SELF-ASSESSMENT 11.1: Conflict Resolution Styles Chapter 12: Organizational Communication Learning Objectives “Thin Slicing” a Conversation What Is Organizational Communication? The Communication Process Barriers to Effective Communication Communication Apprehension Language Active Listening Communication Networks Communication Flows in Organizations The Grapevine Electronic Communication E-mail 16

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Text Messages Social Networking Videoconferencing Cross-Cultural Communication Nonverbal Communication Silence Leadership Implications: The Management of Meaning Key Terms TOOLKIT ACTIVITY 12.1: Active Listening Exercise CASE STUDY 12.1: What’s App-ening? SELF-ASSESSMENT 12.1: Quality of Communication Experience Chapter 13: Diversity and Cross-Cultural Adjustments Learning Objectives Diversity: A Key Workforce Trend Diversity Surface-Level and Deep-Level Diversity Generations at the Workplace The Millennials What’s Next? Generation Z What Is Culture? High-Context Versus Low-Context Cultures Hofstede’s Cultural Values Criticisms and Usefulness of Hofstede’s Research Cultural Tightness–Looseness GLOBE Studies of Cross-Cultural Leadership Developing Global Leaders The Third Culture Cultural Intelligence Cross-Cultural Adjustment Strategies Integrative Acculturation: Biculturals Culture Shock Expatriate Adjustment Repatriation Leadership Implications: Becoming a Global Leader Key Terms TOOLKIT ACTIVITY 13.1: Generations at Work TOOLKIT ACTIVITY 13.2: Journey to Sharahad CASE STUDY 13.1: Managing Diversity at IBM Netherlands CASE STUDY 13.2: “A Person Needs Face, Like a Tree Needs Bark” SELF-ASSESSMENT 13.1: What Is Your Cultural Intelligence? SELF-ASSESSMENT 13.2: Do You Have a Global Mind-Set? SECTION V: LEADERS AS CHANGE AGENTS 17

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Chapter 14: Organizational Culture Learning Objectives Culture Change at Verizon: Can You Hear Me Now? What Is Organizational Culture? Seven Characteristics of Culture Markets, Bureaucracies, and Clans National Culture and Organizational Culture Strong Organizational Cultures Organizational Subcultures Socialization Anticipatory Socialization Entry and Assimilation Metamorphosis Attraction-Selection-Attrition (ASA) How Employees Learn Culture Stories Rituals Symbols Language Organizational Climate How Climate Influences Organizational Performance Ethical Climate Leadership Implications: Culture Change Tool #1: Recruiting and Selecting People for Culture Fit Tool #2: Managing Culture Through Socialization and Training Tool #3: Managing Culture Through the Reward System Key Terms TOOLKIT ACTIVITY 14.1: Comparing Organizational Cultures: IDEO and Amazon CASE STUDY 14.1: Changing Corporate Culture: The Case of B-MED SELF-ASSESSMENT 14.1: Comparing Service Climates Chapter 15: Leading Change and Stress Management Learning Objectives ING’s Agile Transformation Forces Driving Organizational Change Planned Organizational Change Organizational Subsystems Involved in Planned Change Organizational Development Examples of Organizational Development Interventions Resistance to Change How to Overcome Resistance to Change Leading Change 18

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Lewin’s Three-Step Model Force Field Analysis Kotter’s Eight-Step Model Effective Change Implementation Stress in the Context of Organizational Change What Is Stress? Stress Episode Stress and Organizational Performance Role Stress Stress Is a Global Concern Coping Social Support Preventive Stress Management in Organizations Employee Assistance Programs Leadership Implications: Helping Employees Cope Key Terms TOOLKIT ACTIVITY 15.1: Appreciative Inquiry TOOLKIT ACTIVITY 15.2: Warning Signs of Burnout TOOLKIT ACTIVITY 15.3: Stressful Life Events CASE STUDY 15.1: We Have to Change: Alighting Innovation in the Utility Industry CASE STUDY 15.2: The Price of Entrepreneurship SELF-ASSESSMENT 15.1: Leading Through Change Assessment SELF-ASSESSMENT 15.2: Perceived Stress Scale Appendix: Research Designs Used in Organizational Behavior Glossary Notes Index

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Preface After decades of using organizational behavior (OB) textbooks, I realized they were not communicating the right message for today’s students. They memorized theories and dutifully wrote them down on exams, but I felt they were missing out on how to apply these theories to become a better leader. Students want takeaway skills they can put into practice immediately. A new approach to teaching OB is needed, and this textbook shows students how to be effective leaders and managers in organizations. With a focus on leadership and management development, students will go beyond memorizing theories and will apply the most-relevant concepts to effectively motivate followers, lead their teams, and champion organizational change. I have researched leadership for over 30 years. During 5 of those years, I was an acting dean at a major research university undergoing change. With this position, I put OB concepts into practice every day in my administrative position—I hired people, motivated them, set goals, and did annual performance appraisals. I helped employees, students, and faculty cope with organizational change. Based upon my research and the practical experience as an administrator with several direct reports, I began to look at my courses differently. I wanted to translate our rich evidence base into skills that managers can use every day. I also wanted to show how managers can become effective leaders through applications of course concepts. My process to achieve this was to start incorporating more skill-based assessments, role-plays, and team activities into each class meeting. Feedback from students was extremely positive, and many cited these exercises as high points in their learning experience in my course evaluations. I decided to write a textbook that reviewed OB theory and distilled the most relevant concepts for the development of effective leaders in organizations. Keeping a sharp focus on what the evidence base in OB supports, I searched for and developed exercises and activities that reinforce the key takeaways from each area I taught. This “essentials” book is not a condensed version of a larger OB textbook. It was written with an eye toward the fundamentals every managerial leader needs to know and how to apply them. I used an evidence-based approach, making prescriptions based on research. Theories are reviewed critically, and students are encouraged to think critically about what they read. End-of-chapter assessments and activities make the linkage from theory to practice for students. For example, Chapter 9 includes an activity in which students roleplay giving a performance appraisal. Based on my practical experience, performance appraisal is one of the most challenging scenarios a new manager faces. The activity is realistic and encourages students to practice the skill set of how to provide feedback in an effective way. This textbook fills another need by adopting an integrative OB textbook approach with a framework of leadership and management development throughout. Each

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section begins with a “map” of the field of OB that allows instructors to create integrated learning modules that can be used in courses of varying lengths (for example, 6-week courses and 15-week courses). References are made to other chapters in multiple places so students can see the connections across topics in OB. For example, Chapter 8 discusses core concepts in motivation and refers to the chapter immediately following, which focuses on the role of rewards in motivating followers. As a set, these two chapters compose a learning module on “leaders as motivators.” The cases at the end of each chapter cover a wide range of organizational situations including small business, hospitals, large corporations, and many other types of organizations. My colleagues and I have tested the cases and exercises with students, and they resonate with both MBAs and undergraduates. Regardless of the career paths students choose, they will find these assessments and activities valuable as they develop leadership and management skills.

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Target Audiences I have written this book to be appropriate for upper-level undergraduate courses and MBA core courses in OB. Case studies and exercises will prepare students at all levels for today’s workplace. The content and activities have been carefully written so students can respond to discussion questions and assessments. For undergraduates, the role-plays and team activities at the end of the chapters are particularly valuable. This experiential approach to learning supports the application of OB fundamentals, and the activities are interesting and fun. Textbook reviews have also indicated that this textbook will work very well in industrial/organizational psychology courses as well as courses in higher education leadership. In writing the textbook, I kept in mind that some OB courses are being offered in hybrid or online formats. The features of this textbook support these formats (for example, all boxed inserts, case studies, activities, and self-assessments have discussion questions that can be answered by students and submitted as assignments).

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Approach I always wanted a concise OB textbook that did certain things for my students. This textbook was written with three guiding principles: 1. An evidence-based management approach to the field of OB so practice recommendations are grounded in research. 2. Emphasis on critical thinking in Chapter 1 and throughout the textbook so students can evaluate the strengths and weaknesses of research before they move to practice applications. 3. A focus on leadership development for managers so rather than just memorizing theories, students apply them to cases and a variety of activities at the end of each chapter, including activities, role-plays, case studies, and self-assessments.

Evidence-Based Management Hundreds of references to classic and current OB research are used in this textbook to build a new way of looking at the research as the foundation for leadership development. The evidence-based management approach is described in detail in Chapter 1. The coverage of research is comprehensive, with a focus on the most important topics managers need to become effective leaders. These are the topics I have selected to teach for over 30 years to undergraduate, MBA, and executive MBA students. This textbook offers a research-based approach that translates theory to practice, focusing on the contemporary approaches rather than the historical/classical approaches. Most students are less interested in historical development of theory and more interested in theories they can apply to be more effective leaders. There is far less emphasis on theories that don’t have solid research support than other textbooks that I have used and read. In fairness, certain topics are noted for their contribution to broad-based understanding of OB, followed by a critical assessment of the research support.

Critical Thinking Over the years, I have heard colleagues lament, “Our students don’t think critically.” One day while teaching, it occurred to me that I had never actually included a lecture on critical thinking—what it is and why it is important. It wasn’t in my OB textbook. I researched critical thinking and started to lecture on it in my class lectures. I began to see a difference in how my students approached the material in my courses. The quality of classroom discussion improved, and students began to really discuss strengths and weaknesses of theory and develop relevant examples as applications. Their answers on essay questions went beyond memorization to demonstration of understanding concepts, plus providing examples to show they could apply them as managers. 23

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It just makes sense that we teach our students about critical thinking, and this is a major theme of this textbook. Critical thinking is defined and discussed in detail in Chapter 1 so students will understand what it is and why it is important for a managerial leader to think critically.

Leadership Development I have an extensive background studying the importance of leadership within organizations, in addition to holding positions of leadership at several points in my career. For this reason, leadership is a major theme that flows throughout the textbook. Leadership core concepts are covered in the textbook in Chapter 6; while I believe this is foundational to a leadership and management development approach to OB, this chapter might be assigned earlier as many OB instructors do (this book is written to have such flexibility). In addition to a full chapter on leadership, each chapter includes a section discussing leadership implications in the context of the topic being discussed, as well as end-of-chapter activities and selfassessments designed to enhance students’ understanding of leadership and their own ‐ leadership styles and tendencies.

Trends in Organizational Behavior Along with the three guiding principles of evidence-based management, critical thinking, and leadership development, this textbook also touches upon emerging topics in OB. Throughout the chapters, there is an emphasis on globalization and cross-cultural OB. For example, cross-cultural differences in stress are compared in Chapter 15. A number of the chapters include discussions on ethics as well. An example of this theme is found in Chapter 12: Organizational Communication, where the Enron case is discussed as a grapevine effect that led to uncovering major ethical violations. Finally, in a number of places, positive psychology is integrated into the presentation of OB topics. For example, mindfulness is discussed as a coaching strategy for managing emotions and moods in the leadership implications section of Chapter 3.

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Features Learning Objectives The learning objectives included at the beginning of each chapter highlight the key topics covered in the chapter and note the skills students will develop after reading. These learning objectives are directly tied to main headers within the chapter and can be used to measure and assess students’ understanding of chapter material.

Chapter-Opening Vignette Each chapter begins with a research-based challenge facing managers based upon empirical data, often from national polls or consulting firms. For example, Chapter 7 discusses what it feels like to have power, based on research. These highlights are intended to get the students’ attention so they immediately see the relevance of the material in the chapter that follows.

Best Practices and Research in Action Boxes Within each chapter, there are two types of boxed inserts to enhance the application of the material to the student’s development as a leader—“Best Practices” and “Research in Action.” Best Practices highlight current applications of OB research in real organizations or consulting examples. One of my favorites is a Best Practices box that teaches students step-by-step how to use perceptual tools to remember people’s names. Research in Action vignettes demonstrate how OB research translates to leadership practice. An example is a short discussion of current research on the rise of workplace incivility that asks the question of whether we need to “send in Miss Manners.” Included in each of these boxed features are discussion questions to stimulate the student’s thinking on the application and can be used for in-class discussion. These discussion questions may be assigned prior to class to encourage students to read and apply the highlighted practice and research in these inserts. These boxed inserts can be integrated into class discussions to show how practice and research use OB theories.

Critical Thinking Questions To support critical thinking throughout the course, critical thinking questions are integrated within the textbook. These questions encourage students to pause, think about, and then apply the material just covered to an organizational challenge for leaders. For instructors teaching online courses, these questions can be assigned to check the student comprehension of assigned textbook readings. 25

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Key Terms Key terms featured in each chapter have been set in color throughout the text. Students will be able to quickly search for and locate these key terms.

The Toolkit Each chapter contains a “Toolkit” in which the student will apply the concepts covered within that chapter. Each chapter’s Toolkit contains the following features: Key terms highlighted within the chapter. The toolkit activities are team exercises or role-plays in which the students interact with other students to apply the material. I have used these exercises in my classes, and I am pleased to provide them all in one package so you don’t have to search for them and copy them for class. A short case study illustrating one or more concepts from the chapter. These cases are followed by discussion questions that can be assigned prior to in-class case discussion. At least one self-assessment, including personality tests or leadership assessments. Students learn something about themselves and others, making the concepts relevant to their personal lives and development as a leader. Years ago, one of my MBA students asked me if I could compile a list of 10 books that every manager should read. I have included Suggestions for Further Reading on the online Instructor Resource Site at edge.sagepub.com/scandura2e to encourage further reading on classic and current books on OB topics.

New to This Edition For this edition, I retained the features that have made Essentials of Organizational Behavior: An Evidence-Based Approach successful in its first edition, while updating with current research and strengthening the evidence-based approach. Updated chapter scenarios—As in the last edition, all the chapters start with a scenario that features research on an interesting real-world problem based on research or practice. Updated Leadership Implications—The Leadership Implications at the end of each chapter have been retained and expanded. Critical Thinking Questions—The section on Critical Thinking has been expanded in Chapter 1, and Critical Thinking Questions have been retained and expanded in the second edition. Updated Best Practices and Research in Action boxes—Best Practices and Research in Action boxes have been retained as features, and new ones have been added for new 26

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chapters under the reorganization of the textbook. New Toolkit Activities—Both instructors and students responded positively to the Toolkit Activities and Self-Assessments, and additional Toolkit items have been added. Based upon feedback from instructors (particularly in the online environment), Discussion Questions have been added for all Toolkit Activities, Case Studies, and Self-Assessments. New and updated Case Studies—All of the cases have been either replaced or expanded in length. A new feature for the second edition is that each chapter will have one or two longer cases (3,000–5,000 words) selected from SAGE business cases (these cases are provided on the Instructor Resources website). New digital resources—The second edition also comes with a SAGE coursepack, which houses all of the dynamic digital resources and is specifically designed for your learning management system. A SAGE coursepack is a simple and user-friendly solution for building your online teaching and course management environment. Chapter pretests (25 multiple-choice questions) and posttests (40 multiple-choice questions) and Premium SAGE video tied to assessment questions provide additional critical thinking practice. Premium SAGE videos—Original SAGE videos have been added to the new edition and are tied to chapter learning objectives to reinforce the evidence-based learning approach.

Updated Chapters Each chapter has been thoroughly updated to include new developments, new scholarship, and recent events in organizational behavior.

Chapter 1: What Is Organizational Behavior? Expanded discussion of the history of OB, and new discussion of additional disciplines contributing to OB (psychology, sociology, anthropology). Expanded outcomes of OB now include organizational commitment, organizational citizenship behavior, and employee well-being. Expanded coverage of critical thinking and evidence-based management. Added coverage of Theory X/Y as an example of how OB influences performance, and a new self-assessment on Theory X/Y. New Research in Action box on “How Google Proved Management Matters.” Revised Leadership Implications section now focuses on critical thinking.

Chapter 2: Personality and Person–Environment Fit New chapter that focuses on personality and person–environment fit; the chapter on individual differences has been split into Personality and Person–Environment Fit 27

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(Chapter 2) and Emotions and Moods (Chapter 3). Updated psychological capital (PsyCap) materials and a new Best Practices box on PsyCap training interventions. New section on Machiavellianism and “the Dark Triad.” Added coverage of additional personality traits (self-monitoring, risk taking, and core self-evaluation) and Holland’s personality–job fit theory. Person–environment fit has been added to this chapter and includes person– organization and person–job fit. New Case Study added: “Who Would You Hire?”

Chapter 3: Emotions and Moods New chapter. New opening vignette, “Does Lack of Sleep Make You Grumpy?” Affective events theory is now presented as an organizing framework for the chapter. Expanded coverage of emotional intelligence. New material on team emotional contagion, affective climate, the circumplex model (with a new figure), and gratitude. The Leadership Implications focus on affective coaching skills. New Toolkit Activity, “The 5-minute Gratitude Exercise,” and two new SelfAssessments: “The Emotion Regulation Questionnaire (ERQ)” and “Positive and Negative Affect Schedule (PANAS).” New Case Study, “Managing Your Boss’s Moods and Emotions.”

Chapter 4: Attitudes and Job Satisfaction Updated opening vignette with 2016 Society of Human Resource Management job satisfaction report data (and a new figure). Expanded section on job search attitudes. Expanded section on employee engagement, which includes an updated figure on “Employee Engagement and Work Outcomes” to reflect the most recent data from Gallup, and a new figure called “Employee Engagement Improves Financial Results.” New Self-Assessment, “How Much Career Adaptability Do You Have?”

Chapter 5: Perception, Decision Making, and Problem Solving Revised chapter now covers perception, decision making, and problem solving. Expanded discussion of wicked organizational problems. New Research in Action box that covers “Leading Creativity.” New Toolkit Activity for decision making, “The Oil Drilling Partnership.” A new Case Study on SABMiller’s decision making has been added.

Chapter 6: Leadership 28

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Chapter has been split into two chapters (Leadership, Chapter 6, and Power and Politics, Chapter 7). Updated opening vignette with new 2016 Edelman Trust Barometer data (and a new figure). New figure showing a timeline of the “Development of Modern Leadership Theory.” New coverage of the trait approach, attributions and leader–member relationships, moral approaches, and the critiques of leadership theory. Expanded coverage of situational approaches and path–goal theory in more detail. Added discussion of “Attributions and Leader–Member Relationships.” New Best Practices box on narcissistic leadership. A new Toolkit Activity has been added, “Comparing Supervisor Leader–Member Exchange,” and two new Self-Assessments, “Mentoring Functions Questionnaire” and “How Trustful are You?” Expanded Case Study, “Which Boss Would You Rather Work For?”

Chapter 7: Power and Politics New chapter with a new opening vignette on “What Is It Like to Have Power?” New discussion of followership has been added in the definition of power and influence. Added examples to clarify the Bases of Power section. New Research in Action Box, “Can Power Make Followers Speechless?” Expanded discussions on organizational sources of power, perceptions and politics, and political skill. New Leadership Implications section, “Managing With Power.” Two new Toolkit Activities: “Politics or Citizenship?” and “What Would You Do?” (which focuses on examples of bosses’ unethical use of power). New Case Study, “Can You Succeed Without Power?”

Chapter 8: Motivation: Core Concepts Added discussion on regulatory goal focus theory has been added to the section on Goal Setting. New section on Work Redesign and Job Stress. The discussion of expectancy theory has been expanded to include guidelines for leaders. Revised Leadership Implications discusses motivation to lead (MTL) research. New Toolkit Activity, “Understanding the Pygmalion Effect.”

Chapter 9: Motivation: Applications Expanded discussion of pros and cons of performance appraisal, and a new example of how companies are getting rid of performance appraisal (Deloitte Consulting). 29

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New discussion of alternative work arrangements as forms of compensation/rewards (flexible working hours, job sharing, telecommuting, and sabbaticals). Expanded Leadership Implications section discusses current trends and the increase in the centrality of the leader to performance management and motivation processes with “Motivating With Rewards.” Expanded Lilly Ledbetter/Goodyear Tire and Rubber case discusses equal pay, the gender wage gap, and updated statistics on the wage gap.

Chapter 10: Group Processes and Teams Reorganized to improve the flow of the topics. New opening vignette, “Does Trust Impact Team Performance?” Updated section on team creativity now includes innovation. Added discussion of social identity theory. Expanded section on diversity and multicultural teams covers the challenges and benefits of team diversity. Expanded coverage of virtual teams. New Case Study on virtual teams. New Self-Assessment, “The Team Leadership Inventory (TLI),” has been added.

Chapter 11: Managing Conflict and Negotiation New opening vignette with statistics on the costs of workplace conflict. Updated and expanded coverage on planned conflict, devil’s advocate, the negotiation process, third-party interventions, and workplace incivility. New material on abusive supervision, toxic workplaces, and union–management negotiations has been added to this chapter.

Chapter 12: Organizational Communication Updated opening vignette on “thin-slicing” includes a discussion of communication networks and recent research on strong versus weak ties. Updated sections on electronic communication and nonverbal communication. New list of the functions that nonverbal communication serves in organizations has been added. Expanded Leadership Implications section on “The Management of Meaning” now includes a list of guidelines for leadership and communication. New Case Study on the use of apps at work, “What’s App-ening?”

Chapter 13: Diversity and Cross-Cultural Adjustments Updated opening vignette on diversity being a key workforce trend. Updated coverage of generations at the workplace now includes examples and a new 30

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section, “What’s Next? Generation Z.” New discussion of Hofstede’s new dimension, indulgence versus restraint. Expanded discussion of expatriates and repatriation. The Leadership Implications section has been expanded and addresses both diversity and cross-cultural adjustment in “Becoming a Global Leader.” New Self-Assessment, “Do You Have A Global Mind-Set?”

Chapter 14: Organizational Culture New opening vignette, “Culture Change at Verizon: Can You Hear Me Now?” New section on markets, bureaucracies, and clans (and a new table). Expanded discussions of symbols and language with additional examples. Added coverage of ethical culture and onboarding. New section on the attraction-selection-attrition model has been added.

Chapter 15: Leading Change and Stress Management New opening vignette, “INGs Agile Transformation” (an example of structural change through organizational design), has been added. New section on work–school conflict. Updated Leadership Implications section has been rewritten to tie together the themes of leading change and stress management in “Helping Employees Cope.” Updated Toolkit Activities and Self-Assessments reflect both leading change and stress. Two expanded case studies: one on leading change, “We Have to Change: Alighting Innovation in the Utility Industry,” and one on stress, “The Price of Entrepreneurship.”

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The edge every student needs SAGE edge for instructors supports teaching by making it easy to integrate quality content and create a rich learning environment for students. Test banks tied to AACSB standards provide a diverse range of pre-written options as well as the opportunity to edit any question and/or insert personalized questions to effectively assess students’ progress and understanding. Sample course syllabi for semester and quarter courses provide suggested models for structuring one’s course. Editable, chapter-specific PowerPoint® slides offer complete flexibility for creating a multimedia presentation for the course. Lecture outlines summarize key concepts by chapter to ease preparation for lectures and class discussions. Sample answers to in-text questions ease preparation for lectures and class discussions. Lively and stimulating ideas for class activities and exercises that can be used in class and online to reinforce active learning. The activities apply to individual or group projects. Teaching notes for cases are designed for instructors to expand questions to students, or initiate class discussion. EXCLUSIVE! Access to full-text SAGE journal articles that have been carefully selected to support and expand on the concepts presented in each chapter to encourage students to think critically. SAGE Business Cases provide students with real-world cases and discussion questions for additional in-depth analysis. Multimedia content appeals to students with different learning styles. SAGE edge for students provides a personalized approach to help students accomplish their coursework goals in an easy-to-use learning environment. Mobile-friendly eFlashcards strengthen understanding of key terms and concepts. Mobile-friendly practice quizzes allow for independent assessment by students of 32

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their mastery of course material. Chapter summaries with learning objectives reinforce the most important material. EXCLUSIVE! Access to full-text SAGE journal articles that have been carefully selected to support and expand on the concepts presented in each chapter. SAGE Business Cases provide students with real-world cases and discussion questions for additional in-depth analysis. Video and multimedia content appeals to students with different learning styles.

SAGE coursepacks SAGE coursepacks makes it easy to import our quality instructor and student resource content into your school’s LMS with minimal effort. Intuitive and simple to use, SAGE coursepacks gives you the control to focus on what really matters: customizing course content to meet your students’ needs. The SAGE coursepacks, created specifically for this book, are customized and curated for use in Blackboard, Canvas, Desire2Learn (D2L), and Moodle. In addition to the content available on the SAGE edge site, the coursepacks include pedagogically robust assessment tools that foster review, practice, and critical thinking, and offer a better, more complete way to measure student engagement, including: Diagnostic chapter pretests and posttests that identify opportunities for student improvement, track student progress, and ensure mastery of key learning objectives. Instructions on how to use and integrate the comprehensive assessments and resources provided. Assignable video tied to learning objectives, with corresponding multimedia assessment tools bring concepts to life that increase student engagement and appeal to different learning styles. The video assessment questions feed to your gradebook. Integrated links to the eBook version that make it easy to access the mobile-friendly version of the text, which can be read anywhere, anytime.

Interactive eBook Essentials of Organizational Behavior 2e is also available as an Interactive eBook which can be packaged with the text for an additional $5 or purchased separately. The Interactive eBook offers hyperlinks to licensed videos, additional case studies, as well as carefully chosen articles, all from the same pages found in the printed text. Users will also have immediate access to study tools such as highlighting, bookmarking, note-taking/sharing, and more!

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Acknowledgments My love of teaching began as a PhD student with the first course I taught. I am excited to bring my perspective on the field of OB as an integrated and evidence-based foundation for the development of leaders to more students. This has truly been a labor of love. I have reflected on the field of OB and realized that we have so very much to offer our students because of the research we have done. I am in awe of my OB colleagues around the world for their theoretical insights and their rigorous research. It is with gratitude and humility that I am offering this book to instructors and their students. I would like to thank my students Monica Sharif, Ronnie Grant, and Jenny Chin for their assistance with various parts of this project. I am indebted to Stephanie Maynard-Patrick for writing case studies and working with me on the ancillary materials. I cannot express my gratitude enough for all of the authors and publishers that graciously allowed me to reprint their material in this book. I thank my principal mentors George Graen and Belle Rose Ragins for their support and insights throughout my career. I offer thanks to all of my colleagues in OB (too numerous to mention) who provide me with feedback and support on everything I do. My OB colleagues at the University of Miami read drafts of the table of contents and chapters and offered suggestions for the toolkits (and allowed me to test them in their courses): Cecily Cooper, Marie Dasborough, Linda Neider, Chet Schriesheim, and Gergana Todorova. My family and friends suffered through my periods of being a hermit and patiently listened to me talk about this book. I thank my family Laura Scandura Rea, Sandi Kennedy, Deanne Julifs, and Tommy Scandura for always believing in me—and not just with respect to this textbook. I would also like to thank my friends for their practical, down-to-earth advice and for making me laugh at just the right times. Last, but in no way least, I thank the team at SAGE. Alissa Nance kept track of permissions and numerous other details. I greatly appreciate all of the retweets from Lori Hart. I am also grateful to Maggie Stanley and Lauren Holmes for their support throughout the project. They encouraged me to “hear” reviewer feedback but always respected my vison for the book. Special thanks to Cynthia Nalevanko at SAGE for encouraging me to write a textbook and getting me in touch with the right people to discuss this project. Thanks also to Katie Ancheta, Liz Thornton, Erica DeLuca, Ashlee Blunk, Gail Buschman, and Candice Harman at SAGE for their excellent work on this project. Without all of these people in their various ways of supporting me, this book would not have been possible. I am grateful to the reviewers of this textbook who applied their own critical perspectives to the chapters. They made this textbook better in every way, and I learned from their insightful comments and suggestions what additional research evidence to include. Thanks to the following reviewers for their participation in all stages of this book’s development: Reviewers for the first edition: 34

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Joel Baldomir, Marist College Nancy Sutton Bell, University of Montevallo James W. Bishop, New Mexico State University Michael Buckley, University of Oklahoma Carrie Bulger, Quinnipiac University Jim Byran, Fresno Pacific University Nicholas Capozzoli, Indiana University Kokomo Eric Chen, University of Saint Joseph Cecily Cooper, University of Miami Geni D. Cowan, California State University, Sacramento Minerva Cruz, Kentucky State University Roger Dean, Washington & Lee University Roselynn S. Dow, Empire State College Mary Lynn Engel, Saint Joseph’s College Leon Fraser, Rutgers University Mary Ann Gall, Franklin Pierce University Issam Ghazzawi, University of La Verne Bruce Gilstrap, University of Southern Mississippi Daniel E. Hallock, University of North Alabama Marie Hansen, Husson University Nell Hartley, Robert Morris University Carol Harvey, Suffolk University Chan Hellman, University of Oklahoma Kimberly Hunley, Northern Arizona University Carrie S. Hurst, Tennessee State University Jay Jacobson, Marquette University C. Douglas Johnson, Georgia Gwinnett College Charles Kramer, University of La Verne Kim Lukaszewski, New Paltz SUNY David McCalman, University of Central Arkansas DeNisha McCollum, John Brown University Roberta Michel, Oakland University Ivan Muslin, Marshall University Charlena Patterson, Catholic University of America Jeff Paul, University of Tulsa Adam Payne, Bentley University—Northeastern University Mim Plavin-Masterman, Worcester State University Hannah Rothstein, Baruch College John Rowe, Florida Gateway College Carol Saunders, University of Central Florida Mehmet Sincar, University of Gaziantep Katherine Sliter, Indiana University—Purdue University 35

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Barbara Stuart, University of Denver Douglas Threet, Foothill College Becky J. Timmons, University of Arkansas–Fort Smith Robert Toronto, University of Michigan-Dearborn Barbara A. Wech, University of Alabama at Birmingham Heather Wherry, Bellevue University Robert Whitcomb, Western Nevada College Lissa Whyte-Morazan, Brookline College Lisa V. Williams, Niagara University Herb Wong, John F. Kennedy University Jody A. Worley, University of Oklahoma Chulguen (Charlie) Yang, Southern Connecticut State University Reviewers for the second edition: Paul Axelrod, University of San Francisco Angela Balog, St. Francis University Carl Blencke, University of Central Florida Samuel Faught, University of Tennessee Nancy Hanson-Rasmussen, University of Wisconsin Christopher Hartwell, Utah State University Dwight Hite, Cameron University Julie Hood, Nyack College Renee Just, Catawba College William Liang, Brenau University Stephanie Maynard-Patrick, St. Thomas University Roberta Michel, Oakland University, Michigan Terry Nelson, University of Alaska, Anchorage Charmaine Rose, St. Thomas University Rebecca Bull Schaefer, Gonzaga University Pamela Van Dyke, Southern Methodist University

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About the Author

Terri A. Scandura is currently a Professor of Management in the School of Business Administration at the University of Miami. From 2007 to 2012, she served as Dean of the Graduate School of the University. Her fields of interest include leadership, mentorship, and applied research methods. She has been a visiting scholar in Japan, Australia, Hong Kong, China, and the United Arab Emirates. Dr. Scandura has authored or coauthored over 200 presentations, articles, and book chapters. Her research has been published in the Academy of Management Journal, the Journal of Applied Psychology, the Journal of International Business Studies, the Journal of Vocational Behavior, the Journal of Organizational Behavior, Educational and Psychological Measurement, Industrial Relations, Research in Organizational Behavior, Research in Personnel and Human Resource Management, and others. She has presented executive education programs on leadership, mentoring, leading change, and high-performance teams to numerous organizations such as VISA International, Royal Caribbean Cruise Lines, the Young Presidents Organization, Hewlett-Packard, and Baptist Health Systems. Dr. Scandura is a Fellow of the Society for Industrial & Organizational Psychology, the American Psychological Association, and the Southern Management Association. She is a member of the Society of Organizational Behavior and the Academy of Management. She is a past associate editor for Group & Organization Management, the Journal of International Business Studies, the Journal of Management, and 37

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Organizational Research Methods. She currently serves on editorial boards for major journals including The Leadership Quarterly, Organizational Research Methods, and Group & Organization Management.

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Section One Introduction Chapter 1 What Is Organizational Behavior?

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Chapter One What Is Organizational Behavior?

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Learning Objectives After studying this chapter, you should be able to do the following: 1.1: Define the concept of organizational behavior (OB). 1.2: List and give examples of the four sources of information used in evidence-based management (EBM). 1.3: Define critical thinking, and explain the critical thinking skills leaders need. 1.4: Describe the scientific method used in OB research. 1.5: Discuss five types of outcome variables studied in OB. 1.6: Compare the levels of analysis in OB research. 1.7: Develop plans for using OB research to improve employee job performance. 1.8: Compare and contrast Theory X and Theory Y assumptions. Get the edge on your studies at edge.sagepub.com/scandura2e Take the chapter quiz Review key terms with eFlashcards Explore multimedia resources, SAGE readings, and more!

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A Crisis of Leadership? Recent polls conducted by the Gallup organization show that about 70% of people who hold full-time jobs in the United States either hate their jobs or have “mentally checked out.”1 In December 2015, the majority of workers were “not engaged” (50.8%), while another 17.2% were “actively disengaged.” This is a large impact considering that an estimated 100 million people work full time in the United States. Even worse, many of the Gallup survey respondents reported actively engaging in destructive behavior by spreading their dissatisfaction throughout their organizations. Workers who hate their jobs affect the organization’s bottom line. One recent analysis estimates that low engagement costs U.S. companies over $350 billion in revenue every year, and disengaged employees are more likely to quit their jobs, resulting in another $11 billion that employers spend to replace them, according to statistics from the Bureau of National Affairs.2 One of the most important things the Gallup study found is that the source of dissatisfaction is not pay or the number of hours worked, however. Most employees in Gallup’s studies consistently report that the reason for their disengagement from work is their boss. And this is not new. This study was a follow-up of an earlier study conducted since 2010, which showed similar discontent with work and bosses. The graph in Figure 1.1 shows that employee engagement has been stagnant over the years, with no significant improvement. Why? Isn’t there something that can be done to improve the well-being, motivation, and productivity of people at work? Is anyone working on addressing the concerns of the workforce? The answer is yes. There is a field of study called organizational behavior (or sometimes called OB for short) that studies the challenges leaders face in the workforce. Unfortunately, much of the knowledge that could help leaders improve the experience of work is tucked away in scientific journals that few managers have the time to read. Figure 1.1 Employee Engagement Stagnant

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Source: Gallup (2016). Employee engagement in U.S. stagnant in 2015. Retrieved from http://www.gallup.com/poll/188144/employee-engagement-stagnant-2015.aspx The goal of this book is to help you become an effective leader—not the kind of leader described in the Gallup poll that produces discontented and unengaged workers. You can choose to be a leader who understands the fundamentals of OB—how to motivate followers, resolve conflicts, lead teams, and even help them manage stress during change. For example, effective communication is essential for leadership, and this is covered in Chapter 12. After reading this textbook, your approach to leading others will be grounded in the most important and current research conducted on organizations.

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What Is Organizational Behavior? Learning Objective 1.1: Define the concept of organizational behavior (OB). OB is defined as the study of individuals and their behaviors at work. It is a multidisciplinary and multilevel research area that draws from applied psychology, cultural anthropology, communication, and sociology. This textbook draws upon all of these areas with a focus on applied social psychology. Social psychologists study the behavior of individuals in groups, so it makes sense that the study of how leaders influence people and their OB is grounded in this field of psychology. OB is a relatively young field in comparison to areas in the field of medicine—and even psychology from which it draws. There were management practices in place since the early 1900s with Frederick Taylor’s approach to “scientific management,” which was the study of how work could be designed to make production work (particularly assembly lines) more efficient.3 Most scholars agree, however, that OB originated with the human relations movement4 ignited by the Hawthorne studies (conducted between 1927 and 1932), which led to a focus on the role of human behavior in organizations. The Hawthorne studies were two studies conducted by Australian-born psychologist Elton Mayo at the Western Electric Company near Chicago.5 Mayo spent most of his career at Harvard University and was interested in how to increase productivity in assembly lines. The first study was designed to examine the effects of lighting in the plants on worker productivity. However, the research team had a surprise. Productivity increased rather than decreased even though the lights were being dimmed. Perplexed by this finding, the research team interviewed the workers and learned that the workers appreciated the attention of the research team and felt that they were receiving special treatment. And then productivity declined after the researchers left the plant. This has been called the Hawthorne effect and refers to positive responses in attitudes and performance when researchers pay attention to a particular group of workers. The second Hawthorne study was designed to investigate a new incentive system. However, instead of the incentive system increasing workers’ production, the social pressure from peers took over and had more impact on worker productivity than pay increases. Workers formed into small groups and set informal standards for production, requiring coworkers to reduce their production so pay was more equal among the group members. The Hawthorne researchers concluded that the human element in organizations was more important than previously thought, and they learned that workers want attention. This is still relevant today. For example, recent work demonstrates that when employers provide gifts to employees (termed empathy wages), it elicits feelings of gratitude from them.6 The

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“human relations” movement followed the Hawthorne studies, and OB emerged as a distinct field of study in the 1950s. The term organizational behavior first appeared in 1957 in a book by Chris Argyris, Personality and Organization: The Conflict Between System and the Individual.7 Today, OB researchers have PhDs from psychology departments (in the area of industrial and organizational psychology) and business schools. They teach from the research base on OB and conduct research that addresses important challenges facing organizational leaders today.

Disciplines Contributing to Organizational Behavior There are a number of disciplines that contribute to the study of OB. Studies of individual differences such as personality (Chapter 2 of this textbook) draw from the fields of psychology and industrial and organizational psychology. These fields also contribute to our understanding of human performance. Individual reactions to work, such as emotions and attitudes, also draw from psychology research but also from social psychology. Motivation theory has been influenced by psychology as well as economics. Understanding decision making (Chapter 5) draws from economic theory. Research on leaders as influencers and motivators (Section III) draws from applied social psychology. Applied social psychology is the study of how people interact in groups and addresses significant challenges facing leaders as organizations use teams more regularly to get things done (Chapter 10). Trends such as the need to compete in a global marketplace, organizational restructuring, and rapid changes in technology have resulted in the need to lead through change. Research in the areas of sociology and anthropology help us understand organizational culture and leading change. OB is an applied field of study aimed at problem solving for organizational leaders. Thus, OB is a multidisciplinary field that draws upon the best ideas and research from several disciplines. The goal of OB as a field is to improve the functioning of the organization and how employees experience their work. For example, OB researchers study how job satisfaction affects employee well-being. Another example is how a leader’s vision affects follower motivation and performance toward goals. A third example is how perceptions of politics at work might lead to an employee quitting the organization (this is called turnover). Low productivity and turnover cost organizations millions of dollars. Beyond the impact on costs, employee well-being is a major concern for forward-thinking organizations today. OB researchers develop guidelines that directly address such challenges. Based on research, leaders can make better decisions to make their organization more effective and better places to work. It’s important for OB researchers to translate their evidence into practical guidelines for managers to follow. Next, the journey from theory to practical applications will be discussed.

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OB is an applied science, so first it is necessary to briefly review what science is all about. The goals of science—any science—are as follows: 1. 2. 3. 4.

Description: What does the process look like? Prediction: Will the process occur again? And when? Explanation: Why is this happening? Control: Can we change whether or not this happens?

For example, the forecasting of extra workers needed for a toy store during the holiday season is an important process for ensuring the best customer service. Human resource managers have an understanding of how many customers will visit the store based upon prior holiday seasons (in other words, a theory) and can describe their need for extra workers. This theory is also fairly high on explanation since the store managers have some understanding of why customers visit their store and when volume increases. Prediction is important since managers need to project with some accuracy how many extra seasonal workers they will need to hire to ensure that customers will be served and not have long wait times at the cash registers. However, hiring forecasts are not always accurate, resulting in unhappy customers or the hiring of too many seasonal workers that wait idly for customers to visit. In this example, the science is moderate for prediction. For control, one could say that the science is low because there are many reasons why customers may not visit the store that are outside of the organization’s control (e.g., customers may be able to purchase the toys online). This example illustrates why theories are so important to applied science. The better the initial understanding of how many workers will be needed, the better the store manager should be able to predict how many seasonal workers to hire for the season and for how long. Theories are important to OB as a science since theory is translated into practical advice for managers, and this is illustrated by Google’s Project Oxygen in the boxed insert. The phrase “there is nothing as practical as a good theory” has been attributed to social psychologist Kurt Lewin. Theories build upon prior research and extend into new areas of importance to leaders. A researcher generates hypotheses about human behavior in organizations and then gathers data to test it. Research eliminates the guesswork about what will work (or not work), and this helps leaders solve the problems they face every day. The ability to translate research to practice has been termed evidence-based management (EBM).

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Research in Action How Google Proved Management Matters Google faced a challenge. Ever since the company started, it’s highly trained and self-motivated engineers questioned whether they needed managers. In the high-technology culture, employees actually believed that managers did more harm than good. But Google grew rapidly and by 2013 had 37,000 employees with just 5,000 managers, 1,000 directors, and 100 vice presidents. The organizational structure was flat rather than hierarchical. How could Google’s managers convince its skeptical employees that they needed managers to operate effectively and remain competitive? Google launched Project Oxygen to prove that managers don’t make a difference (this was their hypothesis). “Luckily, we failed,” said project co-lead Neal Patel. To accomplish the goal, they hired several PhD researchers to form a people analytics team. As with everything Google does, they applied hypothesisdriven research methods to analyze the “soft skills” of managers. Project Oxygen was a multiyear research study designed to uncover the key management behaviors that predict employee satisfaction and organizational effectiveness. One part of the project was an employee survey about their managers’ behaviors. The research team also interviewed employees who were quitting about the behaviors of their managers and why they were leaving Google. The team discovered that there was less turnover on teams with the best managers. They also documented a statistical relationship between high-scoring managers’ behaviors and employee satisfaction. So they concluded that managers did matter and then conducted another study to learn specifically what Google’s best managers did. Here’s what they found. Project Oxygen identified eight behaviors shared by high-scoring managers: Is a good coach Empowers the team and does not micromanage Expresses interest in, and concern for, team members’ success and personal well-being Is productive and results-oriented Is a good communicator — listens and shares information Helps with career development Has a clear vision and strategy for the team Has key technical skills that help him or her advise the team Because this project was evidence-based, the sceptical engineers were convinced that the best managers did make a difference. In describing Project Oxygen, David A. Garvin from the Harvard Business School notes: “Data-driven cultures, Google-discovered, respond well to data-driven change.” Google now offers training and feedback to low-scoring managers. However, they learned that the best approach is to have panels of highly rated managers tell their stories about how they coach and empower their teams. Rather than being told what to do by upper management, they get advice from their colleagues. Discussion Questions: 1. Why did they use an evidence-based approach? Describe the type(s) of evidence Google used in their research. 2. Are you convinced that managers matter? Why or why not? What additional evidence would you like to see? 3. Create a brief description of the design for the next steps in Project Oxygen to further develop Google’s managers. Source: Garvin, D. A. (2013). How Google sold its engineers on management. Retrieved from https://hbr.org/2013/12/how-google-sold-its-engineers-on-management; Kamensky, J. M. (2014). Does management matter? Retrieved from http://www.businessofgovernment.org/blog/business-

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government/does-management-matter

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Evidence-Based Management Learning Objective 1.2: List and give examples of the four sources of information used in evidence-based management (EBM). The term evidence-based was originally employed in the field of medicine to guide how doctors make decisions regarding patient care. EBM improves a leader’s decisions by disciplined application of the most relevant and current scientific evidence. Although many definitions of EBM are available, this is the most frequently quoted and widely used:8 EBM means making decisions about the management of employees, teams, or organizations through the conscientious, explicit, and judicious use of four sources of information: 1. The best available scientific evidence—for example, research published on OB 2. The best available organizational evidence—for example, interviews or surveys completed by people in an organization 3. The best available experiential evidence—for example, the intuition of the leader and his or her expert opinions 4. Organizational values and stakeholders’ concerns—for example, stock price or groups that focus on whether the organization employs environmentally friendly practices How can a leader use these sources of evidence to make better decisions? First, leaders must have the ability (basic skills and competencies), motivation (behavioral beliefs, behavioral control, and normative beliefs), and opportunity (support that overcomes barriers) to practice EBM.9 For example, EBM was applied to an operational problem in a hospital. Researchers tracked the process through interviews. An EBM decision process was implemented by a physician manager. This research concluded that the “fit” between the decision maker and the organizational context enables more effective evidence-based processes.10 Leader involvement at all levels is essential for EBM to work in practice,11 as well as collaboration with researchers.12 The following standards may be applied by leaders using EBM to ask questions and challenge their thinking about their organizations:13 1. Stop treating old ideas as if they were brand new. This has resulted in a cynical workforce that may view innovations from leaders as short-term fads (e.g., positive changes such as total quality management, teams, and engagement). Progress cannot be made by treating old ideas as new ones; cynicism could be reduced by presenting ideas that have been able to “stand the test of time” as best practices rather than new ideas. 2. Be suspicious of “breakthrough” studies and ideas. Question whether some new 50

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3.

4.

5.

6.

ideas in management are really breakthroughs, and be wary of claims about new management principles that may be either overstated or understated.14 Develop and celebrate collective brilliance.15 In theory, a diverse collection of independent decision makers (although not expert) makes better predictions on the average compared to an expert decision maker. In a sense, this is how the “ask the audience” lifeline works on the game show Who Wants to Be a Millionaire? A contestant can ask the audience for the answer to a question and the audience votes. The contestant then sees the percentages of people who chose each answer. It’s interesting to see that often the audience is right. The contestant is thus gathering the collective brilliance of a random group of decision makers. See the following box for another method that may be used to develop collective brilliance: the Delphi decision-making method. Emphasize drawbacks as well as virtues. An interesting example of this is the marketing of an energy drink called Cocaine. Cocaine contains three and a half times the amount of caffeine as Red Bull. It was pulled from U.S. shelves in 2007 after the FDA declared that its producers, Redux Beverages, were marketing their drink as an alternative to street drugs, and this was determined to be illegal. The FDA pointed to the drink’s labeling and advertising, which included the statements “Speed in a Can” and “Cocaine—Instant Rush.” Despite the controversy, Redux Beverages continued to produce and market the beverage in limited markets and online.16 Use success (and failure) stories to illustrate sound practices but not in place of a valid research method. For example, Circuit City went bankrupt in 2009 but was a “great company” in the now-classic book Good to Great. What happened to Circuit City? Alan Wurtzel, the former CEO and the son of the founder, saw the threats coming from Best Buy and Amazon in the early 2000s, and he knew the company was headed for decline. “After I left, my successors became very focused on the bottom line—the profit margin,” Wurtzel told a group at the University of Richmond. “They were too focused on Wall Street. That was the beginning of the end,” said the former CEO as he recalled the rise and fall of the great company.17 The lesson here is that no matter how great a company is, care must be taken not to simply copy what they do in today’s changing business environment. There is no substitute for a careful analysis and diagnosis before embarking on a search for solutions. Adopt a neutral stance toward ideologies and theories. An example of this is that most management “gurus” are from North America (e.g., Peter Drucker, Tom Peters, Ken Blanchard). This is not to say that their ideology isn’t useful. However, in a global world, EBM demands that we question whether ideology developed in North America applies abroad. EBM would also suggest that we search for theories developed overseas to locate experts from other countries with important ideas.

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Best Practices Using the Delphi Method to Harness Collective Brilliance The Delphi method is a systematic decision-making technique that employs a panel of independent experts. It was developed by the RAND Corporation in the 1950s by Olaf Helmer and Norman Dalkey to systematically solicit the view of experts related to national defense. The term Delphi originates from Greek mythology. Delphi was the site of the Delphic oracle, where people would go to get insight from the gods. Thus, the method was thought of as brainstorming by a panel of experts. Here’s how it works. An expert panel is chosen and given a proposal. Members of the group are selected because they are experts or they have information related to the problem. Next, a series of questionnaires or surveys are sent to the experts (the Delphi group) through a facilitator who oversees the process. The group does not meet face-to-face. All communication is normally in writing (typically e-mail). Experts are given a proposal and complete an assessment of it over several rounds. These experts can be co-located or they can be dispersed geographically and submit their ideas from anywhere in the world electronically. The responses are collected and analyzed to determine conflicting viewpoints on each point. The process continues in order to work toward synthesis and building consensus. After each round, a facilitator provides an anonymous summary of the experts’ predictions or problem solutions from the previous round as well as the rationale each expert provided. Participants are encouraged to revise their earlier solutions in light of the replies of other members of the group. Over time, the expert panel converges on the best solution or prediction. This technique allows a leader to gather information from a wide range of expert sources to make better decisions, thereby utilizing the wisdom of many (or collective brilliance). The success of this process depends upon the facilitator’s expertise and communication skills. Also, each response requires adequate time for reflection and analysis. The major merits of the Delphi process are elimination of interpersonal problems, efficient use of experts’ time, diversity of ideas, and accuracy of solutions and predictions. Discussion Questions: 1. How should experts used in a Delphi decision-making process be selected? Would paying experts influence their participation in the process and/or the outcome? 2. To harness collective brilliance using Delphi, how many decision makers do you think should be invited to participate? In other words, is there a minimum number to gain a broad-enough perspective? How many is too many? 3. Do you feel that this process is worth the time and effort to improve a decision? Why or why not? Sources: Delbecq, A. L., Van de Ven, A. H., & Gustafson, D. H. (1975). Group techniques for program planning: A guide to nominal group and Delphi processes. Glenview, IL: Scott, Foresman; Clark, D. R. (2010). Delphi decision making technique. Retrieved from http://nwlink.com/~donclark//perform/delphi_process.html; Hsu, C. C., & Sandford, B. A. (2007). The Delphi technique: Making sense of consensus. Practical Assessment, Research & Evaluation, 12(10), 1–8.

In making important organizational decisions, the leader may include information gathered from one or all four of the sources described previously in the definition of EBM. This can result in a lot of information. So how can a leader sort through it all and determine what is most relevant to the problem at hand? The answer lies in critical thinking, a process that

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has been developed for over 2,500 years, beginning with the ancient Greeks and the Socratic Method, which is the process of learning by questioning everything. Critical thinking skills are applied to sort through all of the information gathered and then prioritize it (and even discard evidence that appears to be invalid or irrelevant to the problem).

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What is Critical Thinking? Learning Objective 1.3: Define critical thinking, and explain the critical thinking skills leaders need. Critical thinking can be defined as follows: “Critical thinking calls for persistent effort to examine any belief or supposed form of knowledge in the light of evidence that supports it and the further conclusions to which it tends.”18 Critical thinking is a mode of thinking about a problem we face where the problem solver improves the quality of the process by taking control of it and applying rigorous standards. The process has been described as having three interrelated parts: 1. the elements of thought (reasoning); 2. the intellectual standards that applied to the elements of reasoning; and 3. the intellectual traits associated with a cultivated critical thinker that result from the consistent and disciplined application of the intellectual standards to the elements of thought.19 Critical thinking involves using justification; recognizing relationships; evaluating the credibility of sources; looking at reasons or evidence; drawing inferences; identifying alternatives, logical deductions, sequences, and order; and defending an idea. Critical thinking requires the decision maker in an organization to apply a complex skill set to solve the problem at hand. A set of guidelines for critical thinking is shown in Table 1.1.20 Critical thinking is, in short, self-directed, self-disciplined, self-monitored, and selfcorrective thinking. It requires rigorous standards of problem solving and a commitment to overcome the inclination to think that we have all of the answers.21 A recent study demonstrated that students’ attitudes toward and beliefs about critical thinking skills is related to their GPA due to effective argumentation and reflective thinking. 22 Table 1.1 Critical Thinking Skills No one always acts purely objectively and rationally. We connive for selfish interests. We gossip, boast, exaggerate, and equivocate. It is “only human” to wish to validate our prior knowledge, to vindicate our prior decisions, or to sustain our earlier beliefs. In the process of satisfying our ego, however, we can often deny ourselves intellectual growth and opportunity. We may not always want to apply critical thinking skills, but we should have those skills available to be employed when needed. Critical thinking includes a complex combination of skills. Among the main characteristics are the following: 54

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Skills

We are thinking critically when we do the following:

Rationality

Rely on reason rather than emotion Require evidence, ignore no known evidence, and follow evidence where it leads Are concerned more with finding the best explanation than being right, analyzing apparent confusion, and asking questions

Selfawareness

Weigh the influences of motives and bias Recognize our own assumptions, prejudices, biases, or point of view

Honesty

Recognize emotional impulses, selfish motives, nefarious purposes, or other modes of self-deception

Openmindedness

Evaluate all reasonable inferences Consider a variety of possible viewpoints or perspectives Remain open to alternative interpretations Accept a new explanation, model, or paradigm because it explains the evidence better, is simpler, or has fewer inconsistencies or covers more data Accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests Do not reject unpopular views out of hand

Discipline

Are precise, meticulous, comprehensive, and exhaustive Resist manipulation and irrational appeals Avoid snap judgments

Judgment

Recognize the relevance and/or merit of alternative assumptions and perspectives Recognize the extent and weight of evidence

Critical thinkers are by nature skeptical. They approach texts with the same skepticism and suspicion as they approach spoken remarks. Critical thinkers are active, not passive. They ask questions and 55

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In sum:

analyze. They consciously apply tactics and strategies to uncover meaning or assure their understanding. Critical thinkers do not take an egotistical view of the world. They are open to new ideas and perspectives. They are willing to challenge their beliefs and investigate competing evidence.

Critical thinking enables us to recognize a wide range of subjective analyses of otherwise objective data and to evaluate how well each analysis might meet our needs. Facts may be facts, but how we interpret them may vary. By contrast, passive, noncritical thinkers take a simplistic view of the world. They see things in black and white, as either/or, rather than recognizing a variety of possible understanding. They see questions as yes or no with no subtleties, they fail to see linkages and complexities, and they fail to recognize related elements. Source: Kurland, D. (2000). Critical thinking skills. Retrieved from www.criticalreading.com

When it comes to asking questions, some of the best ideas come from a book by Ian Mitroff called Smart Thinking for Crazy Times: The Art of Solving the Right Problems.23 Mitroff warns us about solving the wrong problems even though leaders solve them with great precision in organizations. This happens because they don’t ask the right questions. Mitroff provides advice to managers who fall into the trap of solving the wrong problems by spelling out why managers do it in the first place. The five pathways to error are 1. picking the wrong stakeholders by not paying attention to who really cares about the problem; 2. selecting too narrow a set of options by overlooking better, more creative options; 3. phrasing a problem incorrectly by failing to consider at least one “technical” and one “human” variation in stating a problem; 4. setting the boundaries of a problem too narrowly by ignoring the system the problem is embedded in; and 5. failing to think systemically by ignoring the connection between parts of the problem and its whole. So what questions should a manager be asking? Mitroff provides the following list of the basic questions facing all organizations (and ones we should be asking frequently if we expect to gain buy-in from employees for the implementation of their solutions): What businesses are we in? What businesses should we be in? What is our mission? What should our mission be? Who are our prime customers? 56

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Who should our customers be? How should we react to a major crisis, especially if we are, or are perceived to be, at fault? How will the outside world perceive our actions? Will others perceive the situation as we do? Are our products and services ethical? In OB, there is a systematic method to answer questions. As the field was developing, scholars adopted much of their methodological approach from the social sciences, which were following research methods from the physical sciences. These methods are applied to address problems and opportunities faced by organizational leaders. Critical Thinking Questions: Why does asking these questions improve employee buy-in for the implementation of plans? Are there other questions you feel are important to ask?

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The Scientific Method Learning Objective 1.4: Describe the scientific method used in OB research. How do OB researchers know what they know? As discussed earlier, it begins with a problem to solve. For example, a problem might be a leader’s concern that only about 50% of their employees are satisfied with their work. First, the leader reviews the available knowledge on job satisfaction (i.e., the scientific evidence from EBM) and learns that the way supervisors treat followers may improve job satisfaction. Based on theory, the leader forms hypotheses, or predictions, regarding what might improve job satisfaction. An example of a hypothesis is “A leader’s appreciation of workers’ efforts will lead to increased job satisfaction.” The next step is to collect observations from the organization. This might be, for example, through interviews with employees or surveys completed by employees. Once data are collected, the hypothesis is tested with statistical techniques. For additional information on the research designs that are used by open researchers, refer to the Appendix of this textbook. The basic research process described previously is depicted in Figure 1.2. As the figure shows, research is an ongoing process that begins with observations that lead to interesting questions. Next, hypotheses and testable predictions are formulated. Data are collected to test these predictions and are then refined, altered, expanded, or rejected (the center of the figure). Based on these results, additional predictions and data collections follow until general theories of OB begin to emerge. These theories then lead us to frame additional observation, and the research cycle continues. As noted in the introduction to this chapter, OB is an applied field, and this is underscored by the typical outcome variables that are studied. Researchers focus on outcomes that are of interest to leaders in organizations, such as employee job satisfaction and productivity. Next, the types of outcomes typically studied in OB research will be reviewed. Figure 1.2 The Scientific Method as an Ongoing Process

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Source: Garland, T., Jr. (2016). The scientific method as an ongoing process. Riverside: University of California. Archived from the original on August 19, 2016.

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Outcome Variables in Organizational Behavior Learning Objective 1.5: Discuss five types of outcome variables studied in OB. In the preceding example, leader appreciation of workers is the independent variable. Worker engagement is the dependent variable (i.e., it depends on the independent variable: leader appreciation). Since OB is an applied science, the outcome variables studied are typically variables that leaders are interested in improving. There are five broad groups of outcome variables studied: performance, work-related attitudes, employee well-being, motivation, and employee withdrawal.

Performance Productivity (or job performance) is one of the most important outcomes in OB. Performance can be actual performance as collected in organizational records (e.g., the number of forms correctly processed in an insurance company) or it may be rated by supervisors and/or peers (e.g., the supervisor rates the follower’s work quality on a scale of 1 to 7, with 1 being poor and 7 being outstanding). Organizational citizenship behavior (OCB) is the worker’s willingness to go above and beyond what is required in his or her job description to help others at work.24,25 OCB is considered to be performance beyond the expectations of a person’s job description—extrarole performance. While OCB is often studied as an important performance outcome variable, it has also been shown that OCB predicts individual and organizational outcomes as well. A large-scale review of the OCB literature found that OCB predicts employee performance, reward-allocation decisions, and a variety of withdrawal-related criteria (employee turnover intentions, actual turnover, and absenteeism).26

Work-Related Attitudes The measurement of work-related attitudes is an important aspect of OB research, and job satisfaction has long been studied as an outcome variable. For example, there is a measure of job satisfaction dating back to 1935 that is still employed in organizational studies today: the Hoppock Job Satisfaction Blank shown in Table 1.2.27 Loyalty to an organization, known as organizational commitment, is another key attitude that has proven to be important because it is related to job satisfaction and is one of the strongest predictors of turnover.28,29,30 Organizational commitment is an employee’s relationship with the organization he or she works for.31 In other words, OB researchers can measure a person’s loyalty, and this predicts whether or not they will quit in the future. Also, lack of loyalty results in people being absent from work more often. Uncommitted workers are less motivated and perform at lower levels.32 Another contemporary outcome variable that is 60

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gaining research attention is employee engagement.33 Employee engagement can be defined as “a relatively enduring state of mind referring to the simultaneous investment of personal energies in the experience or performance of work.”34 In Chapter 4 of this book, you will learn more about these and other work attitudes and how they are studied in OB research. Table 1.2 A Measure of Job Satisfaction: The Hoppock Job Satisfaction Blank A. Which one of the following shows how much of the time you feel satisfied with your job? 1. Never. 2. Seldom. 3. Occasionally. 4. About half of the time. 5. A good deal of the time. 6. Most of the time. 7. All the time.

B. Choose one of the following statements that best tells how well you like your job. 1. I hate it. 2. I dislike it. 3. I don’t like it. 4. I am indifferent to it. 5. I like it. 6. I am enthusiastic about it. 7. I love it.

C. Which one of the following best tells how you feel about changing your job? 1. I would quit this job at once if I could. 2. I would take almost any other job in which I could earn as much as I am earning now. 3. I would like to change both my job and my occupation. 4. I would like to exchange my present job for another one. 5. I am not eager to change my job, but I would do so if I could get a better job. 6. I cannot think of any jobs for which I would exchange. 7. I would not exchange my job for any other.

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D. Which one of the following shows how you think you compare with other people? 1. No one dislikes his job more than I dislike mine. 2. I dislike my job much more than most people dislike theirs. 3. I dislike my job more than most people dislike theirs. 4. I like my job about as well as most people like theirs. 5. I like my job better than most people like theirs. 6. I like my job much better than most people like theirs. 7. No one likes his job better than I like mine. Source: Hoppock, R. (1935). Job satisfaction. New York, NY: Harper; McNichols, C. W., Stahl, M. J., & Manley, T. R. (1978). A validation of Hoppock’s job satisfaction measure. Academy of Management Journal, 21(4), 737–742.

Employee Well-Being In addition to job satisfaction, researchers are also interested in other indicators of employee well-being. Some studies examine outcomes such as emotional exhaustion, psychosomatic health complaints, and physical health symptoms.35 Recent research has shown that leaders not doing their job (i.e., passive leadership) undermines employee wellbeing because having a weak leader increases role stress and depletes employees’ psychological resources for coping with the stress.36 Another study found that being asked to do an illegitimate task predicted lower employee well-being (lower self-esteem and job satisfaction with increased anger and depression). An illegitimate task is one that is outside of the boundaries of a person’s job: “For example, an administrative assistant asked to care for an executive’s child, while the executive attends a meeting may be feeling ‘this is not my job!’”37 The recommendations from these two studies for leaders seem clear: Being passive will affect your followers’ well-being negatively, but so will giving them tasks that are inappropriate. Well-being has emerged as an important outcome variable in OB, and some studies have added engagement as another indicator of well-being.

Motivation Classic views on motivation describe both extrinsic and intrinsic motivation as being equally important. Extrinsic motivation is based on the rewards from the organization’s compensation system such as pay and bonuses. Intrinsic motivation, on the other hand, is related to the value of the work itself.38 As with attitudes, motivation has been studied as an outcome variable but also as an independent variable that predicts productivity. Prosocial motivation is a new concept of motivation39 that assesses the degree to which employees behave in a way that benefits society as a whole. You will learn more about motivation and rewards in Chapters 8 and 9 of this textbook.

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Employee Withdrawal As noted earlier, an employee quitting the organization is costly in terms of the money and time spent to recruit, hire, and train replacements. There is much research in OB on the reasons why employees think about quitting (turnover intentions) and actual turnover.40 The availability of outside employment opportunities is a factor, but thoughts of quitting may be related to other outcomes such as lower job satisfaction and engagement. And if the economy improves and the job market improves with it, workers may eventually leave for other opportunities. Another costly form of employee withdrawal is absenteeism, since workers may not come to work when they are dissatisfied and there are few alternative jobs available. Critical Thinking Questions: Is employee productivity the most important outcome variable? If not, what outcome(s) do you think is/are more important?

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Levels of Analysis in Organizational Behavior Learning Objective 1.6: Compare the levels of analysis in OB research. Individual behavior in an organization may be influenced by processes at different levels in the organization. The most basic level is the individual level. For example, an individual’s personality and experiences would explain much of their behavior, and differences in these variables among people would help explain why people behave differently. Other differences between people’s behavior occur at the dyad (or two-party) level. An example would be a mentor and a protégé. Still, other sources include group- and team-level influences on individual behavior. An example would be a team that has high-performance norms that encourage a team member to perform at his or her best. Additional influences on individual behavior may come from the organizational level. For example, in organizations with strong cultures, the cultural characteristics can have a profound influence on an individual member’s behavior. To illustrate this, one needs to look no further than the U.S. Marine Corps. The Marine Corps has a strong culture that includes pride, and this inspires Marines to excel (this is evident in their recruiting ads: “The few, the proud, the Marines”; you will learn more about organizational culture in Chapter 14 of this book). There is also the industry level of analysis where comparisons are made across different industries (this is more typical for research in strategic management than OB). However, this level is included here to provide a complete listing of levels of analysis in organizational research. All levels may influence employee performance in organizations, and this is discussed in the next section.

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How OB Research Increases Employee Performance Learning Objective 1.7: Develop plans for using OB research to improve employee job performance. The chapters in this book will address all of the levels that may influence individual behavior and show how processes at one level may affect processes at another level. For example, a positive organizational culture may increase the commitment of individuals to their work and, in turn, their performance. Table 1.3 provides examples of hypotheses at the different levels of analysis discussed previously. This table illustrates how OB research at all levels may help leaders improve employee performance. Table 1.3 Examples of How Organizational Behavior Research Relates to Performance Level

Example Organizational Behavior Hypothesis

Individual

The personality characteristic of conscientiousness is positively related to employee performance.

Dyad

High-quality relationships with bosses lead to higher employee performance.

Group and team

Team conflict is negatively related to employee performance.

Organizational

A strong, positive organizational culture is positively related to employee performance.

Industry

Employee performance is higher in the financial services industry compared with government organizations.

As this table illustrates, understanding OB has strong influences on employee performance. Thus, understanding behavior in organizations is every manager’s job. But some managers engage in behaviors that decrease employee performance. One of the reasons why managers do this is because they hold subconscious assumptions regarding employees’ willingness to work hard. An important theory of such managerial assumptions emerged in the 1960s and suggested that managers’ assumptions regarding their followers’ motivation affects the way they treat them. If a manager assumes that followers are lazy and will perform poorly, they treat them in ways that control their behavior and decrease creativity. In contrast, if a manager assumes that their followers are smart and motivated, they allow them to participate in decisions and give them goals that stretch their talents. This theory described 65

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two sets of leader behaviors related to these assumptions—Theory X and Theory Y. This theory provides a good opportunity to apply your critical thinking skills. Critical Thinking Question: Which level(s) do you think have the most influence on individual behavior in organizations and why?

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Theory X and Theory Y Learning Objective 1.8: Compare and contrast Theory X and Theory Y assumptions. One of the most influential books in OB is The Human Side of Enterprise by Douglas McGregor.41 This book is important because it presents the idea that leader behaviors are influenced by fundamental assumptions and beliefs about human nature. Most managers are not aware of their underlying assumptions; thus, their influence on behavior is pervasive yet hard to detect. These assumptions are divided into pessimistic (Theory X) and optimistic (Theory Y) views of human nature. Theory X leaders assume that people are basically lazy, don’t like to work, and avoid responsibility. This type of manager’s related behaviors include being directive, engaging in surveillance, and coercion. In contrast, Theory Y leaders assume that people are internally motivated, like to work, and will accept responsibility. These managers’ related behaviors are to allow discretion, participation, and the encouragement of creativity on the job. Although McGregor proposed Theory X and Y over 55 years ago, most quantitative research did not emerge until relatively recently. However, research findings on these managerial assumptions are interesting. For example, one study showed that Theory Y assumptions were more related to participative decision-making by leaders. Further, participative decision-making is actually perceived as a threat by Theory X managers because it reduces their power. Theory Y managers viewed participation differently and saw it as a positive influence on their power and effectiveness.42 Another study of 50 military leaders and 150 of their followers found that the Theory Y management style was significantly and positively associated with subordinates’ satisfaction with the leader, organizational commitment, and organizational citizenship behaviors. The Theory X management style had a significantly negative impact on subordinates’ satisfaction with the leader but no significant impact on commitment and organizational citizenship behavior.43 The findings of this study in the military environment are interesting because they suggest that Theory Y relates to satisfaction but may not always relate to commitment and performance. The authors concluded that Theory X/Y assumptions provide unique insights into leadership behavior and outcomes. One of the key themes of this textbook is to encourage you to think critically about the theories and approaches presented. Theory X/Y is no exception. Over the years, Theory X/Y has been criticized for being too simple and not considering the situation leaders and followers find themselves in.44,45 For a long time, research was also hindered because good measures of Theory X/Theory Y did not exist. However, Richard Kopelman and his associates have developed a measure of Theory X and Y that shows promise for the valid assessment of these diverse management philosophies.46 Their measure appears in the 67

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Toolkit at the end of this chapter (Self-Assessment 1.1), and you can learn about your own Theory X and Y assumptions by completing it. Despite its critics, McGregor’s book The Human Side of Enterprise was voted the fourth most influential management book of the 20th century in a poll of top management scholars.47 McGregor’s theory continues to hold an important position in OB research due to the implication that it is important for leaders to understand their subconscious fundamental assumptions about how human beings relate to work. It appears that the assumptions of Theory X and Theory Y are worthy of further study. Critical Thinking Questions: Why do you think that Theory X/Y has had such a strong influence on understanding leadership? Can you think of other assumptions that managers may hold in their subconscious mind that influence how they treat their followers?

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Plan for This Textbook There are numerous challenges facing leaders of organizations today. Most organizations are experiencing rates of change unlike anything we have seen in the past.48 External pressures have been created from mergers, downsizing, restructuring, and layoffs as organizations strive to remain competitive or even survive. Other external forces are global competition, product obsolescence, new technology, government mandates, and demographic changes in the workforce itself. Internally, leaders must effectively communicate to followers, peers, and bosses. Managing poor performance is one of the most challenging tasks a manager must do. As noted at the beginning of this chapter, addressing the pervasive problem of worker disengagement will be a challenge for leaders in the years ahead. The changes organizations have undergone have resulted in followers who are filled with cynicism and doubt about their leaders and organization.49 Ethics scandals in business have fueled the perception that leaders have lost the credibility to lead their organizations in a principled way. By now, you have realized that OB is a problem-focused discipline aimed at making organizations more effective. Your ability as a leader will be enhanced through knowledge of the theory and applications from OB research. Each chapter will review the essential and most current theory and research, and relate it to how you can develop your leadership skills. At the end of each chapter, there are tools for your “toolkit,” where you will directly apply the theories through cases, self-assessments, and exercises. At the end of this chapter, Toolkit Activity 1.1 is a personal leadership development plan where you can apply the concepts and research covered in the textbook to your own development as a leader by setting goals and specific behavior strategies to meet them. For example, a student who set a specific goal to improve their coaching of other students that they tutor in accounting would formulate specific coaching behaviors and commit to engaging in them once per week. To gain feedback, the student would have the tutored students rate their coaching behavior by providing a yes or no answer to the following statement after each tutoring session: My tutor provides specific knowledge that has improved my accounting performance. Since leaders are expected to be coaches, this process should help the student improve their coaching skills for the future. The figure on page 1 (Section I opening page) shows an overview of the entire book and how the material is tied together to impact the challenges of shaping organizational culture and leading change. Leadership is a theme that runs through the textbook with each chapter concluding with implications for leaders. This introductory chapter has provided an overview of EBM and critical thinking that should be applied to all of the following chapters. Next, the importance of understanding individuals in organizations is covered in Chapters 2 through 5, including personality, emotions and moods, job attitudes as well as perception, and decision making. The next section addresses the leader’s role as an 69

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influencer and motivator (Chapters 6 through 9). First, leadership is covered, highlighting evidence-based recommendations for you to follow to become effective. Organizations are political entities, and the role of power and politics is discussed in Chapter 7. The role of leaders as motivators is covered next in Chapters 8 and 9. Following this, the role of leaders as relationship builders is covered in Chapters 10 through 13, which builds upon the core leadership theories covered in Chapter 6 (leadership). Section IV addresses the topics of teams, conflict, organizational communication, diversity, and leading across cultures. Finally, the role of leaders as change agents is discussed in Chapters 14 and 15, which discuss organizational culture, leading change, and stress management. As you read this book, refer back to this figure as a map of how to organize the vast amount of theory and research on OB that has been generated for decades. It won’t seem so overwhelming if you can place the material in the four broad groupings as shown in the figure. This textbook generally follows the levels of analysis noted in the current chapter: individuals, dyads (leadership and influence), groups, and organizations.

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Leadership Implications: Thinking Critically The goal of this book and your OB course is for you to become a more effective leader in organizations. To accomplish this, you will need to learn to think critically about the material you encounter. This may go against your intuition, which tells you to “see what you want to see” and confirm what you already believe. For example, you may think that OB is just all “touchy-feely” stuff that has no practical value. Try to keep an open mind and overcome any biases or preconceived ideas you may have about leadership or management. Linda B. Nilson, author of several books including Creating Self-Regulated Learners: Strategies to Strengthen Students’ Self-Awareness and Learning Skills, suggests that you ask the following questions about your readings:50 What is your interpretation/analysis of this argument? What are your reasons for favoring that interpretation analysis? What is your argument? How well does your interpretation/analysis handle the complexities of the reading/data/argument? What is another interpretation/analysis of the reading/data/argument? Any others? What are the implications of each interpretation/analysis? Let’s look at all the interpretations/analyses and evaluate them. How strong is the evidence for each one? How honestly and impartially are you representing the other interpretations/analyses? Do you have a vested interest in one interpretation/analysis over another? What additional information would help us to narrow down our interpretations/analyses? Let’s practice critical thinking. Try to apply these questions to your results for the Theory X/Y Self-Assessment 1.1. In completing the Theory X/Y Self-Assessment, you learned that your subconscious assumptions about human nature will influence how you treat your followers. Interpret your results and check your arguments by asking the questions above. If you are Theory X, try to develop an alternative explanation for your results. Examine your Theory Y scores to determine if you have some tendency to believe that workers are selfmotivated. If you are Theory Y, look at your Theory X scores to better understand the strength of your Theory Y assumptions. If you are a strong Theory Y leader, you are on your way to creating a participative and empowering work environment for your followers. In every chapter of this textbook, you will have the opportunity to take additional selfassessments that will challenge you to examine your own assumptions, attitudes, and behaviors by applying the critical thinking questions above. Through this understanding, you will be able to adjust your leadership style to become more effective. A critical thinking filter has already been applied to the OB literature since this book 71

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includes the most relevant and evidence-based theory and research. You will need to think critically yourself and decide whether this approach will be a useful one for you to adopt into your management skill set. Throughout this textbook, you will be challenged to apply your own critical thinking skills based upon your own experiences with behavior in organizations and your study of this book. This is the evidence-based approach to learning OB. For example, Self-Assessment 1.2 tests your experiential evidence—what you already know about OB. To aid in this process, you will find Critical Thinking Questions to challenge you to think critically about the material throughout the book. You may choose to read further from the Suggestions for Further Reading or conduct your own research on topics you find particularly interesting. Complete the activities in the Toolkit sections to apply the material to your own leadership development. In this chapter, the activity is for you to start a Personal Leadership Development Plan where you can log the most useful approaches and develop plans to track your progress. The Case Studies found at the end of each chapter encourage you to apply organizational science to a real-world problem. By studying the chapters and completing the activities, this book should serve as a point of departure for your growth as you become an effective organizational leader with a comprehensive understanding of behavior in organizations.

edge.sagepub.com/scandura2e Want a better grade? Go to edge.sagepub.com/scandura2e for the tools you need to sharpen your study skills.

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Key Terms absenteeism, 14 applied social psychology, 4 critical thinking, 8 employee well-being, 14 evidence-based approach, 18 evidence-based management (EBM), 5 Hawthorne effect, 3 individual level, 14 industry level, 15 job performance, 13 job satisfaction, 13 organizational behavior (OB), 2 organizational citizenship behavior (OCB), 13 organizational commitment, 13 organizational level, 15 team level, 15 Theory X, 16 Theory Y, 16 turnover, 14 turnover intentions, 14

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TOOLKIT ACTIVITY 1.1: Personal Leadership Development Plan As you study the evidence-based research in this textbook, use the following development plan to tie the concepts to specific action plans and measurable outcomes that you find most useful.

Name: ___________________________________________________________________________________

Date: ___________________________________________________________________________________

Leadership Development Plan Goal

Connection to Course

Behavior Strategies and Frequency (fill in below)

Measurable Outcome

Plan Detail Complete the following for each of the goals listed previously. 1. Goals: This section is where you enter your development objectives. These objectives should be written so they read as goals you desire to achieve—for example, “I want to improve my team communication skills.” A. Connection to course material: This section is where you tie each of your development objectives into the material you learned in this course. This will reinforce course material and help translate it into practice. For example, you would write a few paragraphs relating the exercises or material on communication to why you find your listening skills to need development. Be specific (e.g., cite exercises, articles, material from text or lecture). Fill out this chart: 1A to 3A. B. Behavior strategies and frequency: This section is the “how” portion. How will you achieve your goals? How often will you perform these tasks? This is the heart of your development plan. You should create specific strategies that will push you toward the completion of your goals—for example, “Practice active listening once a day.” Fill out this chart for each goal: 1B to 3B. GOAL: 1B

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TimeFrame Behavior Strategy to Practice Time Required All the time □ Weekly

□

Biweekly

□

Monthly

□

GOAL: 2B

TimeFrame Behavior Strategy to Practice Time Required All the time □ Weekly

□

Biweekly

□

Monthly

□

GOAL: 3B

TimeFrame Behavior Strategy to Practice Time Required All the time □ Weekly

□

Biweekly

□

Monthly

□

C. Measurable outcome: This section helps you measure your success toward each goal. Note: You can have more than three goals in your plan. Just be sure to complete all sections.

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Discussion Questions 1. If you are achieving your goal, how would you notice the change in your leadership? 2. Specifically what will improve? 3. How will you measure it? Develop or find a metric—for example, “I will have the person who I listen to fill out an evaluation of my listening skills, rating them on a 1 (poor) to 5 (excellent) scale” (1C to 3C).

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CASE STUDY 1.1: Organizational Science in the Real World The skills and techniques of research are valuable to an organization’s leaders. The following case study illustrates how research can be used to solve a challenge facing a government organization. Imagine that you are the leader in this organization. As you read the case, consider how you might use the four sources of EBM rather than your own intuition to solve the pressing problems. The state of Florida implemented the federal government’s decree that individuals applying for or renewing their driver’s license must provide a number of documents to verify their identity. Resulting from the REAL ID Act of 2005, these measures were set forth by the federal government to help develop a national identity database through the Department of Motor Vehicles (DMV; or Bureau of Motor Vehicles [BMV] depending on the state) to not only prevent identity theft but also prevent terrorists and illegal immigrants from accessing identities. Phase 1 of the act had to be completed by 2014, with the target completion of all the phases by 2017. This was clearly an important mandate, and attention to the details of implementation was essential to ensure both compliance and success. The mandate to make these changes came at a challenging time. This requirement was not the only major change Florida was making to its driver’s license processes. Prior to this, the state of Florida merged the state’s DMV with each county’s tax collector. County tax collectors are often small organizations with 100 employees or fewer working at a handful of offices in each county to serve their patrons. Previously, tax collectors’ offices handled vehicle registration, license plates, property taxes, and hunting and fishing licenses. The DMV handled only driver’s licenses and identification cards. The purposes of this merger were to save money for the state, save time for citizens, and make the entire process easier. Thus, most DMV employees were not retained when the organizations were merged. So the organization had already undergone downsizing, and remaining employees were nervous about their jobs. Also, tax collector employees had to be trained on a variety of new processes and procedures within a short period of time. After these initiatives were rolled out statewide, the general manager of one county’s tax collector offices noticed a number of changes. Employees were discontented and turnover skyrocketed. Large numbers of employees began to quit where previously they worked for the organization until they retired. Similarly, only 1 of 6 new hires was retained for more than 6 months after the changes. Retaining a skilled workforce became a major concern for the offices. Customer service declined. Before the merger, customers typically handled their transactions within half an hour or less. However, driver’s licenses take significantly longer. Because the REAL ID Act requires documentation to be scanned into state and nationwide databases, it takes about an hour to apply for or renew licenses if there are no problems or 77

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delays. This has resulted in excessive wait times for customers. The tax collector tried to address this issue with requiring appointments for those seeking driver’s licenses. However, not all patrons made appointments; instead, they continued to just show up, creating delays for those with appointments. While these patrons were denied and offered to schedule an appointment, they often became belligerent and sometimes verbally abusive to the staff. Customers were often upset and irritated not only by the excessive wait time but also by the amount of documentation they had to produce. They were also upset by having to renew driver’s licenses in person whereas previously they could renew by mail or the Internet. Tax collector employees were still friendly and polite with customers, but there was definitely some underlying tension resulting from the more complicated transactions. The camaraderie and morale among employees deteriorated; employee engagement was low. Now it is your turn. Imagine that you are the office manager and are trying to solve the organization’s problems. You simply can’t revert the business back the way it was before the state’s mandated changes, and you’re not sure what needs to be fixed and where to go in the future.

Discussion Questions 1. How could research help this small organization? What would you hope to gain as the leader? 2. What dependent variables should you, as the leader, consider researching? Why? 3. Review the sources of EBM discussed in this chapter. Which ones would you rely most on and why? 4. Think about the research designs discussed in the Appendix on Research Designs used in OB at the end of the book. Which one(s) do you think would be appropriate for the manager to use? Would there be any benefit to using multiple methods, and if so, in what order would you conduct the research studies?

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SELF-ASSESSMENT 1.1: Are You Theory X or Theory Y? This self-assessment exercise identifies whether your leadership philosophy is Theory X or Theory Y as determined by research. The goal of this assessment is for you to learn about your general assumptions about people and work, and to understand how this may affect how you lead them. There are no right or wrong answers, and this is not a test. You don’t have to share your results with the others unless you wish to do so.

Part I. Taking the Assessment For each of the statements below, circle the number that indicates the degree to which you agree or disagree.

Statements

Strongly Strongly Disagree Neutral Agree Disagree Agree

1. Most people will try to do as little work as possible.

1

2

3

4

5

2. Most people are industrious.

1

2

3

4

5

3. Most people are lazy and don’t want to work.

1

2

3

4

5

4. People naturally like to work.

1

2

3

4

5

5. Most employees will slack off if left alone by managers.

1

2

3

4

5

6. Most employees are capable of providing ideas that are helpful 1 to the organizations where they work.

2

3

4

5

7. Employees possess imagination and creativity.

1

2

3

4

5

8. Employees’ ideas are generally not useful to organizations.

1

2

3

4

5

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9. Most employees lack the ability to help the organizations where they work.

1

2

3

4

5

10. Most employees are trustworthy.

1

2

3

4

5

Part II. Scoring Instructions In Part I, you rated yourself on 10 questions. Add the numbers you circled in each of the columns to derive your score for Theory X and Theory Y. During class, we will discuss each approach, its strengths and weaknesses, and how this may affect your leadership style.

Theory X

Theory Y

1. ___________________________

2. ___________________________

3. ___________________________

4. ___________________________

5. ___________________________

6. ___________________________

7. ___________________________

8. ___________________________

9. ___________________________

10. ___________________________

Total ___________________________

Total ___________________________

Source: Adapted from Kopelman, Prottas, and Falk (2012).

Interpretation If your Theory X score is greater than 12, your assumptions are more in line with Theory X. If your Theory Y score is greater than 12, your assumptions are more in line with Theory Y.

Discussion Questions 1. Were you surprised by your results? What does this tell you about how you view human nature? 80

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2. Compare your scores with five other students in the class. Do you believe that most people are more Theory X or Theory Y? 3. How will your X/Y assumptions relate to how you may listen to the ideas of your followers and allow them to participate in decisions you are responsible for?

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SELF-ASSESSMENT 1.2: Assessing Your Experiential Evidence Base Some students think OB is common sense. Are the following statements true or false? The answers follow.

True

False

1. A happy worker is a productive worker.

________ ________

2. Larger teams perform better because there are more people to do the work.

________ ________

3. Performance appraisals have high accuracy.

________ ________

4. People perform better when asked to do their best.

________ ________

5. When trust is broken with your leader, it is best to take the blame and apologize.

________ ________

6. Money is the best motivator.

________ ________

7. Leaders should treat everyone the same in their work group.

________ ________

8. A work group can be “moody.”

________ ________

9. Group spirit improves team decisions.

________ ________

10. Conflict in organizations should be minimized.

________ ________

11. Models developed in the United States will work anywhere.

________ ________

12. It’s best to commit to a course of action and follow through no matter what.

________ ________

Answers 82

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1. True. What is important is what the worker is happy about. But generally, happier people are more productive. You’ll learn why in Chapter 4. 2. False. No. In fact, larger teams underperform due to increased conflict, free-riding, and other group dysfunctions. Research shows that there is an optimal group size for high performance, and you will learn what it is in Chapter 10. 3. False. No. There are a number of perceptual biases that can affect how a leader evaluates followers. You need to be aware of them so you can guard against these errors, and you will know about them after reading Chapter 5. 4. False. While this seems intuitive, people actually achieve higher performance when the leader gives them a specific goal rather than a “do your best goal.” You will read more on the motivating properties of goals in Chapter 8. 5. False. No. Research on trust repair shows that admitting guilt may not be the best strategy. You will learn what the research shows you should do in Chapter 6. 6. False. While this may surprise you, pay may actually decrease intrinsic motivation. You will learn about how to best reward employees in Chapter 9. 7. False. Research on the leader–member exchange (LMX) model of leadership shows that effective leaders treat each follower differently based upon their skills, motivation, and need for development on the job. You will read more about this in Chapter 6. 8. True. What? Yes, it can. Multilevel research has shown that negative affect (a “blue” mood) can be aggregated to the group level—and it affects group functioning. You will learn more about this in Chapter 3. 9. False. While cohesion can be a positive force in teams, it does not always result in the best decisions. Too much group spirit can result in groupthink and impair a group’s decision making. You will read about this and other group dysfunctions in Chapter 10. 10. False. Actually, research shows that some conflict can be healthy since it can generate interest and challenge for followers. In Chapter 11, you will learn more about how to harness conflict and channel it toward increased motivation. 11. False. Research on cultural differences indicates that we need to consider cultural values before we generalize research findings from one country to another. You will learn about cross-cultural differences in Chapter 13. 12. False. While it is important to commit to goals, research shows that escalation of commitment to a failing course of action is a decision trap. Learn how to avoid this and other traps in Chapter 5.

Discussion Questions 1. How did you do? Were you surprised by some of the research evidence on these topics? 2. Which of these topics are particularly of interest to you? Why? 3. Did you feel that you had to guess at some of these? 83

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OB research takes the guesswork out of being an effective leader! So keep reading!

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Section Two Understanding Individuals in Organizations Chapter 2 Personality and Person–Environment Fit Chapter 3 Emotions and Moods Chapter 4 Attitudes and Job Satisfaction Chapter 5 Perception, Decision Making, and Problem Solving

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