Type:
Solution Manual
Essentials of Organizational Resource: Behavior Edition:
14th Edition
Author(s):
Stephen P. Robbins Timothy A. Judge
Preface
Page
i
Preface
Instructor’s Manual Overview
This instructor’s manual has been created as an easy-to-use guide for the classroom instructor. The maximum amount of detail has been provided for each major teaching point to reduce the need for annotation. Discussion questions and answers are given for each chapter, as are exercises to involve the students in the learning process. Additionally, some suggested course layouts are provided for traditional and nontraditional settings. Components of the Instructor’s Manual
Each chapter of the instructor’s manual contains a detailed lecture outline, discussion questions and answers, and individual and team exercises.
Lecture Outline The lecture outline follows the textbook and provides relevant details for each teaching point. Space is provided for instructor annotations along the right margin. Icons are embedded in the right margin that keys the instructor to relevant slides and textbook exhibits.
Discussion Questions The discussion questions are taken from the chapter objectives. One question is provided per objective along with a detailed suggested answer. These discussion questions appear immediately after the lecture outline for each chapter. Exercises The number of exercises provided for each chapter varies, but at a minimum, each of the following areas will be covered for every chapter.
Self-Analysis. As a means for allowing students to internalize the lessons of the course, each chapter is provided with a self-analysis activity that causes the student to relate his or her life and work experience to the concepts given in the text.
Web Crawling. To appeal to the digital-friendly nature of most students, each chapter is provided with a web search exercise. Most of these will involve searching for outside references on concepts given in the textbook and writing analyses of the similarities and differences between the textbook and any discovered Internet-based information. In some cases, students will be directed to take free web-based versions of some OB tools for selfreflection and analysis. Teamwork. While the emphasis on the use of teams in the classroom varies from institution to institution, it is important that students studying OB learn, through experience, some of the difficulties and pleasures of working in teams. The teamwork exercises provided vary from small group work (three to four team members) to large group (12 members) activities and often end with an open discussion of the findings in a classroom setting. Instructors may find that students greatly enjoy this break from lecture-based instruction. Properly managed, these teamwork exercises can be a powerful learning tool. .
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Analyzing Your Organization (Cumulative Project). As another means of helping students internalize the major concepts of the course, they are encouraged to apply them directly to their experience in the workplace. The application of one key OB concept from each chapter is studied in the students’ workplaces and reported to either the instructor or the class. In the final chapter, students are asked to reflect on all of their individual assignments and to report how their feelings, attitudes, and beliefs regarding their organization may have changed because of the knowledge gained in this class. Suggested Assignments. Each chapter includes one or more Suggested Assignments that are external exercises based on the chapter’s concepts. These assignments are typically group oriented and are designed to serve as possible graded assignments. Suggested Course Layouts The size of this text lends itself easily to most traditional and nontraditional environments while still allowing sufficient time for classroom exercises and activities. Traditional Semester/Quarter Systems The traditional semester system of 16 weeks allows ample time for the use of many of the exercises provided in this manual. The 13-week quarter systems may require slight compression of the material, which could limit the amount of time available for classroom exercises. Week Chapter/Activity Week Chapter/Activity 1 1 9 9-10 2 2 10 11-12 3 3-4 11 12-13 4 4-5 12 13-14 5 5-6 13 14-15 6 6 14 15-16 7 7-8 15 17 8 Midterm 16 Final
Traditional Summer/Intensive Course Eight-Week Systems It is strongly recommended that intense courses such as these maximize the use of in-class and team-based activities to create a more dynamic classroom experience. Week Chapter/Activity Week Chapter/Activity 1 1-2 5 11-12-13 2 3-4-5 6 14-15 3 6-7-8 7 16-17 4 9-10 8 Final Exam Non-Traditional (Four to Five Week) Systems Non-traditional classrooms have the greatest need for compression of material and may have few alternatives regarding the use of class exercises. Still, instructors are strongly encouraged to include at least one exercise for every two chapters. Session Chapter/Activity Session Chapter/Activity 1 1-2 5 10-11-12 2 3-4-5 6 13-14 .
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6-7-8 Midterm 9
7 8
15-16-17 Final Exam
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SAMPLE SYLLABUS Introduction to Organizational Behavior Spring 2018 Joan Smith Office: HH 235; ext. 6789 Email: Smithjj@uaa.edu Office Hours: T and TH 10am - noon Course Description and Objectives This course provides a one-term introduction to, and survey of, basic organizational behavior concepts and their application in contemporary organizations. The field of organizational behavior focuses on issues related to human behavior and interpersonal relations within an organization. The course will include conceptual frameworks, case discussions, and skill oriented activities. Topics include diversity in organizations, attitudes and job satisfaction, emotions and moods, personality and values, perception and individual decision making, motivation, group behavior, work teams, communication, leadership, power and politics, conflict and negotiation, the structure and culture of organizations, and organizational change. Students should acquire skills and analytic concepts to improve organizational relationships and effectiveness. Textbook and Other Readings The textbook for this course is: Essentials of Organizational Behavior 14e, Global Edition, Robbins and Judge. From time to time additional readings will be assigned from newspapers and magazines. Assignments Students are responsible for completing discussion questions at the conclusion of each chapter. Students will also complete a Self-Analysis exercise and Web Crawling exercise for each chapter. Each of these assignments is worth 10 points for a total of 340 points. These exercises will be discussed in class. A cumulative project will be due the last week of the course. Details of the assignment will be given during lecture each week. The cumulative project is worth 150 points.
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Examination Policy In this course, there will be two examinations, a midterm and a comprehensive final examination. The midterm is worth 150 points and the final examination that is worth 300 points.
You must take exams with your class at the assigned period. Make-up examinations are given only for rare and unusual circumstances. Grading Policy In order to receive an A, you must earn at least a 90% average; a B is at least 80%; a C is at least 68%; and a D is at least 58%. Relevant College Policies Course withdrawals must be initiated on or before the deadline outlined in your Bulletin.
TOPICS AND ASSIGNMENTS Week
Topic
Assignment
Week 1
Welcome to the World of OB
Chapter 1
Week 2
Attitudes
Chapter 2
Week 3
Emotions Personality Factors
Chapter 3 Chapter 4
Week 4
Personality Factors (continued) Perceptual Processes
Chapter 4 Chapter 5
Week 5
Perceptual Processes (continued) Valuing Diversity
Chapter 5 Chapter 6
Week 6
Valuing Diversity (continued)
Chapter 6
Week 7
Basic Motivation Applied Motivation
Chapter 7 Chapter 8
Week 8
MIDTERM EXAMINATION
Week 9
Communication Basics of Group Behavior
Chapter 9 Chapter 10
Week 10
From Groups to Teams Characteristics of Leaders
Chapter 11 Chapter 12
Week 11
Characteristics of Leaders (continued) Power and Politics in Organizations
Chapter 12 Chapter 13
.
Preface
Week 12
Power and Politics in Organizations (continued) Conflict in Organizations
Chapter 13 Chapter 14
Week 13
Conflict in Organizations (continued) Organization Structure and Design
Chapter 14 Chapter 15
Week 14
Organization Structure and Design (continued) Creating and Maintaining Organizational Culture
Chapter 15 Chapter 16
Week 15
Organizational Change
Chapter 17
Week 16
FINAL EXAMINATION
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Chapter 1 Welcome to the World of OB
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Chapter 1
Welcome to the World of OB
Chapter Overview
PPT 1.2
This chapter introduces the concept of organizational behavior. The focus of the text is that coupling individual understanding of behavior gained through experience with that gained through systematic organizational behavior (OB) analysis will help managers become more effective.
Many of the important challenges being faced by today’s managers are described, as are the three levels of OB study. The outline of the text is described in relation to these three levels. Chapter Objectives
PPT 1.3 After studying this chapter, the student should be able to: 1. Define organizational behavior (referred to as OB throughout the text). 2. Show the value of systematic study to OB. 3. Identify the major behavioral science disciplines that contribute to OB. 4. Demonstrate why few absolutes apply to OB. 5. Identify managers’ challenges and opportunities in applying OB concepts. 6. Compare the three levels of analysis in this text’s OB model. Suggested Lecture Outline
I. INTRODUCTION A. Until the late 1980s, business school curricula emphasized the technical aspects of
management, focusing on economics, accounting, finance, and quantitative techniques. 1. Course work in human behavior and people skills received relatively less attention. 2. During the past three decades, however, business faculty have come to realize the role that understanding human behavior plays in determining a manager’s effectiveness, and required courses on people skills have been added to many curricula. B. Developing managers’ interpersonal skills also helps organizations attract and keep high-performing employees. 1. Regardless of labor market conditions, outstanding employees are always in short supply. 2. Companies known as good places to work have a big advantage. .
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3. A recent survey of hundreds of workplaces and over 200,000 respondents
showed the social relationships among co-workers and supervisors were strongly related to overall job satisfaction. a. Positive social relationships also were associated with lower stress at work and lower intentions to quit. b. Having managers with good interpersonal skills is likely to make the workplace more pleasant, which in turn makes it easier to hire and keep qualified people. c. Increasing the OB element in organizations can foster social responsibility awareness. 4. We have come to understand that in today’s competitive and demanding workplace, managers can’t succeed on their technical skills alone. a. They also have to have good people skills. b. This book has been written to help both managers and potential managers develop those people skills. PPT 1.4 II. MANAGEMENT AND ORGANIZATIONAL BEHAVIOR A. The roles of a manager — and the necessary skills to perform as one — are constantly evolving. 1. Yet, more than ever, individuals are placed into management positions without management training or informed experience. 2. Furthermore, a Gallup poll found that organizations chose the wrong candidate for management positions 82 percent of the time. B. Organizational Behavior (OB) Defined. 1. Organizational behavior (OB) studies the influence that PPT 1.5 individuals, groups, and structure have on behavior within organizations. The chief goal of OB is to apply that knowledge toward improving an organization’s effectiveness. 2. OB studies three determinants of behavior in organizations: a. individuals b. groups c. structure 3. OB applies the knowledge gained from this study to make organizations work more effectively. 4. This text will focus on: PPT 1.6 a. motivation b. leader behavior and power c. interpersonal communication d. group structure and processes e. attitude development and perception f. change processes g. conflict and negotiation PPT 1.7 h. work design C. Effective versus Successful Managerial Activities. 1. What makes one manager more effective than another? To answer the question, Fred Luthans, a prominent OB researcher, and his associates looked at what managers do from a unique perspective. 2. Luthans and his associates studied more than 450 managers. All engaged in four .
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managerial activities:
a. Traditional management. Decision making, planning, and controlling. b. Communication. Exchanging routine information and processing paperwork. c. Human resources (HR) management. Motivating, disciplining, managing
conflict, staffing, and training. d. Networking. Socializing, politicking, and interacting with outsiders. 3. Among managers who were successful (defined in terms of speed of promotion within their organizations), networking made the largest relative contribution to success and HR management activities made the least relative contribution, which is the opposite of the average manager. III. COMPLEMENTING INTUITION WITH SYSTEMATIC STUDY A. People develop intuitive understandings of the behaviors of other people through experience. This experiential, common sense method of “reading” human behavior can often lead to erroneous predictions. B. You can improve your predictive ability by taking the PPT 1.8 systematic approach to the study of human behavior. C. The fundamental assumption of the systematic approach is that human behavior is not random. There are fundamental consistencies that underlie the behavior of all individuals, and these fundamental consistencies can be identified and then modified to reflect individual differences. 1. Systematic study of behavior means: examining PPT 1.9 relationships, attempting to attribute causes and effects, and basing our conclusions on scientific evidence — that is, on data gathered under controlled conditions and measured and interpreted in a reasonably rigorous manner. 2. Evidence-based Management (EBM): This PPT 1.10 complementary approach to systematic study involves basing managerial decisions on the best available scientific evidence. Managers must become more scientific about how they think about managerial problems and not rely on instinct. 3. Intuition: your “gut feelings” about “what makes others tick.” This natural ability to guess how people will react is most accurate when coupled with systematic thinking and evidence-based management. D. Big Data. 1. Big data is the extensive use of statistical compilation and analysis—didn’t become possible until computers were sophisticated PPT 1.11 enough to both store and manipulate large amounts of information. The use of big data began with online retailers but has since permeated virtually every business. 2. Current Usage: The reasons for data analytics include: predicting events, detecting how much risk is incurred at any time, and preventing catastrophes large and small. 3. New Trends: The use of big data for understanding, helping, and managing people is relatively new but holds promise. A manager who uses data to define objectives, develop theories of causality, and test those theories can determine which employee activities are relevant to the objectives. Big data has implications for correcting management assumptions and increasing positive performance outcomes. .
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4. Limitations: As technological capabilities for handling big data have increased,
so have issues of privacy and appropriate application. This is particularly true when data collection includes surveillance instruments. a. We are not advising you to throw intuition out the window. In dealing with people, leaders often rely on hunches, and sometimes the outcomes are excellent. At other times, human tendencies get in the way. What we are advising is to use evidence as much as possible to inform your intuition and experience. The prudent use of big data, along with an understanding of human behavioral tendencies, can contribute to sound decision making and ease natural biases. That is the promise of OB. IV. DISCIPLINES THAT CONTRIBUTE TO THE OB FIELD A. Organizational behavior is an applied behavioral science built on contributions from a number of behavioral PPT 1.12 disciplines, mainly psychology and social psychology, sociology, and anthropology. 1. Psychology’s contributions have been mainly at the individual or micro level of analysis, while the other disciplines have contributed to our understanding of macro concepts such as group processes and organization. 2. Exhibit 1-1 is an overview of the major contributions to the study of organizational behavior. B. Psychology: seeks to measure, explain, and sometimes change behavior of humans and other animals. 1. Those who have contributed and continue to add to the knowledge of OB are: a. learning theorists b. personality theorists c. counseling psychologists d. industrial and organizational psychologists. 1) Early industrial/organizational psychologists studied the problems of fatigue, boredom, and other working conditions that could impede efficient work performance. 2) More recently, their contributions have expanded to include learning, perception, personality, emotions, training, leadership effectiveness, needs and motivational forces, job satisfaction, decision-making processes, performance appraisals, attitude measurement, employeeselection techniques, work design, and job stress. C. Social psychology: generally considered a branch of psychology; blends concepts from both psychology and sociology to focus on peoples’ influence on one another. 1. One major study area is change—how to implement it and how to reduce barriers to its acceptance. 2. Social psychologists also contribute to measuring, understanding, and changing attitudes; identifying communication patterns; and building trust. 3. Finally, they have made important contributions to our study of group behavior, power, and conflict. D. Sociology: studies people in relation to their social environment or culture. 1. While psychology focuses on the individual, sociology studies people in relation to their social environment or culture. a. Sociologists have contributed to OB through their study of group behavior in organizations, particularly formal and complex organizations. .
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b. Perhaps most important, sociologists have studied organizational culture,
formal organization theory and structure, organizational technology, communications, power, and conflict. E. Anthropology: the study of societies to learn about human beings and their activities. 1. Anthropologists’ work on cultures and environments has helped us understand differences in fundamental values, attitudes, and behavior between people in different countries and within different organizations. 2. Much of our current understanding of organizational culture, organizational environments, and differences among national cultures is a result of the work of anthropologists or those using their methods. V. THERE ARE FEW ABSOLUTES IN OB PPT 1.13 A. Laws in the physical sciences—chemistry, astronomy, physics—are consistent and apply in a wide range of situations. 1. They allow scientists to generalize about the pull of gravity or to be confident about sending astronauts into space to repair satellites. 2. Human beings are complex, and few, if any, simple and universal principles explain organizational behavior. a. Because we are not alike, our ability to make simple, accurate, and sweeping generalizations is limited. b. Two people often act very differently in the same situation, and the same person’s behavior changes in different situations. c. Not everyone is motivated by money, and people may behave differently at a religious service than they do at a party. B. That doesn’t mean that we can’t offer reasonably accurate explanations of human behavior or make valid predictions. It does mean that OB concepts must reflect situational, or contingency, conditions. 1. We can say x leads to y, but only under conditions specified in z— the contingency variables. 2. The science of OB was developed by applying general concepts to a particular situation, person, or group. 3. For example, OB scholars would avoid stating that everyone likes complex and challenging work (the general concept), because not everyone wants a challenging job. a. Some people prefer routine to varied or simple over complex. b. A job attractive to one person may not be to another; its appeal is contingent upon the person who holds it. 4. We best understand OB when we realize how both (general effects and the contingencies that affect them) often guide PPT 1.14 behavior. VI. CHALLENGES AND OPPORTUNITIES FOR OB PPT 1.15 A. Understanding organizational behavior has never been more important for managers. B. Take a quick look at the dramatic changes in organizations. Exhibit 1-2 1. The typical employee is getting older. 2. More women and people of color are in the workplace; corporate downsizing and the heavy use of temporary workers are severing the bonds of loyalty that tied many employees to their employers. .
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3. Global competition requires employees to become more flexible and cope with
rapid change. C. Continuing Globalization. PPT 1.16 1. Organizations are no longer constrained by national borders. The world has become a global village. In the process, the manager’s job has changed. 2. Working with People from Different Cultures: In your own country or on foreign assignment, you’ll find yourself working with bosses, peers, and other employees born and raised in different cultures. What motivates you may not motivate them. Or your communication style may be straightforward and open, which others may find uncomfortable and threatening. To work effectively with people from different cultures, you need to understand how their culture and background have shaped them and how to adapt your management style to fit any differences. 3. Adapting to Differing Cultural and Regulatory Norms: To be effective, managers need to know the cultural norms of the workforce in each country where they do business. D. Workforce Demographics. PPT 1.17 1. The workforce has always adapted to variations in the economy, longevity, birth rates, socioeconomic conditions, and other changes that have a widespread impact. People adapt to survive, and OB studies the way those adaptations affect individuals’ behavior. 2. As students of OB, we can investigate what factors lead employees to make various choices and how their experiences affect their perceptions of their workplaces. In turn, this can help us predict organizational outcomes. 3. Longevity and birth rates have also changed the dynamics in organizations. Global longevity rates have increased by six years in a very short time while birth rates are decreasing for many developed countries; trends that together indicate a lasting shift toward an older workforce. OB research can help explain what this means for employee attitudes, organizational culture, leadership, structure, and communication. Finally, socioeconomic shifts have a profound effect on workforce demographics. E. Workforce Diversity. PPT 1.18 1. One of the most important challenges for organizations is workforce diversity, a trend by which organizations are becoming more heterogeneous in terms of employees’ gender, age, race, ethnicity, sexual orientation, and other characteristics. 2. Managing this diversity is a global concern. Though we have more to say about it in the next chapter, suffice it to say here that diversity presents great opportunities and poses challenging questions for managers and employees. F. Social Media. PPT 1.19 1. Social media in the business world is here to stay. 2. Despite its pervasiveness, many organizations continue to struggle with employees’ use of social media in the workplace. 3. Social media is a difficult issue for today’s managers, presenting both a challenge and an opportunity for OB. For instance, how much should HR look into a candidate’s social media presence? Should a hiring manager read the candidate’s Twitter feeds, or just do a quick perusal of his or her Facebook profile? .
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Managers need to adopt policies designed to protect employees and their organizations with balance and understanding. 4. Once employees are on the job, many organizations have policies about accessing social media at work—when, where, and for what purposes. But what about the impact of social media on employee well-being? One recent study found that subjects who woke up in a positive mood and then accessed Facebook frequently found their mood worsened during the day. G. Employee Well-Being at Work. PPT 1.20 1. One of the biggest challenges to maintaining employee well-being is the reality that many workers never get away from the virtual workplace. While communication technology allows many technical and professional employees to do their work at home, in their cars, or on the beach in Tahiti, it also means many feel like they’re not part of a team. 2. Another challenge is that organizations are asking employees to put in longer hours. According to one recent study, one in four employees shows signs of burnout, and two in three report high stress levels and fatigue. 3. Finally, employee well-being is challenged by heavy outside commitments. Millions of single-parent employees and employees with dependent parents face significant challenges in balancing work and family responsibilities, for instance. H. Positive Work Environment. 1. A growing area in OB research is positive organizational PPT 1.21 scholarship (POS; also called positive organizational behavior), which studies how organizations develop human strengths, foster vitality and resilience, and unlock potential. 2. Researchers in this area say too much of OB research and management practice has been targeted toward identifying what’s wrong with organizations and their employees. 3. In response, they try to study what’s good about them. Some key subjects in positive OB research are engagement, hope, optimism, and resilience in the face of strain. Researchers hope to help practitioners create positive work environments for employees. 4. One aspect of a positive work environment is the organization’s culture, the topic of Chapter 16. Organizational culture influences employee behavior so strongly that organizations have employed “culture officers” to shape and preserve the company’s personality. E. Ethical Behavior. 1. In an organizational world characterized by cutbacks, expectations of increasing productivity, and tough competition, it’s not surprising many employees feel pressured to cut corners, break rules, and PPT 1.22 engage in other questionable practices. 2. Increasingly they face ethical dilemmas and ethical choices, in which they are required to identify right and wrong conduct. a. What constitutes good ethical behavior has never been clearly defined, and, in recent years, the line differentiating right from wrong has blurred. b. Employees see people all around them engaging in unethical practices— elected officials pad expense accounts or take bribes; corporate executives inflate profits, so they can cash in lucrative stock options; and university administrators look the other way when winning coaches encourage .
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scholarship athletes to take easy courses.
1) When caught, these people give excuses such as “Everyone does it” or “You have to seize every advantage nowadays.”
2) Determining the ethically correct way to behave is especially difficult in
a global economy because different cultures have different perspectives on certain ethical issues. 3) Fair treatment of employees in an economic downturn varies considerably across cultures, for instance. 3. Today’s manager must create an ethically healthy climate for his or her employees, where they can do their work productively with minimal ambiguity about what right and wrong behaviors are. a. Companies that promote a strong ethical mission, encourage employees to behave with integrity, and provide strong ethical leadership can influence employee decisions to behave ethically. b. In upcoming chapters, we’ll discuss the actions managers can take to create an ethically healthy climate and help employees sort through ethically ambiguous situations. PPT 1.23 VII. COMING ATTRACTIONS: DEVELOPING AN OB MODEL This book will follow the three levels of OB analysis, building from the individual to the organizational perspectives. Each level builds upon the levels before it. A. Overview. 1. A model is an abstraction of reality, a simplified representation of some real-world phenomenon. PPT 1.24 2. Exhibit 1-3 presents the skeleton of our OB model. It proposes three types of variables (inputs, processes, and outcomes) at three levels of analysis (individual, group, and organizational). Exhibit 1-3 3. The model illustrates that inputs lead to processes, which lead to outcomes; we discuss interrelationships at each level of analysis. a. Notice that the model also shows that outcomes can influence PPT 1.25 inputs in the future, which highlights the broad-reaching effect OB initiatives can have on an organization’s future. 4. Inputs. a. Inputs are the variables like personality, group structure, and organizational culture that lead to processes. These variables set the stage for what will occur in an organization later. Many are determined in advance of the employment relationship. 5. Processes. a. Processes are actions that individuals, groups, and organizations engage in as a result of inputs and that lead to certain outcomes. 1) At the individual level, processes include emotions and moods, motivation, perception, and decision making. 2) At the group level, they include communication, leadership, power and politics, and conflict and negotiation. Finally, at the organizational level, processes include HR management and change practices. 6. Outcomes. a. Outcomes are the key variables that you want to explain or predict and that are affected by some other variables. .
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b. What are the primary outcomes in OB? Scholars have emphasized
individual-level outcomes, such as attitudes and stress, task performance, citizenship behavior, and withdrawal. c. At the group level, cohesion and functioning are the dependent variables. d. Finally, at the organizational level, we look at overall productivity and survival. 7. Attitudes and Stress: As we discuss in depth in Chapter 2, employee attitudes are the evaluations employees make, ranging from positive to negative, about objects, people, or events. a. Stress is an unpleasant psychological condition that occurs in response to environmental pressures. 8. Task Performance: The combination of effectiveness and efficiency at doing your core job tasks is a reflection of your level of task performance. 9. Organizational Citizenship Behavior (OCB): The discretionary behavior that is not part of an employee’s formal job requirements and that contributes to the psychological and social environment of the workplace, is called organizational citizenship behavior (OCB), or simply citizenship behavior. a. Successful organizations have employees who do more than their usual job duties—who provide performance beyond expectations. b. Organizations want and need employees who make positive contributions that aren’t in any job description, and evidence indicates organizations that have such employees outperform those that don’t. 10. Withdrawal Behavior: Withdrawal behavior is the set of actions that employees take to separate themselves from the organization. a. There are many forms of withdrawal, ranging from showing up late or failing to attend meetings to absenteeism and turnover. b. Employee withdrawal can have a very negative effect on an organization. 11. Group Cohesion: Group cohesion is the extent to which members of a group support and validate one another at work. a. In other words, a cohesive group is one that sticks together. When employees trust one another, seek common goals, and work together to achieve these common ends, the group is cohesive; when employees are divided among themselves in terms of what they want to achieve and have little loyalty to one another, the group is not cohesive. 12. Group Functioning: In the same way that positive job attitudes can be associated with higher levels of task performance, group cohesion should lead to positive group functioning. a. Group functioning refers to the quantity and quality of a group’s work output. 13. Productivity: The highest level of analysis in OB is the organization as a whole. a. An organization is productive if it achieves its goals by transforming inputs into outputs at the lowest cost. b. Thus, productivity requires both effectiveness and efficiency. c. A business firm is effective when it attains its sales or market share goals, but its productivity also depends on achieving those goals efficiently. 1) Popular measures of organizational efficiency include return on investment, profit per dollar of sales, and output per hour of labor. .
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14. Survival: The final outcome we consider is organizational survival, which is
simply evidence that the organization is able to exist and grow over the long term. a. The survival of an organization depends not just on how productive the organization is, but also on how well it fits with its environment. b. A company that is very productively making goods and services of little value to the market is unlikely to survive for long, so survival also relies on perceiving the market successfully, making good decisions about how and when to pursue opportunities, and successfully managing change to adapt to new business conditions. VIII. SUMMARY AND IMPLICATIONS FOR MANAGERS A. Managers need to develop their interpersonal, or people, PPT 1.26 skills to be effective in their jobs. 1. Organizational behavior (OB) investigates the impact that individuals, groups, and structure have on behavior within an organization, and it applies that knowledge to make organizations work more effectively. B. Here are a few specific implications for managers: 1. Resist the inclination to rely on generalizations; some provide valid insights into human behavior, but many are erroneous. 2. Use metrics and situational variables rather than hunches to explain cause-andeffect relationships. 3. Work on your interpersonal skills to increase your leadership potential. 4. Improve your technical and conceptual skills through training and staying current with organizational trends like big data. 5. Organizational behavior can improve your employees’ work quality and productivity by showing you how to empower your employees, design and implement change programs, improve customer service, and address the worklife balance conflict. Discussion Questions
1. Define organizational behavior (OB). How can learning OB help you in your daily life? Answer: OB is the study of the influence that individuals, groups, and structure have on behavior within organizations. The chief goal of OB is to apply that knowledge toward improving an organization’s effectiveness. The second question will vary depending on the student, but there should be a direct link between life situations and the areas covered by OB. Students should give some indication that by having a systematic understanding of behavior, rather than just an individual experiential understanding of behavior, a better outcome would be achieved. 2. Why has the study of OB become a standard component of business school programs? Answer: Business schools have come to realize, as have most managers, that learning just the technical aspects of management is insufficient for long-term managerial success. The important factors for this long-term managerial success are gaining an understanding of human behavior and developing increased communication skills. 3. How does the systematic study of OB help managers be more effective? .
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5.
6.
7.
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Answer: Most people learn human behavior through their own individual observations. This method of learning always contains the potential for error. By coupling this individual learning with the systematic scientific study of OB and evidence-based management, managers benefit from the experiences and study of thousands of social scientists, rather than just relying on their own limited experiences. This broader base of understanding is more likely to help the manager make much better decisions and influence people more effectively. What behavioral sciences contribute to our understanding of OB? Select one of these behavioral sciences and describe how it helps managers. Answer: Psychology, social psychology, sociology, and anthropology are the behavioral sciences that contribute to our understanding of OB. The answers of the second question will vary depending on the students. The answer should tie the primary learning areas of one of the behavioral sciences (see below) to typical managerial problems. Ensure that the student indicates that knowing more about OB will make managers more effective through either (1) a greater ability to understand and influence other people, (2) a better design of organizations and jobs, or (3) a better understanding of group behavior. Psychology: individual (micro) focus, in the areas of learning, perception, personality, emotions, training, leadership effectiveness, needs, motivation, job satisfaction, decision making, performance appraisals, attitude measurements, employee selection, work design, and job stress. Social Psychology: individual and group (macro) focus, in the areas of change, measuring and changing attitudes, communications patterns, building trust, group behavior, power, and conflict. Sociology: group and organizational (macro) focus, in the areas of group behavior, organizational culture, organizational theory and structure, communications, power, and conflict. Anthropology: group and organizational (macro) focus, in the areas of values, attitudes, behaviors between organizations and countries. Anthropology also studies organizational culture and environment. Select one of the OB concepts given in the chapter and apply it to a situation in your work or school life. How did this concept help with the situation, or if it was not applied, how could it have helped in the outcome? Answer: The answers will vary depending on the student. Ensure that the student clearly ties the situation to an OB concept and indicates understanding of the concept by explaining how the concept would help the situation. Taken from a managerial point of view, what do you think is the major OB challenge facing businesses today? Answer: This may again vary depending on the particular viewpoint and experience of the student, but it should be one of the following. The best answers based on the text are (1) managing diversity or (2) responding to globalization. Other acceptable answers are: (3) improving customer service, (4) improving people skills, (5) stimulating innovation and change, (6) coping with “temporariness,” (7) working in networked organizations, (8) helping employees balance work-life conflicts, or (9) improving ethical behavior. Ensure that the student provides a good rationale for the answer. Compare and contrast the three levels of OB analysis. Answer: The three levels are individual, group, and organizational systems. Common aspects: the study of human behavior including decision making, emotion, .