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Toronto
Rae André Northeastern University
L. J. Taplin Humber College
Canadian Edition
An Introduction to Your Life in Organizations
Organizational Behaviour
A01_ANDR3721_01_SE_FM.indd i 07/09/12 8:43 PM
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10 9 8 7 6 5 4 3 2 1 [CKV]
Library and Archives Canada Cataloguing in Publication
André, Rae
Organizational behaviour: an introduction to your
life in organizations / Rae André, L.J. Taplin. — Canadian ed.
Includes bibliographical references and index.
ISBN 978-0-13-801372-1
1. Organizational behaviour. I. Taplin, L. J. II. Title.
HD58.7.A53 2012 302.3’5 C2012-902874-6
ISBN 978-0-13-801372-1
A01_ANDR3721_01_SE_FM.indd ii 07/09/12 8:43 PM
To my students
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v
Brief Contents
A Note to Students from the Canadian Author xvii
Using This Text xviii
A Note to Instructors from the Canadian Author xx
Author Biographies xxv
Acknowledgments xxvi
CHAPTER 1 Why OB Matters for Your Career and Your Life 1
APPENDIX 1A: What More Do You Need to Know About the Scientific Approach to Human Behaviour? 24
APPENDIX 1B: What Are Some Current Controversies That May Affect the Study and Practice of OB in the Future? 32
APPENDIX 1C: What Other Resources Can You Use to Learn Even More About Human Behaviour in Organizations? 35
CHAPTER 2 Understanding Individual Differences 41
CHAPTER 3 Communicating and Building Relationships 68
CHAPTER 4 Building Your Power, Influence, and Political Skills 97
CHAPTER 5 Developing Your Leadership Style and Skills 118
CHAPTER 6 Motivating Yourself and Others 150
CHAPTER 7 Making Decisions 185
CHAPTER 8 Helping Groups and Teams Be Effective 209
APPENDIX 8A: Where Are the Groups in Organizations? 246
CHAPTER 9 Resolving Conflict and Negotiating 247
CHAPTER 10 Understanding an Organization’s Culture 272
CHAPTER 11 Designing Organizational Structure 293
CHAPTER 12 Developing and Changing an Organization 322
INTEGRATIVE CASES AND PROJECTS CASE 1 Western Distribution Centre (WDC) 345
CASE 2 International Rose Growers, Inc.: Managing a Small Business Start-up in the Caribbean 349
CASE 3 The Baker and Eiger Companies 353
PROJECT 1 The Career Self-Study Project: An Integrative Paper 356
PROJECT 2 The Connections Project and Paper: An Integrative Project on Leading Teams 357
PROJECT 3 Company Design Analysis: An Integrative Project for Teams 359
GLOSSARY 361
NOTES 371
PHOTO CREDITS 419
INDEX 420
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vii
Contents
A Note to Students from the Canadian Author xvii
Using This Text xviii
A Note to Instructors from the Canadian Author xx
Author Biographies xxv
Acknowledgments xxvi
CHAPTER 1 Why OB Matters for Your Career and Your Life 1 What Is Organizational Behaviour, and What Kinds of Business Challenges Does It Address? 2
What Is Organizational Behaviour (OB)? 2
What Challenges Do Workers Face at Different Organizational Levels? 2
Why Is It Useful to Visualize an Organization as a System? 3
What Economic and Social Issues Challenge Today’s Organizations? 4
Globalization 5
The Changing Nature of Work 5
The Complex Workforce 7
What Organizational Processes Help Companies Compete in the Modern Economy? 10
Relying on Teams 10
Innovations in Attracting and Keeping Employees 10
Adaptations in Organizational Design 11
Increased Attention to Organizational Ethics 12
What Will Your Career Be Like in Modern Organizations? 13
The Need for OB Knowledge and Skills 13
Career Paths and Patterns 14
Career Stages and Career Anchors 14
Career Roles 16
How Will Mastering OB Help You in Your Career? 18
How Can You Continue to Learn about OB? 18
Appendix 1A: What More Do You Need to Know About the Scientific Approach to Human Behaviour? 24
Appendix 1B: What Are Some Current Controversies That May Affect the Study and Practice of OB in the Future? 32
Appendix 1C: What Other Resources Can You Use to Learn Even More about Human Behaviour in Organizations? 35
Apply What You Have Learned 39
Test Yourself: Summary and Key Terms 40
Explorations 40
CHAPTER 2 Understanding Individual Differences 41 What Is Your Personality? 42
Where Does Personality Originate? 42
How Is an Individual’s Personality Determined? 43
Personality Traits: Do You Have a Predisposition to Stress? 45
How Can You Know Whether a Psychological Test Is a Good One? 46
What Is a Personality Profile? What Is the Big Five Personality Profile? 48
What Is Your Personality Profile, as Assessed with the Big Five? 49
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viii CONTENTS
How Is the Study of Personality Traits Applied in Organizations? 51
What Does the Big Five Personality Profile Predict in Organizations? 51
How Does the Myers-Briggs Type Indicator Assess Personality? 52
What Do the Big Five and the MBTI Have in Common? 52
What Are Some Personality Traits That Are Especially Important in
Organizations? 53
What Is Your Emotional Style and Why Is It Important in Organizational Life? 54
Genetic Determinants of Emotions 54
Environmental Determinants of Emotions 55
Task Determinants of Emotions 55
What Suggests Emotional Competence on the Job? 55
What Cognitive Abilities Contribute to Your Personal Style? 56
Analytic Ability 56
Creative Ability 57
Practical Intelligence 57
What Values and Attitudes Contribute to Your Personal Style? 58
Values 58
Attitudes 60
Can Values and Attitudes Change? 61
Apply What You Have Learned 62
Test Yourself: Summary and Key Terms 66
Explorations 67
CHAPTER 3 Communicating and Building Relationships 68 How Can You Make the Communication Process Work for You? 69
A Model of Communication 69
Receiving the Message 70
Decoding the Message and Forming a Response 72
Encoding the Response 73
Transmitting the Response 74
How Can You Use Non-verbal Behaviours to Communicate More Effectively? 75
How Can Understanding Gender Styles Improve Your Ability to Communicate on the Job? 76
How Can Understanding Cultural Differences Improve Your Ability to Manage Cross-Cultural Relationships? 77
What Cross-Cultural Differences Interest Managers? 77
Perceptual Differences 77
Non-verbal Differences 78
Differences in Attitudes and Values 78
Personality Differences 79
Differences in Psychological Contracts 79
How Can You Develop Your Cross-Cultural Relational Skills? 81
Using the Big Five Personality Theory 81
Understanding Your Tolerance for Ambiguity 81
Evaluating Differences in Values 81
Developing Cultural Intelligence 82
Understanding Culture Shock 82
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CONTENTS ix
How Do You Build Trust in Relationships? 82
What Is Trust? 82
How Do You Create Trusting Relationships? 83
Trust and Lying 84
How Do You Persuade Others? 84
The Communicator 85
The Message 85
The Audience 86
What Relational Strengths Do You Already Have? Which Skills Do You Need to Develop? 86
Communication Competencies 87
Self-Monitoring 87
Personal Orientation to Others 88
Active Listening 89
What Are Some Tested Tactics for Doing Well on Job Interviews? 89
Making a Good First Impression 89
Presenting Yourself Favourably 91
Apply What You Have Learned 92
Test Yourself: Summary and Key Terms 95
Explorations 96
CHAPTER 4 Building Your Power, Influence, and Political Skills 97 What Is Power? 98
How Can You Identify the Sources of Power in Your Company? 98
Power Sources versus Power Tactics 98
Formal versus Informal Power 98
Interpersonal Sources of Power: The Soft and the Harsh 98
Other Sources of Power 99
How Can You Acquire Power in Your Organization? 100
Preparing for the Use of Power 100
Applying Power Tactics 101
Engaging in Political Behaviour 102
Using Networks and Mentors 103
Understanding Empowerment 105
What Should You Know about Power as a Leader? 106
How Do Leaders Differ from Power-Holders? 106
Does Power Corrupt? 107
How Can Others Acquire Power Over You? 107
What Factors Lead to Obedience and Resistance? 108
How Are Employees Subject to Routinization and Dehumanization? 109
How Do Some Managers Intimidate Their Employees? 110
How Powerful Is Deception? 110
What Is the Allure of Toxic Leaders? 111
How Does a Person’s View of Power Depend on Culture? 112
Effects of National Culture 112
Effects of Organizational Culture 112
Apply What You Have Learned 114
Test Yourself: Summary and Key Terms 116
Explorations 117
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CHAPTER 5 Developing Your Leadership Style and Skills 118 What Is Leadership, Really? 119
A Short History of Leadership Thinking 120
Understanding Individual Leaders 120
Understanding Shared Leadership 121
A Practical Definition of Leadership 121
Why Are Some People Leaders While Others Are Followers? 122
Traits That Predict Leadership 122
Traits That Derail Leadership 123
The Choice to Lead 124
Can You Learn to Be a Leader? 125
What Is Your Leadership Style? Structured or Considerate—or Both? 125
Do You Have the Potential to Be a Charismatic Leader? 126
Do You Have the Potential to Be a Transformational Leader? 128
So, Can Leadership Be Learned? 129
Will You Be an Effective Leader? As a Leader, How Would You . . . ? 129
. . . Guide Your Followers toward Goals That the Company Values? (Path-Goal
Theory) 129
. . . Adapt Your Behaviour to the Situation? (Work-Unit Leadership Theory) 130
. . . Use Your Own Ideas and Knowledge to Improve Group Performance? (Cognitive
Resource Theory) 131
. . . Interact with Your Followers? (Leader–Member Exchange Theory) 131
. . . Determine When Your Leadership Is Irrelevant? (Substitutes for Leadership
Theory) 132
. . . Determine When to Stop Leading and Follow Instead? 132
As a Leader, What Else Do You Need to Know How to Do? 133
Practising Ethical Leadership 133
Examining the Non-rational Side of Leadership 133
Recognizing Myths about Leadership 134
Will You Get a Chance to Lead? 134
What Type of Leadership Does Your Company Need? 135
What Type of Leadership Is Valued in Your Company? (Implicit Leadership Theory) 135
Will Your Company Identify You as a Leader? 136
How Might Diversity Affect Leadership Opportunities? 136
What Do We Know about Leadership Cross-Culturally? 137
Implicit Theories of Leadership and Leader Attributes 138
What Is Unique about the Leadership Role of Executives and CEOs? 139
Mid-level Leaders: The Need to Develop Executive Skills 139
CEOs: Managing Meaning for Their Company 139
CEOs’ Traditional and New Roles 140
How Do Leaders Act as Talent Scouts and Mentors? 141
Finding and Developing Talent 141
Mentoring 141
Succession Planning 142
As a Leader, What Aspects of Your Personal Philosophy Are Likely to Have the Most Influence on Others? 142
Authenticity and Integrity 143
Spirituality 143
Influence and Responsibility 144
Examining Capitalism as a Core Value 144
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CONTENTS xi
Apply What You Have Learned 146
Test Yourself: Summary and Key Terms 148
Explorations 149
CHAPTER 6 Motivating Yourself and Others 150 What Makes People Work Harder, Smarter, and More Positively? 151
Motivation: A Complex Process 151
Money: The Universal Reinforcer 153
Being Realistic about Motivating Others 153
How Can You Tap an Employee’s Intrinsic Motivation? 154
Personality 154
Emotion 156
Needs and Motives 157
Goals 159
Beliefs and Expectations 160
How Do You Motivate Using Rewards and Punishments? 161
The Five-Step OB Mod Approach 161
How Is Behaviour Modification Used to Design Performance Appraisals and Reward Systems? 164
The Design of Performance Appraisals 164
The Design of Reward Systems 165
Limitations of Behaviour Modification 165
What Organizational Systems Do Companies Use to Motivate Their Employees? 166
Systems That Emphasize Pay 166
Systems That Emphasize Feedback and Recognition 167
Systems That Emphasize Goals 167
Systems That Emphasize Participation 168
Systems That Maximize Intrinsic and Extrinsic Motivation 168
Why Do Managers Work Hard to Motivate Their Employees? 168
Reason 1: To Avoid the Consequences of Job Dissatisfaction 169
Reason 2: To Attract and Keep Workers 169
Reason 3: To Enhance Task Performance and Organizational Outcomes 171
Reason 4: To Inspire Organizational Citizenship 172
How Do You Design Motivating Jobs? 172
Job Characteristics Model 173
Creating Jobs That Motivate 175
How Does an Employer Fit a Person to a Job? 176
Considering Personality and Skills 176
Considering Individual Values 177
How Do Companies Use Scheduling to Motivate? 178
Flextime and the Compressed Workweek 178
Telecommuting 178
Job-Sharing 178
How Do Companies Use the Physical Environment as a Motivator? 179
What Else Should You Consider When Motivating Yourself and Others? 179
Weighing Recent Trends 179
Taking National Culture into Account 180
Motivating Yourself to Motivate Others 180
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Apply What You Have Learned 181
Test Yourself: Summary and Key Terms 182
Explorations 184
CHAPTER 7 Making Decisions 185 What Principles Should Guide Your Thinking When Making Decisions? 186
Organizational Decision Making Is Both Rational and Psychological 186
Why Is Rational Problem Solving More Complicated Than It Looks? 187
What Three Major Factors Should You Weigh in Designing a Decision-Making Process? 188
What Type of Problem Are You Solving? 188
Who Will Make the Decision, and What Are Their Attributes, Strengths, and
Weaknesses? 190
What Is the Social Context of the Decision? 198
How Can You Use Experts Effectively? 201
How Can You Use Technology to Improve Decision Making? 202
How Can You Implement Decisions Successfully? 203
Apply What You Have Learned 204
Test Yourself: Summary and Key Terms 207
Explorations 208
CHAPTER 8 Helping Groups and Teams Be Effective 209 Why Are Groups So Important to Organizations? 210
Groups Are a Key Building Block of Organizations 210
Groups Represent a Power Structure in Organizations 211
Groups May Make Better Decisions Than Individuals Alone 211
Groups May Make Worse Decisions Than Individuals Alone 212
Group Membership Influences Individual Identity and Decision Making 212
What Key Factors Define a Group? 213
The Nature of Groups 213
How Groups Motivate Their Members 215
What Is a Team? 215
What Types of Teams Do Organizations Use? 215
What Are Teams Really Like in the Workplace? 216
What Are High-Performance Teams? 217
How Do Groups and Teams Evolve Over Time? 218
Stages of Group Development 218
How Short-Term Groups Evolve 220
How Do You Design a Team? 221
How Can You Set a Clear and Energizing Direction for Your Team? 222
How Do You Coach the Team? 223
Choosing People with Team Potential 223
Getting Your Team Off to a Good Start 223
Developing Group Roles 224
Monitoring Participation 225
Enhancing Personal Alignment 226
Using Experts Effectively 227
Developing an Ethical Group Process 227
Delegating and Empowering 228
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CONTENTS xiii
What Can Go Wrong in Group Decision Making? 228
Groupthink 228
Social Loafing 230
Polarization 230
Social Facilitation 231
Using Structure to Improve Group Decision Making 231
How Do You Run an Effective Meeting? 232
Opening the Meeting with a Clear Focus 233
Creating a Culture That Fosters Participation 233
Keeping the Team Focused on Its Task 233
Ending with a Task Focus 234
How Do You Interface for Your Team to Obtain Information, Resources, and Rewards? 234
Building Relationships between the Team and the Broader Organization 234
Scouting for the Information the Team Needs 234
Nurturing Both External and Internal Support 234
Obtaining Team Training 235
Implementing Team-Based Rewards 235
What Special Issues Arise for Teams? 235
Self-Directed Teams 235
Virtual Teams 236
Multicultural Teams 236
Multicultural Virtual Teams 238
Apply What You Have Learned 240
Test Yourself: Summary and Key Terms 244
Explorations 245
Appendix 8A: Where Are the Groups in Organizations? 246
CHAPTER 9 Resolving Conflict and Negotiating 247 What Is Conflict and Why Is It a Major Factor in Organizational Life? 248
Types of Conflict 248
Patterns of Conflict 248
Is Conflict Destructive or Constructive? 249
How Do You Deal with Conflict, in General? 250
Myths about Conflict 250
If the Conflict Is Destructive, Reduce It 251
If the Conflict Is Constructive, Stimulate It 252
How Should You Approach Interpersonal Conflicts? 252
Recognizing the Sources of Interpersonal Conflict 252
Understanding Individual Styles of Handling Interpersonal Conflict 254
What to Expect When a Conflict Occurs between Peers 255
Should You Help Your Employees Work through a Conflict? 256
What Happens When Conflict Occurs between a Boss and a Subordinate? 256
How Can You Deal with Your Anger? 257
What Should You Do When Your Team Members Have a Conflict? 259
How Does Task Conflict Affect Team Performance? 259
How Does Relationship Conflict Affect Team Performance? 259
When Is Conflict Useful to Teams? 259
How Should You Manage the Conflicts within Your Team? 260
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xiv CONTENTS
How Should You Intervene When Teams Are in Conflict with Each Other? 260
Why Is Inter-group Conflict Destructive? 260
Why Is Inter-group Conflict Constructive? 261
How Should You, as a Group Leader, Deal with Inter-group Conflict? 261
What Happens When Employees Have a Conflict with Their Organization? 261
What Are the Most Important Employee Dispute-Resolution Techniques? 262
What Is the Role of Labour Unions? 262
How Do Companies Work with Dissent and Whistle-Blowing? 262
What Are Some Cross-Cultural Differences in Approaches to Conflict, and Why Do They Matter? 264
Cross-Cultural Models of Conflict 264
Why Do Cultural Differences Matter? 264
What Do You Need to Know about Negotiation? 265
What Is the Nature of Negotiation? 265
Internal versus External Negotiation 265
Interpersonal Skills for Negotiating 266
Learning How to Negotiate 266
Apply What You Have Learned 267
Test Yourself: Summary and Key Terms 270
Explorations 271
CHAPTER 10 Understanding an Organization’s Culture 272 Why Is Organizational Culture So Important to Companies? 273
Where Do Organizational Cultures Originate? 273
What Is the Difference between Culture and Climate? 273
How Does National Culture Affect Organizational Culture? 273
What Companies Have Built a Reputation around Their Corporate Cultures? 274
How Do You Discover an Organization’s Culture? 274
What Are the Levels of Culture? 274
How Do New Employees Learn an Organization’s Culture? 276
How Is Organizational Culture Used to Improve Organizational Effectiveness? 278
How Culture Motivates Performance 278
How Culture Creates Commitment 280
How Culture Integrates Organizational Units 280
How Culture Motivates Ethical Behaviour 281
How Culture Enhances Corporate Branding (and How Branding Enhances Culture) 284
How Culture Enhances Service 284
What Happens When Organizations with Different Cultures Merge? 284
How Can Leaders Foster Acculturation? 284
What Is the Effect of Merging Business Systems on Merging Organizational
Cultures? 286
How Can an Existing Organizational Culture Be Changed? 286
How Do You Find an Organizational Culture in Which You Can Thrive? 287
What Kind of Culture Do You Prefer? 287
Will You Face a Glass Ceiling? 287
Apply What You Have Learned 289
Test Yourself: Summary and Key Terms 291
Explorations 292
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CONTENTS xv
CHAPTER 11 Designing Organizational Structure 293 Who Designs Organizations and, in General, What Do These Designers Do? 294
What Are the Major Factors Influencing Organizational Design? 294
The Three Historical Factors That Drive Organizational Design 294
The Three Business Factors (Constraints) That Drive Organizational Design 295
Organizational Constraints Summarized 297
What Do Leaders Actually Design? 298
The Theory of Organizational Design 298
The Practice of Organizational Design 299
How Can You Predict Whether an Organizational Design Will Be Effective? 301
The Continuum of Organizational Design 301
How Synergy Is Reduced 303
Why Don’t All Organizations Adopt an Enterprise Design? 303
What Characterizes the Fundamental Organizational Types? 304
The Bureaucracy 304
The Enterprise 305
The Hybrid Organization 306
How Is Structure Used as an Organizational Design Tool? 307
After You Divide Up the Organization’s Work, How Do You Coordinate Employees to Get It Done? 307
Differentiation 307
Span of Control 307
Integration 308
How Can You Expect an Organizational Structure to Evolve? 310
Why Do Organizational Structures Evolve? 310
How Do Organizational Structures Evolve? 310
What Are Some Recent Trends in Organizational Structure? 314
Structured Networks 314
The Front–Back Structure 315
The Boundaryless Organization 316
How Is Organizational Structure Used to Advance a Company’s Strategy? 316
Different Business Strategies Suggest Different Organizational Structures 316
Organizational Structure Affects How Strategic Decisions Are Made 316
Apply What You Have Learned 318
Test Yourself: Summary and Key Terms 319
Explorations 321
CHAPTER 12 Developing and Changing an Organization 322 What Is Large-Scale Organizational Change and Why Do Companies Attempt It? 323
Planned and Unplanned Change 324
Forces for Stability versus Forces for Change 324
What, Exactly, Changes, in Large-Scale Organizational Change? 325
Company Strategy and Systems 325
Organizational Decision Making and Power 325
Organizational Culture 326
How Do You Structure a Planned Change? 328
Traditional Approach to Change: Implementing an Organizational Strategy 328
Organizational Development 329
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Appreciative Inquiry 330
Positive Organizational Behaviour 331
How Does the Change Process Work? 331
A Three-Stage Model of Change 331
Punctuated Equilibrium Model of Change 332
Continuous Change Model 332
During Planned Change, How Do Individuals and Organizations Learn? 333
Where Do People Learn Best? 333
What Do People Learn? 333
How Do Organizations Learn? 333
What Are Some Key Ethical Dilemmas during Organizational Change? 335
What Are Some Common Problems during Organizational Change? 335
Which Assumptions about Change Are Important? 336
Should the Change Focus on the Process or the Problem? 336
Is Change Logical or Emotional? 337
Does Change Start at the Top or the Bottom of the Company? 337
How Is Change Disseminated? 337
How Do Individuals React to Change and How Do Leaders Deal with Their Reactions? 337
Individual Predispositions toward Change 338
When Change Is Threatening 339
What Can Leaders Do to Foster Change? 339
Are Western Approaches to Change Exportable? 340
Apply What You Have Learned 341
Test Yourself: Summary and Key Terms 343
Explorations 344
INTEGRATIVE CASES AND PROJECTS
CASE 1: Western Distribution Centre (WDC) 345
CASE 2: International Rose Growers, Inc.: Managing a Small Business Start-up in the
Caribbean 349
CASE 3: The Baker and Eiger Companies 353
PROJECT 1: The Career Self-Study Project: An Integrative Paper 356
PROJECT 2: The Connections Project and Paper: An Integrative Project on
Leading Teams 357
PROJECT 3: Company Design Analysis: An Integrative Project for Teams 359
GLOSSARY 361
NOTES 371
PHOTO CREDITS 419
INDEX 420
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xvii
A Note to Students from the Canadian Author Welcome to the first Canadian edition of Organizational Behaviour: An Introduction to Your Life in Organizations . I am delighted to serve as your tour guide while you explore the
fascinating world of Organizational Behaviour (OB). Parts of the terrain may look familiar
to you, perhaps from your course work, your employment, or your involvement in sports
teams, student associations, or community groups. I hope that the content of this text helps
you make sense of your experiences (past, present, and future) with human behaviour—
whether your own behaviour or that of others, inside or outside of work organizations.
Why did I accept the challenge of adapting Professor André’s book for Canadian stu-
dents? There are a number of very good reasons, not the least of which is my enthusiasm
for OB and for new challenges. However, taking on this particular project was largely
driven by the appeal of the written approach used in the original US version. Firstly, its
style is personalized to engage you in its content, and I have made the Canadian edi-
tion even more so. Secondly, it takes a businesslike, problem-solving approach to OB that
enhances its practical value for you.
Organizational Behaviour: An Introduction to Your Life in Organizations poses real-
istic business problems and then shows you how OB knowledge can help you develop
solutions for them. The book’s problem-solving approach presents questions and issues
first and then links the solutions to relevant OB knowledge, theory, and models. This
approach will help you frame and address the variety of challenges you may face in orga-
nizational life, using current, well-researched ideas. After all, it’s what you can do with
what you know that matters; it is your ability to solve problems that is most likely to earn
you promotions and other rewards from your grateful boss!
Ultimately, the goal of this text is to showcase the practical value of Organizational
Behaviour to your life. I hope that you find OB engaging, and that you discover new and
valuable insights about yourself and others, and your life in organizations.
Sincerely,
Your Canadian author and “tour guide,”
L. J. (Jean) Taplin
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xviii
Using This Text Participate to Learn When you actively work with an idea, you frame your experience of it in ways that will
help you remember it and apply it in the future. To really make an idea your own, some-
thing you can use effectively in the future, you have to formulate it in your own words,
critically compare your own ideas with what you read, and imagine how the idea can be
applied. This process of engaging with a concept is called active learning. The principles of active learning suggest that you are more likely to really learn an
idea if you:
■ Can place it in a real-life context, including the context of your own experience
■ See how it fits logically with other concepts
■ Ask questions about it
■ Actually use it to solve problems
■ Think critically about it
■ Share it
This text challenges you to interact with the material in many different ways. You
are asked to apply the concepts to your own life and the lives of others. You are encour-
aged to both actively study and practically apply the text material. Each chapter offers a
set of learning tools—questions, self-assessments, case examples, explorations, chapter
takeaways, and key terms—that encourages your interaction with the material. These tools
are primarily organizers and motivators . It is up to you to provide the critical and creative
thinking about the material that, in the end, leads to you taking away useful information
and valuable insights from this course.
During class time, your professor may also challenge you to actively engage with the
text’s ideas through discussions, case analyses, debates and exercises. You may be asked
to work with other individuals and in groups. Please volunteer for exercises, speak up ,
ask questions, criticize theories, and in any other way you can think of get involved with
the material in class. Once you are out in the workplace it is much more difficult than it is
in class to ask challenging questions about how organizations really work. In fact, many
organizations have taboos about asking such questions because they may imply a criticism
of current management practices, even where no such criticism is intended.
So, participate now. Ask your questions now. You won’t regret it!
How to Use the Study Aids in This Text Each chapter of Organizational Behaviour: An Introduction to Your Life in Organizationsincludes the following study aids to help you understand, learn, and hopefully enjoy the
material.
A. TAKEAWAYS Each chapter begins with a list of Chapter Takeaways. These are key prac-
tical questions you should be able to answer after studying the chapter. You can use the
Takeaways section in three ways:
1. Before you read the chapter, read the Takeaways to get a feel for the kinds of problem-solving questions the chapter will cover. Why should you bother to do
this? Experts in reading and study skills routinely advise students to skim chapters
before actually reading them. Skimming creates for you a context that enhances
your subsequent ability to remember the material and apply it. In the Chapter
Takeaways we have done the work of skimming and flipping pages for you.
2. After you read the chapter, use the Takeaways as a study aid. Go back to the Chap-
ter Takeaways and ask yourself what the chapter said about each key question. Can
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PREFACE xix
you answer the question thoroughly? Do you know all the main concepts and terms
that are used to answer the question?
3. Think about how you might use the material in the future. How does what you have
learned enhance your knowledge of life in organizations? How might it affect your
career? What skill sets does it suggest you may need? Imagine how you can “keep”
this material for future use: Memorize it? Physically store it? Learn where to find it
again whenever you need it?
B. SELF-ASSESSMENTS AND SHORT EXERCISES WITHIN THE CHAPTERS Within Orga-nizational Behaviour: An Introduction to Your Life in Organizations you will find many
self-assessment instruments and short exercises to help you understand yourself and others
while absorbing basic concepts. There is simply no better way to understand and remem-
ber a concept than to actively apply it to your own situation. Completing the exercises in
the chapters as you come to them will help you to master the material.
C. TEST YOURSELF SECTIONS Use the Test Yourself sections at the end of the chapter to
review key concepts and terms. In these sections you will find two study aids for each key
question asked in the chapter. First is a paragraph or two outlining basic answers to the key
questions. After reading the chapter, you should understand the logic behind the answers
to each key question. One caution: they are only summaries and do not cover all chapter
content! The second Test Yourself study aid is a list of key terms for each chapter section.
D. EXPLORATIONS Going beyond your textbook by doing one or more of the recommended
“explorations” will enrich your understanding of the concepts and help you to remember
them. This is a good way to prepare for essay questions, papers, case analyses, and proj-
ects, because you can discover additional concepts, contexts, and examples to include in
your write-up.
E. GLOSSARY To help you study key terms, check out the Glossary at the end of the book.
Each term is accompanied by a page reference so that you can easily find where it is
defined and discussed in the text.
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xx
The process of adapting Organizational Behaviour: An Introduction to Your Life in Organizations for the Canadian market began with a request to review the US edition by
Rae André. My initial reaction was to wish it were already available for Canada! The US
edition offered many unique, appealing features—but what else was needed to distinguish
it as a Canadian text? To answer that question I relied on my experience in the classroom
and on feedback from reviewers throughout the adaptation process.
Which Features Have Been Retained from the US Edition? 1. Most OB texts lead with theories and follow with applications, whereas this text uses
a problem-solving approach . Students first read about the challenges that individu-
als face every day in organizations and then explore the research findings that can
help them meet these challenges. Reviewers offered unanimous support for retaining
the approach of helping readers solve organizational problems using OB theories.
Organizational Behaviour: An Introduction to Your Life in Organizations includes
current, valid, and practical research results. Similarly, the book is structured such that
problems lead and theories follow, and chapters are organized around questions of
management practice. Ethical considerations and varied perspectives promote critical
thinking and help students engage with the content.
2. Reviewers also appreciate how the text material is personalized . Even the title sug-
gests its personalized approach: the focus of the book is your life in organizations . The
language addresses students directly and informally. It asks them to actively engage
with OB concepts by thinking about how to apply them to their own careers. It asks
students to address issues as if they were already business people, as some of our stu-
dents indeed are. It also engages them by offering self-assessments and short exercises
throughout the chapters. To this end, the first chapter opens traditionally, discussing
environmental factors affecting today’s organizations; but rather than cover history
and methodology at this point, it instead discusses how these factors affect today’s
careers. The last section of that chapter and its three appendices invite students to
explore the field’s development and to keep studying OB even after the course is over.
Student are offered some tools, including social science methodology and suggestions
for further reading, to help them in their continuing explorations.
3. The text adopts a global perspective on organizational challenges, which resonated
with most reviewers. This is addressed in several ways:
■ Students learn about global issues in organizational behaviour and theory through-
out the book, beginning with the global context for organizational problem solving
established in Chapter 1.
■ The latest global research is integrated into each chapter, in appropriate topics as
space permits.
■ Cross-cultural aspects of chapter topics are integrated into the chapter text and
examples.
■ Many of the chapter-opening vignettes and end-of-chapter materials feature inter-
national companies, not just North American ones.
4. Reviewers support the text’s emphasis on problem solving and active learning . The
Canadian text retains this emphasis through:
■ Chapter Takeaways that list the key questions and concepts the chapter addresses.
The Takeaways are easy to skim, so readers get a concise overview of the chapter
without having to flip through its pages. The section is also a useful review tool
for exams. Finally, it is not reductionist. It is almost impossible to summarize, in
A Note to Instructors from the Canadian Author
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PREFACE xxi
even a dozen questions, the contents of a comprehensive chapter that is based on
decades of interesting, high-quality research.
■ A chapter-opening company vignette. Each chapter starts with a short case that
introduces some of the problem-solving challenges addressed in the chapter.
■ Supporting material within the body of the chapter that enhances the book’s problem-based focus. It features second-person questions (“What would you do if . . .?”), cases
that illustrate theory (including some more extensive cases that continue through an
entire section), and many examples of what actual companies and individuals are
doing to solve organizational problems.
■ Self-assessments. These exercises are integrated within the chapters to enable their
completion in context, without needing to access a text website or other external
resource, and to help students remember the related content.
5. The book includes a consistent set of end-of-chapter materials in “Apply What You Have Learned , ” as well as Integrative Cases and Projects for individuals and groups
included at the back of the text. These materials offer a variety of opportunities for prac-
tical applications, critical thinking, experiential learning, further explorations, and rec-
ommended term projects. Specifically, each “Apply What You Have Learned” includes
the following:
■ World Class Company (or Personality) features companies or people that take dis-
tinctive approaches to OB problems. Short enough to be read in class, this section
includes questions for discussion.
■ Advice from the Pros offers practical ideas from professionals in the field. These
integrate theory with practice and sometimes suggest new ideas that may not yet
have received research attention. This section includes questions for discussion.
■ Gain Experience is an experiential exercise that simulates organizational issues in
the classroom and gives students the opportunity to solve problems using the chap-
ter theory.
■ Can You Solve This Manager’s (Person’s, Group’s, Company’s) Problem? These
problem-solving cases, of various lengths and difficulty, test the students’ knowl-
edge of the theory and their ability to apply it.
Additionally, students are given a Test Yourself section to review the Chapter Takeaways
and key terms, as well as a set of Explorations to open a window on the world of resources
beyond this text.
What’s New in the Canadian Edition? A More Concise Format Where the US edition had 19 chapters, the Canadian edition has 12. Most instructors teach
single term courses of 12 to 15 weeks duration and the 12 Canadian chapters fit nicely
into a 12- to 15-week term. The Canadian edition is also shorter than the original; based
on reviewers’ suggestions, related chapters are combined and their content streamlined,
enhancing readability and reducing total page count.
Organization Instructors want flexibility regarding the order of presentation of chapters; some start at
the micro level and work up to the macro, while others take the reverse approach. With the
Canadian text, instructors are largely free to follow whatever chapter order best suits their
course design. Most chapters function independently. However, there are a few chapters
that should be addressed earlier than others:
■ Subsequent chapters refer back to Chapter 2 , Understanding Individual Differences.
■ Chapter 8 , Helping Groups and Teams Be Effective builds upon some of the content of
Chapter 7 , Making Decisions.
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xxii PREFACE
■ Chapter 10 , Understanding an Organization’s Culture builds on Chapter 6 , Motivat-ing Yourself and Others regarding culture’s effect on motivation.
■ The discussion on changing an organization’s culture in Chapter 12 , Developing and Changing an Organization, builds on Chapter 10.
Perspective In recent decades, organizations have been downsizing and de-layering to compete glob-
ally. As a consequence, fewer management level opportunities exist for our students, and
competition for those opportunities is more intense. The Canadian edition reflects to a
greater extent the perspective that everyone needs OB knowledge and skills, as opposed
to the typical managerialist perspective of most OB texts. It is this individual contributor
perspective in the Canadian text that has largely led to the sequence in which the chapters
are presented.
Canadian Realities One key objective for this new Canadian text was to ensure that our Canadian culture,
values, demographics, language, and other realities were reflected throughout its chapters.
For instance, the original text emphasized large businesses, but that is not a Canadian real-
ity; Canadian businesses are predominantly small ones with fewer than 100 employees.
This fact of Canadian business life is addressed in the text content and reflected in new
chapter-opening vignettes; however, examples of mid-sized, large, and even multinational
organizations are also included.
Diversity In this text, there is no single chapter on diversity, an important topic in OB; instead,
diversity is integrated throughout the text and chapters, in the cases, exercises, projects,
and supporting resources. This approach seems more in keeping with our Canadian cultural
mosaic, the make-up of our labour market, our organizations, and our classrooms—
particularly in the larger Canadian urban centres.
Readability Whether our students are domestic or international, increasingly we are teaching students
for whom English is their Second Language (ESL). For this reason, the language used in
the Canadian edition aims to be more accessible and student-friendly than most comparable
texts. Learning aids, such as marginal glossary definitions, assist all students in learning
the material. Figures have been added to break up the chapter text and lighten the reading
load. Selected cartoon images have been added to provide both an element of tongue- in-
cheek humour and a sense of our humanity; after all, we are only human.
Global Examples Many of our students come from different parts of the world, and some are pursuing spe-
cializations in International Business. In keeping with the global nature of today’s econ-
omy, the organizations featured throughout this text are drawn from different parts of the
world and not exclusively from Canada.
What Is the Ultimate Purpose of This Text? Studying OB can be eye-opening. Not just “interesting,” but eye-opening! The ideal OB
class is one where you see students get that twinkle in their eye that shows an “Aha!”
response, indicating that they learned something new about themselves and their future life
in organizations. The goal for Organizational Behaviour: An Introduction to Your Life in Organizations is to showcase the value of this fascinating field for our students.
It is not easy, perhaps impossible, to make a textbook exciting for students. Yet, the
potential an OB text has to open their eyes to new possibilities for themselves personally,
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PREFACE xxiii
to better understand the people with whom they work, and to help them make sense of
organizational events is exciting—at least for this author! OB is a window on the world
of human adventures in a variety of organizations and cultures. In this text, and in your
course, we are in a partnership to do our best to convey to our students that excitement!
Your feedback on how this text works for your classes would be most welcome.
Please contact me at any time at [email protected].
MyOBLab Resources THE MOMENT YOU KNOW Educators know it. Students know it. It’s that inspired moment
when something that was difficult to understand suddenly makes perfect sense. Our MyLab
products have been designed and refined with a single purpose in mind—to help educators
create that moment of understanding with their students.
MyOBLab delivers proven results in helping individual students succeed. It provides
engaging experiences that personalize, stimulate, and measure learning for each student.
And, it comes from a trusted partner with educational expertise and an eye on the future.
Students and instructors can make use of the following online resources:
PERSONALIZED STUDY PLAN In MyOBLab, students are treated as individuals with spe-
cific learning needs. Students have limited study time so it is important for them to study
as effectively as possible. A personalized study plan is generated from each student’s
results on sample tests and instructor assignments.
Students can clearly see the topics they have mastered—and, more importantly, the
concepts they need to work on.
POWERPOINT® SLIDES This tool provides students with highlights and visuals of key concepts.
GLOSSARY FLASHCARDS This study aid is useful for students’ review of key concepts.
AUDIO CHAPTER SUMMARIES help auditory learners review and understand key chapter
concepts. They are also available in mobile format for on-the-go review.
ADDITIONAL CASES MyOBLab includes a selection of additional cases for each chapter,
accompanied by multiple-choice and short-answer assessment.
PEARSON ETEXT MyOBLab also includes an eText version of Organizational Behaviour: An Introduction to Your Life in Organizations, including a complete Glossary and Index.
This dynamic, online version of the text is integrated throughout MyOBLab to create an
enriched, interactive learning experience for business students. Users can create notes,
highlight text in different colours, create bookmarks, zoom, and click hyperlinked words
and phrases to view definitions. Pearson eText allows for quick navigation to key parts of
the eText using a table of contents and provides full-text search.
MyOBLab can be used by itself or linked to any learning management system. To
learn more about how MyOBLab combines proven learning applications with powerful
assessment, visit www.pearsoned.ca/myoblab .
MyOBLab—the moment you know.
Instructor Resources Organizational Behaviour: An Introduction to Your Life in Organizations includes a vari-
ety of resources for instructors. Any of the following can be accessed within MyOBLab or
from the Instructor’s Resource Centre at http://catalogue.pearsoned.ca/ .
INSTRUCTOR’S MANUAL The instructor’s manual includes valuable resources such as chapter
summaries, teaching tips, and recommended answers to the end-of-chapter materials.
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xxiv PREFACE
POWERPOINT® PRESENTATIONS Each chapter presentation includes a number of high-
quality, visually engaging slides highlighting key points and graphics from the text. The
slides are fully customizable.
MYTEST AND TEST ITEM FILE MyTest from Pearson Canada is a powerful online assess-
ment-generation program that helps instructors easily create and print quizzes, tests, and
exams, as well as homework or practice handouts. Questions and tests can all be authored
online, allowing instructors ultimate flexibility and the ability to efficiently manage assess-
ments at any time, from anywhere. A Test Item File in Microsoft Word® is also available.
IMAGE LIBRARY The image library contains image files for all Figures, Tables, and Self-
Assessments from the textbook.
Organizational Behaviour: An Introduction to Your Life in Organizations is
also available as a CourseSmart eTextbook. CourseSmart goes beyond traditional
expectations— providing instant, online access to the textbook and course materials at a
lower cost for students (average savings of 60 percent). With instant access from any com-
puter and the ability to search the text, students will find the content they need quickly, no
matter where they are. And with online tools like highlighting and note-taking, students can
save time and study efficiently.
Instructors can save time and hassle with a digital eTextbook that allows them to search
for the most relevant content at the very moment they need it. Whether it’s evaluating
textbooks or creating lecture notes to help students with difficult concepts, CourseSmart
can make life a little easier. See all the benefits at www.coursesmart.com/instructors or
www.coursesmart.com/students.
Pearson’s Technology Specialists work with faculty and campus course designers
to ensure that Pearson technology products, assessment tools, and online course materials
are tailored to meet your specific needs. This highly qualified team is dedicated to helping
schools take full advantage of a wide range of educational resources by assisting in the
integration of a variety of instructional materials and media formats. Your local Pearson
Canada sales representative can provide you with more details about this service program.
Pearson Custom Library For enrollments of at least 25 students, you can create your own textbook by choosing
the chapters that best suit your own course needs. To begin building your custom text, visit www.pearsoncustomlibrary.com. You may also work with a dedicated Pearson Cus-
tom editor to create your ideal text—publishing your own original content or mixing and
matching Pearson content. Contact your local Pearson representative to get started.
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xxv
Author Biographies Rae André Rae André received her Ph.D. in Organizational Psychology from The University of Mich-
igan, the M.A. in Film Studies from The University of California at Los Angeles, and the
B.A. (Cum Laude) in English from Cornell University. She has held professional positions
at MCA, Inc., IBM, and General Motors Corporation.
Dr. André is the author or co-author of six books. These include, co-edited with Peter
J. Frost, Researchers Hooked on Teaching: Noted Scholars Discuss the Synergy Between Teaching and Research (Sage Publications, 1996), Positive Solitude (HarperCollins,
1991), and, coauthored with Peter D. Ward, The 59-Second Employee: How to Stay One Second Ahead of Your One-Minute Manager (Houghton Mifflin Company, 1984). In
addition, she has published more than 40 cases, articles, and classroom exercises in such
journals as Across the Board, The Boston Globe, Economic Development Quarterly, the
Journal of General Management, the Journal of Small Business Management, the Journal of Management Education, and The New York Times. Her work has often been described
in the press, including The Chicago Tribune, The Dallas Times Herald, Prevention Maga-zine, The Washington Post, and The Wall Street Journal.
Currently Professor in the College of Business Administration at Northeastern Uni-
versity, Dr. André has taught Organizational Behavior and Theory, Introduction to Busi-
ness, Business Strategy, Managing People in International Settings, and International
Negotiation. Throughout her career, she has advocated the integration of rigorous class-
room learning with real world experience, and, typically, her research is interdisciplinary
and applied. She often studies unusual organizational forms such as business consortia,
hybrid organizations, and quangos.
Dr. André has served on the Editorial Review Board of The Journal of Management Education and the Board of Directors of the Organizational Behavior Teaching Society.
She is a member of the Academy of Management and the Authors Guild. She has been a
visiting professor at the University of Pittsburgh’s Semester at Sea voyage (1996); L’École
Supériere du Commerce, Reims, France; the University of Waikato, New Zealand; and the
Ulster University in Belfast, Northern Ireland.
L. J. TaplinLaura Jean (Jean) Taplin received her Ph.D. in Organizational Development from Bene-
dictine University, her M.S. in Organizational Development and Change from Pepperdine
University, and a B.A. in Social Sciences from the University of Western Ontario. She
holds professional designations as a Certified Management Consultant (CMC) and Certi-
fied Human Resources Professional (CHRP). Prior to her academic career, she held execu-
tive positions in business and senior practitioner roles in management consulting.
Dr. Taplin has authored or co-authored articles for both academic and practitioner
journals, including Journal of Behavioral and Applied Management , Consulting Psychol-ogy Journal , Organizational Development Journal , and International Journal of Project Management .
Currently Professor in the Business School at Humber ITAL, Dr. Taplin has taught
courses in Organizational Behaviour, Principles of Management, and Human Resource
Management in Humber’s Business degree and diploma programs. Her teaching style inte-
grates real-world experience with classroom learning, and her research interests are both
interdisciplinary and applied.
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xxvi
Many thanks to the publishing team at Pearson:
Gary Bennett; Nicole Lukach; Nick Durie; Jenna Wulff; John Lewis; Lesley Deugo;
Amy Pavelich from Electronic Publishing Services, Inc.; Claudia Forgas; Nina Taylor;
Heather Jackson; Karen Bradley; Julia Hall; and Miguel Angel Acevedo.
And a sincere “thank you” to the many reviewers who contributed their thoughts and
recommendations on the US edition and the Canadian manuscript:
Gordon Barnard, Durham College; Mary Burns, University of Fraser Valley; Jane
Deighan, SAIT; Loris Peternelli, Vanier College; Cynthia Riley, Seneca College, Georgian
College; and Debra Warren, Centennial Marcelle Allen, Seneca College; Ian Anderson,
Algonquin College; Jane Anderson, Lethbridge College; Connie Bygrave, Dalhousie
University; Sinan Caykoylu, Simon Fraser University; Nanci Chabot, Cambrian College;
Kelly Dye, Acadia University; Patricia Fitzgerald, Saint Mary’s University; Lynn McAu-
liffe, Humber College; Kim Richter, Kwantlen Polytechnic University; Lisa Walters, Nova
Scotia Community College; Bryan Webber, Vancouver Island University; Wendy White-
head, St. Lawrence College; Tony Williams, Kwantlen Polytechnic University.
Acknowledgments
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