We’ve strengthened

our team.

You be the Judge.

Tim Judge, a leading theorist and scholar in the field of OB and HR, hasstrengthened the scientific basis of the text with the most current researchand theory. For example:

• Do emotions make us irrational? Not necessarily. What’s the

source of emotions, and what functions do they serve? Are emotionally

demanding jobs rewarded with better pay? Effective management of

emotions and moods in the workplace is becoming increasingly more

important. Exploding amounts of research is showing that emotions are

relevant to many OB topics, including job attitudes, motivation, leadership, and

negotiation. Who better to bring a dedicated chapter on emotions — a first in

OB textbooks — to Organizational Behavior, Twelfth Edition, than

Tim Judge, the leading researcher in this area? See the NEW Chapter 8 on

Emotions and Moods pages 258-297.

• Of course, increased compensation leads to greater jobsatisfaction. Doesn’t it? The latest research shows that “people who

earn $80,000 are, on average, no happier with their jobs than those who earn

close to $40,000,” see page 87. Counterintuitive? Absolutely! Job attitudes,

one area of Tim Judge’s research, has been updated to reflect the latest

science underlying this important OB topic.

• No matter the job, calm and secure people do better thanpeople who are nervous and depressed. Wrong! The latest

research shows that some aspects of negative emotional stability might

actually help job performance. On page 111, students see what negative trait

leads to greater job performance, as supported by the latest research. Tim

Judge proves to students that it’s not all just common sense.

• Isn’t a big ego effective in negotiations? Not Always.“Samantha is an executive with a major clothing manufacturer. She is

convinced that everything she touches turns to gold, and she cannot stand

to look bad. An important contract with one of her company’s suppliers just

came up for negotiation. Excited, Samantha thinks she will take the reins

during the negotiation process, but her boss tells her she is off the

negotiation team. Why?” See page 522 for reasoning on this decision and the

latest research supporting the boss’ decision.

Steve Robbins and Tim Judge provide the research you want . . .

How many times have you heard “Isn’t this all just common sense?”

Steve Robbins is a master at grabbing and holding students’ attention.He weaves vivid workplace examples through the book, making OB unfoldlike a great story. For example:

. . . in the language your students will understand.

}Ted Vowinkel is frustrated by a coworker who constantly spreads malicious and unsubstantiated rumors about him. Debra Hundley is tired of a member of her

work team who, when confronted with a problem, takes out his frustration by yelling and screaming at her and other work team members.~

. . . see page 312.

}Why should I put any extra effort into this job?” asked Anne Garcia, a fourth-grade elementary school teacher in Denver, Colorado. “I can excel or I

can do the bare minimum. It makes no difference. I get paid the same. Why do anything above the minimum to get by?~

. . . see page 238.

}Every day was the same thing,” Frank Greer said. “Stand on that assembly line.Wait for an instrument panel to be moved into place. Unlock the

mechanism and drop the panel into the Jeep Liberty as it moved by on the line. I was going crazy. My brain was turning to Jell-O.~

. . . see page 228.

}Charlotte and Teri both work at the Portland Furniture Mart—a large discountfurniture retailer. Charlotte is a salesperson on the floor; Teri is the company credit

manager. The two women have known each other for years and have much in common—they live within two blocks of each other, and their oldest daughters attend the same middle school and are best friends. In reality, if

Charlotte and Teri had different jobs they might be best friends themselves, but these two women are consistently fighting battles with each other.~

. . . see page 507.

}“Ferruccio Lamborghini, the guy who created the exotic super cars thatcontinue to carry his name, understood the importance of scarcity and used it to

his advantage. Lamborghini was in Rhodes with the Italian army. His superiors were impressed with his mechanical skills, as he demonstrated an almost uncanny ability to repair

tanks and cars that no one else could fix. After the war he admitted...~. . . see page 475.

Do your students ever count the pages they have to read?

EDUCATIONPh.D. University of Arizona

Stephen P. Robbins

Timothy A. Judge

PROFESSIONAL EXPERIENCEl Academic Positions: Professor, San Diego State

University, Southern Illinois University atEdwardsville, University of Baltimore, ConcordiaUniversity in Montreal, and University of Nebraskaat Omaha.

l Research: Research interests have focused onconflict, power, and politics in organizations,behavioral decision making, and the developmentof effective interpersonal skills.

l Books Published: World’s best-selling author oftextbooks in both management and organizationalbehavior. His books are used at more than athousand U.S. colleges and universities, have beentranslated into 16 languages, and have adaptededitions for Canada, Australia, South Africa, andIndia. These include:• Essentials of Organizational Behavior, 8th ed.

(Prentice Hall, 2005)• Management, 8th ed. with Mary Coulter

(Prentice Hall, 2005)

• Human Resource Management, 8th ed., with David DeCenzo (Wiley, 2005)

• Prentice Hall’s Self-Assessment Library 3.0(Prentice Hall, 2005)

• Fundamentals of Management, 5th ed., withDavid DeCenzo (Prentice Hall, 2006)

• Supervision Today!, 4th ed., with David DeCenzo(Prentice Hall, 2004)

• Training in Interpersonal Skills, 3rd ed., withPhillip Hunsaker (Prentice Hall, 2003)

• Managing Today!, 2nd ed. (Prentice Hall, 2000)• Organization Theory, 3rd ed. (Prentice Hall,

1990). • The Truth About Managing People . . . And

Nothing But the Truth (Financial Times/Prentice Hall, 2002)

• Decide and Conquer: Make Winning Decisions andTake Control of Your Life (Financial Times/Prentice Hall, 2003).

OTHER INTERESTS

In his "other life," Dr. Robbins actively participates inmasters' track competition. Since turning 50 in 1993,he's won 14 national championships, nine worldtitles, and set numerous U.S. and world age-grouprecords at 60, 100, 200, and 400 meters.

PROFESSIONAL EXPERIENCEl Academic Positions: Matherly-McKethan Eminent

Scholar in Management, Warrington College ofBusiness Administration, University of Florida,Stanley M. Howe Professor in Leadership, HenryB. Tippie College of Business, University of Iowa, Associate Professor (with tenure),Department of Human Resource Studies, Schoolof Industrial and Labor Relations, CornellUniversity, Lecturer, Charles University, CzechRepublic, and Comenius University, Slovakia,Instructor, Industrial/Organizational Psychology,Department of Psychology, University of Illinois atUrbana-Champaign.

l Research: Dr. Judge’s primary research interests arein (1) personality, moods, and emotions, (2) jobattitudes, (3) Leadership and influence behaviors,

and (4) careers (person-organization fit, careersuccess).Dr. Judge published more than 90 articlesin these and other major topics in journals such asJournal of Organizational Behavior, PersonnelPsychology, Academy of Management Journal,Journal of Applied Psychology, European Journalof Personality, European Journal of Work andOrganizational Psychology.

l Fellowship: Dr. Judge is a fellow of the AmericanPsychological Association and the Society forIndustrial and Organizational Psychology.

l Awards: In 1995, Dr. Judge received the Ernest J.McCormick Award for Distinguished Early CareerContributions from the Society for Industrial andOrganizational Psychology, and in 2001, hereceived the Larry L. Cummings Award for mid-career contributions from the OrganizationalBehavior Division of the Academy of Management.

l Books Published: H. G. Heneman III, and T. A. Judge,Staffing Organizations, 4th ed. (Madison, WI:Mendota House/Irwin, 2003).

EDUCATIONPh.D. University of Illinois atUrbana-Champaign

i

Steve Robbins and Tim Judge understand the importance of connectingconcepts to students’ personal lives and real business scenarios. To supportyour efforts in translating the science to great management practice andfacilitating great classroom discussions, the following materials are provided:

“He who knows others is clever, he who knows himself is enlightened.”—Chinese philosopher, Lao-tzu What’s Your Emotional Intelligence Score?

Students will benefit from taking self-assessment tests right

after they’ve learned a concept, promoting self-understanding.

Prentice Hall’s Self-Assessment Library (S.A.L.) is now tightly

integrated into each chapter. See pp. v-vi for more detail.

Abusive Customers (p. 291), Backstabbing, Generation Gap (p. 462)

Students are confronted with vivid problems and issues that managers and

employees face on a daily basis.The new additional Case Incidents at the end of each

chapter provide students with the opportunity to analyze and make decisions on real-

world events. Each short Case Incident is based on articles from popular business

sources and supported with discussion questions.

What Customers Don’t Know Won’t Hurt Them, or Will It?

New Comprehensive Cases bring together multiple topics, helping students apply

what they have learned in the course. All of these two- to three-page-long

comprehensive, realistic,and real cases are supported with discussion questions.Many

are based on articles from popular business sources. Case notes are provided in the

Instructor Manual.

Is Managing Impressions Unethical? (p. 494)

Yes and no, depending on how you look at the issue! There are two sides to each

controversy argued in Point/Counterpoint. This feature, ideal for use in classroom

discussions, shows how students’ preconceived notions may be inadequate or even

incorrect. Several of these 19 dialogues are new to this edition.

We’ve strengthened our applications.

ii

We’ve strengthened our research.

Who better to strengthen the research base of this text than Tim Judge? Timhas updated the theory and research throughout this twelfth edition. As theworld is seemingly getting smaller, the international influences onorganizational behavior become more pertinent. We increased theinternational coverage in the text and also link OB concepts to diversecountries and cultures in the International OB feature in every chapter. Thefollowing are highlights of the most significant updates:

• New section on managing people during the war on terror (Chapter 1)

• New discussion on deviant workplace behavior (Chapter 1)

• Revised discussion of general intelligence (Chapter 2)

• Added section on race when discussing biographical characteristics such as age and gender (Chapter 2)

• Added coverage on Skinner/behaviorism (Chapter 2)

• Added a discussion on affective, normative, and continuance commitment (Chapter 3)

• Expanded discussion of other job attitudes, including perceived organizationalsupport (POS) and employee engagement (Chapter 3)

• New section on critiquing the distinctiveness of these supposedly distinct jobattitudes (Chapter 3)

• Added a section on “What Causes Job Satisfaction” (Chapter 3)

• Added a section on “Job Satisfaction and Workplace Deviance” (Chapter 3)

• Expanded material on Hofstede (Chapter 4)

• Expanded coverage of the Big Five model (Chapter 4)

• Integrated material on locus of control and self-esteem into new discussion on “Core Self-Evaluations” (Chapter 4)

• Added section on measuring personality (Chapter 4)

• Expanded material on person-organization fit (Chapter 4)

• ERG theory shortened and moved under Maslow’s Theory (Chapter 6)

iii

• Expanded goal-setting theory (Chapter 6)

• Added more material on self-efficacy (Chapter 6)

• New material on equity and justice theory (Chapter 6)

• New chapter on emotions (Chapter 8)

• Expanded material on “Composition: Abilities of Members” and “Composition:Personality” (Chapter 10)

• Expanded LMX coverage of “Leader-Member Exchange” (Chapter 12)

• Updated critique of the path-goal model (Chapter 12)

• Restructured Contemporary Issues in Leadership chapter (Chapter 13)

• Increased coverage of “Transformational Leadership” (Chapter 13)

• Updated “Substitutes and Neutralizers to Leadership” material (Chapter 13)

• Updated material on sexual harassment based on recent research (Chapter 14)

• Revised and updated “Spirituality and Organizational Culture” section (Chapter 17)

• Revised and updated material on “Selection Practices” (Chapter 18)

• New discussion on “Evaluating Effectiveness” (Chapter 18)

• New section on how to select people who accept change (Chapter 19)

• Incorporated recent research on change (Chapter 19)

• Added recent research on work and stress (Chapter 19)

Additionally, users of the previous edition will note a few changes in thestructure of the book.

• The most important of these are the expansion of emotions to a full chapter (Chapter 8)

• The move of values to Chapter 4 now entitled Personality and Value

• The condensing of the MBO coverage and its move to Chapter 6, to bring it closerto the discussion on goal-setting theory, and the move of the job characteristicsmodel coverage to Chapter 7.

iv

Organizational Behavior, 12e, is supported with a complete suite of resourcesfor instructors. All materials to support your teaching were thoroughly updatedand reviewed to the highest quality.

• Test Item File — The completely revamped Test Item File, reviewed and accuracy-checked by a panel of faculty and assessment experts, includes new multiple-choice,true/false, scenario-based, discussion, and comprehensive essay questions. Listeningto your feedback, we’ve updated difficulty levels of test questions and now offer afifth choice for each multiple-choice question. The Test Item File is available in printand in electronic formats through the Instructor Resource Center. We now have thebest test bank in the industry. You be the judge.

• TestGen (test generator software) — This computerized package allowsinstructors to custom-design, save, and generate classroom tests. The test programpermits instructors to edit, add, or delete questions from the test banks; edit existinggraphics and create new graphics; analyze test results; and organize a database oftests and student results. This software allows for greater flexibility and ease of use.It provides many options for organizing and displaying tests, along with a search andsort feature. The software as well as the test banks are available through theInstructor Resource Center.

• Instructor Manual — The updated Instructor Manual includes learningobjectives, chapter overviews, lecture outlines, Web exercises, teaching notes for allend-of-chapter materials, Internet links, activities, supplemental readings, andsample syllabi. In addition, a guide to the Self-Assessment Library that guides facultyin interpreting student results and facilitates classroom discussion is provided. TheInstructor Manual also includes a video guide and a guide to the accompanyingPowerPoint slides.

• PowerPoints — Two sets of slides are available: instructor and studentPowerPoints. Instructor PowerPoint slides include text outlines and figures from thetext and are available on both the Instructor Resource Center on CD-ROM and on theCompanion Website at www.prenhall.com/robbins. Student PowerPoints areavailable for download on the Companion Website.

• Instructor Resource Center — The Instructor Resource Center (IRC), availableon CD, at www.prenhall.com/robbins, or within the OneKey course managementcourse, includes all presentation and classroom resources all in one place for you. Allresources can be edited to incorporate into custom classroom lectures or uploadedonto course management systems.The IRC for Robbins/Judge includes the followingmaterials: Instructor Manual; PowerPoints; Test Item File; TestGen test-generatingsoftware; converted TestGen software for WebCT, Blackboard, and Course Compass;Instructor Manual for the Self-Assessment Library; and art files from the text.

• 19 NEW ABC News Videos — Professionally edited ABC News videos bringissues covered in Organizational Behavior,12e, to students’ attention and draw theminto the text materials—Gender Wage Gap, Fired for Being Fat, “Colorism”, Micro “soft”on Gay Rights?, No Smoking Employees, Bullies on the Job, What Stress Does to YourBody,. See pages vii-x for complete list of the videos.Videos are available on DVD andin VHS format.

We’ve strengthened our teaching resources.

v

Prentice Hall’s Self-Assessment Library (S.A.L.)

A hallmark of the Robbins series, S.A.L. is a unique learningtool that allows you to assess your knowledge, beliefs,feelings, and actions in regard to a wide range of personal

skills, abilities, and interests. Now tightly integrated into the text, S.A.L. helpsstudents better understand their interpersonal and behavioral skills as theyrelate to the theoretical concepts presented in each chapter.

Highlights

• 51 research-based self-assessments — Our entire collection of 51 instruments arefrom sources such as Journal of Social Behavior and Personality, Harvard Business Review,Organizational Behavior: Experiences and Cases,Journal of Experimental Education,Journalof Applied Measurement, and more.

• Work-life and career focused — All self-assessments are focused to helpindividuals better manage their work lives or careers. Organized in three parts—WhatAbout Me? Working with Others, and Life in Organizations—these instruments offer youone source from which to learn more about yourself.

• Choice of Formats — The Prentice Hall Self-Assessment Library is available in yourchoice of format: print, CD-ROM, or online. It is integrated into the Robbins-authoredOneKey materials for use within the course-management context for his textbooks.

• Save Feature — Students can take the self-assessments an unlimited number oftimes, save and print their scores for class discussion.

• Scoring Key — to the self-assessments has been edited by Steve Robbins to allowstudents to quickly make sense of the results of their score.

• Instructor Manual — An Instructor Manual guides instructors in interpreting self-assessments and helps facilitate better classroom discussion.

For the new twelfth edition, S.A.L. is included on CD-ROM with every newcopy of the text. Additionally, faculty can select to ValuePack S.A.L. in thefollowing available formats: print and online (stand-alone site or withinyour OneKey course management course offered in WebCT, Blackboard,and CourseCompass). S.A.L. is also available for stand-alone purchase inall formats.

Prentice Hall’s Self-Assessment Library (S.A.L.) Table of Contents

We’ve enhanced the learning experience for students.

A. Personality Insights1. What’s My Basic Personality? 2. What’s My Jungian 16-Type Personality? 3. Am I a Type-A? 4. How Well Do I Handle Ambiguity? 5. How Creative Am I?

B. Values and Attitude Insights6. What Do I Value?7. How Involved Am I In My Job?8. How Satisfied Am I with My Job? 9. What Are My Attitudes Toward Workplace

Diversity?

I. WHAT ABOUT ME?

vi

C. Motivation Insights10. What Motivates Me? 11. What Are My Dominant Needs? 12. What Rewards Do I Value Most? 13. What’s My View on the Nature of People? 14. What Are My Course Performance Goals? 15. How Confident Am I in My Abilities to

Succeed? 16. What’s My Attitude Toward Achievement? 17. How Sensitive Am I to Equity Differences? 18. What’s My Job’s Motivating Potential? 19. Do I Want an Enriched Job?

D. Decision Making Insights20. What’s My Decision-Making Style? 21. Am I a Procrastinator?22. How Do My Ethics Rate?

E. Other23. What’s My Emotional Intelligence Score?24. What Time of Day Am I Most Productive? 25. How Good Am I at Personal Planning? 26. Am I Likely to Become an Entrepreneur?

II. WORKING WITH OTHERS

A. Communication Skills27. What’s My Face-to-Face Communication

Style? 28. How Good Are My Listening Skills?

B. Leadership and Team Skills29. What’s My Leadership Style? 30. How Charismatic Am I? 31. Do I Trust Others? 32. Do Others See Me as Trusting? 33. How Good Am I at Disciplining Others?

34. How Good Am I at Building and Leadinga Team?

C. Power and Conflict Skills35. How Power-Oriented Am I? 36. What’s My Preferred Type of Power? 37. How Good Am I at Playing Politics?38. How Well Do I Manage Impressions? 39. What’s My Preferred Conflict-Handling

Style? 40. What’s My Negotiating Style?

III. LIFE IN ORGANIZATIONS

A. Organization Structure41. What Type of Organization Structure Do I

Prefer? 42. How Willing Am I to Delegate? 43. How Good Am I at Giving Performance

Feedback?

B. Careers 44. What’s the Right Organizational Culture

for Me? 45. How Committed Am I to My

Organization? 46. Am I Experiencing Work/Family Conflict? 47. How Motivated Am I To Manage? 48. Am I Well-Suited for a Career as a Global

Manager?

C. Change and Stress49. How Well Do I Respond to Turbulent

Change? 50. How Stressful Is My Life? 51. Am I Burned Out?

Companion Website

This Web site serves as a student study and review site. Accessible atwww.prenhall.com/robbins, this site includes chapter quizzes and StudentPowerPoints.

vii

OneKey means all your resources are in one place formaximum convenience, simplicity, and success.

What’s Key for Students?

• Learning Modules — Every section of all 19 chapters is supported by section levelpretest, content summary for review, learning application exercise, and post-test.Learning modules are a great way to study for exams and are not connected to theinstructor grade book offering unlimited practice.

• Prentice Hall’s Self-Assessment Library (S.A.L.)

• Research NavigatorTM — is the easiest way for students to start a researchassignment or research paper. Complete with extensive help on the research processand four exclusive databases of credible and reliable source material—including theEBSCO Academic Journal and Abstract Database, New York Times Search by SubjectArchive,“Best of the Web”Link Library, and Financial Times Article Archive and CompanyFinancials, Research Navigator helps students quickly and efficiently make the most oftheir research time.

What’s Key for Instructors?

• Instructor Resource Center — Faculty can access all instructor resources in one place.

OneKey Online Course Management Materials

viii

Enhance your classroom presentation with these 19 new, professionallyedited ABC News Videos. These clips cover high-interest issues —Gender Wage Gap, Fired for Being Fat, “Colorism”, Micro “soft” on Gay Rights?,No Smoking Employees, Bullies on the Job, What Stress Does to Your Body.

Recipe for Success College isn’t for everyone; some young people just want to gettrained for a profession in which they’ll be able to get a decent paying job after high school.The “Careers Through Culinary Arts,” program takes kids from some of the toughest highschools in America and places them in some of the top kitchens in America. Students, whooften start out directionless, come out of the program motivated to become on the bestchefs in the United States. (Chapters 3, 4, 6, and 7)

Gender Wage Gap Do women really get paid less than men for equal work? MostAmericans believe that a man will be paid more than a woman for the same job. WarrenFarrell, author of “Why Men Earn More,” challenges this widely held assumption. (Chapter 4)

Fired for Being Fat The Borgata Hotel, Casino, and Spa in Atlantic City, New Jersey,threatens to suspend or fire cocktail servers and bartenders if they put on too much weight.A former female employee describes what it was like to work in an environment in whichher body size was constantly monitored. Is this kind of company policy legal and what doesit say about the values of the organization? (Chapter 4)

Dilley Six Pack In the nurture vs. nature debate, the notion of personality is often alignedwith the nurture side of the equation. Meet the sextuplets of Becki and Keith Dilley and itbecomes apparent that personality has a genetic component and is a force all its own. Eachof the six children has a very distinct personality and needs to be dealt with differently. Howdoes this experiment in personality apply to the rest of the world? (Chapter 4)

Surfer Girl Makes Comeback Bethany Hamilton was well on her way to becoming aprofessional surfer when tragedy struck. While waiting to catch a wave one Halloweenmorning, a shark attacked Bethany and bit off her entire left arm. After this traumatic event,Bethany’s attitude helped her heal both emotionally and physically, and it propelled herback in to the water where she still competes as surfer. (Chapter 3, 5, 6, 7, and 8)

Building Confidence Social interaction is a huge part of many people’s jobs and yetmany suffer from social anxiety in the workplace and beyond. Ann Demarais Ph.D., authorof “First Impressions,” helps a woman overcome her fear of talking to strangers, giving herthe confidence to hand out her business cards to potential clients. (Chapter 8)

“Colorism” Racism is most commonly understood in terms of white peoplediscriminating against African Americans and other people of color. Racism doesn’t stopthere. Many African Americans also discriminate against other African Americans based onthe shade of their skin. How and why is lighter skin favored over darker shades within theAfrican American community? (Chapter 5)

We’ve created a brand-newvideo program.

ix

Age Discrimination (SPC Ruling) The U.S. Supreme Court rules that employees can suetheir employers for discrimination based on age, even if the discrimination was not intentional.Company policy is where this unintentional age discrimination might be found. This rulinggives workers age 40 and over protection from being squeezed out by younger, cheaperworkers. (Chapter 5)

Micro “soft” on Gay Rights? Historically, Microsoft has been very supportive of gayemployees. However, when faced with the decision about whether or not to support a bill inthe Washington State Senate outlawing discrimination against gays, the software giant had toanswer to many stakeholders. When forced to choose between succumbing to pressure fromconservative groups and supporting their gay employees and customers, who should takepriority? (Chapter 5)

E-mail Code Text messaging, instant messaging and e-mail have changed the way peoplecommunicate with each other.A new shorthand has evolved and most young people are fluentin this abbreviated language.Take a crash course in instant-message speak. (Chapter 11)

Home Shopping Network A group of inventors compete to get a chance to present theirproducts on the Home Shopping Network. The opportunity tests their ability to peddle theirproducts when the stakes are high. Who will win the prize for best communication skills?(Chapter 11)

No Smoking Employees Howard Weyers runs a health-care benefits company, and he is ahealth nut. One day, he decided his employees at Weyco should be healthy too. So, he gave allthe smokers at the company 15 months to quit smoking. He offered to pay for all the smokingcessation treatments, but anyone who was still smoking at the end of the 15 months would beterminated? Some employees claim that he violated their rights. Can a business owner force ahealthy corporate culture on his employees? (Chapters 12, 13, and 19)

Nepotism The word,“nepotism,”usually has a negative connotation for most of us. Mobsterslike Tony Soprano practice nepotism. Adam Bellow, author of, “In Praise of Nepotism,” saysnepotism is often a good thing. (Chapter 14)

Crimson Controversy Harvard President, Larry Summers, spoke at the National Bureau ofEconomic Research in 2005. He was asked to talk about why there aren’t more womenmathematicians and scientists at top American universities. He told the audience he wanted tospeak unofficially and that he did; his provocative statements about women’s innate abilities inmath and science are still being discussed today. Should a leader from one of the country’smost renowned universities be playing the role of provocateur when discussing the equality ofthe sexes? (Chapters 12, 13, and 14)

Bullies on the Job Every school has its share of bullies,but it turns out some of the kids growup to be bullies at work too.About one out of every six people experiences psychological abusein the workplace. Gary Namie, the author of a book called The Bully at Work explains thephenomenon and provides some advice on how to confront the problem. (Chapter 15)

x

Army Boot Camp One glimpse into army boot camp and it’s not too hard to findadjectives to describe its culture. Discipline reigns supreme. Boot camp is designed to slowlybreak down the recruits until they submit to the highly structured and controlled world ofthe military. It sounds like torture and yet high-ranking officers assert that this rigorousorientation is essential in order for recruits to graduate from basic training ready to serve.(Chapter 17)

What Stress Does to Your Body An article in the New England Journal of Medicinereveals some disturbing findings about the serious damage that chronic stress does to ourbody. After a stressful episode the body releases a hormone called cortisol to calm down thenervous system. Although this chemical initially helps the body, it ultimately turns intosomething that is bad for our health. (Chapter 19)

Ways Men and Women Handle Stress Stress, stress, stress; who isn’t stressed—it’s anepidemic. Some may fall prey to stereotypes and say that men handle stress better thanwomen. Think again. Researchers at UCLA tell us there’s evidence women may actuallyhandle stress better than men. (Chapter 19)

Kraft Changes Obesity is huge problem in the United States. Rather than takingresponsibility for their own eating habits, some Americans are blaming restaurants likeMcDonald’s and Burger King for making unhealthy, fattening food. In the wake of the blamegame, Kraft has pledged to reduce the calories, fat content and portion size of many of themost popular products on these shelves. (Chapter 19)

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Getting this book into your hands was a team effort. It took faculty reviewers anda talented group of designers and production specialists, editorial personnel, andmarketing and sales staff. Sincere appreciation goes to Anthony Chelte,Midwestern State University, for his skillful and dedicated work on the InstructorManual; Bryan Bonner, University of Utah, for his tireless work on perfecting theTest Item File; Kate Demarest, Carroll Community College, for her work on theimaginative Online Content; Nick Kaufman Productions for its professional workon the ABC News Videos; Patricia Lanier, University of Louisiana at Lafayette, forher wonderful work on the Video Guide; Brent Scott, University of Florida, for hisdedicated work on the Case Teaching Notes; and last but not least Talya Bauer,Portland State University, for her support in chapter review and analysis and thespecial attention to accuracy of materials presented.

More than 100 instructors reviewed parts or all of Organizational Behavior,Twelfth Edition. Their comments, compliments and suggestions have significantlyimproved the final product. The authors would like to extend their sincerestthank you to the following instructors:

Acknowledgments

Janet Adams, Kennesaw State University

Cheryl Adkins, Longwood College

David Albritton, Northern Arizona University

Bradley Alge, Purdue University

Anke Arnaud, University of Central Florida

Gary Ballinger, Purdue University

Deborah Balser, University of Missouri at St. Louis

Joy Benson, University of Wisconsin at Green Bay

Weldon Blake, Bethune-Cookman College

Bryan Bonner, University of Utah

Peggy Brewer, Eastern Kentucky University

Jim Breaugh, University of Missouri

Deborah Brown, North Carolina State University

Reginald Bruce, University of Louisville

Allen Bures, Radford University

Holly Buttner, University of North Carolina at Greensboro

David Carmichael, Oklahoma City University

Suzanne Chan, Tulane University

Carolyn Gardner, Radford University

Evelyn Dadzie, Clark Atlanta University

Emmeline de Pillis, University of Hawaii

Doug Dierking, University of Texas at Austin

Ceasar Douglas, Florida State University

Ken Dunegan, Cleveland State University

Kathy Edwards, University of Texas at Austin

Berrin Erdogan, Portland State University

Edward Fox, Wilkes University

Alison Fragale, University of North Carolina at Chapel Hill

Dean Frear, Wilkes University

Crissie Frye, Eastern Michigan University

Janice Gates, Western Illinois University

David Glew, University of North Carolina at Wilmington

Ellen Kaye Gehrke, Alliant International University

Joe Gerard, University of Wisconsin at Milwaukee

Donald Gibson, Fairfield University

Mary Giovannini, Truman State University

Jeffrey Goldstein, Adelphi University

Jodi Goodman, University of Connecticut

Claude Graeff, Illinois State University

W. Lee Grubb III, East Carolina University

Rebecca Guidice, University of Nevada at Las Vegas

Andra Gumbus, Sacred Heart University

Dan Hallock, University of North Alabama

Edward Hampton, University of Central Florida

Vernard Harrington, Radford University

Nell Hartley, Robert Morris University

Tom Head, Roosevelt University

Ted Herbert, Rollins College

Ronald Hester, Marymount University

Patricia Hewlin, Georgetown University

Chad Higgins, University of Washington

Kathie Holland, University of Central Florida

Elaine Hollensbe, University of Cincinnati

Kristin Holmberg-Wright, University of Wisconsin atParkside

Stephen Humphrey, Florida State University

Gazi Islam, Tulane University

Elizabeth Jamison, Radford University

John Jermier, University of South Florida

Ray Jones, University of Pittsburgh

xii

Brad Alge, Purdue University

Lehman Benson III, University of Arizona

Richard Blackburn, University of NorthCarolina–Chapel Hill

Bongsoon Cho, State University of NewYork–Buffalo

Savannah Clay, Central Piedmont CommunityCollege

Kathleen Edwards, University of Texas at Austin

Ellen Fagenson Eland, George Mason University

Jann Freed, Central College

Barbara Hassell, Indiana University, Kelley School of Business

Abigail Hubbard, University of Houston

Jack Johnson, Consumnes River College

Stephen Jenner, California State University,Dominguez Hills

Robert Key, University of Phoenix

Leslie A. Korb, University of Nebraska at Kearney

Lou Marino, University of Alabama

Timothy A. Matherly, Florida State University

Melony Mead, University of Phoenix

Janice Miller, University of Wisconsin at Milwaukee

Clint Relyea, Arkansas State University

Philip Roth, Clemson University

Daniel Sherman, University of Alabama, Huntsville

Stuart Sidle, DePaul University

William Smith, Emporia State University

Kenneth Solano, Northeastern University

William D.Tudor, Ohio State University

Anthony Jost, University of Delaware

Louis Jourdan, Clayton College

Marsha Katz, Governors State College

Sigrid Khorram, University of Texas at El Paso

Jack Kondrasuk, University of Portland

Glen Kreiner, University of Cincinnati

James Kroeger, Cleveland State University

David Leuser, Plymouth State College

Benyamin Lichtenstein, University ofMassachusetts at Boston

Robert Liden, University of Illinois at Chicago

Kathy Lund Dean, Idaho State University

Paul Maxwell, Saint Thomas University

James McElroy, Iowa State University

Nancy Meyer-Emerick, Cleveland State University

Linda Morable, Richland College

Lori Muse, Western Michigan University

Padmakumar Nair, University of Texas at Dallas

Alison O’Brien, George Mason University

Kelly Ottman, University of Wisconsin at Milwaukee

Peg Padgett, Butler University

Jennifer Palthe, Western Michigan University

Dennis Passovoy, University of Texas at Austin

Karen Paul, Florida International University

Bryan Pesta, Cleveland State University

William Pinchuk, Rutgers University at Camden

Paul Preston, University of Montevallo

Scott Quatro, Grand Canyon University

Jere Ramsey, Cal Poly at San Luis Obispo

David Ritchey, University of Texas at Dallas

Christopher Ann Robinson-Easley, Governors StateUniversity

Tracey Rockett Hanft, University of Texas at Dallas

Joe Rode, Miami University

Bob Roller, LeTourneau University

Craig Russell, University of Oklahoma at Norman

Andy Schaffer, North Georgia College and StateUniversity

Holly Schroth, University of California at Berkeley

Ted Shore, California State University at Long Beach

Randy Sleeth, Virginia Commonwealth University

Shane Spiller, Morehead State University

John Stark, California State University at Bakersfield

Joo-Seng Tan, Cornell University

Tom Tudor, University of Arkansas at Little Rock

Daniel Turban, University of Missouri

Jim Turner, Morehead State University

Leslie Tworoger, Nova Southeastern University

M.A.Viets, University of Vermont

Roger Volkema, American University

Barry Wisdom, Southeast Missouri State University

Jun Zhao, Governors State University

Lori Ziegler, University of Texas at Dallas

Gail Zwart, Riverside Community College

Over the last editions this text has grown stronger with the contributionand feedback of the following instructors:

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We owe a debt of gratitude to all those at Prentice Hall who havesupported this text over the last 30 years and who have worked so hard onthe development of this latest edition. On the development and editorialside, we want to thank Development Editor, Erika Rusnak; Director ofDevelopment, Steve Deitmer; Marketing Development Manager, KathleenMcLellan; Director of Market Development, Annie Todd; EditorialAssistant, Denise Vaughn; Editor, Michael Ablassmeir; and EditorialDirector, Jeff Shelstad. On the design and production side, CreativeDirector, Maria Lange and Production Editor, Judy Leale did anoutstanding job. Last but not least, we would like to thank MarketingManager, Anke Braun and Director of Marketing, Eric Frank, and theirsales staff who have been selling this book over its many editions. Thankyou for the attention you’ve given this book.