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This excellent paperback provides a brief, yet comprehensive tour of the scientific and practical highlights of organizational behavior (OB). It gets right to the point by focusing on essential concepts and practices that those in business really need to know. It allows readers to understand and appreciate the essentials of OB as a practical and scientific field by providing a good balance between research/theory and practical applications for the concepts presented.
A long list of cutting-edge topics are covered in this easy-to-understand, conversationally-written book. It includes integrated coverage of Internet/Web-based organizational behavior concepts with special treatment of e-commerce, and includes practical tips and suggestions telling readers how to apply OB in their own jobs. Coverage includes: individual behavior, group behavior, and organizational processes.
A especially handy reference for practicing managers and executives in corporate training programs.
|Ch. 1||The Field of Organizational Behavior||2|
|Ch. 2||Organizational Justice, Ethics, and Corporate Social Responsibility||34|
|Pt. 2||Individual Behavior||72|
|Ch. 3||Individual Processes: Personality, Emotions, Perception, and Learning||72|
|Ch. 4||Coping with Organizational Life: Stress and Careers||112|
|Ch. 5||Work-Related Attitudes: Prejudice, Job Satisfaction, and Organizational Commitment||154|
|Ch. 6||What Motivates People to Work?||186|
|Pt. 3||Group Behavior||220|
|Ch. 7||Interpersonal Behavior in the Workplace||220|
|Ch. 8||Organizational Communication||254|
|Ch. 9||Group Processes and Work Teams||286|
|Ch. 10||Making Decisions in Organizations||322|
|Ch. 11||The Quest for Leadership||358|
|Pt. 4||Organizational Processes||392|
|Ch. 12||Culture, Creativity, and Innovation||392|
|Ch. 13||Designing Effective Organizations||422|
|Ch. 14||Managing Organizational Change: Strategic Planning and Organizational Development||456|
|Integrative Case: The Columbia Space Shuttle Disaster: Organizational Behavior as a Matter of Life and Death||488|
This book is aimed squarely at readers who have no special background or training in the social sciences. It is designed to be read by students taking their first class in management or organizational behavior. Specifically, these readers are as follows:
Because this book is a stand-alone guide to the essentials of OB, in previous editions, it has been supplemented by additional materials such as cases, exercises, and readings that reflect instructors' particular approaches to teaching OB. In fact, rather than attempting to be an all-inclusive package that dictates precisely what and how to teach, this book offersinstructors the ultimate in flexibility. Whether an instructor is teaching OB using the case method, an experiential approach, a seminar format, distance learning, or a traditional series of lectures, students must recognize, understand, and appreciate the essentials of OB as a practical and scientific field. Regardless of the mode of delivery (and previous editions have been used in all these ways), it is necessary to understand the basics of the field. And this, in a nutshell, is what this book offers.
Many textbooks take a particularly narrow approach to whatever field they are describing. In the field of OB, some texts focus primarily on research and theory whereas others center mainly on managerial practice. In my opinion, these skewed orientations are misleading and do readers a disservice insofar as they fail to reflect the true nature of the field of OB. By its very nature, OB is a deliberate blend of the scientific and the practical—an applied science in the truest sense. And this carefully balanced orientation is reflected in this book. Accordingly, I have prepared this book so that readers will come away with a firm understanding of what should be done (and what currently is being done) to improve the functioning of organizations and the satisfaction of people who work in them, as well as the research and theory that accounts for why these practices are effective.
Although examples of this balanced approach to theory and practice may be found throughout this book, a few illustrations of this approach are in order. Take Chapter 4, on motivation. Here, my treatment of the various classic theories of motivation is framed in terms of the central practical question: How do you motivate employees? The sate may be said for Chapter 12 on culture and creativity. Here, readers come away with a basic understanding of not only the concepts of culture and creativity lout also the very practical matter of how to promote a culture in which creativity abounds. Virtually every chapter captures this dual allegiance to theory and practice.
Keeping up with the ever-changing world of organizations is a full-time job. I know, because it's mine. As a researcher, consultant, educator, and author, I spend my working hours probing into the world of organizational behavior, which at cocktail parties I have been known to define as the field that explains "what makes people tick" on the job. In the three decades I have studied, taught, and written in this field, my standard cocktail-party line has not changed (much to the chagrin of my wife), although the field surely has. Several of the topics we once regarded as central while I watched the Watergate hearings have faded into the background as others have gained prominence. Research findings I took for granted when my hair covered my ears like headphones are seen in a new light today, when I consider myself lucky to have hair at all. And those organizations in which I applied my knowledge while wearing my best double-knit polyester slacks have undergone dramatic transformations—if, unlike those pants, they even still exist. Such core issues as what people do, how and why they do it, and even where they do it, cannot be understood from the lava lamp mentality of the 1970s.
Importantly, to truly understand the world of organizations today, we must seriously consider changes in organizational theory and practice that were made in only the three years since the previous edition of this book was published. Sweeping changes in Internet technology have revolutionized the functioning of organizations and the ways people work within them. Any reasonable effort to characterize the world of OB must reflect these rapid advances. Indeed, keeping abreast of such changes is both the challenge and the joy of writing textbooks in this field. Finding a sufficiently stable terrain about which to write amid an ever-shifting landscape is my ongoing mission in revising this book. It was with an eye toward chronicling the most current thinking about the state of the field of OB that I prepared this book. As a result, it contains topics that are completely new to this edition as well as material that was presented in different contexts or with different emphases in earlier editions.
These changes are not merely cosmetic, but reflect my objective—to present the most recent knowledge about the field of organizational behavior in a way that describes the field of OB as it is studied and practiced today. Specifically, here are just a few of the topics that are new to this edition of the book:
I also included two new chapters, which include a blend of new and newly organized material. These are as follows:
These additions reflect growing interest in these topics in recent years. They were guided by feedback from readers of the previous edition of this book, as well as my own assessment of what's happening in the field of OB. I resisted the temptation to include the latest fads. To have done otherwise would have triggered a departure from my mission of focusing on the essentials—in addition to dating the book prematurely and diminishing its usefulness for readers. As such, changes in content were made only where warranted.
In addition to changes in coverage, I also added and enhanced the pedagogical features in this book.
The most prominent change is the addition of a chapter-opening case that introduces and leads into the material. It is entitled "Making the Case for. . . " and is designed to do precisely what the name implies—describe a real organizational case that foreshadows and suggests the importance of the material in each chapter. Although such cages are more commonly found in full-featured OB texts than in brief ones, I added them here because they play the vital pedagogical function of establishing the relevance of the topic. And insofar as the true importance of OB may be found in the insight it provides into real organizational situations, these cases play a critical role in conveying the nature of the field.
These cases—and all real company examples throughout the book, in fact—are selected to reflect the varied nature of organizations. Some describe giant multinational corporations, whereas others chronicle small, entrepreneurial-based businesses. Some of the organizations portrayed are government agencies, some are not-for-profits, and still others are for-profit companies in the private sector. And, of course, some examples illustrate the dynamics of today's faced-paced Internet-based businesses (dot-coms, as they are known), but I have not forgotten the traditional bricks-and-mortar businesses. This diversity in company examples is quite intentional. I wanted to illustrate that OB principles and practices are relevant to all types of organizations, not just some. And, insofar as readers are likely to work at a wide variety of organizations, I thought it was important for them to be able to relate to some of the examples and to learn about the others.
Highlighting my commitment to the interplay between the theoretical and the practical, each chapter contains a special boxed section entitled "Winning Practices." These sections contain all new material that calls readers' attention to current organizational practices that illustrate one or more key OB concepts from that chapter. In this sense, these sections are clear illustrations of practical applications of OB—the very kinds of material that convince students .of the relevance of the field of OB. To get students thinking about the topics described in these sections, and to help make connections to the main text material, I have added three "questions for discussion" at the end of each. Whether used jointly in class, or by students individually, these questions are designed to stimulate reactions to the material.
This book is now more richly illustrated and full of descriptive tables than its predecessors. I have incorporated these features into the book because I am convinced that material presented in these formats helps many students understand and remember ideas that otherwise get camouflaged in the body of the text. Over the years, my students have always expressed their appreciation for interesting figures and tables, so I have gone out of my way to ensure that the ones in this book are as useful as possible.
Back by popular demand are several of the most popular pedagogical features from the previous edition of this book. These features, found in each chapter, are as follows:
Finally, I also have retained in each chapter the two skills-based exercises that were so popular in earlier editions of this book. These are as follows:
These exercises can be an important part of students' learning experiences. They not only expose students to some of the phenomena described in the text on a firsthand basis, but they also stimulate critical thinking about those phenomena. Not unimportantly, they are fun.
This book is accompanied by a very helpful set of materials to aid both students and instructors. These teaching aids and instructional aids were prepared especially for this book.
Students reading this book will find a great deal of useful information available to them at the book's companion Web site: www.prenhall.com/greenberg. These include the following:
Available to professors adopting this book is a complete set of instructional aids consisting of the following items:
Instructors requesting these materials should contact their Prentice Hall sales representative.
In closing, I wish to acknowledge the many talented and hardworking individuals whose efforts have made this book possible. To begin, I thank my colleagues who have provided valuable suggestions and comments in response to various drafts of this and earlier editions of this book. These include:
Second, I wish to thank the editorial and production teams at Prentice Hall. My editors, John Sisson, Jennifer Glennon, Melissa Steffens, and Jessica Sabloff provided the steadfast guidance and support, along with the "gentle reminders," which have brought this book to fruition. On the production side, Judy Leale, Keri Jean, Nancy Marcello, and Michael Fruhbeis worked tirelessly at transforming my ramblings into the beautiful book you have before you. I am truly indebted to these kind professionals for lending their talents to this project.
Finally, I wish to acknowledge my many colleagues and students at the Fisher College of Business who somehow always can tell from my demeanor when I am writing a book. I shudder to think what the cues may be, but I thank them for sheltering me from this information. Most notably, I am grateful to my research assistants, Brian Dineen and Lai D'Bughe, for gathering much of the material that helped me prepare this book. And, as always, I wish to thank the family of the late Irving Abramowitz for their generous endowment to The Ohio State University, which provided invaluable support while I was preparing this book.