Connect Features

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CONNECT FEATURES

Interactive Applications Interactive Applications offer a variety of automatically graded exercises that require students to apply key concepts. Whether the assignment includes a click and drag, video case, or decision generator, these applications provide instant feedback and progress tracking for students and detailed results for the instructor.

Self-Assessments Self-awareness is a fundamental aspect of personal or professional development. With 95 researched- based self-assessments, students will have frequent opportunities to make the chapter concepts come to life by seeing how they apply to them personally.

Manager’s Hot Seat Videos The Manager’s Hot Seat is an interactive online video program that allows students to watch real managers apply their years of experience in confronting issues. Students assume the role of the manager as they watch the video and answer multiple-choice questions that pop up during the segment, forcing them to make decisions on the spot. Students learn from the manager’s mistakes and successes, and then do a report critiquing the manager’s approach by defending their reasoning. kkin88418_fm_i-xxxvi.inddin88418_fm_i-xxxvi.indd PagePage iiii 04/12/1404/12/14 5:155:15 PMPM useruser //203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles

Connect Insight The ﬁ rst and only analytics tool of its kind, Connect Insight is a series of visual data displays, each of which is framed by an intuitive question and provides at-a-glance information regarding how an instructor’s class is performing. Connect Insight is available through Connect titles.

EASY TO USE

Learning Management System Integration

Simple McGraw-Hill Campus is a one-stop teaching and learning experience available to use Seamless with any learning management system. McGraw-Hill Campus provides single sign- Secure on to faculty and students for all McGraw-Hill material and technology from within the school website. McGraw-Hill Campus also allows instructors instant access to all supplements and teaching materials for all McGraw-Hill products. Blackboard users also beneﬁ t from McGraw-Hill’s industry-leading integration, providing single sign-on to access all Connect assignments and automatic feeding of assignment results to the Blackboard grade book.

POWERFUL REPORTING

Connect generates comprehensive reports and graphs that provide instructors with an instant view of the performance of individual students, a speciﬁ c section, or multiple sections. Since all content is mapped to learning objectives, Connect reporting is ideal for accreditation or other administrative documentation. kkin88418_fm_i-xxxvi.inddin88418_fm_i-xxxvi.indd PagePage iiiiii 12/4/1412/4/14 1:321:32 PMPM f-w-166f-w-166 //203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles Organizational Behavior A Practical, Problem-Solving Approach

Angelo Kinicki Arizona State University Mel Fugate Southern Methodist University kkin88418_fm_i-xxxvi.inddin88418_fm_i-xxxvi.indd PagePage iviv 12/3/1412/3/14 1:541:54 PMPM f-w-166f-w-166 //203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles

ORGANIZATIONAL BEHAVIOR: A PRACTICAL, PROBLEM-SOLVING APPROACH

Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2016 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Some ancillaries, including electronic and print components, may not be available to customers outside the United States.

This book is printed on acid-free paper.

1 2 3 4 5 6 7 8 9 0 RMN/RMN 1 0 9 8 7 6 5

ISBN 978-1-25-918841-1 MHID 1-25-918841-8

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Library of Congress Cataloging-in-Publication Data Kinicki, Angelo. Organizational behavior : a practical, problem-solving approach / Angelo Kinicki, Arizona State University, Mel Fugate, Southern Methodist University. — First edition. pages cm ISBN 978-1-259-18841-1 (alk. paper)—ISBN 1-259-18841-8 (alk. paper) 1. Organizational behavior. I. Fugate, Mel. II. Title. HD58.7.K52638 2016 658—dc23 2014041010

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DEDICATION To Bob Kreitner, my best friend and co-author for over 30 years. I love ya man. — Angelo I want to thank my sweet wife, Donna. Her support, understanding, and friendship are invaluable. I’m glad you’re my wife.

— Mel winning at work

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about the authors 1 2 / 3 and individual,group, andorganizational organizational culture, organizationalchange, the dynamicrelationshipsamongleadership, nals. Hiscurrentresearchinterestsfocuson editorial reviewboardsforfourscholarlyjour- awards, andwasselectedtoserveonthe programs. Healsoreceivedseveralresearch teaches initsnationallyrankedMBAandPhD awards fromArizonaState University, wherehe administration fromKent State University. year hereceivedhisdoctorateinbusiness of Business.Hejoinedthefacultyin1982, tinguished ScholarattheW. P. CareySchool versity. HealsoisaDean’s Councilof100Dis- Carey SchoolofBusiness,ArizonaState Uni- erup/Overby ChairinLeadership attheW.P. Management andistherecipientofWeath- author, andconsultant.HeisaProfessorof Angelo Kinicki / 1 4 Angelo istherecipientofsixteaching

1 : 5 4

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f - w - 1 6 6 is anawardwinningprofessor,

He developeda360 ing management/executive educationprograms. surveys toassessemployeeattitudes,andlead- appraisal systems,developingandadministering tems, designingandimplementingperformance implementing performancemanagementsys- conducting organizationalcultureinterventions, causes oforganizationalandwork-unit problems, operational planningsessions,diagnosingthe tries. Hisexpertiseincludesfacilitatingstrategic/ entrepreneurial organizationsindiverseindus- many fectiveness andprofi change aimedatincreasingorganizationalef- top managementteamstocreateorganizational a managementconsultingfi and isaprincipalatKinickiAssociates.Inc., year byTheMcGraw-HillCompany. two ofhisbookswereawardedrevisionsthe been translatedintomultiplelanguages,and around theworld.Severalofhisbookshave sions) thatareusedbyhundredsofuniversities co-author ofeighttextbooks(30includingrevi- articles inavarietyofacademicjournalsandis performance. Angelohaspublishedover98 instrument called the Performance Management instrument calledthePerformance Management also hasapassionforgolfi Gracie, theiradorablegoldenretriever. Angelo spending timeintheWhiteMountainswith land, Ohio. Theyenjoytraveling,hiking,and for 31years.TheyarebothnativesofCleve- enjoyed livinginthebeautifulArizonadesert panies throughouttheWorld. Leadership Survey(PMLS)thatis usedbycom- Angelo is a busy international consultant Angeloisabusyinternationalconsultant Angelo andhiswifeof32yearsJoycehave Fortune //203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles 2 0 3 / M 500fi H 0 2 1 9 rms as well as numerous rms aswell asnumerous tability. Hehasworkedwith 8 0 leadership feedback leadershipfeedback / k i n 8 8 4 rm that works with rm thatworks with ng. 1 8 _ d i s k 1 o f 1 / 1 2 5 9 1 8 8 4 1 8 / k i n 8 8 4 1 8 _ p a g e f i l e s kkin88418_fm_i-xxxvi.inddin88418_fm_i-xxxvi.indd PagePage viivii 12/3/1412/3/14 1:541:54 PMPM f-w-166f-w-166 //203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles

in marketing and business development and was a sales representative and manager in the pharmaceutical industry. He also has a BS in engineering and business administration from Michigan State University. Mel’s primary research interests involve employee reactions to organizational change and transitions at work. This includes but is not limited to downsizings, mergers and acquisi- tions, restructurings, and plant closings. Another research stream involves the development of a dispositional perspective of employability and its implications for employee careers and behavior. Current interests also include the infl uence of leadership and organizational culture on performance and the infl uence of em otions Mel Fugate is a professor and consultant. He on behavior at work. He has published in a is an associate professor of Management and number of premier management and applied Organizations in the Cox School of Business psychology journals. His current consulting at Southern Methodist University. He teaches work includes many industries (e.g., healthcare, executive, MBA, and undergraduate courses. legal, energy, information technology, and fi nan- He has won six teaching awards across cial services) and aims to enhance individual undergraduate and graduate levels. Prior to and organizational performance by utilizing a the Cox School he was a visiting assistant variety of practical, research-based tools. professor of Organizational Behavior at Tulane Professor Fugate’s research and com- University’s A.B. Freeman College of Business. ments have been featured in numerous media He also has international teaching experience outlets: The Wall Street Journal, The New York in the International MBA program at EM Lyon Times, Financial Times, FastCompany, Dallas School of Management in Lyon, France. Prior Morning News, CNN, Fox, ABC, and NBC. to earning his Ph.D. in Business Administra- Mel and his wife, Donna, are both very active tion and Management from Arizona State and enjoy fi tness, traveling, live music, and University, Mel performed consulting services catering to their sweet Jack Russell Terrier, Mila.

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Kinicki/Fugate: A Book Aimed While our book is unique in many ways, at Helping Students Flourish fi ve features are especially notable: Both Personally & Professionally 1. A student-centric approach to learning 2. An explicitly applied and practical Organizational Behavior: A Practical Problem- approach preface Solving Approach is intended for use as a concepts book for the Organizational Behavior 3. An emphasis on problem solving (OB) course at the undergraduate and MBA 4. Imaginative writing for readability and levels. We wrote this book because of our sin- engagement cere belief that the application of knowledge 5. Resources that work about organizational behavior can help people fl ourish both personally and professionally. FEATURE #1: A STUDENT-CENTRIC Drawing on our combined 51 years of APPROACH TO LEARNING teaching organizational behavior along with our key strengths—12 teaching awards, suc- Chapter openers are designed to frame chap- cess publishing scientifi c OB research, exten- ter content and help students read with pur- sive management consulting and textbook pose. Each chapter begins with four to seven writing—we have created a highly engaging, provocative, motivational Major Questions practical text based solidly on classic and associated with the main topics of the chap- contemporary OB research. To achieve this, ter. These Major Questions are intended to we’ve integrated an informal and conversa- help students answer the more fundamental tional writing style with a visually interesting questions “so what?” and “why does this magazine-like layout that appeals to the pref- matter to me?” for each major topic in the erences and learning styles of today’s students. chapter. The Major Questions help students This follows an approach successfully ap- read with purpose and focus. plied by Angelo Kinicki and Brian Williams’s Instead of opening with a conversational text Management: A Practical Introduction, vignette or short case like many texts, we 6th ed. Topics are broken down into easily open with Winning at Work, a feature which grasped, “bit-sized” portions, interspersed with offers practical nuts-and-bolts or “how to” frequent features that reinforce learning. Our advice about issues that are important to goal was to create a text that students enjoy students’ personal and professional success. reading and that will make a difference in their lives by providing them with practical tools that can be used at work, home, and school. If we have made learning about orga- “I think this [Major Question/ nizational behavior engaging, easy, and prac- The Bigger Picture] is a great tical, we have accomplished our mission. The text is organized according to the idea. Students want to have traditional fl ow from individual to group to an idea of why it is important organizational levels. Within each level we discuss the issues that today’s students need and what it means to them. to master to succeed, such as human and This book will really speak to social capital, ethics, emotional intelligence, person–environment fi t, critical thinking, the Millennial generation.” problem solving, diversity, positive OB, so- —Holly Schroth, cial media, crucial conversations, infl uence, University of California, Berkley working with others and leadership.

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Examples include being proactive in the fi rst 30 days of a new job, managing perceptions during employment interviews, nine daily habits that make people happy, negotiat- winning at work ing a salary for a new job, multitasking and personal effectiveness, and leading meetings. YOUR FUTURE The Winning at Work feature is fol-

Imagine you are about to walk in WHERE EMPLOYERS SAY lowed with For You: What’s Ahead in This the door and start your first full-time NEW HIRES FALL SHORT job. It’s the job you’ve always Fortune published results from a Chapter, that outlines the content to come wanted. Or if you are working now, Global Strategy Group study of imagine you’ve finally won the 500 senior managers and executives. in the chapter and why it is important to promotion you’ve worked so hard Only 65 percent of these business for, and you’re about to enter your leaders found new employees students’ personal and professional lives. new office or work area on a “somewhat prepared” for success new floor. Both cases are full of in business, while a significant Chapters then are organized to cover each excitement—your professional percentage said new employees are life has so much promise! “not prepared at all.” Jeffrey Holmes, major question in turn, giving students Now take stock of your existing a principal at architectural firm knowledge, skills, experiences, and Woods Bagot and sponsor of the bite-sized chunks of information. Each common sense. Even with these assets, wouldn’t you want survey, confirmed these findings and said: “Companies to give yourself an even greater advantage and transform need people who can synthesize information and apply section begins with a recap of the Major your knowledge and common sense into practical benefits it to business problems. . . . There’s less room for new at your job? After all, what value are your talents if you don’t hires who don’t have that ability. Technical skill is not Question and includes The Bigger Picture, apply them? enough.” This preference applies to both bachelors and This is why we study OB. masters students.2 which are intended to help students con- KNOWLEDGE IS NOT ENOUGH EMPLOYERS WANT PROBLEM SOLVING sider how the chapter content will be use- Expertise alone does not solve business problems. For AND CRITICAL THINKING decades, businesses have attributed their successes to the Regardless of your area of study, arguably the greatest ful in their own professional and personal knowledge or technical expertise of their employees. benefit of your education is developing problem-solving and The rationale was that if workers had the knowledge and critical thinking skills. The Global Strategy Group survey of lives. The goal here is to go beyond the necessary technical training, then results would automatically executives revealed that the most sought-after skills for follow. But over time firms have realized that knowledge and all entry-level employees were problem solving (49%), narrower demands of the course and show training alone do not guarantee success. In recent years, collaboration (43%), and critical thinking (36%).3 Building your business experts have called this disparity the knowing- skills in these areas is the overarching goal of this book. personal relevance. doing gap.1 The knowing-doing gap identifies the gap between what people know and what they actually do. For Content portioning aids student interest instance, everybody knows that treating people with respect is a good idea, but some managers don’t always do this. and retention of information. Topics divide Closing such gaps is an important element of your own FOR YOU WHAT’S AHEAD IN THIS CHAPTER into easily grasped segments to make them success at school, work, and home. This also is a major You’ll learn how OB can drive your job and career focus of OB and this book. success. We’ll explain why it’s important that you and more “digestible.” Each section consists of a THE LIMITS OF COMMON SENSE your employers invest in building both your human and social capital. We’ll also explore how ethics are You may feel that common sense will go a long way certain number of full pages. Each new sec- integral to long-term individual and organizational toward solving most business and career challenges. But success and we’ll introduce a problem-solving you’d be wrong. If common sense were all that mattered, tion starts on a new page. framework you can use in a wide variety of situations businesses would be more successful and all managers at school, work, and life more generally. But what really would be effective, while you and other new employees Other pedagogical devices in the chapter powers this book is our Integrative Framework for would consistently be happy and perform at your very Understanding and Applying OB, which we introduce best. However, this certainly isn’t true of all employers text also help students develop understanding: mid-chapter. This framework will help you organize and managers, and entry-level employees are often ill and apply OB concepts and tools as you learn them. prepared and underperform. • Key terms are highlighted and defi nitions boldfaced, to help students build their OB vocabulary. kin88418_ch02_038-071.indd Page 40 21/10/14 9:26 PM f-512 /203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles• Illustrations appear with relevant text discussion so students can avoid the frustration of having to fl ip pages back and forth in order to study an 2.1 PERSONAL VALUES important fi gure, table, or diagram

MAJOR QUESTION described in the text. What role do values play in influencing my behavior? • Frequent use of bulleted lists and headings

THE BIGGER PICTURE helps students grasp the main concepts.

You may already have a good understanding of your personal values and the role they play in • Our consistent use of the Integrative your life. In an organization, personal values contribute to workplace attitudes and behavior. So Framework for Understanding and it’s important to understand how the full range of potential human values impacts our attitudes Applying OB, especially at the beginning and behavior at work. In the values model shown on the next page, see if you can locate your- and end of chapters, provides a structure self first, and then your friends or coworkers. From an OB perspective, you first need to understand personal values to understand, let alone influence, workplace attitudes. to help students classify, organize, and apply the many OB concepts and theories that defi ne the study of OB. Values are abstract ideals that guide one’s thinking and behavior across all situations. They are strongly influenced by our religious or spiritual beliefs, the values of We fi nd that without some type of our parents, experiences during childhood, and events occurring throughout the com- munities and societies in which we live. Managers need to understand an employee’s organizing structure, students experience values because they encompass concepts, principles, or activities for which people are

major question willing to work hard. All workers need an understanding of values to work effectively information overload and fail to see with others and manage themselves. Renowned researcher Shalom Schwartz created a theory of personal values that over time many managers and OB professionals have how concepts are related, which in found especially useful for understanding the motivational impact of our values. turn reduces their ability to apply their knowledge. The Integrative Framework

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FIGURE 1.3 INTEGRATIVE FRAMEWORK FOR UNDERSTANDING AND APPLYING OB INPUTS PROCESSES OUTCOMES

Personal Factors Individual Level Individual Level Environmental Group/Team Level Group/Team Level Characteristics Organizational Level Organizational Level

is introduced in Chapter 1, is consistently applied in every chapter, applied, and Sodexo Encounters Diversity-Related Problems

grows in detail and scope as additional Sodexo, one of the world’s largest claimed they were not being pro- providers of food services and moted at the same rate as their topics are introduced. management, with nearly 420,000 white colleagues. The suit was even- employees in 80 countries, is a tually settled for $80 million in 2005. • Chapter summaries pull much of this good example of a company that In 2010 NPR reported that “about a has attempted to effectively man- quarter of the company’s managers together and are organized around age diversity. Sodexo has a de- are minorities, but only about 12 per- served if well-groomed reputation cent are black, which is not much of the Major Questions outlined at the problem for its diversity efforts, but the a change from five years ago, when beginning of each chapter. company’s record is not perfect. the lawsuit was settled.”90 Although the company was rated Sodexo continues to have issues by DiversityInc in 2013 as the very with labor and the law. Since the Executives from Sodexo speaking to best company for diversity based 2005 settlement, allegations of dis- employees. on its annual survey of 893 firms, crimination have continued, although Sodexo still is encountering diver- often local in scope. The company locations. On the legal front Sodexo FEATURE #2: AN EXPLICITLY sity-related problems.89 has had other labor problems, with has fought isolated health code vio- APPLIED & PRACTICAL APPROACH workers complaining about low lations and charges of pocketing re- Problems at Sodexo. Sodexo be- wages. Also in 2010 Sodexo was bates from vendors to the detriment gan its diversity program in 2002 in called out by the Human Rights of several state clients.91 In 2013 We want this book to be a “keeper” for stu- response to an anti-discrimination Watch in a 2010 report detailing the Sodexo agreed to pay $20 million in class-action lawsuit, brought by company’s violations of workers’ one such rebate fraud lawsuit dents, a resource they retain and continue African-American employees who rights to unionize at several US brought by New York.92 to use in order to effectively navigate issues in their jobs, careers, and personal lives. YOUR CALL Apply the 3-Stop Problem-Solving Approach. Stop 1: What is the problem in this case? To achieve this goal, a central theme of Stop 2: Identify the OB concepts or theories to use to solve the problem. Chapter 1 is to explain to students why OB Stop 3: What would you do to correct this situation? matters in their professional and personal lives and how OB can help them develop higher-level soft skills such as problem solving, critical thinking, and teamwork that employers seek. The focus on applica- “Problem solving is what tion is reinforced in the following special company leaders want to features: • Winning at Work opens each chapter and know that students can do. By shows the personal, real-world importance incorporating this throughout of the coming chapter content. the text you [provide] students • Problem-Solving Applications are box features that appear in every chapter multiple opportunities to learn (30 total). They describe actual and master this skill. . . . I am problems facing real-world people and organizations. The feature always impressed with the clarity conclude with a Your Call extension, and process used to teach this asking students to apply an easy 3-Stop Problem-Solving Approach, which we skill.” introduce in Chapter 1 and apply in —Brenda D. Bradford, every subsequent chapter to strengthen Missouri Baptist University their problem-solving skills.

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• Example boxes, 44 vignettes about well- allow students to immediately assess known companies and individuals taken their own personal characteristics related from today’s headlines, appear throughout to OB concepts being discussed. the chapters to demonstrate practical • Problem-Solving Application Cases at the application of OB concepts and tools. end of each chapter allow students to These Examples arm students with tools practice their problem-solving skills and they can apply at school, at work, and apply chapter-specifi c content to actual throughout their careers. Example boxes problems confronting real-world people always conclude with a Your Thoughts? and organizations. extension where students are asked to put • Legal/Ethical Challenges, closing each themselves in the situation and describe chapter, are short cases that ask students what they might do. to recommend a course of action when faced with business situations that fall EXAMPLE Google Search: “How Can We Keep Talented Employees?” While Google’s talent is constantly being poached by its competitors, some employees simply quit, especially women. into a “gray” area of legal or ethical The company noticed that many women were leaving, or, more precisely, not returning after maternity leave. Some confl icts. women of course choose to stay home after childbirth. However, Google realized that such employees were leaving at twice the average rate of all employees. It then explored the possibility that its policies might play a role. • Group Exercises for each chapter enable THE INDUSTRY STANDARD Generally, the tech industry, Silicon Valley in particular, offers 12 weeks of paid time off for maternity leave and seven weeks for employees outside of California. students to engage in experiential activities NEW PLAN Google’s response was to offer five months of full pay and full benefits! Better still, new mothers can split aimed at applying chapter content. the time and take some before the birth, some after, and some later still when the child is older. NEW PLAN PLUS Seven weeks of “new-parent” leave is now offered to all of its employees around the world. This enables new mothers and fathers the opportunity to manage their time and new joy/baby.5 Other companies expand these practices further still. Alston & Bird, an Atlanta-based law firm, provides employees $10,000 and 90 days of paid 6 FEATURE #3: AN EMPHASIS ON leave toward adoptions. Infertility issues are also covered by their health plan. PROBLEM SOLVING YOUR THOUGHTS? 1. If you alone could make policies at Google (or where you work), what would you do to keep valuable employees? 2. How could you apply the contingency approach to make these and other policies more effective? A simple Problem-Solving Approach is in- 3. What else would you do? troduced in Chapter 1 and applied multiple times in every chapter throughout the book. • Take-Away Applications—TAAPs The repeated application in every chapter represent 42 opportunities throughout helps students develop their problem- solving the text for students to apply the material skills. Our problem-solving approach is de- kin88418_ch01_001-037.indd Page 12 25/11/14 10:33 AM f-512 and concepts immediately /203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles after reading scribed as a journey with three stops along them. TAAPs ask students to apply the way: Stop 1, in which students defi ne the OB concepts to issues that affect their problem; Stop 2, in which students use OB personal and professional success. concepts to identify causes of the problem; and Stop 3, in which students apply their TAKE-AWAY APPLICATION—TAAP knowledge to generate (or even implement) Using Table 1.3: a solution. 1. Think of your most desired job. Now describe what you could do to develop your human and social capital to make you a more attractive job candidate. 2. Assume you graduate this year and are fortunate enough to get a job interview with your most desired employer. Explain in terms of human and social capital how “Repeating the problem- you would promote or sell yourself in that interview. solving approach in detail • Self-Assessments, 57 research-based self- helps guide the students on assessments integrated within the text, the correct path to solving the problem in a methodical way “This is a great collection of self-assessments. . . . it encourages the students I feel that it adds a lot to the student expe- to become critical thinkers.” rience, provides rich fodder for class dis- —Kenneth Solano, Northeastern University cussions, and makes the concepts relate speciﬁ cally to students, and that has many advantages in learning and retention.” —Laura Martin, Midwestern State University

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The Integrative Framework for Under- To build and reinforce students’ problem- standing and Applying OB is another tool to solving skills, we utilize a number of features

kin88418_ch02_038-071.inddhelp students Page solve 38 21/10/14 problems. 9:26 PM f-512 Not only does in each chapter: /203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles it help students organize OB concepts and • The 30 Problem-Solving Application understand relationships among them, but it boxes, mentioned previously, appearing also assists in identifying problems, causes, one or more times in each chapter, and solutions. offer students the opportunity to solve problems facing real individuals, teams, and organizations. Integrative Framework for • As mentioned above, each chapter Understanding and Applying OB concludes with a more in-depth Problem- y Solving Application Case. These cases, which involve a host of companies including DISH, Google, Costco, Yahoo!, and McDonald’s, enable students to hone the application of OB by trying to solve real problems with chapter-related content.

PERSON FACTORS • A Comprehensive Problem-Solving Values Application Case on Zappos that spans Personal Attitudes multiple chapters allows students to ENVIRONMENTAL exercise their growing problem-solving CHARACTERISTICS skills in a more complex context inputs that involves multiple concepts and challenges across the three levels of OB (individual, team, and organizational).

FEATURE #4: IMAGINATIVE WRITING FOR READABILITY & ENGAGEMENT “I like the idea INDIVIDUAL LEVEL Research shows that textbooks written in an of bite-sized GROUP/TEAM LEVEL imaginative, people-oriented style signifi cant- ORGANIZATIONAL LEVEL ly improve students’ ability to retain informa- chunks and tion. We use a number of journalistic devices applicability to make the material as engaging as possible for students. of the material processes • Our use of a conversational and informal . . . because tone provides a casual and direct connection to the student. This tone removes barriers student friend- and draws students in to the content. liness is one • We use colorful facts, attention-grabbing part read- INDIVIDUAL LEVEL quotes, biographical sketches, lively tag Workplace attitudes lines, and innovative illustrations to get ability, one GROUP/TEAM LEVEL students’ attention and enhance retention. part personal ORGANIZATIONAL LEVEL • Our emphasis on practicality and application extends to the Example boxes, application,

outcomes Problem-Solving Application boxes, Take- and two parts Away Applications, and Self-Assessments, all of which help to keep students involved style.” © . 20 d R 1 e and make OB relevant. —Dan Morrell, e 4 rv . p An se rs ro ge re o du lo ts th Middle Tennessee cti Kin righ au on icki a . All he • The text is animated by an enticing and pro nd Mel Fugate of t hibi ion State University ted without permiss diverse photo program of varying sizes and shapes to help illustrate concepts. Many photo captions end with a question to generate student interest.

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FEATURE #5: RESOURCES engaging and dynamic one where stu- THAT WORK dents are more likely to master and retain important concepts, coming to class No matter the course you teach—on-campus, better prepared. Valuable reports provide hybrid, or online courses—we set out to pro- instructors insight as to how students are vide you with the most comprehensive set of progressing through textbook content, resources to enhance your Organizational useful for shaping in-class time or assess- Behavior course. ment. As a result of the adaptive reading experience found in SmartBook, students McGraw-Hill Connect Management are more likely to retain knowledge, stay in class, and get better grades. Less managing . . . More teaching . . . Greater learning . . . 2. Interactive Applications. Interactive McGraw-Hill Connect Management is an on- Applications offer a variety of auto- line assignment and assessment solution that matically graded exercises that require connects students with the tools and resourc- students to apply key concepts. Whether es they need to achieve success. With Connect the assignment includes a drag and drop, Management, students can engage with their video case, sequence, or case analysis, kin88418_ch01_001-037.indd Page 12 25/11/14 10:33 AM f-512 /203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles coursework anytime, anywhere, enabling these applications provide instant feed- faster learning, more effi cient studying, and back and progress tracking for students higher retention of knowledge. It also offers and detailed results for the instructor. faculty powerful tools that make managing 3. Interactive Self-Assessments. Self- assignments easier, so instructors can spend awareness is a fundamental aspect more time teaching. of personal or professional development. And because self-awareness is so Features important to students’ professional and personal effectiveness, Organizational Behavior incorporates self-assessments 1. SmartBook™. Fueled by LearnSmart— unlike any other textbook in the mar- SmartBook is the fi rst and only adap- ket. Multiple SAs are incorporated in tive reading experience available today. each chapter, which provides students Distinguishing what students know with frequent opportunities to make from what they don’t, and honing in on OB concepts come to life by seeing how concepts they are most likely to forget, they apply to them personally. Organi- SmartBook personalizes content for zational Behavior does this with 57 SAs each student in a continuously adapting spread across the chapters that help reading experience. Reading is no longer make OB real for students and show a passive and linear experience, but an them how to apply concepts and theories as they learn them. These assessments are research-based and are drawn from notable journals in the fi eld of OB, such as the Journal of Applied Psychol- ogy, Journal of Management, Journal of Organizational Behavior, Personnel Psy- chology, Educational and Psychological Measurement, and Journal of Personal- ity and Social Psychology.

SELF-ASSESSMENT 1.1 How Strong Is My Motivation to Manage? Go to connect.mheducation.com and when finished respond to the following: 1. Does this instrument accurately assess your potential as a manager? Explain. 2. Which of the seven dimensions do you think is likely the best predictor of managerial success? Which is the least? Explain. 3. The instrument emphasizes competition with others in a win-lose mentality. Describe the pros and cons of this approach to management.

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• Every SA is introduced in-text by or organizations and illustrate only a explaining its benefi ts and practical handful of concepts, the case used in relevance to the student. The intent is Organizational Behavior is an actual to motivate students to complete the company—Zappos. Not only does the assessments and appreciate their value. company have appeal to today’s students, • Each chapter contains an average of but it also was created using multiple three self-assessments. sources to provide a truly comprehensive case. The intent is to offer students and • Multiple-choice questions accompany their instructors a single case that spans each SA, which enable instructors all three levels of OB—individual, group/ to assure that students complete team, and organizational—and allows assigned assessments and understand for the application of the many concepts how they illustrate the associated and tools introduced throughout the concepts and theories. book. We wrote this case to serve many • Self-assessments are automatically potential purposes—a comprehensive scored in Connect. fi nal exam, team project, or complex • In addition to being housed in problem-solving case. Connect, SA references are positioned Consistent with some of the major near the concepts they illustrate themes of our book, we selected and in-text, with questions that focus wrote cases that students will fi nd both on having students refl ect on their appealing and highly relevant opportu- scores; contemplate the implications nities to apply their OB knowledge. for them at school, work, and home; and apply this new self-knowledge to 5. Manager’s Hot Seat. This interactive, their own lives. These questions were video-based application puts students in also written to be amenable to class the manager’s hot seat; it builds critical- discussion or personal development thinking and decision-making skills plan–type assignments. and allows students to apply concepts • The Instructor’s Manual includes to real managerial challenges. Students guidance on how to interpret each watch as 21 real managers apply their SA and suggested avenues for class years of experience when confronting discussion and student application. unscripted issues such as bullying in the workplace, cyber loafi ng, globalization, 4. Problem-Solving Application and intergenerational work confl icts, work- Comprehensive Case. While cases are place violence, and leadership versus common in the OB textbook market, management. Organizational Behavior takes a differ- ent approach. First, each chapter con- VIDEO CASE 1: Offi ce Romance: Groping for cludes with a Problem-Solving Appli- Answers cation Case that is also available with VIDEO CASE 2: Ethics: Let’s Make a Fourth assignable content in Connect. These Quarter Deal cases are all based on real companies VIDEO CASE 3: Negotiation: Thawing the and people and explicitly focus on ac- Salary Freeze tual problems they confront. Students VIDEO CASE 4: Privacy: Burned by the Firewall? therefore have repeated opportunities to build their problem-solving skills, VIDEO CASE 5: Whistle Blowing: Code Red a key attribute sought by employers, or Red Ink? while also applying the concepts and VIDEO CASE 6: Change: More Pain Than Gain tools they learned in that particular VIDEO CASE 7: Partnership: The chapter. Unbalancing Act Second, Organizational Behavior has VIDEO CASE 8: Cultural Differences: Let’s created a comprehensive case for Con- Break a Deal nect that includes assignable content. Unlike many additional or integra- VIDEO CASE 9: Project Management: tive cases used in other books, which Steering the Committee are often based on fi ctitious people VIDEO CASE 10: Diversity: Mediating Morality

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VIDEO CASE 11: Personal Disclosure: VIDEO CASE 15: Working in Teams: Cross- Confession Coincidence Functional Dysfunction VIDEO CASE 12: Virtual Workplace: Out of VIDEO CASE 16: Cyberloafi ng the Offi ce Reply VIDEO CASE 17: Globalization VIDEO CASE 13: Listening Skills: Yeah, VIDEO CASE 18: Leadership Whatever VIDEO CASE 19: Work–Life Balance VIDEO CASE 14: Diversity in Hiring: VIDEO CASE 20: Workplace Aggression Candidate Conundrum VIDEO CASE 21: Workplace Bullying

How are my student doing?

How is my How is this section doing? student doing?

How are my How is this assignments assignments doing? doing?

6. Insight. Insight plots students on a graph practice material when they need it, of core by time-spent, revealing, among where they need it. When it comes to other things, which students are try- teaching, your time also is precious. The ing but still not succeeding, suggesting grading function enables you to . . . that they might be the most responsive • Have assignments scored automatically, to help. Insight plots assignments on a giving students immediate feedback graph of average student score by aver- on their work and side-by-side age time-spent, revealing, among other comparisons with correct answers. things, relatively diffi cult assignments and relatively easy assignments. • Access and review each response; manually change grades or leave 7. Smart Grading. When it comes to comments for students to review. studying, time is precious. Connect Management helps students learn more • Reinforce classroom concepts with effi ciently by providing feedback and practice tests and instant quizzes.

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8. Simple Assignment Management. With video DVD. This discipline has a library Connect Management, creating assign- volume DVD tailored to integrate and visu- ments is easier than ever, so you can ally reinforce chapter concepts. The library spend more time teaching and less time volume DVD contains more than 55 clips! managing. The assignment management The rich video material, organized by topic, function enables you to . . . comes from sources such as PBS, NBC, BBC, • Create and deliver assignments SHRM, and McGraw-Hill. Video cases and easily with selectable end-of-chapter video guides are provided for some clips. questions and test bank items. • Streamline lesson planning, student Tegrity Campus progress reporting, and assignment

grading to make classroom ® management more effi cient than ever. • Go paperless with the eBook and Lectures 24/7. Tegrity Campus is a service online submission and grading of that makes class time available 24/7 by auto- student assignments. matically capturing every lecture in a search- 9. Instructor Library. The Connect able format for students to review when they Management Instructor Library is your study and complete assignments. With a repository for additional resources to simple one-click start-and-stop process, improve student engagement in and you capture all computer screens and cor- out of class. You can select and use responding audio. Students can replay any any asset that enhances your lecture. part of any class with easy-to-use browser- The Connect Management Instructor based viewing on a PC or Mac. Library includes . . . Educators know that the more students can see, hear, and experience class resources, • Instructor’s Manual the better they learn. In fact, studies prove it. • PowerPoint fi les With Tegrity Campus, students quickly re- • Test Bank call key moments by using Tegrity Campus’s • Management Asset Gallery unique search feature. This search helps students effi ciently fi nd what they need, when • eBook they need it, across an entire semester of • Connect IM class recordings. Help turn all your students’ 10. McGraw-Hill Connect Plus Management. study time into learning moments imme- McGraw-Hill reinvents the textbook- diately supported by your lecture. Lecture learning experience for the modern Capture enables you to . . . student with Connect Plus Management. • Record and distribute your lecture with a Connect Plus features the following: click of a button. • An integrated eBook. • Record and index PowerPoint • All Connect assignments and tools, presentations and anything shown on which provide a dynamic link your computer so it is easily searchable, between your assignment and chapter frame by frame. content. • Offer access to lectures anytime and • A powerful search function to pinpoint anywhere by computer, iPod, or mobile and connect key concepts in a snap. device. For more information about Connect, go to • Increase intent listening and class www.mcgrawhillconnect.com, or contact participation by easing students’ your local McGraw-Hill sales representative. concerns about note taking. Lecture Capture will make it more likely Organizational Behavior you will see students’ faces, not the tops of Video Library DVDs their heads. McGraw-Hill/Irwin offers the most compre- To learn more about Tegrity, watch a two- hensive video support for the Organizational minute Flash demo at http://tegritycampus. Behavior classroom through a course library mhhe.com

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Create completes an integrated Connect™ assignment, the grade for that assignment automatically (and instantly) feeds your Blackboard grade center. Craft your teaching resources to match the 4. A solution for everyone. Whether your way you teach! institution is already using Blackboard With McGraw-Hill Create, or you just want to try Blackboard on www.mcgrawhillcreate.com, you can your own, we have a solution for you. easily rearrange chapters, combine mate- McGraw-Hill and Blackboard can now rial from other content sources, and quickly offer you easy access to industry-leading upload content you have written, like your technology and content, whether your course syllabus or teaching notes. Find the campus hosts it or we do. Be sure to ask content you need in Create by searching your local McGraw-Hill representative through thousands of leading McGraw-Hill for details. textbooks. Arrange your book to fi t your teaching style. Create even allows you to per- sonalize your book’s appearance by select- INSTRUCTOR RESOURCES ing the cover and adding your name, school, Multiple high-quality, fully integrated re- and course information. Order a Create sources are available to make your teaching book and you’ll receive a complimentary life easier: print review copy in three to fi ve business • The Instructors Manual (IM) includes days or a complimentary electronic review thorough coverage of each chapter. New copy (eComp) via e-mail in about one hour. in this edition, we offer two versions Go to www.mcgrawhillcreate.com today of the IM, for newer and experienced and register. Experience how McGraw-Hill faculty. Included in both versions are Create empowers you to teach your students the appropriate level of theory, recent your way. application or company examples, teaching tips, PowerPoint references, McGraw-Hill Higher Education and critical discussion topics, and answers to Blackboard have teamed up. end-of-chapter exercises. What does • The PowerPoint (PPT) slides provide this mean comprehensive lecture notes, video for you? links, and company examples not found in the textbook. There will be 1. Your life simplifi ed. Now you and your instructor media-enhanced slides as students can access McGraw-Hill’s well as notes with outside application Connect™ and Create™ right from examples. within your Blackboard course—all • The Test Bank includes 100–150 with one single sign-on. Say goodbye questions per chapter, in a range of to the days of logging in to multiple formats and with a greater-than-usual applications. number of comprehension, critical- 2. Deep integration of content and tools. thinking, and application (or scenario- Not only do you get single sign-on with based) questions. It’s tagged by learning Connect™ and Create™, you also get objective, Bloom’s Taxonomy levels, and deep integration of McGraw-Hill con- AACSB compliance requirements. tent and content engines right in Black- • EZ Test, McGraw-Hill’s fl exible and board. Whether you’re choosing a book easy-to-use electronic testing program, for your course or building Connect™ allows instructors to create tests from assignments, all the tools you need are book-specifi c items. It accommodates right where you want them—inside of a wide range of question types, and Blackboard. instructors may add their own questions. 3. Seamless gradebooks. Are you tired of Multiple versions of the test can be keeping multiple gradebooks and manu- created, and any test can be exported for ally synchronizing grades into Black- use with course management systems board? We thought so. When a student such as WebCT or BlackBoard.

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• EZ Test Online, available at www. use the reporting features of EZ Test to ag- eztestonline.com, allows you to access gregate student results in a similar fashion, the test bank virtually anywhere at making the collection and presentation of any time, without installation, and assurance of learning data simple and easy. to administer EZ Test–created exams and quizzes online, providing instant feedback for students. AACSB STATEMENT • The Online Learning Center (OLC), McGraw-Hill/Irwin is a proud corporate located at www.mhhe.com/kfob1e, member of AACSB International. Under- offers downloadable resources for standing the importance and value of AACSB instructors. On the instructors’ portion accreditation, Organizational Behavior recog- of the OLC, which is password- nizes the curricula guidelines detailed in the protected, instructors can access all of AACSB standards for business accreditation the teaching resources described above. by connecting selected questions in the Test Bank to the general knowledge and skill guidelines in the AACSB standards. MCGRAW-HILL CUSTOMER CARE The statements contained in Organizational CONTACT INFORMATION Behavior are provided only as a guide for the At McGraw-Hill, we understand that getting users of this textbook. The AACSB leaves con- the most from new technology can be chal- tent coverage and assessment within the pur- lenging. That’s why our services don’t stop af- view of individual schools, the mission of the ter you purchase our products. You can e-mail school, and the faculty. While Organizational our Product Specialists 24 hours a day, seven Behavior and the teaching package make no days a week, to get product training online. Or claim of any specifi c AACSB qualifi cation or you can search our knowledge bank of Fre- evaluation, we have within Organizational Be- quently Asked Questions on our support web- havior labeled selected questions according to site. For Customer Support, call 800-331-5094, the general knowledge and skills areas. e-mail [email protected], or visit www.mhhe.com/support. One of our Technical Support Analysts will be able to as- Acknowledgements sist you in a timely fashion. We could not have completed this product without the help of a great number of people. It all began with the vision of our executive ASSURANCE OF LEARNING READY brand manager Michael Ablassmeir. He signed the project and assembled a fantastic team to Many educational institutions today are focused work with us to craft a text that was unlike any- on the notion of assurance of learning, an im- thing else in the market. Among our fi rst-rate portant element of many accreditation stan- team at McGraw-Hill, we want to acknowledge dards. Organizational Behavior is designed spe- key contributors: Ann Torbert’s assistance was cifi cally to support your assurance of learning instrumental in structuring the editorial process initiatives with a simple yet powerful solution. and arriving at the text’s vision and predicted ap- Each chapter in the book begins with a peal; Bill Teague, Jane Beck, Trina Hauger, and list of numbered learning objectives, which Andrea Scheive, developmental editors, helped appear throughout the chapter as well as in us realize our vision and enhance that appeal; the end-of-chapter assignments. Every Test Elizabeth Trepkowski, executive marketing Bank question for Organizational Behavior manager, for creative and proactive marketing; maps to a specifi c chapter learning objective Harvey Yep, lead project manager, led the prod- in the textbook. Each Test Bank question uct through the production process; designer also identifi es topic area, level of diffi culty, Keith McPherson; Lori Hancock, content Bloom’s Taxonomy level, and AACSB skill licensing specialist; Terri Lawson for permission; area. You can use our Test Bank software, and Danielle Clement, project manager, for EZ Test and EZ Test Online, or Connect managing the digital products. Management to easily search for learning We would also like to thank Mindy West, objectives that directly relate to the learning Arizona State University, for her work on the objectives for your course. You can then Instructor’s Manual; Christine Mark, Lander

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University, for PowerPoint slides; Eileen Douglas McCabe, Hogan, Kutztown University, for the test bank; Georgetown University Floyd Ormsbee, Clarkson University, for his Lorianne Mitchell, work on Connect, and Patrick Soleymani, East Tennessee State University George Mason University, for his work on cre- Dan Morrell, Middle Tennessee State University ating self-assessment material for Connect. Paula Morrow, Warmest thanks and appreciation go the Iowa State University individuals who provided valuable input Dave Mull, during the development stages of this fi rst Columbia College, Columbia (MO) edition, as follows: Floyd Ormsbee, James Bishop, Clarkson University New Mexico State University, Las Cruces Bradley P. Owens, Brenda D. Bradford, State University of New York at Buffalo Missouri Baptist University Jeff Peterson, Chris Bresnahan, Utah Valley State College University of Southern California Don Powell, University of North Texas Holly Buttner, University of North Carolina, Greensboro Gregory R. Quinet, Southern Polytechnic State University Dean Cleavenger, University of Central Florida Jude Rathburn, University of Wisconsin, Milwaukee Matthew Cronin, George Mason University Herb Ricardo, “The Kinicki/ Indian River State College Kristen DeTienne, Fugate text Brigham Young University Joe Rode, Miami University, Oxford Ken Dunegan, is an excel- Cleveland State University Matt Rodgers, The Ohio State University lent collection Steven M. Elias, New Mexico State University Kristie Rogers, University of Kansas of learning Aimee Ellis, Ithaca College Christopher Roussin, tools that Suffolk University John D. Fuehrer, are current, Baldwin Wallace University Gordon Schmidt, Indiana Purdue University, Ft. Wayne Cynthia Gilliand, interesting, University of Arizona Holly Schroth, University of California and carefully Early Godfrey, Gardner Webb University Kenneth Solano, Northeastern University constructed.” Roy Lynn Godkin, Lamar University Patrick Soleymani, —Early Godfrey, George Mason University Gardner Webb Connie Golden, University Lakeland Community College Dan Spencer, University of Kansas Wayne Hochwarter, Florida State University Judy Tolan, University of Southern California Madison Holloway, Metropolitan State University of Denver Brian Usilaner, University of Maryland University College Kendra Ingram, Texas A&M University Commerce Finally, we would like to thank our wives, Hank Karp, Joyce and Donna, for being tough and car- Hampton University ing “fi rst customers” of our work. This book Michael Kosicek, Indiana University of Pennsylvania has been greatly enhanced by their input Caroline Leffall, and reality testing. Thanks in large part to Bellevue College their love, moral support, and patience, this Fengru Li, project was completed on schedule and it Business School, University of Montana strengthened rather than strained a treasured Katie Liljequist, possession—our friendship. Brigham Young University We hope you enjoy this textbook. Best Douglas Mahony, wishes for happiness, health, and success! Lehigh University Laura Martin, Angelo Kinicki Midwestern State University Mel Fugate

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SELF-ASSESSMENT LIBRARY Organizational Behavior: A Practical, Problem-Solving Approach 1e

The following Self-Assessment list was created to help you navigate through the library of 94 available assessments. As noted earlier, 57 of these assessments have been integrated directly into the textbook. The ﬁ rst part of the table of contents shows you a chapter-by-chapter outline of the title for each of these assessments. This can help you to decide which of the in-text assessments you might like to use. The second part of this table of contents provides a listing of the additional 37 self-assessments in the Kinicki Self-Assessment Library. These additional self-assessments are categorized according to topic—individual, group/team, and organization. It is important to note that all 95 self-assessments are contained within Connect, making them assignable and gradable.

CHAPTER 1 CHAPTER 5 Making OB Work for Me: What Is OB and Foundation of Employee Motivation: Why Is It Important? How Can Managers Apply Motivation 1. How Strong Is My Motivation to Manage? Theories? 2. Assessing My Perspective on Ethics 1. What Is the Status of My Acquired 3. Thinking and Problem Solving * Needs? * 2. Measuring Perceived Interpersonal CHAPTER 2 Treatment * Values and Attitudes: How Do They Affect 3. To What Extent Have I Used Job Work-Related Outcomes? Crafting? 1. What Are My Core Values? 4. Creating an I-Deal 2. To What Extent Am I Engaged in My Studies? * CHAPTER 6 3. How Satisfied Are You with Your Present Performance Management: How Can Job? * You Use Goals, Feedback, Rewards, and Positive Reinforcement to Boost CHAPTER 3 Effectiveness? Individual Differences and Emotions: How 1. What Is My Desire for Performance Does Who I Am Affect My Performance? Feedback? 1. What Is My Big Five Personality Profile? 2. What Rewards Do I Value Most? 2. How Proactive Am I? CHAPTER 7 3. How Positively Do I See Myself? Positive Organizational Behavior: How Can I Flourish at School, Work, and Home? CHAPTER 4 Social Perception and Managing Diversity: 1. What Is My Positivity Ratio? Why Are These Topics Essential for 2. What Is My Level of Mindfulness? Success? 3. What Is My Level of PsyCap? 1. Attitudes About Working with Older 4. What Are My Signature Strengths? Employees * 2. Assessing an Organization’s Diversity Climate 3. How Does My Diversity Profile Affect My Relationships with Other People?

* Indicates assessments used in both books (Kinicki/Fugate—Organizational Behavior: A Practical, Problem-Solving Approach, 1e and Kinicki/Williams—Management: A Practical Introduction, 7e).

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CHAPTER 8 CHAPTER 13 Groups and Teams: How Can Working with Leadership Effectiveness: What Does it Others Increase Everybody’s Performance? Take to Be Effective? 1. Group and Team Role Preference Scale 1. Am I Ready to Be A Leader? * 2. Is This a Mature Work Group or a Team? 2. My Task- and Relationship-Oriented 3. Evaluate Your Team Member Leadership Style * Effectiveness 3. Is My Boss a Servant-Leader? * 4. How Trusting Am I? 4. Is My Manager Transformational? * 5. Assessing My Leader-Member CHAPTER 9 Exchange * Communication in the Digital Age: How Can I Become a More Effective CHAPTER 14 Communicator? Organizational Culture, Socialization, and 1. Assessing My Communication Mentoring: How Can Use These Concepts Competence * for Competitive Advantage? 2. Assessing My Listening Style 1. What Is the Organizational Culture at My 3. Assess Social Media Readiness Current Employer? 2. What Type of Organizational Culture Do I CHAPTER 10 Prefer? * Managing Conflict and Negotiations: How 3. Have You Been Adequately Socialized? Can These Skills Give Me an Advantage? 4. Assessing My Level of Mentoring 1. Interpersonal Conflict Tendencies 2. Psychological Safety Climate CHAPTER 15 3. School– Non-School Conflict Organizational Design, Effectiveness, and 4. Bullying Scale Innovation: How Can Understanding These Key Processes and Outcomes Help Me 5. Preferred Conflict-Handling Style Succeed? CHAPTER 11 1. Am I Working for a Learning Decision Making and Creativity: How Organization? * Critical Is It to Master These Skills? 2. What Is My Preference for 1. Am I Intuitive? * Telecommuting? * 2. What Is My Decision-Making Style? * 3. Assessing the Innovation Climate of My Organization * 3. What Is the Level of Minority Dissent and Participation in Group Decision Making in CHAPTER 16 One of My Work Groups? * Managing Change and Stress: How Can 4. Assessing Climate for Creativity You Apply OB and Show What You Have Learned? CHAPTER 12 1. What Are My General Attitudes Toward Power, Influence, and Politics: How Change?* Can You Apply These to Increase Your Effectiveness? 2. What Is Your Readiness for Change? 1. How Much Power Do I Have? 3. How Resistant Are You to Change? 2. Which Influence Tactics Do I Use? 3. How Political Am I? 4. Your Impression Management—Who and How

* Indicates assessments used in both books (Kinicki/Fugate—Organizational Behavior: A Practical Problem Solving Approach, 1e and Kinicki/Williams—Management: A Practical Introduction 7e).

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Additional Assessments Found in Kinicki/Williams–Management: A Practical Introduction, 7e

WHAT ABOUT ME? B. Communication Skills A. Learning About Your Personality • Assessing Your Listening Style • Assessing Your Entrepreneurial • Assessing Your Supportive and Orientation Defensive Communication Climate • Assessing Your Ethical Ideology • To What Extent Are You Using Online • Where Do You Stand on the Big Five Social Networking at Work? Dimensions of Personality? C. Conflict and Negotiations • What Is Your Level of Emotional • Assessing Your Conflict Management Intelligence? Style • How Adaptable Are You? D. Effective Leadership B. Your Values and Work Attitudes • Assessing Your Motivation to Lead • What Is Your Orientation Toward • Assessing Your Global Manager Theory X/Y? Potential • Assessing Your Consumer Ethnocentrism ORGANIZATION LIFE • Assessing Your Stand on the GLOBE A. Culture, Socialization, and Mentoring Dimensions • Assessing the Four Basic Strategy • Assessing Your Career Vision and Plan Types • Assessing Your Financial Literacy • To What Extent Is Your Organization Committed to Total Quality • Assessing Your Attitudes Toward Corporate Social Responsibility Management (TQM)? Assessing the Quality of Goal Setting • Is a Career in HR Right for You? • within an Organization • Assessing Your Attitudes Toward Unions • Assessing the Quality of HR Practices Assessing Your Job Fit • Assessing Your Satisfaction with Your • University Experience • Assessing the Innovation and Learning Perspective of the Balanced Scorecard C. Your Motivation Organizational Design, Effectiveness, • Assessing Your Intrinsic/Extrinsic B. Motivation and Innovation Assessing Strategic Thinking • Assessing Motives Associated With • Self-Determination • Core Skills Required for Strategic Planning WORKING IN GROUPS • Assessing Obstacles to Strategic A. Groups and Teams Execution • Assessing Your Attitudes toward • Assessing Your Organizational Teamwork Structure Preference • Assessing Your Team’s Productive C. Managing Change and Stress Energy • Assessing Your Resistance to Change • Assessing Your Team’s Level of Groupthink • Assessing Your Team’s Effectiveness

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PART ONE Individual Behavior 1 10 MANAGING CONFLICT AND NEGOTIATIONS 1 MAKING OB WORK FOR ME How Can These Skills Give What Is OB and Why Is Me an Advantage? 328 It Important? 2 11 DECISION MAKING AND 2 VALUES AND ATTITUDES CREATIVITY How Do They Aff ect Work- How Critical Is It to Master Related Outcomes? 38 These Skills? 366 INDIVIDUAL DIFFERENCES 3 12 POWER, INFLUENCE, AND AND EMOTIONS POLITICS How Does Who I Am Aff ect How Can I Apply These to Increase My Performance? 72 My Eff ectiveness? 402 4 SOCIAL PERCEPTION AND MANAGING DIVERSITY 13 LEADERSHIP EFFECTIVENESS What Does It Take to Be Why Are These Topics Essential Eff ective? 438 for Success? 110

brief contents PART THREE Organizational 5 FOUNDATIONS OF EMPLOYEE MOTIVATION Processes 477 How Can I Apply Motivation 14 ORGANIZATIONAL CULTURE, Theories? 144 SOCIALIZATION, AND MENTORING 6 PERFORMANCE How Can I Use These Concepts for MANAGEMENT Competitive Advantage? 478 How Can You Use Goals, Feedback, Rewards, and Positive Reinforcement 15 ORGANIZATIONAL DESIGN, to Boost Eff ectiveness? 180 EFFECTIVENESS, AND INNOVATION 7 POSITIVE ORGANIZATIONAL How Can Understanding These BEHAVIOR Key Processes and Outcomes How Can I Flourish at School, Help Me Succeed? 518 Work, and Home? 216 16 MANAGING CHANGE AND PART TWO Groups 253 STRESS How Can You Apply OB and Show 8 GROUPS AND TEAMS What You’ve Learned? 556 How Can Working with Others Increase Everybody’s Performance? 254

9 COMMUNICATION IN THE DIGITAL AGE How Can I Become a More Eff ective Communicator? 292

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PART ONE Individual Behavior 1 1 MAKING OB WORK FOR ME What Is OB and Why Is It Important? 2

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SELF-ASSESSMENT 1.3: Thinking and Problem SHOULD BE ABLE TO ANSWER 2 Solving 22

WINNING AT WORK 3 1.5 STRUCTURE AND RIGOR IN contents FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 3 SOLVING PROBLEMS 23 1.1 THE VALUE OF OB TO MY The Person–Environment Distinction 23 JOB AND CAREER 4 PROBLEM-SOLVING APPLICATION: Technology: How OB Fits into My Curriculum and Future An Environmental Characteristic That Greatly Success 4 Impacts My Performance 24 EXAMPLE: Google Search: “How Can We Keep Levels—Individual, Group/Team, and Talented Employees?” 5 Organization 25 Employers Want Both Hard and Soft Skills 6 Applying OB Concepts to Identify the Right Problem 26 How OB Fits into My Career 7 1.6 THE INTEGRATIVE FRAMEWORK 1.2 HUMAN AND SOCIAL CAPITAL 9 FOR UNDERSTANDING AND Human and Social Capital as Investments 9 APPLYING OB 27 How to Build Human and Social Capital 11 A Basic Version of the Integrative Framework 27 How Self-Awareness Can Help You Build a Fulﬁ lling EXAMPLE: Life Is Sweeter on Mars 28 Career 12 Using the Integrative Framework for Problem SELF-ASSESSMENT 1.1: How Strong Is My Solving 29 Motivation to Manage? 12 Applied Approaches to Selecting a Solution 29 1.3 RIGHT VS. WRONG—ETHICS AND Basic Elements for Selecting an Eff ective MY PERFORMANCE 13 Solution 30 Cheating 13 A Practice Problem-Solving Scenario 30 Ethical Lapses—Legality, Frequency, Causes, and What Did I Learn? 33 Solutions 14 PSAC: The Cost of “Doing the Right Thing” 35 EXAMPLE: Wrong? Absolutely! Illegal? Legal/Ethical Challenge: To Tell or Not to Tell? 36 Seemingly Not. 15 Group Exercise: Timeless Advice 36 EXAMPLE: The Whistleblower’s Dilemma 16 SELF-ASSESSMENT 1.2: Assessing My Perspective on Ethics 18 1.4 APPLYING OB TO SOLVE PROBLEMS 20 A 3-Stop Journey 21 Tools to Reinforce My Problem-Solving Skills 22

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2 VALUES AND ATTITUDES How Do They Aff ect Work-Related Outcomes? 38

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD BE Perceived Organizational Support 55 ABLE TO ANSWER 38 PROBLEM-SOLVING APPLICATION: POS Can Be Positive or WINNING AT WORK 39 Negative 56 FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 39 2.4 THE CAUSES OF JOB SATISFACTION 57 2.1 PERSONAL VALUES 40 SELF-ASSESSMENT 2.3: How Satisﬁ ed Are You with Your Schwartz’s Value Theory 40 Present Job? 57 SELF-ASSESSMENT 2.1: What Are My Core Values? 42 At a Glance: Five Predominant Models of Job Satisfaction 58 The Dynamics of Values 43 Brief Review: Five Predominant Models of Job Satisfaction 58 A Shorter Walk to Work 60 2.2 PERSONAL ATTITUDES AND THEIR IMPACT PROBLEM-SOLVING APPLICATION: Yahoo! CEO Marissa ON BEHAVIOR AND OUTCOMES 44 Mayer Bans Telecommuting 60 Personal Attitudes: They Represent My Consistent Beliefs and Feelings about Speciﬁ c Things 45 2.5 MAJOR CORRELATES AND CONSEQUENCES Attitudes Aff ect Behavior via Intentions 46 OF JOB SATISFACTION 61 PROBLEM-SOLVING APPLICATION: Why Do Patients Lie to Attitudinal Outcomes of Job Satisfaction 61 Doctors and Doctors Lie to Patients? 47 PROBLEM-SOLVING APPLICATION: What To Do About EXAMPLE: Alston & Bird Engages Employees through Its Words Bullying 62 and Deeds 49 Behavioral Outcomes of Job Satisfaction 63 2.3 KEY WORKPLACE ATTITUDES 50 What Did I Learn? 66 Organizational Commitment 50 PSAC: A Good Stock to Own, a Bad Place to Work? 68 Employee Engagement 52 Legal/Ethical Challenge: Social Media in the Hiring Process 69 SELF-ASSESSMENT 2.2: To What Extent Am I Engaged Group Exercise: The Paper Airplane Contest 70 in My Studies? 54 PROBLEM-SOLVING APPLICATION: Companies Foster Employee Engagement in Diff erent Ways 54

3 INDIVIDUAL DIFFERENCES AND EMOTIONS How Does Who I Am Aff ect My Performance? 72

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD BE Emotional Stability 92 ABLE TO ANSWER 72 Three Practical Considerations Regarding CSEs 92 WINNING AT WORK 73 EXAMPLE: A Female Wall Street Financial Chief Avoids the FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 73 Pitfall That Stymied Others 93 SELF-ASSESSMENT 3.3: How Positively Do I See Myself? 94 3.1 THE DIFFERENCES MATTER 74 3.5 THE VALUE OF BEING EMOTIONALLY INTELLIGENCES: THERE IS MORE 3.2 INTELLIGENT 95 TO THE STORY THAN IQ 76 What is Emotional Intelligence? 95 Intelligence Matters . . . And We Have More Than We Think 76 Beneﬁ ts of EI 95 Practical Implications 79 EXAMPLE: Smarts and Money 79 3.6 UNDERSTAND EMOTIONS TO INFLUENCE PERFORMANCE 98 3.3 PERSONALITY, OB, AND MY EFFECTIVENESS 80 Emotions—We All Have Them, but What Are They? 98 There Is More to Personality Than Liking and Fit 80 Emotions as Positive or Negative Reactions to Goal The Big Five Personality Dimensions 81 Achievement 98 SELF-ASSESSMENT 3.1: What Is My Big Five Personality Besides Positive and Negative, Think Past vs. Future 99 Proﬁ le? 82 How Can I Manage My Negative Emotions at Work? 99 Proactive Personality 82 EXAMPLE: The Good and Bad of Anger at Work 100 SELF-ASSESSMENT 3.2: How Proactive Am I? 83 Personality and Performance 84 3.7 PRACTICE, LUCK, AND SUCCESS 102 Personality Testing at Work 85 Success 5 10,000 Hours 102 There Is No “Ideal Employee” Personality 85 Talent Is Overrated—Practice Is the Key 103 Most Practice Is NOT Deliberate 104 3.4 CORE SELF-EVALUATIONS: HOW MY Would I Rather Be Lucky or Good? 104 SELF-EFFICACY, SELF-ESTEEM, LOCUS OF CONTROL, AND EMOTIONAL STABILITY What Did I Learn? 105 AFFECT MY PERFORMANCE 86 PSAC: Why Are Employees Leaving Google? Facebook? Who’s Self-Effi cacy—“I Can Do That” 87 Next? 107 PROBLEM-SOLVING APPLICATION: How Can I See My Own Legal/Ethical Challenge: Companies Shift Smoking Bans to Blind Spots to Build Effi cacy and Eff ectiveness? 89 Smoker Ban 108 Self-Esteem—“Look in the Mirror” 89 Group Exercise: Anger Control Role Play 108 Locus of Control: Who’s Responsible—Me or External Factors? 91 kin88418_fm_i-xxxvi.indd Page xxvii 12/3/14 1:54 PM f-w-166 /203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles

4 SOCIAL PERCEPTION AND MANANAGING DIVERISITY Why Are These Topics Essential for Success? 110

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD BE 4.5 BUILDING THE BUSINESS CASE FOR ABLE TO ANSWER 110 MANAGING DIVERSITY 126 WINNING AT WORK 111 Business Rationale 126 FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 111 Trends in Workforce Diversity 127 4.1 A SOCIAL INFORMATION PROCESSING EXAMPLE: Why Is a Skills Gap Important to the United MODEL OF PERCEPTION 112 States? 129 SELF-ASSESSMENT 4.1: Attitudes about Working with Older EXAMPLE: How Perception of Apologies Diff ers in the Employees 130 United States and Japan 112 Stage 1: Selective Attention/Comprehension 113 4.6 BARRIERS AND CHALLENGES TO Stage 2: Encoding and Simpliﬁ cation 114 MANAGING DIVERSITY 131 Stage 3: Storage and Retention 114 SELF-ASSESSMENT 4.2: Assessing an Organization’s Diversity Stage 4: Retrieval and Response 115 Climate 132 Managerial Implications 115 4.7 ORGANIZATIONAL PRACTICES USED TO EXAMPLE: Virtual Interviews Can Improve the Accuracy of Job EFFECTIVELY MANAGE DIVERSITY 133 Interviews and Reduce Costs 116 Framework of Options 133 4.2 STEREOTYPES 117 How Companies Are Responding to the Challenges of Diversity 135 Stereotype Formation and Maintenance 117 SELF-ASSESSMENT 4.3: How Does My Diversity Proﬁ le Aff ect Managerial Challenges and Recommendations 117 My Relationships with Other People? 137 4.3 CAUSAL ATTRIBUTIONS 119 PROBLEM-SOLVING APPLICATION: Sodexo Encounters Kelley’s Model of Attribution 119 Diversity-Related Problems 137 Attributional Tendencies 121 What Did I Learn? 138 Managerial Application and Implications 121 PSAC: Seal of Disapproval 140 4.4 DEFINING AND MANAGING DIVERSITY 122 Legal/Ethical Challenge: Swastikas and Neonatal Care 141 Layers of Diversity 122 Group Exercise: Managing Diversity-Related Interactions 142 Affi rmative Action vs. Managing Diversity 124

5 FOUNDATIONS OF EMPLOYEE MOTIVATION How Can I Apply Motivation Theories? 144

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD BE Expectancy Theory: Does My Eff ort Lead to Desired ABLE TO ANSWER 144 Outcomes? 161 WINNING AT WORK 145 PROBLEM-SOLVING APPLICATION: Corporate Boards Decide FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 145 to Lower the Instrumentalities between CEO Performance and Pay 163 5.1 THE WHAT AND WHY OF MOTIVATION 146 PROBLEM SOLVING APPLICATION: A High School Motivation: What Is It, and Why Is It Important? 146 Principal Uses Principles of Expectancy Theory to Motivate The Two Fundamental Perspectives on Motivation: An Students 164 Overview 147 Goal-Setting Theory: How Can I Harness the Power of Goal Setting? 165 5.2 CONTENT THEORIES OF MOTIVATION 148 McGregor’s Theory X and Theory Y 148 5.4 MOTIVATING EMPLOYEES THROUGH Maslow’s Need Hierarchy Theory: Five Levels of Needs 148 JOB DESIGN 168 Acquired Needs Theory: Achievement, Affi liation, and Top-Down Approaches—“Management Designs Your Job” 169 Power 150 EXAMPLE: Job Swapping Is the Latest Application of Job SELF-ASSESSMENT 5.1: What Is the Status of My Acquired Rotation 170 Needs? 150 Bottom-Up Approaches—“You Design Your Own Job” 172 Self-Determination Theory: Competence, Autonomy, and SELF-ASSESSMENT 5.3: To What Extent Have I Used Job Relatedness 151 Crafting? 173 PROBLEM-SOLVING APPLICATION: Life Is Good Co. Builds an Idiosyncratic Deals (I-Deals)—“You Negotiate the Design of Onsite Tavern to Foster Relatedness 153 Your Job” 174 Herzberg’s Motivator-Hygiene Theory: Two Ways to Improve SELF-ASSESSMENT 5.4: Creating an I-Deal 174 Satisfaction 153 What Did I Learn? 175 5.3 PROCESS THEORIES OF MOTIVATION 156 PSAC: A Fickle Cat 177 Equity/Justice Theory: Am I Being Treated Fairly? 156 Legal/Ethical Challenge: Should Senior Executives Receive SELF-ASSESSMENT 5.2: Measuring Perceived Interpersonal Bonuses for Navigating a Company through Bankruptcy 179 Treatment 159 Group Exercise: Applying the Job Characteristics Model 179 kin88418_fm_i-xxxvi.indd Page xxviii 12/3/14 1:54 PM f-w-166 /203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles

6 PERFORMANCE MANAGEMENT How Can You Use Goals, Feedback, Rewards, and Positive Reinforcement to Boost Eff ectiveness? 180

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD BE SELF-ASSESSMENT 6.1: What Is My Desire for Performance ABLE TO ANSWER 180 Feedback? 197 WINNING AT WORK 181 Feedback Do’s and Don’ts 199 FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 181 Coaching—Turning Feedback into Change 199 6.1 PERFORMANCE MANAGEMENT PROCESSES 182 6.5 STEP 4: PROVIDE CONSEQUENCES—ADMINISTER Eff ective Performance Management 182 REWARDS AND PUNISHMENT 200 Common Uses of Performance Management 183 Types of Rewards 200 What Goes Wrong with Performance Management 184 SELF-ASSESSMENT 6.2: What Rewards Do I Value Most? 201 Importance of Good Management and Leadership 184 Distribution Criteria 201 EXAMPLE: Eff ective Performance Management: More Pizza Desired Outcomes of the Reward System 202 and More Burgers 185 Be Sure You Get the Outcomes You Desire 202 6.2 STEP 1: DEFINE PERFORMANCE— Extrinsic, Total, and Alternative Rewards 203 EXPECTATIONS AND SETTING GOALS 186 PROBLEM-SOLVING APPLICATION: Why Rewards Often Fail to Motivate 204 Two Types of Goals 187 Pay for Performance 204 Managing the Goal-Setting Process 187 Making Pay for Performance Word 205 Contingency Approach to Deﬁ ning Performance 189 EXAMPLE: Green, Yellow, and Red Doctors 190 6.6 REINFORCEMENT AND ADDITIONAL CONSIDERATIONS FOR PROVIDING 6.3 STEP 2: PERFORMANCE MONITORING APPROPRIATE CONSEQUENCES 206 AND EVALUATION 191 The Law of Eff ect—Linking Consequences and Behaviors 206 Monitoring Performance—Measure Goals Appropriately and Using Reinforcement to Condition Behavior 207 Accurately 191 Contingent Consequences 207 Evaluating Performance 192 Positive Reinforcement Schedules 208 6.4 STEP 3: REVIEWING PERFORMANCE AND THE Work Organizations Typically Rely on the Weakest IMPORTANCE OF FEEDBACK AND COACHING 194 Schedule 209 The Importance of Feedback 194 What Did I Learn? 211 What Eff ective Feedback Is . . . and Is Not 194 PSAC: Improving Customer Satisfaction at McDonald’s 213 Two Functions of Feedback 195 Legal/Ethical Challenge: Timing of Stock Vesting to Reduce Important Sources of Feedback—Including Those Often Taxes 214 Overlooked 195 Group Exercise: Rewards, Rewards, Rewards 215 EXAMPLE: How Do You Spell Feedback and Self- Improvement—Z-A-P-P-O-S! 196 Your Perceptions Matter 197

7 POSITIVE ORGANIZATIONAL BEHAVIOR How Can I Flourish at School, Work, and Home? 216

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD 7.2 THE POWER OF POSITIVE EMOTIONS 224 BE ABLE TO ANSWER 216 Beyond Good vs. Bad 224 WINNING AT WORK 217 Positive Emotions Lead to Success at School, at Work, and in FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 217 Life 226 7.1 THE IMPORTANCE OF POSITIVE OB 218 How Much Positivity Is Enough? 226 SELF-ASSESSMENT 7.1: What Is My Positivity Ratio? 228 Two Modes of Viewing Organizations 218 How Positivity Works 219 7.3 FOSTERING MINDFULNESS 229 The Beneﬁ ts of POB Extend beyond Good Performance 220 Mindlessness vs. Mindfulness 229 PROBLEM-SOLVING APPLICATION: “Opportunity to Do Well EXAMPLE: Does the Use of Headphones Help Achieve and Do Good”—New Orleans Style! 221 Mindfulness? 230 Conscious Capitalism (CC)—Supercharged Corporate Social Inhibitors of Mindfulness 231 Responsibility 222 Beneﬁ ts of Mindfulness 232 PROBLEM-SOLVING APPLICATION: Conscious Capitalism at SELF-ASSESSMENT 7.2: What Is My Level of Whole Foods 223 Mindfulness? 232 Practicing Mindfulness 233

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7.4 POSITIVE PSYCHOLOGICAL CAPITAL: CAPITAL Positive Emotions 243 THAT I OWN AND CONTROL 235 Engagement 244 Hope 5 Willpower 1 “Waypower” 235 SELF-ASSESSMENT 7.4: What Are My Signature Strengths? 244 EXAMPLE: It Takes Hope to Build a Business 236 Relationships 245 Effi cacy 237 Meaningfulness 246 Resilience 237 Achievement 246 Optimism 237 EXAMPLE: McDonald’s Helps Employees to Flourish 247 How I Can Develop My PsyCap 238 What Did I Learn? 248 SELF-ASSESSMENT 7.3: What Is My Level of PsyCap? 238 PSAC: Best Buy: Trouble at the Top 250 7.5 CREATING A CLIMATE THAT Legal/Ethical Challenge: Tracking Sensors Invade the Workplace: FOSTERS POSITIVE OB 239 Devices on Workers, Furniture Off er Clues for Boosting Organizational Values 239 Productivity 251 Organizational Practices 240 Group Exercise: Disputing Negative Beliefs 252 Virtuous Leadership 240 7.6 FLOURISHING: THE DESTINATION OF POSITIVE OB 242 PROBLEM-SOLVING APPLICATION: Ethical Investing 243

PART TWO Groups 253

8 GROUPS AND TEAMS How Can Working with Others Increase Everybody’s Performance? 254

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD BE SELF-ASSESSMENT 8.3: Evaluate Team Member ABLE TO ANSWER 254 Eff ectiveness 270 WINNING AT WORK 255 Team Building 272 FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 255 Self-Managed Teams 274 EXAMPLE: The Art of the Self-Managing Team 275 8.1 GROUP CHARACTERISTICS 256 Virtual Teams 276 Formal and Informal Groups 256 Functions of Formal Groups 257 8.4 TRUST BUILDING AND REPAIR—ESSENTIAL Roles and Norms—Social Building Blocks for Group and TOOLS FOR SUCCESS 279 Organizational Behavior 258 Three Forms of Trust 279 SELF-ASSESSMENT 8.1: Group and Team Role Preference Building Trust 280 Scale 259 SELF-ASSESSMENT 8.4: How Trusting Am I? 281 PROBLEM-SOLVING APPLICATION: No Cash Bonuses at Repairing Trust 281 Wooga?! But Everybody Else Gets Them! 262 8.5 KEYS TO TEAM EFFECTIVENESS 282 8.2 THE GROUP DEVELOPMENT PROCESS 264 Characteristics of High-Performing Teams 282 Stage 1: Forming 264 The 3 Cs of Eff ective Teams 282 Stage 2: Storming 265 Rewards, Competition, and Collaboration 283 Stage 3: Norming 265 EXAMPLE: Exemplary Teamwork at NASA 283 Stage 4: Performing 266 Eff ective Team Size 284 Stage 5: Adjourning 266 What Did I Learn? 285 8.3 TEAMS AND THE POWER OF PSPAC: Group Forms to Amp Up Research 287 COMMON PURPOSE 267 Legal/Ethical Challenge: When an “A” Is Not an “A”—Who’s A Team Is More Than Just a Group 267 Responsible? 288 SELF-ASSESSMENT 8.2: Is This a Mature Work Group or a Group Exercise: A Committee Decision—The Johnny Rocco Team? 268 Case 289 EXAMPLE: Team Building Is an Important Part of Talent Management 269 Developing Your Teamwork Competencies and Being a Team Player Instead of a “Free-Rider” 269

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9 COMMUNICATION IN THE DIGITAL AGE How Can I Become a More Eff ective Communicator? 292

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD BE Improving Communications between the Sexes and ABLE TO ANSWER 292 Generations 307 WINNING AT WORK 293 9.4 SOCIAL MEDIA AND OB 308 FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 293 Social Media and Increased Productivity 308 9.1 BASIC DIMENSIONS OF THE EXAMPLE: Expanding Organizational Boundaries with COMMUNICATION PROCESS 294 Crowdsourcing 310 Deﬁ ning Communication 294 Costs of Social Media 310 How the Communication Process Works 295 Make E-mail Your Friend, Not Your Foe 311 Selecting the Right Medium 297 Social Media Concerns and Remedies—What Companies Can Do 312 PROBLEM-SOLVING APPLICATION: Using Multiple Communication Media to Implement Organizational SELF-ASSESSMENT 9.3: Assess Social Media Readiness 313 Change 297 EXAMPLE: Coke’s Online Social Media Principles 315 Media Richness 297 9.5 COMMUNICATION SKILLS TO BOOST 9.2 COMMUNICATION COMPETENCE 299 YOUR EFFECTIVENESS 317 SELF-ASSESSMENT 9.1: Assessing My Communication Presenting—Do You Give Reports or Do You Tell Stories? 317 Competence 299 Crucial Conversations 319 Sources of Nonverbal Communication 299 Managing Up 321 Active Listening 301 Eff ective Upward Management 321 EXAMPLE: The CEO of CarMax Proactively Listens to What Did I Learn? 322 Employees 302 PSAC: Costco Management Walks Tightrope with Social SELF-ASSESSMENT 9.2: Assessing My Listening Style 303 Media 324 Nondefensive Communication 304 Legal/Ethical Challenge: Should an Employee Be Fired Because 9.3 GENDER, GENERATIONS, AND She Complained about Customers via Facebook? 325 COMMUNICATION 305 Group Exercise: Practicing Diff erent Styles of Communication Diff erences between Women and Men 305 Communication 325 Generational Diff erences in Communication 306

10 MANAGING CONFLICT AND NEGOTIATIONS How Can These Skills Give Me an Advantage? 328

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD SELF-ASSESSMENT 10.3: School–Non-School Confl ict 343 BE ABLE TO ANSWER 328 Incivility—Treating Others Poorly Has Real Costs 344 WINNING AT WORK 329 SELF-ASSESSMENT 10.4: Bullying Scale 347 FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 329 10.4 EFFECTIVELY MANAGING CONFLICT 348 10.1 A CONTEMPORARY VIEW OF CONFLICT 330 Programming Functional Confl ict 348 A Modern View of Confl ict and Escalation 330 Styles of Confl ict Handling 350 PROBLEM-SOLVING APPLICATION: Seemingly Small SELF-ASSESSMENT 10.5: Preferred Confl ict-Handling Incidents Can Escalate 331 Style 351 SELF-ASSESSMENT 10.1: Interpersonal Confl ict Third-Party Interventions: Alternative Dispute Resolution 353 Tendencies 332 EXAMPLE: Implementing ADR at Your Company 354 Functional vs. Dysfunctional Confl ict 333 Apply Your Confl ict Management Knowledge 355 EXAMPLE: How to Take a Positive Approach to Confl ict 334 PROBLEM-SOLVING APPLICATION: Transforming Metaphors and the Language of Confl ict 334 Dysfunctional into Functional Confl ict 355 Why People Avoid Confl ict 335 10.5 NEGOTIATION 356 Desired Outcomes of Confl ict Management 336 Two Basic Types of Negotiation 356 10.2 CONVENTIONAL FORMS OF CONFLICT 337 Added-Value Negotiation 357 Personality Confl icts 337 Emotions and Negotiations 358 How to Deal with Personality Confl icts 337 Ethics and Negotiations 359 EXAMPLE: A CEO Who Planned a “Food Fight” 338 What Did I Learn? 360 Intergroup Confl ict 338 PSAC: Without George Zimmer, Does Men’s Wearhouse Like the How to Handle Intergroup Confl ict 339 Way It Looks? 362 SELF-ASSESSMENT 10.2: Psychological Safety Climate 341 Legal/Ethical Challenge: It’s Not My Problem . . . Or Is It? 363 10.3 FORMS OF CONFLICT INTENSIFIED Group Exercise: Bangkok Blowup—A Role-Playing Exercise 363 BY TECHNOLOGY 342 Work–Family Confl ict 342 kkin88418_fm_i-xxxvi.inddin88418_fm_i-xxxvi.indd PagePage xxxixxxi 12/3/1412/3/14 1:541:54 PMPM f-w-166f-w-166 //203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles

11 DECISION MAKING AND CREATIVITY How Critical Is It to Master These Skills? 366

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD BE The Conceptual Style: Intuitive Decision Makers Who Involve ABLE TO ANSWER 366 Others in Long-Term Thinking 386 WINNING AT WORK 367 The Behavioral Style: Highly People-Oriented Decision FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 367 Makers 386 Which Style Are You? 386 11.1 RATIONAL AND NONRATIONAL MODELS SELF-ASSESSMENT 11.2: What Is My Decision-Making OF DECISION MAKING 368 Style? 386 Rational Decision Making: Managers Make Logical and Optimal Decisions 368 11.5 A ROAD MAP TO ETHICAL DECISION MAKING 387 PROBLEM-SOLVING APPLICATION: J.P. Morgan Chase Is 11.6 GROUP DECISION MAKING 389 Trying to Resolve the London Whale Trading Fiasco 370 Advantages and Disadvantages of Group Decision Making 389 Nonrational Models osf Decision Making: Decision Making Does Groupthink 390 Not Follow an Orderly Process 371 SELF-ASSESSMENT 11.3: What Is the Level of Minority Dissent EXAMPLE: Bounded Rationality Dooms an Acquisition and Participation in Group Decision Making in One of My Decision 372 Work Groups? 391 SELF-ASSESSMENT 11.1: Am I Intuitive? 375 Practical Contingency Recommendations about Group Decision 11.2 DECISION-MAKING BIASES: RULES OF Making 391 THUMB OR “HEURISTICS” 376 Reaching Consensus: The Goal of Group Problem-Solving PROBLEM-SOLVING APPLICATION: Heuristics Partly to Blame Techniques 392 for BP Oil Spill 377 Practical Problem-Solving Techniques 392 PROBLEM-SOLVING APPLICATION: Rosemont Center 11.3 EVIDENCE-BASED DECISION MAKING 380 Addresses Employee-Related Issues 393 A Model of Evidence-Based Decision Making (EBDM) 381 Big Data: The Next Frontier in EBDM 382 11.7 CREATIVITY 394 PROBLEM-SOLVING APPLICATION: Kroger Uses Big Data to A Model of Creativity 394 Improve Customer Service and Proﬁ ts 383 SELF-ASSESSMENT 11.4: Assessing Climate for Creativity 396 Practical Recommendations for Increasing Creativity 396 11.4 FOUR DECISION-MAKING STYLES 384 Value Orientation and Tolerance for Ambiguity 384 What Did I Learn? 397 The Directive Style: Action-Oriented Decision Makers Who PSAC: Redeeming Goupon 399 Focus on Facts 384 Legal/Ethical Challenge: Hospitals Are Using Big Data to Evaluate The Analytical Style: Careful and Slow Decision Makers Who Doctors at Work: Is It a Good Idea? 400 Like Lots of Information 385 Group Exercise: Ethical Decision Making 400

12 POWER, INFLUENCE, AND POLITICS How Can I Apply These to Increase My Eff ectiveness 402

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD BE 12.4 POLITICAL TACTICS AND HOW TO USE THEM 420 ABLE TO ANSWER 402 Organizational Politics—The Good and the Bad 420 WINNING AT WORK 403 SELF-ASSESSMENT 12.3: How Political Am I? 422 FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 403 Frequently Used Political Tactics 422 12.1 POWER AND ITS BASIC FORMS 404 Failure, Blame, and Politics 423 Five Bases of Power 404 Three Levels of Political Action 423 SELF-ASSESSMENT 12.1: How Much Power Do I Have? 407 Keeping Organizational Politics in Check 424 Position v. Personal Power 407 12.5 IMPRESSION MANAGEMENT 426 EXAMPLE: From Teammate to Manager: Taking Charge 407 What Is Impression Management? 426 Power, but for What Purpose? 408 Good Impressions 426 PROBLEM-SOLVING APPLICATION: A Heavy Hand at J&J 409 EXAMPLE: Impression Management Venture Capital 12.2 POWER SHARING AND EMPOWERMENT 411 Style 429 SELF-ASSESSMENT 12.4: Your Impression Management—How Structural Empowerment 411 and Who 430 Psychological Empowerment 412 Bad Impressions—The Common if Not Subtle Kind 430 How to Empower Individuals, Teams, and Organizations 413 Spinning Bad into Good, or Good into Better 431 12.3 EFFECTIVELY INFLUENCING OTHERS 415 What Did I Learn? 433 Common Infl uence Tactics 415 PSAC: Writing the Book (Review) on Confl ict of Interest 435 SELF-ASSESSMENT 12.2: Which Infl uence Tactics Do I Use? 416 Legal/Ethical Challenge: Secret Banking Elite Rules Trading in Match Tactics to Infl uence Outcomes 416 Derivatives 436 How Can I Increase My Own Infl uence? 417 Group Exercise: You Make Me Feel So Good! 437 Six Principles of Persuasion 418 Apply Your Knowledge 419 kin88418_fm_i-xxxvi.indd Page xxxii 12/3/14 1:54 PM f-w-166 /203/MH02198/kin88418_disk1of1/1259188418/kin88418_pagefiles

13 LEADERSHIP EFFECTIVENESS What Does It Take to Be Eff ective? 438

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD BE SELF-ASSESSMENT 13.3: Is My Boss a Servant-Leader? 452 ABLE TO ANSWER 438 Passive Leadership 453 WINNING AT WORK 439 What Are the Takeaways from Behavioral Styles Theory? 453 FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 439 13.4 SITUATIONAL THEORIES: DOES EFFECTIVE 13.1 MAKING SENSE OF LEADERSHIP THEORIES 440 LEADERSHIP DEPEND ON THE SITUATION? 454 An Integrated Model of Leadership 441 Fiedler’s Contingency Model 454 What Is Eff ective Leadership? 441 PROBLEM-SOLVING APPLICATION: Bill Marriott Selects Arne What Is the Diff erence between Leading and Managing? 442 Sorenson to Be CEO over His Son 457 SELF-ASSESSMENT 13.1: Am I Ready to Be a Leader? 442 House’s Path-Goal Theory 458 Applying Situational Theories 460 13.2 TRAIT THEORIES: DO LEADERS POSSESS UNIQUE Caveat When Applying Situational Theories 461 TRAITS AND PERSONAL CHARACTERISTICS? 443 What Are the Core Traits Possessed by Leaders? 443 13.5 TRANSFORMATIONAL LEADERSHIP: HOW DO What Is the Role of Emotional Intelligence in Leadership LEADERS TRANSFORM EMPLOYEES’ MOTIVES? 462 Eff ectiveness? 445 A Model of Transformational Leadership 462 Do Women and Men Display the Same Leadership How Does Transformational Leadership Work? 464 Traits? 445 SELF-ASSESSMENT 13.4: Is My Manager How Important Are Knowledge and Skills? 446 Transformational? 465 Do Perceptions Matter? 446 13.6 ADDITIONAL PERSPECTIVES ON LEADERSHIP 466 What Are the Takeaways from Trait Theory? 446 The Leader-Member Exchange (LMX) Model of Leadership 466 EXAMPLE: MasterCard and InterContinental Hotels Group SELF-ASSESSMENT 13.5: Assessing My Leader-Member (IHG) Develop Employees’ “Global Mind-set” 447 Exchange 468 13.3 BEHAVIORAL STYLE THEORIES: WHICH LEADER The Role of Followers in the Leadership Process 469 BEHAVIORS DRIVE EFFECTIVENESS? 448 What Did I Learn? 471 Task-Oriented Leader Behavior 448 PSAC: Leadership Style and Substance at Dignity Health 473 EXAMPLE: Nick Saban Uses Task-Oriented Leadership to Legal/Ethical Challenge: Is GlaxoSmithKline Eff ectively Achieve National Championships in Football 449 Responding to Allegations about Inappropriately Rewarding Relationship-Oriented Leader Behavior 450 Doctors? 474 SELF-ASSESSMENT 13.2: My Task- and Relationship-Oriented Group Exercise: Exhibiting Leadership within the Context of Leadership Style 450 Running a Meeting 475

PART THREE Organizational Processes 477 14 ORGANIZATIONAL CULTURE, SOCIALIZATION, AND MENTORING How Can I Use These Concepts for Competitive Advantage? 478

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD 14.2 THE IMPACT OF ORGANIZATIONAL BE ABLE TO ANSWER 478 CULTURE TYPES ON OUTCOMES 487 WINNING AT WORK 479 Identifying Culture Types with the Competing Values FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 479 Framework 487 PROBLEM-SOLVING APPLICATION: The Dabbawalas Rely on 14.1 THE FOUNDATION OF ORGANIZATIONAL a Hierarchical Culture to Eff ectively Deliver Food 491 CULTURE: UNDERSTANDING ITS SELF-ASSESSMENT 14.1: What Is the Organizational Culture at DRIVERS AND FUNCTIONS 480 My Current Employer? 492 Deﬁ ning Culture and Exploring Its Impact 480 Outcomes Associated with Organizational Culture 492 The Three Levels of Organizational Culture 481 EXAMPLE: Unilever Strives to Promote a Sustainability Culture 483 The Four Functions of Organizational Culture 484

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14.3 THE PROCESS OF CULTURE CHANGE 494 14.5 EMBEDDING ORGANIZATIONAL CULTURE Twelve Mechanisms for Creating Culture Change 495 THROUGH MENTORING 508 EXAMPLE: Salo LLC Uses Rites and Rituals to Embed a Clan Functions of Mentoring 508 and Market Culture 499 Developmental Networks Underlying Mentoring 509 EXAMPLE: Zappos Works Hard to Recruit and Select People Personal and Organizational Implications 510 Who Fit Its Culture 500 SELF-ASSESSMENT 14.4: Assessing My Level of SELF-ASSESSMENT 14.2: What Type of Organizational Culture Mentoring 511 Do I Prefer? 501 What Did I Learn? 512 14.4 THE ORGANIZATIONAL SOCIALIZATION PSAC: Changing the Culture at Yahoo! Inc. 514 PROCESS 502 Legal/Ethical Challenge: Is an Apology Enough? 515 A Three-Phase Model of Organizational Socialization 502 Group Exercise: Assessing the Organizational Culture at Your EXAMPLE: Companies Use Diff erent Approaches to Onboard School 516 Employees 504 SELF-ASSESSMENT 14.3: Have You Been Adequately Socialized? 506 Practical Application of Socialization Research 506

15 ORGANIZATIONAL DESIGN, EFFECTIVENESS, AND INNOVATION How Can Understanding These Key Processes and Outcomes Help Me Succeed? 518

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD 15.4 STRIVING FOR ORGANIZATIONAL BE ABLE TO ANSWER 518 EFFECTIVENESS 540 WINNING AT WORK 519 Generic Eff ectiveness Criteria 540 FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 519 Mixing Eff ectiveness Criteria: Practical Guidelines 542 15.1 THE FOUNDATION OF AN ORGANIZATION 520 15.5 ORGANIZATIONAL INNOVATION 544 What Is an Organization? 520 Types of Innovation: Product or Process, Core or Organization Charts 521 Transformational 544 An Open-System Perspective of Organizations 522 Myths about Innovation 545 Learning Organizations 524 The Seeds of Innovation: The Starting Point of Innovation 545 SELF-ASSESSMENT 15.1: Am I Working for a Learning PROLEM-SOLVING APPLICATION: Extended Stay America Organization? 525 Tries to Increase Innovation 546 Learning from Failure 547 15.2 ORGANIZATIONAL DESIGN 526 The Supporting Forces for Innovation 547 Three Categories 527 SELF-ASSESSMENT 15.3: Assessing the Innovation Climate of Seven Types of Organizational Structures 528 My Organization 548 EXAMPLE: W.L. Gore & Associates Operates with a Horizontal EXAMPLE: Design Thinking Your Way to Innovative Solutions 549 Design 529 SELF-ASSESSMENT 15.2: What Is My Preference for What Did I Learn? 550 Telecommuting? 530 PSAC: Sears Holding and Organizational Structure 552 PROBLEM-SOLVING APPLICATION: Freelancers Use the Legal/Ethical Challenge: One of the Fastest-Growing Businesses Internet to Obtain Work 531 Involves Spying on Consumers: Is This Ethical? 553 15.3 THE CONTINGENCY APPROACH TO Group Exercise: Strategic Constituent Analysis 554 DESIGNING ORGANIZATIONS 535 Mechanistic versus Organic Organizations 535 EXAMPLE: Whole Foods Market Uses an Organic Structure 535 Getting the Right Fit 537

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16 MANAGING CHANGE AND STRESS How Can You Apply OB and Show What You’ve Learned? 556

MAJOR TOPICS I’LL LEARN AND QUESTIONS I SHOULD EXAMPLE: Barrie D’Rozario (DiLorenzo (BD’D) Takes BE ABLE TO ANSWER 556 Advertising, Marketing, and Employee Stress Very WINNING AT WORK 557 Seriously! 583 FOR YOU: WHAT’S AHEAD IN THIS CHAPTER 557 16.5 EFFECTIVE CHANGE AND STRESS MANAGEMENT 584 16.1 FORCES FOR CHANGE 558 Applying the Systems Model of Change—Strategic Planning SELF-ASSESSMENT 16.1: What Are My General Attitudes and Diagnosis 584 Toward Change? 558 PROBLEM-SOLVING APPLICATION: Systems Model External Forces 558 of Change 584 Internal Forces 561 How to Overcome Resistance to Change 585 16.2 TYPES AND MODELS OF CHANGE 563 How to Manage Stress 587 Three General Types of Change 563 Pulling It All Together—Change Management Tips for Lewin’s Change Model 564 Managers 588 EXAMPLE: Jump-Starting a Sluggish Company 565 EXAMPLE: Your Future: Five Tips for Successful Managers A Systems Model of Change 566 of Change 589 EXAMPLE: How to Formulate a Meaningful Mission 568 What Did I Learn? 590 SELF-ASSESSMENT 16.2: What Is Your Readiness for PSAC: Audi Is Driving Change 592 Change? 569 Legal/Ethical Challenge: Job Cuts and Legal Settlements . . . Two Kotter’s Eight Steps for Leading Organizational Change 570 Ways to Proﬁ t 593 Creating Change through Organization Development 571 Group Exercise: Creating Personal Change through Force-Field EXAMPLE: OD and the Big Shift 573 Analysis 594 16.3 UNDERSTANDING RESISTANCE TO CHANGE 574 A Dynamic View of Resistance 574 ENDNOTES CN1 Causes of Resistance to Change 575 PHOTO CREDITS CR-1 SELF-ASSESSMENT 16.3: How Resistant Are You to GLOSSARY/SUBJECT INDEX I-1 Change? 575 NAMES INDEX I-21 EXAMPLE: How to Be a Successful Change Agent 578 COMPANY INDEX I-24 16.4 THE GOOD AND BAD OF STRESS 579 Stress—Good and Bad 579 A Model of Occupational Stress 580

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