Organisational Behaviour

FOURTH EDITION

9780077129989_a01.indd i9780077129989_a01.indd i 2/24/11 4:00:51 PM2/24/11 4:00:51 PM

9780077129989_a01.indd ii9780077129989_a01.indd ii 2/24/11 4:00:52 PM2/24/11 4:00:52 PM

London Boston Burr Ridge, IL Dubuque, IA Madison, WI New York San Francisco St. Louis Bangkok Bogotá Caracas Kuala Lumpur Lisbon Madrid Mexico City Milan Montreal New Delhi Santiago Seoul Singapore Sydney Taipei Toronto

Organisational Behaviour

Fourth Edition

Marc BuelensKnud Sinding

Christian Waldstrøm Robert Kreitner and Angelo Kinicki

9780077129989_a01.indd iii9780077129989_a01.indd iii 2/24/11 4:00:52 PM2/24/11 4:00:52 PM

Organisational Behaviour, Fourth EditionMarc Buelens, Knud Sinding, Christian Waldstrøm, Robert Kreitner and Angelo KinickiISBN-13 9780077129989ISBN-10 0077129989

Published by McGraw-Hill EducationShoppenhangers RoadMaidenheadBerkshireSL6 2QLTelephone: 44 (0) 1628 502 500Fax: 44 (0) 1628 770 224Website: www.mcgraw-hill.co.uk

British Library Cataloguing in Publication DataA catalogue record for this book is available from the British Library

Library of Congress Cataloguing in Publication DataThe Library of Congress data for this book has been applied for from the Library of Congress

Commissioning Editor: Leiah BatchelorDevelopment Editor: Karen HarlowSenior Production Editor: James BishopMarketing Director: Alice Duijser

Cover design by Adam RenvoizePrinted and bound in Great Britain by Ashford Colour Press

Published by McGraw-Hill Education (UK) Limited an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY 10020. Copyright © 2011 by McGraw-Hill Education (UK) Limited. All rights reserved. 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 The McGraw-Hill Companies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.

Fictitious names of companies, products, people, characters and/or data that may be used herein (in case studies or in examples) are not intended to represent any real individual, company, product or event.

ISBN-13 9780077129989ISBN-10 0077129989© 2011. Exclusive rights by The McGraw-Hill Companies, Inc. for manufacture and export. This book cannot be re-exported from the country to which it is sold by McGraw-Hill.

9780077129989_a01.indd iv9780077129989_a01.indd iv 2/24/11 4:00:53 PM2/24/11 4:00:53 PM

Dedication

For Paul Christian and Martin Andreas, and for Julie and Jonathan – our kids

9780077129989_a01.indd v9780077129989_a01.indd v 2/24/11 4:00:53 PM2/24/11 4:00:53 PM

vi

Cases xi Preface xiii Guided tour xvi Technology to enhance learning and teaching xviii Make the grade! xx Custom Publishing Solutions: Let us help make our content your solution xxi Acknowledgements xxii

PART 1: THE WORLD OF ORGANISATIONAL BEHAVIOUR 1 1 Foundations of organisational behaviour 3

PART 2: INDIVIDUAL PROCESSES 45 2 Personality dynamics 47 3 Values, attitudes and emotions 102 4 Perception and communication 142 5 Content motivation theories 204 6 Process motivation theories 240

PART 3: GROUP AND SOCIAL PROCESSES 291 7 Group dynamics 293 8 Teams and teamwork 325 9 Organisational climate: confl ict, diversity and stress 370

PART 4: ORGANISATIONAL PROCESSES 42910 Organisation structure and types 43111 Organisational design: structure, technology and effectiveness 46612 Organisational and international culture 50313 Decision-making 54514 Power, politics and confl ict 58015 Leadership 61116 Change, learning and knowledge management 64617 Corporate social responsibility and ethics 694

Glossary of key terms 722 Index 735

Brief Table of Contents

9780077129989_a01.indd vi9780077129989_a01.indd vi 2/24/11 4:00:53 PM2/24/11 4:00:53 PM

vii

Cases xi Preface xiii Guided tour xvi Technology to enhance learning

and teaching xviii Make the grade! xx Custom Publishing Solutions: Let us

help make our content your solution xxi Acknowledgements xxii

PART 1: THE WORLD OF ORGANISATIONAL BEHAVIOUR 1

1 Foundations of organisational behaviour 3Opening Case Study: Christmas snow in the Channel Tunnel 41.1 The history of OB 51.2 A rational-system view of

organisations 101.3 The human relations movement 171.4 Alternative views on

organisation studies 211.5 Organisational metaphors and

modern organisation theory 231.6 Learning about OB from theory,

evidence and practice 291.7 Research methods in

organisational behaviour 341.8 Reading a scientifi c journal article 36Learning outcomes: Summary of key terms 37Review questions 39Personal awareness and growth exercise 39Group exercise 40

PART 2: INDIVIDUAL PROCESSES 45

2 Personality dynamics 47Opening Case Study: Gordon and Tony – introvert and extrovert 472.1 Self-concept: the I and me in OB 502.2 Self-esteem: a controversial topic 512.3 Self-effi cacy 532.4 Self-monitoring 562.5 Locus of control: self or

environment? 59

2.6 Personality factors 612.7 Personality types 642.8 Psychological tests in the

workplace 692.9 Abilities and styles 712.10 Cognitive styles 752.11 Learning styles 80Learning outcomes: Summary of key terms 86Review questions 89Personal awareness and growth exercise 89Group exercise 91

3 Values, attitudes and emotions 102Opening Case Study: Why insensitivity is a vital managerial trait 1023.1 Values 1033.2 Attitudes and behaviour 1103.3 Job satisfaction 1163.4 Flow in the workplace 127Learning outcomes: Summary of key terms 129Review questions 131Personal awareness and growth exercise 132Group exercise 133

4 Perception and communication 142Opening Case Study: Paradise Hotel, Hell’s Kitchen or Big Brother – or just another day at the offi ce? 1434.1 Factors infl uencing perception 1454.2 Features of perceived people,

objects and events 1464.3 A social information-processing

model of perception 1504.4 Attributions 1564.5 Self-fulfi lling prophecy 1634.6 Communication: the input to

perception 1664.7 Interpersonal communication 1714.8 Organisational communication

patterns 1794.9 Strategic and asymmetric

information 1844.10 Dynamics of modern

communication 186

Detailed Table of Contents

9780077129989_a01.indd vii9780077129989_a01.indd vii 2/24/11 4:00:54 PM2/24/11 4:00:54 PM

viii DETAILED TABLE OF CONTENTS

Learning outcomes: Summary of key terms 192Review questions 195Personal awareness and growth exercise 195Group exercise 197

5 Content motivation theories 204Opening Case Study: Société Générale and the motivation of Jerome Kerviel 2055.1 What does motivation involve? 2065.2 Need theories of motivation 2105.3 Integration of need theories 2255.4 Job characteristics and the

design of work 226Learning outcomes: Summary of key terms 232Review questions 233Personal awareness and growth exercise 234Group exercise 235

6 Process motivation theories 240Opening Case Study: Bonuses for bankers 2416.1 Expectancy theory of motivation 2426.2 Equity theory of motivation 2486.3 Motivation through goal setting 2546.4 Understanding feedback 2616.5 Organisational reward systems 2696.6 Putting motivational theories

to work 276Learning outcomes: Summary of key terms 277Review questions 279Personal awareness and growth exercise 280Group exercise 282

PART 3: GROUP AND SOCIAL PROCESSES 291

7 Group dynamics 293Opening Case Study: A retrospective of the Challenger Space Shuttle disaster: was it groupthink? 2937.1 Groups 2967.2 Social networks 2997.3 Tuckman’s group development

and formation process 3007.4 Roles 3047.5 Norms 3067.6 Group size and composition 3097.7 Homogeneous or

heterogeneous groups? 3107.8 Threats to group effectiveness 311Learning outcomes: Summary of key terms 315

Review questions 316Personal awareness and growth exercise 317Group exercise 318

8 Teams and teamwork 325Opening Case Study: Miracle on the Hudson 3258.1 Work teams: types, effectiveness

and stumbling blocks 3278.2 Individual ability and group

effectiveness 3278.3 Practical implications 3288.4 Different roles in teams:

Belbin’s theory 3298.5 A general typology of work teams 3318.6 Work-team effectiveness:

an ecological model 3338.7 Effective teamwork through

co-operation, trust and cohesiveness 338

8.8 Teams in action: quality circles, virtual teams and self-managed teams 343

8.9 Self-managed teams 3488.10 Team building 354Learning outcomes: Summary of key terms 357Review questions 358Personal awareness and growth exercise 358Group exercise 360

9 Organisational climate: confl ict, diversity and stress 370Opening Case Study: Real partners simply do not get sick 3719.1 Organisational climate 3729.2 Organisational confl ict 3749.3 Stereotypes and diversity 3889.4 Stress and burnout 397Learning outcomes: Summary of key terms 412Review questions 414Personal awareness and growth exercise 415Personal awareness and growth exercise 416Group exercise 418Group exercise 420

PART 4: ORGANISATIONAL PROCESSES 429

10 Organisation structure and types 431Opening Case Study: Siemens – scandal and restructuring 43210.1 Organisation – defi ned,

described and depicted 433

9780077129989_a01.indd viii9780077129989_a01.indd viii 2/24/11 4:00:56 PM2/24/11 4:00:56 PM

DETAILED TABLE OF CONTENTS ix

10.2 Elements of organisation structure 435

10.3 Organisational forms 44010.4 Organisation types 445Learning outcomes: Summary of key terms 459Review questions 460Personal awareness and growth exercise 461Group exercise 462

11 Organisational design: structure, technology and effectiveness 466Opening Case Study: Keeping Nokia fi t or shooting in the dark 46711.1 Organisational fi t 46811.2 The contingency approach to

organisation design 47011.3 Organisational effectiveness 48411.4 Organisational decline 490Learning outcomes: Summary of key terms 493Review questions 495Personal awareness and growth exercise 495Group exercise 497

12 Organisational and international culture 503Opening Case Study: Seoul machine 50312.1 Culture and organisational

behaviour 50412.2 Organisational values 50812.3 Do strong corporate cultures

improve form performance? 51512.4 The organisational socialisation

process 51712.5 Intercultural differences 52012.6 Ethnocentrism: a cultural road

block in the global economy 52112.7 The Hofstede–Bond stream

of research 52312.8 Practical implications of

cultural dimensions 52512.9 Cultural perceptions of time,

space and communication 52812.10 The global manager 533Learning outcomes: Summary of key terms 537Review questions 538Personal awareness and growth exercise 538Group exercise 540

13 Decision-making 545Opening Case Study: The BP oil spill 54513.1 Models of decision-making 54613.2 Dynamics of decision-making 553

13.3 Group decision-making and other forms of participation 560

13.4 Group problem-solving and creativity 565

Learning outcomes: Summary of key terms 571Review questions 573Personal awareness and growth exercise 573Group exercise 575

14 Power, politics and confl ict 580Opening Case Study: The Stanford prison experiment 58114.1 Organisational infl uence tactics:

getting one’s way at work 58214.2 How to do a better job of

infl uencing and persuading others 58414.3 Social power and empowerment 58514.4 Responsible and ethical use of

power through empowerment 58814.5 Delegation, trust and personal

initiative 59114.6 Organisational politics and

impression management 59414.7 Impression management 598Learning outcomes: Summary of key terms 602Review questions 603Personal awareness and growth exercise 603Group exercise 605

15 Leadership 611Opening Case Study: Stylish and comfortable? No sweat 61115.1 What is leadership? 61515.2 Trait and behavioural theories

of leadership 61715.3 Behavioural styles theory 62015.4 Situational theories 62415.5 Path–goal theory 62815.6 Leadership styles 62815.7 From transactional to

charismatic leadership 63015.8 Additional perspectives on

leadership 634Learning outcomes: Summary of key terms 637Review questions 639Personal awareness and growth exercise 639Group exercise 641

16 Change, learning and knowledge management 646Open Case Study: Oh no! First place 64716.1 Forces of change 648

9780077129989_a01.indd ix9780077129989_a01.indd ix 2/24/11 4:00:56 PM2/24/11 4:00:56 PM

x DETAILED TABLE OF CONTENTS

16.2 Models and dynamics of planned change 651

16.3 Organisation development 65716.4 Challenges for understanding

organisational change 66116.5 Understanding and managing

resistance to change 66216.6 Creating a learning organisation 66916.7 Defi ning knowledge

management 67216.8 Single and double loop learning 67316.9 Knowledge creation 67316.10 Building an organisation’s

learning capability 67516.11 Facilitating factors for learning

and knowledge sharing 67616.12 Leadership and culture are

the key elements 681Learning outcomes: Summary of key terms 684Review questions 685Personal awareness and growth exercise 686Group exercise 687

17 Corporate social responsibility and ethics 694Opening Case Study: CSR at IKEA 69517.1 The evolution of corporate

social responsibility 69717.2 A three-dimensional model of

corporate social performance 69917.3 Corporate social responsibility

and fi nancial performance 70217.4 Corporate social responsibility

communication 70517.5 Ethical behaviour 707Learning outcomes: Summary of key terms 715Review questions 717Personal awareness and growth exercise 717Group exercise 718

Glossary of key terms 722Index 735

9780077129989_a01.indd x9780077129989_a01.indd x 2/24/11 4:00:56 PM2/24/11 4:00:56 PM

xi

Cases

Chapter Case Title Page No.

Part 1: The World of Organisational Behaviour

1 Foundations of organisational behaviour

Opening Case Study: Christmas snow in the Channel Tunnel 4

OB in Real Life: No one best way of managing organisations 32

Part 2: Individual Process

2 Personality dynamics Opening Case Study: Gordon and Tony – introvert and extrovert 47

OB in Real Life: Culture dictates the degree of self-disclosure in Japan and the USA

50

3 Values, attitudes and emotions

Opening Case Study: Why insensitivity is a vital managerial trait 102

OB in Real Life: Involvement at Colruyt 114

4 Perception and communication

Opening Case Study: Paradise Hotel, Hell’s Kitchen or Big Brother – or just another day at the offi ce?

143

OB in Real Life: Communicating and perceiving 174

5 Content and motivation theories

Opening Case Study: Société Générale and the motivation of Jerome Kerviel 205

OB in Real Life: K.Y. Ho displays a high need for achievement 217

6 Process motivation theories

Opening Case Study: Bonuses for bankers 241

OB in Real Life: The nuances of feedback: performance reviews and culture 264

OB in Real Life: Pay practices in Britain 270

OB in Real Life: Rewards in China 271

Part 3: Group and Social Processes

7 Group dynamics Opening Case Study: A retrospective of the Challenger Space Shuttle disaster: was it groupthink?

293

OB in Real Life: Managing groups in the World of Warcraft 297

8 Teams and teamwork Opening Case Study: Miracle on the Hudson 325

OB in Real Life: The Israeli tank-crew study 328

OB in Real Life: Stage Co 333

OB in Real Life: Liverpool FC 339

OB in Real Life: Texas Instruments 353

OB in Real Life: BP Norge 353

OB in Real Life: This London company has turned corporate team building into a circus

355

9 Organisational climate: confl ict, diversity and stress

Opening Case Study: Real partners simply do not get sick 371

OB in Real Life: Ferdinand and Wolfgang – and Wendelin 377

OB in Real Life: Nasty people at work 381

OB in Real Life: Stress and death at France Telecom 406

9780077129989_a01.indd xi9780077129989_a01.indd xi 2/24/11 4:00:56 PM2/24/11 4:00:56 PM

xii CASES

Chapter Case Title Page No.

Part 4: Organisational Processes

10 Organisation structure and types

Opening Case Study: Siemens – scandal and restructuring 432

OB in Real Life: Keeping Opel independent – maybe 443

OB in Real Life: The Mugama, bureaucracy Egyptian style 446

11 Organisational design: structure, technology and effectiveness

Opening Case Study: Keeping Nokia fi t or shooting in the dark 467

OB in Real Life: Ryanair defames Sir Stelios 473

OB in Real Life: Strategically choosing social responsibility at Patagonia 476

OB in Real Life: LEGO’s second coming 491

12 Organisation and international culture

Opening Case Study: Seoul machine 503

OB in Real Life: Dress code at Apple 508

OB in Real Life: Give members an organisational identity 512

OB in Real Life: Stories of outstanding customer service at Tesco plc 516

13 Decision making Opening Case Study: The BP oil spill 545

OB in Real Life: ‘Put jam in your pockets, you are going to be toast’ 556

OB in Real Life: Incrementally creating the sticky note 570

14 Power, politics and confl ict

Opening Case Study: The Stanford prison experiment 581

OB in Real Life: Being social at work 589

OB in Real Life: Winning movers 591

15 Leadership Opening Case Study: Stylish and comfortable? No sweat 611

OB in Real Life: Ernst & Young 623

OB in Real Life: Hewlett-Packard 625

OB in Real Life: Richard Branson 631

OB in Real Life: Saatchi & Saatchi 633

16 Change, learning and knowledge management

Opening Case Study: Oh, no! First place 647

OB in Real Life: ASDA 655

OB in Real Life: Bang & Olufsen 658

OB in Real Life: Dell 664

OB in Real Life: Jewson 665

OB in Real Life: Boehringer Ingelheim 667

OB in Real Life: Mercedes-Benz Credit Corp. 669

OB in Real Life: Ford Motor Company 672

OB in Real Life: Matsushita Electric creates breadmaker by combining tacit and explicit knowledge

675

OB in Real Life: Knowing at Ernst & Young 677

OB in Real Life: Siemens 678

OB in Real Life: Learning at Ernst & Young 679

OB in Real Life: SCA Packaging 680

OB in Real Life: The World Bank 683

17 Corporate social responsibility and ethics

Opening Case Study: CSR at IKEA 695

OB in Real Life: Novo Nordisk in Iraq 702

OB in Real Life: Comparing Chinese and Western thinking on ethical matters 711

9780077129989_a01.indd xii9780077129989_a01.indd xii 2/24/11 4:00:57 PM2/24/11 4:00:57 PM

xiii

Updating a textbook is always an interesting endeavour, since it is necessary to strike a balance between respecting the foundations of the course material in classical theories and introducing new research and contemporary topics.

This task is even more challenging when it involves taking over the reins of a textbook which is widely used and respected. At all times we have had to respect the hard work of the original authors behind the fi rst three editions while at the same time gently updating, rearranging and sometimes removing material. Our main challenge was thus to balance the solid core of the text against the need for change identifi ed by review feedback.

The need for solid grounding in organisational behaviour has not diminished since the previous edition. Indeed, the global fi nancial crisis and how to cope with it has now brought organisational behaviour to the fore of many companies’ agenda. While the long-term ramifi ca-tions of this crisis are still unknown, one thing we do know very well is that the crisis has high-lighted to managers just how valuable it is that they understand the workings of their organisations.

The fourth edition of Organisational Behaviour still has a strong European focus with full acknowledgement that many of the theories within the fi eld originated in North America and thus this text strives to blend theories from both sides of the Atlantic.

For this edition, we have focused strongly on four signifi cant changes to the way we present the material:

First, we have improved the language, and reduced the amount of jargon which previously ●

occurred without explanation.

The second major change is that we have rearranged and updated references to empirical ●

research. Instead of appearing in direct relation to individual concepts, much of the empirical research has now been collected in subsections bearing the title ‘Evidence about . . . .’

Third, and in a very similar way to the updated research sections mentioned above, the ●

application of theories and models have been collected in ‘Application of . . .’ sections. Both the ‘evidence’ and ‘application’ sections have been placed at the end of each major section through-out the text.

The fourth major change is the introduction of new cases, both long ones at the beginning of ●

each chapter, and shorter cases at relevant points throughout the chapters. These put theories into up-to-date, contemporary perspectives that are more likely to resonate with students.

Furthermore, a number of structural changes have also taken place:

Part 1 now contains one chapter providing an introduction to the foundations of organisational behaviour. In Parts 2–4, the material fl ows from micro (individuals) to macro (groups and organisations) topics. We have tried to keep a balance between micro and macro topics and between a psychological and a sociological scope (also see ‘Our approach’). As a guide for users of the previous edition, the following structural changes need to be noted:

Preface

9780077129989_a01.indd xiii9780077129989_a01.indd xiii 2/24/11 4:00:58 PM2/24/11 4:00:58 PM

xiv PREFACE

Part 1 covers an introductory chapter on organisational behaviour (Chapter 1), which now ●

fully integrates the research methods learning module that followed as an appendix in the previous edition.

Part 2 focuses on individual processes and contains fi ve chapters. ‘Personality dynamics’ and ●

‘Values, attitudes and emotions’ remain as two separate chapters (Chapters 2 and 3). Perception and communication (Chapter 4) are now treated together, based on their common concern with information fl ows in and around the organisation. Motivation still contains two chapters, covering ‘content theories’ (Chapter 5) and ‘process theories’ (Chapter 6) but now features stronger evidence about which motivational techniques work – and under what conditions.

Part 3 covers three chapters which all focus on social processes. ‘Groups and teams’ remain as ●

separate chapters (Chapters 7 and 8) while a new Chapter 9 now covers confl ict, diversity and stress under the heading ‘Organisational climate’.

Part 4 now covers eight chapters on organizational processes. The fi rst two chapters; ●

‘Organisation structure and types’ and ‘Organisation design’ have been updated and are followed by chapters on culture (Chapter 12), ‘Decision-making’ (Chapter 13), Power and politics (Chapter 14), ‘Leadership’ (Chapter 15) and ‘Change, learning and knowledge management’ (Chapter 16). The fi nal chapter on ‘Corporate social responsibility and ethics’ has been com-pletely revised.

The long quotes which were interspersed throughout the chapters in the third edition have ●

been reduced and have in places, been reworked into the text or in other instances simply removed. These were often very closely linked to events or local contextual factors, which made them hard to use and disrupted the fl ow of reading the text itself.

At the end of most sections we have placed new critical thinking boxes which allow the reader ●

to refl ect on how and when the material of a section can be used.

Finally, since an organisational behavioural text is closely linked to the management of people, ●

we have sought to identify all the many instances where the content has a more or less direct bearing on the practice of human resource management (HRM), through new ‘HR’ icons which can be found in the margins of the text.

New and expanded coverage

We hope our readers and reviewers appreciate our efforts to keep this textbook up to date and relevant to a European context. This fourth edition is a further step forward in the Europeanisation of the textbook. Each topic has been scrutinised as to its relevance for European lecturers and students. In contrast with the previous edition, we feel that it is inappropriate to emphasise a geographic region as the source of tradition in the fi eld. There is undoubtedly a great deal of North American infl uence to be seen, but the geographical division is of little interest at the theoretical level and is of far more interest at the applied level. As a result, we have not sought to differentiate theories but have instead focused on making case materials both relevant and highly contemporary to students studying across Europe. In addition, this new edition includes the following new and improved topics.

Chapter 1 ● A new section brings the coverage of organisation theory up to date using the ‘organisations evolving’ perspective developed by Howard Aldrich.

9780077129989_a01.indd xiv9780077129989_a01.indd xiv 2/24/11 4:00:59 PM2/24/11 4:00:59 PM

PREFACE xv

Chapter 2 ● Expansion of personality and abilities, with stronger focus on the importance of (cognitive) abilities.

Chapter 3 ● New case study, slight revisions and tightening of pedagogical features.

Chapter 4 ● Retains the core elements related to perception and combines these with full coverage of communication, as well as an introduction to asymmetric information and its implications. Diversity is now covered in Chapter 9.

Chapter 5 ● A more critical view of the content motivation theories of Maslow, ERG theory and Herzberg, and the evidence supporting them is presented.

Chapter 6 ● A considerable update of the evidence and application of process theories, feed-back and organisational rewards and, in particular, a comprehensive view on the effi cacy of motivation.

Chapter 7 ● Expansion of the section on social networks and a clearer structure regarding group dynamics and teams (Chapter 8).

Chapter 8 ● Clearer structure vis-à-vis Chapter 7 (Groups) and more logical fl ow of the various theories

Chapter 9 ● A new chapter on organisational climate collects diversity, stress and confl ict into one chapter.

Chapter 10 ● New European cases and coverage of new organisational forms.

Chapter 11 ● New cases and tighter arguments on the contingency approach to organizational design.

Chapter 12 ● Streamlining of the logical and pedagogical fl ow both within and between the various approaches to culture.

Chapter 13 ● More complete coverage of decision models.

Chapter 14 ● Minor adjustments primarily to improve the link between cases and theoretical sections.

Chapter 15 ● Strengthening of the logical fl ow through the chapter and all new cases to emphasise the different theoretical perspectives.

Chapter 16 ● Minor revisions and adjustments to improve the language and structure.

Chapter 17 ● Completely revised coverage of corporate social responsibility and its implications.

About the authorsKnud Sinding is an Associate Professor at the University of Southern Denmark and Senior Research Fellow at Dundee University.

Christian Waldstrøm is an Associate Professor at Aarhus University which has been accredited with EQUIS and has been approved to initiate the AACSB and AMBA accreditation process.

9780077129989_a01.indd xv9780077129989_a01.indd xv 2/24/11 4:00:59 PM2/24/11 4:00:59 PM

xvi

Guided Tour

Learning outcomesEach chapter opens with a set of learning outcomes that pinpoint the key concepts introduced.

Opening case studyEach chapter opens with an interesting

and relevant case study to introduce and apply key theories in OB. Each case study

contains questions to encourage discussion.

Key termsEach new term introduced in the book is defi ned in the text and highlighted to indicate this. A complete list of key terms is provided in the glossary at the end of the book.

Critical thinking questionsCritical thinking boxes have been added

throughout the chapters to encourage debate and discussion among students and

to foster critical thinking skills.

ActivitiesActivities are interspersed throughout the text to encourage analytical thinking and to develop skills through interactive tasks.

When you finish studying the material in this chapter, yo

recognise what influences the perceptual process

describe perception in terms of the social informatio

identify and explain two implications of social percep

explain the central models explaining attribution

discuss how the self-fulfilling prophecy is created andindividual and group productivity

describe the perceptual process model of communica

describe the barriers to effective communication

demonstrate your familiarity with oral, written and n

discuss the primary sources of listener comprehensio

contrast the communication styles of assertiveness, naggressiveness

AbilityStable characteristic responsible for a person’s maximum physical or mental performance.AccommodatorLearning style preferring learning through doing and feeling.Accountability practices

which powhen buy(parties) informatiAffective an attitudFeelings, emotionsabout somsomeone.AffirmatiFocuses o

p p

Leadership: the necessary leadership talenefficacy professionals a chance to prove the

Rewards: small successes need to be rewardgreater achievements (see also Chapter 6).

Consider the following contrasting scenarios:

Indicate for each of the following wo

1 Good salary and work condition

2 Job security (permanent job, pen

3 Interesting and varied work

4 Work with people

5 Prestigious, highly valued work

9780077129989_a01.indd xvi9780077129989_a01.indd xvi 2/24/11 4:00:59 PM2/24/11 4:00:59 PM

GUIDED TOUR xvii

OB in Real Life boxesThese mini cases provide examples from around the globe, focusing on the differences in perceptions, cultures and beliefs that affect behaviour in the workplace, providing relevant and interesting insights and an international outlook on OB.

‘HR’ iconsLook out for ‘HR’ icons which appear in the

margin of the page whenever there is a link to HR in the text. This acknowledges the

relationship between the two closely related disciplines and demonstrates where

they overlap.

Learning outcomes: summary of key termsAt the end of each chapter, a short recap reinforces and clarifi es the chapter learning outcomes.

Review questionsThese end of chapter questions test

understanding of core theories and can be used in class or as an assessment. As well as

checking comprehension, the questions require you to demonstrate your analytical abilities by

citing examples and applications of the concepts in the chapter.

ExercisesA variety of different exercises at the ends of chapters illustrate decisions one might face in the workplace. They develop ethical awareness, transferable skills and group discussion.

kinds of behaviour or in implementing interventions to changeThree particular attitudes are mostly studied in relation to

key work-related attitudes are organisational commitment, jobBefore the explanation of these concepts, consider how Colruchain, stimulates the employees’ work-related attitudes.

Conversely, when people think mprove these abilities.108

tion of intelligence as something n be persuaded that intelligence arks in the following semester. s.109

intelligence is a better predictor for using intelligence testing for very clear. The more emotional

ot stand alone, neither can intel-so influence job performance.ting, it is ironic that many if not e on indirect testing. The record

1 Can you give an example of how your values i

2 How would you respond to a person who maested in behaviour. I’ve never seen an attitattitudes’?

3 Do you believe that job satisfaction is partly aand genetic factors? Explain.

4 Do you think job satisfaction leads directly to

5 What are your personal experiences of negativpositive emotions being negative?

6 What is your personal experience with emotio

7 Have you ever experienced fl ow? In what situthis experience?

1 Values and their sourcesValues are standards or criteria for choosing goals or guiding actioning and stable over time. Although values are relatively enduring aduring our life. Values develop through the influence of personPeople are not born with an internal set of values. Values are acqufrom diverse sources (e.g. parents, teachers, peers, work environme

2 Rokeach’s instrumental and terminal valuesInstrumental values refer to desirable ways or modes of conduct toable goal. Terminal values refer to the desirable goals a person waher life. Instrumental and terminal values are connected with eachto help people reach their desirable goals through desirable ways of

b lf d ( l) i d ( i l) I

132

1 To assess your job satisfaction towards your present or last (student) j

2 To stimulate reflection on your job satisfaction and how to enhance it

As mentioned in the text, researchers at the US University of Minnesota dSatisfaction Questionnaire (MSQ) to measure job satisfaction. SelectedQuestionnaire items – measuring satisfaction with recognition, compe– are listed in this exercise.110

Relative to your present or most recent job, indicate how satisfied you are w

9780077129989_a01.indd xvii9780077129989_a01.indd xvii 2/24/11 4:01:05 PM2/24/11 4:01:05 PM

xviii

Online Learning Centre (OLC)

Visit www.mcgraw-hill.co.uk/textbooks/buelens today

Resources for students include:

Multiple Choice Questions ●

Weblinks ●

Internet Exercises ●

Resources for lecturers:

PowerPoint slides ●

Solutions to case studies ●

Solutions to exercises ●

Lecture outlines ●

Essay Questions ●

Artwork from book ●

After completing each chapter, log on to the supporting Online Learning Centre website. Take advantage of the study tools offered to reinforce the material you have read in the text, and to develop your knowledge of organisational behaviour in a fun and effective way.

Technology to enhance learning and teaching

9780077129989_a01.indd xviii9780077129989_a01.indd xviii 2/24/11 4:01:06 PM2/24/11 4:01:06 PM

xix

Test Bank available in McGraw-Hill EZ Test Online

A test bank of hundreds of questions is available to lecturers adopting this book for their module. A range of questions is provided for each chapter including multiple choice, true or false, and short answer or essay questions. The questions are identifi ed by type, diffi culty, and topic to help you to select questions that best suit your needs and are accessible through an easy-to-use online testing tool, McGraw-Hill EZ Test Online.

McGraw-Hill EZ Test Online is accessible to busy academics virtually anywhere – in their offi ce, at home or while travelling – and eliminates the need for software installation. Lecturers can choose from question banks associated with their adopted textbook or easily create their own questions. They also have access to hundreds of banks and thousands of questions created for other McGraw-Hill titles. Multiple versions of tests can be saved for delivery on paper or online through WebCT, Blackboard and other course management systems. When created and delivered though EZ Test Online, students’ tests can be immediately marked, saving lecturers’ time and providing prompt results to students.

To register for this FREE resource, visit www.eztestonline.com

9780077129989_a01.indd xix9780077129989_a01.indd xix 2/24/11 4:01:08 PM2/24/11 4:01:08 PM

xx

Make the grade!

Improve YYour GGrades!20% ooff aany SStudy SSkills bbook!

Our Study Skills books are packed with practical advice andtips that are easy to put into practice and will reallyimprove the way you study. Our books will help you:

� Improve your grades � Write confidently� Avoid plagiarism � Undertake research projects� Save time � Sail through exams� Develop new skills � Find the perfect job

Visit our website to read helpful hints about essays, exams,dissertations and find out about our offers.

www.openup.co.uk/studyskillsSpecial offer! As a valued customer, buy online and receive

20% off any of our Study Skills books by entering thepromo code BRILLIANT!

9780077129989_a01.indd xx9780077129989_a01.indd xx 2/24/11 4:01:09 PM2/24/11 4:01:09 PM

xxi

At McGraw-Hill Education our aim is to help lecturers to fi nd the most suitable content for their needs delivered to their students in the most appropriate way. Our custom publishing solutions offer the ideal combination of content delivered in the way which best suits lecturer and students.

Our custom publishing programme offers lecturers the opportunity to select just the chapters or sections of material they wish to deliver to their students from a database called CREATE™ at

www.mcgrawhillcreate.com

CREATE™ contains over two million pages of content from:

Textbooks ●

Professional books ●

Case books – Harvard Articles, Insead, Ivey, ●

Darden, Thunderbird and BusinessWeek

Taking Sides – debate materials ●

across the following imprints:

McGraw-Hill Education ●

Open University Press ●

Harvard Business Publishing ●

US and European material ●

There is also the option to include additional material authored by lecturers in the custom product – this does not necessarily have to be in English.

We will take care of everything from start to fi nish in the process of developing and delivering a custom product to ensure that lecturers and students receive exactly the material needed in the most suitable way.

With a Custom Publishing Solution, students enjoy the best selection of material deemed to be the most suitable for learning everything they need for their courses – something of real value to support their learning. Teachers are able to use exactly the material they want, in the way they want, to support their teaching on the course.

Please contact your local McGraw-Hill representative with any questions or alternatively contact Warren Eels e: warren_eels@mcgraw-hill.com.

Custom Publishing Solutions: Let us help make our content your solution

9780077129989_a01.indd xxi9780077129989_a01.indd xxi 2/24/11 4:01:10 PM2/24/11 4:01:10 PM

xxii

Publisher’s AcknowledgementsOur thanks go to the following reviewers for their comments at various stages in the text’s development:

Dorota Bourne, Queen Mary University of LondonJosje Dikkers, VU University, AmsterdamJohn Hassard, the University of ManchesterHans Posthumus, Hogeschool AmsterdamRobin Stevens, Ghent UniversityMarjolein van Offenbeek, University of GroningenHelen Williams, Swansea University

The publisher also wishes to acknowledge and thank the following people at the University of Ghent for their contributions to previous editions of this book:

Acknowledgements

Dave BouckenoogheEva CoolsFannie DebusscheGeert DevosSteven Mestdagh

Herman Van den BroeckKarlien VanderheydenDirk van PouckeVeronique WarmoesAnnick Willem

Thank you also to Bob Sutton and Harvard Business School publishing for their permission to reprint material which appears in the book.

Author AcknowledgementsAbove all we are grateful for having been given the opportunity to shape a new edition of a text we have both used in our teaching. Very few textbooks are precisely as we want them to be and the previous edition was no exception. However, as we went over each sentence we started to appreciate the care and effort with which those before us had worked. Much of that effort remains, albeit with small tweaks and slight changes in tone. As a natural consequence we reverently acknowledge the work of Marc Buelens, Herman Van den Broeck, Karlien Vanderheyden and the rest of the team on the third edition, as well as to the original authors, Robert Kreitner and Angelo Kinicki.

Our editors at McGraw-Hill, Leiah Batchelor and Karen Harlow pushed us when deadlines were not observed and when our ideas for changes were unrealistic or ill conceived – or both. However, they did it ever so gently and with great patience, without which there would not have been a book and we are deeply grateful for their support.

Every effort has been made to trace and acknowledge ownership of copyright and to clear permission for material reproduced in this book. The publishers will be pleased to make suitable arrangements to clear permission with any copyright holders whom it has not been possible to contact.

9780077129989_a01.indd xxii9780077129989_a01.indd xxii 2/24/11 4:01:11 PM2/24/11 4:01:11 PM