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This book is dedicated to my mother and father, who believed in me, my family, who love and support
me, and to my students, who motivate me to keep learning.
MITCH

This book is dedicated to my family, friends, colleagues, and students who have challenged and helped
me to think deeply about organizational behavior, and about its place in the world.
BRUNO
 about the authors
Dr. Mitchell Neubert
dr. neubert’s interest in
organizations was initially
stirred by observing the
ups and downs of a parent
in a small family business.
he completed his bachelor
of science in business
degree at the university of
Minnesota, and, after his own
experiences with a regional bank, global manufacturing
company, and a non-profit organization, earned his Ph.d.
in business administration at the university of iowa,
with emphases in human resource management and
organizational behavior.
dr. neubert now serves at baylor university,
where he is an associate Professor of management
and entrepreneurship and holds the chavanne
chair of christian ethics in business. in this role, dr.
neubert provides leadership in a variety of ethics
initiatives, including hosting an annual ethics forum
and the national Mba case competition in ethical
leadership. he teaches virtue-based leadership in both
undergraduate and executive Mba programs and was
awarded the hankamer school of business teaching
excellence award in 2013. outside of the classroom, he is
a mentor and advisor to students in promoting personal
leadership development and social entrepreneurship
initiatives. he also learns from and consults with business
leaders through his association with leadership trek
corporation (www.ltrek.com), an adventure-themed
leadership development company.
dr. neubert’s research is wide-ranging and practical
in its orientation. his interests in leadership have been
focused on ethical leadership and servant leadership,
which are evident in his Journal of Applied Psychology,
Leadership Quarterly, Journal of Business Ethics, and
Business Ethics Quarterly articles. his research related
to personality, creativity, commitment, teams, and
organizational change has resulted in publications in
journals such as Journal of Applied Psychology, Human
Relations, Journal of Business and Psychology, Personnel
Psychology, Leadership Quarterly, Business Horizons, and
Journal of Business Venturing.
viii aBOUt tHe aUtHOrs
Dr. Bruno Dyck
Growing up the son of an
immigrant entrepreneur,
dr. dyck has always
been interested in how
organizations are managed,
and how they can help to
make the world a better place.
he studied management as
an undergraduate student
in Manitoba and Virginia, and earned a Ph.d. in business
from the university of alberta in 1991. as an organizational
theorist, dr. dyck has focused his research on organizational
learning and change, on issues like distributive justice and
sustainable development, and especially on how people’s
beliefs and values influence what they do.
dr. dyck is now a Professor in the i.h. asper school
of business at the university of Manitoba, where he has
won research and teaching awards. he teaches courses
in management, organization theory, and corporate
social and environmental responsibility. his students
have encouraged him to write books that show how
management is never value-neutral, and which enable
readers to think about how their character as persons can
influence the kind of manager that they want to become.
his work has been published in leading scholarly
journals, such as Administrative Science Quarterly,
Academy of Management Review, Business Ethics
Quarterly, Case Research Journal, Journal of Applied
Behavioral Science, Journal of Business Venturing, Journal of
Developmental Entrepreneurship, Nonprofit and Voluntary
Sector Quarterly and Journal of Management Studies (best
Paper award winner). he also has done consulting work
for a variety of businesses and other organizations, and
spent a year doing voluntary service work overseas.
preface
Our Approach
This book is unique because it presents two approaches to organizational behavior (ob),
which we call “conventional ob” and “sustainable ob.” conventional ob refers to traditional
research and practices that you might find in the best ob textbooks on the market today.
sustainable ob refers to emerging research and practices that are growing in importance
and use in many organizations. The conventional approach emphasizes things like
performance, commitment, short-term profits, predictability, and personal considerations.
The sustainable approach also emphasizes performance and commitment, but places
greater emphasis on long-term consequences, creativity, and community considerations.
The two approaches are related, with sustainable ob building upon but also being different
from conventional ob. compared to the conventional approach, sustainable ob places
more emphasis on social and ecological concerns, consistent with a broad definition of
sustainability promoted by many leading ob scholars and practitioners, such as Jeffrey
Pfeffer, stanford Professor of organizational behavior.1
by offering these two approaches to ob, the textbook has three important advantages.
first, many ob instructors already see their course as serving as somewhat of a counter-
balance to the primacy of focusing on short-term financial well-being and shareholder
interests found in many business courses. a textbook like ours helps instructors to
underscore and draw attention to the distinct contribution ob can make toward providing
a more holistic understanding of organizations and their place in the world, today and
in the future. by exploring the reasoning for sustainable ob practices, students become
more sensitive to how values and ethics influence decisions about ob practices, which is a
goal of the leading accrediting association of business schools, the association to advance
collegiate schools of business (aacsb).
second, offering two approaches promises to foster students’ critical thinking, which
is also a goal of the aacsb. as leading scholars recognize and lament, learning only one
approach to business can become a self-fulfilling prophecy that shapes students’ values
and practices.2 Presenting two approaches provides students with an opportunity to look
at ob through two different “lenses.” Just as our understanding of other phenomena have
been enriched by similar typologies (e.g., our understanding of “personality” is enriched by
thinking of where someone lies along an introversion—extraversion continuum), so also
students’ abilities to understand ob are improved when they understand complementary
views. our particular approach has been class-tested and students were found to exhibit
enhanced critical thinking as a result of being exposed to two lenses.3
finally, a book like ours is timely. it reflects current trends in both popular media and
scholarly literature. susan Peters, who oversees General electric’s executive development
initiatives, is among the many practitioners who are encouraging leaders to employ less
hierarchy and more teamwork in contrast to the efficiency oriented approaches of the industrial
age.4 dominic barton, Global Managing director of Mckinsey & company, is imploring leaders
to emphasize long-term thinking that recognizes the needs of a broad set of stakeholders.5
Moreover, an increasing number of people are looking for ways to find greater meaning in
their work and asking organizations to be more attentive to long-term societal well-being.6 a
sustainable approach also is being increasingly advocated by ob and management scholars

preface ix
 (e.g., Jeffrey Pfeffer, Henry Mintzberg, Gretchen Spreitzer, Gary Hamel, Rosabeth Moss Kanter,
and others)7, and becoming more evident among vanguard practitioners.
Other OB textbooks also address these emerging issues and literatures, but we believe
ours is the most wide-ranging and extensive treatment of the OB literature from a sustainable
perspective. Vivid and inspiring examples are offered across the range of OB approaches,
offering students practical suggestions for how to live out their values in the context of both
for-profit and non-profit organizations. According to one reviewer of drafts of this approach,
this pedagogy “brings my classroom and students into the 21st century.”

Distinctive Features
In addition to presenting theory and examples of sustainable OB that extends and enhances
conventional OB, our book contains many features that will give students an interesting,
positive experience in their OB course.

Chapter Navigators
As preferred by students (based on in-class testing), we start each chapter with this navigation
tool instead of a more traditional listing of learning goals. The chapter navigator provides the
same essential information as learning goals, but in a form that students have found to be more
helpful. Each chapter navigator is designed to: (a) help readers to anticipate where the chapter
is heading; (b) provide readers with a quick reference point to their location as they navigate
the chapter; and (c) provide an overarching look at the chapter for review after reading it.

Global and Diverse Practitioner Examples

Textbook examples of practitioners can be somewhat mundane and US-centric. One of
the distinguishing features of this book is that it highlights examples from organizations
across the globe that inspire students to make a lasting difference in the world. Because
the book includes the best of proven OB practices as well as cutting-edge examples from
a diverse group of organizational leaders, the reader will be introduced to a wide range of
thought-provoking practitioners. In addition to commonly found examples drawn from
Starbucks, Google, Disney, Gore, and SAS, a wide-range of novel examples are drawn from
small and large organizations, for-profit and not-for-profit organizations (including NGOs),
family-owned and publicly traded companies, top management and middle management,
and from national and international companies. For example, students will read about . . .
• Ralph and Cheryl Broetje, owners of one of the largest privately-owned apple orchards in
the US, who engage their employees and customers to develop initiatives that promote
work-family balance and environmentally-friendly agricultural practices.
• Ricardo Semler, CEO Semco, who took over his father’s manufacturing company in
Brazil at the age of 21, and created an innovative culture that treats people with dignity,
fosters trust and participation, values experimentation, and remains sensitive to the
stakeholder interests.
• Ursula Burns, CEO of Xerox, who was the first African American woman to lead a major
U.S. corporation and is an example of how abilities, personality, and values contribute
to leadership success.
• Tom Szaky, who immigrated from Hungary to Canada, started his own web-design
firm at the age of 14, and later founded Terracycle on the practice of using worms to
transform campus trash into organic fertilizer.

x preface
 • Yolanda Sevilla, CEO of The Leather Collection in the Philippines, who models in her
small business a reflective style of leadership that weighs the concerns of a broad set of
stakeholders.
• Thorkil Sonne, a Danish software executive, who after discovering that his son Lars had
autism, set up a new business that hires and provides meaningful and dignified work
for people with autism.

Practical Orientation
Perhaps the most outstanding feature of the book is that it is very practical. Two elements are of
particular importance in contributing to its practicality. The first is captured in the Kurt Lewin’s
adage that “nothing is as practical as a good theory.” The book is unique because it presents two
approaches to OB, and thereby provides students with the concepts and theoretical tools to help
them make their own decisions as to what sorts of leaders they want to become. This provides a
compelling conceptual framework for rich reflection and meaningful class discussion.
Second, beyond simply describing OB theory, each chapter contains features designed
to both encourage readers to “own” key OB principles by reflecting on how they would
respond in real-world situations. My OB engages students in thinking about their opinion or
experience regarding an issue, reflecting on examples from film, television, music, and other
forms of media, or exploring how the content fits with their major. Another feature, OB in
Action engages students to consider an in-depth example or intriguing research finding.
Finally, the end-of-chapter OB Activities enhance self-awareness and reinforce learning
by offering students opportunities to reflect on the content, receive feedback on their own
tendencies, attitudes, and behavior, participate in engaging group activities, and wrestle
with unique cases. These features also are designed to facilitate class discussion.

Ethical Emphasis
Unlike other OB textbooks that set apart ethical thinking and discussion to a portion of a
chapter or a side-bar, the premise of this textbook is that organizational behavior is value-
laden and that each thought, attitude, and action is influenced by a person’s values. This
textbook makes this process explicit and compels readers to consider how their values
impact every aspect of OB. Ethics is directly addressed in Chapter 4 as an important aspect of
individuals that shapes behavior. Additionally, throughout each chapter questions, examples,
and research are included that directly invite students to think about ethics. Finally, a scenario
drawn from ethics research is included in the OB Activities at the end of each chapter.

Engaging Writing Style

Students have commented that they have found the writing style in this textbook to be
more engaging than that found in other textbooks: “I felt like you were writing to me.” We
have tried hard to develop a reader-friendly writing style.8 We wanted to avoid writing in
“bland” textbook-ese, but we also wanted to avoid becoming too much like a “fluffy” popular
press book that might be found in an airport bookstore. Our chapters are grounded in the
scholarly literature and highlighted by relevant and instructive examples and thoughtful
questions. Moreover, in many cases our footnotes provide more background information
for students interested in exploring novel topics.
Students want their college education to help them think about important things like
the meaning and purpose of life, but the majority of students say that professors rarely, if
ever, encourage such discussion.9 In class testing this material, we have found that students
find the book engaging because it invites conversation about how OB addresses important

preface xi
 issues of the day, such as meaningful work, social justice, and ecological sensitivity. It also
appeals to students from a range of majors, including those outside of the business school.
The book compels readers to think about how they will put their own values into practice
in the organizations that they will manage or belong to. This makes OB come alive and as
Socrates put it: “An unexamined life is not worth living.”

A Process-Based Framework
As we reviewed other textbooks, it became clear that there are both similarities and
differences in how material is presented. Rather than present content in a “check-list”
fashion to ensure that the key information is covered in each chapter, our chapters have
been designed to draw attention to how the different ideas and theories in each chapter are
related to each other. In particular, consistent with models drawn from the larger literature,
our book often presents the material in each chapter in terms of a four-step process model
(e.g., the four stages of team development, the four steps in decision making, etc.).

Organization of the Book

The first chapter is critically important to this textbook as it introduces readers to the
field of OB and explains the conventional and sustainable approaches to OB. The second
chapter examines the landscape of OB, including its history, its evolution as a science, key
stakeholders, and the global context in which OB occurs. The rest of the book proceeds
by discussing OB from three levels: individual, interpersonal or group, and organizational.
These three levels are linked together in Figure 1.3 chapter 1.
The chapters focusing on the individual level of analysis describe the importance of
individual attributes (diversity and surface characteristics, abilities and personality, core
self-evaluations, and beliefs and values of individuals—chapter 3), individual states (ethics,
attitudes and commitments, perceptions, and emotions—chapter 4), motivational processes
(chapter 5), decision-making dynamics (chapter 6), and self-leadership principles (chapter 7).
The next main section of the book presents research and practices in OB at the
interpersonal level. This section begins by discussing issues of politics, trust, fairness,
and conflict and negotiation that influence relationships (chapter 8), then follows with
chapters on leadership (chapter 9), groups and teams (chapter 10), and communication
(chapter 11).
The final section of the book is devoted to organization-level factors. These chapters
describe the basic features of organizational culture and structure (chapter 12) and explain
how to develop appropriate organizational cultures and structures (chapter 13), align
systems that affect motivation (chapter 14), change the organization (chapter 15), and, as
needed or desired, create new organizations (chapter 16).

Teaching and Learning Resources

Organizational Behavior is supported by a comprehensive learning package to aid both
teaching and learning.
Companion Web Site The text’s Web Site at http://www.wiley.com/college/neubert
contains myriad tools and links to aid both teaching and learning, including nearly all of the
student and instructor resources discussed here.

xii preface
Instructor’s Manual The Instructor’s Manual, written by Andrea Smith-Hunter of Sienna
College, offers helpful teaching ideas. It offers chapter-by-chapter text highlights, learning
objectives, lecture outlines, lecture notes, and tips on using the OB Activities located at the
end of each chapter.
Test Bank This comprehensive Test Bank includes true/false, multiple-choice, and short-
essay questions that vary in degree of difficulty. All the questions are tagged to learning
objectives and difficulty. The Computerized Test Bank allows instructors to modify and add
questions to the master bank and to customize their exams.
Practice Quizzes This online study tool, with quizzes of varying levels of difficulty,
helps students evaluate their progress through each chapter. Since the Practice Quiz-
zes have been written by the Test Bank author, students can be prepared to see similar
questions on exams.
Pre- and Post-Lecture Quizzes Included in WileyPLUS, the Pre- and Post-Lecture
Quizzes focus on the key terms and concepts. They can be used as stand-alone quizzes or in
combination to evaluate students’ progress before and after lectures.
PowerPoint Presentation Slides This robust set of PowerPoint slides can be accessed
on the instructor portion of the Organizational Behavior website. Lecture notes accompany
each slide. An Image Gallery, containing jpg files for all of the figures in the text, is also pro-
vided for instructor convenience.
Lecture Launcher Videos Short video clips developed from CBS News source materi-
als provide an excellent starting point for lectures or for general class discussion. Teaching
Notes are available, with video summaries and quiz and discussion questions.

WileyPLUS
WileyPLUS is an innovative, research-based, online environment for effective teaching and
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WileyPLUS builds students’ confidence because it takes the guesswork out of studying by
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CONFIDENCE: Research shows that students experience a great deal of anxiety over
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MOTIVATION: To increase and sustain motivation throughout the semester, WileyPLUS
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preface xiii
 What do students receive with WileyPLUS?
• The complete digital textbook, saving students up to 60% off the cost of a printed text.
• Question assistance, including links to relevant sections in the online digital textbook.
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• CBS news videos
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• Crossword Puzzles

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Customizable Course Plan: WileyPLUS comes with a pre-created Course Plan designed by a
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xiv preface
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preface xv
acknowledgments
We want to acknowledge that this book was developed in a community of colleagues and
students. The book benefited from feedback provided by colleagues of countless chapter
reviews and by hundreds of students on earlier drafts of this textbook and our earlier
management textbook that uses a similar two-prong approach to stimulate critical thinking.
The text also was enriched by untold hallway talks, emails, discussions at conferences, and
conversation with friends and acquaintances. as a result, we want to acknowledge that
there are many people whose names could be mentioned here but are not. This includes
colleagues, family members, and friends whose on-going encouragement and support have
inspired and sustained us.
We also want to thank the editorial staff at Wiley for their belief in the promise of this
project and their commitment to bring it to fruition. We appreciate the foresight of lise
Johnson, our signing editor, in recognizing a need for this book in the marketplace of
ideas and championing it from beginning to end. We are thankful for the enthusiastic and
encouraging advice of leslie kraham during the creation and review of numerous drafts
and the patient and persistent guidance of Jennifer Manias through the final stages of
production. We also thank the many unseen hands that touched the book within the Wiley
family.
additionally, we are grateful to the following colleagues who gave constructive and
invaluable feedback at various stages of this book:

ManuSCript revieWerS Wayne hochwarter, Florida State University, Tallahassee

rikki abzug, Ramapo College
ivy allard, Presentation College
lori anderson, Radford University
forrest aven, University of Houston
Michael banutu-Gomez, Rowan University
lizabeth barclay, Oakland University
tejinder kaur billing, Rowan University
robert blanchard, Salem State University
carl blencke, University of Central Florida
kristen bohlander, Eckerd College
Michael boniface, California State University, Sacramento
Wendy brooke, University of Wisconsin, Platteville
deborah sue butler, Georgia State University
William carnes, Metropolitan State College of Denver
Matthew cook, Lambton College
aleta crawford, University of Mississippi
denis daniels, University of California, Davis
kristen detienne, Brigham Young University
kathy edwards, University of Texas at Austin
david eicher, Upper Iowa University, Hong Kong
Matthew eriksen, Providence College
lance frazier, Old Dominion University
nell hartley, Robert Morris University
carol harvey, Assumption College
diane holtzman, Stockton College
ryan Jacobson, University of New Mexico
ahmad karim, Indiana University-Purdue University, Fort Wayne
George kelley, Erie Community College, City Campus
Marlin killen, Drexel University
deborah knapp, Kent State University
laura little, University of Georgia
Jim Maddox, Friends University
brian Mcnatt, Boise State University
James Meurs, University of Mississippi
amy Mickel, California State University, Sacramento
atul Mitra, University of Northern Iowa
John Moran, Wagner College
steven M. norman, Colorado State University, Pueblo
Mark nygren, Brigham Young University, Idaho
Phaedon Papadopoulos, Houston Baptist University
stephen Pugh , Virginia Commonwealth University
Jude rathburn, University of Wisconsin, Milwaukee
Martha reavley, University of Windsor
bruce rich, University of Florida
laura t. riolli, Sacramento State University
Joel rudin, Rowan University
holly schroth, University of California, Berkeley
Gregory schultz, Carroll University

acknOwledgments xvii
 Rainer Seitz, Seattle Pacific University
Ping Shao, California State University, Sacramento
William Sharbrough, The Citadel
Andrea Smith-Hunter, Sienna College
William Anthony Sodeman, Hawaii Pacific Uiversity
Christy Suciu, Boise State University
Paul Sweeney, University of Dayton
James A. Tan, St. Cloud State University
John Tarjan, California State University, Bakersfield
Christopher Thomas, University of Mississippi
Phyllis Webster, Metropolitan State University
Tom Zagenczyk, Clemson University
Fo c us Group Partic ipants
Lori Abrams, University of Minnesota, Twin Cities
Carl Blencke, University of Central Florida
Matthew Cook, Lambton College
Christine Day, Eastern Michigan University
Susan Dustin, Southern Illinois University
Kathy Edwards, University of Texas at Austin
Nell Hartley, Robert Morris University
Elaine Hollensbe, University of Cincinnati
Diane Holtzman, Stockton College
Clark Kincaid, University of Nevada, Las Vegas
Raymond Lee, University of Manitoba
Kim Lukaszewski, SUNY New Paltz
Jim Maddox, Friends University
Jennifer Mencl, University of Minnesota, Duluth
John Moran, Wagner College
Eric Nelson, University of Central Missouri
Floyd Ormsbee, Clarkson University
Patrick Sherlock, Nashville State Community College
Mark Skowronski, Ramapo College of New Jersey
Wayne Smith, California State University, Northridge
Andrea Smith-Hunter, Sienna College
John Tarjan, California State University, Bakersfield
Phyllis Webster, Metropolitan State University
Tom Zagenczyk, Clemson University
Survey R es pondent s
Lori Abrams, University of Minnesota, Twin Cities
Rikki Abzug, Ramapo College
Margarita Almeda, Georgia State University
Verl Anderson, Dixie State College
Neil Ashworth, University of Richmond
Lawrence Audler, Our Lady of Holy Cross College
Bob Barbato, Rochester Institute of Technology
Stephan Belding, University of Phoenix
Robert Blanchard, Salem State University
Wendy Brooke, University of Wisconsin, Platteville
Thomas Chaffee, Oakland University
Violet Christopher, Antelope Valley College
Denise Daniels, Seattle Pacific University
Christine Day, College of Business
Jennifer Dose, Messiah College
Steven Edelson, Walsh University
xviii acknowledgments
Richard Erow, Purdue University, North Central
Laura Erskine, Illinois State University
Marguerite Faulk, Shorter University
Robert Frieden, Cleveland State University
Diane Furtek, American International College
Janice Gates, Western Illinois University
Ronald Godwin, Wilmington University
Aimee Gourlay, Hamline University
Robert Gulbro, Florida Institute of Technology
Beryl Harman, Webster University, Bolling
Monika Hudson, University of San Francisco
Samira Hussein, Johnson County Community College
Ghadir Ishqaidef, University of Kansas
Jean Gabriel Jolivet, Edgewood College
Rick Jonsen, Eastern University
Ryan Klinger, Old Dominion University
Michael Landry, Loyola University, New Orleans
John LeBlanc, Cedarville University
Paul Lottino, Nichols College
Mary Sue Love, Southern Illinois University, Edwardsville
Kim Lukaszewski, SUNY New Paltz
Jim Maddox, Friends University
Jean Marrapodi, New England College of Business
Leonard McKendrick, Loyola Univesity, Chicago
Mark Meckler, University of Portland
William Mellan, Florida Southern College
John Moran, Wagner College
Byron Lynn Morgan, Texas State University, San Marcos
Kathy Nielsen, Northwestern University
Peter Nowak, Boston University
Michael Nugent, Stony Brook University
Floyd Ormsbee, Clarkson University
Phaedon Papadopoulos, Houston Baptist University
Lisa Plantamura, Centenary College
Murray James Pyle, Marywood University
Gregory Quinet, Southern Polytechnic State University
Tim Rowe, SUNY Fredonia
Patty Saliba, Belhaven University
Barbara Seifert, Florida Institute of Technology
Henry Sinopoli, Waynesburg University
Wayne Smith, California State University, Northridge
Mike Smith, Roanoke College
John Stark, California State University, Bakersfield
Stephen Stelzner, College of St. Benedict
Peter Tamulis, Nichols College
Amy Taylor-Bianco, Ohio Unversity
Cynthia Thompson, Baruch College
Nicholas Twigg, Coastal Carolina University
Susan Verhulst, Des Moines Area Community College
Maria Vitale, Brandman University
Phyllis Webster, Metropolitan State University
J. Lee Whittington, University of Dallas
Mara Winick, University of Redlands
Patricia Worsham, California State Polytechnic University,
Pomona
Steven Zitnick, Augsburg College
Me ss a g e Te s tin g
Lizabeth Barclay, Oakland University
Robert Blanchard, Salem State University
Melvin Blumberg, Pennsylvania State University, Harrisburg
Susan Blumen, Montgomery College
Deborah Butler, Georgia State University
John Capela, St. Joseph’s College
Tom Chilcote, Messiah College
Vincent Daviero, Pasco-Hernando Community College
Christine Day, Eastern Michigan University
Susan Dustin, Southern Illinois University
Mary Ann Edwards, College of Mount St. Joseph
Dr. David Eicher, Upper Iowa University
Blake Frank, University of Dallas
Ray Gibney, Pennsylvania State University, Harrisburg
Irwin Gray, New York Institute of Technology
Samira Hussein, Johnson County Community College
Steve Jessup, Embry-Riddle Aeronautical University
Jean Gabriel Jolivet, Edgewood College
George Kelley, Erie Community College, City Campus
Loren Kuzuhara, University of Wisconsin, Madison
Mary Sue Love, Southern Illinois University, Edwardsville
Kim Lukaszewski, SUNY New Paltz
Jean Marrapodi, New England College of Business
Laura Martin, Midwestern State University
Suzanne Masterson, University of Cincinnati
Dianna McFarland, Texas Christian University
Leonard McKendrick, Loyola University, Chicago
Steven Meisel, La Salle University
Connie Nichols, Odessa College
Tracy Porter, Cleveland State University
Denise Potosky, Pennsylvania State University
Jim Salvucci, Curry College
John Sawyer, University of Delaware
Jaye Smith, Pepperdine University
Andrea Smith-Hunter, Siena College
William Sodeman, Hawaii Pacific University
Barb Stuart, University of Denver
Paul Sweeney, University of Dayton
James Tan, St. Cloud State University
Marguerite Teubner, Nassau Community College
Maria Vitale, Brandman University
Kathleen Watson, California State University, San Marcos
Barbara Wech, The University of Alabama, Birmingham
Hsinrong Wei, Bronx Community College
J. Lee Whittington, University of Dallas
O rg anizational B ehavior A dvi sory B oard
Forrest Aven, University of Houston, Downtown
Prasad Balkundi, University of Buffalo
Linda D. Barrenchea, University of Nevada, Reno
Richard Blackburn, University of North Carolina
Deborah Butler, Georgia State University
Elizabeth Christo-Baker, Purdue University, North Central
Beth Chung, San Diego State University
Robert DelCampo, University of New Mexico
Matthew Eriksen, Providence College
Judson Faurer, Metropolitan State College, Denver
Peter Hom, Arizona State University
Patricia Laidler, Massasoit Community College
Janet Marler, SUNY Albany
James C. McElroy, Iowa State University
Amy Mickel, California State University, Sacramento
Steven Douglas Pugh, Virginia Commonwealth University
Jude A. Rathburn, University of Wisconsin, Milwaukee
Randy Sleeth, Virginia Commonwealth University
Jody Tolan, University of Southern California
Nicole Welch, American River College
acknowledgments xix
brief contents
Preface ix

chAPter 1 Putting People First 2

chAPter 2 Exploring the Landscape of OB 20

chAPter 3 Understanding Individual Attributes 44

chAPter 4 Considering Individual States 66

chAPter 5 Motivating Individuals 90

chAPter 6 Making Decisions 114

chAPter 7 Leading Self 138

chAPter 8 Understanding Relationships 162

chAPter 9 Leading Others 188

chAPter 10 Leading Groups and Teams 216

chAPter 11 Communicating with Purpose 242

chAPter 12 Understanding Organizational Culture and Structure 264

chAPter 13 Developing Organizational Culture and Structures 290

chAPter 14 Motivating with Systems 316

chAPter 15 Leading Organizational Change 344

chAPter 16 Creating Organizations 370

glossary A-1
endnotes A-11
Name index A-59
organization index A-65
subject index A-71

BrIef cOntents xxi

contents
Preface ix The Beliefs Era (1970 to 1990) 26
The Sustainability Era (1990 to present) 27
chAPter 1 Putting People First 2 OB as a Science 28
oPeNiNg cAse: Built to Serve 4 ■■OB in Action: Hungry for Evidence 29
Why Study Organizational Behavior? 5 Stakeholder Relationships 30
What Is Effective Organizational Behavior: ■■OB in Action: Communities of Stakeholders 32
Two Approaches 6 Global Environment 34
■■My OB: Does Money Buy Happiness? 7
closiNg cAse: The Bittersweet Story of Chocolate 38
Description of Two Approaches 7
summary 39
■■My OB: The Bottom Line(s) about
Effectiveness 8 key terms 39

Implications of Two Approaches 9 Questions for reflection and Discussion 39

■■OB in Action: The Importance of Critical Thinking 10 ob Activities 40

self-Assessment exercise: What Are your views on the Natural
Organizational Behavior and Management 10 environment? 40
■■OB in Action: Moonshots for Management 2.0 11 ethics scenario 40
Planning 11 Discussion starter: cultural comparisons 41
Organizing 12 Discussion starter: A case of unusual collaboration 41
Leading 12 Application Journal 41
Controlling 12
What You Will Explore in This Book 12 chAPter 3 Understanding Individual
closiNg cAse: The Forest and the Trees Attributes 44
at Timberland 14 oPeNiNg cAse: Understanding Ursula Burns 46
summary 15
Diversity and Surface Characteristics 47
key terms 15
■■My OB: Do Generational Differences Make a
Questions for reflection and Discussion 15 Difference? 49
ob Activities 15 Abilities and Personality 50
self-Assessment exercise: Are you ready for this Adventure in Abilities 50
learning? 15
Personality 50
self-Assessment exercise: What is your view of effective
leadership? 16 ■■OB in Action: Wondering about the Wonderlic 51
ethics scenario 17 Core Self-Evaluations 53
Discussion starter: is it the People or the Place? 17 ■■My OB: Humility or Hard Work? 54
Application Journal 17
Beliefs and Values 55
Beliefs 55
chAPter 2 Exploring the Landscape Values 56
of OB 20 ■■OB in Action: Values as the Basis for Political Opinions
oPeNiNg cAse: Seeds of Community 22 and Action 58
closiNg cAse: Life in the Fast Lane—Elon Musk 59
A Brief History of OB 23
The Scientific Management Era (1910 to 1930) 24 summary 60
The Human Relations Era (1930–1950) 25 key terms 60
The Systems Era (1950 to 1970) 25 Questions for reflection and Discussion 60

cOntents xxiii
 OB Activities 61 ■■My OB: Is Your Motivation Intrinsic
Self- Assessment Exercise: What is Your Myers–Briggs Type? 61 or Extrinsic? 103
Self-Assessment Exercise: What Are Your Values? 62 Desire for Fairness 104
Ethics Scenario 63
Discussion Starter: Personalities on YouTube.com 63
Desire for Affiliation 106
Application Journal 63 Desire for Power 107
Closing Case: Memoirs of a
CHAPTER 4 Considering Individual Motivational Monk 108
States 66 Summary 109
Opening Case: Jack Dorsey: Billionaire Bad Boy Key Terms 109
or Bad Boss? 68 Questions for Reflection and Discussion 109
Ethics 69 OB Activities 110
Individual Characteristics Affecting Ethical Behavior 70 Self- Assessment Exercise: What Is Your Approach
Organizational Characteristics Affecting Ethical Behavior 72 to Motivation? 110
■■OB in Action: Business Ethics and Personal Standards Ethics Scenario 110
of Honesty 74 Discussion Starter: SMART2 Goals Activity 111
Attitudes and Commitments 75 Discussion Starter: Desire for Achievement Activity 111
Attitudes 75 Application Journal 111
■■My OB: What Makes a Job Satisfying? 76
Commitments 77 CHAPTER 6 Making Decisions 114
Perceptions 77 Opening Case: Recalling a Classic Example of Decision
■■OB in Action: Deceptive First Impressions 80
Making 116

Emotions 81 Step 1: Identify the Need for a Decision 117

■■My OB: Neuroscience and Decision Making 118
■■My OB: When Managing Emotions Matters 82
Step 2: Develop Alternative Responses 119
Closing Case: The Power of the Powerless 83
Step 3: Choose the Appropriate
Summary 84
Alternative 121
Key Terms 84
Goal Consensus 121
Questions for Reflection and Discussion 84 Available Knowledge 122
OB Activities 85 ■■My OB: Networks That Promote Sustainable OB
Self-Assessment Exercise: What is your Emotional Decision Making 125
Intelligence? 85 ■■OB in Action: How Do Managers Actually Make Ethical
Self-Assessment Exercise: How Do You Act When No One Is Decisions? 126
Looking? 86
Ethics Scenario 86 Step 4: Implement the Choice 127
Discussion Starter: YouTubing Ethical Challenges 86 ■■OB in Action: Culture and the Decision-Making
Discussion Starter: Reflections from a U.S. Woman Working Process 129
in a Filipino Garment Factory 87 Closing Case: How Decisions Can Lead to a
Application Journal 87 $7 Billion Loss 131
CHAPTER 5 Motivating Individuals 90 Summary 132
Key Terms 132
Opening Case: Brewing Motivation at Starbucks 92
Questions for Reflection and Discussion 132
■■My OB: How Are You Motivated? 93
OB ACTIVITIES 133
Innate Needs 94 Self-Assessment Exercise: How Courageous Are You
Desire for Achievement 97 in Decisions? 133
Goal-Setting Theory 97 Self-Assessment Exercise: What Is Your Cognitive Style in Making
■■OB in Action: Olympic-Sized Aspirations 98
Decisions? 133
Ethics Scenario 134
■■OB in Action: Changing Vice to Virtuous Goals 101
Expectancy Theory 101 Discussion Starter: Ethics, Profits, and People 134

xxiv contents
 Discussion Starter: Factors That Influence the Quality of Decision ■■My OB: How Skilled Are You at Understanding
Making 135 Others? 178
Application Journal 135 Conflict Styles 179
Closing Case: Transformational Relationships at Tata 181
CHAPTER 7 Leading Self 138
Summary 182
Opening Case: Following a Different Voice 140 Key Terms 182
Knowing Self 142 Questions for Reflection and Discussion 182
■■My OB: Ugly Duckling or the Real You? 144 OB Activities 183
■■OB in Action: Self-Regulation Self-Assessment Exercise: How Do You React to People Who Act
in the CEO Suite 146 or Think Differently? 183
Living Intentionally 146 Self-Assessment Exercise: What Is Your Style in Dealing
with Conflict? 183
Managing Stress and Roles 149 Ethics Scenario 184
Workplace Stress 149 Discussion Starter: Trust Bank Activity 185
Role Conflict 149 Discussion Starter: Norton Manufacturing 185
■■OB in Action: Be a Leader and Be Stressed? 150 Application Journal 185
Dealing with Stress 151
■■OB in Action: Give Me a Break 152 CHAPTER 9 Leading Others 188
Acting Creatively 153 Opening Case: The Power of Joy at Work: “Bakke Ball”
The Creative Process 153 at AES 190
Characteristics of Creative Individuals 154
Leadership Traits 192
Improving Creativity in Organizations 154
■■OB in Action: Rock Star Businessman 192
Closing Case: A Pioneer in Leading Self 156
■■MY OB: All for One or One for All? 193
Summary 157
Leadership Behavior 195
Key Terms 157 Dimensions of Leadership Behavior 195
Questions for Reflection and Discussion 157 The Leadership Grid 196
OB Activities 157 ■■MY OB: Gender and Leadership—Does One Size
Self-Assessment Exercise: What Are Your Self-Leadership Fit All? 196
Behaviors? 157 Servant Leadership 198
Ethics Scenario 158
Discussion Starter: Debate: To Be or Not to Be
Contingency Theories 199
Responsible 159 Fiedler’s Contingency Theory 199
Discussion Starter: Authentic Leadership 159 House’s Path–Goal Theory 200
Application Journal 159 Leader-Member Exchange 201
Integrative Models 201
CHAPTER 8 Understanding Situational Leadership Models 201
Relationships 162 Integrated Conventional Leadership Model 203
Integrated Sustainable Leadership Model 204
Opening Case: Bernie Madoff Made Off
■■OB in Action: “Krafting” a New Culture of Empowerment
with Billions 164
and Entrepreneurial Spirit 207
Politics and Self-Interest 165
Closing Case: Sustainable Leadership at Work
■■My OB: Politics at Your University? 166
in the Philippines 209
Trust 167 Summary 210
■■OB in Action: Keeping a Lid on Layoffs 169
Key Terms 210
■■My OB: Fair or Foul 172 Questions for Reflection and Discussion 210
Fairness 172 OB Activities 211
Negotiation 174 Self-Assessment Exercise: What Type of Leader Are You? 211
Influence Tactics 174 Ethics Scenario 212
Approaches to Negotiation 175 Discussion Starter: Debate—Are Leaders Born or Made? 212

contents xxv
 Discussion Starter: What Are the Characteristics of an
Outstanding Leader? 212
Application Journal 213
CHAPTER 10 Leading Groups and Teams 216
Opening Case: Teamwork at Gore 218
Groups and Teams 219
Forming 222
■■MY OB: What Makes an Effective Student Team? 224
Storming 225
■■OB in Action: Groupthink 228
Norming 228
■■My OB: Stimulating Information Sharing 230
Performing 232
■■OB in Action: Frontline Management Teams 234
Closing Case: LEGO Mindstorms 235
Summary 236
Key Terms 236
Questions for Reflection and Discussion 236
OB Activities 237
Self-Assessment Exercise: How Do You Lead Teams? 237
Ethics Scenario 238
Discussion Starter: Wilderness Survival 238
Discussion Starter: Avoiding Team Dysfunctions 239
Application Journal 239
CHAPTER 11 Communicating with
Purpose 242
Opening Case: Message in a Bottle 244
Step 1: Identify Your Message 246
Step 2: Encode and Transmit the Message 248
Identify and Overcome Communication Barriers 248
■■OB in Action: Your Seat at the Table Sends a
Message 249
■■My OB: Communicating across Cultures 250
Choose Communication Media and Channels 250
■■My OB: Impersonally Delivering
What Is Personal 251
■■My OB: Trouble for Organizations When Members
Text and Tweet? 253
Step 3: Receive and Decode the Message 254
Step 4: Confirm the Message with Feedback 256
Closing Case: Lesson in of Teaching Abroad 258
Summary 259
Key Terms 259
Questions for Reflection and Discussion 259
xxvi contents
OB ACTIVITIES 260
Self-Assessment Exercise: Where Are You along the
Conventional–Sustainable Continuum? 260
Ethics Scenario 260
Discussion Starter: Communicating Your Interests and Active
Listening 261
Discussion Starter: The Empty Seat 261
Application Journal 261
CHAPTER 12 Understanding Organizational
Culture and Structure 264
Opening Case: The Fundamentals of Organizing
at Semco 266
Basic Assumptions of Organizational Culture 268
■■My OB: What Is the Culture of Your Class? 269
Key Values That Shape Organizational
Culture 269
The Competing Values Framework 269
■■OB in Action: The Zappos Way 270
Artifacts of Organizational Culture 271
Fundamentals of Organizational Structure 272
■■OB in Action: Will a Spoonful of Efficiency Change
the Culture of Starbucks? 275
■■My OB: What Brand of Shoes Are You Wearing? 283
CLOSING CASE: New Ways of Organizing for
New Needs 284
Summary 285
Key Terms 285
Questions for Reflection and Discussion 285
OB Activities 286
Self-Assessment Exercise: Where Are You along the
Conventional–Sustainable Continuum? 286
Ethics Scenario 286
Discussion Starter: Organizational Assessment 287
Discussion Starter: Chief Sustainability Officers 287
Application Journal 287
CHAPTER 13 Developing Organizational
Culture and Structures 290
OPENING CASE: Managing a Smile Factory 292
Creating an Organizational Culture 293
■■OB in Action: From Father to Son and Back 295
Prioritizing a Form of Organizational Culture 296
Clan Organizational Culture 296
Hierarchy Organizational Culture 297
Adhocracy Organizational Culture 297
Market Organizational Culture 298
■■MY OB: Culture at Your Workplace 298 Closing Case: People, the Planet, and Profits at Herman
Aligning Organizational Culture with Structure, Miller 336
Technology, and Strategy 299 Summary 337
Organizational Structure 300 Key Terms 337
■■OB in Action: Organizational Structure in the Global Questions for Reflection and Discussion 338
Marketplace 302 OB Activities 338
Technology 302 Self-Assessment Exercise: Diagnosing
Strategy 303 Your Job 338
■■OB in Action: Mission-Driven Self-Assessment Exercise: Personal Career
Organizations 304 SWOT Analysis 340
Combining the Pieces to Make Four Organizational Ethics Scenario 340
Types 305 Discussion Starter: Interview a Business Owner
or Manager 341
The Simple Type 306
Discussion Starter: Advertising a Mission 341
The Defender Type 306
Application Journal 341
■■OB in Action: Culture at Lincoln Electric Has
Far-Reaching Benefits 307
The Prospector Type 307 CHAPTER 15 Leading Organizational
The Analyzer Type 308 Change 344
Closing Case: About Face at Interface 309 OPENING CASE: Whole-Scale Change 346
Summary 310 ■■OB in Action: Changing the Conversation 348
Key Terms 310 Step 1: Recognize Need 349
Questions for Reflection and Discussion 311 Step 2: Unfreeze 351
OB Activities 311 ■■OB in Action: Diverging Thoughts
Self-Assessment Exercise: Where Are You along the at Harvard 351
Conventional–Sustainable Continuum? 311
■■OB in Action: Managing the Morning after the
Ethics Scenario 312
Merger 354
Discussion Starter: Introducing Sustainable Culture and
Structures in the Classroom 312 Step 3: Change 355
Discussion Starter: Design for a Soup Kitchen 312 ■■My OB: How Does Change Make
Application Journal 313 You Feel? 356
Members’ Confidence in Organizational Leaders 356
Chapter 14 Motivating with Systems 316 Members’ Confidence in Their Own Ability 358
Members’ Attitudes toward the Change 358
Opening Case: High-Tech Loyalty at SAS Institute 318
■■OB in Action: TOMS Walks the Talk 359
Job Design 319
Step 4: Refreeze 360
■■My OB: Was your Big Mac a Big Mistake? 322
CLOSING CASE: Change in the News 362
Performance Management 322
Summary 363
■■OB in Action: Where Is the Motivation? 324
Performance Appraisal 324 Key Terms 363

■■My OB: Is Rank-and-Yank an Effective Motivational Questions for Reflection and Discussion 363
Method? 327 OB Activities 364
Compensation 327 Self-Assessment Exercise: How Do You Cope
with Change? 364
Training and Development 329
Self-Assessment Exercise: Where Are You along the
Training 329
Conventional–Sustainable Continuum? 365
Career Development 330
Ethics Scenario 365
■■OB in Action: Whataburger, Whataorganization 331 Discussion Starter: Balls of Fun 366
Mission and Vision 332 Discussion Starter: Engineering Change in Bangladesh 366
■■OB in Action: BancVue against the World 334 Application Journal 367

contents xxvii
 CHAPTER 16 Creating Organizations 370 Summary 388
Key Terms 388
Opening Case: One Person’s Trash is Another Person’s
Treasure 372 Questions for Reflection and Discussion 388

Identify Opportunity 375 OB ACTIVITIES 389

Self-Assessment Exercise: What Kind of Entrepreneur Might
Take Initiative 376 You Be? 389
■■My OB: When a Hobby Becomes Ethics Scenario 389
a New Venture 378 Discussion Starter: Intrapreneurship in Academia 390
■■OB in Action: From Failure Discussion Starter: U2 Can Be a Social Entrepreneur 390
to Fame 380 Application Journal 390

Develop Plans 380 Glossary A-1

■■OB in Action: Brownies That Are
Just Better 382 Endnotes A-11
Mobilize Resources 384 Name Index A-59
■■OB in Action: Are the Waters Safe for
Entrepreneurs? 385
Organization Index A-65
Closing Case: Googling Google 387 Subject Index A-71

xxviii contents
 Organizational
Behavior

CONVENTIONAL
SUSTAINABLE
APPROACHES

c01.indd 1 11/7/2013 12:47:10 PM

One
Putting People
First
B efore you embark on any long journey, it is always a
good idea to have a guide to see where you’re headed
and to help to remember where you’ve been. Each chapter
in this book begins with a Chapter Navigator designed
to help you anticipate where the chapter is heading, to
provide a quick reference point throughout the chapter
in case you need to get your bearings, and to offer an
overarching look at how from two perspectives introduced
in this chapter (conventional and sustainable) the content
can look different. We sincerely hope that you will enjoy
your journey learning about organizational behavior and
how it applies to your present and future experiences in
organizations!

iStock

2 CHAPTER ONE Putting People First

c01.indd 2 11/7/2013 12:47:12 PM

 Conventional OB
C H A PTER NAVIGATOR Shared
Sustainable OB

Conventional OB Shared Sustainable OB

WHY STUDY ORGANIZATIONAL BEHAVIOR (OB)

Enhance your self-awareness and capacity for self-improvement;

Enable you to understand, interact with, and influence others;

Equip you to serve in managerial roles in organizations

WHAT IS EFFECTIVE OB: TWO APPROACHES

Value material or financial well- Value multiple forms of well-being

being and the interests of a (financial, social, ecological,
narrow range of stakeholders spiritual) and the interests of a
(e.g., especially owners); broad range of stakeholders;

Focus on performance, Focus on performance, commitment,

commitment, personal interests, community interests, creativity, and
predictability, and short-term profits long-term consequences

OB AND MANAGEMENT

Plan by identifying organizational Plan by exercising practical

resources and goals; wisdom;

Organize by designing systems and Organize by demonstrating courage

structures to meet goals; and experimentation;

Lead by influencing others to meet Lead by encouraging self-control

goals; and treating members with dignity;

Control by ensuring that members’ Control by promoting justice and

actions are consistent with ensuring actions are consistent
organizational goals with organizational values

WHAT YOU WILL EXPLORE IN THIS BOOK

Explore conventional ideas, Explore sustainable ideas, research,

research, and examples and examples

c01.indd 3 11/7/2013 12:47:12 PM

 O P E N ING CASE

built to serve1
Courtesy United Supermarkets, LLC

O
rganizations exist to accomplish goals, but sometimes during his time as CEO Sanders began each Tuesday with a
the pursuit of those goals becomes drudgery for the conference call involving all store managers. The main objec-
people who make up the organization. In those cases, tive is to listen, not provide directives. By cutting through the
it is helpful to do things that remind people there’s long, formal channels of communication and avoiding imper-
more to a job than having a narrow focus on the sonal email updates, Sanders could hear the
bottom-line. This is what happened one day at the purpose or inflections in voices and learn a great deal from
United Supermarkets, when a distraught cus-
tomer approached a representative in the store
supreme goal of the informal stories of frustrations and joys. It
may be basic—people talking to people about
to complain about a spoiled ham. She said business is to serve serving people—but it is essential to the United
her husband had picked up this ham earlier in and enrich the lives spirit, which is evident in the enthusiasm and
the day for an important dinner that evening. commitment to service among its 10,000 team
A closer look at the ham indicated that it was of others, not to focus members. The United mission sums up this
purchased from a different store. But instead of on the numbers philosophy—“Ultimate Service. Superior Per-
redirecting the customer and her anger to another formance. Positive Impact.”
retailer, an assistant manager simply invited her to pick out another Of course, all organizations are unique, but they can learn from
ham at no cost to her. When Dan Sanders, the CEO of United at the one another, perhaps especially when people from one organiza-
time, heard about the decision of the assistant manager to cheer- tion start to work in another. For example, after his term at United
fully provide a free ham, he commended the decision. and two years as president of Acme markets, Dan Sanders became
United Supermarkets has a people-centered organizational president of grocer Albertsons in Southern California. Shaped by
culture. The secret is to use common sense, even if it is not that his past experiences, he brought a belief to his new role that the
common in practice in many organizations. For example, people business model that focuses on maximizing profit is broken, and
like to be acknowledged for their work and given the support that the purpose or supreme goal of business is to serve and enrich
to do their job well. At United this support takes the form of the lives of others, not to focus on the numbers. Take care of team
encouraging “team members”—which is what United employees members (employees), they will take care of your guests (custom-
are called—to do the right thing for their customers, even if it is ers), and the numbers will take care of themselves. Sanders asserts
costly. It also means that managers communicate appreciation in that organizations should stop focusing on return on investment and
creative ways, like renting out a vacation cabin for team members start focusing on their return on humanity.
and their families, hiring a professional photographer to take and This approach doesn’t guarantee that in tough economic times
frame personal photos, distributing tickets to local entertainment leaders can avoid difficult decisions. In attempting a turnaround
events, or having a team member fitted for his first dress suit. of Albertson’s, Sanders laid off approximately 13 percent of its
More often it means treating co-workers and customers with dig- employees across 247 stores. Sander’s decision caused some to
nity, saying “thank you” when people are helpful, and listening to wonder if he had reordered his priorities, or whether the layoffs
everyone in the organization. were necessary to protect the remaining employees’ jobs by pre-
An example of the latter was evident during a store rede- venting store closings. The decision surely was a difficult one given
sign. Team members were asked to provide input in the ini- the consequences for employees. This case illustrates the com-
tial design and then invited to participate in walking through plexities of understanding organizational behavior. The behavior
a mock-up to offer further suggestions before the proposal was and responses of members of organizations are influenced by their
put into action. This emphasis on listening is also evident in own individual characteristics, their interpersonal relationships
higher levels of the hierarchy. For example, believing that the with others, their organization’s culture and structures, and the
best ideas originate with those closest to the daily interactions, environment in which the organization operates.

4 CHAPTER ONE Putting People First

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 Why Study Organizational Behavior?
WHY OB TWO APPROACHES OB & MGMT WHAT IS EXPLORED
Organizations are essential and dominant influences on life in our modern world. They are
the principal means by which we achieve goals beyond the capability of individuals act-
ing alone.2 More formally, organizations are “social structures created by individuals to
support the collaborative pursuit of specific goals.”3 Commodity wholesalers and grocery
stores gather and distribute food, schools and universities educate and socialize children
and adults, factories manufacture goods, hospitality and consulting businesses offer ser-
vices, government agencies and hospitals dispense assistance, coffee houses and Internet Organizations are “social
bookstores sell products, and social networking and dating sites connect people. Yet, despite structures created by individuals
to support the collaborative
the fact that some organizations (such as corporations) are given legal status as persons, pursuit of specific goals.”
organizations do not exist, operate, or influence society without people. It is more accurate
to say that people acting collectively can accomplish a great deal.
Organizational behavior (OB) is the discipline that sets out to explain human behavior Organizational behavior (OB)
in organizations by examining the behavior of individuals, groups, or all the members of refers to explaining human
behavior in organizations, which
an organization as a whole. This examination relies on the science of identifying cause and includes examining the behavior
effect relationships, making explicit the factors influencing decisions and behavior, and tak- of individuals, groups, or all the
ing into account the specifics of various situations.4 It also calls upon developing theory that members of an organization as
a whole.
takes into account empirical research and that helps to set the agenda for future research.
Together, OB theory and science explain what influences individual and collective behavior,
when these influences operate and have their greatest impact, and how people’s behavior
shapes the internal and external organizational environment. Simply put, the focus of this
book is on understanding people and their essential role in enabling organizations to serve
society.
It is impossible to escape, avoid, or eliminate the influence of organizations. Given that
organizations are part of our everyday life, every person reading this book either has expe-
rienced or will experience many of the principles and situations we will explore. You can
thus expect to benefit from understanding and applying the concepts discussed in this
book in your daily life. More specifically, there are at least three reasons to keep reading
(see Figure 1.1).

FIGURE 1.1 Three Reasons to Study OB

STUDYING OB

Enhances your self- Enables you to understand,

awareness and capacity for interact with, and influence
self-improvement others

Equips you to serve

in managerial roles
in organizations

Why study organizational behavior? 5

c01.indd 5 11/7/2013 12:47:15 PM

Another random document with
no related content on Scribd:
 Myyminen ja ostaminen on ohitse.

Kaikki aartehistot ovat kasatut kokoon molemmin puolin, ja minun

on aika mennä kotiin.

Mutta, ovenvartija, kysytkö tulliasi?

Älä pelkää, minulla on vielä jotakin jäljellä. Kohtaloni ei ole

kaikessa vetänyt nenästä minua.

Tuulen tyyneys uhkaa myrskyä, eivätkä turmiokkaat pilvet

lännessä ennusta hyvää.

Hiljainen vesi vartoo tuulispäätä.

Kiirehdin joen yli kulkemaan, ennenkuin yö minut yllättää.

Hoi, lauttamies, sinä odotat palkkaasi!

Kyllä, veljeni, minulla on vielä jotakin jäljellä. Kohtaloni ei ole

kaikessa vetänyt nenästä minua.

Tien varrella, puun varjossa, istuu kerjäläinen. Ah, hän katsoo

kasvoihini arasti toivoen!

Hän luulee, että olen rikas päivän säästöistäni.

Kyllä, veljeni, minulla on vielä jotakin jäljellä. Kohtaloni ei ole

kaikessa vetänyt nenästä minua.

Yö pimenee ja katu yksinäistyy.

 Tulenkipinät hiiluvat läpi lehtien.

Ken olet sinä, joka seuraat minua hiipivin, hiljaisin askelin?

Ah, tiedän, että toivosi on ryöstää kaikki säästöni. En tahdo tuottaa

sinulle mielipahaa.

Sillä minulla on vielä jotakin jäljellä. Kohtaloni ei ole kaikessa

vetänyt nenästä minua.

Tulen kotiin keskiyöksi. Käteni ovat tyhjät.

Odotat tuskaisin silmin ovellani, vaiti ja unetonna.

Kuin uupunut lintu lennät povelleni kiihkeässä rakkaudessa.

Oi, oi Jumalani, paljon on vielä jäljellä. Kohtaloni ei ole kaikessa

vetänyt nenästä minua.

59

Et mitään loppumatonta hyvää anna, suvaitsevainen ja sumuinen

äiti, tomu!

Kulutat voimasi täyttääksesi lastesi suut, mutta ravintosi on niukka.

Ilosi lahja, jonka suot meille, ei ole koskaan täydellinen.

Leikkikalut, joita laitat lapsillesi, ovat hauraita.

 Et voi täyttää kaikkia nälkäisiä toiveitamme, mutta miksi sinut sen
vuoksi hylkäisin?

Hymysi, tuskan varjostama, on suloinen nähdä silmilleni.

Rakkautesi, joka ei tunne täyttymystä, on kallis sydämelleni.

Povesi on ruokkinut meitä elämällä, mutta ei kuolemattomuudella;

siksi valvovat silmäsi ainiaan.

Aikakausia olet värein ja lauluin työskennellyt, mutta vieläkään ei

taivaasi ole valmis, ainoastaan sen heikko mielikuva.

Kyynelsumu on kauneusluomiesi yllä.

Tahdon tyhjentää lauluni mykkään sydämeesi ja lempeni sinun

lempeesi.

Tahdon turvata sinut työllä.

Olen nähnyt vienot kasvosi ja rakastan murheellista tomuasi, Äiti

Maa.

60

Maailman vastaanottosaleissa viihtyvät yksinkertaiset heinänkorret

samalla nurmikolla päivänsäteiden ja keskiyön tähtien kanssa.

Niinpä jakavat lauluni tyyssijansa maailman sydämessä pilvien ja

metsien sävelten kanssa.
 Mutta, rikas mies, sinun hyvinvoinnillasi ei ole mitään osaa
auringon iloisen kullan ja mietiskelevän, kimmeltävän kuun
yksinkertaisesta suuruudesta.

Kaikkisyleilevän taivaan siunaus ei ole langennut sen yli.

Kun kuolema tulee, se kalpenee, kuihtuu ja hajoaa tomuksi.

61

Keskiyöllä sanoi askeetiksi aikovainen:

"Nyt on aikani jättää kotini ja etsiä Jumalaa. Ah, kuka on niin

kauan pitänyt minua tässä harhaluulossa?"

Jumala kuiskasi: "Minä." Mutta miehen korvat olivat suljetut.

Nukkuva lapsonen rinnoillaan makasi hänen vaimonsa

rauhallisessa levossaan vuoteen toisella puolen.

Mies sanoi: "Kuka olet sinä, joka olet minua niin kauan
hulluttanut?"

Ääni sanoi jälleen: "Jumala." Mutta mies ei kuullut sitä.

Lapsi nyyhki unissaan ja puristautui lähemmä äitiään.

Jumala käski: "Seis, hullu, älä jätä kotiasi!" Mutta mies ei kuullut
vieläkään.
 Jumala huokasi valittaen: "Miksi vaeltaa palvelijani minua
etsimään ja samalla jättää minut?"

62

Oli toukokuu. Tukahduttava iltapäivä tuntui äärettömän pitkältä.

Kuiva maa ammotteli janoisena helteessään.

Silloin kuulin joelta äänen, joka sanoi: "Tule, armahaiseni!"

Suljin kirjani, avasin ikkunan ja katsoin ulos.

Näin suuren, suonvärisen puhvelin seisomassa joen rannalla

tyynine, kärsivällisille silmineen; ja nuoren puhvelin polvistuvana
vedessä ja pyytävänä sitä uimaan.

Hymyilin huvittuneena ja tunsin suloisen henkäyksen

sydämessäni.

63

Miksi kuiskit niin hiljaa korviini, oi Kuolema, minun Kuolemani?

Kun kukkaset putoavat illan suussa ja karjat palajavat

omettoihinsa, hiivit hiljaa minun vierelleni ja puhut sanoja, joita en
tajua.
 Näinkö sinun täytyy etsiä ja saavuttaa minut uneliaan muminan ja
kylmien suuteloiden oopiumilla, oi Kuolema, minun Kuolemani?

Eikö häitämme seuraa mitkään komeat juhlamenot?

Etkö tahdo kiinnittää seppeltä ruskeihin, kihariin kutreihisi?

Eikö ole ketään, joka kantaisi lippua sinun edessäsi ja eikö yö ole
punaisten soihtujen loimosta valaistuva, oi Kuolema, minun
Kuolemani?

Tule rauskuvine raakunkuorinesi, tule unettomassa yössä!

Pue minut karmosiinipunaiseen vaippaan, tartu käteeni ja ota

minut!

Valmista valjakkosi kärsimättömästä tömistelevine hevosineen

oveni eteen!

Kohota huntuni Ja katso minua ylpeästi silmiin, oi Kuolema, minun

Kuolemani!

64

Tulemme leikkimään tänä yönä kuoleman leikkiä, morsiameni ja

minä.

Yö on synkkä, pilvet taivaalla oikulliset ja aallot merellä raivokkaat.

 Olemme jättäneet untemme vuoteen, sysänneet auki oven ja
päässeet ulos, morsiameni ja minä.

Istumme keinussa, ja hurja myrskytuuli meitä takaa tuudittelee.

Morsiameni syöksyy ylös peläten ja riemuiten, värisee ja kietoutuu

rintapieliini.

Kauan olen häntä hellästi säilyttänyt.

Laitoin hänelle kukkaisvuoteen ja suljin ovet estääkseni kiusallisen

valon hänen silmiltään.

Suutelin häntä somasti suulle ja kuiskin armaita sanoja hänen

korviinsa, siksi kun hän puoliksi taintui raukeaan riutumukseen.

Hän on haihtunut epämääräisen sulouden pohjattomaan

terheneen.

Hän ei vastannut kosketukseeni, lauluni eivät voineet häntä

herättää.

Yöllä on myrskytuulen viesti vierinyt meille.

Morsiameni värisi ja nousi, hän tarttui käteeni ja tuli ulos.

Hänen hapsensa lentävät tuulessa, hänen huntunsa hulmuaa,

hänen kukkakiehkuransa kahisee hänen povellaan.

Kuoleman henkäys on kutsunut hänet elämään.

Me seisomme silmä silmää, sydän sydäntä vasten, morsiameni ja

minä.
 65

Viheliäisten ja keltaisten riisivainioiden yli luovat syksyn varjot

pilviään, joita nopsa-askelinen päivä ajelee. Mehiläiset unohtavat
imeä hunajaansa; valon juovuttamina ne liehuvat ja surisevat kuin
hullut

Sorsat joen saarissa hälisevät ilosta tyhjän takia.

Älkää antako kenenkään palata kotiinsa tänä aamuna, veljet,

ainoankaan ei työhön!

Valloittakaamme hyökkäyksellä sininen taivas ja työstäkäämme

aarteet avaruuden!

Nauru kulkee ilmassa kuin vaahto virralla.

Veljet, tuhlatkaamme aamumme arvottomiin lauleloihin!

66

Ken olet, lukija, joka luet laulujani vuosisatoja tämän jälkeen?

En voi lähettää sinulle yksinäistä kukkaa tämän keväämme

runsaudesta, en yksinäistä kultajuovaa pilvien korkeudesta.

Avaa ovesi ja katso ympärillesi!

Kokoa tuoksuvia muistoja kukkivasta tarhastasi, vuosisatoja sitten

kuihtuneiden kukkien muistoja!
 Tunteos sydämesi ilossa elävä riemu, joka lauloi eräänä kevään
aamuna kaiuttaen hilpeät sävelensä halki vuosisatojen.
 *** END OF THE PROJECT GUTENBERG EBOOK PUUTARHURI
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