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x CONTENTS
Discussion Questions 238

Integrative Discussion Questions 239
On-the-Job Challenge Question
The Most Meaningful Work 239
Experiential Exercise
Job Crafting 240
Case Incident
The Junior Accountant 241
Case Study
Chang Koh Metal Ptd. Ltd. in China 242
Integrative Case
Ken Private Limited: Digitization Project 244
PART THREE SOCIAL BEHAVIOUR AND

ORGANIZATIONAL PROCESSES 246
Chapter 7 Groups and Teamwork 246
What Is a Group? 248
Group Development 248
Typical Stages of Group Development 249 Punctuated Equilibrium 250
Group Structure and Its Consequences 251
Group Size 251 Diversity of Group Membership 253
Group Norms 253 Roles 255 Status 256
Group Cohesiveness 258
Factors Influencing Cohesiveness 258
Consequences of Cohesiveness 260
Social Loafing 261
What Is a Team? 262
Designing Effective Work Teams 262
Self-Managed Work Teams 263
● RESEARCH FOCUS
Leader Over-Emergence and Gender Dynamics in Self-Managed Teams 265
Cross-Functional Teams 266 Virtual Teams 268
● GLOBAL FOCUS
Communication Media Choice in Multilingual Virtual Teams 268
● YOU BE THE MANAGER
Creating Trust in Virtual Teams at Orange 270
A Word of Caution: Teams as a Panacea 271
● THE MANAGER’S NOTEBOOK
Creating Trust in Virtual Teams at Orange 272
Learning Objectives Checklist 272
Hire Teams, Not Individuals? 274
NASA 274
Case Incident
The Team Attendance Bonus 276
Case Study
Anita Jairam at Metropole Services 276
CONTENTS xi
Chapter 8 Social Influence, Socialization,

and Organizational Culture 280
Social Influence in Organizations 282
Information Dependence and Effect Dependence 282
The Social Influence Process and Conformity 283
Organizational Socialization 283
Stages of Socialization 285
Unrealistic Expectations and the Psychological Contract 286
Unrealistic Expectations 286 Psychological Contract 287
Methods of Organizational Socialization 287
Realistic Job Previews 288 Employee Orientation Programs 289
Socialization Tactics 290 Mentoring 292
● RESEARCH FOCUS
The Discriminatory Gap in University Mentoring 295
Newcomer Proactive Socialization Behaviours 296
Organizational Culture 297
What Is Organizational Culture? 297 The “Strong Culture”
Concept 299 Assets of Strong Cultures 300 Liabilities of Strong
Cultures 301
Contributors to the Culture 302
The Founder’s Role 302
● APPLIED FOCUS
Maintaining the Culture at Steam Whistle Brewing 303
Socialization 304
Diagnosing a Culture 306
Symbols 306 Rituals 306
Changing the Culture at Uber 307
Stories 308
Changing the Culture at Uber 309
Culture or Biology? 311
Proactive Socialization 312
Case Incident
The Reality Shock 314
Case Study
The Wonderful World of Human Resources at Disney 314
Chapter 9 Leadership 324

What Is Leadership? 326
Are Leaders Born or Made? The Trait Theory of Leadership 327
Research on Leadership Traits 328 Limitations of the Trait Approach 328
● RESEARCH FOCUS
Narcissism and Leadership 329
The Behaviour of Leaders 330
xii CONTENTS
Consideration and Initiating Structure 330 The Consequences of

Consideration and Structure 330 Leader Reward and Punishment
Behaviours 331
Situational Theories of Leadership 331
Fiedler’s Contingency Theory 331 House’s Path–Goal Theory 333
Participative Leadership: Involving Employees in Decisions 335
What Is Participative Leadership? 335 Potential Advantages of
Participative Leadership 336 Potential Problems of Participative
Leadership 336 Vroom and Jago’s Situational Model of Participation 337
Leader–Member Exchange (LMX) Theory 339
Transactional and Transformational Leadership Theory 340
Intellectual Stimulation 340 Individualized
Consideration 341 Inspirational Motivation 341 Charisma 341
New and Emerging Theories of Positive Leadership 342
Empowering Leadership 343 Ethical Leadership 343
● RESEARCH FOCUS
Empowering Leadership and Newcomer Creativity 344
Authentic Leadership 345 Servant Leadership 347
Turning a Blind Eye 348
Gender and Leadership 349
Culture and Leadership 351
Global Leadership 354
What Style of Leadership Is Best? 356
Turning a Blind Eye 357
The New Commissioner 360
Ethical Leadership Scale (ELS) 361
Leadership Empowerment Behaviour 362
Servant Leadership Scale 363
Case Incident
Fran-Tech 364
Case Study
Radio Station WEAA: Leading in a Challenging Situation 365
Chapter 10 Communication 372

Basics of Organizational Communication 374
Communication by Strict Chain of Command 374 Deficiencies in the
Chain of Command 374
Voice, Silence, and the Mum Effect 375
Communicating Diversity and Inclusion at Ryder 376
The Grapevine 377
Characteristics of the Grapevine 377 Who Participates in the Grapevine,
and Why? 377 Pros and Cons of the Grapevine 378
The Verbal Language of Work 378
CONTENTS xiii
● RESEARCH FOCUS
Using Humour in Workplace Communication 379
The Non-Verbal Language of Work 379
Body Language 379 Props, Artifacts, and Costumes 380
● RESEARCH FOCUS
The Red Sneakers Effect: When Nonconformity Signals High Status 382
Gender Differences in Communication 382
Cross-Cultural Communication 384
Language Differences 384 Non-Verbal Communication Across
Cultures 385 Etiquette and Politeness Across Cultures 385
Social Conventions Across Cultures 386 Cultural Context 387
Computer-Mediated Communication and Social Media 388
Social Media 390
Personal Approaches to Improving Communication 391
Basic Principles of Effective Communication 392
When in Rome . . . 393
Organizational Approaches to Improving Communication 393
Employer Branding 393 Provision of Explanations 394 360-Degree
Feedback 394 Employee Surveys and Survey Feedback 395 Suggestion
Systems 395 Telephone Hotlines and Webcasts 395 Management Training 396
Communicating Diversity and Inclusion at Ryder 396
Dress Code Changes at Starbucks and Earl’s 398
Communication Technology and Social Media Dilemmas 398
Case Incident
Bilingual Confusion 400
Case Study
Facebook (A) 400
Facebook (B) 401
Chapter 11 Decision Making 402

What Is Decision Making? 404
Well-Structured Problems 404 Ill-Structured Problems 405
The Compleat Decision Maker—A Rational
Decision-Making Model 406
Perfect versus Bounded Rationality 406 Problem Identification
and Framing 407
● APPLIED FOCUS
Decision Errors Lead to Target’s Failure In Canada 408
Information Search 409 Alternative Development, Evaluation,
and Choice 411 Risky Business 412 Solution Implementation 413
● RESEARCH FOCUS
How CEO Personality Affects Organizational Decision Making 413
Solution Evaluation 414 How Emotions and Mood Affect Decision
Making 416 Rational Decision Making—A Summary 418
Group Decision Making 419
Why Use Groups? 419 Do Groups Actually Make Higher-Quality
Decisions than Individuals? 420 Disadvantages of Group Decision
Making 420 Stimulating and Managing Controversy 421
How Do Groups Handle Risk? 422
xiv CONTENTS
Contemporary Approaches to Improving Decision Making 423

Evidence-Based Management 423 Crowdsourcing 424
Analytics and Big Data 425
LEGO’s Dilemma 426
LEGO’s Dilemma 427
Toronto Ritz-Carlton Nixes Poppies 429
The New Truck Dilemma 429
Case Incident
The Restaurant Review 431
Case Study
The Admissions Dilemma 431
Chapter 12 Power, Politics, and Ethics 434

What Is Power? 436
The Bases of Individual Power 436
Legitimate Power 436 Reward Power 437 Coercive
Power 437 Referent Power 437 Expert Power 438
How Do People Obtain Power? 438
Doing the Right Things 438 Cultivating the Right People 439
Empowerment—Putting Power Where It Is Needed 440
Empowerment at the Veterans Health Administration 442
Influence Tactics—Putting Power to Work 442
Who Wants Power? 443
Controlling Strategic Contingencies—How Subunits
Obtain Power 444
Scarcity 445 Uncertainty 445 Centrality 445
Substitutability 446
Organizational Politics—Using and Abusing Power 446
The Basics of Organizational Politics 446 The Facets of
Political Skill 448 Machiavellianism—The Harder Side of
Politics 450 Defensiveness—Reactive Politics 451
Ethics in Organizations 452
The Nature of Ethical Misconduct 452 Causes of Unethical
Behaviour 454
● RESEARCH FOCUS
Are You More Moral in the Morning? 456
Whistle-Blowing 457
● ETHICAL FOCUS
Foreign Experience Might be Good for Your Mind,
But What Does It Do for Your Ethics? 457
Sexual Harassment—When Power and Ethics Collide 458
Employing Ethical Guidelines 460
Empowerment at the Veterans Health Administration 460
CONTENTS xv

Air Canada and Neena Cheema 462
Political Skill Inventory 462
Case Incident
Yahoo’s Resume Scandal 463
Case Study
Dr. Jamie Thompson 464
Chapter 13 Conflict and Stress 466

What Is Conflict? 468
Causes of Organizational Conflict 468
Group Identification and Intergroup Bias 468 Interdependence 468
Differences in Power, Status, and Culture 469 Ambiguity 470
Scarce Resources 470
Types of Conflict 470
Conflict Dynamics 471
Modes of Managing Conflict 471
Avoiding 471 Accommodating 472 Competing 472
Compromise 472 Collaborating 473
Managing Conflict with Negotiation 473
Distributive Negotiation Tactics 473 Integrative Negotiation Tactics 475
Is All Conflict Bad? 477
A Model of Stress in Organizations 477
Stressors 478 Stress 478 Stress Reactions 478 Personality and Stress 478
Stressors in Organizational Life 479
Executive and Managerial Stressors 479 Operative-Level Stressors 480
Boundary Role Stressors, Burnout, and Emotional Labour 480 The Job
Demands–Resources Model and Work Engagement 482 Some General
Stressors 484
● RESEARCH FOCUS
Get Smarty Pants 485
Riot Games: Assessing Toxicity in the Workplace 486
Reactions to Organizational Stress 488
Behavioural Reactions to Stress 489 Psychological Reactions to
Stress 490 Physiological Reactions to Stress 491
Organizational Strategies for Managing Stress 491
Job Redesign 491 “Family-Friendly” Human Resource Policies 492
Stress Management Programs 492
● APPLIED FOCUS
Vancity Offers Family-Friendly Policies 493
Work–Life Balance, Fitness, and Wellness Programs 494
Riot Games: Assessing Toxicity in the Workplace 494
Working from Home 496
Strategies for Managing Conflict 496
xvi CONTENTS
Case Incident
Bringing Baby to Work 497
Case Study
Tough Guy 497
Integrative Case
PART FOUR THE TOTAL ORGANIZATION 502

Chapter 14 Environment, Strategy, and Structure 502
The External Environment of Organizations 504
Organizations as Open Systems 505
Components of the External Environment 505
Environmental Uncertainty 507 Resource Dependence 509
Strategic Responses to Uncertainty and Resource Dependence 509
What Is Organizational Structure? 510
Vertical Division of Labour 511 Horizontal Division of Labour 512
Departmentation 513
● RESEARCH FOCUS
Microdivisionalization at Haier Group 517
Basic Methods of Coordinating Divided Labour 518 Other Methods of
Coordination 519
Traditional Structural Characteristics 520
Span of Control 520 Flat versus Tall 520 Formalization 521
Centralization 521 Complexity 523 Size and Structure 523
Summarizing Structure—Organic versus Mechanistic 523
Contemporary Organic Structures 524
● APPLIED FOCUS
Symptoms of Structural Problems 525
The Ambidextrous Organization 525
Zappos’s New Organizational Structure 526
Network and Virtual Organizations 528
The Modular Organization 529
Other Forms of Strategic Response 530
Vertical Integration 531 Mergers and Acquisitions 531
Strategic Alliances 531 Establishing Legitimacy 532
Zappos’s New Organizational Structure 533
Ford’s Executive Shakeup 535
Organizational Structure Preference Scale 536
Case Incident
SusTech Fails to Get Organized 537
Case Study
Chris Peterson at DSS Consulting 537
Chapter 15 Organizational Change, Development, and Innovation 544

The Concept of Organizational Change 546
CONTENTS xvii
Why Organizations Must Change 546 What Organizations

Can Change 547 The Change Process 548
● APPLIED FOCUS
Canadian Digital Service Spearheads Change 549
The Learning Organization 551
Issues in the Change Process 552
Diagnosis 552 Resistance 553 Evaluation and Institutionalization 556
Transforming a Legacy Culture at 3M 557
Organizational Development: Planned Organizational Change 557
Some Specific Organizational Development Strategies 558
Team Building 558 Survey Feedback 559
Total Quality Management 560 Reengineering 563
Does Organizational Development Work? 564
The Innovation Process 566
What Is Innovation? 566 Generating and Implementing Innovative Ideas 567
● APPLIED FOCUS
Guests Help Hotels Innovate 570
Diffusing Innovative Ideas 573
A Footnote: The Knowing–Doing Gap 574
Transforming a Legacy Culture at 3M 575
Tesla Not Testing 577
Measuring Tolerance for Ambiguity 577
Case Incident
Dandy Toys 578
Case Study
Ions Consulting: The MP^2 Training Program 578
Integrative Case
Appendix Research in Organizational Behaviour 582

The Basics of Organizational Behaviour Research 583
Types of Variables 583 Measurement of Variables 584
Observational Techniques 584
Participant Observation 585 Direct Observation 586
Correlational Techniques 587
Correlation and Causation 588
Experimental Techniques 589
A Continuum of Research Techniques 592
Combining Research Techniques 592
Issues and Concerns in Organizational Behaviour Research 593
Sampling 593 Hawthorne Effect 593 Ethics 594
References 597
Index 644
PREFACE
ABOUT THIS COURSE

Welcome to the eleventh edition of Organizational Behaviour: Understanding and Managing
Life at Work! This edition marks the 37th anniversary of the text, which has been rigorously
updated over the years to present students with the latest knowledge and research on both
the science and practice of organizational behaviour. First published in 1983, Organizational
Behaviour is the longest-running, continuously published, and regularly revised organizational
behaviour textbook authored in Canada.
In writing the eleventh edition, we have been guided by three goals. First, we wish to convey
the genuine excitement inherent in the subject of organizational behaviour by sharing our enthu-
siasm about the subject with students who are reading and learning about it for the first time.
Second, we want the presentation of the material to have both academic and practical integrity,
acknowledging the debt of the field to both behavioural science research and organizational practice.
To put it another way, we want this book to be useful and enjoyable to read without oversimplify-
ing key subjects on the premise that this somehow makes them easier to understand. This requires
striking a balance between research and theory on the one hand, and practice and application on the
other hand. The eleventh edition of Organizational Behaviour includes the most recent research and
theory in the field (e.g., positive organizational behaviour, Chapter 1; cultural distance and cultural
intelligence, Chapter 4; job crafting, Chapter 6; ethical, authentic, and servant leadership, Chap-
ter 9; employer branding, Chapter 10; evidence-based management, big data, and crowdsourcing,
Chapter 11; technostress and cyberbullying, Chapter 13) as well as many examples of the application
and practice of organizational behaviour throughout the text and showcased in the chapter-opening
vignettes, the “Applied Focus” features, and the “You Be the Manager” features.
Third, we want students to not only learn about organizational behaviour but also to
understand the connections and linkages across topics and how to integrate theory, principles,
and concepts across chapters rather than see them as separate or isolated topics. Special features
designed to enhance this skill include an integrative case that runs through each section of the
text and integrative discussion questions at the end of every chapter. We sincerely hope these
goals have resulted in a textbook that is interesting and enjoyable to read and also conveys the
importance of organizational behaviour to individuals, groups, organizations, and society.
CONTENT HIGHLIGHTS
New to the Eleventh Edition
The eleventh edition of Organizational Behaviour once again includes the Appendix on Research
in Organizational Behaviour. This edition also adds substantial new content, features, and peda-
gogy while remaining faithful to the general format and structure of the tenth edition. While
the major topics of the tenth edition remain in this edition, we have added new content to
reflect recent research as well as new and emerging themes in the organizational behaviour lit-
erature in every chapter of the text. Examples of new vignettes, focus boxes, topics, You Be the
Manager, case studies, case incidents, exercises, on-the-job challenge questions, and definitions
that can be found in the eleventh edition include:
Chapter 1:
● Human capital
● Social capital
● Road Map and Model of Organizational Behaviour
P R E FA C E xix
● Chapter-Opening Vignette: Maplewave

● Applied Focus box: The Management of Meaningful Work
● You Be the Manager: The Cost of a Minimum Wage Hike
● Case Incident: Mayfield Department Stores
● Experiential Exercise: Corporate Social Responsibility
Chapter 2:
● Research Focus box: Personality and Popularity in the Workplace
● You Be the Manager: Physical, Mental, and Financial Well-Being at Sun Life Insurance
Chapter 3:
● Chapter-Opening Vignette: Cogeco Connexion
● Research Focus box: The Beauty Premium and the Ugliness Penalty
● You Be the Manager: Trespassing at Starbucks
● On-the-Job Challenge Question: The “Name-Blind” Recruitment Pilot Project
● Experiential Exercise: Workplace Age Discrimination Scale (WADS)
Chapter 4:
● Loose versus tight cultures
● Meaningful work
● Benefits of turnover
● Global Focus box: Japan Pays a Stressful Price for Work Centrality
● Research Focus box: Would You Trade Money for Meaningful Work?
● Case Incident: Millennial Blues
Chapter 5:
● Research Focus box: Is Cognitive Ability or Motivation More Important for Performance?
● You Be the Manager: The “Non-Stop Nightmare”
● On-the-Job Challenge Question: Your New Salary
● Experiential Exercise: Work-Related Basic Need Satisfaction Scale (W-BNS)
Chapter 6:
● Variable pay
● Stretch assignments
● Job crafting
● Chapter-Opening Vignette: Vega
● Applied Focus box: Fun and Games at Work
● On-the-Job Challenge Question: The Most Meaningful Work
● Case Study: Chang Koh Metal Ptd. Ltd. in China
Chapter 7:
● Team reflexivity
● Chapter-Opening Vignette: Whole Foods
● Global Focus box: Communication Media Choice in Multilingual Virtual Teams
● Research Focus box: Leader Over-Emergence and Gender Dynamics in Self-Managed Teams
● Case Incident: The Team Attendance Bonus
● On-the-Job Challenge Question: Hire Teams, Not Individuals?
● Case Study: Anita Jairam at Metropole Services
xx PREFACE
Chapter 8:
● Uncertainty reduction theory
● Applied Focus box: Maintaining the Culture at Steam Whistle Brewing
● You Be the Manager: Changing the Culture at Uber
● Experiential Exercise: Proactive Socialization
Chapter 9:
● Shared leadership
● LMX differentiation
● Positive leadership
● Chapter-Opening Vignette: Catherine Tait—CBC/Radio-Canada President
● On-the-Job Challenge Question: The New Commissioner
Chapter 10:
● Enhanced coverage of social media
● Employer branding
● Research Focus box: Using Humour in Workplace Communication
● On-the-Job Challenge Question: Dress Code Changes at Starbucks and Earl’s
● Case Incident: Bilingual Confusion
Chapter 11:
● Not-invented-here bias
● Chapter-Opening Vignette: The Phoenix Payroll System Fiasco
● Research Focus box: How CEO Personality Affects Organizational Decision Making
● You Be the Manager: Lego’s Dilemma
Chapter 12:
● Bounded ethicality
● Sexual harassment in tech firms
● Chapter-Opening Vignette: TD Bank and Wells Fargo
● Ethical Focus box: Foreign Experience Might Be Good for Your Mind, But What Does It
Do for Your Ethics?
● You Be the Manager: Empowerment at the Veterans Health Administration
● On-the-Job Challenge Question: Air Canada and Neena Cheema
● Case Study: Dr. Jamie Thompson
Chapter 13:
● Technostress
● Workaholism
● Mindfulness
● Chapter-Opening Vignette: Amazon’s Stressful Culture
● You Be the Manager: Riot Games: Assessing Toxicity in the Workplace
● On-the-Job Challenge Question: Working from Home
Chapter 14:
● Holacracy
● Research Focus box: Microdivisionalization at Haier Group
● Applied Focus box: Symptoms of Structural Problems
P R E FA C E xxi
● On-the-Job Challenge Question: Ford’s Executive Shakeup

● Case Incident: SusTech Fails to Get Organized
Chapter 15:
● Time and resistance to change
● Organizational identification and resistance to change
● Chapter-Opening Vignette: Microsoft’s Ongoing Transformation
● Applied Focus box: Canadian Digital Service Spearheads Change
● On-the-Job Challenge Question: Tesla Not Testing
We have updated many other areas throughout the text with the most current and recent
research from the practising management literature, academic literature, and the popular and
business press. We have also replaced the content of many of the features and added new ones.
In total, the eleventh edition contains nine new chapter-opening vignettes, fifteen new “Focus”
boxes, and eight new “You Be the Manager” features. These features have been carefully chosen
to represent current and exciting examples of organizational behaviour. Of those examples that
we have retained from the tenth edition, many have been substantially updated.
In addition to new and updated content, the eleventh edition includes several new
exhibits. For example, Chapter 1 includes a Model of Organizational Behaviour that depicts
the organization and structure of the text. Chapter 2 includes a new exhibit of the most
commonly recognized employee achievements for recognition (Exhibit 2.7) and the most
common rewards for recognition (Exhibit 2.8). Chapter 4 features a graph of vacation days
and holidays across nations (Exhibit 4.2) and one depicting the consequences of fairness and
unfairness (Exhibit 4.5). Chapter 10 includes a continuum of communication media ranging
from face-to-face to social media (Exhibit 10.4). Chapter 15 features a graph of the impact of
change on employee well-being (Exhibit 15.3) and one of varying reactions to organizational
change over time (Exhibit 15.5).
Finally, in the end-of-chapter material, there are three new case studies, six new case inci-
dents, five new experiential exercises, and ten new On-the-Job Challenge Questions.
ABOUT THE COVER

The cover of the eleventh edition of Organizational Behaviour: Understanding and Managing Life at
Work, features musicians from a performing jazz band. What does a jazz band have to do with
organizational behaviour? A great deal! Jazz has been used as a metaphor for organizations and
organizational behaviour for many years.
In 1998, the journal Organizational Science published a special issue on jazz improvisation as a
metaphor for organizations (vol. 9, no. 5), a result of a symposium called “Jazz as a Metaphor for
Organizing in the Twenty-First Century” that was held at the 1995 Academy of Management
Conference in Vancouver, British Columbia. The idea was to think about the twenty-first-
century organization in the context of the jazz metaphor for organizing. The jazz metaphor has
also been adopted by some organizations. In its 1996 annual report, the LEGO Corporation
featured its top-management team as a jazz ensemble, with the CEO playing the saxophone—
the CEO wanted to highlight the importance of improvisation at all levels of management.
Organizations and organizational behaviour are like jazz in many ways. Jazz involves impro-
visation, innovation, and flexibility, all of which are important attributes of individuals and
groups in organizations as well as organizations themselves. Organizations and the people in
them must be flexible and capable of innovation and improvisation to survive and adapt to
change. Innovation and flexibility are especially important for contemporary organizations.
In his book Leadership Jazz, Max De Pree argues that leadership in organizations is like a
jazz band: “Jazz-band leaders must choose the music, find the right musicians, and perform—in
public. But the effect of the performance depends on so many things—the environment, the
volunteers playing in the band, the need for everybody to perform as individuals and as a group,
xxii PREFACE
the absolute dependence of the leader on the members of the band, the need of the leader for
the followers to play well. What a summary of an organization!”
Finally, as noted by Mary Jo Hatch, one of the chairs of the jazz symposium, the character-
istics that are associated with the twenty-first-century organization are very similar to those of a
jazz band: It is flexible, adaptable, and responsive to the environment, and it has loose boundar-
ies and minimal hierarchy. Organizational behaviour is very much like a jazz band—individuals
working together in the spirit of innovation, improvisation, and inspiration.
GENERAL CONTENT AND WRITING STYLE

Organizational Behaviour, Eleventh Edition, is comprehensive—the material is authoritative and
up to date and reflects current research and practical concerns. Both traditional subjects (such as
expectancy theory) and newer topics (like workplace spirituality, positive organizational behav-
iour, job crafting, cyberbullying, technostress, positive leadership, virtual teams, collective effi-
cacy, emotional intelligence, creative deviance, mindfulness, and crowdsourcing) are addressed.
Balanced treatment is provided to micro topics (covered in the earlier chapters) and macro
topics (covered in the later chapters).
Although Organizational Behaviour is comprehensive, we have avoided the temptation to
include too many concepts, theories, and ideas. Rather than composing a long laundry list
of marginally related concepts, each chapter is organized in interlocked topics. The topics are
actively interrelated and are treated in enough detail to ensure understanding. Special attention
has been devoted to the flow and sequencing of the topics.
The writing style is personal and conversational. Excessive use of jargon is avoided, and
important ideas are well defined and illustrated. Special attention has been paid to consis-
tency of terminology throughout the book. We have tried to foster critical thinking about
the concepts under discussion by using devices like asking the reader questions in the body
of the text.
Believing that a well-tailored example can illuminate the most complex concept, we have
used examples liberally throughout the text to clarify the points under consideration. The
reader is not left wondering how a key idea applies to the world of organizations. The book
is illustrated with exhibits, cartoons, and excerpts from the business press, such as Report on
Business, Canadian Business, and Canadian HR Reporter, to enhance the flow of the material and
reinforce the relevance of the examples for students.
We have treated the subject matter generically, recognizing that organizational behaviour
occurs in all organizations. The reader will find vignettes, cases, “Focus” selections, “You Be
the Manager” features, and examples drawn from a variety of settings, including large and small
businesses, high-tech firms, manufacturing firms, hospitals, schools, and the military. In addi-
tion, care has been taken to demonstrate that the material covered is relevant to various levels
and jobs within these organizations.
ORGANIZATION
Organizational Behaviour is organized in a simple but effective building-block manner. Part
One: An Introduction defines organizational behaviour, discusses the nature of organizations,
introduces the concept of management, and reviews contemporary management concerns. Part
Two: Individual Behaviour covers the topics of personality, learning, perception, attribution,
diversity, attitudes, job satisfaction, organizational commitment, theories of motivation, and
motivation in practice. Part Three: Social Behaviour and Organizational Processes discusses
groups, teamwork, socialization, culture, leadership, communication, decision making, power,
politics, ethics, conflict, negotiation, and stress. Part Four: The Total Organization considers
the environment, strategy, organizational structure, change, and innovation.
Some instructors may prefer to revise the order in which students read particular chapters,
and they can accomplish this easily. However, Chapter 5, Theories of Work Motivation, should
P R E FA C E xxiii
be read before Chapter 6, Motivation in Practice. The book has been designed to be used in
either a quarter or semester course.
MAJOR THEMES AND CONTENT

In preparing the eleventh edition of Organizational Behaviour, we concentrated on developing
several themes that are current in contemporary organizational life. This development included
adding new content, expanding previous coverage, and addressing the themes throughout the
text to enhance integration.
The global aspects of organizational life continue to receive strong treatment in this
edition to enable students to become more comfortable and competent in dealing with people
from other cultures. Major sections on this theme appear in Chapters 4, 5, 9, and 10, which
deal respectively with values, motivation, leadership, and communication. Pedagogical support
for the global theme includes “Global Focus” features (Chapters 4, 7, and 12), a “You Be the
Manager” feature (Chapter 4), a case incident (Chapter 10), two case studies (Chapters 2 and 6),
and the integrative case.
The changing nature of workplace demographics and a need to provide a welcoming work
environment for all organizational members has led to explicit coverage of workforce diversity.
The major treatment of this topic occurs in Chapter 3 in the context of perception and attribu-
tion. Additional treatment occurs in the context of motivation (Chapter 5), teams (Chapter 7),
and communication (Chapter 10). Pedagogical support for the diversity theme can be found in
the “You Be the Manager” feature in Chapters 3 and 10. We also see it in an “Applied Focus”
feature (Chapter 3), a “Research Focus” feature (Chapter 8), two chapter-opening vignettes
(Chapters 3, and 4), a case incident (Chapter 3), a case study (Chapter 3), and an experiential
exercise (Chapter 3).
Contemporary organizations are focusing more and more on teamwork. This has led to
expanded coverage of teams (such as virtual teams), and the most recent research findings on
team characteristics and group effectiveness can be found in Chapter 7. Coverage of group
decision making is included in Chapter 11. Pedagogical backup for the teamwork theme
includes a chapter-opening vignette, “You Be the Manager” feature, “Research Focus” fea-
ture, “Global Focus” feature, a case study, a case incident, and an experiential exercise (all in
Chapter 7).
Many organizations continue to undergo major change and transformation. Interre-
lated topics involving organizational change such as reengineering and the use of technology
continue to receive detailed coverage and are the focus of another theme highlighted in this
edition. Coverage of organizational change can be found in Chapter 15. The role of tech-
nology in communication and decision making can be found in Chapters 10 and 11, where
computer-mediated communication and social media are covered. Other relevant topics
include telecommuting (Chapter 6) as well as sections on virtual, modular, and ambidextrous
organizational structures (Chapter 14). Several passages portray the use and abuse of advanced
technology, such as the discussion of cyberloafing in Chapter 10 and technostress in Chapter
13. Pedagogical backup for the change theme includes two chapter-opening vignettes (Chap-
ters 14 and 15), three “You Be the Manager” features (Chapters 8, 14, and 15), an experi-
ential exercise (Chapter 10), a case incident (Chapter 15), a case study (Chapter 15), and the
Integrative Case.
Finally, the eleventh edition of Organizational Behaviour reflects the continuing issue of
ethics in organizations. The major formal coverage of ethics is included in Chapter 12 along
with a discussion of power and politics. In addition, coverage of ethical leadership can be found
in Chapter 9. Pedagogical support for the ethics theme can be found in a chapter-opening
vignette and the feature in Chapter 12, and “Ethical Focus” features (Chapters 5 and 12). Case
studies are particularly good vehicles for examining the complexity surrounding ethical issues,
and the case incidents in Chapters 9 and 12 and the case studies in Chapters 10 and 12 deal
with explicit ethical dilemmas. One of the experiential exercises in Chapter 9 deals with ethi-
cal leadership.
xxiv PREFACE
PEDAGOGICAL FEATURES
The eleventh edition’s pedagogical features are designed to complement, supplement, and rein-
force the textual material. More specifically, they are designed to promote self-awareness, criti-
cal thinking, and an appreciation of how the subject matter applies in actual organizations. The
eleventh edition of Organizational Behaviour includes all of the features found in the previous
edition, including three different kinds of cases (case studies, case incidents, and an integrative
case), four types of “Focus” boxes (“Applied Focus,” “Research Focus,” “Ethical Focus,” and
“Global Focus”), “You Be the Manager” features, “Experiential Exercises,” and “On-the-Job
Challenge” questions, which can be found at the end of each chapter, along with discussion
questions for each chapter and integrative discussion questions.
● All chapters begin with an Opening Vignette chosen to stimulate interest in the chap-
ter’s subject matter. All of these vignettes concern real people in real organizations. Each
vignette is carefully analyzed at several points in the chapter to illustrate the ideas under
consideration. For example, Chapter 3 begins with a discussion of diversity at Cogeco
Connexion, and Chapter 11 describes the Canadian government’s Phoenix payroll fiasco.
The eleventh edition of Organizational Behaviour includes nine new vignettes and several
updated ones.
● Each chapter opens with Learning Objectives to help focus the student’s attention on
the chapter’s subject matter. The Learning Objectives also appear within the chapter, in the
margin, beside content relevant to each objective.
● In each chapter, students encounter a “You Be the Manager” feature that invites them to
stop and reflect on the relevance of the material they are studying to a real problem in a real
organization. Venues range from Tim Horton’s (Chapter 1) and Sun Life Financial (Chap-
ter 2) to Zappos (Chapter 14). Problems range from dealing with a minimum wage hike
(Chapter 1), racial bias and managing diversity (Chapter 3), and changing an organization’s
culture (Chapter 8) to bullying at work (Chapter 13). At the end of each chapter, “The
Manager’s Notebook” offers some observations about the problem and reveals what the
organization actually did or should do. The eleventh edition of Organizational Behaviour
includes eight new “You Be the Manager” features.
● All chapters contain some combination of the following “Focus” features: “Research
Focus,” “Applied Focus,” “Global Focus,” and “Ethical Focus.” These features illus-
trate or supplement the textual material with material from the practising management
literature (e.g., Canadian HR Reporter), the research literature (e.g., Academy of Management
Journal ), and the popular press (e.g., National Post). They are chosen to exemplify real-world
problems and practices as they relate to organizational behaviour. The “Research Focus”
feature provides examples of organizational behaviour research, such as the importance of
cognitive ability and motivation for job performance (Chapter 5) and the red sneakers effect
(Chapter 10). The “Applied Focus” features provide practical examples of the application
of the text material in organizations. For example, the “Applied Focus” box in Chapter 1
describes how to make work meaningful, and the box in Chapter 3 describes police train-
ing to address implicit biases. These two features help to reinforce the importance of both
the research and practice of organizational behaviour. The “Ethical Focus” feature provides
examples of ethics in organizational behaviour research, such as the dark side of goal set-
ting (Chapter 5). This feature reinforces the importance of ethics in management and
organizational behaviour. The “Global Focus” feature provides examples of organizational
behaviour around the globe, such as illustrating the toll taken by work centrality in Japan
(Chapter 4). This feature reinforces the importance of cross-cultural issues in management
and organizational behaviour. The eleventh edition of Organizational Behaviour includes
15 new Focus features.
● Key terms in each chapter are set in boldface type when they are discussed in the body
of the text and are defined in the margin in a running glossary. To help students find
P R E FA C E xxv
the definitions they need, key terms are highlighted in the index, with page references for
definitions, also in boldface.
● Each chapter concludes with a Learning Objectives Checklist (keyed to the chapter
Learning Objectives) and Discussion Questions. In addition, each chapter includes at
least two Integrative Discussion Questions. While the traditional discussion questions
deal with issues within each chapter, the integrative discussion questions require students
to relate and integrate the material in a current chapter with concepts and theories from
previous chapters. For example, one of the questions in Chapter 12 (“Power, Politics, and
Ethics”) requires students to use the material on organizational learning practices (Chapter 2)
and contributors to organizational culture (Chapter 8) to understand how an organization
can create an ethical workplace. This feature is designed to facilitate student integration of
various concepts and theories throughout the text.
● On-the-Job Challenge Questions appear after the Integrative Discussion Questions
in each chapter. These questions differ from the other discussion questions in several
respects. First, they are based on real issues and problems facing organizations. Second,
they are more complex and challenging in that they require students to use their knowl-
edge of all the material in the chapter. Third, these questions are very practical and
require students to apply the text material to an actual organization. For example, the
question in Chapter 8 asks students to consider the role of culture in the sexual miscon-
duct and abuse in the Canadian Forces. The answers to these questions are not simple
or straightforward as they require the student to apply the text material to a real issue in
an organization. We hope that these questions provide students with an interesting and
engaging opportunity to use their knowledge of organizational behaviour to address
real problems in organizations today. The eleventh edition of Organizational Behaviour
includes 10 new on-the-job challenge questions.
● Each chapter includes at least one Experiential Exercise. These exercises span individual
self-assessment, role-playing, and group activities. In addition, to enhance student under-
standing and encourage discussion and interaction, most of the exercises include a group
component in which groups of students work together on an exercise or discuss the results
of a self-assessment and answer a series of questions. To ensure confidence in the feedback
students receive, the self-assessments generally have a research base. The eleventh edition of
Organizational Behaviour includes five new experiential exercises.
● Case Incidents are included in every chapter. Case incidents are shorter than the case
studies and are designed to focus on a particular topic within a chapter. Because they are
short (one or two paragraphs) and deal with realistic scenarios of organizational life, they
enable an instructor to quickly generate class discussion on a key theme within each chap-
ter. They can be used at the beginning of a class to introduce a topic and to stimulate stu-
dent thinking and interest, during the class when a particular topic is being discussed, or at
the end of a class when the focus turns to applying the text material. The eleventh edition
of Organizational Behaviour includes six new case incidents.
● A Case Study is found in each chapter. The cases are of medium length, allowing great
flexibility in tailoring their use to an instructor’s personal style. We have selected cases
that require active analysis and decision making, not simply passive description. Cases span
important topics in contemporary organizations, such as diversity (Chapter 3), introducing
teams (Chapter 7), and corporate culture (Chapter 8). The eleventh edition of Organiza-
tional Behaviour includes three new case studies.
● The Integrative Case is presented at the end of Part One of the text. Unlike the case stud-
ies, which focus only on the material in each chapter, the integrative case requires students
to use the material throughout the text to understand the case material. Integrative case
questions can be found at the end of each of the four parts of the text. The questions deal
with the main issues and themes of the chapters within each part. This enables students
to gain an increasing awareness and understanding of the case material upon completion
xxvi PREFACE
of each part of the text. Answering the case questions requires the integration of material
from the chapters within each part as well as preceding parts of the text. Therefore, upon
completion of the text and the integrative case questions, the student will have acquired
a comprehensive understanding of the case through the integration of issues pertaining to
individual behaviour, social behaviour and organizational processes, and the total organiza-
tion. The eleventh edition of Organizational Behaviour includes the integrative case: Ken
Private Limited: Digitization Project.
ACKNOWLEDGMENTS
Books are not written in a vacuum. In writing Organizational Behaviour, Eleventh Edition, we
have profited from the advice and support of a number of individuals. This is our chance to
say thank you.
First, we would like to thank our reviewers for this edition (including those who chose to
remain anonymous), who provided us with a wealth of insights about how to improve the text:
John Fiset, Memorial University of Newfoundland
Steve Gibson, Simon Fraser University
Samantha Hansen, University of Toronto, Scarborough
Greg Irving, Wilfrid Laurier University
Cammie Jaquays, Trent University
Sara Mann, University of Guelph
Sandeep Mishra, University of Regina
Melanie Peacock, Mount Royal University
Kent Rondeau, University of Alberta
Second, we wish to thank our many colleagues who have provided us with helpful feed-
back, insights, and general support for the book over the years: Stéphane Côté, Aaron Dresner,
Jamie Gruman, Geoffrey Leonardelli, Julie McCarthy, Samantha Montes, Robert Oppen-
heimer, Tima Petrushka-Bordan, Phani Radhakrishnan, Simon Taggar, Soo Min Toh, John
Trougakos, V. V. Baba, and David Zweig.
Third, we want to thank the team at Pearson Canada. We wish to extend our genuine
appreciation to a group of extremely competent professionals who were wonderful to work
with and who have greatly contributed to the quality of this text: Karen Townsend (Portfo-
lio Manager), John Polanszky (Content Manager), Lisa Gillis (Marketing Manager), Joanne
Sutherland and Kathryn O’Handley (Content Developers), Jessica Hellen (Senior Project Man-
ager), Elizabeth Kelly (Copy Editor), and Joanne Tang (Permissions Project Manager).
We did our best to make this book interesting, informative, and enjoyable to read; making it
look as good as it does is icing on the cake. Thanks to everyone at Pearson who contributed to
this book. They represent a great example of what this textbook is all about: individuals working
together to accomplish goals through group effort.
Finally, each of us wishes to give thanks to those in our lives who have contributed to our
work and the writing of this text:
I (Gary Johns) am grateful to my Concordia University Management Department and Uni-
versity of British Columbia OB-HR Division colleagues for their interest, support, and ideas.
Additionally, I would like to thank my students over the years. In one way or another, many of
their questions, comments, challenges, and suggestions are reflected in the book. Also, thanks
to all my colleagues who have taken time to suggest ideas for the book when we have met at
professional conferences. Finally, thanks to Monika Joerg for her continuing enthusiasm, car-
ing, humour, support, and advice.
P R E FA C E xxvii
I (Alan Saks) am grateful to my colleagues at the University of Toronto who have all been
very supportive of this textbook. I would like to express my appreciation to my parents who
have provided me with love and support throughout my career and continue to celebrate every
step along the way. I also wish to thank my family, Kelly, Justin, and Brooke, who have had to
endure my long hours of work for the past year. Although they did not write a single word in
this book, in many ways their contribution is as significant as mine. Thanks for understanding,
making me laugh, and for waiting so long for it to end!
Gary Johns Alan M. Saks

Another random document with
no related content on Scribd:
Motive power.
Volume Max.
Type. h.p. per
m. No. Type. Speed.
Motor.
m/s
Zeppelin 17,700 3 Maybach 150 21
Zeppelin 18,700 3 — 150 21.1
Zeppelin 18,700 3 — 150 22
Zeppelin 18,700 3 — 150 22
Zeppelin 22,000 3 — 150 —
Zeppelin 20,000 3 — 170 —
Zeppelin 18,700 3 — 170 —
Zeppelin — — — — —
Parsifal 4,000 1 Daimler 85 14
Parsifal 7,500 2 N.A.G. 110 15
Parsifal 8,000 2 Maybach 180 18.8
Parsifal 10,000 2 Koerting 200 18.5
Parsifal 8,000 2 N.A.G. 110 16
Parsifal 10,000 4 Maybach 180 —
Siemens-Schückert 15,000 4 Daimler 125 19.8
Schutte-Lanz 19,500 2 Daimler 270 20
(1) Gross-Basenach 5,200 2 Koerting 75 12.5
(2) — 5,200 — — 75 12.5
(1) and (2) as in 1911; since then they have been renovated, and
no doubt their speed and volume are much greater.
We must accept with some reserve the reports that are current in
this respect, and it may be pointed out that in accounts of the doings of
Zeppelin airships in the papers it can be reasonably doubted whether
all the Zeppelins mentioned are in reality Zeppelins. Probably some
are the smaller types, such as the Gross or Parsifal. The word
Zeppelin seems to have become synonymous with a German airship,
and the wounded soldiers or prisoners who are responsible for many
of the stories told would not be likely to have complete knowledge of
the distinctions between classes of airships.
Though what Germany is exactly doing in way of new manufacture
must remain in much fog, still we can form some opinion as to her
preparedness with aircraft on the lighter-than-air principle from our
knowledge of what she possessed last year.
The table on the opposite page will show that her fleet of airships,
including those under construction, was then by no means negligible.
A nation possessing such a fleet of large airships as Germany
does must be provided with sheds (hangars) for their reception in all
parts of the country, and by the table that is appended it will be seen
that in this way last year Germany was very amply provided.
I am indebted to the Aérophile for the following list of German
hangars for dirigibles, with dates of construction and names of
owners:—
Place and Date of
Proprietors. Observations.
Construction.
Aix-la-Chapelle — Designed for
1914
Allenstein — Designed for
1914
Baden—Baden-Dos — —
(1910)
Berlin—Biesdorf Siemens and Schückert —
(1909)
Berlin—Reinickendorf — —
Berlin—Johannisthal Aëronautical Sport Society —
(1910)
Berlin—Johannisthal — —
(1911)
Berlin—Tegel (1905) Prussian Army —
Berlin—Tegel (1907) Prussian Army —
Berlin—Tegel (1908– Prussian Army —
10)
Bitterfeld (1908) Luffahrtzeug Society —
Bitterfeld (1909) Luffahrtzeug Society —
Braunschweig Airship Harbour Society of Designed for
Brunswick 1914
Cologne — —
Cologne—Leichlingen Rheinwerke Motorluftschiff —
Society
Cologne—Nippes Clouth —
Cuxhaven German Navy Designed for
1914
Dresden City of Dresden Will only hold
one
balloon
Düsseldorf (1910) City of Düsseldorf —
Cologne—Bickendorf Prussian Army —
(1909)
Frankfurt am Main Delay —
(1911)
Friedrichshafen Zeppelin Society —
(1908)
Friedrichshafen— Workshops of the Zeppelin —
Manzell (1900) Society
Gotha (1910) Town of Gotha —
Graudenz — Designed for
1914
Hannover — Designed for
1914
Hamburg— Hamburg Airship Harbour —
Fuhlsbüttel (1911) Society
Hamburg—Hansa — —
Kiel (1910) Union for Motor-Airship Travel —
Königsberg-in- Prussian Army —
Preussen (1911)
Leehr — Designed for
1914
Leipzig Leipziger Luftschiffland —
Flugplatz Gesellschaft
Liegnitz (1913) Prussian Army In construction
Mannheim— — —
Schwetzinger
Mannheim—Rheinau Luftschiffbau Schütte u. Lanz —
(1909)
Metz (1909) Prussian Army —
Potsdam, near Berlin Zeppelin Society — —
(1911)
Posen — Constructing
Schneidemühl — Building
Strasbourg Prussian Army —
Thorn (1912) — —
Trèves — Building
Waune (1912) Rhenish-Westphalien Flying —
and Sports Club
Such monster airships as the Zeppelin call for a large proportion of

pure hydrogen. This is, indeed, manufactured on a large scale in
Germany. It is produced in quantities by the electro-chemical works at
Bitterfeld, Griesheim, and at Friedrichshafen, specially for the needs of
the Zeppelins at the latter place. There are also works for the
production of very pure hydrogen by electrolysis at Bitterfeld,
Griesheim, Gersthofen, and Dresden.
In the particular way Germany means to use her lighter-than-air
fleet in the present war time will show. If, however, there have not yet
been attempts at any combination of action, individual Zeppelins have
already played the rôle of dreadnoughts of the air. Though their powers
have been no doubt exaggerated, they have been the terror of some
Belgian cities.
Early in the morning of August 25th a Zeppelin airship visited
Antwerp, and drifting silently with the wind steered over the temporary
Royal palace. There it discharged six highly explosive bombs. Not one
found its intended mark, though all fell near the palace. One appears
to have been very near hitting the tower of the cathedral. Though the
bombs failed to attain the object sought, no less than six or seven
persons were victims to the outrage. One struck a private house, killed
a woman, and injured two girls, killed two civic guards, and wounded
another. One bomb fell in the courtyard of the hospital of St. Elizabeth,
tore a hole in the ground, smashed the windows, and riddled the walls.
The Zeppelin repeated its visit early in the morning of September
2nd, but this time with less deadly result. The bombs only wounded the
victims. The experiences of the first visit had given effective warning
against a repetition of aërial invasion. The city had been darkened, and
the airship was attacked from the forts and the high points of the city
as soon as it made its appearance. The crew of the airship seem to
have been struck with panic when it failed to find its bearings over the
darkened city.
It appears they suddenly dropped all their bombs as ballast and
rose quickly out of harm’s way. The bombs used on this occasion were
not of the same type as those used on the previous attempt on the city.
The latter were of high explosive power designed to destroy buildings.
The former were covered by thin envelopes, and held together by
mushroom-shaped rivets. They were filled with iron bolts and nuts, and
were evidently designed for the destruction of human life. It is stated
that this is a type of bomb which has never been used by artillery,
being made on the same model as that used by the notorious French
robber, Bonnet.
In reference to airship raids over cities, it has been suggested in
America that the air in their immediate neighbourhood should be
mined. This could be done by having a number of captive balloons or
kites, the mines on which could be discharged electrically from the
ground. For future wars there will no doubt be devised some form of
travelling aërial torpedoes for destroying the intruding airships. Such
torpedoes would, however, have to be capable of guidance. As has
been pointed out by Mr. W. F. Reid, in 1884, at the siege of Venice, the
Austrians used free balloons for the purpose of dropping bombs upon
the town. The bombs were attached to the balloons in such a way that
after the burning of a certain length of safety fuse, the connection was
severed, and the bomb fell. The length of fuse was calculated
according to the speed of the wind; but, unfortunately, when the
balloons rose, they entered an upper air-current travelling in a different
direction from that below, and many of the bombs burst in the Austrian
lines, whence they had started. Thus it would not be expedient to let
loose ordinary unmanned balloons loaded with timed explosives, even
if the direction of the wind seemed favourable, for their meeting an
approaching airship fleet, as an upper current might bring them back
over the city, where they might do mischief.
It is, however, quite conceivable that in the future aërial torpedoes
may be devised in the shape of unmanned balloons or aëroplanes
controlled by wireless waves of electricity. Those who saw the striking
experiment of steering a small navigable balloon in a large hall entirely
by wireless electric waves must have realised the possibilities which
may thus be opened out in the future.
* * * * *
While writing, the news has come that another Zeppelin has
dropped three bombs on Ostend, the casualty list being one dog. Two
unexploded projectiles were found on a field near Waeragheim. These
were probably thrown from the same airship. They show how
constantly missile throwing from a moving airship may fail to come
near the mark. There is no doubt that to hit particular objects aimed at
from airships is by no means an easy matter. Success would seem to
require considerable training in this particular method of warfare. The
late Colonel Moedebeck, in his well-known pocket-book of aëronautics,
makes the following remarks on the throwing of balloon missiles:—
We may assume that, if handled skilfully, the object aimed

at will be hit very exactly. We must distinguish between the
throw when the airship is at rest and that when it is in motion. In
throwing out while at rest, which is only possible when the
airship can travel against the wind, the following points must be
considered:—
(a) The height of the object.—This may be accurately determined

from the contour lines on the map, or from a determination of its
normal barometric height. Both must be done before starting.
(b) The height of the airship above the object.—The barometric
height is read and reduced to normal conditions. The difference in
heights as found from (b) and (a) gives the height above the object.
(c) The velocity of the wind.—May be read on an anemometer in
the airship, or determined beforehand by captive balloons.
(d) The time of fall.—Given by the law of gravitation from the
determination under (b).
The height of fall = h = gt²/2.
Whence the time of fall t = √(2h/g).
(e) The resistance of the air. R = (γ/g)Fv².
(f) The leeway.—The longer the fall, and the lighter and larger
the falling body, the stronger is the drift. For known missiles, the drift
for different heights and wind velocities may be determined
practically.
(g) Unsteadiness of the airship.—The irregularity of the pressure
of the wind, and its constant variation in direction, renders it
impossible for the airship to remain perfectly steady.
The elements stated under (b) and (f) must be rapidly

determined, and suitable tables have been prepared for this
purpose. The irregularity of the wind and the peculiarities of the
airship mentioned under (g) render a preliminary trial
necessary. The drift also is determined by this method, before
the large air-torpedo is cast out.
The air-torpedo must be brought by sight vertically over the
object by steering the airship, the value of the mean drift
previously determined being allowed for.
In throwing out a missile while actually travelling, the
velocity of the airship must be taken into account, as well as the
elements (a) to (g) given above, since this velocity is also
possessed by the body thrown out.
The determination of the proper point is now greatly
increased in difficulty. Its position is a function of the relative
height of the airship above the object, of the velocity, and of the
drift, and allowance must be made for all these factors. For this
purpose, motion, either with or against the wind, is the simplest.
On account of the point on the earth over which the missile
must be thrown out not being in general well marked, it is
necessary to use also angles of sight.
The problem before the aëronaut is, then, as follows:—For
a given height, velocity, and drift to find the necessary angle of
depression at which the missile must be thrown out in order that
it may fall on to the object.
The casting out of the missile against the object while
travelling is governed, therefore, by the same rules as those
governing the discharge of a torpedo from a torpedo-boat.
CHAPTER V
ADVANTAGES AND DISADVANTAGES OF
AIRSHIPS
The chief advantages of aircraft that are lighter than air over those
that are heavier than air in warfare are:—
1. Their speed can be variable.

2. They can hover over a particular point.
3. They can be noiseless by cutting off motive power and
drifting for a while with the wind.
4. They can from their possible size have long range of
action.
5. They can carry considerable weights.
6. They are endowed with sustaining power and stability.
1. Their speed can be variable.

This advantage becomes apparent in cases where they are used
both for scouting and offensive purposes.
In a later chapter it will be pointed out that though the aëroplane
scout has often to make dashes over the enemy, and it would be
thought that from his swift movements his impressions might be
vague, still, in practice, most satisfactory work has been undoubtedly
accomplished. Many, however, will maintain that there are
circumstances when it may be advisable for observers to proceed at
variable speeds. When at a safe height it may be an advantage for
the observers to take their time and leisurely survey the country,
observe, and take photographs. The airship can stealthily travel over
camp and fortress and steal secret after secret of the enemy.
2. They can hover over a particular point.

The fact that the maintenance of the airship in the air does not
depend upon a certain speed being maintained, as is the case with
the heavier-than-air machine, endows it with the property of being
able to hover in fairly calm weather. The hovering power is certainly
an advantage for such offensive operations as dropping bombs.
3. They can be noiseless.

At night it may often be possible to approach over a fortress,
camp or city quite noiselessly at a low altitude by shutting off the
motive power and navigating by means of the natural forces alone.
4. They can from their possible size have long range of action.
From their size and the amount of fuel they can carry it is
possible for them to travel for long distances.
This quality renders them specially fitted for naval purposes,
though possibly in the not very distant future more highly developed
hydroplanes will run them very close.
5. They can carry considerable weights.

The weights large airships can carry is an advantage in offensive
operations. It enables larger stores of bombs to be carried than is at
present possible with aëroplanes. Then several persons can be
carried long distances in the larger airships.
6. They are endowed with sustaining power and stability.

As the envelopes of airships are filled with a gas which lifts and
sustains, the great disadvantage of instability which is the bugbear of
aëroplanists is absent. If engines break down or stop, it does not
necessarily mean that the airship must immediately descend. It can
often remain in the air while the machinery is being repaired.
But in spite of these advantages airships have very numerous
counterbalancing disadvantages, so marked, indeed, that it seems a
question whether, if the world decided to entirely use aëroplanes in
their place, it would be much the loser.
The principal disadvantages would seem to be:
1. The resistance of the gas-bag.

2. Danger of fire from close combination of petroleum
motor and gas-containing envelope.
3. Danger of fire from self-electrification of surface.
4. Difficulties in the way of applying the propulsive screws
in the most effective position.
5. Difficulties of making gas envelope gas-proof.
6. Great cost of airships.
7. The great amount of personnel needed for the
manipulation of large airships.
8. Great liability of being destroyed by aëroplanes in war.
9. Insufficient power of quickly rising.
1. The resistance of the gas-bag.

From a mechanical point of view it is in opposition to science to
attempt aërial navigation by pushing such a large resisting surface
as the envelope of an airship against the air. In navigating an airship
against the wind, as the latter increases speed is diminished, until a
limit is reached when the motive power will be unavailing. Thus there
are weather limitations to the airship. Not that the aëroplane is
unaffected by the weather. That also has its limits; but recent
practice has shown that the proportion of days when aëroplanes can
fly is considerably larger than those on which airships can venture
forth from their sheds.
This disadvantage of the resistance of surface was very manifest
in the earlier experiments with navigable balloons, when only feeble
motive power was available. For instance, in Count Zeppelin’s
experiments in 1900, his two motors of 16 h.p. could not combat a
greater wind force than about three metres a second. Then airships
could indeed only be called toys. It has only been possible to make
them partially successful concerns by enormously increasing motive
power. At the h.p. figures with which the latest made large airships
have been endowed, the wind limit is much lower than in the case of
the heavier-than-air constructions. Though now airships can
encounter moderate winds, they are still fair-weather instruments.
For the great records of distance established by Count Zeppelin
favourable meteorological conditions have been wisely selected. It
was M. Santos Dumont who first led the way in making airships
something beyond toys. He, in his picturesque and world-alluring
experiments, first dared to encounter winds which in force exceeded
what would be called calm weather. It is exceedingly difficult to
ascertain what are the exact wind forces overcome by a body
moving in air. The measurements have to be taken from a point
independent of the moving body. We generally find this one
important figure omitted in accounts of airship voyages. M. Santos
Dumont’s experiments gave especially favourable opportunity for
ascertaining correct records of the wind forces overcome. Since M.
Santos Dumont so frequently rounded the Eiffel Tower close to the
storey where the meteorological instruments were placed, the writer
obtained from the authorities of the Eiffel Tower a record of the wind
forces registered on all the days of his experiments. A comparison of
those records with those of M. Santos Dumont’s journeys made it
possible to approximately ascertain the highest wind forces he
combated on his journeys round the tower; these were about five
metres a second. M. Santos Dumont, however, appears to have
claimed six metres a second for his highest wind record.
The brothers Lebaudy in their earlier experiments about doubled
the record of Santos Dumont in this respect. As time has gone on
greater advance has been made, though the limit is still represented
by moderate wind.
There is, perhaps, some consolation in this thought for those
who fear raids of an inimical airship fleet. The proverbial windy
nature of our favoured islands is perhaps even more protection than
darkened cities and artillery shot, though it is well indeed not to
neglect the two latter precautions.
Meteorologically speaking, to make a raid with bulky airships
from a distance over these islands would be a very risky
undertaking, fraught with the greatest danger to the occupants of the
airships. It must be remembered that, chiefly owing to the weather,
the history of the Zeppelin may well be called the history of disaster.
For the very reason of its fragility over and over again it has been the
victim of tempest and flame.
The use of aluminium for the framework of the Zeppelins has
been largely responsible for Count Zeppelin’s repeated weather
misfortunes. There has been a fascination about this brittle metal
aluminium for aëronautical work on account of its lightness. Its
employment for aircraft construction, except for trivial purposes, is,
however, a fallacy. That most practical aëronautical engineer, M.
Julliot, in working out his semi-rigid constructions, has never fallen
into the snare of aluminium allurement, wisely using steel instead.
Considering the aluminium framework of the first Zeppelin
constructed was fairly wrecked by the trifling accident of its falling
down from the ceiling of the shed to the floor, it is a wonder that this
species of metal has been retained, to be crumpled up almost like
paper in the many accidents that have occurred.
2. Danger of fire from close combination of petroleum motor and

gas-containing envelope.
In airships of all three types—rigid, semi-rigid, and non-rigid—
this danger is constantly present. There have been examples of
airship conflagrations in mid-air, but the greatest danger of
conflagrations is in descending when the airships have been
overtaken by strong and gusty winds. As has before been stated, fire
has been the great destroyer of the Zeppelins.
The nearer the car containing the motors is placed to the gas
envelope, the greater the fire risk becomes. The Parsifal airship, in
which the car is suspended a considerable distance from the gas-
bag, should in this respect be the safest of all the types of airships
yet constructed.
3. Danger of fire from self-electrification of surface.

This appears to be a great danger in the case of airships whose
gas-bags are made with india-rubber surfaces. No less than two
Zeppelins have been destroyed from this cause. In the case of the
explosion of the gas in a Zeppelin of 1908, when it burst from its
anchorage at Echterdingen, the destruction of the airship appears to
have been caused by electric sparks produced by the friction of the
material of which the gas-bag compartments were made. Colonel
Moedebeck, in the Aëronautical Journal of October, 1908, gave an
expert opinion as to the cause of this accident:—
The balloon material, which is india-rubber coated, has

the peculiar property of becoming electrified in dry air. When
rolled up or creased in any way it rustles, and gives out
electric sparks, the latter being (as shown by the experiments
undertaken by Professor Bonsteim and Captain Dele for the
Berlin Aëronautical Society) clearly visible in the dark.
Now, the lower parts of the material of which the gas-cells
are composed would, owing to the height to which the airship
had ascended (1,100 m.) and the release of gas from the
valves, become creased or folded upon each other, and the
rubbing thus produced would be quite sufficient to generate
the electric sparks above referred to. Under ordinary
circumstances, when the space between the gas-cells and
the outer envelope of the airship is full of atmospheric air,
continually renewed, as when it is in full flight, these sparks
would be harmless enough, but when the ship is at anchor, as
at Echterdingen, this is not necessarily the case.
We know that the carefully made tissue of the Continental
Caoutchouc Company resists the penetration of hydrogen
very strongly, but some may have leaked through into the
space between the cells and the outer envelope, while it
seems very probable that when the mechanics opened the
valves, and the long axis of the balloon became inclined,
more hydrogen entered this space and an explosive mixture
was formed.
According to the description given by eye-witnesses, the
explosion took place after the forepart of the vessel (dragging
its anchor) struck the ground. The shock thus caused would
have been transmitted to the creased and wrinkled gas-cells,
and the tearing of the material, already in an electrified
condition, might easily have generated sufficient sparks to
detonate the explosive mixture.
Again, in 1912, there was a repetition of this kind of disaster in

the case of the destruction of another Zeppelin, the “Schwaben.” In
this case the framework of the airship had got broken, being battered
about in landing in an adverse wind. The india-rubber-coated bags
were rubbed against each other, with the production of electric
sparks. These either set fire to the gas issuing from one of the gas-
bags or exploded the mixture of air and gas contained in the space
between the gas-bags and outer covering of the airship. Perhaps it
was on account of this accident that gold-beaters’ skin has
sometimes been used for the gas containers of the Zeppelin
airships.
4. Difficulties in the way of applying the propulsive screws in the

most effective position.
Most airships are exceedingly defective in this respect, the
screws being applied to the propulsion of the car and not to the
whole system. The result is that the cumbersome gas-bag lags
behind. Certainly, one of the best points in a Zeppelin was the
attachment of the screws to the airship framework above the cars,
thus securing more advantageous position. This, however, only
amounted to something like half measures. In the case of the ill-fated
airship “La Paix,” the Brazilian aëronaut Severo undoubtedly aimed
at the ideal, though the experiment cost him his life. He devised the
ingenious system of combining balloon and car in one symmetrical
melon-shaped body, through the centre of which passed
longitudinally the shaft which revolved the propelling screws at either
end. The screws were therefore in the position in which to propel the
whole system and not the car only. This, however, necessitated the
introduction of a very small space between the car and balloon
proper. By reason of this very small space the presence of the
petroleum motor in the car could not fail to be dangerous, and was
the cause of the fiery end of Severo’s balloon and the death of the
inventor and engineer. On the morning of the ill-fated May 11th,
1902, Severo and Sachet ascended in “La Paix.” A few moments
after the ascent the balloon exploded, in the words of an eye-
witness, like a crash of thunder, and the occupants were precipitated
to the ground.
In spite of the engineering advantages of Severo’s system no
one has dared to revive the plan.
It has, however, been pointed out by the writer—and the
suggestion elicited the keen interest of the late Professor Langley—
that if electricity could be used as the motive power in an airship the
Severo system could be reasonably revived. Then the electric
motors could be inside the gas-bag. There, electric sparks and
electric heating could do no harm. For it is only the borderland that is
the place of danger, where there are oxygen atoms to combine with
the hydrogen atoms. In the case of a balloon filled with gas it is
surprising to what short distance the danger zone extends. In the
case of the writer’s electric signalling balloons, on one occasion the
ladder framework which supported the incandescent lamps was
being hauled up into the balloon. Through some fault in the
connections there was sparking at the framework just as it had
passed over the dangerous borderland. The sparks went on with
safety. An inch or two lower and there would have been an
explosion!
But on account of the weight of the battery the practical
application of electricity for propelling navigable balloons seems to
be as far off as it was in the days of “La France,” and in airships we
have to continue placing the screws in the wrong place.
5. Difficulties of making gas envelope gas-proof.

The absence of the knowledge how to obtain a really gas-proof
envelope is, no doubt, one of the greatest difficulties of airship
construction. As has already been pointed out, the gas-holding
quality of gold-beaters’ skin is remarkable. Its cost, however, is fairly
prohibitive in the case of large airships. A material which is a
combination of india-rubber and cotton surfaces is now generally
used for large airships, but this has undoubted disadvantages. India-
rubber is a substance which time, low temperature, and certain
climatic conditions deteriorate. All those who have worked with india-
rubber experimental ballon-sondes (sounding balloons) can testify to
its perishing qualities. Very much can be accomplished with a brand-
new airship. Turned out of a factory it will retain its gas-holding
qualities for a short time excellently. The lapse of time reveals
deterioration and leakiness.
Considering the extreme importance of a varnish that will retain
pure hydrogen for a reasonable time, it is a matter of surprise that
chemists should have almost entirely neglected its production. Mr.
W. F. Reid alone of British chemists seems to have given any serious
thought to the question. In a paper which Mr. Reid read before the
Aëronautical Society of Great Britain, he made some exceedingly
important suggestions in the way of obtaining balloon and airship
varnishes. In case this little volume should fall into the hands of any
chemists who may like to devote their powers of original research to
the production of one missing link in airship construction, the
following quotation from Mr. Reid’s remarks are appended below.
Varnishes may be divided into two classes—those in

which the film solidifies or “dries” by absorption of oxygen
from the air, and those in which the varnish “sets” by the
evaporation of a volatile solvent in which the solid ingredients
have been dissolved. To the first class belong the drying oils,
chiefly linseed oil, for, although there are a number of “drying”
oils, but two or three of them are used commercially in the
manufacture of varnishes. When exposed to the air,
especially in warm weather, linseed oil absorbs oxygen and
forms an elastic translucent mass termed by Mulder “linoxyn.”
This linoxyn has completely lost its oily nature, does not soil
the fingers, and is, next to india-rubber, one of the most
elastic substances known. It possesses but little tensile
strength, however, and can be crumbled between the fingers.
It forms the basis of all linseed oil paint films, and is largely
used in the manufacture of linoleum. Linoxyn, however, is not,
as Mulder supposed, the final product of the oxidation of
linseed oil. When exposed to the air it is still further oxidised,
and then forms a sticky, viscid mass, of the consistency of
treacle and of an acid reaction. This latter property is of
importance because it is due to it that fabrics impregnated
with linseed oil so soon become rotten. In order to hasten the
oxidation of linseed oil it is usually heated with a small
quantity of a lead or manganese compound, and is then ready
for use. No method of preparation can prevent the super-
oxidation of linseed oil, but experience has indicated two
ways of diminishing the evil effects so far as paints and
varnishes are concerned. The first is to mix the oil with
substances of a basic character or with which the acid
product of oxidation can combine. In the case of paints, white
lead or zinc oxide are chiefly used for this purpose. The other
method consists in mixing with the oil a gum resin which
renders the film harder and prevents liquefaction. Such a
mixture of linseed oil and Kauri gum forms an elastic, tough
mass, which is much more durable than the linoxyn alone,
and also possesses greater tensile strength. During oxidation
the linseed oil absorbs about 12 per cent. of its weight of
oxygen, and when the area exposed is very large in
proportion to the weight of the oil the temperature may rise
until the mass catches fire. At a high temperature the super-
oxidation of the oil takes place more rapidly than in the winter,
and I have seen fabrics that had only been impregnated with
an oil varnish for a month cemented together in one sticky
mass, and, of course, completely ruined. When the linseed oil
is thickened by the addition of a gum resin, it is too thick for
direct application, and is thinned down with a solvent, usually
turpentine or a mixture of this with light petroleum. Many
resins and gum resins are used in the manufacture of
varnishes in conjunction with linseed oil, but none of them can
deprive the oil of the defect referred to, and if used in too
large a proportion they become too brittle for balloon
purposes. Both scientific investigation and practical
experience show that any varnish containing linseed oil must
be looked upon with suspicion by the aëronaut, in spite of the
glowing testimonials some manufacturers are always ready to
give their own goods.
When we consider those varnishes which are solutions
and which do not depend upon oxidation for their drying
properties we enter upon a very wide field.
Practically any substance that is soluble in a neutral
solvent and leaves an impermeable film on drying is included
in this class. One of the simplest examples is gelatine in its
various forms, with water as a solvent. Until recently glue or
gelatine would have been useless for our purpose on account
of its ready solubility in water, but now that we are able to
render it insoluble by means of chromic acid or formaldehyde
it comes within the limits of practical applicability. A fabric may
be rendered almost impermeable to gas when coated on the
inside with insoluble gelatine, and on the outside with a
waterproof varnish. Animal membranes are far less
permeable to gases than fabrics coated with varnishes of the
usual kinds. A balloon of gold-beaters’ skin, if carefully
constructed, will retain hydrogen gas for a long time, and if
treated with gelatine that is afterwards rendered insoluble it
becomes practically impermeable. Fabrics treated with
linseed oil varnish, on the other hand, allow gas to pass with
comparative ease. This is not a question of porosity or
“pinholes,” as is sometimes imagined, but a property inherent
to the material. Hydrogen or coal gas is absorbed on the one
side of the film and given off on the other in the same way as
carbonic oxide will pass through cast iron. An inert gas, such
as nitrogen, does not appear to diffuse in this way, even when
there is a considerable difference in pressure between the
two sides of the film. Such a varnished fabric transmits
hydrogen readily, but retains nitrogen, and is perfectly
watertight. In filling up the interstices of a fabric composed of
cellulose the most obvious substance to use would be
cellulose itself, but until recently solutions of this kind were
difficult to obtain. Toy balloons have long been made of
collodion, and are fairly satisfactory, but a cotton fabric
impregnated with pure collodion becomes hard and even
brittle. Celluloid solution, which is collodion with camphor and
a small quantity of castor oil, is more flexible, but, probably on
account of the camphor, is more permeable to hydrogen than
collodion. A variety of collodion known as flexile collodion is a
solution of collodion cotton with a slight addition of castor oil,
and is much to be preferred to any of the preceding forms. In
using it great care must be taken to exclude moisture, as the
presence of this renders the film opaque, in which case it is
always more or less porous. A substance allied to collodion is
velvril material, composed of collodion cotton and nitrated
castor oil. It is tough and flexible, even in thick films, and
gives a good coating to paper or cotton fabric. Unless very
carefully prepared, however, acid products may be generated
from the decomposition of the nitro-compounds present, in
which case the strength of the fabric would suffer. Another
form of cellulose in solution is viscous, which forms a good
coating when applied in a very thin layer, but makes the fabric
harsh and brittle if used in excess. The solutions of this
substance do not keep well and are liable to spontaneous
decomposition.
The difference in flexibility between thin and thick films of
the same materials is very considerable.
Given an elastic, supple cement, such as is afforded by
concentrated solutions of some of the above-mentioned
substances, it is quite possible to cement a tough, close-
grained paper to a cotton fabric of open mesh, and the
compound material thus produced is much more easily
rendered impermeable than the fine cotton fabric now used.

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(eBook PDF) Organizational Behaviour

Understanding and Managing Life at

(eBook PDF) Organizational Behaviour Understanding

(eBook PDF) Introduction to Work and Organizational

Canadian Organizational Behaviour 11th Edition Steven

(eBook PDF) Managing Organizational Behaviour in Canada

(eBook PDF) Organizational Behavior: Human Behavior at

(eBook PDF) Modern Human Relations at Work 11th Edition

Understanding and Managing Organizational Behavior 6th

(eBook PDF) Canadian Organizational Behaviour 9th by

Discussion Questions 238

PART THREE SOCIAL BEHAVIOUR AND

Chapter 8 Social Influence, Socialization,

Chapter 9 Leadership 324

Consideration and Initiating Structure 330 The Consequences of

Chapter 10 Communication 372

Chapter 11 Decision Making 402

Contemporary Approaches to Improving Decision Making 423

Chapter 12 Power, Politics, and Ethics 434

Discussion Questions 461

Chapter 13 Conflict and Stress 466

PART FOUR THE TOTAL ORGANIZATION 502

Chapter 15 Organizational Change, Development, and Innovation 544

Why Organizations Must Change 546 What Organizations

Appendix Research in Organizational Behaviour 582

ABOUT THIS COURSE

● Chapter-Opening Vignette: Maplewave

● On-the-Job Challenge Question: Ford’s Executive Shakeup

ABOUT THE COVER

GENERAL CONTENT AND WRITING STYLE

MAJOR THEMES AND CONTENT

Gary Johns Alan M. Saks

Such monster airships as the Zeppelin call for a large proportion of

We may assume that, if handled skilfully, the object aimed

(a) The height of the object.—This may be accurately determined

The elements stated under (b) and (f) must be rapidly

1. Their speed can be variable.

1. Their speed can be variable.

2. They can hover over a particular point.

3. They can be noiseless.

5. They can carry considerable weights.

6. They are endowed with sustaining power and stability.

1. The resistance of the gas-bag.

1. The resistance of the gas-bag.

2. Danger of fire from close combination of petroleum motor and

3. Danger of fire from self-electrification of surface.

The balloon material, which is india-rubber coated, has

Again, in 1912, there was a repetition of this kind of disaster in

4. Difficulties in the way of applying the propulsive screws in the

5. Difficulties of making gas envelope gas-proof.

Varnishes may be divided into two classes—those in

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Appendix Research in Organizational Behaviour 582

Gary Johns Alan M. Saks