Organisational Behaviour
FOURTH EDITION
9780077129989_a01.indd i
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Organisational
Behaviour
Fourth Edition
Marc Buelens
Knud Sinding
Christian Waldstrøm
Robert Kreitner and Angelo Kinicki
London Boston Burr Ridge, IL Dubuque, IA Madison, WI New York San Francisco
St. Louis Bangkok Bogotá Caracas Kuala Lumpur Lisbon Madrid Mexico City
Milan Montreal New Delhi Santiago Seoul Singapore Sydney Taipei Toronto
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Organisational Behaviour, Fourth Edition
Marc Buelens, Knud Sinding, Christian Waldstrøm, Robert Kreitner and Angelo Kinicki
ISBN-13 9780077129989
ISBN-10 0077129989
Published by McGraw-Hill Education
Shoppenhangers Road
Maidenhead
Berkshire
SL6 2QL
Telephone: 44 (0) 1628 502 500
Fax: 44 (0) 1628 770 224
Website: www.mcgraw-hill.co.uk
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloguing in Publication Data
The Library of Congress data for this book has been applied for from the Library of Congress
Commissioning Editor: Leiah Batchelor
Development Editor: Karen Harlow
Senior Production Editor: James Bishop
Marketing Director: Alice Duijser
Cover design by Adam Renvoize
Printed and bound in Great Britain by Ashford Colour Press
Published by McGraw-Hill Education (UK) Limited an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue
of the Americas, New York, NY 10020. Copyright © 2011 by McGraw-Hill Education (UK) Limited. All rights
reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a
database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but
not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Fictitious names of companies, products, people, characters and/or data that may be used herein (in case studies or
in examples) are not intended to represent any real individual, company, product or event.
ISBN-13 9780077129989
ISBN-10 0077129989
© 2011. Exclusive rights by The McGraw-Hill Companies, Inc. for manufacture and export. This book cannot be
re-exported from the country to which it is sold by McGraw-Hill.
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Dedication
For Paul Christian and Martin Andreas, and for Julie and Jonathan – our kids
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Brief Table of Contents
Cases
Preface
Guided tour
Technology to enhance learning and teaching
Make the grade!
Custom Publishing Solutions: Let us help make our content your solution
Acknowledgements
xi
xiii
xvi
xviii
xx
xxi
xxii
1
PART 1: THE WORLD OF ORGANISATIONAL BEHAVIOUR
Foundations of organisational behaviour
2
3
4
5
6
PART 2: INDIVIDUAL PROCESSES
Personality dynamics
Values, attitudes and emotions
Perception and communication
Content motivation theories
Process motivation theories
45
47
102
142
204
240
7
8
9
PART 3: GROUP AND SOCIAL PROCESSES
Group dynamics
Teams and teamwork
Organisational climate: conflict, diversity and stress
291
293
325
370
PART 4: ORGANISATIONAL PROCESSES
Organisation structure and types
Organisational design: structure, technology and effectiveness
Organisational and international culture
Decision-making
Power, politics and conflict
Leadership
Change, learning and knowledge management
Corporate social responsibility and ethics
429
431
466
503
545
580
611
646
694
Glossary of key terms
Index
722
735
10
11
12
13
14
15
16
17
1
3
vi
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Detailed Table of Contents
Cases
Preface
Guided tour
Technology to enhance learning
and teaching
Make the grade!
Custom Publishing Solutions: Let us
help make our content your solution
Acknowledgements
PART 1: THE WORLD OF
ORGANISATIONAL BEHAVIOUR
1 Foundations of organisational
behaviour
Opening Case Study: Christmas snow
in the Channel Tunnel
1.1
The history of OB
1.2
A rational-system view of
organisations
1.3
The human relations movement
1.4
Alternative views on
organisation studies
1.5
Organisational metaphors and
modern organisation theory
1.6
Learning about OB from theory,
evidence and practice
1.7
Research methods in
organisational behaviour
1.8
Reading a scientific journal article
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
PART 2: INDIVIDUAL PROCESSES
2 Personality dynamics
Opening Case Study: Gordon and Tony
– introvert and extrovert
2.1
Self-concept: the I and me in OB
2.2
Self-esteem: a controversial topic
2.3
Self-efficacy
2.4
Self-monitoring
2.5
Locus of control: self or
environment?
xi
xiii
xvi
xviii
xx
xxi
xxii
1
3
4
5
10
17
21
23
29
34
36
37
39
39
40
45
47
47
50
51
53
56
59
2.6
2.7
2.8
Personality factors
Personality types
Psychological tests in the
workplace
2.9
Abilities and styles
2.10 Cognitive styles
2.11 Learning styles
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
61
64
69
71
75
80
86
89
89
91
3 Values, attitudes and emotions
Opening Case Study: Why insensitivity
is a vital managerial trait
3.1
Values
3.2
Attitudes and behaviour
3.3
Job satisfaction
3.4
Flow in the workplace
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
102
4 Perception and communication
Opening Case Study: Paradise
Hotel, Hell’s Kitchen or
Big Brother – or just another
day at the office?
4.1
Factors influencing perception
4.2
Features of perceived people,
objects and events
4.3
A social information-processing
model of perception
4.4
Attributions
4.5
Self-fulfilling prophecy
4.6
Communication: the input to
perception
4.7
Interpersonal communication
4.8
Organisational communication
patterns
4.9
Strategic and asymmetric
information
4.10 Dynamics of modern
communication
142
102
103
110
116
127
129
131
132
133
143
145
146
150
156
163
166
171
179
184
186
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viii
DETAILED TABLE OF CONTENTS
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
5 Content motivation theories
Opening Case Study: Société Générale
and the motivation of Jerome Kerviel
5.1
What does motivation involve?
5.2
Need theories of motivation
5.3
Integration of need theories
5.4
Job characteristics and the
design of work
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
192
195
195
197
204
205
206
210
225
226
232
233
234
235
6 Process motivation theories
240
Opening Case Study: Bonuses for
bankers
241
6.1
Expectancy theory of motivation 242
6.2
Equity theory of motivation
248
6.3
Motivation through goal setting 254
6.4
Understanding feedback
261
6.5
Organisational reward systems
269
6.6
Putting motivational theories
to work
276
Learning outcomes: Summary of
key terms
277
Review questions
279
Personal awareness and growth exercise 280
Group exercise
282
PART 3: GROUP AND SOCIAL
PROCESSES
7 Group dynamics
Opening Case Study: A retrospective
of the Challenger Space Shuttle
disaster: was it groupthink?
7.1
Groups
7.2
Social networks
7.3
Tuckman’s group development
and formation process
7.4
Roles
7.5
Norms
7.6
Group size and composition
7.7
Homogeneous or
heterogeneous groups?
7.8
Threats to group effectiveness
Learning outcomes: Summary of
key terms
9780077129989_a01.indd viii
291
293
293
296
299
300
304
306
309
310
311
315
Review questions
Personal awareness and growth exercise
Group exercise
8 Teams and teamwork
Opening Case Study: Miracle on the
Hudson
8.1
Work teams: types, effectiveness
and stumbling blocks
8.2
Individual ability and group
effectiveness
8.3
Practical implications
8.4
Different roles in teams:
Belbin’s theory
8.5
A general typology of work teams
8.6
Work-team effectiveness:
an ecological model
8.7
Effective teamwork through
co-operation, trust and
cohesiveness
8.8
Teams in action: quality
circles, virtual teams and
self-managed teams
8.9
Self-managed teams
8.10 Team building
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
9 Organisational climate: conflict,
diversity and stress
Opening Case Study: Real partners
simply do not get sick
9.1
Organisational climate
9.2
Organisational conflict
9.3
Stereotypes and diversity
9.4
Stress and burnout
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Personal awareness and growth exercise
Group exercise
Group exercise
PART 4: ORGANISATIONAL
PROCESSES
10 Organisation structure and types
Opening Case Study: Siemens –
scandal and restructuring
10.1 Organisation – defined,
described and depicted
316
317
318
325
325
327
327
328
329
331
333
338
343
348
354
357
358
358
360
370
371
372
374
388
397
412
414
415
416
418
420
429
431
432
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DETAILED TABLE OF CONTENTS
10.2 Elements of organisation
structure
10.3 Organisational forms
10.4 Organisation types
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
11 Organisational design: structure,
technology and effectiveness
Opening Case Study: Keeping
Nokia fit or shooting in the dark
11.1 Organisational fit
11.2 The contingency approach to
organisation design
11.3 Organisational effectiveness
11.4 Organisational decline
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
12 Organisational and international
culture
Opening Case Study: Seoul machine
12.1 Culture and organisational
behaviour
12.2 Organisational values
12.3 Do strong corporate cultures
improve form performance?
12.4 The organisational socialisation
process
12.5 Intercultural differences
12.6 Ethnocentrism: a cultural road
block in the global economy
12.7 The Hofstede–Bond stream
of research
12.8 Practical implications of
cultural dimensions
12.9 Cultural perceptions of time,
space and communication
12.10 The global manager
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
13 Decision-making
Opening Case Study: The BP oil spill
13.1 Models of decision-making
13.2 Dynamics of decision-making
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435
440
445
459
460
461
462
466
467
468
470
484
490
493
495
495
497
503
503
504
508
13.3 Group decision-making and
other forms of participation
13.4 Group problem-solving and
creativity
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
537
538
538
540
545
545
546
553
16 Change, learning and knowledge
management
Open Case Study: Oh no! First place
16.1 Forces of change
517
520
521
523
525
528
533
560
565
571
573
573
575
14 Power, politics and conflict
580
Opening Case Study: The Stanford
prison experiment
581
14.1 Organisational influence tactics:
getting one’s way at work
582
14.2 How to do a better job of
influencing and persuading others 584
14.3 Social power and empowerment 585
14.4 Responsible and ethical use of
power through empowerment
588
14.5 Delegation, trust and personal
initiative
591
14.6 Organisational politics and
impression management
594
14.7 Impression management
598
Learning outcomes: Summary of
key terms
602
Review questions
603
Personal awareness and growth exercise 603
Group exercise
605
15 Leadership
Opening Case Study: Stylish and
comfortable? No sweat
15.1 What is leadership?
15.2 Trait and behavioural theories
of leadership
15.3 Behavioural styles theory
15.4 Situational theories
15.5 Path–goal theory
15.6 Leadership styles
15.7 From transactional to
charismatic leadership
15.8 Additional perspectives on
leadership
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
515
ix
611
611
615
617
620
624
628
628
630
634
637
639
639
641
646
647
648
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DETAILED TABLE OF CONTENTS
16.2 Models and dynamics of
planned change
16.3 Organisation development
16.4 Challenges for understanding
organisational change
16.5 Understanding and managing
resistance to change
16.6 Creating a learning organisation
16.7 Defining knowledge
management
16.8 Single and double loop learning
16.9 Knowledge creation
16.10 Building an organisation’s
learning capability
16.11 Facilitating factors for learning
and knowledge sharing
16.12 Leadership and culture are
the key elements
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
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651
657
661
662
669
672
673
673
675
676
17 Corporate social responsibility
and ethics
Opening Case Study: CSR at IKEA
17.1 The evolution of corporate
social responsibility
17.2 A three-dimensional model of
corporate social performance
17.3 Corporate social responsibility
and financial performance
17.4 Corporate social responsibility
communication
17.5 Ethical behaviour
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
694
695
697
699
702
705
707
715
717
717
718
681
684
685
686
687
Glossary of key terms
Index
722
735
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Cases
Chapter
Case Title
Page No.
Part 1: The World of Organisational Behaviour
1 Foundations of
organisational
behaviour
Opening Case Study: Christmas snow in the Channel Tunnel
4
OB in Real Life: No one best way of managing organisations
32
Part 2: Individual Process
2 Personality dynamics
Opening Case Study: Gordon and Tony – introvert and extrovert
47
OB in Real Life: Culture dictates the degree of self-disclosure in Japan and
the USA
50
3 Values, attitudes
and emotions
Opening Case Study: Why insensitivity is a vital managerial trait
102
OB in Real Life: Involvement at Colruyt
114
4 Perception and
communication
Opening Case Study: Paradise Hotel, Hell’s Kitchen or Big Brother – or just
another day at the office?
143
OB in Real Life: Communicating and perceiving
174
5 Content and
motivation theories
Opening Case Study: Société Générale and the motivation of Jerome Kerviel
205
OB in Real Life: K.Y. Ho displays a high need for achievement
217
6 Process motivation
theories
Opening Case Study: Bonuses for bankers
241
OB in Real Life: The nuances of feedback: performance reviews and culture
264
OB in Real Life: Pay practices in Britain
270
OB in Real Life: Rewards in China
271
Part 3: Group and Social Processes
7 Group dynamics
8 Teams and teamwork
9 Organisational climate:
conflict, diversity
and stress
Opening Case Study: A retrospective of the Challenger Space Shuttle
disaster: was it groupthink?
293
OB in Real Life: Managing groups in the World of Warcraft
297
Opening Case Study: Miracle on the Hudson
325
OB in Real Life: The Israeli tank-crew study
328
OB in Real Life: Stage Co
333
OB in Real Life: Liverpool FC
339
OB in Real Life: Texas Instruments
353
OB in Real Life: BP Norge
353
OB in Real Life: This London company has turned corporate team building
into a circus
355
Opening Case Study: Real partners simply do not get sick
371
OB in Real Life: Ferdinand and Wolfgang – and Wendelin
377
OB in Real Life: Nasty people at work
381
OB in Real Life: Stress and death at France Telecom
406
xi
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xii
CASES
Chapter
Case Title
Page No.
Part 4: Organisational Processes
10 Organisation structure
and types
11 Organisational design:
structure, technology
and effectiveness
12 Organisation and
international culture
13 Decision making
14 Power, politics and
conflict
15 Leadership
16 Change, learning
and knowledge
management
17 Corporate social
responsibility
and ethics
9780077129989_a01.indd xii
Opening Case Study: Siemens – scandal and restructuring
432
OB in Real Life: Keeping Opel independent – maybe
443
OB in Real Life: The Mugama, bureaucracy Egyptian style
446
Opening Case Study: Keeping Nokia fit or shooting in the dark
467
OB in Real Life: Ryanair defames Sir Stelios
473
OB in Real Life: Strategically choosing social responsibility at Patagonia
476
OB in Real Life: LEGO’s second coming
491
Opening Case Study: Seoul machine
503
OB in Real Life: Dress code at Apple
508
OB in Real Life: Give members an organisational identity
512
OB in Real Life: Stories of outstanding customer service at Tesco plc
516
Opening Case Study: The BP oil spill
545
OB in Real Life: ‘Put jam in your pockets, you are going to be toast’
556
OB in Real Life: Incrementally creating the sticky note
570
Opening Case Study: The Stanford prison experiment
581
OB in Real Life: Being social at work
589
OB in Real Life: Winning movers
591
Opening Case Study: Stylish and comfortable? No sweat
611
OB in Real Life: Ernst & Young
623
OB in Real Life: Hewlett-Packard
625
OB in Real Life: Richard Branson
631
OB in Real Life: Saatchi & Saatchi
633
Opening Case Study: Oh, no! First place
647
OB in Real Life: ASDA
655
OB in Real Life: Bang & Olufsen
658
OB in Real Life: Dell
664
OB in Real Life: Jewson
665
OB in Real Life: Boehringer Ingelheim
667
OB in Real Life: Mercedes-Benz Credit Corp.
669
OB in Real Life: Ford Motor Company
672
OB in Real Life: Matsushita Electric creates breadmaker by combining tacit
and explicit knowledge
675
OB in Real Life: Knowing at Ernst & Young
677
OB in Real Life: Siemens
678
OB in Real Life: Learning at Ernst & Young
679
OB in Real Life: SCA Packaging
680
OB in Real Life: The World Bank
683
Opening Case Study: CSR at IKEA
695
OB in Real Life: Novo Nordisk in Iraq
702
OB in Real Life: Comparing Chinese and Western thinking on ethical matters
711
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Preface
Updating a textbook is always an interesting endeavour, since it is necessary to strike a balance
between respecting the foundations of the course material in classical theories and introducing
new research and contemporary topics.
This task is even more challenging when it involves taking over the reins of a textbook which
is widely used and respected. At all times we have had to respect the hard work of the original
authors behind the first three editions while at the same time gently updating, rearranging and
sometimes removing material. Our main challenge was thus to balance the solid core of the text
against the need for change identified by review feedback.
The need for solid grounding in organisational behaviour has not diminished since the
previous edition. Indeed, the global financial crisis and how to cope with it has now brought
organisational behaviour to the fore of many companies’ agenda. While the long-term ramifications of this crisis are still unknown, one thing we do know very well is that the crisis has highlighted to managers just how valuable it is that they understand the workings of their
organisations.
The fourth edition of Organisational Behaviour still has a strong European focus with full
acknowledgement that many of the theories within the field originated in North America and
thus this text strives to blend theories from both sides of the Atlantic.
For this edition, we have focused strongly on four significant changes to the way we present
the material:
●
First, we have improved the language, and reduced the amount of jargon which previously
occurred without explanation.
●
The second major change is that we have rearranged and updated references to empirical
research. Instead of appearing in direct relation to individual concepts, much of the empirical
research has now been collected in subsections bearing the title ‘Evidence about . . . .’
●
Third, and in a very similar way to the updated research sections mentioned above, the
application of theories and models have been collected in ‘Application of . . .’ sections. Both the
‘evidence’ and ‘application’ sections have been placed at the end of each major section throughout the text.
●
The fourth major change is the introduction of new cases, both long ones at the beginning of
each chapter, and shorter cases at relevant points throughout the chapters. These put theories
into up-to-date, contemporary perspectives that are more likely to resonate with students.
Furthermore, a number of structural changes have also taken place:
Part 1 now contains one chapter providing an introduction to the foundations of organisational
behaviour. In Parts 2–4, the material flows from micro (individuals) to macro (groups and
organisations) topics. We have tried to keep a balance between micro and macro topics and
between a psychological and a sociological scope (also see ‘Our approach’). As a guide for users of
the previous edition, the following structural changes need to be noted:
xiii
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xiv
PREFACE
●
Part 1 covers an introductory chapter on organisational behaviour (Chapter 1), which now
fully integrates the research methods learning module that followed as an appendix in the
previous edition.
●
Part 2 focuses on individual processes and contains five chapters. ‘Personality dynamics’ and
‘Values, attitudes and emotions’ remain as two separate chapters (Chapters 2 and 3). Perception
and communication (Chapter 4) are now treated together, based on their common concern
with information flows in and around the organisation. Motivation still contains two chapters,
covering ‘content theories’ (Chapter 5) and ‘process theories’ (Chapter 6) but now features
stronger evidence about which motivational techniques work – and under what conditions.
●
Part 3 covers three chapters which all focus on social processes. ‘Groups and teams’ remain as
separate chapters (Chapters 7 and 8) while a new Chapter 9 now covers conflict, diversity and
stress under the heading ‘Organisational climate’.
●
Part 4 now covers eight chapters on organizational processes. The first two chapters;
‘Organisation structure and types’ and ‘Organisation design’ have been updated and are followed
by chapters on culture (Chapter 12), ‘Decision-making’ (Chapter 13), Power and politics
(Chapter 14), ‘Leadership’ (Chapter 15) and ‘Change, learning and knowledge management’
(Chapter 16). The final chapter on ‘Corporate social responsibility and ethics’ has been completely revised.
●
The long quotes which were interspersed throughout the chapters in the third edition have
been reduced and have in places, been reworked into the text or in other instances simply
removed. These were often very closely linked to events or local contextual factors, which made
them hard to use and disrupted the flow of reading the text itself.
●
At the end of most sections we have placed new critical thinking boxes which allow the reader
to reflect on how and when the material of a section can be used.
●
Finally, since an organisational behavioural text is closely linked to the management of people,
we have sought to identify all the many instances where the content has a more or less direct
bearing on the practice of human resource management (HRM), through new ‘HR’ icons
which can be found in the margins of the text.
New and expanded coverage
We hope our readers and reviewers appreciate our efforts to keep this textbook up to date and
relevant to a European context. This fourth edition is a further step forward in the Europeanisation
of the textbook. Each topic has been scrutinised as to its relevance for European lecturers and
students. In contrast with the previous edition, we feel that it is inappropriate to emphasise a
geographic region as the source of tradition in the field. There is undoubtedly a great deal of
North American influence to be seen, but the geographical division is of little interest at the
theoretical level and is of far more interest at the applied level. As a result, we have not sought to
differentiate theories but have instead focused on making case materials both relevant and highly
contemporary to students studying across Europe. In addition, this new edition includes the
following new and improved topics.
●
Chapter 1 A new section brings the coverage of organisation theory up to date using the
‘organisations evolving’ perspective developed by Howard Aldrich.
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PREFACE
●
Chapter 2 Expansion of personality and abilities, with stronger focus on the importance of
(cognitive) abilities.
●
Chapter 3 New case study, slight revisions and tightening of pedagogical features.
●
Chapter 4 Retains the core elements related to perception and combines these with full
coverage of communication, as well as an introduction to asymmetric information and its
implications. Diversity is now covered in Chapter 9.
●
Chapter 5 A more critical view of the content motivation theories of Maslow, ERG theory
and Herzberg, and the evidence supporting them is presented.
●
Chapter 6 A considerable update of the evidence and application of process theories, feedback and organisational rewards and, in particular, a comprehensive view on the efficacy of
motivation.
●
Chapter 7 Expansion of the section on social networks and a clearer structure regarding
group dynamics and teams (Chapter 8).
●
Chapter 8 Clearer structure vis-à-vis Chapter 7 (Groups) and more logical flow of the
various theories
●
Chapter 9 A new chapter on organisational climate collects diversity, stress and conflict into
one chapter.
●
Chapter 10 New European cases and coverage of new organisational forms.
●
Chapter 11 New cases and tighter arguments on the contingency approach to organizational
design.
●
Chapter 12 Streamlining of the logical and pedagogical flow both within and between the
various approaches to culture.
●
Chapter 13 More complete coverage of decision models.
●
Chapter 14 Minor adjustments primarily to improve the link between cases and theoretical
sections.
●
Chapter 15 Strengthening of the logical flow through the chapter and all new cases to
emphasise the different theoretical perspectives.
●
Chapter 16 Minor revisions and adjustments to improve the language and structure.
●
Chapter 17 Completely revised coverage of corporate social responsibility and its implications.
xv
About the authors
Knud Sinding is an Associate Professor at the University of Southern Denmark and Senior
Research Fellow at Dundee University.
Christian Waldstrøm is an Associate Professor at Aarhus University which has been accredited
with EQUIS and has been approved to initiate the AACSB and AMBA accreditation process.
9780077129989_a01.indd xv
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Guided Tour
B;7HD?D=EKJ9EC;I
When you finish studying the material in this chapter, yo
recognise what influences the perceptual process
describe perception in terms of the social informatio
identify and explain two implications of social percep
explain the central models explaining attribution
discuss how the self-fulfilling prophecy is created and
individual and group productivity
describe the perceptual process model of communica
describe the barriers to effective communication
Learning outcomes
Each chapter opens with a set of learning
outcomes that pinpoint the key concepts
introduced.
demonstrate your familiarity with oral, written and n
discuss the primary sources of listener comprehensio
contrast the communication styles of assertiveness, n
aggressiveness
Opening case study
Each chapter opens with an interesting
and relevant case study to introduce and
apply key theories in OB. Each case study
contains questions to encourage discussion.
=beiiWhoe\a[oj[hci
Ability
Stable characteristic
responsible for a person’s
maximum physical or mental
performance.
Accommodator
Learning style preferring
learning through doing and
feeling.
Accountability practices
which po
when buy
(parties)
informati
Affective
an attitud
Feelings,
emotions
about som
someone.
Affirmati
Focuses o
Ef[d_d]9Wi[IjkZo0FWhWZ_i[>ej[b">[bbÊiA_jY^[deh8
Åeh`kijWdej^[hZWoWjj^[e\\_Y[5
Oek^Wl[ed[Yebb[W]k[m^e[cXWhhWii_d]boXkhiji_djej[WhihWj^[hjeee\j[d
_ed$7dej^[hYebb[W]k[m_j^ZhWmi\hecYed\hedjWj_edWj[l[hoeffehjkd_jo"iec
[l[djkWbboZh_l[ioekYhWpo$OekWh[i_YaWdZj_h[Ze\j^[]eeZ#beea_d]iceej^#jW
WYYekdjWdYoZ[fWhjc[djm^ej[bbijWbbjWb[iWdZm^ei[Wdj_#]WojWbaj^[ej^[h
\_hc[Z[l[hoed[Êiikif_Y_edij^Wj^[c_]^j^Wl[iec[j^_d]je^_Z[$Mehije\W
\hec^[bbÊm^eo[bbiWbbj^[j_c[WdZ_dYbkZ[ij^[\#mehZ_d[l[hoi[dj[dY["Wi_\^
d[[ZijeX[[cf^Wi_i[Z$?j_i[dek]^jecWa[oekj^_daWXekj]_l_d]_doekhdej
8kjj^[i[j_h[iec[WYgkW_djWdY[iWh[dej_doekhmehafbWY[$J^[oWh[Wff[
d_]^jboedlWh_ekiY^Wdd[bij^hek]^ekj;khef[Å_dYbkZ_d]j^[KA"8[b]_kc">ebb
bWdZ"?jWboWdZIfW_dÅ_diec[l[hi_ede\Éh[Wb_joJLÊfhe]hWcc[im^[h[^WdZiec[
oekd]c[dWdZmec[dWh[Xhek]^jje][j^[hjeYecf[j["m_j^ed[lej[Zekj_d[
M^[dj^_ijof[e\i^emmWibWkdY^[Z"Yh_j_YiWiikc[Z_jmekbZX[i[nWff[Wb
j[[Z_jiWkZ_[dY[$?d\WYj"m[^Wl[X[[dWcWp[Zjei[[j^[Y^_bb_d]mWo_dm^_Y^
i[b[Yj[Z]hekfe\f[efb[i[jWXekjZ[ijheo_d]ed[Wdej^[hkdZ[hj^[][djb[]k_
Ye#ef[hWj_ed$I[nh[cW_diWd[b[c[dj_diec[i^emiXkjcWdo^Wl[Wff[Wh[
fe_dje\_dj[h[iji[[cijeX[fWhj_Y_fWdjÊiYedijWdjcWde[klh_d]je]W_dWZlW
Key terms
Each new term introduced in the book is
defined in the text and highlighted to
indicate this. A complete list of key terms is
provided in the glossary at the end of the
book.
p
Critical thinking questions
Critical thinking boxes have been added
throughout the chapters to encourage
debate and discussion among students and
to foster critical thinking skills.
p
L
Leadership: the necessary leadership talen
efficacy professionals a chance to prove the
L
Rewards: small successes need to be reward
greater achievements (see also Chapter 6).
9h_j_YWbj^_da_d]
>emYed\_Z[djZeoek\[[bWXekjj^[ia_bbWj
j[dd_iehfWii_d][nWci5
($* I[b\#ced_jeh_d]
Consider the following contrasting scenarios:
7Yj_l_jo
M^_Y^mehalWbk[iWh[ceij_c
Indicate for each of the following wo
1
2
3
4
5
Good salary and work condition
Job security (permanent job, pen
Interesting and varied work
Work with people
Prestigious, highly valued work
Activities
Activities are interspersed throughout the
text to encourage analytical thinking and to
develop skills through interactive tasks.
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GUIDED TOUR
xvii
kinds of behaviour or in implementing interventions to change
Three particular attitudes are mostly studied in relation to
key work-related attitudes are organisational commitment, job
Before the explanation of these concepts, consider how Colru
chain, stimulates the employees’ work-related attitudes.
OB in Real Life boxes
E8_dH[WbB_\[0 ?dlebl[c[djWj9ebhkoj
?d (&'&" 9ebhkoj" W 8[b]_Wd#XWi[Z h[jW_b[h" [cfbeo[Z ceh[ j^W
dWj_edWb_j_[i$8[i_Z[ij^[bemfh_Y[i"9ebhkoj_iademd\eh_ji[d
h[ifedi_X_b_jo9IHfhe\_b[WdZijhed]^kcWdh[iekhY[i>Hfeb_Y
ijWhj\hecj^[_Z[Wj^Wjf[efb[YWddejX[cej_lWj[Z"j^Wj_ijeei
dWjkhWbj[dZ[dYojeYedjh_Xkj[iec[j^_d]$J^[om_bbZej^_ifWhj_Y
^Wl[j^[\[[b_d]j^[oWh[d[Y[iiWho$Ê
9ebhkoj^Wii[l[hWbijhWj[]_[ijeYh[Wj[WdZij_ckbWj[j^_i_d
ckY^_d\ehcWj_edWifeii_Xb[edj^[YecfWdoÊiijhWj[]oWdZj^[
j^[ci[bl[i[$]$mehac[j^eZije_cfhel[[\\_Y_[dYo$;l[hocehd
ijeh[iWh[_d\ehc[ZWXekjj^[jkhdel[he\j^[fh[l_ekiZWoWdZ
j^[fh_Y_d]WdZmehaijhWj[]oe\j^[ijeh[$
:[]h[[iWdZ[ZkYWj_edWb\ehcWb_j_[iWh[dej_cfehjWdj_d9
Wjj^[bem[ijb[l[bWdZYWdYb_cXkfm_j^j^[d[Y[iiWho[\\ehj$
bWh][hWd][e\Yekhi[i_iWlW_bWXb["\hecbWd]kW][Yekhi[ijem_
cWdoZ_\\[h[djdWj_edWb_j_[iWced][cfbeo[[i"h[]kbWhmehai^e
YkbjkhWb Yecckd_YWj_ed Wh[ fhel_Z[Z je _cfhel[ Ye ef[hWj_ed Wd
These mini cases provide examples from
around the globe, focusing on the differences
in perceptions, cultures and beliefs that affect
behaviour in the workplace, providing relevant
and interesting insights and an international
outlook on OB.
‘HR’ icons
Look out for ‘HR’ icons which appear in the
margin of the page whenever there is a link to
HR in the text. This acknowledges the
relationship between the two closely related
disciplines and demonstrates where
they overlap.
Conversely, when people think
mprove these abilities.108
tion of intelligence as something
n be persuaded that intelligence
arks in the following semester.
s.109
_[i
>H
intelligence is a better predictor
for using intelligence testing for
very clear. The more emotional
ot stand alone, neither can intelso influence job performance.
ting, it is ironic that many if not
e on indirect testing. The record
9h_j_YWbj^_da_d]
MekbZW^_]^bo_dj[bb_][djf[hiedmeha_d]edl[hoi_cfb[jWiaiX[b_a[
WdZl_Y[l[hiW\ehWf[hiede\c[Z_kcehbem_dj[bb_][dY[meha_d]ed
B[Whd_d]ekjYec[i0IkccWhoe\a[oj[hci
1 Values and their sources
Values are standards or criteria for choosing goals or guiding action
ing and stable over time. Although values are relatively enduring a
during our life. Values develop through the influence of person
People are not born with an internal set of values. Values are acqu
from diverse sources (e.g. parents, teachers, peers, work environme
2 Rokeach’s instrumental and terminal values
Instrumental values refer to desirable ways or modes of conduct to
able goal. Terminal values refer to the desirable goals a person wa
her life. Instrumental and terminal values are connected with each
to help people reach their desirable goals through desirable ways of
b lf
d(
l)
i
d ( i l) I
Learning outcomes: summary of key
terms
At the end of each chapter, a short recap
reinforces and clarifies the chapter learning
outcomes.
Review questions
132
1 Can you give an example of how your values i
H[l_[mgk[ij_edi
These end of chapter questions test
understanding of core theories and can be
used in class or as an assessment. As well as
checking comprehension, the questions require
you to demonstrate your analytical abilities by
citing examples and applications of the
concepts in the chapter.
2 How would you respond to a person who ma
ested in behaviour. I’ve never seen an attit
attitudes’?
3 Do you believe that job satisfaction is partly a
and genetic factors? Explain.
4 Do you think job satisfaction leads directly to
5 What are your personal experiences of negativ
positive emotions being negative?
6 What is your personal experience with emotio
7 Have you ever experienced flow? In what situ
this experience?
9>7FJ;H)L7BK;I"7J J?JK:;I7D:;CEJ?EDI
F[hiedWbWmWh[d[iiWdZ]hemj^[n[hY_i[
Exercises
>emiWj_iÓ[ZWh[oekm_j^oekhfh[i[dj`eX5
EX`[Yj_l[i
1 To assess your job satisfaction towards your present or last (student) j
2 To stimulate reflection on your job satisfaction and how to enhance it
?djheZkYj_ed
As mentioned in the text, researchers at the US University of Minnesota d
Satisfaction Questionnaire (MSQ) to measure job satisfaction. Selected
Questionnaire items – measuring satisfaction with recognition, compe
– are listed in this exercise.110
?dijhkYj_edi
Relative to your present or most recent job, indicate how satisfied you are w
L[hoZ_
' J^[mWo?Wcdej_Y[Zm^[d?ZeW]eeZ`eX
9780077129989_a01.indd xvii
A variety of different exercises at the ends of
chapters illustrate decisions one might face in
the workplace. They develop ethical awareness,
transferable skills and group discussion.
'
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Technology to enhance learning and teaching
Online Learning Centre (OLC)
After completing each chapter, log on to the supporting Online Learning Centre website.
Take advantage of the study tools offered to reinforce the material you have read in the text,
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Resources for students include:
Resources for lecturers:
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Visit www.mcgraw-hill.co.uk/textbooks/buelens today
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Acknowledgements
Publisher’s Acknowledgements
Our thanks go to the following reviewers for their comments at various stages in the text’s
development:
Dorota Bourne, Queen Mary University of London
Josje Dikkers, VU University, Amsterdam
John Hassard, the University of Manchester
Hans Posthumus, Hogeschool Amsterdam
Robin Stevens, Ghent University
Marjolein van Offenbeek, University of Groningen
Helen Williams, Swansea University
The publisher also wishes to acknowledge and thank the following people at the University of
Ghent for their contributions to previous editions of this book:
Dave Bouckenooghe
Eva Cools
Fannie Debussche
Geert Devos
Steven Mestdagh
Herman Van den Broeck
Karlien Vanderheyden
Dirk van Poucke
Veronique Warmoes
Annick Willem
Thank you also to Bob Sutton and Harvard Business School publishing for their permission to
reprint material which appears in the book.
Author Acknowledgements
Above all we are grateful for having been given the opportunity to shape a new edition of a text
we have both used in our teaching. Very few textbooks are precisely as we want them to be and the
previous edition was no exception. However, as we went over each sentence we started to appreciate
the care and effort with which those before us had worked. Much of that effort remains, albeit with
small tweaks and slight changes in tone. As a natural consequence we reverently acknowledge the
work of Marc Buelens, Herman Van den Broeck, Karlien Vanderheyden and the rest of the team
on the third edition, as well as to the original authors, Robert Kreitner and Angelo Kinicki.
Our editors at McGraw-Hill, Leiah Batchelor and Karen Harlow pushed us when deadlines
were not observed and when our ideas for changes were unrealistic or ill conceived – or both.
However, they did it ever so gently and with great patience, without which there would not have
been a book and we are deeply grateful for their support.
Every effort has been made to trace and acknowledge ownership of copyright and to clear
permission for material reproduced in this book. The publishers will be pleased to make suitable
arrangements to clear permission with any copyright holders whom it has not been possible to
contact.
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