PrefaceEach time I do a new edition, I say to myself, "Fred, things have never changed so much and so fast. Since the last edition, this has to be the most dramatic changes we have ever experienced.” Then to console myself about the work that lies ahead, I rationalize that in the next edition I won’t have to make so darn many changes. Well, here we go again. Wow, I just cannot believe the amount of change we have experienced since the last edition. With all the hubbub surrounding the new millennium, it has all been said about the new environment, so I won’t rehash it here again. However, let me simply say this: I have never put in so much time and effort, made so many changes, as I have in this ninth edition.
I will provide the details of these changes for you, but before I do, let me quickly state, in spite of all the many changes we have experienced in the last few years, the more things still remain the same. After all these years, I am more convinced than ever of the
importance of organizational behavior theory, research, and application for high performance and competitive advantage. I am truly thankful that I was able to get in, pretty much on the ground floor, and have made my now over 35-year career in this, to me, still the most exciting and progressive academic discipline there is—organizational behavior.
Now, let me tell you why I am so excited about this particular edition. Before I get to the normal changes that all revisions tend to do, let me tell you, frankly with considerable personal pride, the five brand-new features of this ninth edition. To date, no other organizational behavior text has the following:
1. I am convinced at this stage of development of the field of OB, we need a complete theoretical framework to structure our introductory textbooks. Instead of a potpourri of chapters and topics, and maybe using an inductive (or should it be
deductive?) sequencing, there is now the opportunity to have a sound conceptual framework to present our now-respectable body of knowledge. I have chosen the well-developed, very comprehensive social cognitive theory to structure this text. I
present the background and theory building of this framework in the introductory chapter and also provide a new model (Figure 1.6) that fits in all the chapters. Importantly, the logic of this conceptual framework required two brand-new chapters and the rearrangement and combination of several others. For example, in the organizational context part there is a new Chapter 5, “Reward Systems,” and in the cognitive processes part a new Chapter 9, “Positive Psychology Approach to OB: Optimism, Emotional Intelligence, and Self-Efficacy.”
2. Besides having the first comprehensive theoretical framework for an introductory OB text, a second “first” for this edition is one or more OB Principles at the end of each chapter. Importantly, these principles are derived from meta-analytic research findings.
These quantitative reviews usually include more than a hundred studies, thousands of subjects, and are stated in reader-friendly probability-of-success summary statements.
3. The third “first” goes way beyond most other texts that attempt to include real-world practices. Each chapter now starts off with “Best Practice Leader’s Advice” on the chapter topic. Specifically, direct observations and advice from interviews
with well-known practice leaders such as Jack Welch, Scott McNealy, Andy Grove, Admiral Louise Wilmont, Michael Porter, Lou Gerstner, Richard Branson, PercyBarnevik, Michael Eisner, Peter Senge, Warren Bennis, and John Chambers, to name but a few, gain the readers’ up-front interest and attention before going into
the more theoretical, research-based chapter material.
4. The fourth “first” of this edition is to reinforce the best-practice theme by also having a “Consulting Best Practices” summary open up each major part of the text. Specifically, in addition to my long academic appointment at the University of Nebraska, in
recent years I have also become a Senior Research Scientist with the Gallup Organization. Mostly known for the famous Gallup Poll, this world-class firm also has a very fast growing management consulting practice. About half of the “Fortune 50” are among Gallup’s recent clients. With my input, Senior Analyst Dr. Dennis Hatfield drew from Gallup’s tremendous survey research-base consisting of thousands of organizations and millions of people over the years. He provides Gallup’s perspectives and current best practices relevant to each major part of the text.
5. The fifth “first” in this ninth edition, talk about reinventing yourself, reflects my continuing basic research program over the years. Chapter 9 is the first time that the topics of optimism, emotional intelligence, and self-efficacy have been given chapter status, and that the concepts of hope and happiness/subjective well-being (SWB), to my knowledge, have ever been covered in an introductory OB text. Because of my involvement in the emerging Positive Psychology movement through Gallup and my research collaboration with Alex Stajkovic of the University of Wisconsin–Madison on self-efficacy, I feel the time has come to introduce these powerful constructs into the mainstream organizational behavior literature.
Besides these truly significant five new features, the strength of the book over the years has been its up-to-date research base and its comprehensive coverage of key topics. This latest edition should enhance this reputation because it has been thoroughly re-vised and updated to include new research findings and the very latest topics. Besides the chapter-ending OB principles based on meta-analyses, this revision has made a conscious effort to include the results of other meta-analyses on topics where such studies
have been conducted to date.
The reason for including meta-analysis results is that the field of organizational behavior has matured to the point where there are not just isolated studies but a stream of research on a number of topics that now need to be systematically (quantitatively)
summarized for students and practitioners. For example, Alex Stajkovic and I have completed a meta-analysis of the studies with which I have been most closely associated with over the past 30 years, focusing on the positive effect that organizational behavior
modification (O.B. Mod.) has on task performance. (This analysis is published in the October 1997 issue of the Academy of Management Journal and a follow-up research study conducted in the largest credit card processing company in the world is published in the June, 2001 issue of AMJ.) In addition, we conducted a meta-analysis (114 studies, 21,616 subjects) and found a very strong positive relationship between
self-efficacy and task-related performance. (This is published in Vol. 124, No. 1, 1998 issue of Psychological Bulletin.) Both of these provide end-of-chapter OB Principles and with other such meta-analyses results are reported in discussions of research find-ings throughout the text.
Just as the actual practical side of management can no longer afford to evolve slowly, neither can the academic side of the field. With the world turned upside down for most organizations today, drastically new ideas, approaches, and techniques are
needed both in the practice of management and in the way we study and apply the field of organizational behavior. This revision mirrors these needed changes.
Social Cognitive Conceptual Framework. The book contains 18 chapters in four major parts. Social cognitive theory explains organizational behavior in terms of both environmental,
contextual events and internal cognitive factors, as well as the dynamics and outcomes of the organizational behavior itself. Thus, Part 1 provides the environmental and organizational context for the study and application of organizational behavior. The
introductory chapter provides the new perspective, historical background, methodology, theoretical framework, and specific social cognitive model for the field of organizational behavior in general and specifically for this text. This is followed by two environmental context chapters:
Chapter 2, “Information Technology and Globalization” (with new major sections on E-business, knowledge management, human/intellectual capital, and globalization) and
Chapter 3, “Diversity and Ethics” (with updated material on diversity and a major new section on the impact of ethics on “bottom-line” outcomes). After this broad environmental context is laid out, there are two chapters for the organizational
context of the social cognitive framework:
Chapter 4, “Design and Culture” (with new special emphasis given to the learning organization and horizontal, network, and virtual designs; best-practice cultures; and a new major section on the culture clashes from mergers and acquisitions)
and
Chapter 5, “Reward Systems” (a brand-new chapter with special emphasis given to money as a reward, the effectiveness of pay, the forms of “new pay,” recognition systems, and benefits). The second part of the text recognizes the micro-oriented cognitive processes of the social cognitive framework:
Chapter 6, “Perception and Attribution” (with new emphasis on attribution theory and application);
Chapter 7, “Personality and Attitudes” (with new major sections on the role of heredity and the brain, “Big Five” personality traits, the Myers-Briggs personality indicator, and organizational citizenship behavior);
Chapter 8, “Motivational Needs and Processes” (with new major sections on extrinsic versus intrinsic motives, procedural justice, and motivation across cultures); and
Chapter 9, the brand new chapter, not only for this text, but any other, on “Optimism, Emotional Intelligence, and Self-Efficacy.” In addition to the focus on these three concepts, there are also major sections on emotion, multiple intelligences, general mental abilities, positive psychology, hope, and happiness/subjective well-being (SWB). Besides the major changes just mentioned, there are also a number of new organizational behavior topics such as emotional labor, PANA (positive and negative affectivity), agency theory, and explanatory attribution style. Parts Three and Four are concerned with the dynamics and outcomes of organizational behavior in the social cognitive framework. Part Three contains the following:
Chapter 10, “Communication” (with new material on information richness and complexity, communication styles, 360-degree feedback, knowledge sharing, and communication across cultures);
Chapter 11, “Decision Making” (with new major sections on decision-making styles and creativity/innovation);
Chapter 12, “Stress and Conflict” (with new material on stress and conflict from advanced technology and globalization, burnout, and work-family initiatives);
Chapter 13, “Power and Politics” (with new material on empowerment, trust, resource dependency, and the dynamics of power and politics in the new environment); and
Chapter 14, “Groups and Teams” (with new material on the punctuated equilibrium model of groups, group/team effectiveness, role conflict and ambiguity, social loafing, cross-functional teams, virtual teams, and cultural/global issues with
the use of teams). The final Part Four gives a new applied emphasis to the text. It focuses on how to manage and lead for high performance. These applied organizational behavior chapters,
some of which were placed in other parts in the previous edition, include the following:
Chapter 15, “Managing Performance Through Job Design and Goal Setting” (with new material on the impact of information technology and telecommuting and major new sections on employee engagement/disengagement, high-performance
work practices (HPWPs), applications of goal setting, and the new psychological contract and human capital perspective of work);
Chapter 16, “Behavioral Performance Management” (with new material on the role of social cognition, critical analysis of reinforcement theory, pay for performance, social recognition, and the contingencies with type of organization and interventions
for O.B. Mod. effectiveness);
Chapter 17, “Effective Leadership Processes” (with new major sections on leadership across cultures and the GLOBE project); and
Chapter 18, “Great Leaders: Styles, Activities, and Skills” (with new major sections on leading in the new environment, leadership skills, career development programs, and new material on the role of humor/fun in leadership, the dark side of leadership in transitionary countries, leadership competencies, and unusual
sources of leadership wisdom).
Pedagogical Features. Besides the many new features already described, there are also several strong pedagogical features carried over from the previous edition. To reflect and
reinforce the applications orientation of the text, highlighted, mostly new, boxed real-world application examples appear in each chapter. In addition to these application boxes, the text also features experiential exercises at the end of each part. The exercises get participants involved in solving simulated problems or experiencing firsthand organizational behavior issues. New to this edition are end-of-chapter Internet exercises to get students
involved in on-line relevant resources and vehicles for discussion and critique.
Besides the usual end-of-chapter short organizational behavior discussion cases, there is also at least one “Real Case” at the end of each chapter. These cases are drawn from recent real-world events (all are updated or are excerpted from current Business
Week articles) and are intended to enhance the relevancy and application of the theories and research results presented in the chapter. These end-of-chapter real cases serve as both examples and discussion vehicles. It is suggested that students read them even if they are not discussed directly in class. The intent is that they can serve as supplemental readings as well as discussion cases.
This edition also contains learning objectives at the start of each chapter. These objectives should help students better focus and prepare for what follows in the chapter. Finally, the chapters have the usual end-of-chapter summaries and review and discus-sion
questions.
Intended Audience. Despite the five new features and extensive revision throughout, the purpose and the intended audience of the book remain the same. As in the earliereditions, this edition is aimed at those who wish to take a totally up-to-date, research-based approach to organizational behavior and management. It does not assume the reader’s prior knowledge of either management or the behavioral sciences. Thus, the book can be used effectively in the first or only course in either four-year or two-year colleges. It is aimed primarily at the required organizational behavior course, the behavioral follow-up elective course to the more traditional introductory management course, or it can be used in the organizational behavior course in the M.B.A. program. I would like to acknowledge and thank colleagues in countries around the world who have used previous editions of the book and point out that the enhanced international perspective and coverage should continue to make this new edition relevant and attractive. Finally,
the book should be helpful to practicing managers who want to understand and more effectively manage their most important assets—their human resources.
Acknowledgments. Every author owes a great deal to others, and I am no exception. First and foremost, I would like to acknowledge the help on this as well as many other writing projects that I have received from Professor Richard M. Hodgetts of Florida International University. He has been an especially valued colleague and friend over the years. Second, I want to give special thanks to three of my former doctoral students—Don Baack of Pittsburg State University for his background work on some of the chapters, Steve Farner of Bellevue University for his help on the Internet Exercises,
and Suzanne Peterson of Miami University for her help on the meta-analytic principles. Next, I would like to acknowledge the interaction I have had with my colleagues, Gwendolyn Combs, Colleen Jones, Douglas May, and Steve Sommer, in the organizational behavior area at the University of Nebraska. In particular, I would like to acknowledge the total support and standards of excellence provided by my department chairman,
Sang M. Lee. Linda Rohn, Amy Leatherwood, and especially Cathy Watson from the Management Department staff have been very helpful. Dean Cynthia Milligan also has been very supportive. I can never forget the help, encouragement, and scholarly values
I received from Professors Henry H. Albers and Max S. Wortman when starting out in my academic career. Over the years, I have been very lucky to have been associated with excellent doctoral students. I would like to thank them all for teaching me as
much as I have taught them. In particular, I would like to mention besides Don Baack, Steve Farner and Suzanne Peterson, Doug Baker of Washington State University, Don Beard of University of Washington, Gwen Combs, University of Nebraska, Elaine
Davis of Saint Cloud State University, Tim Davis of Cleveland State University, Mary Sully de Luque of Wharton, University of Pennsylvania, Nancy Dodd of Montana State University, Brooke Envick of St. Mary’s University–Texas, Brenda Flannery of Minnesota State University–Mankato, Marilyn Fox of Minnesota State University–Mankato, Barron Harvey of Howard University, Elina Ibrayeva of Southwest State University, Avis L. Johnson of the University of Akron, Jim Jones of the University of Nebraska–Omaha, Barbara Kemmerer of Eastern Illinois University, Ed Knod of Western Illinois University, Robert Kreitner of Arizona State University, Diane Lockwood of Seattle University, Terry Maris, Ohio Northern University, Mark Martinko of Florida State University, Paul Marsnik of St. John’s University, Harriette S. McCaul, Alisa Mosley of Jackson State University, James L. Nimnicht of Central Washington University, Robert Ottemann, University of Nebraska–Omaha, Rich Patrick of Nebraska Wesleyan University, Pam Perrewe of Florida State University, Doug Peterson of Indiana State
University, Kendra Reed of University of Wisconsin–Madison, Laura Riolli-Saltzman of California State University–Sacramento, Lena Rodriguez of San Diego State University, Stuart A. Rosenkrantz, Bill Ruud of Boise State University, Bill Snavely of Miami University, Charles Snyder of Auburn University, Chanhoo Song of Fairleigh Dickinson University, Alex Stajkovic of the University of Wisconsin–Madison, Carol Steinhaus, of Northern Michigan University, Linda Thomas of Bellevue University, Kenneth Thompson of DePaul University, Robert Waldersee of Queensland University of Technology, Australia, Dianne H. B. Welsh of John Carroll University, Don White of University of Arkansas, Steve Williams of Texas Southern University, and Melody Wollan of Clemson University. I am also very grateful to those professors who used the previous editions of the book and gave me valuable feedback for making this revision. Finally, as always, I am deeply appreciative and dedicate Organizational Behavior,
ninth edition, to my wife and now-grown children and their families, who have provided me with a loving, supportive relationship and climate needed to complete this and other projects over the years. |
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2002 McGraw-Hill Higher Education