Organizational Behavior

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Organizational

Behavior

11th edition

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Organizational

Behavior

11th edition

John R. Schermerhorn, Jr.

Ohio University

James G. Hunt

Texas Tech University

Richard N. Osborn

Wayne State University

Mary Uhl-Bien

University of Nebraska–Lincoln

John Wiley & Sons, Inc.

JWCL191_fm_i-xxiii.qxd 11/18/09 10:25 PM Page v

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about the authors

Dr. John R. Schermerhorn, Jr. is the Charles G. O’Bleness Professor Emeritus of

Management in the College of Business at Ohio University where he teaches

undergraduate and MBA courses in management, organizational behavior, and

Asian business. He also serves the university as Director of the Center for Southeast

Asian Studies. He earned a Ph.D. in organizational behavior from Northwestern

University, after receiving an M.B.A. (with distinction) in management and interna￾tional business from New York University, and a B.S. in business administration

from the State University of New York at Buffalo.

Dedicated to instructional excellence and serving the needs of practicing man￾agers, Dr. Schermerhorn continually focuses on bridging the gap between the

theory and practice of management in both the classroom and in his textbooks. He

has won awards for teaching excellence at Tulane University, The University of

Vermont, and Ohio University, where he was named a University Professor, the uni￾versity’s leading campus-wide award for undergraduate teaching. He also received

the excellence in leadership award for his service as Chair of the Management

Education and Development Division of the Academy of Management.

Dr. Schermerhorn’s international experience adds a unique global dimen￾sion to his teaching and textbooks. He holds an honorary doctorate from the

University of Pécs in Hungary, awarded for his international scholarly contribu￾tions to management research and education. He has also served as a Visiting

Professor of Management at the Chinese University of Hong Kong, as on-site

Coordinator of the Ohio University MBA and Executive MBA programs in

Malaysia, and as Kohei Miura visiting professor at the Chubu University of Japan.

Presently he is Adjunct Professor at the National University of Ireland at Galway,

a member of the graduate faculty at Bangkok University in Thailand, Permanent

Lecturer in the PhD program at the University of Pécs in Hungary, and advisor

to the Lao-American College in Vientiane, Laos.

An enthusiastic scholar, Dr. Schermerhorn is a member of the Academy of

Management, where he served as chairperson of the Management Education and

Development Division. Educators and students alike know him as author of

Management 10e (Wiley, 2010) and Exploring Management 2e (2010), and senior

co-author of Organizational Behavior 10/e (Wiley, 2009). His many books are

available in Chinese, Dutch, French, Indonesian, Portuguese, Russian, and

Spanish language editions. Dr. Schermerhorn’s published articles are found in

the Academy of Management Journal, Academy of Management Review Academy

of Management Executive, Organizational Dynamics, Journal of Management

Education, and the Journal of Management Development.

Dr. Schermerhorn is a popular guest speaker at colleges and universities. His

recent student and faculty workshop topics include innovations in business edu￾cation, teaching the millennial generation, global perspectives in management

education, and textbook writing and scholarly manuscript development.

Dr. John R. Schermerhorn, Jr.

vii

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The late Dr. James G. (Jerry) Hunt was the Paul Whitfield Horn Professor of

Management, Professor of Health Organization Management, Former Director,

Institute for Leadership Research, and former department chair of Management,

Texas Tech University. He received his PhD and master’s degrees from the

University of Illinois after completing a BS (with honors) at Michigan Technological

University. Dr. Hunt co-authored an organization theory text and Core Concepts of

Organizational Behavior (Wiley, 2004) and authored or co-authored three leader￾ship monographs. He founded the Leadership Symposia Series and co-edited the

eight volumes based on the series. He was the former editor of the Journal of

Management and The Leadership Quarterly. He presented or published some 200

articles, papers, and book chapters, and among his better-known books are

Leadership: A New Synthesis, published by Sage, and Out-of-the-Box Leadership,

published by JAI. The former was a finalist for the Academy of Management’s 1993

Terry Distinguished Book Award. Dr. Hunt received the Distinguished Service

Award from the Academy of Management, the Sustained Outstanding Service

Award from the Southern Management Association, and the Barnie E. Rushing, Jr.

Distinguished Researcher Award from Texas Tech University for his long-term con￾tributions to management research and scholarship. He also lived and taught in

England, Finland, and Thailand, and taught in China.

Dr. Richard N. Osborn is a Wayne State University Distinguished Professor,

Professor of Management Emeritus, and former Board of Governors Faculty

Fellow. He has received teaching awards at Southern Illinois University at

Carbondale and Wayne State University, and he has also taught at Arizona State

University, Monash University (Australia), Tulane University, University of Munich,

and the University of Washington. He received a DBA from Kent State University

after earning an MBA at Washington State University and a BS from Indiana

University. With over 200 presentations and publications, he is a charter member of

the Academy of Management Journals Hall of Fame. Dr. Osborn is a leading author￾ity on international alliances in technology-intensive industries and is co-author of

an organization theory text as well as Basic Organizational Behavior ( John Wiley

& Sons, 1995, 1998). He has served as editor of international strategy for the Journal

of World Business and Special Issue Editor for The Academy of Management

Journal. He serves or has served as a member of the editorial boards for The

Academy of Management Journal, The Academy of Management Review, Journal of

High Technology Management, The Journal of Management, Leadership Quarterly,

and Technology Studies, among others. He is very active in the Academy of

Management, having served as divisional program chair and president, as well as

the Academy representative for the International Federation of Scholarly

Associations of Management. Dr. Osborn’s research has been sponsored by the

Department of Defense, Ford Motor Company, National Science Foundation,

Nissan, and the Nuclear Regulatory Commission, among others. In addition to

teaching, Dr. Osborn spent a number of years in private industry, including a posi￾tion as a senior research scientist with the Battelle Memorial Institute in Seattle,

where he worked on improving the safety of commercial nuclear power.

viii About the Authors

Dr. Richard N. Osborn

Dr. James G. (Jerry) Hunt

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Dr. Mary Uhl-Bien is the Howard Hawks Chair in Business Ethics and Leadership

and associate Director of the Leadership Institute at the University of Nebraska￾Lincoln. She earned her Ph.D. and MBA in organizational behavior at the

University of Cincinnati after completing an undergraduate degree in International

Business and Spanish. She teaches organizational behavior, leadership, and

ethics courses at the undergraduate and graduate (MBA and doctoral) levels,

and has been heavily involved in executive education, teaching to business

executives and physicians in the United States, China, Europe, and Saudi Arabia

and to the senior executive service of the U.S. government for The Brookings

Institute in Washington, D.C. She has been a visiting professor/scholar at Pablo

de Olavide University in Seville, Spain, the Universidade Nova de Lisboa/Catolica

Portuguesa in Lisbon Portugal, and University Lund in Sweden.

Dr. Uhl-Bien’s research interests are in leadership and followership. In

addition to her conceptual work on complexity and relational leadership, some

of the empirical projects she is currently involved in include investigations of

“Leadership and Adaptability in the Healthcare Industry” (a $300,000 grant from

Booz Allen Hamilton), “Adaptive Leadership and Innovation: A Focus on Idea

Generation and Flow” (at a major financial institution in the U.S.), and “Social

Constructions of Followership and Leading Up.” She has published in such jour￾nals as The Academy of Management Journal, the Journal of Applied Psychology,

The Leadership Quarterly, the Journal of Management, and Human Relations.

She won the Best Paper Award in The Leadership Quarterly in 2001 for her

co-authored article on Complex Leadership. She is on the editorial boards of The

Academy of Management Journal, The Academy of Management Review, The

Leadership Quarterly, Leadership, and The International Journal of Complexity in

Leadership and Management, and is senior editor of the Leadership Horizons

series (Information Age Publishers). Dr. Uhl-Bien has consulted with Disney, the

U.S. Fish and Wildlife Service, British Petroleum, and the General Accounting

Office, and served as the executive consultant for State Farm Insurance Co. from

1998–2004. She trained Russian business people for the American Russian Center

at the University of Alaska Anchorage from 1993–1996, worked on a USAID grant

at the Magadan Pedagogical Institute in Magadan, Russia from 1995–1996, and par￾ticipated in a Fulbright-Hays grant to Mexico during the summer of 2003.

About the Authors ix

Dr. Mary Uhl-Bien

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preface

Global warming, economic turmoil, terrorism, ethnic conflict, poverty, discrimi￾nation, unemployment, illiteracy . . . these are among the many issues and prob￾lems we face as citizens today. But how often do we stop and recognize our

responsibilities for problem solving and positive action in a global context? What

we do today will have a lasting impact on future generations. And whether we

are talking about families, communities, nations, or the organizations in which

we work and volunteer, the core question remains: How can we join together to

have a positive and lasting impact?

Look again at the cover. Think about people working together and collabo￾rating in organizations around the world. Think about not just how grass grows,

but how organizations and their members grow, and how individuals can expand

the positive impact of society’s institutions as their ideas and talents come together

in supportive and nurturing work settings. And, think about the delicate balances

between work and family, between individuals and teams, and between organi￾zations and society that must be mastered in the quest for future prosperity.

Yes, our students do have a lot to consider in the complex and ever-shifting

world of today. But, we believe in them; we believe they are up to the challenge;

and, we believe that courses in organizational behavior have strong roles to play

in building their capabilities to make good judgments and move organizational

performance forward in positive and responsible ways.

That message is a fitting place to begin Organizational Behavior, 11th

Edition. Everyone wants to have a useful and satisfying job and career; everyone

wants all the organizations of society—small and large businesses, hospitals,

schools, governments, nonprofits, and more—to perform well; everyone seeks a

healthy and sustainable environment. In this context the lessons of our discipline

are strong and applicable. Armed with an understanding of organizational behav￾ior, great things are possible as people work, pursue careers, and contribute to

society through positive personal and organizational accomplishments.

Organizational behavior is a discipline rich with insights for career and life

skills. As educators, our job is to bring to the classroom and to students the great

power of knowledge, understanding, and inquiry that characterizes our discipline

and its commitment to understanding human behavior in organizations. What our

students do with their talents will not only shape how organizations of all types

contribute to society, but also fundamentally alter lives around the globe. We must

do our parts as educators to help them gain the understanding and confidence to

become leaders of tomorrow’s organizations.

John R. Schermerhorn Jr.

Ohio University

Richard N. Osborn

Wayne State University

Mary Uhl-Bien

University of Nebraska–Lincoln

x

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about this book

Organizational Behavior, 11th Edition, brings to its readers the solid and com￾plete content core of prior editions, an enriched and exciting “OB Skills

Workbook,” and many revisions, updates, and enhancements that reflect today’s

dynamic times.

Organization

The most significant change that past users will note is a rearrangement and

shortening of the table of contents, as well as enhancement of online modular

supplements. The book still covers the discipline in an orderly progression from

individuals to groups to influence processes and leadership to organizations. But,

it does so in an updated and more succinct fashion. Chapters are still written to

be used out of sequence at the instructor’s prerogative and to easily fit a variety

of course designs.

Content

All chapters are updated to reflect new research findings and current applications

and issues. For this edition, and in response to feedback, we have also

rearranged chapters and adjusted both content and titles to best reflect develop￾ments and directions in the discipline as well as the realities of today’s work￾places and career challenges. The major changes were made to strengthen the

research component, expand and refocus the chapters dealing with individual

behavior and performance, and more fully treat the emerging directions in lead￾ership research and thinking. Look for these and other content changes to the

11th edition: Chapter 2 Individual Differences, Values, and Diversity; Chapter 9

Decision Making and Creativity; Chapter 11 Communication and Collaboration;

Chapter 14 Leadership Challenges and Organizational Change; Chapter 15

Organizational Culture and Innovation; Chapter 17 Strategy, Technology, and

Organizational Design. Note as well that Chapter 9 Decision Making and

Creativity and Chapter 10 Conflict and Negotiation are now part of Part 3 on

Teams and Teamwork. In addition to the text chapters, a module on Research

Methods in OB has been placed online to offer easy ways to further enrich the

course experience.

Ethics Focus

To help students anticipate, understand, and confront the ethical challenges of

work and careers today we have continued our special feature in each chap￾ter—Ethics in OB. This feature presents a situation or issue from an actual case

or news report and asks a question of the student reader that requires personal

reflection on the ethics and ethics implications. Examples include “Managers

lose public trust,” “Workers concerned about ethical workplace,” and “MBA

cheats.”

xi

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Research Focus

To better communicate the timely research foundations of OB, new content has

been added to the popular Research Insights found in each chapter. Each high￾lights an article from a respected journal such as the Academy of Management

Journal and the Journal of Applied Psychology. Sample topics include interactional

justice, racial bias, social loafing, demographic faultlines, and workplace identi￾ties. For those who want to give research a special focus in their course, we have

provided an online module on Research Methods in Organizational Behavior.

Leadership Focus

To remind students that there are many positive leadership role models from

alternative organizational contexts, the Leaders on Leadership feature offers short

examples of real leaders, their experiences and perspectives. Examples include

Patricia Karter of Dancing Deer Baking, Indra Nooyi of PepsiCo, Sarah Blakely

of Spanx, and Lorraine Moore of the Leadership Academy.

Applications Focus

To help students apply the insights of OB to real situations and problems,

Mastering Management boxes provide insights from real managers and organi￾zations. Examples include “Managing emotions when times are tough,” “Six

points of human capital,” and “How to become a networker.” OB Savvy boxes

are also interspersed to summarize major findings and applications. Examples

include: “Seven steps to positive norms,” “How to create a high-performing

team,” and “Developing your emotional intelligence.”

Pedagogy

As always, our primary goal is to create a textbook that appeals to the student

reader while still offering solid content. Through market research surveys and focus

groups with students and professors, we continue to learn what features worked

best from previous editions, what can be improved, and what can be added to

accomplish this goal both effectively and efficiently. Our response is a pedagogical

frame that combines popular elements from the last edition with new ones.

• Chapter Opening—a Chapter at a Glance section links Study Topics/

Learning Objectives with an end-of-chapter Summary, and a short opening

vignette leads the reader into chapter text.

• Inside the Chapter—a variety of thematic embedded boxes as previously

noted—Leaders on Leadership, Ethics in OB, Research Insight, OB Savvy, and

Mastering Management, highlight relevant, timely, and global themes and

situations that reinforce chapter content. Margin Photo Essays provide further

short examples highlighting events and issues. To assist with chapter study

and test preparation, each chapter has a running Margin Glossary and Margin

List Identifiers.

• End of Chapter—a Study Guide helps students review and test their mastery

of chapter content. Key components are Chapter Summary (keyed to opening

Chapter at a Glance topics). Key Terms, and a Self-Test (with multiple choice,

short response, and essay questions).

xii About This Book

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About This Book xiii

The OB Skills Workbook

The end-of-text OB Skills Workbook has become a hallmark feature of the text￾book, and it has been updated and expanded for the new edition. This edition

features the Learning Style Inventory and Kouzes/Posner Student Leadership

Practices Inventory. Both fit well in an OB course as opportunities for substan￾tial student reflection and course enhancement. The five sections in the new

updated workbook that offer many ways to extend the OB learning experience

in creative and helpful ways are:

• Learning Style Inventory

• Student Leadership Practices Inventory

• Self-Assessment Portfolio

• Team and Experiential Exercises

• Cases for Critical Thinking

New Student and Instructor Support

Organizational Behavior, 11th Edition, is supported by a comprehensive learn￾ing package that assists the instructor in creating a motivating and enthusiastic

environment.

Instructor’s Resource Guide The Instructor’s Resource Guide written by Molly

Pepper, Gonzaga University offers helpful teaching ideas, advice on course devel￾opment, sample assignments, and chapter-by-chapter text highlights, learning objec￾tives, lecture outlines, class exercises, lecture notes, answers to end-of-chapter

material, and tips on using cases.

Test Bank This comprehensive Test Bank written by Patricia Buhler, Goldey￾Beacom College is available on the instructor portion of the Web site and con￾sists of over 200 questions per chapter. Each chapter has true/false, multiple

choice, and short answer questions. The questions are designed to vary in degree

of difficulty to challenge your OB students.

The Computerized Test Bank is for use on a PC running Windows. It con￾tains content from the Test Bank provided within a test-generating program that

allows instructors to customize their exams.

PowerPoint This robust set of lecture/interactive PowerPoints prepared by

Victoria Weise, Lewis University is provided for each chapter to enhance your

students’ overall experience in the OB classroom. The PowerPoint slides can be

accessed on the instructor portion of the Web site and include lecture notes to

accompany each slide.

Web Quizzes This online study guide with online quizzes varies in level of

difficulty and is designed to help your students evaluate their individual progress

through a chapter. Web quizzes are available on the student portion of the Web

site. Here students will have the ability to test themselves with 15–25 questions per

chapter and include true-false and multiple choice questions.

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