presentation organizational behavior

Faculty Resources

Powerpoints.

This course includes PowerPoint slide decks organized by chapter and aligned to course content.

Since the slides are openly licensed, you are welcome to retain, reuse, revise, remix, and redistribute them. They are also accessible. If you do revise them, make sure to follow these  guidelines for creating accessible PowerPoints .

You can download a .zip folder of all 15 PowerPoints .

Download individual decks, below:

• Module 1: Introduction to Organizational Behavior
• Module 2: Social Diversity in the Workplace
• Module 3: Ethics in Business
• Module 4: Individual Personalities and Behaviors
• Module 5: Organizational Culture
• Module 6: Motivation in the Workplace
• Module 7: Managing Stress and Emotions
• Module 8: Communication in the Workplace
• Module 9: Group Dynamics
• Module 10: Managing Groups and Teams
• Module 11: Conflict and Negotiation
• Module 12: Making Decisions
• Module 13: Leadership
• Module 14: Organizational Structure
• Module 15: Organizational Change
• PowerPoints. Provided by : Lumen Learning. License : CC BY: Attribution
• Projector Screen. Authored by : Denis Shumaylov. Provided by : Noun Project. Located at : https://thenounproject.com/term/projector-screen/1211212/ . License : CC BY: Attribution

Organization Behavior

Lets define Organization first..

Now lets define OB ….

• Definition: The study of human behavior, attitudes, and performance in organizations.
• Value of OB: Helps people attain the competencies needed to become effective employees, team leaders/members, or managers

History of Org Behavior

• Sumerians- Record Keeping
• Egyptians- Need for Planning and Control
• Moses- Shared Leadership, Delegation
• Hamurabi- First ______?
• Alexander the Great- Use of Staff
• Niccolo Machivelli- The ends _____ the ______.

Goals of Organisation Behavior

• Explanation objective . It is probably the least important of the three goals because it occurs after the fact. If we are to understand something, however, we must begin by trying to explain it.
• The goal of prediction focuses on future events to determine what outcomes will follow from a given action. A manager can use this information when making decisions.
• The most controversial goal is using OB knowledge to control behavior . The idea that one person should attempt to get others to behave in a certain way, while the subjects may not know that their behavior is being manipulated, has been viewed in some circles as unethical and repugnant. While OB offers ways to control the behavior of people, whether those methods should be used is a question of ethics.

explanation

The Study of

Organizational

Social Psychology

Anthropology

Political Science

• Psychology is the science that seeks to measure, explain, and modify human and animal behavior. Psychologists study individual behavior. Those who have contributed to OB are learning theorists, counseling psychologists, and industrial and organizational psychologists.
• Sociology studies people in relation to their fellow human beings. Sociology’s greatest contribution to OB has been in the areas of group behavior, work teams, organizational culture, communication, power, status, and conflict.
• Social psychology blends the disciplines of sociology and psychology. This discipline has contributed to OB in several ways: measuring, understanding, and changing attitudes, communication patterns, and decision-making processes.
• Anthropology is the study of societies to learn about human behavior. Much of our current understanding of organizational culture and differences between national cultures is the result of the work of anthropologists.
• Political science is the study of behavior of groups and individuals within a political environment. This discipline has contributed to the understanding of how conflict is structured, power is allocated, and how self-interest is promoted.

Contributing Disciplines to the OB Field

Contributing Disciplines to the OB Field (cont’d)

Challenges Facing today’s Workplace

Organizational Level

• Productivity

Developing Effective Employees

Global Competition

Group Level

Working With Others

Workforce Diversity

Individual Level

Job Satisfaction

• Empowerment

Behaving Ethically

• A performance measure including effectiveness and efficiency
• Effectiveness
• Achievement of goals
• The ratio of effective work output to the input required to produce the work

Effective Employees

• Absenteeism
• Failure to report to work
• Voluntary and involuntary permanent withdrawal from the organization
• Organizational citizenship behaviour
• Discretionary behaviour that is not part of an employee’s formal job requirements, but is helpful to the organization

Main trends in OB

• Globalization :
• New organizational structures
• Different forms of communication
• More competition, change, mergers, downsizing, stress
• Need more sensitivity to cultural differences
• Changing Workforce:
• Primary and secondary diversity
• More women in workforce and professions
• Different needs of Gen-X, Gen-Y

Diversity has advantages, but firms need to adjust through:

• cultural awareness
• family-friendly
• empowerment
• Changing workforce
• Dynamic relationships
• Contingent work :no explicit or implicit contract for long-term employment
• Telecommuting
• Virtual team
• Information technology
• Values & Ethics

Main trends in OB cont…

Organization Behavior is a …..

Systematic study of actions and attitudes that people exhibit….

Three behavioral determinants of the performance of employees are productivity, absenteeism, and turnover .

• Some of the dependent variables in OB

Job Satisfaction;

Productivity;

Absenteeism and Turnover

Organizational Identity

Organizational Involvement

Organizational Commitment

Organizational Citizenship Behavior

Evolution of the 21st-Century Manager

Prentice Hall, 2000

Primary role

Compensation Criteria

Culture orientation

Primary source of info

View of people

Communication pattern

Decision making style

Basic OB Model

• What is a model????

An abstraction of reality.

A simplified representation of real world phenomena

OB Framework

• The environment

Individual process

• Interpersonal and group process
• Organizational process

Change process

environment

Interpersonal & team process

Organisational process

Organizational Environment

All elements existing outside the boundary of the organization that have the potential to affect the organization

Organizational Environments

Internal Environment

• Competitors
• Labor Market

Legal/Political

Technological

Socio-Cultural

International

General Environment

Task Environment

� External Environment

• General environment – affects indirectly
• Task environment
• Affects directly
• Influences operations and performances
• Internal environment – elements within the organization’s boundaries
• International dimension
• Provides New
• Social trends
• Technological trends
• Economic trends
• Technological Dimension
• Scientific and technological advances
• Specific industries
• Society at large
• Competition
• Relationship with Customers
• Medical advances
• Nanotechnology advances

General Environment cont…

• Socio-Cultural Dimension
• Dimension of the general environment
• Demographic characteristics
• Economic Dimension
• General economic health
• Consumer purchasing power
• Unemployment rate
• Interest rates
• Recent Trends
• Frequency of mergers and acquisitions
• Small business sector vitality

Sectors that have a direct working relationship with the organization

Labor Market Forces

Labor Market Forces Affecting Organizations today

• Growing need for computer literate information technology workers
• Necessity for ongoing investment in human resources – recruitment, education, training
• Effects of international trading blocks, automation, outsourcing, shifting facility locations upon labor dislocations

Adopting to the Environment

• Boundary-spanning
• Inter-organizational partnerships
• Mergers or joint ventures

Interorganizational Partnerships

Shift in paradigm

• Trust, value added to both sides
• Equity, fair dealing, everyone profits
• E-business links to share information and conduct digital transactions
• Close coordination; virtual teams and people on site
• Involvement in partner’s product design and production
• Long-term contracts
• Business assistance goes beyond the contract

Levels of Corporate Culture

1. Artifacts, such as dress, office layout, symbols, slogans, ceremonies

2. Expressed values, such as “The Penney Idea,” “The HP Way”

3. Underlying assumptions and deep beliefs, such as “people are lazy and can’t be trusted”

Culture that can be seen at the surface level

Deeper values and shared understandings held by organization members

• Tools and Resources
• Customer Services
• Affective Science
• Biological Foundations of Psychology
• Clinical Psychology: Disorders and Therapies
• Cognitive Psychology/Neuroscience
• Developmental Psychology
• Educational/School Psychology
• Forensic Psychology
• Health Psychology
• History and Systems of Psychology
• Individual Differences
• Methods and Approaches in Psychology
• Neuropsychology
• Organizational and Institutional Psychology

Personality

• Psychology and Other Disciplines
• Social Psychology
• Sports Psychology
• Share This Facebook LinkedIn Twitter

Article contents

Organizational behavior.

• Neal M. Ashkanasy Neal M. Ashkanasy University of Queensland
•  and  Alana D. Dorris Alana D. Dorris University of Queensland
• https://doi.org/10.1093/acrefore/9780190236557.013.23
• Published online: 29 March 2017

Organizational behavior (OB) is a discipline that includes principles from psychology, sociology, and anthropology. Its focus is on understanding how people behave in organizational work environments. Broadly speaking, OB covers three main levels of analysis: micro (individuals), meso (groups), and macro (the organization). Topics at the micro level include managing the diverse workforce; effects of individual differences in attitudes; job satisfaction and engagement, including their implications for performance and management; personality, including the effects of different cultures; perception and its effects on decision-making; employee values; emotions, including emotional intelligence, emotional labor, and the effects of positive and negative affect on decision-making and creativity (including common biases and errors in decision-making); and motivation, including the effects of rewards and goal-setting and implications for management. Topics at the meso level of analysis include group decision-making; managing work teams for optimum performance (including maximizing team performance and communication); managing team conflict (including the effects of task and relationship conflict on team effectiveness); team climate and group emotional tone; power, organizational politics, and ethical decision-making; and leadership, including leadership development and leadership effectiveness. At the organizational level, topics include organizational design and its effect on organizational performance; affective events theory and the physical environment; organizational culture and climate; and organizational change.

• organizational psychology
• organizational sociology
• organizational anthropology

Introduction

Organizational behavior (OB) is the study of how people behave in organizational work environments. More specifically, Robbins, Judge, Millett, and Boyle ( 2014 , p. 8) describe it as “[a] field of study that investigates the impact that individual groups and structure have on behavior within organizations, for the purposes of applying such knowledge towards improving an organization’s effectiveness.” The OB field looks at the specific context of the work environment in terms of human attitudes, cognition, and behavior, and it embodies contributions from psychology, social psychology, sociology, and anthropology. The field is also rapidly evolving because of the demands of today’s fast-paced world, where technology has given rise to work-from-home employees, globalization, and an ageing workforce. Thus, while managers and OB researchers seek to help employees find a work-life balance, improve ethical behavior (Ardichivili, Mitchell, & Jondle, 2009 ), customer service, and people skills (see, e.g., Brady & Cronin, 2001 ), they must simultaneously deal with issues such as workforce diversity, work-life balance, and cultural differences.

The most widely accepted model of OB consists of three interrelated levels: (1) micro (the individual level), (2) meso (the group level), and (3) macro (the organizational level). The behavioral sciences that make up the OB field contribute an element to each of these levels. In particular, OB deals with the interactions that take place among the three levels and, in turn, addresses how to improve performance of the organization as a whole.

In order to study OB and apply it to the workplace, it is first necessary to understand its end goal. In particular, if the goal is organizational effectiveness, then these questions arise: What can be done to make an organization more effective? And what determines organizational effectiveness? To answer these questions, dependent variables that include attitudes and behaviors such as productivity, job satisfaction, job performance, turnover intentions, withdrawal, motivation, and workplace deviance are introduced. Moreover, each level—micro, meso, and macro—has implications for guiding managers in their efforts to create a healthier work climate to enable increased organizational performance that includes higher sales, profits, and return on investment (ROE).

The Micro (Individual) Level of Analysis

The micro or individual level of analysis has its roots in social and organizational psychology. In this article, six central topics are identified and discussed: (1) diversity; (2) attitudes and job satisfaction; (3) personality and values; (4) emotions and moods; (5) perception and individual decision-making; and (6) motivation.

An obvious but oft-forgotten element at the individual level of OB is the diverse workforce. It is easy to recognize how different each employee is in terms of personal characteristics like age, skin color, nationality, ethnicity, and gender. Other, less biological characteristics include tenure, religion, sexual orientation, and gender identity. In the Australian context, while the Commonwealth Disability Discrimination Act of 1992 helped to increase participation of people with disabilities working in organizations, discrimination and exclusion still continue to inhibit equality (Feather & Boeckmann, 2007 ). In Western societies like Australia and the United States, however, antidiscrimination legislation is now addressing issues associated with an ageing workforce.

In terms of gender, there continues to be significant discrimination against female employees. Males have traditionally had much higher participation in the workforce, with only a significant increase in the female workforce beginning in the mid-1980s. Additionally, according to Ostroff and Atwater’s ( 2003 ) study of engineering managers, female managers earn a significantly lower salary than their male counterparts, especially when they are supervising mostly other females.

Job Satisfaction and Job Engagement

Job satisfaction is an attitudinal variable that comes about when an employee evaluates all the components of her or his job, which include affective, cognitive, and behavioral aspects (Weiss, 2002 ). Increased job satisfaction is associated with increased job performance, organizational citizenship behaviors (OCBs), and reduced turnover intentions (Wilkin, 2012 ). Moreover, traditional workers nowadays are frequently replaced by contingent workers in order to reduce costs and work in a nonsystematic manner. According to Wilkin’s ( 2012 ) findings, however, contingent workers as a group are less satisfied with their jobs than permanent employees are.

Job engagement concerns the degree of involvement that an employee experiences on the job (Kahn, 1990 ). It describes the degree to which an employee identifies with their job and considers their performance in that job important; it also determines that employee’s level of participation within their workplace. Britt, Dickinson, Greene-Shortridge, and McKibbin ( 2007 ) describe the two extremes of job satisfaction and employee engagement: a feeling of responsibility and commitment to superior job performance versus a feeling of disengagement leading to the employee wanting to withdraw or disconnect from work. The first scenario is also related to organizational commitment, the level of identification an employee has with an organization and its goals. Employees with high organizational commitment, job satisfaction, and employee engagement tend to perceive that their organization values their contribution and contributes to their wellbeing.

Personality represents a person’s enduring traits. The key here is the concept of enduring . The most widely adopted model of personality is the so-called Big Five (Costa & McCrae, 1992 ): extraversion, agreeableness, conscientiousness, emotional stability, and openness. Employees high in conscientiousness tend to have higher levels of job knowledge, probably because they invest more into learning about their role. Those higher in emotional stability tend to have higher levels of job satisfaction and lower levels of stress, most likely because of their positive and opportunistic outlooks. Agreeableness, similarly, is associated with being better liked and may lead to higher employee performance and decreased levels of deviant behavior.

Although the personality traits in the Big Five have been shown to relate to organizational behavior, organizational performance, career success (Judge, Higgins, Thoresen, & Barrick, 2006 ), and other personality traits are also relevant to the field. Examples include positive self-evaluation, self-monitoring (the degree to which an individual is aware of comparisons with others), Machiavellianism (the degree to which a person is practical, maintains emotional distance, and believes the end will justify the means), narcissism (having a grandiose sense of self-importance and entitlement), risk-taking, proactive personality, and type A personality. In particular, those who like themselves and are grounded in their belief that they are capable human beings are more likely to perform better because they have fewer self-doubts that may impede goal achievements. Individuals high in Machiavellianism may need a certain environment in order to succeed, such as a job that requires negotiation skills and offers significant rewards, although their inclination to engage in political behavior can sometimes limit their potential. Employees who are high on narcissism may wreak organizational havoc by manipulating subordinates and harming the overall business because of their over-inflated perceptions of self. Higher levels of self-monitoring often lead to better performance but they may cause lower commitment to the organization. Risk-taking can be positive or negative; it may be great for someone who thrives on rapid decision-making, but it may prove stressful for someone who likes to weigh pros and cons carefully before making decisions. Type A individuals may achieve high performance but may risk doing so in a way that causes stress and conflict. Proactive personality, on the other hand, is usually associated with positive organizational performance.

Employee Values

Personal value systems are behind each employee’s attitudes and personality. Each employee enters an organization with an already established set of beliefs about what should be and what should not be. Today, researchers realize that personality and values are linked to organizations and organizational behavior. Years ago, only personality’s relation to organizations was of concern, but now managers are more interested in an employee’s flexibility to adapt to organizational change and to remain high in organizational commitment. Holland’s ( 1973 ) theory of personality-job fit describes six personality types (realistic, investigative, social, conventional, enterprising, and artistic) and theorizes that job satisfaction and turnover are determined by how well a person matches her or his personality to a job. In addition to person-job (P-J) fit, researchers have also argued for person-organization (P-O) fit, whereby employees desire to be a part of and are selected by an organization that matches their values. The Big Five would suggest, for example, that extraverted employees would desire to be in team environments; agreeable people would align well with supportive organizational cultures rather than more aggressive ones; and people high on openness would fit better in organizations that emphasize creativity and innovation (Anderson, Spataro, & Flynn, 2008 ).

Individual Differences, Affect, and Emotion

Personality predisposes people to have certain moods (feelings that tend to be less intense but longer lasting than emotions) and emotions (intense feelings directed at someone or something). In particular, personalities with extraversion and emotional stability partially determine an individual predisposition to experience emotion more or less intensely.

Affect is also related as describing the positive and negative feelings that people experience (Ashkanasy, 2003 ). Moreover, emotions, mood, and affect interrelate; a bad mood, for instance, can lead individuals to experience a negative emotion. Emotions are action-oriented while moods tend to be more cognitive. This is because emotions are caused by a specific event that might only last a few seconds, while moods are general and can last for hours or even days. One of the sources of emotions is personality. Dispositional or trait affects correlate, on the one hand, with personality and are what make an individual more likely to respond to a situation in a predictable way (Watson & Tellegen, 1985 ). Moreover, like personality, affective traits have proven to be stable over time and across settings (Diener, Larsen, Levine, & Emmons, 1985 ; Watson, 1988 ; Watson & Tellegen, 1985 ; Watson & Walker, 1996 ). State affect, on the other hand, is similar to mood and represents how an individual feels in the moment.

The Role of Affect in Organizational Behavior

For many years, affect and emotions were ignored in the field of OB despite being fundamental factors underlying employee behavior (Ashforth & Humphrey, 1995 ). OB researchers traditionally focused on solely decreasing the effects of strong negative emotions that were seen to impede individual, group, and organizational level productivity. More recent theories of OB focus, however, on affect, which is seen to have positive, as well as negative, effects on behavior, described by Barsade, Brief, and Spataro ( 2003 , p. 3) as the “affective revolution.” In particular, scholars now understand that emotions can be measured objectively and be observed through nonverbal displays such as facial expression and gestures, verbal displays, fMRI, and hormone levels (Ashkanasy, 2003 ; Rashotte, 2002 ).

Fritz, Sonnentag, Spector, and McInroe ( 2010 ) focus on the importance of stress recovery in affective experiences. In fact, an individual employee’s affective state is critical to OB, and today more attention is being focused on discrete affective states. Emotions like fear and sadness may be related to counterproductive work behaviors (Judge et al., 2006 ). Stress recovery is another factor that is essential for more positive moods leading to positive organizational outcomes. In a study, Fritz et al. ( 2010 ) looked at levels of psychological detachment of employees on weekends away from the workplace and how it was associated with higher wellbeing and affect.

Emotional Intelligence and Emotional Labor

Ashkanasy and Daus ( 2002 ) suggest that emotional intelligence is distinct but positively related to other types of intelligence like IQ. It is defined by Mayer and Salovey ( 1997 ) as the ability to perceive, assimilate, understand, and manage emotion in the self and others. As such, it is an individual difference and develops over a lifetime, but it can be improved with training. Boyatzis and McKee ( 2005 ) describe emotional intelligence further as a form of adaptive resilience, insofar as employees high in emotional intelligence tend to engage in positive coping mechanisms and take a generally positive outlook toward challenging work situations.

Emotional labor occurs when an employee expresses her or his emotions in a way that is consistent with an organization’s display rules, and usually means that the employee engages in either surface or deep acting (Hochschild, 1983 ). This is because the emotions an employee is expressing as part of their role at work may be different from the emotions they are actually feeling (Ozcelik, 2013 ). Emotional labor has implications for an employee’s mental and physical health and wellbeing. Moreover, because of the discrepancy between felt emotions (how an employee actually feels) and displayed emotions or surface acting (what the organization requires the employee to emotionally display), surface acting has been linked to negative organizational outcomes such as heightened emotional exhaustion and reduced commitment (Erickson & Wharton, 1997 ; Brotheridge & Grandey, 2002 ; Grandey, 2003 ; Groth, Hennig-Thurau, & Walsh, 2009 ).

Affect and Organizational Decision-Making

Ashkanasy and Ashton-James ( 2008 ) make the case that the moods and emotions managers experience in response to positive or negative workplace situations affect outcomes and behavior not only at the individual level, but also in terms of strategic decision-making processes at the organizational level. These authors focus on affective events theory (Weiss & Cropanzano, 1996 ), which holds that organizational events trigger affective responses in organizational members, which in turn affect organizational attitudes, cognition, and behavior.

Perceptions and Behavior

Like personality, emotions, moods, and attitudes, perceptions also influence employees’ behaviors in the workplace. Perception is the way in which people organize and interpret sensory cues in order to give meaning to their surroundings. It can be influenced by time, work setting, social setting, other contextual factors such as time of day, time of year, temperature, a target’s clothing or appearance, as well as personal trait dispositions, attitudes, and value systems. In fact, a person’s behavior is based on her or his perception of reality—not necessarily the same as actual reality. Perception greatly influences individual decision-making because individuals base their behaviors on their perceptions of reality. In this regard, attribution theory (Martinko, 1995 ) outlines how individuals judge others and is our attempt to conclude whether a person’s behavior is internally or externally caused.

Decision-Making and the Role of Perception

Decision-making occurs as a reaction to a problem when the individual perceives there to be discrepancy between the current state of affairs and the state s/he desires. As such, decisions are the choices individuals make from a set of alternative courses of action. Each individual interprets information in her or his own way and decides which information is relevant to weigh pros and cons of each decision and its alternatives to come to her or his perception of the best outcome. In other words, each of our unique perceptual processes influences the final outcome (Janis & Mann, 1977 ).

Common Biases in Decision-Making

Although there is no perfect model for approaching decision-making, there are nonetheless many biases that individuals can make themselves aware of in order to maximize their outcomes. First, overconfidence bias is an inclination to overestimate the correctness of a decision. Those most likely to commit this error tend to be people with weak intellectual and interpersonal abilities. Anchoring bias occurs when individuals focus on the first information they receive, failing to adjust for information received subsequently. Marketers tend to use anchors in order to make impressions on clients quickly and project their brand names. Confirmation bias occurs when individuals only use facts that support their decisions while discounting all contrary views. Lastly, availability bias occurs when individuals base their judgments on information readily available. For example, a manager might rate an employee on a performance appraisal based on behavior in the past few days, rather than the past six months or year.

Errors in Decision-Making

Other errors in decision-making include hindsight bias and escalation of commitment . Hindsight bias is a tendency to believe, incorrectly, after an outcome of an event has already happened, that the decision-maker would have accurately predicted that same outcome. Furthermore, this bias, despite its prevalence, is especially insidious because it inhibits the ability to learn from the past and take responsibility for mistakes. Escalation of commitment is an inclination to continue with a chosen course of action instead of listening to negative feedback regarding that choice. When individuals feel responsible for their actions and those consequences, they escalate commitment probably because they have invested so much into making that particular decision. One solution to escalating commitment is to seek a source of clear, less distorted feedback (Staw, 1981 ).

The last but certainly not least important individual level topic is motivation. Like each of the topics discussed so far, a worker’s motivation is also influenced by individual differences and situational context. Motivation can be defined as the processes that explain a person’s intensity, direction, and persistence toward reaching a goal. Work motivation has often been viewed as the set of energetic forces that determine the form, direction, intensity, and duration of behavior (Latham & Pinder, 2005 ). Motivation can be further described as the persistence toward a goal. In fact many non-academics would probably describe it as the extent to which a person wants and tries to do well at a particular task (Mitchell, 1982 ).

Early theories of motivation began with Maslow’s ( 1943 ) hierarchy of needs theory, which holds that each person has five needs in hierarchical order: physiological, safety, social, esteem, and self-actualization. These constitute the “lower-order” needs, while social and esteem needs are “higher-order” needs. Self-esteem for instance underlies motivation from the time of childhood. Another early theory is McGregor’s ( 1960 ) X-Y theory of motivation: Theory X is the concept whereby individuals must be pushed to work; and theory Y is positive, embodying the assumption that employees naturally like work and responsibility and can exercise self-direction.

Herzberg subsequently proposed the “two-factor theory” that attitude toward work can determine whether an employee succeeds or fails. Herzberg ( 1966 ) relates intrinsic factors, like advancement in a job, recognition, praise, and responsibility to increased job satisfaction, while extrinsic factors like the organizational climate, relationship with supervisor, and salary relate to job dissatisfaction. In other words, the hygiene factors are associated with the work context while the motivators are associated with the intrinsic factors associated with job motivation.

Contemporary Theories of Motivation

Although traditional theories of motivation still appear in OB textbooks, there is unfortunately little empirical data to support their validity. More contemporary theories of motivation, with more acceptable research validity, include self-determination theory , which holds that people prefer to have control over their actions. If a task an individual enjoyed now feels like a chore, then this will undermine motivation. Higher self-determined motivation (or intrinsically determined motivation) is correlated with increased wellbeing, job satisfaction, commitment, and decreased burnout and turnover intent. In this regard, Fernet, Gagne, and Austin ( 2010 ) found that work motivation relates to reactions to interpersonal relationships at work and organizational burnout. Thus, by supporting work self-determination, managers can help facilitate adaptive employee organizational behaviors while decreasing turnover intention (Richer, Blanchard, & Vallerand, 2002 ).

Core self-evaluation (CSE) theory is a relatively new concept that relates to self-confidence in general, such that people with higher CSE tend to be more committed to goals (Bono & Colbert, 2005 ). These core self-evaluations also extend to interpersonal relationships, as well as employee creativity. Employees with higher CSE are more likely to trust coworkers, which may also contribute to increased motivation for goal attainment (Johnson, Kristof-Brown, van Vianen, de Pater, & Klein, 2003 ). In general, employees with positive CSE tend to be more intrinsically motivated, thus additionally playing a role in increasing employee creativity (Judge, Bono, Erez, & Locke, 2005 ). Finally, according to research by Amabile ( 1996 ), intrinsic motivation or self-determined goal attainment is critical in facilitating employee creativity.

Goal-Setting and Conservation of Resources

While self-determination theory and CSE focus on the reward system behind motivation and employee work behaviors, Locke and Latham’s ( 1990 ) goal-setting theory specifically addresses the impact that goal specificity, challenge, and feedback has on motivation and performance. These authors posit that our performance is increased when specific and difficult goals are set, rather than ambiguous and general goals. Goal-setting seems to be an important motivational tool, but it is important that the employee has had a chance to take part in the goal-setting process so they are more likely to attain their goals and perform highly.

Related to goal-setting is Hobfoll’s ( 1989 ) conservation of resources (COR) theory, which holds that people have a basic motivation to obtain, maintain, and protect what they value (i.e., their resources). Additionally there is a global application of goal-setting theory for each of the motivation theories. Not enough research has been conducted regarding the value of goal-setting in global contexts, however, and because of this, goal-setting is not recommended without consideration of cultural and work-related differences (Konopaske & Ivancevich, 2004 ).

Self-Efficacy and Motivation

Other motivational theories include self-efficacy theory, and reinforcement, equity, and expectancy theories. Self-efficacy or social cognitive or learning theory is an individual’s belief that s/he can perform a task (Bandura, 1977 ). This theory complements goal-setting theory in that self-efficacy is higher when a manager assigns a difficult task because employees attribute the manager’s behavior to him or her thinking that the employee is capable; the employee in turn feels more confident and capable.

Reinforcement theory (Skinner, 1938 ) counters goal-setting theory insofar as it is a behaviorist approach rather than cognitive and is based in the notion that reinforcement conditions behavior, or in other words focuses on external causes rather than the value an individual attributes to goals. Furthermore, this theory instead emphasizes the behavior itself rather than what precedes the behavior. Additionally, managers may use operant conditioning, a part of behaviorism, to reinforce people to act in a desired way.

Social-learning theory (Bandura, 1977 ) extends operant conditioning and also acknowledges the influence of observational learning and perception, and the fact that people can learn and retain information by paying attention, observing, and modeling the desired behavior.

Equity theory (Adams, 1963 ) looks at how employees compare themselves to others and how that affects their motivation and in turn their organizational behaviors. Employees who perceive inequity for instance, will either change how much effort they are putting in (their inputs), change or distort their perceptions (either of self or others in relation to work), change their outcomes, turnover, or choose a different referent (acknowledge performance in relation to another employee but find someone else they can be better than).

Last but not least, Vroom’s ( 1964 ) expectancy theory holds that individuals are motivated by the extent to which they can see that their effort is likely to result in valued outcomes. This theory has received strong support in empirical research (see Van Erde & Thierry, 1996 , for meta-analytic results). Like each of the preceding theories, expectancy theory has important implications that managers should consider. For instance, managers should communicate with employees to determine their preferences to know what rewards to offer subordinates to elicit motivation. Managers can also make sure to identify and communicate clearly the level of performance they desire from an employee, as well as to establish attainable goals with the employee and to be very clear and precise about how and when performance will be rewarded (Konopaske & Ivancevich, 2004 ).

The Meso (Group) Level of Analysis

The second level of OB research also emerges from social and organizational psychology and relates to groups or teams. Topics covered so far include individual differences: diversity, personality and emotions, values and attitudes, motivation, and decision-making. Thus, in this section, attention turns to how individuals come together to form groups and teams, and begins laying the foundation for understanding the dynamics of group and team behavior. Topics at this level also include communication, leadership, power and politics, and conflict.

A group consists of two or more individuals who come together to achieve a similar goal. Groups can be formal or informal. A formal group on the one hand is assigned by the organization’s management and is a component of the organization’s structure. An informal group on the other hand is not determined by the organization and often forms in response to a need for social contact. Teams are formal groups that come together to meet a specific group goal.

Although groups are thought to go through five stages of development (Tuckman, 1965 : forming, storming, norming, performing, and adjourning) and to transition to effectiveness at the halfway mark (Gersick, 1988 ), group effectiveness is in fact far more complex. For example, two types of conformity to group norms are possible: compliance (just going along with the group’s norms but not accepting them) and personal acceptance (when group members’ individual beliefs match group norms). Behavior in groups then falls into required behavior usually defined by the formal group and emergent behavior that grows out of interactions among group members (Champoux, 2011 ).

Group Decision-Making

Although many of the decisions made in organizations occur in groups and teams, such decisions are not necessarily optimal. Groups may have more complex knowledge and increased perspectives than individuals but may suffer from conformity pressures or domination by one or two members. Group decision-making has the potential to be affected by groupthink or group shift. In groupthink , group pressures to conform to the group norms deter the group from thinking of alternative courses of action (Janis & Mann, 1977 ). In the past, researchers attempted to explain the effects of group discussion on decision-making through the following approaches: group decision rules, interpersonal comparisons, and informational influence. Myers and Lamm ( 1976 ), however, present a conceptual schema comprised of interpersonal comparisons and informational influence approaches that focus on attitude development in a more social context. They found that their research is consistent with the group polarization hypothesis: The initial majority predicts the consensus outcome 90% of the time. The term group polarization was founded in Serge Moscovici and his colleagues’ literature (e.g., Moscovici & Zavalloni, 1969 ). Polarization refers to an increase in the extremity of the average response of the subject population.

In other words, the Myer and Lamm ( 1976 ) schema is based on the idea that four elements feed into one another: social motivation, cognitive foundation, attitude change, and action commitment. Social motivation (comparing self with others in order to be perceived favorably) feeds into cognitive foundation , which in turn feeds into attitude change and action commitment . Managers of organizations can help reduce the negative phenomena and increase the likelihood of functional groups by encouraging brainstorming or openly looking at alternatives in the process of decision-making such as the nominal group technique (which involves restricting interpersonal communication in order to encourage free thinking and proceeding to a decision in a formal and systematic fashion such as voting).

Elements of Team Performance

OB researchers typically focus on team performance and especially the factors that make teams most effective. Researchers (e.g., see De Dreu & Van Vianen, 2001 ) have organized the critical components of effective teams into three main categories: context, composition, and process. Context refers to the team’s physical and psychological environment, and in particular the factors that enable a climate of trust. Composition refers to the means whereby the abilities of each individual member can best be most effectively marshaled. Process is maximized when members have a common goal or are able to reflect and adjust the team plan (for reflexivity, see West, 1996 ).

Communication

In order to build high-performing work teams, communication is critical, especially if team conflict is to be minimized. Communication serves four main functions: control, motivation, emotional expression, and information (Scott & Mitchell, 1976 ). The communication process involves the transfer of meaning from a sender to a receiver through formal channels established by an organization and informal channels, created spontaneously and emerging out of individual choice. Communication can flow downward from managers to subordinates, upward from subordinates to managers, or between members of the same group. Meaning can be transferred from one person to another orally, through writing, or nonverbally through facial expressions and body movement. In fact, body movement and body language may complicate verbal communication and add ambiguity to the situation as does physical distance between team members.

High-performance teams tend to have some of the following characteristics: interpersonal trust, psychological and physical safety, openness to challenges and ideas, an ability to listen to other points of view, and an ability to share knowledge readily to reduce task ambiguity (Castka, Bamber, Sharp, & Belohoubek, 2001 ). Although the development of communication competence is essential for a work team to become high-performing, that communication competence is also influenced by gender, personality, ability, and emotional intelligence of the members. Ironically, it is the self-reliant team members who are often able to develop this communication competence. Although capable of working autonomously, self-reliant team members know when to ask for support from others and act interdependently.

Emotions also play a part in communicating a message or attitude to other team members. Emotional contagion, for instance, is a fascinating effect of emotions on nonverbal communication, and it is the subconscious process of sharing another person’s emotions by mimicking that team member’s nonverbal behavior (Hatfield, Cacioppo, & Rapson, 1993 ). Importantly, positive communication, expressions, and support of team members distinguished high-performing teams from low-performing ones (Bakker & Schaufeli, 2008 ).

Team Conflict

Because of member interdependence, teams are inclined to more conflict than individual workers. In particular, diversity in individual differences leads to conflict (Thomas, 1992 ; Wall & Callister, 1995 ; see also Cohen & Bailey, 1997 ). Jehn ( 1997 ) identifies three types of conflict: task, relationship, and process. Process conflict concerns how task accomplishment should proceed and who is responsible for what; task conflict focuses on the actual content and goals of the work (Robbins et al., 2014 ); and relationship conflict is based on differences in interpersonal relationships. While conflict, and especially task conflict, does have some positive benefits such as greater innovation (Tjosvold, 1997 ), it can also lead to lowered team performance and decreased job satisfaction, or even turnover. De Dreu and Van Vianen ( 2001 ) found that team conflict can result in one of three responses: (1) collaborating with others to find an acceptable solution; (2) contending and pushing one member’s perspective on others; or (3) avoiding and ignoring the problem.

Team Effectiveness and Relationship Conflict

Team effectiveness can suffer in particular from relationship conflict, which may threaten team members’ personal identities and self-esteem (Pelled, 1995 ). In this regard, Murnighan and Conlon ( 1991 ) studied members of British string quartets and found that the most successful teams avoided relationship conflict while collaborating to resolve task conflicts. This may be because relationship conflict distracts team members from the task, reducing team performance and functioning. As noted earlier, positive affect is associated with collaboration, cooperation, and problem resolution, while negative affect tends to be associated with competitive behaviors, especially during conflict (Rhoades, Arnold, & Jay, 2001 ).

Team Climate and Emotionality

Emotional climate is now recognized as important to team processes (Ashkanasy & Härtel, 2014 ), and team climate in general has important implications for how individuals behave individually and collectively to effect organizational outcomes. This idea is consistent with Druskat and Wolff’s ( 2001 ) notion that team emotional-intelligence climate can help a team manage both types of conflict (task and relationship). In Jehn’s ( 1997 ) study, she found that emotion was most often negative during team conflict, and this had a negative effect on performance and satisfaction regardless of the type of conflict team members were experiencing. High emotionality, as Jehn calls it, causes team members to lose sight of the work task and focus instead on the negative affect. Jehn noted, however, that absence of group conflict might also may block innovative ideas and stifle creativity (Jehn, 1997 ).

Power and Politics

Power and organizational politics can trigger employee conflict, thus affecting employee wellbeing, job satisfaction, and performance, in turn affecting team and organizational productivity (Vigoda, 2000 ). Because power is a function of dependency, it can often lead to unethical behavior and thus become a source of conflict. Types of power include formal and personal power. Formal power embodies coercive, reward, and legitimate power. Coercive power depends on fear. Reward power is the opposite and occurs when an individual complies because s/he receives positive benefits from acting in accordance with the person in power. In formal groups and organizations, the most easily accessed form of power is legitimate because this form comes to be from one’s position in the organizational hierarchy (Raven, 1993 ). Power tactics represent the means by which those in a position of power translate their power base (formal or personal) into specific actions.

The nine influence tactics that managers use according to Yukl and Tracey ( 1992 ) are (1) rational persuasion, (2) inspirational appeal, (3) consultation, (4) ingratiation, (5) exchange, (6) personal appeal, (7) coalition, (8) legitimating, and (9) pressure. Of these tactics, inspirational appeal, consultation, and rational persuasion were among the strategies most effective in influencing task commitment. In this study, there was also a correlation found between a manager’s rational persuasion and a subordinate rating her effectively. Perhaps this is because persuasion requires some level of expertise, although more research is needed to verify which methods are most successful. Moreover, resource dependence theory dominates much theorizing about power and organizational politics. In fact, it is one of the central themes of Pfeffer and Salancik’s ( 1973 ) treatise on the external control of organizations. First, the theory emphasizes the importance of the organizational environment in understanding the context of how decisions of power are made (see also Pfeffer & Leblebici, 1973 ). Resource dependence theory is based on the premise that some organizations have more power than others, occasioned by specifics regarding their interdependence. Pfeffer and Salancik further propose that external interdependence and internal organizational processes are related and that this relationship is mediated by power.

Organizational Politics

Political skill is the ability to use power tactics to influence others to enhance an individual’s personal objectives. In addition, a politically skilled person is able to influence another person without being detected (one reason why he or she is effective). Persons exerting political skill leave a sense of trust and sincerity with the people they interact with. An individual possessing a high level of political skill must understand the organizational culture they are exerting influence within in order to make an impression on his or her target. While some researchers suggest political behavior is a critical way to understand behavior that occurs in organizations, others simply see it as a necessary evil of work life (Champoux, 2011 ). Political behavior focuses on using power to reach a result and can be viewed as unofficial and unsanctioned behavior (Mintzberg, 1985 ). Unlike other organizational processes, political behavior involves both power and influence (Mayes & Allen, 1977 ). Moreover, because political behavior involves the use of power to influence others, it can often result in conflict.

Organizational Politics, Power, and Ethics

In concluding this section on power and politics, it is also appropriate to address the dark side, where organizational members who are persuasive and powerful enough might become prone to abuse standards of equity and justice and thereby engage in unethical behavior. An employee who takes advantage of her position of power may use deception, lying, or intimidation to advance her own interests (Champoux, 2011 ). When exploring interpersonal injustice, it is important to consider the intent of the perpetrator, as well as the effect of the perpetrator’s treatment from the victim’s point of view. Umphress, Simmons, Folger, Ren, and Bobocel ( 2013 ) found in this regard that not only does injustice perceived by the self or coworkers influence attitudes and behavior within organizations, but injustice also influences observer reactions both inside and outside of the organization.

Leadership plays an integrative part in understanding group behavior, because the leader is engaged in directing individuals toward attitudes and behaviors, hopefully also in the direction of those group members’ goals. Although there is no set of universal leadership traits, extraversion from the Big Five personality framework has been shown in meta-analytic studies to be positively correlated with transformational, while neuroticism appears to be negatively correlated (Bono & Judge, 2004 ). There are also various perspectives to leadership, including the competency perspective, which addresses the personality traits of leaders; the behavioral perspective, which addresses leader behaviors, specifically task versus people-oriented leadership; and the contingency perspective, which is based on the idea that leadership involves an interaction of personal traits and situational factors. Fiedler’s ( 1967 ) contingency, for example, suggests that leader effectiveness depends on the person’s natural fit to the situation and the leader’s score on a “least preferred coworker” scale.

More recently identified styles of leadership include transformational leadership (Bass, Avolio, & Atwater, 1996 ), charismatic leadership (Conger & Kanungo, 1988 ), and authentic leadership (Luthans & Avolio, 2003 ). In a nutshell, transformational leaders inspire followers to act based on the good of the organization; charismatic leaders project a vision and convey a new set of values; and authentic leaders convey trust and genuine sentiment.

Leader-member exchange theory (LMX; see Graen & Uhl-Bien, 1995 ) assumes that leadership emerges from exchange relationships between a leader and her or his followers. More recently, Tse, Troth, and Ashkanasy ( 2015 ) expanded on LMX to include social processes (e.g., emotional intelligence, emotional labor, and discrete emotions), arguing that affect plays a large part in the leader-member relationship.

Leadership Development

An emerging new topic in leadership concerns leadership development, which embodies the readiness of leadership aspirants to change (Hannah & Avolio, 2010 ). In this regard, the learning literature suggests that intrinsic motivation is necessary in order to engage in development (see Hidi & Harackiewicz, 2000 ), but also that the individual needs to be goal-oriented and have developmental efficacy or self-confidence that s/he can successfully perform in leadership contexts.

Ashkanasy, Dasborough, and Ascough ( 2009 ) argue further that developing the affective side of leaders is important. In this case, because emotions are so pervasive within organizations, it is important that leaders learn how to manage them in order to improve team performance and interactions with employees that affect attitudes and behavior at almost every organizational level.

Abusive Leadership

Leaders, or those in positions of power, are particularly more likely to run into ethical issues, and only more recently have organizational behavior researchers considered the ethical implications of leadership. As Gallagher, Mazur, and Ashkanasy ( 2015 ) describe, since 2009 , organizations have been under increasing pressure to cut costs or “do more with less,” and this sometimes can lead to abusive supervision, whereby employee job demands exceed employee resources, and supervisors engage in bullying, undermining, victimization, or personal attacks on subordinates (Tepper, 2000 ).

Supervisors who are very high or low in emotional intelligence may be more likely to experience stress associated with a very demanding high-performance organizational culture. These supervisors may be more likely to try to meet the high demands and pressures through manipulative behaviors (Kilduff, Chiaburu, & Menges, 2010 ). This has serious implications for employee wellbeing and the organization as a whole. Abusive supervision detracts from the ability for those under attack to perform effectively, and targets often come to doubt their own ability to perform (Tepper, 2000 ).

The Macro (Organizational) Level of Analysis

The final level of OB derives from research traditions across three disciplines: organizational psychology, organizational sociology, and organizational anthropology. Moreover, just as teams and groups are more than the sum of their individual team members, organizations are also more than the sum of the teams or groups residing within them. As such, structure, climate, and culture play key roles in shaping and being shaped by employee attitudes and behaviors, and they ultimately determine organizational performance and productivity.

Organizational Structure

Organizational structure is a sociological phenomenon that determines the way tasks are formally divided and coordinated within an organization. In this regard, jobs are often grouped by the similarity of functions performed, the product or service produced, or the geographical location. Often, the number of forms of departmentalization will depend on the size of the organization, with larger organizations having more forms of departmentalization than others. Organizations are also organized by the chain of command or the hierarchy of authority that determines the span of control, or how many employees a manager can efficiently and effectively lead. With efforts to reduce costs since the global financial crisis of 2009 , organizations have tended to adopt a wider, flatter span of control, where more employees report to one supervisor.

Organizational structure also concerns the level of centralization or decentralization, the degree to which decision-making is focused at a single point within an organization. Formalization is also the degree to which jobs are organized in an organization. These levels are determined by the organization and also vary greatly across the world. For example, Finnish organizations tend to be more decentralized than their Australian counterparts and, as a consequence, are more innovative (Leiponen & Helfat, 2011 ).

Mintzberg ( 1979 ) was the first to set out a taxonomy of organizational structure. Within his model, the most common organizational design is the simple structure characterized by a low level of departmentalization, a wide span of control, and centralized authority. Other organizational types emerge in larger organizations, which tend to be bureaucratic and more routinized. Rules are formalized, tasks are grouped into departments, authority is centralized, and the chain of command involves narrow spans of control and decision-making. An alternative is the matrix structure, often found in hospitals, universities, and government agencies. This form of organization combines functional and product departmentalization where employees answer to two bosses: functional department managers and product managers.

New design options include the virtual organization and the boundaryless organization , an organization that has no chain of command and limitless spans of control. Structures differ based on whether the organization seeks to use an innovation strategy, imitation strategy, or cost-minimization strategy (Galunic & Eisenhardt, 1994 ). Organizational structure can have a significant effect on employee attitudes and behavior. Evidence generally shows that work specialization leads to higher employee productivity but also lower job satisfaction (Porter & Lawler, 1965 ). Gagné and Deci emphasize that autonomous work motivation (i.e., intrinsic motivation and integrated extrinsic motivation) is promoted in work climates that are interesting, challenging, and allow choice. Parker, Wall, and Jackson ( 1997 ) specifically relate job enlargement to autonomous motivation. Job enlargement was first discussed by management theorists like Lawler and Hall ( 1970 ), who believed that jobs should be enlarged to improve the intrinsic motivation of workers. Today, most of the job-design literature is built around the issue of work specialization (job enlargement and enrichment). In Parker, Wall, and Jackson’s study, they observed that horizontally enlarging jobs through team-based assembly cells led to greater understanding and acceptance of the company’s vision and more engagement in new work roles. (In sum, by structuring work to allow more autonomy among employees and identification among individual work groups, employees stand to gain more internal autonomous motivation leading to improved work outcomes (van Knippenberg & van Schie, 2000 ).

The Physical Environment of Work

Ashkanasy, Ayoko, and Jehn ( 2014 ) extend the topic of organizational structure to discuss, from a psychological perspective, how the physical work environment shapes employee attitudes, behaviors, and organizational outcomes. Elsbach ( 2003 ) pointed out that the space within which employees conduct their work is critical to employees’ levels of performance and productivity. In their study, Ashkanasy and his colleagues looked at the underlying processes influencing how the physical environment determines employee attitudes and behaviors, in turn affecting productivity levels. They base their model on affective events theory (Weiss & Cropanzano, 1996 ), which holds that particular “affective” events in the work environment are likely to be the immediate cause of employee behavior and performance in organizations (see also Ashkanasy & Humphrey, 2011 ). Specifically, Ashkanasy and colleagues ( 2014 ) looked at how this theory holds in extremely crowded open-plan office designs and how employees in these offices are more likely to experience negative affect, conflict, and territoriality, negatively impacting attitudes, behaviors, and work performance.

• Organizational Climate and Culture

Although organizational structure and the physical environment are important determinants of employee attitudes and behaviors, organizational culture and climate lie at the heart of organizational interactions (Ashkanasy & Jackson, 2001 ). Organizational culture derives from an anthropological research tradition, while organizational climate is based on organizational psychology.

A central presumption of culture is that, as Smircich ( 1983 ) noted, organizational behavior is not a function of what goes on inside individual employees’ heads, but between employees, as evidenced in daily organizational communication and language. As such, organizational culture allows one organization to distinguish itself from another, while conveying a sense of identity for its members.

Organizational Climate and its Relation to Organizational Culture

Organizational culture creates organizational climate or employees’ shared perceptions about their organization and work environment. Organizational climate has been found to facilitate and/or inhibit displays of certain behaviors in one study (Smith-Crowe, Burke, & Landis, 2003 ), and overall, organizational climate is often viewed as a surface-level indicator of the functioning of the employee/organizational environment relationship (Ryan, Horvath, Ployhart, Schmitt, & Slade, 2000 ). For instance, a more restrictive climate may inhibit individual decision-making in contrast to a more supportive climate in which the organization may intervene at the individual level and in which the ability/job performance relationship is supported (James, Demaree, Mulaik, & Ladd, 1992 ). In a study focused on safety climate, Smith-Crowe and colleagues found that organizational climate is essential in determining whether training will transfer to employee performance, and this is most likely because organizational climate moderates the knowledge/performance relationship. Gibbs and Cooper ( 2010 ) also found that a supportive organizational climate is positively related to employee performance. They specifically looked at PsyCap, the higher-order construct of psychological capital first proposed by Luthans and Youssef ( 2004 ).

Organizational Change

The final topic covered in this article is organizational change. Organizational culture and climate can both be negatively impacted by organizational change and, in turn, negatively affect employee wellbeing, attitudes, and performance, reflecting onto organizational performance. Often, there is great resistance to change, and the success rate of organizational change initiatives averages at less than 30% (Al-Haddad & Kotnour, 2015 ). In order to overcome this resistance, it is important that managers plan ahead for changes and emphasize education and communication about them. As organizations becoming increasingly globalized, change has become the norm, and this will continue into the future.

Additionally, as organizations become increasingly globalized, organizational changes often involve mergers that have important organizational implications. In this regard, Kavanagh and Ashkanasy ( 2006 ) found that, for a merger to be successful, there needs to be alignment between the individual values and organizational cultures of merging partners. Managers during a merger situation need to be especially cognizant of how this organizational change affects the company’s original organizational culture.

Organizational development (OD), a collection of planned change interventions, may be the way to improve organizational performance and increase employee wellbeing. OD focuses on employees respecting one another, trust and support, equal power, confrontation of problems, and participation of everyone affected by the organizational change (Lines, 2004 ). Moreover, when an organization already has an established climate and culture that support change and innovation, an organization may have less trouble adapting to the change.

Organizational change research encompasses almost all aspects of organizational behavior. Individuals and employees are motivated to achieve success and be perceived as successful. In this regard, each of the individual differences—personality, affect, past experiences, values, and perceptions—plays into whether individuals can transcend obstacles and deal with the barriers encountered along the journey toward achievement. Teams are similarly motivated to be successful in a collective sense and to prove that they contribute to the organization as a whole. In addition to individual differences, team members deal with bringing all those individual differences together, which can wreak havoc on team communication and cause further obstacles in terms of power differences and conflicts in regard to decision-making processes. Last, at the organizational level of organizational behavior, it is important to account for all of these micro- and meso-level differences, and to address the complexity of economic pressures, increasing globalization, and global and transnational organizations to the mix. This is at the top level of sophistication because, as emphasized before, just as groups equal much more than the sum of individual members, organizations are much more than the sum of their teams. The organizational structure, the formal organization, the organizational culture, and climate and organizational rules all impact whether an organization can perform effectively. Organizational behavior, through its complex study of human behavior at its very conception, offers much-needed practical implications for managers in understanding people at work.

• Adams, J. S. (1963). Towards an understanding of inequity. Journal of Abnormal and Social Psychology , 67 , 422–436.
• Al-Haddad, S. , & Kotnour, T. (2015). Integrating the organizational change literature: A model for successful change. Journal of Organizational Change Management , 28 , 234–262.
• Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity . Boulder, CO: Westview Press.
• Anderson, C. , Spataro, S. E. , & Flynn, F. J. (2008). Personality and organizational culture as determinants of influence. Journal of Applied Psychology , 93 , 702–710.
• Ardichivili, A. , Mitchell, J. A. , & Jondle, D. (2009). Characteristics of ethical business cultures. Journal of Business Ethics , 85 , 445–451.
• Ashforth, B. E. , & Humphrey, R. H. (1995). Emotion in the workplace: A reappraisal. Human Relations , 48 , 97–125.
• Ashkanasy, N. M. (2003). Emotions in organizations: A multilevel perspective. In F. Danserau & F. J. Yammarino (Eds.), Research in multilevel issues (Vol. 2, pp. 9–54). Oxford: Elsevier.
• Ashkanasy, N. M. , & Ashton-James, C. E. (2008). Affective events theory: A strategic perspective. In W. J. Zerbe , C. E. J. Härtel , & N. M. Ashkanasy (Eds.), Research on emotion in organizations (Vol. 4, pp. 1–34). Bingley, U.K.: Emerald Group Pub.
• Ashkanasy, N. M. , Ayoko, O. B. , & Jehn, K. A. (2014). Understanding the physical environment of work and employee behavior: An affective events perspective. Journal of Organizational Behavior , 35 , 1169–1184.
• Ashkanasy, N. M. , & Dasborough, M. T. (2003). Emotional awareness and emotional intelligence in leadership teaching. Journal of Education in Business , 79 , 18–22.
• Ashkanasy, N. M. , Dasborough, M. T. , & Ascough, K. W. (2009). Developing leaders: Teaching about emotional intelligence and training in emotional skills. In S. J. Armstrong & C. V. Fukami (Eds.), The Sage handbook of management learning, education and development (pp. 161–185). London: SAGE.
• Ashkanasy, N. M & Daus, C. S. (2002). Emotion in the workplace: The new challenge for managers. Academy of Management Executive , 16 , 76–86.
• Ashkanasy, N. M. , & Härtel, C. E. J. (2014). Emotional Climate and culture: The good, the bad, and the ugly. In B. Schneider & K. Barbera (Eds.), The Oxford handbook of organizational culture and climate (pp. 136–152). New York: Oxford University Press.
• Ashkanasy, N. M. , & Humphrey, R. H. (2011). Current research on emotion in organizations. Emotion Review , 3 , 214–224.
• Ashkanasy, N. M. , & Jackson, C. R. A. (2001). Organizational culture and climate. In N. Anderson , D. S. Ones , H. K. Sinangil , & C. Viswesvaran (Eds.), Handbook of work and organizational psychology (pp. 398–415). London: SAGE.
• Bakker, A. B. , & Schaufeli, W. B. (2008). Positive organizational behavior: Engaged employees in flourishing organizations. Journal of Organizational Behavior , 29 , 147–154.
• Bandura, A. (1977). Social learning theory . Alexandria, VA: Prentice Hall.
• Barsade, S. G. , Brief, A. P. , & Spataro, S. E. (2003). The affective revolution in organizational behavior: The emergence of a paradigm. In J. Greenberg (Ed.), Organizational behavior: The state of the science (pp. 3–50). Mahwah, NJ: Lawrence Erlbaum.
• Bass, B. M. , Avolio, B. J. , & Atwater, L. E. (1996). The transformational and transactional leadership of men and women. Applied Psychology: An International Review , 45 , 5–34.
• Bono, J. E. , & Colbert, A. E. (2005). Understanding responses to multi‐source feedback: The role of core self‐evaluations. Personnel Psychology , 58 , 171–203.
• Bono, J. E. , & Judge, T. A. (2004). Personality and transformational and transactional leadership: a meta-analysis. Journal of Applied Psychology , 89 , 901–910.
• Boyatzis, R. E. , & McKee, A. (2005). Resonant leadership: Renewing yourself and connecting with others through mindfulness, hope, and compassion . Cambridge, MA: Harvard University Press.
• Brady, M. K. , & Cronin, J. J., Jr. (2001). Customer orientation: Effects on customer service perceptions and outcome behaviors. Journal of Service Research , 3 , 241–251.
• Britt, T. W. , Dickinson, J. M. , Greene-Shortridge, T. M. , & McKibbin, E. S. (2007). Self-engagement at work. In D. L. Nelson & C. L Cooper (Eds). Positive Organizational Behavior (pp. 143–158). Thousand Oaks, CA: SAGE.
• Brotheridge, C. , & Grandey, A. (2002). Emotional labor and burnout: Comparing two perspectives of “people work.” Journal of Vocational Behavior , 60 , 17–39.
• Castka, P. , Bamber, C. J. , Sharp, J. M. , & Belohoubek, P. (2001). Factors affecting successful implementation of high performance teams. Team Performance Management: An International Journal , 7 (7/8), 123–134.
• Champoux, J. E. (2011). Organizational behavior: Integrating individuals, groups and organizations (4th ed.). Florence: Routledge.
• Cohen, S. G. , & Bailey, D. E. (1997). What makes teams work? Group effectiveness research from the shop floor to the executive suite. Journal of Management , 23 , 239–290.
• Conger, J. A. , & Kanungo, R. N. (1988). Charismatic leadership. The elusive factor in organizational effectiveness . San Francisco: Jossey-Bass.
• Costa, P. T., Jr. , & McCrae, R. R. (1992). Revised NEO personality inventory (NEO-PI-R) and NEO five-factor inventory (NEO-FFI) manual . Odessa, FL: Psychological Assessment Resources.
• De Dreu, C. K. W. , & Van Vianen, A. E. M. (2001). Managing relationship conflict and the effectiveness of organizational teams. Journal of Organizational Behavior , 22 , 309–3278.
• Diener, E. , Larsen, R. J. , Levine, S. , Emmons, R. (1985). Intensity and frequency: Dimensions underlying positive and negative affect. Journal of Personality and Social Psychology , 28 , 1253–1265.
• Druskat, V. U. , & Wolff, S. B. (2001). Building the emotional intelligence of groups. Harvard Business Review , 79 , 81–90.
• Elsbach, K. D. (2003). Relating physical environment to self-categorizations: Identity threat and affirmation in a non-territorial office space. Administrative Science Quarterly , 48 , 622–654.
• Erickson, R. J. , & Wharton, A. S. (1997). Inauthenticity and depression: Assessing the consequences of interactive service work. Work and Occupations , 24 , 188–213.
• Feather, N. T. , & Boeckmann, R. J. (2007). Beliefs about gender discrimination in the workplace in the context of affirmative action: Effects of gender and ambivalent attitudes in an Australian sample. Sex Roles , 57 , 31–42.
• Fernet, C. , Gagne, M. , & Austin, S. (2010). When does quality of relationships with coworkers predict burnout over time? The moderating role of work motivation. Journal of Organizational Behavior , 31 , 1163–1180.
• Fiedler, F. E. (1967). A theory of leadership effective ness. New York: McGraw-Hill.
• Fritz, C. , Sonnentag, S. , Spector, P. E. , & McInroe, J. (2010). The weekend matters: Relationships between stress recovery and affective experiences. Journal of Organizational Behavior , 31 , 1137–1162.
• Galunic, D. C. , & Eisenhardt, K. M. (1994). Renewing the strategy-structure-performance paradigm. In B. M. Staw & L. L. Cummings (Eds.), Research in organizational behavior (Vol. 16, pp. 215–255). Greenwich, CT: JAI Press.
• Gallagher, E. C. , Mazur, A. K. , & Ashkanasy, N. M. (2015). Rallying the troops or beating the horses? How project-related demands can lead to either high performance or abusive supervision. Project Management Journal , 46 (3), 10–24.
• Gersick, C. J. G. (1988). Time and transition in work teams: Toward a new model of group development. Academy of Management Journal , 31 , 9–41.
• Gibbs, P. C. , & Cooper, C. L. (2010). Fostering a positive organizational culture and climate in an economic downturn. In N. M. Ashkanasy , C. P. M. Wilderom , & M. F. Peterson , The handbook of organizational culture and climate (2d ed., pp. 119–137). Thousand Oaks, CA: SAGE.
• Graen, G. B. , & Uhl-Bien, M. (1995). Development of LMX theory of leadership over 25 years: Applying a multi-level, multi-domain perspective. Leadership Quarterly , 6 , 219–247.
• Grandey, A. (2003). When the show must go on: Surface and deep acting as predictors of emotional exhaustion and service delivery. Academy of Management Journal , 46 , 86–96.
• Groth, M. , Hennig-Thurau, T. , & Walsh, G. (2009). Customer reactions to emotional labor: The roles of employee acting strategies and customer detection accuracy. Academy of Management Journal , 52 , 958–974.
• Hannah, S. T. , & Avolio, B. J. (2010). Ready or not: How do we accelerate the developmental readiness of leaders? Journal of Organizational Behavior , 31 , 1181–1187.
• Hatfield, E. , Cacioppo, J. T. , & Rapson, R. L. (1993). Emotional contagion: Current directions. Psychological Science , 2 , 96–99.
• Herzberg, F. (1966). Work and the nature of man . Cleveland, OH: World Publishing.
• Hidi, S. , & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: A critical issue for the 21st century. Review of Educational Research , 70 , 151–179.
• Hobfoll, S. E. (1989). Conservation of resources: A new attempt at conceptualizing stress. American Psychologist , 44 , 513–524.
• Hochschild, A. R. (1983). The managed heart: Commercialization of human feeling . Berkeley: University of California Press.
• Holland, J. (1973). Making vocational choices: Q theory of careers . Englewood Cliffs, NJ: Prentice-Hall.
• Janis, I. L. , & Mann, L. (1977). Decision making: A psychological analysis of conflict, choice, and commitment . New York: Free Press.
• James, L. R. , Demaree, R. G. , Mulaik, S. A. , & Ladd, R. T. (1992). Validity generalization in the context of situational models. Journal of Applied Psychology , 77 , 3–14.
• Jehn, K. A. (1997). A qualitative analysis of conflict types and dimensions in organizational groups. Administrative Science Quarterly , 42 , 538–566.
• Johnson, E. C. , Kristof-Brown, A. L , van Vianen, A. E. M. , de Pater, I. E. , & Klein, M. R. (2003). Expatriate social ties: Personality antecedents and consequences for adjustment. International Journal of Selection and Assessment , 11 , 277–288.
• Judge, T. A. , Bono, J. E. , Erez, A. , & Locke, E. A. (2005). Core self-evaluations and job and life satisfaction: The role of self-concordance and goal attainment. Journal of Applied Psychology , 90 , 257–268.
• Judge, T. A. , Higgins, C. A. , Thoresen, C. J. , & Barrick, M. R. (2006). The Big Five personality traits, general mental ability, and career success across the life span. Personnel Psychology , 52 , 621–652.
• Judge, T. A. , Ilies, R. , & Scott, B. A. (2006). Work-family conflict and emotions: Effects at work and home. Personnel Psychology , 59 , 779–814.
• Kahn, W. A. (1990). Psychological conditions of personal engagement and disengagement at work. Academy of Management Journal , 33 , 692–724.
• Kavanagh, M. H. , & Ashkanasy, N. M. (2006). The impact of leadership and change management strategy on organizational culture and individual acceptance of change during a merger. British Journal of Management , 17 , S81–S103.
• Kilduff, M. , Chiaburu, D. S. , & Menges, J. I. (2010). Strategic use of emotional intelligence in organizational settings: Exploring the dark side. Research in Organizational Behavior , 30 , 129–152.
• Konopaske, R. , & Ivancevich, J. M. (2004). Global management and organizational behavior: Text, readings, cases, and exercises . New York: McGraw-Hill.
• Latham, G. P. , & Pinder, C. C. (2005). Work motivation theory and research at the dawn of the twenty-first century. Annual Review of Psychology , 56 , 485–516.
• Lawler, E. E. , & Hall, D. T. (1970). Relationship of job characteristics to job involvement, satisfaction, and intrinsic motivation. Journal of Applied psychology , 54 , 305–312.
• Leiponen, A. , & Helfat, C. E. (2011). Location, decentralization, and knowledge sources for innovation. Organization Science , 22 , 641–658.
• Lines, R. (2004). Influence of participation in strategic change: Resistance, organizational commitment and change goal achievement. Journal of Change Management , 4 (3), 193–215.
• Locke, E. A. , & Latham, G. P. (1990). A theory of goal setting and task performance . Englewood Cliffs, NJ: Prentice-Hall.
• Luthans, F. , & Avolio, B. J. (2003). Authentic leadership development. In K. S. Cameron , J. E. Dutton , & R. E. Quinn (Eds.), Positive organizational scholarship: Foundations of a new discipline (pp. 241–261). San Francisco: Barrett-Koehler.
• Luthans, F. , & Youssef, C. M. (2004). Human, social, and now positive psychological capital management. Organizational Dynamics , 33 , 143–160.
• Martinko, M. J. (1995). The nature and function of attribution theory within the organizational sciences. In. M. J. Martinko (Ed.), Advances in attribution theory: An organizational perspective (pp. 7–14). Delray Beach, FL: St. Lucie Press.
• Maslow, A. H. (1943). A theory of human motivation. Psychological Review , 50 , 370–396.
• Mayer, J. D. , & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3–31). New York: Basic Books.
• Mayes, B. T. , & Allen, R. W. (1977). Toward a definition of organizational politics. Academy of Management Journal , 2 , 635–644.
• McGregor, D. (1960). The human side of enterprise . New York: McGraw-Hill.
• Mintzberg, H. (1979). The structuring of organizations: A synthesis of the research . Englewood Cliffs, NJ: Prentice-Hall.
• Mintzberg, H. (1985). The organization as a political arena. Journal of Management Studies , 22 , 133–154.
• Mitchell, T. R. (1982). Motivation: New directions for theory, research, and practice. Academy of Management Review , 7 , 80–88.
• Moscovici, S. , & Zavalloni, M. (1969). The group as a polarizer of attitudes. Journal of Personality and Social Psychology , 12 , 125–135.
• Murnighan, J. K. , & Conlon, D. E. (1991). The dynamics of intense workgroups: A study of British string quartets. Administrative Science Quarterly , 36 , 165–186.
• Myers, D. G. , & Lamm, H. (1976). The group polarization phenomenon. Psychological Bulletin , 83 , 602–627.
• Ozcelik, H. (2013). An empirical analysis of surface acting in intra-organizational relationships. Journal of Organizational Behavior , 34 , 291–309.
• Ostroff, C. , & Atwater, L. E. (2003). Does whom you work with matter? Effects of referent group and age composition on managers’ compensation. Journal of Applied Psychology , 88 , 725–740.
• Parker, S. K. , Wall, T. D. , & Jackson, P. R. (1997). “That's not my job”: Developing flexible employee work orientations. Academy of Management Journal , 40 , 899–929.
• Pelled, L. H. (1995). Demographic diversity, conflict, and work group outcomes: An intervening process theory. Organization Science , 7 , 615–631.
• Pfeffer, J. , & Leblebici, H. (1973). Executive recruitment and the development of interfirm organizations. Administrative Science Quarterly , 18 , 449–461.
• Pfeffer, J. , & Salancik, G. R. (1973). The external control of organizations: A resource dependence perspective . Palo Alto, CA: Stanford University Press.
• Porter, L. W. , & Lawler, E. E. (1965). Properties of organization structure in relation to job attitudes and job behavior. Psychological Bulletin , 64 , 23–51.
• Rashotte, L. S. (2002). What does that smile mean? The meaning of nonverbal behaviors in social interaction. Social Psychology Quarterly , 65 , 92–102.
• Raven, B. H. (1993). The bases of power: Origins and recent developments. Journal of Social Issues , 49 , 227–251.
• Richer, S. , Blanchard, C. , & Vallerand, R. J. (2002). A motivational model of work turnover. Journal of Applied Social Psychology , 32 , 2089–2113.
• Rhoades, J. A. , Arnold, J. , & Jay, C. (2001). The role of affective traits and affective states in disputants’ motivation and behavior during episodes of organizational conflict. Journal of Organizational Behavior , 22 , 329–345.
• Robbins, S. P. , Judge, T. A. , Millett, B. , & Boyle, M. (2014). Organisational behaviour (7th ed.). French’s Forest, NSW, Australia: Pearson Education.
• Ryan, A. M. , Horvath, M. , Ployhart, R. E. , Schmitt, N. , & Slade, L. A. (2000). Hypothesizing differential item functioning in global employee opinion surveys. Personnel Psychology , 53 , 531–562.
• Scott, W. G. , & Mitchell, T. R. (1976). Organization theory: A structural and behavioral analysis . Homewood, IL: Irwin.
• Skinner, B. F. (1938). The behavior of organisms: An experimental analysis . New York: Appleton-Century-Crofts.
• Smircich, L. (1983). Concepts of culture and organizational analysis. Administrative science quarterly , 28 , 339–358.
• Smith-Crowe, K. , Burke, M. J. , & Landis, R. S. (2003). Organizational climate as a moderator of safety knowledge-safety performance relationships. Journal of Organizational Behavior , 24 , 861–876.
• Staw, B. M. (1981). The escalation of commitment to a course of action. Academy of Management Review , 6 , 577–587.
• Tepper, B. J. (2000). Consequences of abusive supervision. Academy of Management Journal , 43 , 178–190.
• Thomas, K. W. (1992). Conflict and negotiation processes in organizations. In M. D. Dunnette , & L. M. Hough (Eds.), Handbook of industrial and organizational psychology (2d ed., Vol. 3, pp. 652–717). Mountain View, CA: Consulting Psychologist Press.
• Tjosvold, D. (1997). Networking by professionals to manage change: Dentists’ cooperation and competition to develop their business. Journal of Organizational Behavior , 18 , 745–752.
• Tse, H. M. M. , Troth, A. M. , & Ashkanasy, N. M. (2015). Leader-member exchange and emotion in organizations. In B. Erdogan & T. N. Bauer (Eds.), The Oxford handbook of leader-member exchange (pp. 209–225). New York: Oxford University Press.
• Tuckman, B. (1965). Developmental sequence in small groups. Psychological Bulletin , 63 , 384–399.
• Umphress, E. E. , Simmons, A. L. , Folger, R. , Ren, R. , & Bobocel, R. (2013). Observer reactions to interpersonal injustice: The roles of perpetrator intent and victim perception. Journal of Organizational Behavior , 34 , 327–349.
• Van Erde, W. , & Thierry, H. (1996). Vroom’s Expectancy models and work-related criteria: A meta-analysis. Journal of Applied Psychology , 81 , 576–588.
• Van Knippenberg, D. , & Van Schie, E. L. S. (2000). Foci and correlates of organizational identification. Journal of Occupational and Organizational Psychology , 73 , 137–147.
• Vigoda, E. (2000). Organizational politics, job attitudes, and work outcomes: Exploration and implications for the public sector. Journal of Vocational Behavior , 57 , 326–347.
• Vroom, V. H. (1964). Work and motivation . New York: Wiley.
• Wall, J. , & Callister, R. (1995). Conflict and its management. Journal of Management , 21 , 515–558.
• Wallach, M. A. , Kogan, N. , & Bem D. J. (1964). Diffusion of responsibility and level of risk taking in groups. Journal of Abnormal Social Psychology , 68 , 263–274.
• Watson, D. (1988). The vicissitudes of mood measurement: Effects of varying descriptors, time frames, and response formats on measures of positive and negative affect. Journal of Personality and Social Psychology , 55 , 128–141.
• Watson, D. , & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological Bulletin , 98 , 219–235.
• Watson, D. , & Walker, L. M. (1996). The long-term stability and predictive validity of trait measures of affect. Journal of Personality and Social Psychology , 70 , 567–577.
• Weiss, H. M. (2002). Deconstructing job satisfaction: Separating evaluations, beliefs and affective experiences. Human Resource Management Review , 12 , 173–194.
• Weiss, H. M. , & Cropanzano, R. (1996). Affective events theory: A theoretical discussion of the structure, causes and consequences of affective experiences at work. In B. M. Staw & L. L. Cummings (Eds.), Research in organizational behavior (Vol. 18, pp. 1–74). Westport, CT: JAI Press.
• West, M. (1996). Reflexivity and work group effectiveness: A conceptual integration. In M. A. West (Ed.), The handbook of work group psychology (pp. 555–579). Chichester, U.K.: Wiley.
• Wilkin, C. L. (2012). I can’t get no job satisfaction: Meta-analysis comparing permanent and contingent workers. Journal of Organizational Behavior , 34 , 47–64.
• Yukl, G. , & Tracey, J. B. (1992). Consequences of influence tactics used with subordinates, peers, and the boss. Journal of Applied Psychology , 77 , 525–535.

Related Articles

• Organizational Sensemaking
• Human Resource Management and Organizational Psychology
• Overqualification in the Workplace
• Communication and Intergroup Relations
• Justice in Teams
• Training from an Organizational Psychology Perspective
• Dual Process Models of Persuasion

Printed from Oxford Research Encyclopedias, Psychology. Under the terms of the licence agreement, an individual user may print out a single article for personal use (for details see Privacy Policy and Legal Notice).

date: 05 June 2024

• Cookie Policy
• Privacy Policy
• Legal Notice
• Accessibility
• [66.249.64.20|109.248.223.228]
• 109.248.223.228

Character limit 500 /500

Powerpoint Templates

Icon Bundle

Kpi Dashboard

Professional

Business Plans

Swot Analysis

Gantt Chart

Business Proposal

Marketing Plan

Project Management

Business Case

Business Model

Cyber Security

Business PPT

Digital Marketing

Digital Transformation

Human Resources

Product Management

Artificial Intelligence

Company Profile

Acknowledgement PPT

PPT Presentation

Reports Brochures

One Page Pitch

Interview PPT

All Categories

Organizational Behavior Management Powerpoint Presentation Slides

Explore our professionally crafted Organizational Behavior Management OBM template, which delves into how individuals interact within groups, driving enhanced business practices. This comprehensive Employee satisfaction deck elevates productivity, boosts employee satisfaction, and improves motivation. Also, OB management PPT covers crucial aspects such as leadership, decision-making, and cross-team collaboration within the context of organizational behavior. Furthermore, our Decision-making presentation highlights the significance of employee satisfaction in OBM, explores various decision-making models, delves into prominent learning theories, etc. Additionally, our Behavior system analysis PowerPoint underscores the relevance of personality, motivation, and perception in shaping organizational behavior. Moreover, the Organizational behavior module examines the impact of formal and informal groups in OBM, the role of decision-making in organizational behavior, the significance of effective leadership, etc. Download our 100 percent editable and customizable deck to know more in detail.

• Add a user to your subscription for free

You must be logged in to download this presentation.

Do you want to remove this product from your favourites?

PowerPoint presentation slides

Deliver this complete deck to your team members and other collaborators. Encompassed with stylized slides presenting various concepts, this Organizational Behavior Management Powerpoint Presentation Slides is the best tool you can utilize. Personalize its content and graphics to make it unique and thought-provoking. All the eighty two slides are editable and modifiable, so feel free to adjust them to your business setting. The font, color, and other components also come in an editable format making this PPT design the best choice for your next presentation. So, download now.

People who downloaded this PowerPoint presentation also viewed the following :

• Complete Decks , HR , Strategy
• Employee Satisfaction ,
• OB Management ,
• Decision making ,
• Learning Theories ,
• Behavior System Analysis ,
• Conflict Management ,
• Life At Workplace ,
• Organizational Behavior ,
• Individual Performance

Content of this Powerpoint Presentation

Slide 1 : This slide introduces Organizational Behavior Management. Slide 2 : This slide states Agenda of the presentation. Slide 3 : This slide shows Table of Content for the presentation. Slide 4 : This slide highlights title for topics that are to be covered next in the template. Slide 5 : This slide presents Management of organizational behaviour overview. Slide 6 : This slide displays Association of organizational behaviour to applied behaviour analysis. Slide 7 : This slide represents Determine scope of organizational behaviour. Slide 8 : This slide showcases Determine management and organizational behaviour model. Slide 9 : This slide shows Various disciplines contributing to field of organizational behaviour. Slide 10 : This is another slide continuing Various disciplines contributing to field of organizational behaviour. Slide 11 : This slide highlights title for topics that are to be covered next in the template. Slide 12 : This slide presents Addressing determinants associated to organizational behaviour. Slide 13 : This slide displays Focus areas for management of organizational behaviour growth. Slide 14 : This slide represents Addressing interventions in management of organizational behaviour. Slide 15 : This slide showcases Nature of people as essential element associated to organizational behaviour. Slide 16 : This slide shows Nature of organization as essential element associated to organizational behaviour. Slide 17 : This slide highlights title for topics that are to be covered next in the template. Slide 18 : This slide presents Essential tools utilized in performance management. Slide 19 : This is another slide continuing Essential tools utilized in performance management. Slide 20 : This slide displays Key initiatives utilized in behaviour based safety. Slide 21 : This slide represents Essential approaches in behavioural system analysis. Slide 22 : This is another slide continuing Essential approaches in behavioural system analysis. Slide 23 : This slide highlights title for topics that are to be covered next in the template. Slide 24 : This slide showcases Manager needs to ensure that everything should be under control in terms of budget, resource allocation, etc. Slide 25 : This slide shows How manager is capable in handling various challenges faced. Slide 26 : This slide highlights title for topics that are to be covered next in the template. Slide 27 : This slide presents Four models for organizational behaviour. Slide 28 : This slide displays Assessing organizational behaviour models on different parameters. Slide 29 : This slide highlights title for topics that are to be covered next in the template. Slide 30 : This slide represents Addressing factors affecting learning of individual associated to organization. Slide 31 : This slide showcases Addressing classical conditioning theory of learning. Slide 32 : This slide shows Key principles associated classical conditioning theory of learning. Slide 33 : This slide presents Operant or instrumental conditioning theory of learning. Slide 34 : This slide displays Key essentials of social learning theory. Slide 35 : This slide represents Addressing cognitive learning theory. Slide 36 : This slide shows Table of Content for the presentation. Slide 37 : This slide presents Determine major personality attributes managing organizational behaviour. Slide 38 : This is another slide continuing Determine major personality attributes managing organizational behaviour. Slide 39 : This slide displays Determine importance of motivation & perception in organizational behaviour. Slide 40 : This slide highlights title for topics that are to be covered next in the template. Slide 41 : This slide represents Determine role of different groups in organization. Slide 42 : This slide showcases Addressing various types of group roles existing across organization. Slide 43 : This slide shows Addressing importance and well functionality of groups. Slide 44 : This slide highlights title for topics that are to be covered next in the template. Slide 45 : This slide presents Group Decision Making over Individual Decision Making. Slide 46 : This slide displays Various techniques of group decision making. Slide 47 : This is another slide continuing Various techniques of group decision making. Slide 48 : This slide highlights title for topics that are to be covered next in the template. Slide 49 : This slide represents Addressing role of leadership in organizational behaviour management. Slide 50 : This slide showcases Determine different leadership styles existing at workplace. Slide 51 : This is another slide continuing Determine different leadership styles existing at workplace. Slide 52 : This slide shows Addressing traditional theory of leadership. Slide 53 : This slide highlights title for topics that are to be covered next in the template. Slide 54 : This slide presents Addressing classification of various conflicts existing. Slide 55 : This slide displays Addressing different conflict management styles at organization. Slide 56 : This slide represents Different ways to reduce conflicts at organization. Slide 57 : This slide showcases How to handle interpersonal conflict at workplace. Slide 58 : This slide highlights title for topics that are to be covered next in the template. Slide 59 : This slide shows Addressing culture in managing organizational culture. Slide 60 : This slide presents Addressing classification of different organizational culture. Slide 61 : This slide displays Addressing classification of different organizational culture. Slide 62 : This slide highlights title for topics that are to be covered next in the template. Slide 63 : This slide represents Addressing criticality of organizational change. Slide 64 : This slide showcases Significance of planned change in organizational process improvement. Slide 65 : This slide shows Addressing different kinds of organizational planned change. Slide 66 : This slide highlights title for topics that are to be covered next in the template. Slide 67 : This slide presents Determine essential organization development techniques. Slide 68 : This slide contains all the icons used in this presentation. Slide 69 : This slide is titled as Additional Slides for moving forward. Slide 70 : This slide provides 30 60 90 Days Plan with text boxes. Slide 71 : This is About Us slide to show company specifications etc. Slide 72 : This slide presents Bar chart with two products comparison. Slide 73 : This slide depicts Area chart with two products comparison. Slide 74 : This slide shows Pie Chart with data in percentage. Slide 75 : This is a Comparison slide to state comparison between commodities, entities etc. Slide 76 : This slide shows Funnel with related icons and text. Slide 77 : This slide contains Puzzle with related icons and text. Slide 78 : This is a Timeline slide. Show data related to time intervals here. Slide 79 : This slide depicts Venn diagram with text boxes. Slide 80 : This is a Thank You slide with address, contact numbers and email address.

Organizational Behavior Management Powerpoint Presentation Slides with all 91 slides:

Use our Organizational Behavior Management Powerpoint Presentation Slides to effectively help you save your valuable time. They are readymade to fit into any presentation structure.

Ratings and Reviews

by Del Holmes

October 5, 2023

by Cortez Graham

October 4, 2023

Organizational Behavior

(18 reviews)

Copyright Year: 2017

ISBN 13: 9781946135155

Publisher: University of Minnesota Libraries Publishing

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Jalal Maqableh, Instructor - Ph.D. Candidate, James Madison University on 11/29/21

This book is comprehensive in two ways: (1) The organizational behavior topics it covers. The most important topics that new employees (fresh graduates) would need to know are included in this book. (2) The learning methodology includes the... read more

Comprehensiveness rating: 5 see less

This book is comprehensive in two ways: (1) The organizational behavior topics it covers. The most important topics that new employees (fresh graduates) would need to know are included in this book. (2) The learning methodology includes the topics' content, discussion questions, key takeaways, and exercises.

Content Accuracy rating: 5

This book is accurate and provides relevant content. In general, no key mistakes were identified.

Relevance/Longevity rating: 5

The book is relatively new (2019). It talks about current practices in today's organizations. Some topics in organizational behavior are stable while others are changing very fast. Therefore, it will be important to look to the places where there will be a need for updates.

Clarity rating: 5

The book is clear and helps the reader to move through sections smoothly.

Consistency rating: 5

The structure of the chapters is very consistent. This facilitates the learning process.

Modularity rating: 5

Although the size of the book is large and not logical to be used all in one semester. The design of the book separates the learning topics into small learning packages that can be selected based on the need.

Organization/Structure/Flow rating: 5

The flow of the book makes it logical to build each chapter based on the previous one. This is good for educational purposes because it helps the instructor during the transition from one topic to another.

Interface rating: 5

Easy to use and to move through different parts.

Grammatical Errors rating: 5

No grammar issues were found.

Cultural Relevance rating: 5

The book clearly highlights cultural diversity within the organizational context.

This is a very well-written book for university students. It gives the opportunity for readers to comprehend organizational behavior in an interesting way.

Reviewed by Brittni Heiden, Senior Director of Graduate Programs, Trine University on 4/16/21

The text, Organizational Behavior provides a comprehensive overview of several topics, including: motivation, communication, managing groups and teams, conflict resolution, power and politics, making decisions, etc. Within each chapter, the author... read more

The text, Organizational Behavior provides a comprehensive overview of several topics, including: motivation, communication, managing groups and teams, conflict resolution, power and politics, making decisions, etc. Within each chapter, the author provides key takeaways and exercises that allow the students to apply their knowledge of the topic.

Each topic is presented in an accurate manner, supported by current practices, and relevant examples.

Relevance/Longevity rating: 4

For the most part, the content with the book is supported by current practices and many relevant examples. However, some of the examples, particularly those within the case studies can be outdated. Being that the book was written in 2019, it is likely missing vital examples and case studies from 2020 and 2021.

The book flows well and is written in a manner that is easily understood by undergraduate students.

Each chapter is set up in a similar fashion, making it easy for the reader to navigate the material. Along with this, each chapter has appropriate examples and exercises that correspond with the covered material.

Modularity rating: 4

The book is extensive, but each chapter is easily navigated by students. It would be very doable for instructors to piece together important information, or prioritize chapters without disrupting the students. The textbook is very lengthy, as are many Organizational Behavior texts, so it may be difficult for each chapter to be covered during a semester. However, due to the fact that each chapter is easily and readily divisible into smaller sections, or subsections, instructors can prioritize the information they would like to cover.

The organization of the textbook is clear and logical. There are proper transitions so the students are aware regarding what they should expect next.

Navigation is very easy for students to use. There are very few, if any, distractions throughout the text.

No grammatical errors were found throughout the text.

Great examples are used throughout the text to highlight cultural diversity within the workplace.

Overall, this is a great text for undergraduate Organizational Behavior courses. It is well written, offers many opportunities for students to apply their knowledge, and also covers a diverse range of topics.

Reviewed by Amanda Hinojosa, Assistant Professor, Howard University on 4/13/21

This book covers all of the topics one might expect from an Organizational Behavior course. Where it seems to differ from other Organizational Behavior books is the level of attention devoted to topics (some might for example focus less on... read more

This book covers all of the topics one might expect from an Organizational Behavior course. Where it seems to differ from other Organizational Behavior books is the level of attention devoted to topics (some might for example focus less on negotiation, while this book has a chapter on it; other books might have a chapter devoted just to individual differences, while this one focuses on individual differences and perception within one chapter).

The book contains accurate discussion of concepts, theories, and application.

The book has several case studies (usually one at the beginning and end of each chapter). These are great, but over time they may be a bit dated, for example if they reference a CEO of a company who is no longer the CEO of that company. However, users could create their own follow-up questions that account for what has happened since the case was written. Alternatively. if any future updates were made to this content, readers could benefit from a standard set of questions to add to the end of each case that would encourage the instructor and students to find out more to see if the implications of that case still apply based on the newer information on the company/CEO/manager described. For example, they use the case of Indra Nooyi as CEO of Pepsi and talk about her as though she is currently the CEO, but her tenure as CEO ended in 2018.

The book is easy to read and all terms are appropriately explained and defined.

There is not much of an underlying framework that requires terms to be used from one chapter to the next (e.g. there are not many cases where something is defined early on and then revisited later in the book). In other words, the chapter numbers don't imply sequence so there is enough consistency across chapters to allow for users to skip around the book and still have the relevant information within that chapter without having to consult other sections to understand. There is consistency in the way each chapter is presented and the supplementary points in each. I describe more about this consistency in organization in the modularity and organization sections.

The content is very modular and can easily be referred to in larger or smaller parts. The chapters are each broken into sub-sections, which can be linked directly (e.g. https://open.lib.umn.edu/organizationalbehavior/chapter/3-2-the-interactionist-perspective-the-role-of-fit/) or the chapter as a whole could be linked https://open.lib.umn.edu/organizationalbehavior/part/chapter-3-understanding-people-at-work-individual-differences-and-perception/) Each page is dedicated to a sub-section, and the links are embedded to the sidebar table of contents which would allow users to further click through to the area that they are looking for if they know the number and/or title of the sub-section they are interested in.

The topics are presented clearly and in a logical fashion. The book does not require much sequential introduction of content, so users could easily find only chapters they want to teach in the order they wish to teach them and assign them in a way that differs from the numerical sequence in the book.

Images are displayed clearly. Content navigation is easy with the clickable sub-section links, but users might also be able to use the pdf version if they are unable to access the internet. Users of the pdf version would need information on section titles, as there are no page numbers in the web-based interface for the version. However, if they have the information for chapter and/or sub-section number and title, they would be able to sufficiently navigate the pdf to find the content needed.

I have not found any grammatical errors in my use of this book.

The book designates a chapter to demographic diversity and cultural diversity and includes one sub-section at the end of each chapter that briefly describes cultural differences in relation to the content from that chapter. It could be more comprehensive in its discussion of cultural diversity, but I have not found evidence to suggest that it is insensitive or offensive in its coverage of topics.

I have used this book in my course for three years now, and overall I really like it. The links are really easy to integrate into my LMS (BlackBoard) to guide discussions and assign specific parts of the reading. There are some places where the book makes reference to "your instructor has this information" as though there are accompanying Instructor Resources but I am unaware of how to access those if they do exist. It tends to be on active learning possibilities (e.g. the negotiation chapter references roles that the instructor would distribute). It doesn't affect the use too much, it just means that I end up choosing a different activity that doesn't reference other resources which I don't have access to.

Reviewed by Jim Hickel, Adjunct Instructor, American University on 3/15/21

The book covers all the relevant topics for organizational behavior. No index or glossary, but the search function is effective for that purpose. read more

The book covers all the relevant topics for organizational behavior. No index or glossary, but the search function is effective for that purpose.

No errors or biases were uncovered in my use of this book.

The book was current as of its 2017 publication date, which is about as high as most expectations would go for a free online textbook. Instructors will have to provide class updates, particularly in the rapidly-changing field of diversity. For example: I didn't find any reference to "inclusion" in the diversity chapter (or anywhere else in the book, if the search function was accurate), which is an important concept and should be stressed by the instructor.

The text is very clear, and written to be understood at the undergraduate level.

No inconsistences were uncovered in my use of the book.

Each chapter works effectively as a stand-alone discussion of the topic. They can readily be realigned.

Organization/Structure/Flow rating: 4

The book is generally well organized. The organization could be enhanced if there were an up-front "umbrella" model for organizational behavior that tied together all the subjects covered in the textbook. The Organization-Group-Individual model introduced in Chapter 1 doesn't easily relate to the concepts discussed in each chapter. An instructor may find it useful to present a different OB model (for example, Inputs-Processes-Outputs) that to show how all the chapter topics fit together into one overall concept, so students can track where they are in the model.

The interface worked out very well for my class. I was able to set up links to each chapter in the relevant sections of the learning management system (in this case, Blackboard). Students appreciated the ability to have direct links to the relevant textbook readings for each class -- and also appreciated that it was available at no additional cost to them.

No grammatical or language errors were uncovered in my reading and use of the book.

Cultural Relevance rating: 4

Generally sensitive to cultural issues. Instructors may want to point out to their class that the "Masculinity-Femininity" dimension of Hofstede's Cultural Framework (Section 2.3 of the book), which draws upon stereotypes that were used in Hofstede's time, has largely evolved into the "Aggressive-Nurturing" dimension.

Very useful book, as good as any fundamental Organizational Behavior textbook I've ever read from any publisher. However, because of its age and the rapid evolution of organizational behavior, instructors will have to be careful to provide in-class updates.

Reviewed by Laura Boehme, Chief Information/Human Resources Officer; Faculty, Central Oregon Community College on 1/12/21

This book is extremely comprehensive and covers a the broad variety of organizational behavior topics. Each chapter is clearly titled, provides an outline, key terms, and summary of learning outcomes. Additionally, it includes critical thinking... read more

This book is extremely comprehensive and covers a the broad variety of organizational behavior topics. Each chapter is clearly titled, provides an outline, key terms, and summary of learning outcomes. Additionally, it includes critical thinking cases and assessments to expand and practice learning concepts. One additional feature is a link to a collaborative group area to further engage in the topics.

The book content are accurate and rooted in current organizational practices. The topics are also relevant to existing issues in organizations such as cultural awareness, diversity, ethics, stress/well-being, and power and politics. No significant errors or bias were found in the contents. The book also includes numerous authors with a variety of expertise, further enhancing the accuracy and relevance of topics.

The book was written in 2019 and includes current and relevant topics facing organizations. Each chapter is comprised of concepts, strategies, questions, and practical applications, allowing the learner to gain an in-depth exposure to the organizational behavior content. The text is written in a way that will allow easy updates in the future and the content has staying power.

The textbook and chapters are clearly outlined with key terms, learning outcomes, and high levels of structure and consistency. The text is written in understandable terms, with appropriate introductions for the learner, relevant examples to demonstrate concepts, and opportunities to practice to further gain clarity.

The structure of the book is internally consistent for each chapter, giving the learner an opportunity to understand the layout and approach of the book and its chapters. This structure enhances the learner's ability to absorb and practice the materials, cases, and assessments.

The text is very modular and could be assigned and/or used as structured or can be utilized out of order. Chapter 1 appears to be a foundational chapter so it would be best to start there as it gives a nice overview of organizational behavior. The lower rating on this aspect of the textbook is primarily because there are so many chapters (19 total), that it might be challenging to cover all of the content in a typical term or semester. So the instructor and student would need to prioritize the most important concepts.

The organization, structure, and flow of the textbook, the chapters, and the information within the chapters is highly structured. It is consistent for both the learner and the instructor, offering predictability and ease of planning. The table of contents is well-organized with clear chapter titles, sub-sections, and additional resources. The flow of topics makes sense, but also allows for modularity and flexibility.

The interface is user-friendly, easy to find information, and intuitive. Navigation is straight-forward and there are helpful guides and prompts to ensure the reader knows how to progress through the content. The images and data within the chapters is laid out and organized in a professional manner. This is a very mature-looking OER textbook.

No obvious grammatical or spelling errors were found in the text. It appears to have been well-edited and prepared for use. There are multiple author contributors which helps ensure content validity and accuracy.

The textbook appears to be culturally aware. There are multiple chapters on diversity, inclusion, and cultural awareness. The pictures include people of color and also address diversity of approaches and perspectives in organizational behavior.

This OER textbook book is ready to go for both the instructor and student. The topic is interesting and relevant. The content is well-organized. There are additional chapter resources to enhance learning and teaching. Overall I highly recommend this textbook. The instructor would have a relatively easy time developing a syllabus and course activities that are based on the identified learning outcomes.

Reviewed by Tracey Sigler, Associate Professor, The Citadel on 11/30/20

Covers all the traditional topics read more

Covers all the traditional topics

High quality

The book is a few years old but it is easy to supplement with new concepts and current examples.

the online format makes it easy to read find and small sections of the chapters.

Well organized - make sense to the reaer

high quality

appropriate

I have used this book for a couple of years for an MBA OB class. It provides good coverage of the basic concepts and some cases and activities that have been useful. I supplement the class with my own links to videos and articles. I am thinking of using this in my undergrad class as well. The author is disguised but is well-known and respected in the field. Students appreciate being to use an open resource.

Reviewed by Ken Grunes, Assistant Professor, Framingham State University on 5/27/20

The layout of the textbook follows a logical progression which is both complete and the proper depth. read more

The layout of the textbook follows a logical progression which is both complete and the proper depth.

The authors have allowed multiple perspectives and theories are supported by empirical evidence.

The most relatable topics are covered proportional to students' interest levels.

Clarity rating: 4

Most of the material could be enhanced by a terminology glossary at the beginning of each chapter.

Terms and concepts carry the same explanation and context from one chapter to the next.

Chapters and subject matter are clearly delineated and can be appreciated as a stand alone module.

The text is presented in a logical progression from "Individual", "Groups", and finally "Organizations".

Interface rating: 4

Information is presented in a straight forward manner with few distraction.

the text appears to be free from grammatical errors.

Good sensitivity to multi-cultural class composition.

The textbook appears to be complete.

Reviewed by Leslie Bleskachek, Adjunct professor, Minnesota State College Southeast, Minnesota State University System on 3/7/20

The textbook includes some valuable topics that are often not discussed in other texts, namely the study of power and politics. The first chapter also includes an introduction of why this study is important, which is an interesting inclusion. At... read more

The textbook includes some valuable topics that are often not discussed in other texts, namely the study of power and politics. The first chapter also includes an introduction of why this study is important, which is an interesting inclusion. At the start of each section, the learning objectives are listed. The toolbox and exercises are great additions that allow students to quickly apply new learning in their environment. This is a sort of embedded workbook that assists instructors in developing activities related to the text. This work is more than a narrative or relevant facts; there are a lot of activities and case studies included to aid student understanding.

The work is accurate. There are in text citations as well as bibliographies to provide opportunities for further research.

Much of the research and information included is very recent and citations are included if readers wish to read the original work. Section 1.5 on Trends and Changes could easily be updated as needed, allowing the work to remain up to date in future iterations.

The language is clear, has little jargon, and is easy to read and interpret. The key takeaways aid student understanding and ensure the main objective is understood for each section.

There is consistency throughout the document with similar formatting in each section to aid navigation and understanding.

With the learning objectives clearly outlined, it would be easy to break this work into smaller modules or recombine sections into lessons. Also, with exercises, case studies and other tools provided, this work could easily be utilized in various ways.

It was an unusual choice to include the learning style inventory in this text and unclear why it was placed after the introduction to this specific material. It might be more appropriately placed in a preface. While the information was organized clearly within sections and was well labeled, it is not clear why the authors decided to start with specifics first rather than an overview of organizational behavior first and then following with specifics. It might be more logical to begin with the content that is in sections 14 and 15.

The exercises, key takeaways, etc. are well organized and help focus learning. The use of graphics and visual representation of data was well deployed throughout to help break up long sections of text. The inclusion of case studies in each section was a great way to aid understanding and demonstrate the concepts on real world situations. The interface worked smoothly and consistently with no difficulties noted. The organization was easy to navigate for the end user.

There were no grammatical errors identified

The work uses appropriate language and displays cultural sensitivity. Although it is also addressed in other sections, there is a section that specifically addresses various concerns related to multiculturalism and the diverse nature of organizations today.

This is a comprehensive work that includes engaging, current organizational situations to illustrate concepts. This is more than just a narrative or literature review of the subject. The textbook also includes numerous current case studies, exercises, ways to apply the learning and challenge thinking. Combined with the learning objectives outlined at the start of each section, this work provides a great deal of easy to understand content and is user friendly for both students and teachers alike.

Reviewed by Yefim Khaydatov, Lecturer, LAGCC on 12/5/18, updated 12/12/18

Textbook covers the appropriate range of topics in the course. read more

Textbook covers the appropriate range of topics in the course.

Organizational Behavior - 2017 accurately

The content is up-to-date, consists of recent research and literature. The textbook reflects the most recent information and arranged in a manner that makes necessary updates easy to implement.

The textbook is written in a clear, appropriate and accessible language.

The text is consistent in terminology and framework within and throughout the chapters.

The textbook has easily divided sections to quickly navigate through the various chapters and sections of the textbook.

The textbook follows the sequence of topics as expected in the industry when compared with other textbooks written on the same subject of organizational behavior.

No issues have been encountered and use of the online version is user friendly.

No grammatical errors were noted.

The text reflects appropriate and inclusive language.

The textbook provides a wonderful resource in each chapter for discussion through the case scenarios, short vignettes, questions, group activities and a wide range of exercises. A rich selection of video clips to complement the Ethical Dilemma exercises in the chapters would be a wonderful addition to see added in the next publication or version of the textbook. Thank you.

Reviewed by Rose Helens-Hart, Assistant Professor, Fort Hays State University on 11/28/18

Text covers the major topics one would expect to see in a 200-300 level OB course. Would have liked to see more on vocational/workplace socialization. read more

Comprehensiveness rating: 4 see less

Text covers the major topics one would expect to see in a 200-300 level OB course. Would have liked to see more on vocational/workplace socialization.

Did not notice errors.

Uses relevant business cases, which will need to be updated in a few years.

Very readable but still sounds like a textbook. Formatting of bold words and summary/break out boxes makes the book conventional but also easy to access.

Terminology seemed to be used consistently.

Chapters are divided into short subsections making it easy to assign only portions of chapter reading.

Logical progression. I like that the chapter on managing demographic and cultural diversity is at the beginning. If you are following the order of information in the text, your class would begin with these important concepts.

Clear table of contents. Easy to navigate.

No grammatical errors noticed.

Text discusses "The Role of Ethics and National Culture" in each chapter, which is nice. More elements of diversity and intersectionality, however, could be considered in examples. "Managing" diversity is a very traditional way to look at difference.

Using sections of it for a professional business communication class. Many topics covered such as managing conflict and teams, are relevant to professional, business, and organizational communication classes.

Reviewed by Justin Greenleaf, Associate Professor, Fort Hays State University on 11/1/18

This book does an excellent job of providing an overview of the major topics associated with organizational behavior. Given the comprehensive nature of the book, it could potentially be a relevant resource in a variety of classes/topics related to... read more

This book does an excellent job of providing an overview of the major topics associated with organizational behavior. Given the comprehensive nature of the book, it could potentially be a relevant resource in a variety of classes/topics related to communication, group dynamics, organizational leadership, and others.

The content included in this book is both accurate and well supported. It does a good job of connecting important theories and concepts with helpful practical examples.

Relevance/Longevity rating: 3

Many of the theories and concepts in this book are up-to-date and will not be obsolete anytime soon. However, many of the examples will fail to be relevant in the near future. The book could be improved by providing permanent links to some of the external resources.

The text is easy to read and flows in a way that is engaging. The presentation of the content is free from technical jargon.

The text is consistent in the way the chapters are presented. As the reader moves from section to section, it is clear that the chapters have a unifying theme and format throughout.

The text is chunked into logical and easily readable sections. The various chapters are accompanied by tools and resources to help the reader think critically about the content in the chapter.

I was impressed with the way the book was organized. When thinking about the topic of Organizational Behavior, it can be challenging to decide where to start and how to organize the content. This book does a nice job organizing the various topics by themes and providing appropriate sub-headings to help the reader make sense of the overarching concepts of the book.

The website interface seems to be the easiest to use and navigate. When I downloaded the pdf, there were some issues with the formatting of the content. Some of the pictures were not there anymore and some of the formatting was a little off. I feel like the impact these issues had on the usefulness of the book was minimal, but they were noticeable.

I did not notice any grammatical errors, which was nice.

There was nothing in this book that I found to be culturally insensitive or offensive. If anything the book content provided insights into how to be more culturally competent.

I appreciate the time and effort that was put into creating this resource. One of the challenges of using open educational resources is finding a one that is high-quality, and I believe the content in this book to be high-quality.

Reviewed by Stephanie McWilliams, ClinicInstructor, West Virginia University on 5/21/18

This book includes many topics that others in this area do not, such as interpersonal interaction tactics and diversity considerations. Segments that are boxed that include applied ideas are especially pertinent for my internship students. read more

This book includes many topics that others in this area do not, such as interpersonal interaction tactics and diversity considerations. Segments that are boxed that include applied ideas are especially pertinent for my internship students.

The text is relatively error free that appears to be all-inclusive from my perspective.

In the area of professionalism, the dynamics are always changing, especially with the influence of technology. As a result, I imagine that this book may need updates every 5 years or so to stay relevant.

This text is easy to read and follow. Terms are used correctly, and defined if not commonly understood.

There is a definite framework to this text. Information interlaces with cases and applied examples will allow students to connect ideas to real-life scenarios.

With just 15 chapters, each is well divided in a predictable fashion. This also aligns well with a typical semester of 16 weeks.

The flow of this text makes it easy to follow and to break up into what may be presented in a lecture format and what students can work through on their own.

The flow of topics builds in a logical manner for students learning about working in a professional setting.

There do not appear to be any major distortions what would cause confusion. The clarity of some of the graphics or photos are a bit grainy, but not so much so that it is difficult to read or see.

The grammar appears correct throughout.

With a large section devoted to multicultural diversity, I would rate this text highly for cultural relevance.

It is a challenge to find a text for an internship course, but this text fits the bill nicely. I will likely supplement with a chapter or two from other text or some articles, but plan to use this book in the very near future.

Reviewed by Meredith Burnett, Professorial Lecturer, American University on 2/1/18

The text covers all areas and Ideas of organizational behavior including aspects of both demographic and cultural diversity, individual differences and perception, individual attitudes and behaviors, and theories of motivation. This text also... read more

The text covers all areas and Ideas of organizational behavior including aspects of both demographic and cultural diversity, individual differences and perception, individual attitudes and behaviors, and theories of motivation. This text also includes a table of contents.

The content includes accurate, error-free, and unbiased information. For instance, the section on diversity refers to the Age Discrimination Act of 1975, Title VII of the Civil Rights Act of 1964, the 1990 Americans with Disabilities Act and other laws prohibiting discrimination.

The content is up-to-date and can be easily updated with more recent information. There is a photo of Ursula Burns, who became president of Xerox Corporation in 2007. Her photo can be replaced, for instance, by a photo of another black female who becomes president of a corporation.

In general, the text is free from jargon and US colloquialisms. However, the text defines and expatriate as as someone who is temporarily assigned to a position in a foreign country. Some readers may be sensitive to the use of the term "foreign" to describe a country.

The text is consistent is in terms of terminology and framework. The terms culture and society are used interchangeably to describe national culture and some readers may be confused by the use of both terms.

The text is easy to read and divided into sections with headings and subheadings to make it easier for readers to navigate the text.

The topics in the text are presented in a logical, clear fashion. However, organizational culture and organizational structure are near the end of the text and student might benefit from learning about those topics before being asked to understand the design of work environments and individual attitudes and behaviors.

The text is free of interface issues.

There are no obvious grammatical errors in the text.

The text includes examples of successful individuals from a variety of ethnic backgrounds including Guy Kawasaki.

The book includes exercises following each chapter. However, may of the exercises such as those in Section 2.4 are, in fact, discussion questions rather than exercises.

Reviewed by Stacey Young, Associate Professor, Northern Virginia Community College on 6/20/17

This book does a good job in covering relevant topics related to organizational behavior. The format is user friendly, along with providing discussion questions, case studies, exercises, and takeaways. There are appropriate graphics/pictures... read more

This book does a good job in covering relevant topics related to organizational behavior. The format is user friendly, along with providing discussion questions, case studies, exercises, and takeaways. There are appropriate graphics/pictures that quickly support and reinforce key concepts. Moreover, I love that there are ongoing references to the importance of ethics with an activity related to an ethical dilemma.

The book overall is accurate. There weren't any major issues identified.

The content is relevant and covers normal organizational behavior topics address in any text.

The writing in this book is rather clear. However, there are opportunities to improve the grammar and sentence structure.

This text is consistent with other text's terminology, structure, and data to support he position offered.

This text is ready to be separated into unique, standalone learning packages.

I like the book's flow. It's logically organized in a way that each chapter builds on the previous one.

No interface issues identified.

There aren't any noticeable grammar issues, but the sentence structure should be reviewed for better clarity

Cultural Relevance rating: 1

There are opportunities to select pictures that are reflective of a diverse population.

This is the first open textbook I've reviewed. Previously, I had considerations that open source material might not be that good; however, with this book, I was amazingly surprised. I will seriously consider using this text for my organizational behavior class.

Reviewed by Atul Mitra, Professor, University of Northern Iowa on 2/15/17

This OB textbook covers all major as well as supporting topics related the OB field. The last two chapters are devoted to macro topics (Chapter 14: Organizational Structure and Change and Chapter 15: Organizational Culture); thus, implying... read more

Comprehensiveness rating: 3 see less

This OB textbook covers all major as well as supporting topics related the OB field. The last two chapters are devoted to macro topics (Chapter 14: Organizational Structure and Change and Chapter 15: Organizational Culture); thus, implying authors’ intent to provide comprehensive coverage. The textbook, though, is dated both in terms of scholarly references and the case studies used to inform the reader about the relevance of OB topics. Also, the textbook is more reliant on applied sources to support concepts. The pdf version of the textbook does not have a list of scholarly references. The HTML version does have these references, but they are included in within the text and, thus, negatively impact the flow and readability. I could not find a subject index or “glossary of terms” at the end of the textbook. Finally, the book lacks instructor’s resource material.

Content Accuracy rating: 4

The book reads well and provides good examples to clarify basic concepts. The authors provide unbiased and thoughtful insights from scholarly sources in a very relatable fashion.

Relevance/Longevity rating: 1

This is one of the significant weakness of this textbook. The scholarly sources are dated. Case studies are also old, though still useful. Some of the in-text online links do not work. In short, this textbook is due for a major revision and would require the authors to revise all aspects of the textbook considerably. This revision would be a major undertaking and a challenge for the authors.

Clarity rating: 3

Each chapter is divided into several sub-sections. Each sub-section covers a major OB topic. The authors have done an excellent job of providing a logical and clear description of topics within each chapter. However, there is no overall framework that can easily connect topics across all 15 chapters. This may explain a somewhat random sequence of topics of 15 chapters. For example, “emotions,” “communication” or “decision-making” topics are useful in the understanding of concepts of motivation and teamwork. However, these topics are not covered prior to the coverage of motivation.

Consistency rating: 3

The coverage of each topic within a chapter by the authors is consistent. The formatting and style are also highly consistent throughout the textbook. An addition of an overall framework and an integrative case study would help provide consistency of topics across chapters.

The textbook is very modular. Specifically, the HTML format of this textbook allows each sub-section to act as a module. Any instructor, interested in adopting this textbook should look into HTML format based modules (sub-sections) as a way to customize the textbook. This may be this textbook’s significant strength.

Organization/structure of this textbook is clear within a chapter. As I have stated in my review in another section, the textbook can be improved by connecting topics across chapters using a broad framework as well as by incorporating an integrated case study.

Interface rating: 2

The pdf version of the textbook is difficult to navigate. Even though I found the HTML version to be more user-friendly, this format did have some weaknesses as well. The scholarly references in the HTML version are included within the text and negatively impact readability. I could not find a subject-index or “glossary of terms” at the end of the textbook. Many online links do not work anymore. Since the textbook does not include a subject index or glossary of key terms, it would make it difficult for students to find definitions easily. Overall, the textbook can significantly benefit from a much-improved interface.

The textbook is free of any grammatical errors.

Chapter 2 of the textbook offers a comprehensive coverage about the relevance and importance of demographic and cultural diversity. In addition, each chapter contains a sub-section “The Role of Ethics and National Culture” to ensure that students understand cultural relevance of OB concepts. This issue is clearly a strength of this textbook.

Overall, this textbook is a good option for those instructors that already have a good portfolio of instructional resources. The textbook does not appear to provide PowerPoint slides or a Test Bank. However, if an instructor is looking for a good OB textbook for an introductory OB course; s/he might wish to take a look at this textbook as a possible option because it is well-written and provides a comprehensive coverage of major OB topics. It also provides students with several useful applied examples, though these examples are somewhat dated. This textbook may not work for those instructors that wish to use an OB textbook based on current examples or an OB textbook that cites current scholarly references. To conclude, with significant interface improvements and a major revision, this could become an excellent option for both students and instructors.

Reviewed by Christopher Reina, Assistant Professor, Virginia Commonwealth University on 2/8/17

The major areas of OB are covered comprehensively. The textbook goes into an appropriate amount of depth for each of the expected topics. It discusses each of the topics through both an ethics and national culture lens at the end of each chapter... read more

The major areas of OB are covered comprehensively. The textbook goes into an appropriate amount of depth for each of the expected topics. It discusses each of the topics through both an ethics and national culture lens at the end of each chapter which represents a major strength of the textbook. The PDF version did not include a table of contents, index, or glossary which would further add to the comprehensiveness of the textbook.

The content was accurate and unbiased. The information was presented in a straight-forward way and cited published work from a wide variety of sources.

The topics covered are relevant and timely-- however, many of the citations are a bit dated. The case studies still are largely relevant even though there may exist better, more recent examples to discuss. I really appreciate the extent to which the authors integrate real-life examples of companies/leaders but the downside of this is that it limits the time the textbook can remain highly relevant without being updated. Additionally, there were several broken weblinks that need to be updated.

The writing is clear, easy to understand, and flows well. The authors do a good job of making concepts and ideas accessible for students. Authors avoided use of jargon without first defining it well and establishing the context.

The structure is easy to follow, straight-forward, and consistent.

The textbook does a good job of re-introducing ideas later in the text hat may have been covered earlier in the text which adds to the modularity of the textbook. I would not hesitate to assign specific chapters and/or assign chapters out of order for this reason.

The topic order makes logical sense and the topics build well off of each other. In the first chapter, the authors discuss levels of analysis (individual, team, and organizational) and they could perhaps return to this framework more frequently in order to guide the reader.

Interface rating: 3

For the most part, the figures and tables are clear and easy to understand. There are some figures that appear a bit distorted and/or difficult to read due to color choices. Bolding concepts or words that are defined in the text and adding a definition of the word in the margin would aid students in studying and easily identifying new concepts/concepts to study. In the PDF, there were several instances in which chapters did not start on a new page (and instead started mid-page) which was distracting.

Grammar was strong throughout the text.

This text's chapter on diversity as well as the reference to diversity issues throughout the text is a major strength. Ending each chapter with a discussion of how national culture and ethics is relevant to the topic was a powerful way to discuss diversity and continually challenge students to consider the topics from diverse perspectives.

This textbook is well-written, comprehensive, and is an excellent resource for students and faculty. The material is presented in an effective, accessible way and the integration of the "OB Toolbox" is especially useful for students to understand how to practically apply the concepts they are learning. I especially appreciated the attention to detail and comprehensiveness of the diversity chapter as well as the discussion of diversity topics throughout each chapter. The questions at the end of each chapter for reflection could push students a bit further in engaging with the material, and I would like to see some updates to the textbook when it comes to topics that should be covered (such as mindfulness and presenteeism) as well as case studies and examples from the last 3-5 years. A glossary, works cited, table of contents, and index would all be useful additions to the PDF version of the textbook, and it would be helpful if concept words defined in the text were also defined in the margins of the text in order to facilitate student recognition of topics they need understand and be able to define. Overall, this textbook is solid and I would not hesitate to use it for an undergraduate class in Organizational Behavior (although I would supplement it with readings and material from other sources as I would with any other textbook).

Reviewed by Rae Casey, Associate Professor , George Fox University on 2/8/17

The text was comprehensive, covering areas that are important when teaching organizational behavior. Some of the topic areas, such as diversity and ethics, are more comprehensive than others, but all topics are covered well enough for entry-level... read more

The text was comprehensive, covering areas that are important when teaching organizational behavior. Some of the topic areas, such as diversity and ethics, are more comprehensive than others, but all topics are covered well enough for entry-level students. The text included a comprehensive table of contents, but no index or glossary.

The textbook was accurate and covered a number of important topics in an interesting manner. I thought the advertised experiential approach was evident and well done.

Relevance/Longevity rating: 2

The concepts described in the text can survive over time, but the cases quickly date the contents. Since the concepts in the cases are integrated into the text, updating could be time consuming. I tried the text in both the .pdf and online formats, and found difficulties with the links in both. I had the best luck with the online format, although many of the links were no longer valid. When I copied and pasted the links from the .pdf version, I got many errors, some indicating I needed login information to access the site.

I liked this text. The information was presented in way that made it easy to understand and apply. Jargon and terms were well explained.

This text was well written and consistent throughout.

This text is well organized. The subheadings in the chapters create appropriate modules to support teachers as they create assignments, and students as they complete them.

The text is well organized and structured. The content flow is great, but, as previously mentioned, there are a number of links, some of which no longer lead anywhere.

Navigating the text by using the online Table of Contents was straightforward, although I did want to simply scroll to the next page instead of having to use a "next section" link, but that was minor. The .pdf format of the text was convenient if one wants to print the pages, but navigation of the .pdf format online required scrolling through the text. It would have been helpful to have a "bookmark" or similar feature to easily highlight important concepts or see where I stopped reading.

I noted no errors.

I especially appreciated the way this text discussed sensitive topics associated with gender, race, ethnicity, perception, etc.

I liked this textbook. I thought the exercises were generally good, as were the "Key Takeaway" and "OB Toolbox" sections. The text was dated, which tends to be noted by students and can lead to lost credibility. I appreciate the work that went into writing this text and could use portions of it, but would need to check the links before each course, or provide others for my students. Overall, this is a great text, but I recommend checking the details before adoption.

Reviewed by Marcia Hagen, Associate Professor, Metropolitan State on 8/21/16

Has chapters on the major themes such as diversity, decision making, motivation, ethics, and leadership to name a few; goes over the major theories. It does not go particularly deeply into any one area, but provides a solid look at a wide variety... read more

Has chapters on the major themes such as diversity, decision making, motivation, ethics, and leadership to name a few; goes over the major theories. It does not go particularly deeply into any one area, but provides a solid look at a wide variety of topics, concepts, and theories.

In terms of editing and proofing, this book does quite well. Writing is unbiased and reports materials that are accurate.

This is an area in which the text needs improvement. Few if any examples are from 2009 or later. The book is a good one, but cases need updating. Updating may be difficult for instructors to implemenet, due to the imbedding of cases into so many areas of the text. In addition, nearly half of the links provided in the text no longer work.

Text is very clear. I am impressed with the writing. In particular they did a good job of describing relatively complex theories with simple and understandable language.

The books is highly consistent in terms of formatting and style--as soon as Chapter 1 is complete, students should have a clear vision of what to expect for upcoming chapters.

This text is highly modular. In particular, the use of objectives for each section of each chapter allows for picking and choosing by instructors.

This book is well-organized and clear. Because OB is generally a set of very inter-related concepts, organization/flow is not perfect, but this book is as good as others I have seen in this area.

This is an area of improvement for this text. In particular links to outside web sites are out of date and many link to dead web sites. In addition, of the few images that are included in the text, several flow over 2 pages making them difficult to read.

Good grammar used throughout the text--few issues detected.

This text includes a good deal of discussion related to diversity, ethnicity, gender, and other issues culture in this text. I found the discussion in these areas to be both relevant and thoughtful.

There are several things about this text that I like. In particular, I think this would be a great book to use within an introductory OB course; it is well-written and thorough in terms of the breadth and depth of topics covered. The "OB Toolbox" sections give students many tips on getting, keeping, and succeeding their first professional job--that is great. However, there are a few areas of concern, as well. In particular, many links do not work and the cases are somewhat out of date (which poses a particular challenge due to the major economic changes that have taken place for several companies referred to in the text and cases). Before implementing this text, I would take time to review any potential overlap with other courses. But overall, this is a solid intro OB text.

Table of Contents

• Chapter 1: Organizational Behavior
• Chapter 2: Managing Demographic and Cultural Diversity
• Chapter 3: Understanding People at Work: Individual Differences and Perception
• Chapter 4: Individual Attitudes and Behaviors
• Chapter 5: Theories of Motivation
• Chapter 6: Designing a Motivating Work Environment
• Chapter 7: Managing Stress and Emotions
• Chapter 8: Communication
• Chapter 9: Managing Groups and Teams
• Chapter 10: Conflict and Negotiations
• Chapter 11: Making Decisions
• Chapter 12: Leading People Within Organizations
• Chapter 13: Power and Politics
• Chapter 14: Organizational Structure and Change
• Chapter 15: Organizational Culture

Ancillary Material

About the book.

Organizational Behavior bridges the gap between theory and practice with a distinct "experiential" approach.

On average, a worker in the USA will change jobs 10 times in 20 years. In order to succeed in this type of career situation, individuals need to be armed with the tools necessary to be life-long learners. To that end, this book is not be about giving students all the answers to every situation they may encounter when they start their first job or as they continue up the career ladder. Instead, this book gives students the vocabulary, framework, and critical thinking skills necessary to diagnose situations, ask tough questions, evaluate the answers received, and to act in an effective and ethical manner regardless of situational characteristics.

Often, students taking OB either do not understand how important knowledge of OB can be to their professional careers, or they DO understand and they want to put that knowledge into practice. Organizational Behavior takes a more experiential angle to the material to meet both of those needs. The experiential approach can be incorporated in the classroom primarily through the "OB Toolbox." This feature brings life to the concepts and allows students to not only see how the OB theories unfold, but to practice them, as well.

Contribute to this Page

Got any suggestions?

We want to hear from you! Send us a message and help improve Slidesgo

Top searches

Trending searches

26 templates

49 templates

11 templates

71 templates

15 templates

first day of school

68 templates

Business Major for College: Organizational Behavior

It seems that you like this template, business major for college: organizational behavior presentation, premium google slides theme, powerpoint template, and canva presentation template.

Have you ever wondered why a person acts different when in an organization compared to when he or she is somewhere else? That's something related to organizational behavior, something that you could study at college. With this template and its wavy shapes and its gradients, you can tell future students what this major is about! You'll realize that the design is quite simple, more than you think, so you'll be editing slide after slide in no time.

Features of this template

• 100% editable and easy to modify
• 35 different slides to impress your audience
• Contains easy-to-edit graphics such as graphs, maps, tables, timelines and mockups
• Includes 500+ icons and Flaticon’s extension for customizing your slides
• Designed to be used in Google Slides, Canva, and Microsoft PowerPoint
• 16:9 widescreen format suitable for all types of screens
• Includes information about fonts, colors, and credits of the resources used

What are the benefits of having a Premium account?

What Premium plans do you have?

What can I do to have unlimited downloads?

Don’t want to attribute Slidesgo?

Gain access to over 25800 templates & presentations with premium from 1.67€/month.

Are you already Premium? Log in

Related posts on our blog

How to Add, Duplicate, Move, Delete or Hide Slides in Google Slides

How to Change Layouts in PowerPoint

How to Change the Slide Size in Google Slides

Related presentations.

Premium template

Unlock this template and gain unlimited access

• My presentations

Auth with social network:

Download presentation

We think you have liked this presentation. If you wish to download it, please recommend it to your friends in any social system. Share buttons are a little bit lower. Thank you!

Presentation is loading. Please wait.

ORGANIZATIONAL BEHAVIOUR

Published by Muriel Flynn Modified over 6 years ago

Similar presentations

Presentation on theme: "ORGANIZATIONAL BEHAVIOUR"— Presentation transcript:

What is Organizational Behavior?

Organizational Behavior

The Nature and Scope of Organizational Behavior

© 2005 Prentice Hall Inc. All rights reserved.11–0 What Is Leadership? Leadership The ability to influence a group toward the achievement of goals. Management.

OB: AN INTRODUCTION DEFINITION FEATURES ROLE OF OB

Introduction to Management LECTURE 26: Introduction to Management MGT

MGT 321: Organizational Behavior

Motivation, empowerment and belonging of personal to organization FOXPOPULI “ Social entrepreneurship for social change”, Nordplus adult Project ID AD-2012_1a

Organizational Behavior 15th Ed

Introduction to Organizational Behavior

Chapter-2 Models of Organizational Behavior Lecture # 4-6

Marianne Marando Week 1 – Applied Business Management Course Introduction What is Organizational Behaviour?

OB = Organisational Behaviour (meaning: behaviour within organisations): focuses on the description & explanation of the causes and effects of individual.

Leadership: Situational Approaches

Organizational Behavior Organizational Behavior(OB)is the study and application of knowledge about how people, individuals, and group act in organization.

NATURE OF OB Total System Approach Nature of Organisational behaviour

ENTREPRENEURIAL BEHAVIOUR. INTRODUCTION: Human behaviour in an enterprise is generally concerned with the thoughts, feelings, emotions and actions of.

WELCOME TO THETOPPERSWAY.COM.

About project

© 2024 SlidePlayer.com Inc. All rights reserved.

Introduction

Learning outcomes.

After reading this chapter, you should be able to answer these questions:

• What is the meaning of work in a societal context?
• How do we recognize and meet the challenges facing managers in the new millennium?
• What is expected of a manager?
• What is the role of the behavioral sciences in management and organizations?

Exploring Managerial Careers

The management challenge at apple and google.

When Apple was developing iOS 10, a group of 600 engineers was able to debug, develop, and deploy the new programming within two years. Contrarily, Microsoft engineers were able to develop and execute the programming on Vista, but it took considerably longer and was a bigger undertaking, with almost 6,000 engineers at hand. What was the difference?

According to the study conducted by leadership consulting firm Bain & Company, companies like Apple, Google, and Netflix are 40 percent more productive than the average company. Some may think that this is a product of the hiring pool; big companies generally attract a more talented group of recruits. With unique benefits and prowess in the industry, this must be the case. Wrong. Google and Apple have found a way to answer the most fundamental question in management: How do you balance productivity while maintaining employee satisfaction and commitment?

Companies such as Google have approximately the same percentage of “star players” as other companies, but instead of spreading out the talent, they group them dynamically to achieve more throughout the day. This grouping focuses on grouping key players in the most business-critical roles, and is the key to success for the overall company. You’ve heard the saying “You’re only as strong as your weakest link,” and in the case of Apple, there were no weak links, making their productivity extremely high overall. To make matters more complicated, the fast-paced workplace and technology changes, including the diversity of employees and the global marketplace, takes a considerable toll on employee expectations, as do the overall stresses of the business performance. Apple is just one example of a company that figured out one of the pieces to this puzzle, but it is illustrative of what is happening in the workplace all around the globe.

Contemporary managers are witnessing changes in technologies, markets, competition, workforce demographics, employee expectations, and ethical standards. At the heart of these changes is the issue of how to manage people effectively. To attain corporate objectives, each manager must discover how to develop and maintain a workforce that can meet today’s needs while getting ready for tomorrow’s challenges. As a result, managers are asking questions such as:

• How can we meet the international competition?
• How can we make this organization more effective?
• How can we better utilize our human resources?
• How can we create a more satisfying and rewarding work environment for all employees?
• How can we improve the quality of our products?
• How can we improve communication and decision-making processes at work?
• How should we evaluate and reward performance?
• How can we develop the company leaders of tomorrow?

Questions such as these point to the issue of effective management. That is, what can managers do to improve both organizational and employee performance? Effective management requires an in-depth knowledge of financial management, marketing research and consumer behavior, accounting and control practices, manufacturing and production techniques, and quantitative methods. In addition, however, effective management requires “people skills.” That is, a good manager must be able to motivate his employees, to lead skillfully, to make appropriate and timely decisions, to communicate effectively, to organize work, to deal with organizational politics, and to work to develop both employees and the organization as a whole. These issues constitute the subject of this course. We shall examine principles of the behavioral sciences that can help managers improve both their own skills and abilities and those of their subordinates in order to enhance organizational performance and effectiveness.

As a prelude to this analysis, we begin with a brief look at the natures of work and of management. Contemporary challenges are discussed. Next, we consider a model of organizational behavior that will serve as a guide throughout the study of management and organizational behavior. We begin with an examination of work.

As an Amazon Associate we earn from qualifying purchases.

This book may not be used in the training of large language models or otherwise be ingested into large language models or generative AI offerings without OpenStax's permission.

Want to cite, share, or modify this book? This book uses the Creative Commons Attribution License and you must attribute OpenStax.

Access for free at https://openstax.org/books/organizational-behavior/pages/1-introduction

• Authors: J. Stewart Black, David S. Bright
• Publisher/website: OpenStax
• Book title: Organizational Behavior
• Publication date: Jun 5, 2019
• Location: Houston, Texas
• Book URL: https://openstax.org/books/organizational-behavior/pages/1-introduction
• Section URL: https://openstax.org/books/organizational-behavior/pages/1-introduction

© Jan 9, 2024 OpenStax. Textbook content produced by OpenStax is licensed under a Creative Commons Attribution License . The OpenStax name, OpenStax logo, OpenStax book covers, OpenStax CNX name, and OpenStax CNX logo are not subject to the Creative Commons license and may not be reproduced without the prior and express written consent of Rice University.

Organizational Behavior: Leadership

Nov 01, 2014

1.8k likes | 4.94k Views

Organizational Behavior: Leadership. Administers A copy Maintains Focuses on system and structure Relies on control Short-range view Asks how and when Eye on the bottom line Imitates Accepts the status quo Classic good soldier Does things right. Innovates An original Develops

Share Presentation

• leadership styles
• charismatic leadership
• ohio state studies
• apply contingency leadership theories

Presentation Transcript

Organizational Behavior: Leadership Gholipour A. 2006. Organizational Behavior. University of Tehran.

Administers A copy Maintains Focuses on system and structure Relies on control Short-range view Asks how and when Eye on the bottom line Imitates Accepts the status quo Classic good soldier Does things right Innovates An original Develops Focuses on people Inspires trust Long-range perspective Asks what and why Eye on horizon Originates Challenges the status quo Own person Does the right thing Managers and Leaders Gholipour A. 2006. Organizational Behavior. University of Tehran.

1- Trait Perspective Leadership Perspectives 2-Behavior Perspective 5-Romance Perspective 4-Transformational Perspective 3-Contingency Perspective Gholipour A. 2006. Organizational Behavior. University of Tehran.

1- Trait Perspective Leadership Traits:represent the personal characteristics that differentiate leaders from followers. • Historic findings reveal that leaders and followers vary by- intelligence (Emotional intelligence)- dominance- self-confidence- level of energy and activity (Drive and Leadership motivation)- task-relevant knowledge - Honesty and Integrity • Contemporary findings show that- people tend to perceive that someone is a leader when he or she exhibits traits associated with intelligence, masculinity, and dominance- people want their leaders to be credible- credible leaders are honest, forward-looking, inspiring, and competent Gholipour A. 2006. Organizational Behavior. University of Tehran.

1- Trait Perspective men were seen as displaying more overall and task leadership and women were perceived as displaying more social leadership. - women used a more democratic or participative style than men, and men used a more autocratic and directive style than women - men and women were equally assertive - women executives, when rated by their peers, managers and direct reports, scored higher than their male counterparts on a variety of effectiveness criteria • Past evidence that women rated less favorably than equivalent male leaders due to stereotyping • Recent evidence that women rated more favorably than men, particularly on emerging leadership styles (coaching, participating) • Gender and leadership Gholipour A. 2006. Organizational Behavior. University of Tehran.

2 - Behavior Perspective • The Iowa Leadership Studies • Authoritarian • Democratic • Laissez-faire • Ohio State Studies identified two critical dimensions of leader behavior.1. Consideration: creating mutual respect and trust with followers2. Initiating Structure: organizing and defining what group members should be doing • University of Michigan Studies identified two leadership styles that were similar to the Ohio State studies- one style was employee centered - and the other was job centered • Blake and Mouton’s Managerial Grid represents four leadership styles found by crossing concern for production and concern for people Gholipour A. 2006. Organizational Behavior. University of Tehran.

2 - Behavior Perspective • People-oriented Behaviors • Showing mutual trust and respect • Concern for employee needs • Desire to look out for employee welfare • Task-oriented Behaviors • Assign specific tasks • Ensure employees follow rules • Push employees to reach peak performance Gholipour A. 2006. Organizational Behavior. University of Tehran.

The Managerial Grid 1 2 3 4 5 6 7 8 9 (1,9) (9,9) (5,5) Concern for People (9,1) (1,1) 1 2 3 4 5 6 7 8 9 Concern for Production Gholipour A. 2006. Organizational Behavior. University of Tehran.

3 - Contingency Perspective Fiedler’s Contingency Model The Path-Goal Theory H. & B. Situational Leadership Theory Gholipour A. 2006. Organizational Behavior. University of Tehran.

High People-Oriented Task-Oriented Performance Low Favorable Moderate Unfavorable • Category • Leader-Member • Relations • Task Structure • Position Power I Good High Strong II Good High Weak III Good Low Strong IV Good High Weak V Poor High Strong VI Poor High Weak VII Poor Low Strong VII Poor Low Weak Findings of the Feidler Model Gholipour A. 2006. Organizational Behavior. University of Tehran.

House’s Path-Goal Theory Employee Characteristics- Locus of control- Task ability- Need for achievement- Experience- Need for clarity Leadership Styles- Directive- Supportive- Participative- Achievement oriented Employee Attitudes and Behavior- Job satisfaction - Acceptance of leader- Motivation Environmental Factors- Employee’s task- Authority system- Work group Gholipour A. 2006. Organizational Behavior. University of Tehran.

Skill/Experiencelow low high high Locus of Controlexternal external internal internal Employee Contingencies Directive Supportive Participative Achievement Directive Supportive Participative Achievement Environmental Contingencies Path-Goal Contingencies Task Structure nonroutine routine nonroutine ? Team Dynamics–ve norms low cohesion +ve norms ? Gholipour A. 2006. Organizational Behavior. University of Tehran.

Hersey and Blanchard’s Situational Leadership Theory Leader Behavior Participating S3 Share ideas and facilitate in decision making Selling S2 Explain decisions and provide opportunity for clarification High Relationship Behavior(supportive behavior) Delegating S4 Turn over responsibility for decisions and implementation Telling S1 Provide specific instructions and closely supervise performance Low Task Behavior Low High Follower ReadinessHigh Moderate Low R4 R3 R2 R1 Follower-Directed Leader-Directed Gholipour A. 2006. Organizational Behavior. University of Tehran.

4 5 2 1 3 Leader Participation Model Employee Involvement Continuum Increased Leader Control Increased Employee Involvement Gholipour A. 2006. Organizational Behavior. University of Tehran.

Contingency Variables in the Revised Leader-Participation Model 1. Importance of the decision. 2. Importance of subordinate commitment to the decision. 3. Whether leader has enough information to make a decision. 4. How well-structured the problem is. 5. Whether autocratic decisions would be supported by subordinates. 6. Whether subordinates “buy into” the organization’s goals. 7. Whether subordinates disagree over solution alternatives. 8. Whether subordinates know enough to make a good decision. 9. Time constraints that may limit the involvement of subordinates. 10. Cost justification for gathering geographically dispersed subordinates. 11. Importance of minimizing the time it takes to make a decision. 12. Importance of participation to developing decision-making skills. Gholipour A. 2006. Organizational Behavior. University of Tehran.

Transformational leaders • Leading -- changing the organization to fit the environment • Develop, communicate, enact a vision 4 - Transformational Perspective • Transactional leaders • Managing -- linking job performance to rewards • Ensure employees have necessary resources • Apply contingency leadership theories . Gholipour A. 2006. Organizational Behavior. University of Tehran.

Transformational Leadership Elements Building Commitment Creating a Vision Transformational Leadership Modeling the Vision Communicating the Vision Gholipour A. 2006. Organizational Behavior. University of Tehran.

Visionary Leadership Live the Vision Express the Vision Extend the Vision Gholipour A. 2006. Organizational Behavior. University of Tehran.

Self-confidence A compelling vision Extraordinary behavior Charismatic Leadership Image as a change agent Strong convictions Gholipour A. 2006. Organizational Behavior. University of Tehran.

Type of Charismatic Leadership Styles • Envisioning • Energizing • Enabling Gholipour A. 2006. Organizational Behavior. University of Tehran.

Transactional versus Charismatic Leadership • Charismatic Leadership:emphasizes symbolic leader behavior that transforms employees to pursue organizational goals over self-interests • Charismatic Leaders- use visionary and inspirational messages- rely on non-verbal communication- appeal to ideological values- attempt to intellectually stimulate employees- display confidence in self and followers- set high performance expectations Gholipour A. 2006. Organizational Behavior. University of Tehran.

Charismatic Model of Leadership Organizational Culture Leaderbehavior Effects onfollowers andwork groups Outcomes • Increased intrinsic motivation, achievement orientation, and goal pursuit • Increased identification with the leader and the collective interests of organizational members • Increased cohesion among workgroup members • Increased self-esteem, self-efficacy, and intrinsic interests in goal accomplishment • Increased role modeling of charismatic leadership • Adaptive • Leader establishes a vision • Leader establishes high performance expectations and displays confidence in him/herself and the collective ability to realize the vision • Leader models the desired values, traits, beliefs, and behaviors needed to realize the vision • Personal commitment to leader and vision • Self-sacrificial behavior • Organizational commitment • Task meaningfulness and satisfaction • Increased individual group, and organizational performance Gholipour A. 2006. Organizational Behavior. University of Tehran.

The Leader-Member Exchange (LMX Model) • This model is based on the idea that one of two distinct types of leader-member exchange relationships evolve, and these exchanges are related to important work outcomes.- in-group exchange: a partnership characterized by mutual trust, respect and liking- out-group exchange: a partnership characterized by a lack of mutual trust, respect and liking • Research supports this model Gholipour A. 2006. Organizational Behavior. University of Tehran.

Substitutes for Leadership • Substitutes for leadershiprepresent situational variables that can substitute for, neutralize, or enhance the effects of leadership. Conditions that limit a leader’s influence or make a particular leadership style unnecessary. • Research shows that substitutes for leadership directly influence employee attitudes and performance. Examples: • Training and experience replace directive leadership • Cohesive team replaces supportive leadership • Self-leadership replaces achievement-oriented leadership Gholipour A. 2006. Organizational Behavior. University of Tehran.

Workers That Are Experienced or Highly-Trained Jobs That Are Unambiguous or Highly Satisfying Is Leadership Always Relevant? Workgroups That Are Cohesive Goals That Are Formalized or Rules That Are Rigid Gholipour A. 2006. Organizational Behavior. University of Tehran.

Substitutes for Leadership Gholipour A. 2006. Organizational Behavior. University of Tehran.

Substitutes for Leadership (cont) Gholipour A. 2006. Organizational Behavior. University of Tehran.

Servant and Superleadership • Servant Leadership represents a philosophy in which leaders focus on increased service to others rather than to oneself. • A superleader is someone who leads others to lead themselves by developing employees’ self-management skills. • Superleaders attempt to increase employees’ feelings of personal control and intrinsic motivation. Gholipour A. 2006. Organizational Behavior. University of Tehran.

Characteristics of the Servant-Leader 1. ListeningServant-leaders focus on listening to identify and clarify the needs and desires of a group. 2. Empathy Servant-leaders try to empathize with others’ feelings and emotion. An individual’s good intentions are assumed even when he or she performs poorly. 3. HealingServant-leaders strive to make themselves and others whole in the face of failure or suffering. 4. Awareness Servant-leaders are very self-aware or their strengths and limitations. Gholipour A. 2006. Organizational Behavior. University of Tehran.

Characteristics of the Servant-Leader (continued) 5. PersuasionServant-leaders rely more on persuasion than positional authority when making decisions and trying to influence others. 6. ConceptualizationServant-leaders take the time and effort to develop broader based conceptual thinking. Servant-leaders seek an appropriate balance between a short- term, day-to-day focus and a long-term, conceptual orientation. 7. ForesightServant-leaders have the ability to foresee future outcomes associated with a current course of action or situation. Gholipour A. 2006. Organizational Behavior. University of Tehran.

Characteristics of the Servant-Leader (continued) 8. StewardshipServant-leaders assume that they are stewards of the people and resources they manage. 9. Commitment to Servant-leaders are committed to peoplethe growth of beyond their immediate work role. Theypeople commit to fostering an environment that encourages personal, professional, and spiritual growth. 10. Building Servant-leaders strive to create a sense of Community community both within and outside the work organization. Gholipour A. 2006. Organizational Behavior. University of Tehran.

What Is Trust? • Integrity: honesty and truthfulness • Competence: knowledge and skill • Consistency: reliability and predictability • Loyalty: willingness to protect • Openness: give full true Gholipour A. 2006. Organizational Behavior. University of Tehran.

Three Types of Trust Deterrence Based Knowledge Based Identification Based Gholipour A. 2006. Organizational Behavior. University of Tehran.

Practice Openness Promote Fairness Express Feelings Keep Confidences Be Consistent Keep Promises Tell the Truth Show Competence Building Trust Gholipour A. 2006. Organizational Behavior. University of Tehran.

Authentic Leadership • Confident • Hopeful • Optimistic • Resilient • Transparent • Moral / ethical • Future oriented • Associate building Gholipour A. 2006. Organizational Behavior. University of Tehran.

• More by User

UGBA105: Organizational Behavior

Walter A. Haas School of Business University of California, Berkeley UGBA105: Organizational Behavior Professor Jim Lincoln Week 7: Power, politics, & networks in Organizations Power and Politics: Class Agenda Review forms of power in organizations

1.84k views • 36 slides

ORGANIZATIONAL BEHAVIOR

ORGANIZATIONAL BEHAVIOR. T E N T H E D I T I O N. AFTER STUDYING THIS CHAPTER AND LISTENING TO MY LECTUER,I HOPE THTAT YOU WILL BE ABLE TO:. Define organizational behavior (OB). Describe what managers do. Explain the value of the systematic study of OB.

2.18k views • 32 slides

Leadership. There is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things. Machiavelli. Management" versus Leadership. 'Leadership'

1.58k views • 52 slides

Leadership Theories

Leadership Theories. Andrea Reger. Trait Approach Skills Approach Style Approach Situational Approach Contingency Theory Path-Goal Theory. Leader Member Exchange Transformational Transactional Team Leadership. Theories. Style Approach. Emphasizes the behavior of the leader

1.29k views • 20 slides

LEADERSHIP. DEFINITION OF LEADERSHIP. Leadership is a behavioral process through which one person influences the behaviors of others toward the accomplishment of shared goals. Leadership involves the creation of a vision that empowers others to translate this vision into reality.

4.61k views • 38 slides

Robbins & Judge Organizational Behavior 13th Edition

Robbins & Judge Organizational Behavior 13th Edition. Chapter 1: What Is Organizational Behavior? Student Study Slideshow. Bob Stretch Southwestern College. Chapter Learning Objectives. After studying this chapter you should be able to:

5.1k views • 28 slides

Evaluating Safety Culture and Climate: Key Measurement Issues

Evaluating Safety Culture and Climate: Key Measurement Issues. Tahira M. Probst, Ph.D. Washington State University Vancouver June 11, 2013. Key Measurement Issues. What are we measuring? Culture or Climate Substantive vs. Semantic Differences Shared Perceptions vs. Individual Attitudes

1.52k views • 12 slides

Ethical Leadership as a Cross-Cultural Leadership Style

Ethical Leadership as a Cross-Cultural Leadership Style. Laurie A. Yates, DMgt (ABD), MBA Eastern Oregon University March 30, 2011. What is Leadership?. No universal definition Many different definitions Leadership is complex and thus hard to define. A Working Definition.

1.64k views • 22 slides

Organizational Health

Organizational Health . Gayle Woodall, Ed.D. Assistant Superintendent Barbers Hill ISD. Enhancing Leadership Effectiveness Available at: www.organizationalhealth.com Marvin Fairman Leon McLean. Organizational Health.

1.56k views • 34 slides

Leadership and Management in Multinational Companies

Leadership and Management in Multinational Companies. Chapter 14. Presentation Outline. What is leadership? Global leadership Models of leadership Leadership traits Leadership behaviors: U. S. and Japanese views Contingency theories of leadership The path-goal model

2.59k views • 40 slides

Chapter 2. Models of Organizational Behavior. AN ORGANIZATIONAL BEHAVIOR SYSTEM. Figure 2-1 An organizational behavior system. AN ORGANIZATIONAL BEHAVIOR SYSTEM. • Elements of the System •. Philosophy. • Fact premises • Value premises • Vision • Mission • Goals.

2.31k views • 10 slides

Robbins & Judge Organizational Behavior 14th Edition

Robbins & Judge Organizational Behavior 14th Edition. Chapter 2: Diversity in Organizations. By: Faiza Amir. Diversity. Effective diversity management increases an organization’s access to widest possible pool of skills, abilities and ideas. Surface Level Diversity :

5.88k views • 15 slides

Organizational Culture

Organizational Culture. Corporate Culture Hits Schwab. Executives at Charles Schwab & Co. underestimated the influence of organizational culture on behavior when they acquired U.S. Trust. AP/Wide World Photos. Organizational Culture Defined.

1.88k views • 25 slides

Relational Leadership

Leadership Development Institute Cleveland, TN April 19-23, 2005. Relational Leadership. Relational Leadership. Mark 10: 42-43. You know that those who are regarded as rulers of the Gentiles lord it over them, and their high officials exercise authority over them. Not so among you. . . .

2.73k views • 221 slides

Behavior-Based Safety

Behavior-Based Safety . Behavior-Based Safety is a process that helps employees identify and choose a safe behavior over an unsafe one. . Basic Behavior Principles. Safety in the workplace is a combination of three measurable components: the person, their environment, and their behavior.

3.52k views • 13 slides

Edgar Schein

Defining Organizational Culture Chapter One Organizational Culture and Leadership Second Edition, 1991 Edgar Schein Wendy Baker-Thompson Public Sector Organizations April 3, 2006. Edgar Schein. Born 1928

2.61k views • 15 slides

ADP 6-22 ADRP 6-22 Army Leadership

ADP 6-22 ADRP 6-22 Army Leadership. Center for Army Leadership. Why is Leadership Doctrine Important?. Provides a common framework in language and expectations Provides a fundamental set of attributes and competencies common to all cohorts and leadership levels

2.81k views • 8 slides

The. Leadership. Jose E. Torres Tedu.225 52408. Start. Table of Content. Introduction. Answering question and strategy. Team leadership . Objective. Leadership cycle :. Body expressions. Definition. Leadership Support :. Fighting nerves . Types of leaderships:. Conclussion :.

1.58k views • 98 slides

MBA WOMEN IN LEADERSHIP MODULE 1: GENERAL MANAGEMENT

MBA WOMEN IN LEADERSHIP MODULE 1: GENERAL MANAGEMENT. Sarah Davis MA MBA MCIPD Tel: +971-558668919 [email protected]. MODULE TOPICS. Topic 1: Introduction to General Management Topic 2: The Organization Mission Topic 3: Strategic Organizational Planning

1.62k views • 134 slides

Organizational Culture, Socialization, and Mentoring

Organizational Culture, Socialization, and Mentoring. Chapter Three. Learning Objectives. LO.1 Define organizational culture and discuss its three layers. LO.2 Discuss the difference between espoused and enacted values. LO.3 Describe the four functions of organizational culture.

2.46k views • 40 slides

BA4135 LEADERSHIP THEORY & APPLICATION

BA4135 LEADERSHIP THEORY & APPLICATION. Professor: Pinar Acar. Course Rules. Professionalism & Courtesy Score 5% of letter grade Attend every class Come and leave on time Professional and mature behavior in class No cell phones. Assignments. One project Groups of 2 or individually

2.64k views • 223 slides

Animal Behavior

41. Animal Behavior. Chapter 41 Animal Behavior. Key Concepts 41.1 Behavior Has Proximate and Ultimate Causes 41.2 Behaviors Can Have Genetic Determinants 41.3 Developmental Processes Shape Behavior. Chapter 41 Animal Behavior. Key Concepts 41.4 Physiological Mechanisms Underlie Behavior

1.58k views • 81 slides

• Preferences

ORGANIZATIONAL BEHAVIOR - PowerPoint PPT Presentation

ORGANIZATIONAL BEHAVIOR

Organizational behavior chapter 14 -15 power & politics conflicts & negotiation a definition of power contrasting leadership and power leadership focuses on goal ... – powerpoint ppt presentation.

• Chapter 14 -15
• Power Politics
• Conflicts Negotiation
• Focuses on goal achievement
• Requires goal compatibility with followers
• Focuses influence downward
• Research Focus
• Leadership styles and relationships with followers
• Used as a means for achieving goals
• Requires follower dependency
• Used to gain lateral and upward influence
• Power tactics for gaining compliance
• The General Dependency Postulate (suppose)
• The greater Bs dependency on A, the greater the power A has over B
• Possession/control of scarce organizational resources that others need makes a manager powerful
• Access to optional resources (e.g., multiple suppliers) reduces the resource holders power
• What Creates Dependency
• Importance of the resource to the organization
• Scarcity of the resource
• Nonsubstitutability of the resource
• Influence Tactics
• Legitimacy Authority Position
• Rational persuasion Presenting logic arguments
• Inspirational appeals Emotional commitment
• Consultation Motivate and support
• Exchange Rewarding with benefits
• Personal appeals Loyalty Friendship
• Pressure Using warning
• Conflict Defined
• A process that begins when one party perceives that another party has negatively affected, or is about to negatively affect, something that the first party cares about
• That point in an ongoing activity when an interaction crosses over to become an interparty conflict
• Encompasses a wide range of conflicts that people experience in organizations
• Incompatibility of goals
• Differences over interpretations of facts
• Disagreements based on behavioral expectations
• Poor communication
• Lack of openness
• Failure to respond to employee needs
• Communication
• Semantic difficulties, misunderstandings, and noise
• Size and specialization of jobs
• Authority clarity/ambiguity
• Member/goal incompatibility
• Leadership styles (close or participative)
• Reward systems (win-lose)
• Dependence/interdependence of groups
• Personal Variables
• Differing individual value systems
• Personality types
• Cooperativeness
• Attempting to satisfy the other partys concerns
• Assertiveness
• Attempting to satisfy ones own concerns
• Conflict Resolution Techniques
• Problem solving
• Superordinate goals create a shared goals
• Expansion of resources create win-win solution
• Avoidance withdrawal
• Smoothing creating common interest
• Compromise each party given something
• Conflict Stimulation Techniques
• Communication using unclear massage
• Bringing in outsiders Different values
• Restructuring the organization changing status
• Functional Outcomes from Conflict
• Increased group performance
• Improved quality of decisions
• Stimulation of creativity and innovation
• Encouragement of interest and curiosity
• Provision of a medium for problem-solving
• Creation of an environment for self-evaluation and change
• Creating Functional Conflict
• Reward dissent (disagree) and punish conflict avoiders
• Dysfunctional Outcomes from Conflict
• Development of discontent
• Reduced group effectiveness
• Retarded (delayed) communication
• Reduced group cohesiveness

PowerShow.com is a leading presentation sharing website. It has millions of presentations already uploaded and available with 1,000s more being uploaded by its users every day. Whatever your area of interest, here you’ll be able to find and view presentations you’ll love and possibly download. And, best of all, it is completely free and easy to use.

You might even have a presentation you’d like to share with others. If so, just upload it to PowerShow.com. We’ll convert it to an HTML5 slideshow that includes all the media types you’ve already added: audio, video, music, pictures, animations and transition effects. Then you can share it with your target audience as well as PowerShow.com’s millions of monthly visitors. And, again, it’s all free.

About the Developers

PowerShow.com is brought to you by  CrystalGraphics , the award-winning developer and market-leading publisher of rich-media enhancement products for presentations. Our product offerings include millions of PowerPoint templates, diagrams, animated 3D characters and more.

• Discussion Board
• View Thread

Discussion: View Thread

Psychology of Technology 2024 Conference: Call for Datablitz and Poster Presentations

1.  psychology of technology 2024 conference: call for datablitz and poster presentations.

Dear students and postdocs, We invite you to apply to present a datablitz talk or poster at the Psychology of Technology Institute's eighth annual "New Directions in Research on the Psychology of Technology" conference, which will be held on October 12-13, 2024 at the Boston University campus in Boston, MA.  Hosted by Boston University's Digital Business Institute at the new Computing and Data Sciences Building, the theme of this year's conference is "The Quantified Society." We are convening a unique mix of behavioral scientists, technologists, industry leaders, and others who are especially interested in creating a healthy future in light of the quantification of daily life. As in prior years, we anticipate that the datablitz and poster talks will be a highlight of the conference. We encourage all interested graduate students and postdoctoral scholars to apply. To apply, please complete this form < https://forms.gle/Q7qhzkCSdk83x2tW7 > by June 21. You can expect to hear back by the end of July. We may also have a limited number of financial support packages to give to students who need them. Warm regards, Carey Morewedge (Conference Host) Questrom School of Business, Boston University - Carey K. Morewedge Chair, Marketing Department Professor of Marketing and Everett W. Lord Distinguished Faculty Scholar Boston University | Questrom School of Business

New Best Answer

Community tags.

• Divisions and Interest Groups
• Managerial and Organizational Cognition
• Organization and Management Theory
• Organization Development and Change
• Organizational Behavior
• Organizational Communication and Information Systems
• Research Methods
• Annual Meeting
• Connect @ AOM
•   leadership
•   visiting
•   Training
•   Call for Paper
•   Podcast
• Discussion_post
• OBResources
• OnlineTeaching