Organisational Behaviour

FOURTH EDITION

9780077129989_a01.indd i

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9780077129989_a01.indd ii

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Organisational
Behaviour
Fourth Edition

Marc Buelens
Knud Sinding
Christian Waldstrm
Robert Kreitner and Angelo Kinicki

London Boston Burr Ridge, IL Dubuque, IA Madison, WI New York San Francisco
St. Louis Bangkok Bogot Caracas Kuala Lumpur Lisbon Madrid Mexico City
Milan Montreal New Delhi Santiago Seoul Singapore Sydney Taipei Toronto

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Organisational Behaviour, Fourth Edition

Marc Buelens, Knud Sinding, Christian Waldstrm, Robert Kreitner and Angelo Kinicki
ISBN-13 9780077129989
ISBN-10 0077129989

Published by McGraw-Hill Education

Shoppenhangers Road
Maidenhead
Berkshire
SL6 2QL
Telephone: 44 (0) 1628 502 500
Fax: 44 (0) 1628 770 224
Website: www.mcgraw-hill.co.uk
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloguing in Publication Data
The Library of Congress data for this book has been applied for from the Library of Congress
Commissioning Editor: Leiah Batchelor
Development Editor: Karen Harlow
Senior Production Editor: James Bishop
Marketing Director: Alice Duijser
Cover design by Adam Renvoize
Printed and bound in Great Britain by Ashford Colour Press
Published by McGraw-Hill Education (UK) Limited an imprint of The McGraw-Hill Companies, Inc., 1221 Avenue
of the Americas, New York, NY 10020. Copyright 2011 by McGraw-Hill Education (UK) Limited. All rights
reserved. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a
database or retrieval system, without the prior written consent of The McGraw-Hill Companies, Inc., including, but
not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning.
Fictitious names of companies, products, people, characters and/or data that may be used herein (in case studies or
in examples) are not intended to represent any real individual, company, product or event.
ISBN-13 9780077129989
ISBN-10 0077129989
2011. Exclusive rights by The McGraw-Hill Companies, Inc. for manufacture and export. This book cannot be
re-exported from the country to which it is sold by McGraw-Hill.

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Dedication
For Paul Christian and Martin Andreas, and for Julie and Jonathan our kids

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Brief Table of Contents

Cases
Preface
Guided tour
Technology to enhance learning and teaching
Make the grade!
Custom Publishing Solutions: Let us help make our content your solution
Acknowledgements

xi
xiii
xvi
xviii
xx
xxi
xxii

PART 1: THE WORLD OF ORGANISATIONAL BEHAVIOUR

Foundations of organisational behaviour

2
3
4
5
6

PART 2: INDIVIDUAL PROCESSES

Personality dynamics
Values, attitudes and emotions
Perception and communication
Content motivation theories
Process motivation theories

45
47
102
142
204
240

7
8
9

PART 3: GROUP AND SOCIAL PROCESSES

Group dynamics
Teams and teamwork
Organisational climate: conict, diversity and stress

291
293
325
370

PART 4: ORGANISATIONAL PROCESSES

Organisation structure and types
Organisational design: structure, technology and effectiveness
Organisational and international culture
Decision-making
Power, politics and conict
Leadership
Change, learning and knowledge management
Corporate social responsibility and ethics

429
431
466
503
545
580
611
646
694

Glossary of key terms

Index

722
735

10
11
12
13
14
15
16
17

1
3

vi

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Detailed Table of Contents

Cases
Preface
Guided tour
Technology to enhance learning
and teaching
Make the grade!
Custom Publishing Solutions: Let us
help make our content your solution
Acknowledgements
PART 1: THE WORLD OF
ORGANISATIONAL BEHAVIOUR
1 Foundations of organisational
behaviour
Opening Case Study: Christmas snow
in the Channel Tunnel
1.1
The history of OB
1.2
A rational-system view of
organisations
1.3
The human relations movement
1.4
Alternative views on
organisation studies
1.5
Organisational metaphors and
modern organisation theory
1.6
Learning about OB from theory,
evidence and practice
1.7
Research methods in
organisational behaviour
1.8
Reading a scientic journal article
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
PART 2: INDIVIDUAL PROCESSES
2 Personality dynamics
Opening Case Study: Gordon and Tony
introvert and extrovert
2.1
Self-concept: the I and me in OB
2.2
Self-esteem: a controversial topic
2.3
Self-efcacy
2.4
Self-monitoring
2.5
Locus of control: self or
environment?

xi
xiii
xvi
xviii
xx
xxi
xxii

3
4
5
10
17
21
23
29
34
36
37
39
39
40
45
47
47
50
51
53
56
59

2.6
2.7
2.8

Personality factors
Personality types
Psychological tests in the
workplace
2.9
Abilities and styles
2.10 Cognitive styles
2.11 Learning styles
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise

61
64
69
71
75
80
86
89
89
91

3 Values, attitudes and emotions

Opening Case Study: Why insensitivity
is a vital managerial trait
3.1
Values
3.2
Attitudes and behaviour
3.3
Job satisfaction
3.4
Flow in the workplace
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise

102

4 Perception and communication

Opening Case Study: Paradise
Hotel, Hells Kitchen or
Big Brother or just another
day at the ofce?
4.1
Factors inuencing perception
4.2
Features of perceived people,
objects and events
4.3
A social information-processing
model of perception
4.4
Attributions
4.5
Self-fullling prophecy
4.6
Communication: the input to
perception
4.7
Interpersonal communication
4.8
Organisational communication
patterns
4.9
Strategic and asymmetric
information
4.10 Dynamics of modern
communication

142

102
103
110
116
127
129
131
132
133

143
145
146
150
156
163
166
171
179
184
186

vii

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viii

DETAILED TABLE OF CONTENTS

Learning outcomes: Summary of

key terms
Review questions
Personal awareness and growth exercise
Group exercise
5 Content motivation theories
Opening Case Study: Socit Gnrale
and the motivation of Jerome Kerviel
5.1
What does motivation involve?
5.2
Need theories of motivation
5.3
Integration of need theories
5.4
Job characteristics and the
design of work
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise

192
195
195
197
204
205
206
210
225
226
232
233
234
235

6 Process motivation theories

240
Opening Case Study: Bonuses for
bankers
241
6.1
Expectancy theory of motivation 242
6.2
Equity theory of motivation
248
6.3
Motivation through goal setting 254
6.4
Understanding feedback
261
6.5
Organisational reward systems
269
6.6
Putting motivational theories
to work
276
Learning outcomes: Summary of
key terms
277
Review questions
279
Personal awareness and growth exercise 280
Group exercise
282
PART 3: GROUP AND SOCIAL
PROCESSES
7 Group dynamics
Opening Case Study: A retrospective
of the Challenger Space Shuttle
disaster: was it groupthink?
7.1
Groups
7.2
Social networks
7.3
Tuckmans group development
and formation process
7.4
Roles
7.5
Norms
7.6
Group size and composition
7.7
Homogeneous or
heterogeneous groups?
7.8
Threats to group effectiveness
Learning outcomes: Summary of
key terms

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291
293

293
296
299
300
304
306
309
310
311
315

Review questions
Personal awareness and growth exercise
Group exercise
8 Teams and teamwork
Opening Case Study: Miracle on the
Hudson
8.1
Work teams: types, effectiveness
and stumbling blocks
8.2
Individual ability and group
effectiveness
8.3
Practical implications
8.4
Different roles in teams:
Belbins theory
8.5
A general typology of work teams
8.6
Work-team effectiveness:
an ecological model
8.7
Effective teamwork through
co-operation, trust and
cohesiveness
8.8
Teams in action: quality
circles, virtual teams and
self-managed teams
8.9
Self-managed teams
8.10 Team building
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
9 Organisational climate: conict,
diversity and stress
Opening Case Study: Real partners
simply do not get sick
9.1
Organisational climate
9.2
Organisational conict
9.3
Stereotypes and diversity
9.4
Stress and burnout
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Personal awareness and growth exercise
Group exercise
Group exercise
PART 4: ORGANISATIONAL
PROCESSES
10 Organisation structure and types
Opening Case Study: Siemens
scandal and restructuring
10.1 Organisation dened,
described and depicted

316
317
318
325
325
327
327
328
329
331
333

338

343
348
354
357
358
358
360

370
371
372
374
388
397
412
414
415
416
418
420

429
431
432
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DETAILED TABLE OF CONTENTS

10.2 Elements of organisation

structure
10.3 Organisational forms
10.4 Organisation types
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
11 Organisational design: structure,
technology and effectiveness
Opening Case Study: Keeping
Nokia t or shooting in the dark
11.1 Organisational t
11.2 The contingency approach to
organisation design
11.3 Organisational effectiveness
11.4 Organisational decline
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
12 Organisational and international
culture
Opening Case Study: Seoul machine
12.1 Culture and organisational
behaviour
12.2 Organisational values
12.3 Do strong corporate cultures
improve form performance?
12.4 The organisational socialisation
process
12.5 Intercultural differences
12.6 Ethnocentrism: a cultural road
block in the global economy
12.7 The HofstedeBond stream
of research
12.8 Practical implications of
cultural dimensions
12.9 Cultural perceptions of time,
space and communication
12.10 The global manager
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise
13 Decision-making
Opening Case Study: The BP oil spill
13.1 Models of decision-making
13.2 Dynamics of decision-making

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435
440
445
459
460
461
462

466
467
468
470
484
490
493
495
495
497

503
503
504
508

13.3 Group decision-making and

other forms of participation
13.4 Group problem-solving and
creativity
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise

537
538
538
540
545
545
546
553

16 Change, learning and knowledge

management
Open Case Study: Oh no! First place
16.1 Forces of change

517
520
521
523
525
528
533

560
565
571
573
573
575

14 Power, politics and conict

580
Opening Case Study: The Stanford
prison experiment
581
14.1 Organisational inuence tactics:
getting ones way at work
582
14.2 How to do a better job of
inuencing and persuading others 584
14.3 Social power and empowerment 585
14.4 Responsible and ethical use of
power through empowerment
588
14.5 Delegation, trust and personal
initiative
591
14.6 Organisational politics and
impression management
594
14.7 Impression management
598
Learning outcomes: Summary of
key terms
602
Review questions
603
Personal awareness and growth exercise 603
Group exercise
605
15 Leadership
Opening Case Study: Stylish and
comfortable? No sweat
15.1 What is leadership?
15.2 Trait and behavioural theories
of leadership
15.3 Behavioural styles theory
15.4 Situational theories
15.5 Pathgoal theory
15.6 Leadership styles
15.7 From transactional to
charismatic leadership
15.8 Additional perspectives on
leadership
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise

515

ix

611
611
615
617
620
624
628
628
630
634
637
639
639
641

646
647
648

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DETAILED TABLE OF CONTENTS

16.2 Models and dynamics of

planned change
16.3 Organisation development
16.4 Challenges for understanding
organisational change
16.5 Understanding and managing
resistance to change
16.6 Creating a learning organisation
16.7 Dening knowledge
management
16.8 Single and double loop learning
16.9 Knowledge creation
16.10 Building an organisations
learning capability
16.11 Facilitating factors for learning
and knowledge sharing
16.12 Leadership and culture are
the key elements
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise

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651
657
661
662
669
672
673
673
675
676

17 Corporate social responsibility

and ethics
Opening Case Study: CSR at IKEA
17.1 The evolution of corporate
social responsibility
17.2 A three-dimensional model of
corporate social performance
17.3 Corporate social responsibility
and nancial performance
17.4 Corporate social responsibility
communication
17.5 Ethical behaviour
Learning outcomes: Summary of
key terms
Review questions
Personal awareness and growth exercise
Group exercise

694
695
697
699
702
705
707
715
717
717
718

681
684
685
686
687

Glossary of key terms

Index

722
735

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Cases
Chapter

Case Title

Page No.

Part 1: The World of Organisational Behaviour

1 Foundations of
organisational
behaviour

Opening Case Study: Christmas snow in the Channel Tunnel

OB in Real Life: No one best way of managing organisations

32

Part 2: Individual Process

2 Personality dynamics

Opening Case Study: Gordon and Tony introvert and extrovert

47

OB in Real Life: Culture dictates the degree of self-disclosure in Japan and

the USA

50

3 Values, attitudes
and emotions

Opening Case Study: Why insensitivity is a vital managerial trait

102

OB in Real Life: Involvement at Colruyt

114

4 Perception and
communication

Opening Case Study: Paradise Hotel, Hells Kitchen or Big Brother or just
another day at the ofce?

143

OB in Real Life: Communicating and perceiving

174

5 Content and
motivation theories

Opening Case Study: Socit Gnrale and the motivation of Jerome Kerviel

205

OB in Real Life: K.Y. Ho displays a high need for achievement

217

6 Process motivation
theories

Opening Case Study: Bonuses for bankers

241

OB in Real Life: The nuances of feedback: performance reviews and culture

264

OB in Real Life: Pay practices in Britain

270

OB in Real Life: Rewards in China

271

Part 3: Group and Social Processes

7 Group dynamics

8 Teams and teamwork

9 Organisational climate:
conict, diversity
and stress

Opening Case Study: A retrospective of the Challenger Space Shuttle

disaster: was it groupthink?

293

OB in Real Life: Managing groups in the World of Warcraft

297

Opening Case Study: Miracle on the Hudson

325

OB in Real Life: The Israeli tank-crew study

328

OB in Real Life: Stage Co

333

OB in Real Life: Liverpool FC

339

OB in Real Life: Texas Instruments

353

OB in Real Life: BP Norge

353

OB in Real Life: This London company has turned corporate team building
into a circus

355

Opening Case Study: Real partners simply do not get sick

371

OB in Real Life: Ferdinand and Wolfgang and Wendelin

377

OB in Real Life: Nasty people at work

381

OB in Real Life: Stress and death at France Telecom

406

xi

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xii

CASES

Chapter

Case Title

Page No.

Part 4: Organisational Processes

10 Organisation structure
and types

11 Organisational design:
structure, technology
and effectiveness

12 Organisation and
international culture

13 Decision making

14 Power, politics and

conict

15 Leadership

16 Change, learning
and knowledge
management

17 Corporate social
responsibility
and ethics

9780077129989_a01.indd xii

Opening Case Study: Siemens scandal and restructuring

432

OB in Real Life: Keeping Opel independent maybe

443

OB in Real Life: The Mugama, bureaucracy Egyptian style

446

Opening Case Study: Keeping Nokia t or shooting in the dark

467

OB in Real Life: Ryanair defames Sir Stelios

473

OB in Real Life: Strategically choosing social responsibility at Patagonia

476

OB in Real Life: LEGOs second coming

491

Opening Case Study: Seoul machine

503

OB in Real Life: Dress code at Apple

508

OB in Real Life: Give members an organisational identity

512

OB in Real Life: Stories of outstanding customer service at Tesco plc

516

Opening Case Study: The BP oil spill

545

OB in Real Life: Put jam in your pockets, you are going to be toast

556

OB in Real Life: Incrementally creating the sticky note

570

Opening Case Study: The Stanford prison experiment

581

OB in Real Life: Being social at work

589

OB in Real Life: Winning movers

591

Opening Case Study: Stylish and comfortable? No sweat

611

OB in Real Life: Ernst & Young

623

OB in Real Life: Hewlett-Packard

625

OB in Real Life: Richard Branson

631

OB in Real Life: Saatchi & Saatchi

633

Opening Case Study: Oh, no! First place

647

OB in Real Life: ASDA

655

OB in Real Life: Bang & Olufsen

658

OB in Real Life: Dell

664

OB in Real Life: Jewson

665

OB in Real Life: Boehringer Ingelheim

667

OB in Real Life: Mercedes-Benz Credit Corp.

669

OB in Real Life: Ford Motor Company

672

OB in Real Life: Matsushita Electric creates breadmaker by combining tacit

and explicit knowledge

675

OB in Real Life: Knowing at Ernst & Young

677

OB in Real Life: Siemens

678

OB in Real Life: Learning at Ernst & Young

679

OB in Real Life: SCA Packaging

680

OB in Real Life: The World Bank

683

Opening Case Study: CSR at IKEA

695

OB in Real Life: Novo Nordisk in Iraq

702

OB in Real Life: Comparing Chinese and Western thinking on ethical matters

711

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Preface
Updating a textbook is always an interesting endeavour, since it is necessary to strike a balance
between respecting the foundations of the course material in classical theories and introducing
new research and contemporary topics.
This task is even more challenging when it involves taking over the reins of a textbook which
is widely used and respected. At all times we have had to respect the hard work of the original
authors behind the first three editions while at the same time gently updating, rearranging and
sometimes removing material. Our main challenge was thus to balance the solid core of the text
against the need for change identified by review feedback.
The need for solid grounding in organisational behaviour has not diminished since the
previous edition. Indeed, the global financial crisis and how to cope with it has now brought
organisational behaviour to the fore of many companies agenda. While the long-term ramifications of this crisis are still unknown, one thing we do know very well is that the crisis has highlighted to managers just how valuable it is that they understand the workings of their
organisations.
The fourth edition of Organisational Behaviour still has a strong European focus with full
acknowledgement that many of the theories within the field originated in North America and
thus this text strives to blend theories from both sides of the Atlantic.
For this edition, we have focused strongly on four significant changes to the way we present
the material:

First, we have improved the language, and reduced the amount of jargon which previously
occurred without explanation.

The second major change is that we have rearranged and updated references to empirical
research. Instead of appearing in direct relation to individual concepts, much of the empirical
research has now been collected in subsections bearing the title Evidence about . . . .

Third, and in a very similar way to the updated research sections mentioned above, the
application of theories and models have been collected in Application of . . . sections. Both the
evidence and application sections have been placed at the end of each major section throughout the text.

The fourth major change is the introduction of new cases, both long ones at the beginning of
each chapter, and shorter cases at relevant points throughout the chapters. These put theories
into up-to-date, contemporary perspectives that are more likely to resonate with students.

Furthermore, a number of structural changes have also taken place:

Part 1 now contains one chapter providing an introduction to the foundations of organisational
behaviour. In Parts 24, the material flows from micro (individuals) to macro (groups and
organisations) topics. We have tried to keep a balance between micro and macro topics and
between a psychological and a sociological scope (also see Our approach). As a guide for users of
the previous edition, the following structural changes need to be noted:
xiii

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xiv

PREFACE

Part 1 covers an introductory chapter on organisational behaviour (Chapter 1), which now
fully integrates the research methods learning module that followed as an appendix in the
previous edition.

Part 2 focuses on individual processes and contains five chapters. Personality dynamics and
Values, attitudes and emotions remain as two separate chapters (Chapters 2 and 3). Perception
and communication (Chapter 4) are now treated together, based on their common concern
with information flows in and around the organisation. Motivation still contains two chapters,
covering content theories (Chapter 5) and process theories (Chapter 6) but now features
stronger evidence about which motivational techniques work and under what conditions.

Part 3 covers three chapters which all focus on social processes. Groups and teams remain as
separate chapters (Chapters 7 and 8) while a new Chapter 9 now covers conflict, diversity and
stress under the heading Organisational climate.

Part 4 now covers eight chapters on organizational processes. The first two chapters;
Organisation structure and types and Organisation design have been updated and are followed
by chapters on culture (Chapter 12), Decision-making (Chapter 13), Power and politics
(Chapter 14), Leadership (Chapter 15) and Change, learning and knowledge management
(Chapter 16). The final chapter on Corporate social responsibility and ethics has been completely revised.

The long quotes which were interspersed throughout the chapters in the third edition have
been reduced and have in places, been reworked into the text or in other instances simply
removed. These were often very closely linked to events or local contextual factors, which made
them hard to use and disrupted the flow of reading the text itself.

At the end of most sections we have placed new critical thinking boxes which allow the reader
to reflect on how and when the material of a section can be used.

Finally, since an organisational behavioural text is closely linked to the management of people,
we have sought to identify all the many instances where the content has a more or less direct
bearing on the practice of human resource management (HRM), through new HR icons
which can be found in the margins of the text.

New and expanded coverage

We hope our readers and reviewers appreciate our efforts to keep this textbook up to date and
relevant to a European context. This fourth edition is a further step forward in the Europeanisation
of the textbook. Each topic has been scrutinised as to its relevance for European lecturers and
students. In contrast with the previous edition, we feel that it is inappropriate to emphasise a
geographic region as the source of tradition in the field. There is undoubtedly a great deal of
North American influence to be seen, but the geographical division is of little interest at the
theoretical level and is of far more interest at the applied level. As a result, we have not sought to
differentiate theories but have instead focused on making case materials both relevant and highly
contemporary to students studying across Europe. In addition, this new edition includes the
following new and improved topics.

Chapter 1 A new section brings the coverage of organisation theory up to date using the
organisations evolving perspective developed by Howard Aldrich.

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PREFACE

Chapter 2 Expansion of personality and abilities, with stronger focus on the importance of
(cognitive) abilities.

Chapter 3 New case study, slight revisions and tightening of pedagogical features.

Chapter 4 Retains the core elements related to perception and combines these with full
coverage of communication, as well as an introduction to asymmetric information and its
implications. Diversity is now covered in Chapter 9.

Chapter 5 A more critical view of the content motivation theories of Maslow, ERG theory
and Herzberg, and the evidence supporting them is presented.

Chapter 6 A considerable update of the evidence and application of process theories, feedback and organisational rewards and, in particular, a comprehensive view on the efficacy of
motivation.

Chapter 7 Expansion of the section on social networks and a clearer structure regarding
group dynamics and teams (Chapter 8).

Chapter 8 Clearer structure vis--vis Chapter 7 (Groups) and more logical flow of the
various theories

Chapter 9 A new chapter on organisational climate collects diversity, stress and conflict into
one chapter.

Chapter 10 New European cases and coverage of new organisational forms.

Chapter 11 New cases and tighter arguments on the contingency approach to organizational
design.

Chapter 12 Streamlining of the logical and pedagogical flow both within and between the
various approaches to culture.

Chapter 13 More complete coverage of decision models.

Chapter 14 Minor adjustments primarily to improve the link between cases and theoretical
sections.

Chapter 15 Strengthening of the logical flow through the chapter and all new cases to
emphasise the different theoretical perspectives.

Chapter 16 Minor revisions and adjustments to improve the language and structure.

Chapter 17 Completely revised coverage of corporate social responsibility and its implications.

xv

About the authors

Knud Sinding is an Associate Professor at the University of Southern Denmark and Senior
Research Fellow at Dundee University.
Christian Waldstrm is an Associate Professor at Aarhus University which has been accredited
with EQUIS and has been approved to initiate the AACSB and AMBA accreditation process.

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Guided Tour
B;7HD?D=EKJ9EC;I
When you finish studying the material in this chapter, yo
 recognise what influences the perceptual process
 describe perception in terms of the social informatio
 identify and explain two implications of social percep
 explain the central models explaining attribution
 discuss how the self-fulfilling prophecy is created and
individual and group productivity
 describe the perceptual process model of communica
 describe the barriers to effective communication

Learning outcomes
Each chapter opens with a set of learning
outcomes that pinpoint the key concepts
introduced.

 demonstrate your familiarity with oral, written and n

 discuss the primary sources of listener comprehensio
 contrast the communication styles of assertiveness, n
aggressiveness

Opening case study

Each chapter opens with an interesting
and relevant case study to introduce and
apply key theories in OB. Each case study
contains questions to encourage discussion.

=beiiWhoe\a[oj[hci
Ability
Stable characteristic
responsible for a persons
maximum physical or mental
performance.
Accommodator
Learning style preferring
learning through doing and
feeling.
Accountability practices

which po
when buy
(parties)
informati
Affective
an attitud
Feelings,
emotions
about som
someone.
Affirmati
Focuses o

Ef[d_d]9Wi[IjkZo0FWhWZ_i[>ej[b">[bbiA_jY^[deh8
eh`kijWdej^[hZWoWjj^[e\\_Y[5
Oek^Wl[ed[Yebb[W]k[m^e[cXWhhWii_d]boXkhiji_djej[WhihWj^[hjeee\j[d
_ed$7dej^[hYebb[W]k[m_j^ZhWmi\hecYed\hedjWj_edWj[l[hoeffehjkd_jo"iec
[l[djkWbboZh_l[ioekYhWpo$OekWh[i_YaWdZj_h[Ze\j^[]eeZ#beea_d]iceej^#jW
WYYekdjWdYoZ[fWhjc[djm^ej[bbijWbbjWb[iWdZm^ei[Wdj_#]WojWbaj^[ej^[h
\_hc[Z[l[hoed[iikif_Y_edij^Wj^[c_]^j^Wl[iec[j^_d]je^_Z[$Mehije\W
\hec^[bbm^eo[bbiWbbj^[j_c[WdZ_dYbkZ[ij^[\#mehZ_d[l[hoi[dj[dY["Wi_\^
d[[ZijeX[[cf^Wi_i[Z$?j_i[dek]^jecWa[oekj^_daWXekj]_l_d]_doekhdej
8kjj^[i[j_h[iec[WYgkW_djWdY[iWh[dej_doekhmehafbWY[$J^[oWh[Wff[
d_]^jboedlWh_ekiY^Wdd[bij^hek]^ekj;khef[_dYbkZ_d]j^[KA"8[b]_kc">ebb
bWdZ"?jWboWdZIfW_d_diec[l[hi_ede\h[Wb_joJLfhe]hWcc[im^[h[^WdZiec[
oekd]c[dWdZmec[dWh[Xhek]^jje][j^[hjeYecf[j["m_j^ed[lej[Zekj_d[
M^[dj^_ijof[e\i^emmWibWkdY^[Z"Yh_j_YiWiikc[Z_jmekbZX[i[nWff[Wb
j[[Z_jiWkZ_[dY[$?d\WYj"m[^Wl[X[[dWcWp[Zjei[[j^[Y^_bb_d]mWo_dm^_Y^
i[b[Yj[Z]hekfe\f[efb[i[jWXekjZ[ijheo_d]ed[Wdej^[hkdZ[hj^[][djb[]k_
Ye#ef[hWj_ed$I[nh[cW_diWd[b[c[dj_diec[i^emiXkjcWdo^Wl[Wff[Wh[
fe_dje\_dj[h[iji[[cijeX[fWhj_Y_fWdjiYedijWdjcWde[klh_d]je]W_dWZlW

Key terms
Each new term introduced in the book is
defined in the text and highlighted to
indicate this. A complete list of key terms is
provided in the glossary at the end of the
book.
p

Critical thinking questions

Critical thinking boxes have been added
throughout the chapters to encourage
debate and discussion among students and
to foster critical thinking skills.

L

Leadership: the necessary leadership talen

efficacy professionals a chance to prove the

L

Rewards: small successes need to be reward

greater achievements (see also Chapter 6).

9h_j_YWbj^_da_d]
>emYed\_Z[djZeoek\[[bWXekjj^[ia_bbWj
j[dd_iehfWii_d][nWci5

($* I[b\#ced_jeh_d]
Consider the following contrasting scenarios:

7Yj_l_jo
M^_Y^mehalWbk[iWh[ceij_c
Indicate for each of the following wo

1
2
3
4
5

Good salary and work condition

Job security (permanent job, pen
Interesting and varied work
Work with people
Prestigious, highly valued work

Activities
Activities are interspersed throughout the
text to encourage analytical thinking and to
develop skills through interactive tasks.

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GUIDED TOUR

xvii

kinds of behaviour or in implementing interventions to change

Three particular attitudes are mostly studied in relation to
key work-related attitudes are organisational commitment, job
Before the explanation of these concepts, consider how Colru
chain, stimulates the employees work-related attitudes.

OB in Real Life boxes

E8_dH[WbB_\[0 ?dlebl[c[djWj9ebhkoj
?d (&'&" 9ebhkoj" W 8[b]_Wd#XWi[Z h[jW_b[h" [cfbeo[Z ceh[ j^W
dWj_edWb_j_[i$8[i_Z[ij^[bemfh_Y[i"9ebhkoj_iademd\eh_ji[d
h[ifedi_X_b_jo9IHfhe\_b[WdZijhed]^kcWdh[iekhY[i>Hfeb_Y
ijWhj\hecj^[_Z[Wj^Wjf[efb[YWddejX[cej_lWj[Z"j^Wj_ijeei
dWjkhWbj[dZ[dYojeYedjh_Xkj[iec[j^_d]$J^[om_bbZej^_ifWhj_Y
^Wl[j^[\[[b_d]j^[oWh[d[Y[iiWho$
9ebhkoj^Wii[l[hWbijhWj[]_[ijeYh[Wj[WdZij_ckbWj[j^_i_d
ckY^_d\ehcWj_edWifeii_Xb[edj^[YecfWdoiijhWj[]oWdZj^[
j^[ci[bl[i[$]$mehac[j^eZije_cfhel[[\\_Y_[dYo$;l[hocehd
ijeh[iWh[_d\ehc[ZWXekjj^[jkhdel[he\j^[fh[l_ekiZWoWdZ
j^[fh_Y_d]WdZmehaijhWj[]oe\j^[ijeh[$
:[]h[[iWdZ[ZkYWj_edWb\ehcWb_j_[iWh[dej_cfehjWdj_d9
Wjj^[bem[ijb[l[bWdZYWdYb_cXkfm_j^j^[d[Y[iiWho[\\ehj$
bWh][hWd][e\Yekhi[i_iWlW_bWXb["\hecbWd]kW][Yekhi[ijem_
cWdoZ_\\[h[djdWj_edWb_j_[iWced][cfbeo[[i"h[]kbWhmehai^e
YkbjkhWb Yecckd_YWj_ed Wh[ fhel_Z[Z je _cfhel[ Ye ef[hWj_ed Wd

These mini cases provide examples from

around the globe, focusing on the differences
in perceptions, cultures and beliefs that affect
behaviour in the workplace, providing relevant
and interesting insights and an international
outlook on OB.

HR icons
Look out for HR icons which appear in the
margin of the page whenever there is a link to
HR in the text. This acknowledges the
relationship between the two closely related
disciplines and demonstrates where
they overlap.

Conversely, when people think

mprove these abilities.108
tion of intelligence as something
n be persuaded that intelligence
arks in the following semester.
s.109

_[i

>H

intelligence is a better predictor

for using intelligence testing for
very clear. The more emotional
ot stand alone, neither can intelso influence job performance.
ting, it is ironic that many if not
e on indirect testing. The record

9h_j_YWbj^_da_d]
MekbZW^_]^bo_dj[bb_][djf[hiedmeha_d]edl[hoi_cfb[jWiaiX[b_a[
WdZl_Y[l[hiW\ehWf[hiede\c[Z_kcehbem_dj[bb_][dY[meha_d]ed

B[Whd_d]ekjYec[i0IkccWhoe\a[oj[hci
1 Values and their sources
Values are standards or criteria for choosing goals or guiding action
ing and stable over time. Although values are relatively enduring a
during our life. Values develop through the influence of person
People are not born with an internal set of values. Values are acqu
from diverse sources (e.g. parents, teachers, peers, work environme
2 Rokeachs instrumental and terminal values
Instrumental values refer to desirable ways or modes of conduct to
able goal. Terminal values refer to the desirable goals a person wa
her life. Instrumental and terminal values are connected with each
to help people reach their desirable goals through desirable ways of
b lf
d(
l)
i
d ( i l) I

Learning outcomes: summary of key

terms
At the end of each chapter, a short recap
reinforces and clarifies the chapter learning
outcomes.

Review questions

132

1 Can you give an example of how your values i

H[l_[mgk[ij_edi

These end of chapter questions test

understanding of core theories and can be
used in class or as an assessment. As well as
checking comprehension, the questions require
you to demonstrate your analytical abilities by
citing examples and applications of the
concepts in the chapter.

2 How would you respond to a person who ma

ested in behaviour. Ive never seen an attit
attitudes?
3 Do you believe that job satisfaction is partly a
and genetic factors? Explain.
4 Do you think job satisfaction leads directly to
5 What are your personal experiences of negativ
positive emotions being negative?
6 What is your personal experience with emotio
7 Have you ever experienced flow? In what situ
this experience?

9>7FJ;H)L7BK;I"7J J?JK:;I7D:;CEJ?EDI

F[hiedWbWmWh[d[iiWdZ]hemj^[n[hY_i[

Exercises

>emiWj_i[ZWh[oekm_j^oekhfh[i[dj`eX5
EX`[Yj_l[i
1 To assess your job satisfaction towards your present or last (student) j
2 To stimulate reflection on your job satisfaction and how to enhance it

?djheZkYj_ed
As mentioned in the text, researchers at the US University of Minnesota d
Satisfaction Questionnaire (MSQ) to measure job satisfaction. Selected
Questionnaire items measuring satisfaction with recognition, compe
are listed in this exercise.110

?dijhkYj_edi
Relative to your present or most recent job, indicate how satisfied you are w
L[hoZ_

' J^[mWo?Wcdej_Y[Zm^[d?ZeW]eeZ`eX

9780077129989_a01.indd xvii

A variety of different exercises at the ends of

chapters illustrate decisions one might face in
the workplace. They develop ethical awareness,
transferable skills and group discussion.

'

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Technology to enhance learning and teaching

Online Learning Centre (OLC)

After completing each chapter, log on to the supporting Online Learning Centre website.
Take advantage of the study tools offered to reinforce the material you have read in the text,
and to develop your knowledge of organisational behaviour in a fun and effective way.
Resources for students include:

Resources for lecturers:

Multiple Choice Questions

PowerPoint slides

Weblinks

Solutions to case studies

Internet Exercises

Solutions to exercises

Lecture outlines

Essay Questions

Artwork from book

Visit www.mcgraw-hill.co.uk/textbooks/buelens today

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Test Bank available in McGraw-Hill EZ Test Online

A test bank of hundreds of questions is available to lecturers adopting this book for their module.
A range of questions is provided for each chapter including multiple choice, true or false, and
short answer or essay questions. The questions are identified by type, difficulty, and topic to help
you to select questions that best suit your needs and are accessible through an easy-to-use online
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McGraw-Hill EZ Test Online is accessible to busy academics virtually anywhere in their office,
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To register for this FREE resource, visit www.eztestonline.com

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Make the grade!

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Custom Publishing Solutions: Let us help

make our content your solution

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Our custom publishing programme offers lecturers the opportunity to select just the chapters or
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Acknowledgements
Publishers Acknowledgements
Our thanks go to the following reviewers for their comments at various stages in the texts
development:
Dorota Bourne, Queen Mary University of London
Josje Dikkers, VU University, Amsterdam
John Hassard, the University of Manchester
Hans Posthumus, Hogeschool Amsterdam
Robin Stevens, Ghent University
Marjolein van Offenbeek, University of Groningen
Helen Williams, Swansea University
The publisher also wishes to acknowledge and thank the following people at the University of
Ghent for their contributions to previous editions of this book:
Dave Bouckenooghe
Eva Cools
Fannie Debussche
Geert Devos
Steven Mestdagh

Herman Van den Broeck

Karlien Vanderheyden
Dirk van Poucke
Veronique Warmoes
Annick Willem

Thank you also to Bob Sutton and Harvard Business School publishing for their permission to
reprint material which appears in the book.

Author Acknowledgements
Above all we are grateful for having been given the opportunity to shape a new edition of a text
we have both used in our teaching. Very few textbooks are precisely as we want them to be and the
previous edition was no exception. However, as we went over each sentence we started to appreciate
the care and effort with which those before us had worked. Much of that effort remains, albeit with
small tweaks and slight changes in tone. As a natural consequence we reverently acknowledge the
work of Marc Buelens, Herman Van den Broeck, Karlien Vanderheyden and the rest of the team
on the third edition, as well as to the original authors, Robert Kreitner and Angelo Kinicki.
Our editors at McGraw-Hill, Leiah Batchelor and Karen Harlow pushed us when deadlines
were not observed and when our ideas for changes were unrealistic or ill conceived or both.
However, they did it ever so gently and with great patience, without which there would not have
been a book and we are deeply grateful for their support.
Every effort has been made to trace and acknowledge ownership of copyright and to clear
permission for material reproduced in this book. The publishers will be pleased to make suitable
arrangements to clear permission with any copyright holders whom it has not been possible to
contact.
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