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2. Further coverage of management’s founding fathers (and mothers) is
found in “Topic 18: Historical Perspective to Strategic Management and
Management Functions” in An Instructor’s Guide to an Active Classroom
by A. Johnson and A. Kinicki (McGraw-Hill/Irwin, 2006).
3. The use of TQM principles in actual organizations is discussed in
“Exploring Total Quality Management” in An Instructor’s Guide to an
Active Classroom by A. Johnson and A. Kinicki (McGraw-Hill/Irwin, 2006).
4. Creating a total quality learning environment is discussed in “Creating a
Total Quality Environment (TQE) for Learning” by J. Freed in Journal of
Management Education, 2005, Vol. 29(1), pp. 60-81.
5. Learning-centered teaching and student-centered learning are discussed
in “Being in the Classroom” by V. Ramsey and D. Fitzgibbons in Journal of
Management Education, 2005, Vol. 29(2), pp. 333-356.
6. Using problem-based learning in the classroom is the topic of the October
2004 special issue of Journal of Management Education.
7. A total quality management exercise is presented in “Applying Total
Quality Management Concepts: The Airplane Manufacturing Simulation”
by A. Brumagin in Journal of Management Education, 1994, Vol. 18(1),
pp. 117-124.
8. Applying total quality management to the classroom is the topic of “Dr.
Deming Comes to Class” by W. Gartner in Journal of Management
Education, 1993, Vol. 17(2), pp. 143-158.
TOPICAL RESOURCES
1. For more on modern management see “21st Century Management: A
Reference Handbook” edited by C. Wankel (Sage Publications, 2007).
2. An analysis of the Hawthorne studies is provided in “Hawthorne Revisited:
The Legend and the Legacy” in Organizational Dynamics, Winter 1975.
3. A more in depth perspective on the Hawthorne studies can also be found
in Manufacturing Knowledge: A History of the Hawthorne Experiments
(Studies in Economic History and Policy: USA in the Twentieth Century)
by R. Gillespie (Cambridge University Press, 1993).
4. For a thorough presentation of Theory X – Theory Y assumptions, see
“The Human Side of Enterprise” by D. McGregor (McGraw-Hill, 1960).
1–29
5. For more on McGregor himself see “Theory X and Theory Y” by T. Barnett
and S. Droege in Encyclopedia of Management (Thomson Gale, 2006).
6. An excellent all-around teaching resource for the new instructor or anyone
looking to improve his or her teaching skills is “McKeachie’s Teaching
Tips: Strategies, Research and Theory for College and University
Teacher” by W. J. McKeachie and M. Svinicki (Houghton Mifflin Company,
2005).
7. For an in-depth look at W. Edwards Deming see “Deming: The Way We
Knew Him” by F. Voehl (St. Lucie Press, 1995).
VIDEO RESOURCES
1. For more on Internet businesses see 2007 Global Conference: Today’s
Successful Internet Businesses (Milken Institute).
2. A good film on the subject of managing people is “The People Factor: The
Hawthorne Studies for Today’s Managers” (Salenger Films).
3. An in-depth study of the implications of the Hawthorne studies is
presented in the film “The Hawthorne Studies for Today’s Managers”
(Educational Media).
4. McGregor’s Theory X and Y as well as the Hawthorne studies are covered
in the film “Understanding People” (Insight Media).
5. Deming profiles his 14-point management philosophy in “W. Edwards
Deming: Prophet Unheard” (Films for the Humanities & Sciences).
6. The principles, roles, and benefits associated with total quality
management are covered in the film “Your Place in Total Quality” (CRM
Films).
7. Insight Media offers an extensive four-volume series on W. Edwards
Deming and TQM in “Implementing Total Quality Management.”
8. A case study of the Ritz-Carlton hotel chain is used to demonstrate the
implementation of TQM concepts in “TQM: Satisfying Customer
Expectations” (Insight Media).
9. On June 7, 2010, the CBS news program “CBS Sunday Morning” aired a
profile about Zappos titled “Zappos Delivers Happiness.” As of July of
2011, a link to the video was available at:
http://www.cbsnews.com/video/watch/?id=6554219n
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DISCUSSION QUESTIONS
1. Discuss how the study of organizational behavior might help you to be
successful in your academic studies and in your current and/or future
career.
2. How is social media and the 24/7 news cycle of today likely to impact
organizational behavior on the individual, group and organizational level?
3. In order to become an effective 21st century manager, what skills and
competencies must you develop? How can you build your human and
social capital to be a better manager in the 21st century?
4. Describe your assumptions about human nature. Do these assumptions
exhibit relatively more Theory X or Theory Y tendencies?
5. Describe the qualities and characteristics of the most effective manager
for whom you have ever worked.
6. Discuss how you could apply the general moral principles in your own
actions and describe how you could help to improve the ethical climate of
your employer or the university you attend.
SUPPLEMENTAL EXERCISE 1 – INTRODUCTION TO ROBERTA1
APPLICATION
The opening Roberta case provides an introduction to a series of cases involving
a first-time manager tackling a department with a variety of OB-related problems.
It begins with her first days with the department and how she addresses several
crises that develop. This beginning case provides background for eight
subsequent cases in later chapters. Although some character development
occurs throughout the series, the cases are designed to be independent and can
be used individually. Students may discuss the case questions after reading the
case (in or out of class) or you may prefer to use it as a written assignment.
Discussion questions are provided at relevant points throughout the case.
* * *
Roberta was excited to be selected for the HRI management training program.
HRI seemed to be the company for her. The productivity and profit figures were
Chapter 01 – Organizational Behavior: The Quest for People-Centered Organizations and Ethical Conduct
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here at HRI, a profit for our shareholders and a positive working environment for
our employees. The two are equally important, because neither one can exist
without the other.”
In the six months since then, Roberta had spent time in almost every division
of small assignments. In every one, the managers involved have been
impressed by your attention to the people side of the business. When
developing the new employee lounge in Plant 9, you took a survey that included
everything from vending machine contents to color scheme. In addition, you
created the “people wall” of pictures of employees and their families. Everyone
looking forward to getting my first permanent assignment here at HRI.”
“Well,” Sam responded, “You may not thank me when I hand you this, but I think
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Six months ago the supervisor had retired, and a new gung-ho supervisor had
taken over and set up new rules, systems, and productivity quotas. The situation
had gone from bad to worse. There had been a 30 percent turnover in the past
1. In discussing her assignment with the other management interns,
many of them see it as an insult. A couple are surprised that HRI
would put a novice supervisor in charge of a department with that
many problems. Rumors indicate that the employees are frustrated
that their new supervisor is coming from outside the department.
What do you think of Roberta’s assignment? Is it appropriate, or is
HRI setting Roberta up for failure?
2. Roberta has one weekend to prepare for her new supervisory role.
One of her close friends at HRI, who has had to deal with the
Complaint Department before, recommended that Roberta spend the
weekend relaxing because, “It’s the last chance she’ll have for a long
time.” She is tempted to stop by personnel and get the files on her
new employees to review before Monday. Her father, a management
professor, suggested that she review some literature on dealing with
de-motivated employees. What do you recommend Roberta do this
weekend?
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Roberta couldn’t stop thinking about her new department and its problems.
Friday afternoon, she had talked to several managers she had worked with in the
training program, and they confirmed what she had heard elsewhere—the
department had a terrible reputation, and it was deserved. She had taken the
3. How should Roberta handle the situation with the phone? Remember
that this is her first act as supervisor, and it can set the tone for her
subordinates’ impressions of her.
4. It is obvious that this department has significant problems. What
can Roberta do to help identify these problems?
5. Discuss some methods Roberta can use to establish rapport and
credibility with her new subordinates, and start turning the
department around.
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every confidence that, with your help, we can solve the department’s problems.
But in the meantime, no matter what your frustrations are, we can’t lose sight of
our primary responsibility—to serve HRI’s customers.”
Roberta spent the first day primarily observing, listening to phone call responses,
but he always responded, ‘I’ll let you know if you’re doing something wrong.’ After
a while, it didn’t seem to matter. There’s been some conflict in the office, but not
a lot. It’s been an OK job, and it pays the bills. Nothing to get excited about, but
what’s exciting about a complaint department anyway?”
Roberta got a picture of the recent problems when talking to Jennifer, one of the
system and now, with a new supervisor, we’ll probably have to start all over
again.”
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6. What do you think of how Roberta handled her first two days on the
job? What worked, and what could she have done better? What does
she need to do now to keep up the momentum?
Chapter 01 – Organizational Behavior: The Quest for People-Centered Organizations and Ethical Conduct
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SUPPLEMENTAL LECTURETTE 1 – HRM AND TQM2
APPLICATION
This lecturette can be used to supplement the coverage of Total Quality
Management (TQM). Specifically, it deals with implications of the TQM approach
for Human Resources Management (HRM) and suggests necessary changes to
our traditional view of HRM.
* * *
TQM is associated with a number of hallmarks, including prevention (rather than
after-the-fact detection) of quality defects; continuous, customer centered
improvement; teamwork, trust, and the view that people are naturally motivated
to do a good job. This TQM focus has important ramifications for the ways in
which human resource management occurs in organizations. Scholars suggest
professionals should move beyond the traditional HRM approach to a total quality
human resources management (TQHRM) view.
Unilateral Decision-Maker versus Consultant. According to the traditional
approach to HRM, policies and procedures are dispensed with little, if any, input
from line personnel or other employees. With no say in the process, acceptance
of such policies by those affected may, understandably, be less than ideal. The
TQHRM approach, however, views line personnel as internal customers who
should be accommodated to the greatest extent possible. Their needs must
Compartmentalized Focus versus Holistic Focus. HRM is traditionally
compartmentalized, narrowly defining a worker’s job-relevant abilities and skills.
This view breaks jobs into their component parts and leads to a wide variety of
job descriptions. In contrast, TQHRM views the work environment in a more
2 Adapted from Robert L. Cardy & Gregory H. Dobbins, “Human Resource Management in a Total Quality
Chapter 01 – Organizational Behavior: The Quest for People-Centered Organizations and Ethical Conduct
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holistic, integrated manner. Often the focus is on the team, rather than the
individual.
Worker versus System. Traditional HRM places strong emphasis on the
individual, trying to make fine-gauge distinctions between people. Such
approach, focuses on a wider range of outcome measures, including not only
employee performance, but also employee satisfaction, organizational
commitment and citizenship behaviors.
Job Based versus Person Based. Traditional HRM practices are geared
toward the individual job, where as the TQHRM perspective is person-based. A
Chapter 01 – Organizational Behavior: The Quest for People-Centered Organizations and Ethical Conduct
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SUPPLEMENTAL LECTURETTE 2 – WRITING THE NEW EMPLOYMENT
CONTRACT3
APPLICATION
This lecturette may be used to supplement the chapter’s coverage of the
changing nature of work. Writing the New Employment Contract, may be used
as an additional teaching aid.
* * *
In our changing economy, large scale layoffs on all levels have become common.
Although organizations may view downsizing as a necessary response to
economic pressures, it has a host of ramifications for the world of work. Some
statistics indicate that layoffs are, in the long term, bad for the bottom line. A
downsized organization has a less than 50-50 chance of improving profitability
and productivity. Short-term stock gains are often outweighed by loses due to
the resulting bad publicity.
One of the most significant repercussions of continual downsizing is the change
in the nature of the employment contract between worker and organization. The
“employment contract” may be defined as the written and implied expectations
between employer and employee. Layoffs serve to sever the psychological
contract that traditionally connected professionals and their employers. In
response, professional employees feel the need to look out for themselves,
instead of relying on a paternalistic organization. Rather than the “organization
man” we are becoming a workforce of “migrant managers.” Under the new
contract, one has to think about challenges rather than commitments. The new
employment contract is a positive change for employees committed to life-long
learning, working smarter rather than harder, and making their own opportunities.
Promotions will be fewer and slower than under the old employment contract
because of flatter organizations with fewer layers, but lateral moves from one
project or function to another will provide challenges for those who perform.
People now must build a portfolio of sellable skills. How can one survive under
this new employment contract? Here are some suggestions:
Build your skills. Don’t focus on titles, concentrate on building a diverse skills
portfolio. With the right set of skills, you have the freedom to change divisions,
companies, or even industries. Remember, to be most effective, skills must be
portable. The more tasks you’ve performed and problems you’ve solved, the
better your chances in this new world of work.
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Moonlight. Moonlighting is a way to build self-confidence. It also enhances
your reputation because you sell your skills directly to the customer.
Learn, learn, learn. Recognized credentials are a bonus.
Consider visibility when choosing assignments. Visibility means
marketability. Try to have a high profile.
Define yourself by your skills or profession, not by your industry. Seek out
professional organizations that cut across industries.
Network now, when you have a job. You never know when downsizing will be
upon you, so prepare your network system now.
Choose your favorite headhunter. Again, perform this task before you’re in
need of the services of a search firm.
Take responsibility for yourself. This includes not only responsibility for your
job status, but also responsibility for your health benefits, pension, or stock plan.
Have an escape plan. If possible, ask for prearranged entry and exit terms in
your contract. Some exit terms include a year or more of compensation and
benefits if you’re forced to leave your new position.
While corporate America has done a good job of defining the employee’s end of
the new contract, it hasn’t been as clear about defining its own obligations under
the new system. What are the company’s obligations in the new transactional
environment? Many executives seem to want it both ways—21st staffing flexibility
and 1950s style employee loyalty. Executives must realize that loyalty and trust
must be earned, not demanded, in the era of the new employment contract.