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Introduction
Welcome to the Instructor’s Manual for the seventeenth edition of Organizational Behavior!
Long considered the standard for all organizational behavior textbooks, this edition continues its
tradition of making current, relevant research come alive for students. While maintaining its
hallmark features—clear writing style, cutting-edge content, and engaging pedagogy—the
seventeenth edition has been updated to reflect the most recent research within the field of
organizational behavior. This is one of the most comprehensive and thorough revisions of
Organizational Behavior we’ve undertaken, and while we’ve preserved the core material, we’re
confident that this edition reflects the most important research and topical issues facing
organizations, managers, and employees.
I. How to Prepare for the Course
The concept of organizational behavior is an interesting one. It brings together ideas and
practices developed in a diverse group of disciplines to better understand the behaviors of people
in the organizational context. Organizations usually have goals to produce whatever their desired
output in the most effective and efficient manner. Optimizing these factors creates an
organization with the highest level of productivity and success.
The human factor in this productivity equation has been of interest to management studies since
the early days of Frederick Taylor, Frank and Lillian Gilbreth, Henry Gantt, and others and their
applications and derivatives of Scientific Management. Henri Fayol included concepts of
directing and controlling in his functions of management, which have been the basis for
management theories and research for almost a century.
People are the organization. Without people, the organization cannot survive and be productive.
Therefore, preparing this course for introducing concepts and developing skills and talents in
students is essential to their success in managing organizations of any type. For that reason, this
book and instructor’s manual provide you with a myriad of support material such as cases,
discussion topics, ethical concerns, global perspectives, video studies, and other components you
can use innovatively and creatively to build course content for your students to make skill
development a fun, exciting, and challenging experience. All it takes is time for preparation.
II. Who Is Your Audience?
Depending on your institution’s curriculum requirements for business/management, you could
have a combination of juniors and seniors in your classes, some traditional college student age
and some non-traditional students. Regardless of age or academic year/status, what is typical of
the first-time student in an organizational behavior class is a feeling that many of the topics, such
as communication or leadership, are natural things that people do automatically. Students have
little realization that they can improve effectiveness and efficiency of such topics by
understanding them as they have been researched and variables of influence have been isolated.
This uninformed perspective provides an exciting platform for discovery and inspiration for you
as the instructor to use to create a dynamic learning experience. By the end of the course, your
students should recognize how incredibly challenging it is for companies to successfully manage
the people in their organizations and, more importantly, how they can be successful in their own
careers.
III. New Features of the Textbook
Key Changes to the Seventeenth Edition
NOTE: In some instances, students may ask you if they can use a previous edition of the text
since they can find it online at reduced prices. This is not a good idea. Please note the changes
listed here and their extent. Students using previous editions of the text would be at serious
disadvantages in ensuring consistent coverage of topics.
The most substantial updating ever. Many of the following features of each chapter are
new to the seventeenth edition:
•Opening Vignette
•OB Poll
•Career OBjectives
•Myth or Science?
•An Ethical Choice
•Point/Counterpoint
•Case Incident
•Personal Inventory Assessments
NEW Assisted Grading Questions are provided for each chapter.
The following material is either entirely new or substantially revised and updated:
•Case Incidents
•Ethical Dilemmas
•Photos and captions
In addition, much new global OB research is woven throughout each chapter and is now
more easily found with this identifying logo:
The Summary and Implications for Managers sections are now separate features, each
offering more focus on practical ways to apply the chapter’s material on-the-job.
Up-to-date videos show management topics in action. Access the complete management
video library, at www.mymanagementlab.com.
Chapter-by-Chapter Changes
Chapter 1: What Is Organizational Behavior?
• New Assisted-Grading Questions
• Entirely new Opening Vignette (Wall Street Warriors)
• Entirely new Personal Inventory Assessments: (Multicultural Awareness Scale)
• Entirely new Career OBjectives (What do I say about my termination?)
• New OB Poll (Percentage of Men and Women Working)
• Entirely new Experiential Exercise (Managing the OB Way)
• New/Updated An Ethical Choice (Vacation Deficit Disorder)
• Entirely new Ethical Dilemma (There’s a Drone in Your Soup)
• New Case Incident (Big Data for Dummies)
• New/Updated Point/Counterpoint (Lost in Translation)
• New section (Workforce Demographics)
• Major new section (Big Data)
Chapter 2: Diversity in Organizations
• New Assisted-Grading Questions
• Entirely new Opening Vignette (Exploiting a Loophole)
• Entirely new Career OBjectives (Is it okay to be gay at work?)
• New An Ethical Choice (Affirmative Action for Unemployed Veterans)
• Updated/New Point/Counterpoint (Affirmative Action Should Be Abolished)
• New section (Stereotype Threat)
• Updated/New section (Race and Ethnicity)
• Entirely new Experiential Exercise (Differences)
• Entirely new Ethical Dilemma (Getting More Women on Board)
• Entirely new Personal Inventory Assessment (Intercultural Sensitivity Scale)
• Entirely new Case Incident 1 (Walking the Walk)
• Entirely new Case Incident 2 (The Encore Career)
• New research in Attracting, Selecting, Developing, and Retaining Diverse Employees
Chapter 3: Attitudes and Job Satisfaction
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Patching Together a Career)
• New Career OBjectives (How can I make my job better?)
• Updated/New Ethical Dilemma (Tell-All Websites)
• New An Ethical Choice (Office Talk)
• New Case Incident 1 (The Pursuit of Happiness: Flexibility)
• Updated Case Incident 2 (Job Crafting)
• Entirely new Personal Inventory Assessment (Core Self-Evaluation Scale)
• New/Updates Experiential Exercise (What Satisfies You About Your Dream Job?)
Chapter 4: Emotions and Moods
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Blowing Up)
• New Career OBjectives (How do I turn down the volume on my screaming boss?)
• Updates/New Point Counterpoint: Sometimes Yelling Is For Everyone’s Good)
• New Exhibit (Time of Day Effects on Mood of Americans as Rated From Twitter
Postings)
• New research and discussion on Emotional Intelligence
• New section (Experiencing Moods and Emotions)
• New research and discussion on OB Applications of Emotions and Moods
• Major new section (Moral Emotions)
• Updated/New Experiential Exercise (The Happiness Test)
• Updated/New Ethical Dilemma (Data Mining Emotions)
• New Personal Inventory Assessment (Intercultural Sensitivity Scale)
• Updated Case Incident 1 (Crybabies)
• New Case Incident 2 (Tall Poopy Syndrome)
Chapter 5: Personality and Values
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Secrets of a Successful Entrepreneur)
• New Career OBjectives (How do I ace the personality test?)
• New Personal Inventory Assessment (Personality Style Indicator)
• New material on Other Traits
• New discussion of Measuring Personality
• Updated information on Hofstede’s Framework and the GLOBE study
• New Experiential Exercise (Your Best Self)
• New An Ethical Choice (Do You Have a Cheating Personality?)
• Updated/New Ethical Dilemma (Generational Values and “Staying Put”)
• Major new section (Other Dimensions of Fit)
• New research and discussion on Cultural Values
• Updated research on The GLOBE Framework for Assessing Cultures
Chapter 6: Perception and Individual Decision Making
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Is Palmer Luckey Lucky or Masterfully Creative?)
• New Career OBjectives (So what if I’m a few minutes late for work?)
• New Personal Inventory Assessment (How Creative Are You?)
• Major new section (Lying)
• New research and discussion on Nudging
• New research on Cultural Differences
• New research and discussion on Creative Potential
• New research and discussion in The Rational Model, Bounded Rationality, and Intuition
• Updated/ New Ethical Dilemma (Cheating is a Decision)
• New Experiential Exercise (Good Liars and Bad Liars)
•New Case Incident 1 (Too Much of a Good Thing)
Chapter 7: Motivation Concepts
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Motivated Towards Corporate Social Responsibility)
• Entirely new Career Objectives (Why won’t he take my advice?)
• New OB Poll (Asking For a Raise: Business Executives)
• New Personal Inventory Assessment (Work Motivation Indicator)
• New section (National Culture)
• New research on Ensuring Justice
• New research on Culture and Justice
• New research and discussion on Job Engagement
• New section (Goal Setting and Ethics)
• New/Updated section (Equity Theory/Organizational Justice)
• Updated/new Case Incident 1 (The Demotivation of CEO Pay)
• Updated/new Case Incident 2 (The Sleepiness Epidemic)
• Updated/new Ethical Dilemma (The New GPA)
Chapter 8: Motivation: From Concepts to Applications
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Motivated to Risk It All)
• Entirely new Career OBjectives (How can I get flextime?)
• New OB Poll (Who Works From Home?)
• New Personal Inventory Assessment (Diagnosing the Need for Team Building)
• New research on Telecommuting
• New research on Job Sharing
• New research and discussion on Using Rewards to Motivate Employees
• New research on Employee Recognition Programs
• New research and discussion on Flexible Benefits
• Updated/ New Experiential Exercise (Occupation and the Job Characteristics Model)
• New/Updated Case Incident 2 (Pay Raises Everyday)
Chapter 9: Foundations of Group Behavior
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Crushed By the Herd)
• Entirely new Career OBjectives (Can I fudge the numbers and not take the blame?)
• New OB Poll (Most People Report Drinking with Coworkers is Acceptable)
• New/Updated Myth or Science? (Gossip and Exclusion Are Toxic For Groups)
• New research and discussion on Role Conflict
• New Section (Norms and Conformity)
• New research and discussion on Social Identity
•New research and discussion on Positive Norms and Group Outcomes
•New section (Norms and Culture)
•New research and discussion on social loafing
•New research and discussion on groupthink
• New research and discussion on Ingroups and Outgroups
• New section (Norms and Emotions)
• New Personal Inventory Assessment (Communicating Supportively)
• New/Updated Case Incident 2 (Intragroup Trust and Survival)
Chapter 10: Understanding Work Teams
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Together Stay Together)
• Entirely new Career OBjectives (Is it wrong that I’d rather have guys on my team?)
• New OB Poll (Is Teamwork A Good Thing?)
• New Personal Inventory Assessment (Team Development Behavior)
• New section (Team Identity)
• New section (Team Cohesion)
• New material on why teams have become so popular
• New/Updated Ethical Dilemma (The Sum of the Team Is Less Than Its Members)
• New Case Incident 2 (Smart Teams and Dumb Teams)
Chapter 11: Communication
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Curious Communication)
• Entirely new Career OBjectives (Isn’t this disability too much to accommodate?)
• New Personal Inventory Assessment ( Communication Styles)
• New research and discussion on Choosing Communication Methods
• New research and discussion on the Functions of Communication
• New material on videoconferencing and conference calling
• New research on social media
• Updated/New Point/Counterpoint (We Should Like Employees’ Social Media Presence)
• New Ethical Dilemma (BYOD)
• Updated/New Case Incident 1 (Organization Leveraging of Social Media)
• New Case Incident 2 (PowerPoint Purgatory)
Chapter 12: Leadership
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (The Flamboyant Leadership of Jack Ma)
• Entirely new Career OBjectives (How can I get my boss to be a better leader?)
• New Personal Inventory Assessment (Ethical Leader Assessment)
• New research and discussion on Ethical Leadership
• New research and discussion on Transformational Leadership
• New research and discussion on Trust
• Major new section (Responsible Leadership)
• New research and discussion on Trust Development
• New research and discussion on Trust Propensity
• New discussion on challenges to our understanding of leadership
• Updated/New Point/Counterpoint (CEOs Start Early)
• New/Updated Ethical Dilemma (Smoking Success)
Chapter 13: Power and Politics
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Power in College Sports)
• Entirely new Career OBjectives (Should I become political?)
• New OB Poll (Importance of Organizational Politics)
• New Personal Inventory Assessment (Gaining Power and Influence)
• Major new section (Social Network Analysis: A Tool for Assessing Resources)
• New discussion on (Cultural Preferences for Power Tactics)
•New Experiential Exercise (Company Influence Tactics)
• New Point/Counterpoint (Everyone Wants Power)
• New An Ethical Choice (How Much Should You Manage Interviewer Impressions?)
• New Case Incident 1 (The Powerful Take All)
Chapter 14: Conflict and Negotiation
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (A Change of Tune)
• Entirely new Career OBjectives (How can I get a better job?)
• New Personal Inventory Assessment (Strategies For Handling Conflict)
• New discussion (A Definition of Conflict)
•New Exhibit (Conflict and Unit Performance)
• New section (The Conflict Process)
• New research and discussion on Moods/Emotions in Negotiation
• New Case Incident 1 (Disorderly Conflict)
Chapter 15: Foundations of Organization Structure
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (In the Flat Field)
• Entirely new Career OBjectives (What structure should I choose?)
• New Personal Inventory Assessment (Organizational Structural Assessment)
• New research and discussion on the divisional structure
• New research and discussion on the functional structure
• Updated information on the simple structure
• New section on the team structure
•New section on institutions
• New research and discussion on why structures differ
• New section (Boundary Spanning)
• New Experiential Exercise (The Sandwich Shop)
• New/Updated Ethical Dilemma (Post-Millennium Tensions in the Flexible Organization)
Chapter 16: Organizational Culture
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Welcome to the Machine)
• Entirely new Career OBjectives (How do I learn to read?)
• New OB Poll (Job Is Not as Good as Advertised)
• New Personal Inventory Assessment (Strategies for handling Conflict)
• New discussion on Building on Employee Strengths
• Major new section (Culture and Innovation)
• Major new section (Culture and Sustainability)
• New section (Strengthening Dysfunctions)
• New research on Barriers to Acquisitions and Mergers
• Updated/New Ethical Dilemma (Culture of Deceit)
• New/Updated Case Incident 1 (The Place Makes the People)
• New/Updated Case Incident 2 (Active Cultures)
Chapter 17: Human Resource Policies and Practices
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Would You Like a Diploma With Your Latte?)
• Entirely new Career OBjectives (How do I fire someone?)
• New OB Poll (Interview Derailment)
• New Personal Inventory Assessment (Positive Practices Survey)
• New discussion on Ethics Training
• New research and discussion on Substantive and Contingent Selection
• New research on Written Test
• New research and discussion on Realistic Job Previews
• New research and discussion on Ethics Training
• Major new section (Communicating HR Practices)
• New section (Recruitment Practices)
• New/Updated Point/Counterpoint (Employers Should Check Applicant Criminal
Background)
• New An Ethical Choice (The 24-Hour Workplace Is Harmful)
• New Ethical Dilemma (Are On Demand Workers Really Employees?)
• New/Updated Case Incident 1 (Getting A Foot In The Door)
• New Case Incident 2 (You May Be Supporting Slavery)
Chapter 18: Organizational Change and Stress Management
• Entirely new Assisted-Grading Questions
• Entirely new Opening Vignette (Supporting Change From the Bottom Up)
• Entirely new Career OBjectives (How can I bring my overall stress level down?)
• New Personal Inventory Assessment (Tolerance of Ambiguity Scale)
• New research on Change
• New research on Forces for Change
• Major new section (Managing Paradox)
• New research on Stress at Work
• New section (Allostasis)
•New section (Selection and Placement)
• New/Updated Point/Counterpoint (Companies Should Encourage Stress Reduction)
•New Experiential Exercise (Mindfulness at Work)
• New An Ethical Choice (Managers and Employee Stress during Organizational Change)
• Updated Case Incident 1 (Starbucks Returns to Its Roots)
• New Case Incident 1 (Sprucing Up Walmart)
Learning Resources
Apart from everything mentioned above, the textbook provides you and your students with the
following additional learning resources:
Chapter Preview. As part of a new, more active, and integrative chapter-opening design, a
brief section at the beginning of each chapter previews chapter concepts, links them with
previous chapter concepts, and introduces the chapter-opening story.
Chapter-opening topic stories. Each chapter begins with an engaging story that
introduces the chapter material and sparks student interest.
Objectives. The chapter opening provides a helpful outline of the chapter’s learning
objectives.
Author comments and figure annotations. Throughout the chapter, author comments ease
and enhance student learning by introducing and explaining major chapter sections and
organizing figures.
Real OB highlights. Each chapter contains highlighted features that provide in-depth
looks at real OB practices and issues.
Summation of Managerial Implications. A summary at the end of each chapter reviews
major chapter concepts.
Discussing and Applying the Concepts. Each chapter contains a set of discussion
questions and application exercises covering major chapter concepts.
Focus on Ethics. Situation descriptions and questions highlight important issues in OB
ethics at the end of each chapter.
Case Incidents. All new or revised company cases for class discussion or written
assignments are provided at the end of each chapter. These cases challenge students to
apply OB principles to real companies in real situations.
Video Cases. Videos of OB cases and situations are available. A separate video guide
provides discussion topics and questions related to the videos. All segments are in
MyManagementlab.
Each of these Learning Resources is referenced to its contribution to the textbook’s Learning
Objectives, listed at the beginning of each IM chapter.
Learning Outcomes for Robbins and Judge 17th ed.
The Learning Outcomes for the text are the basis for ensuring that the textbook contributes to
desired learning outcomes for organizational behavioral courses and meets expectations for
accreditation or other program or course evaluation. All discussion questions, exercises, and
activities are referenced in their relationships with these outcomes.
1. Define organizational behavior and identify the variables associated with its study.
2. Explain the relationship between personality traits and individual behavior.
3. Describe the factors that influence the formation of individual attitudes and values.
4. Discuss the importance of individual moods and emotions in the workplace.
5. Apply the study of perception and attribution to the workplace.
6. Summarize the major theories of learning and the techniques of behavior modification.
7. Discuss the factors influencing individual decision making in organizations.
8. Describe the major theories of motivation and relate them to organizational performance.
9. Describe best practices for utilizing groups and work teams in organizations.
10. Define diversity and describe the effects of diversity in the workforce.
11. Discuss the influence of culture on organizational behavior.
12. Describe the factors influencing effective communication in organizations.
13. Summarize the major theories of and approaches to leadership.
14. Explain the effects of power and political behavior on organizations.
15. Describe the nature of conflict and the negotiation process.
16. Explain how to manage resistance to change.
17. Discuss the factors that influence decisions about organizational structure.
18. Describe best practices for creating and sustaining organizational cultures.
19. Describe the components of human resource practices.
20. Discuss the effects of stress in the workplace and methods of stress management.
AACSB Competencies
These are recognized competencies suggested for program effectiveness by the AACSB. Each
discussion question, exercise, and activity in Robbins and Judge, 17th edition, is referenced to its
relationship with an AACSB Competency. This information can be used for documentation for
accreditation processes to indicate appropriate coverage of the competencies in course content
and application.
1. Written and oral communication.
2. Ethical understanding and reasoning.
3. Analytical thinking.
4. Information technology.
5. Interpersonal relations and teamwork.
6. Diverse and multicultural work environments.
7. Reflective thinking.
8. Application of knowledge.
Instructor’s Resource Center (IRC)
At www.pearsosnhighered.com/irc, instructors can access a variety of digital and presentation
resources available with this text, in downloadable format. Registration is simple and gives you
quick access to new titles and new editions. As a registered faculty member, you can download
resource files and receive access and instructions for installing course management content on
your campus server.
If you need assistance, Pearson’s dedicated technical support team is ready to help with the
media supplements that accompany this text. Visit http://247pearsoned.custhelp.com/ for answers
to frequently asked questions and toll-free user support phone numbers.
The following supplements are available to adopting instructors (for detailed descriptions, visit
www.pearsonhighered.com/irc):
Instructor’s Manual – Updated and revised to provide ideas and resources in the
classroom.
Test Item File – More than 500 new questions. Revised and updated to include questions
that require students to apply the knowledge that they’ve read in the text. Questions are
also tagged to reflect the AACSB Learning Standards.
TestGen™ Test Generating Software – Test management software containing all the
material from the Test Item File. This software is completely user friendly and allows
instructors to view, edit, and add test questions with just a few mouse clicks.
PowerPoint™ Presentation – A ready-to-use PowerPoint™ slideshow designed for
classroom presentation. Use it as-is or edit content to fit your individual classroom needs.
Image Library – Includes all of the charts, tables, and graphs that are found in the text.
Additional Study Learning Resources
MyManagementLab
MyManagementLab (http://www.mymanagementlab.com) is an easy-to-use online tool that
personalizes course content and provides robust assessment and reporting to measure student and
class performance. All the resources you need for course success are in one place—flexible and
easily adaptable for your course experience. Some of the resources include: an eBook version of
all chapters, quizzes, personalized study plan, video clips, and PowerPoint presentations that
engage students while helping them to study independently.
Learning Catalytics
Learning Catalytics™ is a student engagement, assessment, and classroom intelligence
system that allows students to use their smartphone, tablet, or laptop to respond to
questions in class. With Learning Catalytics you can:
oAssess students in real-time, using open-ended tasks to probe student
understanding.
oUnderstand immediately where students are and adjust your lecture accordingly.
oImprove your students’ critical-thinking skills.
oAccess rich analytics to understand student performance.
oAdd your own questions to make Learning Catalytics fit your course exactly.
oManage student interactions with intelligent grouping and timing
Pearson’s Personal Inventory Assessment (PIA)
Students learn better when they can connect what they’re learning to their personal experience.
PIA (Personal Inventory Assessments) is a collection of online exercises designed to promote
self-reflection and student engagement, enhancing their ability to connect with concepts taught in
principles of management, organizational behavior, and human resource management classes.
Assessments are assignable by instructors who can then track student’s completions. Student
results include a written explanation along with a graphic display that shows how their results
compare to the class as a whole. Instructors will also have access to this graphic representation of
results to promote classroom discussion.
