Solution Manual for Organizational Behavior, 15th Edition Stephen P. Robbins Timothy A. Judge

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Chapter 1 What Is Organizational Behavior? Page 1
Copyright © 2013 Pearson Education Inc. publishing as Prentice Hall
Solution Manual for Organizational
Behavior, 15th Edition Stephen P. Robbins
Timothy A. Judge
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CHAPTER 1
What Is
Organizational Behavior?(ppt 1-1)
Click on the title when connected to the Internet to access teaching notes.
LEARNING OBJECTIVES
After studying this chapter, students should be able to (ppt 1-2):
1. Demonstrate the importance of interpersonal skills in the workplace.
2. Describe the manager’s functions, roles and skills.
3. Define organizational behavior (OB).
4. Show the value to OB of systematic study.
5. Identify the major behavioral science disciplines that contribute to OB.
6. Demonstrate why few absolutes apply to OB.
7. Identify the challenges and opportunities managers have in applying OB concepts.
8. Compare the three levels of analysis in this book’s OB model.
INSTRUCTOR RESOURCES
Instructors may wish to use the following resources when presenting this chapter:
Text Exercises

Myth or Science – “Most Acts of Workplace Bullying Are Men Attacking Women” (p. 12, IM p.
24)
An Ethical Choice – Can You Learn from Failure? (p. 24, IM p. 25)
GlOBalization – Does National Culture Affect Organizational Performance (p. 30, IM p. 27)
Point/CounterPoint – Lost in Translation (p. 31, IM p. 28)
Questions for Review (p. 32, IM p. 30)
Experiential Exercise – Workforce Diversity (p. 32, IM p. 33)
Ethical Dilemma – Jekyll and Hyde (p. 33, IM p. 35)
Text Cases
Case Incident 1 ”Lesson for ‘Undercover‘ Bosses” (p. 34, IM 37)
Case Incident 2 Era of the Disposable Worker (p. 35, IM p. 39)
INSTRUCTOR’S CHOICE - Companies Dealing with OB Issues (IM p. 41)
This section presents an exercise that is NOT found in the student's textbook. Instructor's Choice
reinforces the text's emphasis through various activities. Some Instructor's Choice activities are
centered around debates, group exercises, Internet research, and student experiences. Some can
be used in-class in their entirety, while others require some additional work on the student's part.
The course instructor may choose to use these at anytime throughout the class—some may be
more effective as icebreakers, while some may be used to pull together various concepts covered
in the chapter.
WEB EXERCISES (IM p. 42)
At the end of each chapter of this instructor’s manual, you will find suggested
exercises and ideas for researching the WWW on OB topics. The exercises
“Exploring OB Topics on the Web” are set up so that you can simply photocopy
the pages, distribute them to your class, and make assignments accordingly. You
may want to assign the exercises as an out-of-class activity or as lab activities with
your class.
SUMMARY AND IMPLICATIONS FOR MANAGERS
A. Managers need to develop their interpersonal, or people, skills to be effective in their
jobs.
B. Organizational behavior (OB) investigates the impact that individuals, groups, and
structure have on behavior within an organization, and it applies that knowledge to make
organizations work more effectively.

C. Specifically, OB focuses on how to improve productivity; reduce absenteeism, turnover,
and deviant workplace behavior; and increase organizational citizenship behavior and job
satisfaction. Specific implications for managers are below:
1. Some generalizations provide valid insights into human behavior, but many are
erroneous. Organizational behavior uses systematic study to improve predictions of
behavior over intuition alone.
2. Because people are different, we need to look at OB in a contingency framework,
using situational variables to explain cause-and-effect relationships.
3. Organizational behavior offers specific insights to improve a manager’s people skills.
4. It helps managers to see the value of workforce diversity and practices that may need
to be changed in different countries.
5. It can improve quality and employee productivity by showing managers how to
empower their people, design and implement change programs, improve customer
service, and help employees balance work–life conflicts.
6. It can help managers cope in a world of temporariness and learn how to stimulate
innovation.
7. Finally, OB can guide managers in creating an ethically healthy work climate.
This chaper begins with a vinette entitled, “The New Normal.” The details of this story might be disheartening to read,
but they accurately reflect some of the problems faced by the contemporary workforce. The story also highlights
several issues of interest to organizational behavior researchers, including motivation, emotions, personality, and
communication. Through the course of this book, you’ll learn how all these elements can be studied systematically.
You’ve probably made many observations about people’s behavior in your life. In a way, you are already proficient
at seeing some of the major themes in organizational behavior. At the same time, you probably have not had the
tools to make these observations systematically. This is where organizational behavior comes into play. And, as
we’ll learn, it is much more than common sense, intuition, and soothsaying.
BRIEF CHAPTER OUTLINE
I. The Importance of Interpersonal Skills (ppt 1-3)
A. Understanding OB helps determine manager effectiveness
B. Technical and quantitative skills are important early in careers
C. Leadership and communication skills are critical as person progresses in career
D. Lower turnover of quality employees
E. Higher quality applications for recruitment
F. Better financial performance
II. What Managers Do (ppt 1-4)
A. Definitions
1. Manager: Someone who gets things done through other people. They make decisions,
allocate resources, and direct the activities of others to attain goals.
2. Organization: A consciously coordinated social unit composed of two or more people
that functions on a relatively continuous basis to achieve a common goal or set of
goals.
B. Management Functions (ppt 1-4)
1. French industrialist Henri Fayol wrote that all managers perform five management
functions: plan, organize, command, coordinate, and control. Modern management

scholars have condensed these functions to four: planning, organizing, leading, and
controlling.
C. Management Roles (ppt 1-5)
1. Introduction
a. In the late 1960s, Henry Mintzberg studied five executives to determine what
managers did on their jobs. He concluded that managers perform ten different,
highly interrelated roles or sets of behaviors attributable to their jobs.
2. The ten roles can be grouped as being primarily concerned with interpersonal
relationships, the transfer of information, and decision making. (Exhibit 1-1)
a. Interpersonal Roles: Figurehead, Leader, Liaison
b. Informational Roles: Monitor, Disseminator—a conduit to transmit information to
organizational members, represent the organization to outsiders
c. Decisional Roles: Entrepreneur, Disturbance handlers, Resource allocator,
Negotiator role
D. Management Skills (ppt1-6)
1. Technical Skills--The ability to apply specialized knowledge or expertise. All jobs
require some specialized expertise, and many people develop their technical skills on
the job.
2. Human Skills--Ability to work with, understand, and motivate other people, both
individually and in groups, describes human skills.
3. Conceptual Skills--The mental ability to analyze and diagnose complex situations
E. Effective Versus Successful Managerial Activities
1. Luthans and his associates studied more than 450 managers. They found that all
managers engage in four managerial activities. (ppt 1-7 )
a. Traditional management.
b. Communication.
c. Human resource management.
d. Networking.
e. Successful managers are defined as those who were promoted the fastest (Exhibit
1–2) (ppt 1-8)
F. A Review of the Manager’s Job
1. One common thread runs through the functions, roles, skills, and activities
approaches to management: managers need to develop their people skills if they are
going to be effective and successful.
III. Enter Organizational Behavior (ppt 1-9)
A. Introduction
1. Organizational Behavior: OB is a field of study that investigates the impact that
individuals, groups, and structure have on behavior within organizations for the
purpose of applying such knowledge toward improving an organization’s
effectiveness.
2. OB studies three determinants of behavior in organizations: individuals, groups, and
structure.
IV. Complementing Intuition with Systematic Study (ppt 1-10)
A. Introduction

1. Each of us is a student of behavior
B. The systematic approach used in this book will uncover important facts and relationships
and will provide a base from which more accurate predictions of behavior can be made.
1. Systematic Study of Behavior
a. Behavior generally is predictable if we know how the person perceived the
situation and what is important to him or her.
C. Evidence-Based Management (EBM)
1. Complements systematic study
2. Argues for managers to make decisions on evidence
D. Intuition
1. Systematic study and EBM add to intuition, or those “gut feelings” about “why I do
what I do” and “what makes others tick.”
2. If we make all decisions with intuition or gut instinct, we’re likely working with
incomplete information.
E. Use a combination
V. Disciplines That Contribute to the OB Field (ppt 1-11)
A. Introduction
1. Organizational behavior is an applied behavioral science that is built upon
contributions from a number of behavioral disciplines.
2. The predominant areas are psychology, sociology, social psychology, anthropology,
and political science.
3. Exhibit 1–3 overviews the major contributions to the study of organizational
behavior. (ppt 1-12)
B. Psychology (ppt 1-13)
1. Psychology is the science that seeks to measure, explain, and sometimes change the
behavior of humans and other animals.
C. Social Psychology (ppt 1-13)
1. Social psychology blends the concepts of psychology and sociology.
D. Sociology (ppt 1-14)
1. Sociologists study the social system in which individuals fill their roles; that is,
sociology studies people in relation to their fellow human beings.
E. Anthropology (ppt 1-14)
1. Anthropology is the study of societies to learn about human beings and their
activities.
VI. There Are Few Absolutes in OB (ppt 1-15)
A. Introduction
1. There are few, if any, simple and universal principles that explain organizational
behavior.
2. Contingency variables—situational factors are variables that moderate the
relationship between the independent and dependent variables. (ppt 1-16)
VII.Challenges and Opportunities for OB (ppt 1-17)
A. Introduction
1. There are many challenges and opportunities today for managers to use OB concepts.

B. Responding to Economic Pressure (ppt 1-17)
1. In economic tough times, effective management is an asset.
2. In good times, understanding how to reward, satisfy, and retain employees is at a
premium. In bad times, issues like stress, decision making, and coping come to the
fore.
C. Responding to Globalization (ppt 1-18)
1. Increased Foreign Assignments
2. Working with People from Different Cultures
3. Overseeing Movement of Jobs to Countries with Low-cost Labor
D. Managing Workforce Diversity (ppt 1-19)
1. Workforce diversity acknowledges a workforce of women and men; many racial and
ethnic groups; individuals with a variety of physical or psychological abilities; and
people who differ in age and sexual orientation.
E. Improving Customer Service (ppt 1-20)
1. Today the majority of employees in developed countries work in service jobs.
2. Employee attitudes and behavior are associated with customer satisfaction.
F. Improving People Skills (ppt 1-21)
1. People skills are essential to managerial effectiveness.
G. Stimulating Innovation and Change (ppt 1-22)
1. Successful organizations must foster innovation and master the art of change.
2. Managers must stimulate employees’ creativity and tolerance for change.
H. Coping with “Temporariness” (ppt 1-23)
1. OB provides help in understanding a work world of continual change, how to
overcome resistance to change, and how to create an organizational culture that
thrives on change.
I. Working in Networked Organizations (ppt 1-24)
1. Networked organizations are becoming more pronounced.
2. Manager’s job is fundamentally different in networked organizations. Challenges of
motivating and leading “online” require different techniques.
J. Helping Employees Balance Work-Life Conflicts (ppt 1-25)
1. The creation of the global workforce means work no longer sleeps. Workers are on-
call 24-hours a day or working nontraditional shifts.
2. Balancing work and life demands now surpasses job security as an employee priority.
K. Creating a Positive Work Environment (ppt 1-26)
1. Organizations like General Electric have realized creating a positive work
environment can be a competitive advantage.
L. Improving Ethical Behavior (ppt 1-27)
1. Ethical dilemmas are situations in which an individual is required to define right and
wrong conduct.
VIII. Coming Attractions: Developing an OB Model (ppt 1-28)
D. An Overview
1. A model is an abstraction of reality, a simplified representation of some real-world
phenomenon. (Exhibit 1–4 The OB Model)
2. It proposes three types of variables (inputs, processes, and outcomes) at three levels
of analysis (individual, group, and organizational).

3. The model proceeds from left to right, with inputs leading to processes, and processes
leading to outcomes.
E. Inputs (ppt 1-29)
1. Inputs are the variables like personality, group structure, and organizational culture
that lead to processes.
2. Group structure, roles, and team responsibilities are typically assigned immediately
before or after a group is formed.
3. Finally, organizational structure and culture are usually the result of years of
development and change as the organization adapts to its environment and builds up
customs and norms.
F. Processes (ppt 1-30)
1. If inputs are like the nouns in organizational behavior, processes are like verbs.
2. Processes are actions that individuals, groups, and organizations engage in as a result
of inputs and that lead to certain outcomes.
3. At the individual level, processes include emotions and moods, motivation,
perception, and decision-making.
4. At the group level, they include communication, leadership, power and politics, and
conflict and negotiation.
5. Finally, at the organizational level, processes include human resource management
and change practices.
G. Outcomes (ppt 1-31)
1. Outcomes are the key variables that you want to explain or predict, and that are
affected by some other variables.
2. At the group level, cohesion and functioning are the dependent variables.
3. Finally, at the organizational level we look at overall profitability and survival.
4. Attitudes and stress (ppt 1-32)
a. Employee attitudes are the evaluations employees make, ranging from positive to
negative, about objects, people, or events.
b. Stress is an unpleasant psychological process that occurs in response to
environmental pressures.
c. The belief that satisfied employees are more productive than dissatisfied
employees has been a basic tenet among managers for years, though only now has
research begun to support it.
5. Task performance (ppt 1-32)
a. The combination of effectiveness and efficiency at doing your core job tasks is a
reflection of your level of task performance.
b. Obviously task performance is the most important human output contributing to
organizational effectiveness, so in every chapter we devote considerable time to
detailing how task performance is affected by the topic in question.
6. Citizenship behavior (ppt 1-33)
a. The discretionary behavior that is not part of an employee’s formal job
requirements, and that contributes to the psychological and social environment of
the workplace, is called citizenship behavior.
b. Successful organizations need employees who will do more than their usual job
duties—who will provide performance beyond expectations.

c. Evidence indicates organizations that have such employees outperform those that
don’t.
d. As a result, OB is concerned with citizenship behavior as an outcome variable.
7. Withdrawal behavior (ppt 1-33)
a. Withdrawal behavior is the set of actions that employees take to separate
themselves from the organization.
b. There are many forms of withdrawal, ranging from showing up late or failing to
attend meetings to absenteeism and turnover.
c. Employee withdrawal can have a very negative effect on an organization.
d. Absenteeism also costs organizations significant amounts of money and time
every year.
e. All organizations, of course, have some turnover.
f. So why do employees withdraw from work?
i. As we will show later in the book, reasons include negative job attitudes,
emotions and moods, and negative interactions with co-workers and
supervisors.
8. Group cohesion (ppt 1-34)
a. Group cohesion is the extent to which members of a group support and validate
one another at work.
b. When employees trust one another, seek common goals, and work together to
achieve these common ends, the group is cohesive; when employees are divided
among themselves in terms of what they want to achieve and have little loyalty to
one another, the group is not cohesive.
c. Companies attempt to increase cohesion in a variety of ways ranging from brief
icebreaker sessions to social events like picnics, parties, and outdoor adventure-
team retreats.
9. Group functioning (ppt 1-34)
a. In the same way that positive job attitudes can be associated with higher levels of
task performance, group cohesion should lead to positive group functioning.
b. Group functioning refers to the quantity and quality of a group’s work output.
c. In some organizations, an effective group is one that stays focused on a core task
and achieves its ends as specified.
d. Other organizations look for teams that are able to work together collaboratively
to provide excellent customer service.
e. Still others put more of a premium on group creativity and the flexibility to adapt
to changing situations. In each case, different types of activities will be required
to get the most from the team.
10. Productivity (ppt 1-35)
a. The highest level of analysis in organizational behavior is the organization as a
whole.
b. An organization is productive if it achieves its goals by transforming inputs into
outputs at the lowest cost. Thus requires both effectiveness and efficiency.
c. Popular measures of organizational efficiency include return on investment, profit
per dollar of sales, and output per hour of labor.
d. Service organizations must include customer needs and requirements in assessing
their effectiveness.

11. Survival (ppt 1-35)
a. The final outcome we will consider is organizational survival, which is simply
evidence that the organization is able to exist and grow over the long term.
H. Having reviewed the input, process, and outcome model, we’re going to change the
figure up a little bit by grouping topics together based on whether we study them at the
individual, group, or organizational level.
1. As you can seen in Exhibit 1-5, we will deal with inputs, processes, and outcomes at
all three levels of analysis, but we group the chapters as shown here to correspond
with the typical ways that research has been done in these areas. (ppt 1-36)
2. It is easier to understand one unified presentation about how personality leads to
motivation, which leads to performance, than to jump around levels of analysis.
3. Because each level builds on the one that precedes it, after going through them in
sequence you will have a good idea of how the human side of organizations
functions. (Exhibit 1-5)
IX. Summary and Implications for Managers
A. Managers need to develop their interpersonal, or people, skills to be effective in their
jobs.
B. Organizational behavior (OB) investigates the impact that individuals, groups, and
structure have on behavior within an organization, and it applies that knowledge to make
organizations work more effectively.
C. Specifically, OB focuses on how to improve productivity; reduce absenteeism, turnover,
and deviant workplace behavior; and increase organizational citizenship behavior and job
satisfaction. Specific implications for managers are below: (ppt 1-37)
1. Some generalizations provide valid insights into human behavior, but many are
erroneous. Organizational behavior uses systematic study to improve predictions of
behavior over intuition alone.
2. Because people are different, we need to look at OB in a contingency framework,
using situational variables to explain cause-and-effect relationships.
3. Organizational behavior offers specific insights to improve a manager’s people skills.
4. It helps managers to see the value of workforce diversity and practices that may need
to be changed in different countries. (ppt 1-38)
5. It can improve quality and employee productivity by showing managers how to
empower their people, design and implement change programs, improve customer
service, and help employees balance work–life conflicts.
6. It can help managers cope in a world of temporariness and learn how to stimulate
innovation.
7. Finally, OB can guide managers in creating an ethically healthy work climate.

EXPANDED CHAPTER OUTLINE
I. The Importance of Interpersonal Skills
A. Understanding OB helps determine manager effectiveness
B. Technical and quantitative skills are important early in careers
C. Leadership and communication skills are critical as person progresses in career
D. Lower turnover of quality employees
E. Higher quality applications for recruitment
F. Better financial performance
G. Companies with reputations as a good place to work—such as Starbucks, Adobe
Systems, Cisco, Whole Foods, Google, American Express, Amgen, Pfizer, and
Marriott—have a big advantage when attracting high performing employees.
H. A recent national study of the U.S. workforce found that:
1. Wages and fringe benefits are not the reason people like their jobs or stay with
an employer.
2. More important to workers is the job quality and the supportiveness of the
work environments.
3. Managers’ good interpersonal skills are likely to make the workplace more
pleasant, which in turn makes it easier to hire and retain high performing
employees. In fact, creating a more pleasant work environment makes good
economic sense.
I. Managers cannot succeed on technical skills alone, they must have people skills.
II. What Managers Do
A. Definitions
1. Manager: Someone who gets things done through other people. They make
decisions, allocate resources, and direct the activities of others to attain goals.
2. Organization: A consciously coordinated social unit composed of two or more
people that functions on a relatively continuous basis to achieve a common
goal or set of goals.
B. Management Functions
1. French industrialist Henri Fayol wrote that all managers perform five
management functions: plan, organize, command, coordinate, and control.
Modern management scholars have condensed to these functions to four:
planning, organizing, leading, and controlling.
2. Planning requires a manager to:
a. Define Goals (Organizational, Departmental, Worker Levels).
b. Establish an Overall Strategy for Achieving Those Goals.
c. Develop a Comprehensive Hierarchy of Plans to Integrate and
Coordinate Activities.
3. Organizing requires a manager to:
a. Determine what tasks are to be done.
b. Who is to be assigned the tasks.
c. How the tasks are to be grouped.
d. Determine who reports to whom.
e. Determine where decisions are to be made (centralized/ decentralized).

4. Leading requires a manager to:
a. Motivate employee.
b. Direct the activities of others.
c. Select the most effective communication channels.
d. Resolve conflicts among members.
5. Controlling requires a manager to:
a. Monitor the organization’s performance.
b. Compare actual performance with the previously set goals.
c. Correct significant deviations.
C. Management Roles (Exhibit 1-1)
1. Introduction
a. In the late 1960s, Henry Mintzberg studied five executives to
determine what managers did on their jobs. He concluded that
managers perform ten different, highly interrelated roles or sets of
behaviors attributable to their jobs.
b. The ten roles can be grouped as being primarily concerned with
interpersonal relationships, the transfer of information, and decision
making. (Exhibit 1-1)
2. Interpersonal Roles
a. Figurehead—duties that are ceremonial and symbolic in nature
b. Leader—hire, train, motivate, and discipline employees
c. Liaison—contact outsiders who provide the manager with information
These may be individuals or groups inside or outside the organization.
3. Informational Roles
a. Monitor—collect information from organizations and institutions
outside their own
b. Disseminator—a conduit to transmit information to organizational
members
c. Spokesperson—represent the organization to outsiders
4. Decisional Roles
a. Entrepreneur—managers initiate and oversee new projects that will
improve their organization’s performance.
b. Disturbance handlers—take corrective action in response to
unforeseen problems
c. Resource allocators—responsible for allocating human, physical, and
monetary resources
d. Negotiator role—discuss issues and bargain with other units to gain
advantages for their own unit
D. Management Skills
1. Introduction
a. Robert Katz has identified three essential management skills:
technical, human, and conceptual.
2. Technical Skills
a. The ability to apply specialized knowledge or expertise. All jobs
require some specialized expertise, and many people develop their
technical skills on the job.

3. Human Skills
a. Ability to work with, understand, and motivate other people, both
individually and in groups, describes human skills.
b. Many people are technically proficient but interpersonally
incompetent.
4. Conceptual Skills
a. The mental ability to analyze and diagnose complex situations.
b. Decision making, for example, requires managers to spot problems,
identify alternatives that can correct them, evaluate those alternatives,
and select the best one.
E. Effective Versus Successful Managerial Activities (Exhibit 1-2)
1. Fred Luthans and his associates asked: Do managers who move up most
quickly in an organization do the same activities and with the same emphasis
as managers who do the best job? Surprisingly, those managers who were the
most effective were not necessarily promoted the fastest.
a. Luthans and his associates studied more than 450 managers. They
found that all managers engage in four managerial activities.
1) Traditional management.
a.) Decision making, planning, and controlling.
b.) The average manager spent 32 percent of his or her
time performing this activity.
2) Communication.
a.) Exchanging routine information and processing
paperwork.
3) Human resource management.
a.) Motivating, disciplining, managing conflict, staffing,
and training.
4) Networking.
a.) Socializing, politicking, and interacting with outsiders.
2. Successful managers are defined as those who were promoted the fastest:
(Exhibit 1–2)
a. Networking made the largest relative contribution to success.
b. Human resource management activities made the least relative
contribution.
c. Effective managers—defined as quality and quantity of performance,
as well as commitment to employees:
1) Communication made the largest relative contribution.
2) Networking made the least relative contribution.

3) Successful managers do not give the same emphasis to each of
those activities as do effective managers—it is almost the
opposite of effective managers.
4) This finding challenges the historical assumption that
promotions are based on performance, vividly illustrating the
importance that social and political skills play in getting ahead
in organizations.
F. A Review of the Manager’s Job
1. One common thread runs through the functions, roles, skills, and activities
approaches to management: managers need to develop their people skills if
they are going to be effective and successful.
III. Enter Organizational Behavior
A. Introduction
1. Organizational Behavior: OB is a field of study that investigates the impact
that individuals, groups, and structure have on behavior within organizations
for the purpose of applying such knowledge toward improving an
organization’s effectiveness.
B. Organizational behavior is a field of study.
1. OB studies three determinants of behavior in organizations: individuals,
groups, and structure.
2. OB applies the knowledge gained about individuals, groups, and the effect of
structure on behavior in order to make organizations work more effectively.
3. OB is concerned with the study of what people do in an organization and how
that behavior affects the performance of the organization.
4. There is increasing agreement as to the components of OB, but there is still
considerable debate as to the relative importance of each: motivation, leader
behavior and power, interpersonal communication, group structure and
processes, learning, attitude development and perception, change processes,
conflict, work design, and work stress.
IV. Complementing Intuition with Systematic Study
A. Introduction
1. Each of us is a student of behavior:
2. A casual or commonsense approach to reading others can often lead to
erroneous predictions.
B. You can improve your predictive ability by replacing your intuitive opinions with a
more systematic approach.
C. The systematic approach used in this book will uncover important facts and
relationships and will provide a base from which more accurate predictions of
behavior can be made.
D. Systematic Study of Behavior
1. Behavior generally is predictable if we know how the person perceived the
situation and what is important to him or her.
2. Looks at relationships.
3. Attempts to attribute causes

4. Bases our conclusions on scientific evidence.
E. Evidence-Based Management (EBM)
1. Complements systematic study.
2. Argues for managers to make decisions on evidence.
3. But a vast majority of management decisions are made “on the fly.”
F. Intuition
1. Systematic study and EBM add to intuition, or those “gut feelings” about
“why I do what I do” and “what makes others tick.”
2. If we make all decisions with intuition or gut instinct, we’re likely working
with incomplete information.
3. Relying on intuition is made worse because we tend to overestimate the
accuracy of what we think we know.
4. We find a similar problem in chasing the business and popular media for
management wisdom. Information—like making an investment decision with
only half the data.
5. We’re not advising that you throw your intuition, or all the business press, out
the window.
6. What we are advising is to use evidence as much as possible to inform your
intuition and experience.
V. Disciplines That Contribute to the OB Field
A. Introduction (Exhibit 1-3)
1. Organizational behavior is an applied behavioral science that is built upon
contributions from a number of behavioral disciplines.
2. The predominant areas are psychology, sociology, social psychology,
anthropology, and political science.
3. Exhibit 1–3 overviews the major contributions to the study of organizational
behavior.
B. Psychology
1. Psychology is the science that seeks to measure, explain, and sometimes
change the behavior of humans and other animals.
2. Early industrial/organizational psychologists concerned themselves with
problems of fatigue, boredom, and other factors relevant to working
conditions that could impede efficient work performance.
3. More recently, their contributions have been expanded to include learning,
perception, personality, emotions, training, leadership effectiveness, needs and
motivational forces, job satisfaction, decision- making processes, performance
appraisals, attitude measurement, employee selection techniques, work design,
and job stress.
C. Social Psychology
1. Social psychology blends the concepts of psychology and sociology.
2. It focuses on the influence of people on one another.
3. Major area—how to implement it and how to reduce barriers to its acceptance.
D. Sociology
1. Sociologists study the social system in which individuals fill their roles; that
is, sociology studies people in relation to their fellow human beings.

2. Their greatest contribution to OB is through their study of groups in
organizations, particularly formal and complex organizations.
E. Anthropology
1. Anthropology is the study of societies to learn about human beings and their
activities.
2. Anthropologists work on cultures and environments; for instance, they have
helped us understand differences in fundamental values, attitudes, and
behavior among people in different countries and within different
organizations.
VI. There Are Few Absolutes in OB
A. Introduction
1. There are few, if any, simple and universal principles that explain
organizational behavior.
2. Human beings are complex. Because they are not alike, our ability to make
simple, accurate, and sweeping generalizations is limited.
3. That does not mean, of course, that we cannot offer reasonably accurate
explanations of human behavior or make valid predictions. It does mean,
however, that OB concepts must reflect situational, or contingency,
conditions.
B. Contingency variables—situational factors are variables that moderate the
relationship between the independent and dependent variables.
C. Using general concepts and then altering their application to the particular situation
developed the science of OB.
D. Organizational behavior theories mirror the subject matter with which they deal.
VII. Challenges and Opportunities for OB
A. Introduction
1. There are many challenges and opportunities today for managers to use OB
concepts.
B. Responding to Economic Pressure
1. Deep and prolonged recession in 2008 that spread world-wide.
2. In economic tough times, effective management is an asset.
3. During these times, the difference between good and bad management can be
the difference between profit or loss.
4. In good times, understanding how to reward, satisfy, and retain employees is
at a premium. In bad times, issues like stress, decision-making, and coping
come to the fore.
C. Responding to Globalization
1. Increased Foreign Assignments
a. Organizations are no longer constrained by national borders.
b. Once there, you’ll have to manage a workforce very different in needs,
aspirations, and attitudes from those you are used to back home.
c. Working with people from different cultures.

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THE VICUNA.
The Vicuna is the smallest species of the Llama genus. It is the
same size as a Sheep, and strongly resembles the Llama, only that
its shape is more elegant. Its legs, which are longer in proportion to
the body, are more slender and better formed; its head is shorter
and its forehead wider. Its eyes are large, intelligent and mild; its
throat is of a yellowish color, while the remainder of its body is
brown and white.
The rich fleece of this animal surpasses in fineness and softness
any other wool with which we are acquainted. In order to obtain
possession of the skin the American hunters pursue them even over
the steepest summits of the Andes, when, by driving, they force
them into pens, composed of tightly stretched cords, covered with
rags of various colors, which frighten and prevent the prey
attempting to escape. One of these battues sometimes produces
from five hundred to a thousand skins.

THE MUSK DEER.
Although it belongs to the Deer family, the little Musk Deer is often
classified with this group because it is without horns, and resembles
the Camel family in its teeth and other characteristics. This is a
graceful little animal, about the size of a half-grown Fawn of our
common Deer. Its tail is very short, and it is covered with hair so
coarse and so brittle that it is almost like bristles, but what especially
distinguishes it, is its pouch filled with the substance so well known
in medicine and perfumery under the name of musk.
The Musk Deer is a native of the mountainous region between
Siberia, China and Thibet.

THE HORNED RUMINANTS.
The family of Common Ruminants form a natural group
comprehending the greatest number of Ruminants. The feature
which distinguishes the animals composing it, not only from the
Camel family, but also from all the other Ruminants, is the existence
of two horns on the forehead of the male, and sometimes on the
female.
The structure of these horns presents various differences, and has
caused the division of this large and important family into three
tribes, namely, Ruminants with hairy and permanent horns, hollow-
horned Ruminants and Ruminants which shed their horns.

RUMINANTS WITH HAIRY AND PERMANENT HORNS.
GIRAFFE.

This tribe consists of a single genus, that of the Giraffe, which has
also but one species.
The height of the Giraffe, the singular proportions of its body, the
beauty of its coat and the peculiarity of its gait, are sufficient to
explain the curiosity which these animals have always excited.
Its long and tapering head is lighted up by two large, animated
and gentle eyes; its forehead is adorned with two horns, which
consist of a porous, bony substance, covered externally with a thick
skin and bristly hair. In the middle of the forehead there is a
protuberance of the same nature as the horns, but wider and
shorter. The head of the Giraffe is supported by a very long neck.
Along the neck is a short, thin mane. The body is short, and the line
of the backbone is very sloping. Its fore-quarters are higher than the
hinder—a feature which is observed in the Hyena. Its legs are most
extensively developed, and are terminated by cloven hoofs. The
skin, which is of a very light fawn-color, is covered with short hair,
marked with large triangular or oblong spots of a darker shade.
Giraffes are only found in Africa, and even there they are not
numerous. They live in families of from twelve to sixteen members.
They frequent the verge of the deserts, and are met with from the
northern limits of Cape Colony to Nubia.
The usual pace of the Giraffe is an amble, that is to say, they
move both their legs on one side at the same time. Their mode of
progression is singular and very ungainly. At the same time as they
move their body, their long neck is stretched forward, giving them a
very awkward appearance. Their long neck enables them to reach
with their tongue the leaves on the tops of high shrubs, which
constitute a large part of their food.

RUMINANTS WITH HOLLOW HORNS.
These Ruminants have horns which are covered with an elastic
sheath, something like agglutinated hair; they may be divided into
two groups.
To the first group belong the Chamois, Gazelle, Saiga, Nyl-ghau,
Gnu and Bubale. To the second group belong the Common Goat, the
Mouflon or Wild Sheep, the Domestic Sheep and the Ox.
The most remarkable species belonging to the first division all
come under the natural group formerly known by the name of
Antelopes. It comprehends about a hundred species, which live, for
the most part, in Africa. They are generally slender and lightly-made,
fleet in running, of a gentle and timid disposition; they are
gregarious, and are particularly distinguishable by the different
shapes of their horns.
We shall glance at the most remarkable genera resulting from the
division of the old general group of Antelopes.

THE CHAMOIS.
The chief characteristic of the Chamois is constituted by the
smooth horns which are placed immediately above the orbits. These
horns are almost upright, with a backward tendency, and curved like
a hook at the end. The horns exist in both sexes, and are nearly the
same size in each. The Chamois has a short tail, and no beard.
The European Chamois is about the size of a small Goat. It is
covered with two sorts of hair—one woolly, very abundant, and of a
brownish color; the other, silky, spare and brittle. Its coat is dark
brown in winter and fawn-color in summer; its fine and intelligent
head is of a pale yellow, with a brown stripe down the muzzle and
round the eyes. Its horns are black, short, smooth, and not quite
rounded.
This graceful Ruminant inhabits the Pyrenees and Alps, and also
some of the highest points in Greece. But from constant persecution
it has lately become so rare that few people can boast of having
been successful in its pursuit.
The Chamois lives in small herds, in the midst of steep rocks on
the highest mountain summits. With marvelous agility it leaps over
ravines, scales with nimble and sure feet the steepest acclivities,
bounds along the narrowest paths on the edge of the most perilous
abysses, and jumping from rock to rock, will take its stand on the
sharpest point, where there appears hardly room for its feet to rest;
and all this is accomplished with an accuracy of sight, a muscular
energy, an elegance and precision of movement, and a self-
possession which are without equal. From these facts, it can easily
be understood that hunting this nimble and daring animal is an
amusement full of danger.
On the approach of winter the Chamois goes from the northern
side of the mountains, to the southern, but it never descends into
the plain.

THE GAZELLES.
GAZELLES.
The Gazelles are animals of graceful shape, rather smaller in size
than the Chamois. The horns are twice bent, in the shape of a lyre,
and without sharp edges; the nostrils are generally surrounded by
hair.
The eyes of this animal are so beautiful and so soft in expression,
its movements are so elegant and so light, that the Gazelle is used
by the Arab poets as the type of all that is lovely and graceful.
Gazelles proper are the species of this genus which are generally
to be seen in our parks and menageries. Such, for instance, as the
Dorcas Gazelle, which inhabits the large plains and Saharian region
of Northern Africa. It is the same size as a Roe, but its shape is
lighter and more graceful.

THE GNU.
GNU.
The Gnu, sometimes called the Gnu Antelope, inhabits Southern
Africa. It is about the size of a Donkey, and is curiously formed.
Added to its muscular and thick-set body, it has the muzzle of an Ox,
the legs of a Stag, and the neck, shoulders and rump of a small
Horse. Its head is flattened, and its brown hair is short. On its neck
it has a mane of white, grey and black hair, and under its chin hangs
a thick brown beard. It also has horns, something like those of the
Cape Buffalo, which first bend downwards and then curve in an
upward direction. It is not surprising with such a queer combination,
that strange stories were told of this animal in the past, as it has the
appearance of being made up of various portions of several other
animals.

These strangely constructed animals are found in the mountainous
districts to the north of the Cape of Good Hope, and probably
throughout a large portion of Africa. They are very wild, and are
swift runners and may be seen skimming along in single file
following one of their number as a guide.

THE GOATS.
These animals differ among themselves to a wonderful extent in
their shape, their color and even in the texture of their fleece. The
Goats of Angora in Cappadocia are provided with a soft and silky
clothing. Those of Thibet have become celebrated for the delicacy of
a kind of wool which grows among their hair, from which Cashmere
shawls are manufactured. In Upper Egypt is a race remarkable for
the roughness of their coat, while the Goats of Guinea and of Judea
are distinguished by the smallness of their dimensions, and by their
horns, which are pointed backwards. But whatever may be the cause
of these peculiarities, the whole race seems to retain the characters
derivable from a mountain origin; they are robust, capricious, and
vagabond; they prefer dry hills and wild localities, where they can
procure only the coarsest herbage, or browse upon the shrubs and
bushes. They are likewise very injurious in forests, where they
destroy the young trees by devouring the bark. Their flesh is strong
and rank, so that they are seldom eaten; nevertheless, their milk is
an article of diet, and the Kid, while young, is tender and nutritious.

THE COMMON GOAT.
The Common Goat inhabits wild and mountainous regions in a
state of semi-wildness, seeming to have little regard either for the
protection or the neglect of people resident in its vicinity; but
although not cared for, like its not very distant relative, the Sheep, it
is by no means without its value. The Goat affords milk in
considerable abundance; its hair, though more harsh than wool, is
useful in the manufacture of various kinds of stuffs, and its skin is
more valuable than that of the sheep. The Goat has more
intelligence than the Sheep, and soon becomes familiar and
attached; it is light, active, and less timid than the Sheep; it is
capricious and loves to wander, to climb steep mountains, sleeping
frequently on the point of a rock or the edge of a precipice. It is
robust, and will feed on almost any plant. It does not, like the
Sheep, avoid the mid-day heat, but sleeps in the sunshine, and
exposes itself willingly to its full glare. It is not alarmed by storms,
but appears to suffer from a great degree of cold.

THE IBEX.
The Ibex combines with the characters of the Goat the agility and
fleetness of the Antelopes. “All readers of natural history,” says Col.
Markham, “are familiar with the wonderful climbing and saltatory
powers of the Ibex; and although they cannot (as has been
described in print) make a spring and hang on by the horns until
they gain a footing, yet in reality for such heavy animals they get
over the most inaccessible-looking places in an almost miraculous
manner. Nothing seems to stop them nor to impede their progress in
the least. To see a flock, after being fired at, take a distant line
across country, which they often do over all sorts of seemingly
impassable ground, now along the naked surface of an almost
perpendicular rock, then across a formidable landslip or an inclined
plane of loose stones or sand, which the slightest touch sets in
motion both above and below, dividing into chasms to which there
seems no possible outlet, but instantly reappearing on the opposite
side, never deviating in the slightest from their course, and at the
same time getting over the ground at the rate of something like
fifteen miles an hour, is a sight not to be easily forgotten.”
The Ibex inhabits the most inaccessible summits of the loftiest
mountains of Europe, Asia and Africa, and may frequently be seen
bounding from rock to rock among the highest peaks of their snow-
clad grandeur, climbing cliffs with the activity of a Bird, and
disporting itself in regions unapproachable by any other quadruped.

THE BEZOARGOAT.
Goat Defending His Family from a Lynx.
There is a striking resemblance in form, the habit of living and
character of the Bezoargoat, (extensively raised in mountainous

regions of Asia Minor, Persia and various islands of Greece) and the
Stonebuck of the Alps. The body of the Bezoargoat is narrow and
the limbs high. The long, strong horns form a uniformly curved arch,
and both sexes have strong beards. The skin is colored reddish gray
along the sides of the neck, growing lighter towards the body. The
thigh is white both underneath and outside. The breast, chin and
ridge of the nose is blackish brown. Their nourishment consists of
dry grasses, cedar needles, leaves and fruits.
The Bezoargoats are very shy and experts in racing and climbing,
venturing the most dangerous leaps with the utmost courage and
dexterity. They are able to brave the greatest dangers. There is,
nevertheless, a source of danger threatening their young from the
Eagle, the Bearded Vulture and the Pardellynx. The Birds of Prey
swoop rapidly and unexpectedly from the heights and carry off the
young Kid; but the Pardellynx steals slyly upon the herd at pasture.
This beautiful, slender, crafty beast of prey, about the size of the
Lynx, which is also abundantly found in the Spanish mountains,
eagerly hunts the Bezoargoat. Through his exceptionally keen sense
of sight and hearing, the crafty, noiseless, sneaking Pardellynx
frequently succeeds in stealing upon the herd and despite their
watchfulness attempts to overpower one of the flock. The illustration
on page 105 carries us into the mountain regions of Taurus. A
Pardellynx has crept unnoticed upon a family of grazing Bezoargoats
and has suddenly sprung upon the back of the old Goat, burying his
fangs into the neck of his prize.

THE SHEEP.
MOUNTAIN SHEEP.
The members of this family have horns which, at first directed
backwards, wind spirally forwards; their forehead is generally
convex, and they are without any beard. In other respects they are
closely allied to the Goats.
The Common Sheep, like other animals placed at the disposal of
mankind, presents innumerable varieties in accordance with the
breed or climate to which it may belong. Thus we find in Europe
flocks with coarse or fine wool, of large or of small size, with long
horns or with short horns—some in which the horns are wanting in
the females; others in which they are deficient in both sexes.
The Spanish varieties are distinguished by their fine curly wool and
large spiral horns, which exist in the males only; while the English

breeds are celebrated on account of the length of their fleece and
the delicacy of their mutton.
The Sheep of Southern Russia are remarkable on account of the
length of their tails; while those of India and some parts of Africa
are distinguished by the length of their legs, pendent ears, coarse
wool, and total want of horns in either sex. In Persia, Tartary, and
China the tail of the Sheep appears to be entirely transformed into a
double globe of fat; and those of Syria and Barbary, notwithstanding
the length of their tails, have them loaded with fat, while their wool
is intermixed with coarse hair. Everywhere, however, the Sheep is
invaluable to the human race, and the care of their flocks one of the
earliest occupations of civilized nations.
“This species,” says Buffon, “appears to be preserved only by the
assistance and care of Man; it seems unable to subsist by itself. The
reclaimed Sheep is absolutely without resource and without defence.
The Ram is but weakly armed; its courage is only petulance. The
females are still more timid than the males. It is fear that causes
them so often to assemble in flocks; the slightest noise makes them
throw themselves down headlong or crowd one against the other;
and this fear is accompanied with the greatest stupidity, for they
know not how to avoid danger.”
They appear not even to feel the inconveniences of their situation;
they remain obstinately where they are exposed to the rain or snow.
In order to oblige them to change their situation and take a certain
road, a leader is necessary, whose movements they follow at every
step. This leader would himself remain motionless with the rest of
the flock, if he were not driven by the Shepherd or excited by the
Sheep-dog, which knows well how to defend, direct, separate,
reassemble them, and communicate to them all necessary
movements.
They are, of all animals, the most stupid and devoid of resources.
Goats, which resemble them in so many other respects, have much
more sense. They know how to guide themselves, they avoid
danger, and easily familiarize themselves with new objects; while the
Sheep neither retreats nor advances, and although it stands in need

of assistance, does not approach Man so willingly as the Goat,
besides—a quality which, in animals, appears to indicate the last
degree of timidity or of want of feeling—it allows its Lamb to be
taken away without defending it, without anger or resistance, or
even signifying its grief by a cry differing from its usual bleat.
Nevertheless, this creature, so helpless and so apathetic, is to
mankind the most valuable of all animals, and of the most
immediate and extensive use. Alone it suffices for his most pressing
wants, furnishing both food and clothing, besides the various uses of
the fat, milk, skin, entrails and bones. Nature has not bestowed
anything upon the Sheep that does not serve for the advantage of
the human race.

THE OX FAMILY.
Bisons in Battle.
This family is easily distinguished from the other groups of Hollow-
horned Ruminants. It is composed of large, heavy animals, in which
the skin of the neck is loose and hanging, forming a large fold called
the dew-lap.
There are eight species found in this family—the American Buffalo
or Bison, the Musk Ox, the Cape Buffalo, the European Bison or
Auroch, the Yak, the Jungle Ox, the Common Buffalo of India, and

the Common Ox, or the well known group including our domestic
Cattle.

THE AMERICAN BUFFALO.
AMERICAN BUFFALO.
The American Buffalo, commonly known in other countries as the
Bison, is a gigantic species which ranges over the temperate and
northern provinces of the American continent. It is of thick-set
shape, and carries its head low, on a level with its back, while its
shoulders are high. Its head is short and large; its horns are small,
lateral, far apart, black and rounded. Its head, neck, and shoulders
are covered with thick, curly, dark brown hair. Its tail is short, and
terminated by a tuft of long hair.
This immense animal inhabits all parts of North America, especially
the plateaux on the eastern slopes of the Rocky Mountains. In the

spring, herds of thousands of Buffaloes, crowded closely together,
make their way up from the south to the north of these vast
steppes; in the autumn they migrate again to the south. When the
summer comes, these wild troops break up, and the Buffaloes
separate into couples or small herds.
American Buffaloes are not ferocious in their nature; they seldom
attack Man, but will defend themselves when wounded; they then
become formidable adversaries, for their enormous heads, well
furnished with horns, and their fore-feet, are terrible weapons. In
their migrations, their numbers are so enormous, that as they
advance everything that comes in their way is devastated.

THE MUSK OX.
The Musk Ox is much smaller than the Common Ox, and has
somewhat the appearance of an enormous sheep. Its forehead is
arched; its mouth small; its muzzle completely covered with hair;
and its horns, which are very large, are closely united at the base,
and bending downwards over the sides of its head, suddenly turn
backwards and upwards at the tips. Its long and abundant coat is of
a dark brown color. It exhales a strong odor of musk.
This animal, which is a combination of the Ox, Sheep, and Goat,
inhabits North America below the polar circle, and lives in families of
from ten to twenty individuals.
Notwithstanding its apparent heaviness, the Musk Ox climbs over
rocks almost as nimbly as a Goat, and its speed across the rocky,
rough, barren grounds, (its principal habitat) for an animal so
clumsy, is truly astonishing.

THE EUROPEAN BUFFALO.
The European Buffalo, or Auroch, is, next to the Elephant,
Rhinoceros and Giraffe, the largest terrestrial Mammals. It is nearly
six feet high. Its horns are large, round and lateral, and its tail is
long; the front of the body, as far as the shoulders, is covered with
coarse, harsh, brown hair; the underneath part of its throat, down to
its breast, is furnished with a long pendulous mane, and the rest of
its body is covered with short black hair.
This animal is the Urus of the ancients. It formerly lived in all the
marshy forests of temperate Europe, even in Great Britain. In the
time of Caesar it was still to be found in Germany, but, from the
increase of Man and his conquests, it has become more and more
rare. At the present time it is only to be found in two provinces of
Russia. Very severe orders have been issued by the Emperor of
Russia to prevent the destruction of these animals, and not one can
be killed without his permission.

THE CAPE BUFFALO.
The Cape Buffalo is distinguished by its large horns, from all the
other species peculiar to the Old World, the flattened bases of which
cover the top of its head like a helmet, only leaving a triangular
space between them. The horns of this African Ruminant are black,
while its coat is brown. It lives in numerous herds in the thickest
forests of Southern Africa, from the northern limits of Cape Colony
as far as Guinea.
When in the open country it is shy and cautious; but is formidable
and aggressive when hunted in the woods which form its principal
retreat. Buffalo hunting is one of the occupations of the natives of
the south of Africa; and it is not unaccompanied by danger, for it
often happens that the respective characters are inverted, and it is
the Buffalo which chases the hunters.

Solution Manual for Organizational Behavior, 15th Edition Stephen P. Robbins Timothy A. Judge

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