Managing organizational behavior : what great managers know and do

625 Pages·2013·14.778 MB·English

by  Baldwin, Timothy T., Rubin, Robert S., Bommer, William

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MANAGING ORGANIZATIONAL BEHAVIOR
What Great Managers Know and Do
SECOND EDITION
Timothy T. Baldwin
Indiana University
William H. Bommer
California State University, Fresno
Robert S. Rubin
DePaul University
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MANAGING ORGANIZATIONAL BEHAVIOR: WHAT GREAT MANAGERS KNOW AND DO
Published by McGraw-Hill/Irwin, a business unit of The McGraw-Hill Companies, Inc., 1221
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This book is printed on acid-free paper.
1 2 3 4 5 6 7 8 9 0 DOW/DOW 1 0 9 8 7 6 5 4 3 2
ISBN 978–0–07–353040–6
MHID 0–07–353040–9
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Library of Congress Cataloging-in-Publication Data
Baldwin, Timothy T.
Managing organizational behavior : what great managers know and do / Timothy T. Baldwin,
William H. Bommer, Robert S. Rubin. — 2nd ed.
p. cm.
Rev. ed. of: Developing management skills : what great managers know and do / Timothy T.
Baldwin, William H. Bommer, Robert S. Rubin. 2008
Includes index.
ISBN-13: 978–0–07–353040–6 (alk. paper)
ISBN-10: 0–07–353040–9 (alk. paper)
1. Management—Study and teaching. 2. Organizational behavior. 3. Executive ability.
I. Bommer, William. II. Rubin, Robert S. III. Baldwin, Timothy T. Developing management
skills. IV. Title.
HD30.4.B355 2013
658.4'07124—dc23
2011040779
www.mhhe.com
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To JoEllen—25 years together and I can’t imagine the journey without you.
—Tim Baldwin
To the kids—always a test of my management skills.
—Bill Bommer
To Leah—the glue that holds us all together.
—Bob Rubin
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ABOUT THE AUTHORS
TIMOTHY (Tim) T. BALDWIN  is the Eveleigh Professor of Business Leader-
ship at the Indiana University Kelley School of Business. Professor Baldwin holds
a PhD in organizational behavior and an MBA from Michigan State University.
He has published his research work in leading academic and professional outlets,
including the A cademy of Management Journal, Journal of Applied Psychology, Per-
sonnel Psychology, Journal of Management, Leadership Quarterly, and Academy of
Management Learning & Education. He has won several national research awards
including eight Best Paper Awards from the Management Education & Develop-
ment division of the Academy of Management. He has twice been the recipient of
the Richard A. Swanson Excellence in Research Award presented by the Ameri-
can Society for Training & Development (ASTD). He is the co-author of I mprov-
ing Transfer Systems in Organizations (Jossey-Bass: 2003) and his current research
interests include leadership development and organizational training effectiveness.
In his time at Indiana University, Tim has been recognized frequently for
teaching excellence, winning eight MBA Teaching Awards, the Eli Lilly Alumni
Teaching Award, the FACET All-University Teaching Award, and the Dow Innova-
tion in Teaching Fellowship. He is a proud member of the Organizational Behav-
ior Teaching Society (OBTS) and a passionate supporter of the mission of that
organization to improve teaching effectiveness in our discipline.
Tim’s background includes consultation with Cummins Engine, Eli Lilly,
FedEx, Ingersoll Rand, Whirlpool, and a variety of other organizations in both
the public and private sectors. He has also designed and delivered numer-
ous executive education seminars in the U.S. and abroad, including the Kel-
ley School’s Asia-Pacifi c Management Development program. He serves on the
Board of Directors of Cripe Architects & Engineers, Inc., a professional services
fi rm based in Indianapolis.
Tim is married with one son, one dog, one cat, and until recently, one gerbil (a
sad story, and the cat is implicated). His interests include coaching youth sports,
golf, basketball, gardening, and a little amateur magic.
WILLIAM (Bill) H. BOMMER  earned his master’s degree in organizational
development from Bowling Green State University, and his PhD in organiza-
tional behavior from Indiana University. He is currently a professor of manage-
ment in the Craig School of Business at California State University, Fresno. Prior
to his move to California, Bill served as faculty at Bowling Green State Univer-
sity, Southern Illinois University at Edwardsville, Georgia State University, and
Cleveland State University.
Bill has published widely in the management area in journals including the
Academy of Management Journal, Academy of Management Learning & Education,
Leadership Quarterly, Organizational Behavior and Human Decision Processes, Per-
sonnel Psychology, Journal of Applied Psychology, Journal of Management, Journal
of Vocational Behavior, and Organization Science. His current research interests
include transformational leadership, organizational and personal change, and
the linkage between attitudes and behavior.
Prior to entering academia, Bill worked as a fi nancial analyst and as a group
process consultant in private industry. Bill has remained active in his business
relationships and has designed and led numerous executive education programs
vi
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ABOUT THE AUTHORS vii
over the last 15 years. In support of his research interests, he has served as a
trainer and consultant to a large number of manufacturing companies across the
United States and has had a long-term relationship with the Centers for Disease
Control. In this capacity, Bill has designed corporate universities for his clients.
Bill is also managing partner of Collegiate Assessment Partners (CAPs), a com-
pany that builds management skills assessment tools and consults with univer-
sity business schools in support of their learning objectives and their compliance
with accreditation standards. When not involved with teaching, researching, or
consulting, Bill enjoys traveling, hiking, eating, and cycling.
Robert (Bob) S. Rubin  is an associate professor of management in the Kell-
stadt Graduate School of Business at DePaul University. He received his BA in
psychology from Indiana University, his MA in industrial-organizational psychol-
ogy from Southern Illinois University at Edwardsville, and his PhD in organiza-
tional psychology from Saint Louis University.
Bob specializes in human resource management and organizational behavior
at DePaul, where he is an avid and award-winning teacher committed to advanc-
ing the fi eld of management education. He has been nationally recognized for
his dedication to management andragogy and scholarship, including multiple
Best Paper Awards from the Management Education Division of the Academy of
Management. His research interest centers on individual differences and their
role in effective leadership and management development and includes forays
into aspects of transformational leadership, managerial assessment and develop-
ment, academic assessment centers, and emotions at work. Bob has published
his work in leading academic journals such as Academy of Management Jour-
nal, Journal of Applied Psychology, Personnel Psychology, Journal of Management,
Academy of Management Learning & Education, The Leadership Quarterly, Jour-
nal of Organizational Behavior, and Journal of Management Education. Currently,
Bob is an editorial board member of three journals, the A cademy of Management
Learning & Education, Journal of Organizational Behavior, and L eadership and
Organizational Studies.
In addition to his academic work, Bob has been an active human resources
“The great thing about having a
and organization development consultant to a variety of industries including bio-
PhD is when people do not under-
technology, health care, dentistry, and transportation. His consulting work has
stand you, they think it’s them.”
spanned employee selection, management assessment, and development. Bob
— Henry Kissinger
also frequently serves as a coach for purposes of management skill development.
When he’s not engaged in managing his more senior textbook co-authors (Note:
He had a full head of hair prior to beginning this book project), Bob enjoys play-
ing music, traveling, hiking, and wrestling with his three kids.
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PREFACE
A Different Kind of Textbook—Because
Teaching and Learning OB Are H ard Enough!
Contemporary students put extraordinary demands on OB instructors and text-
books alike. On one hand, students immersed in quantitative courses such as
fi nance and accounting and other business disciplines are often quick to dis-
miss OB/management courses as “soft” or “elementary” or “common sense”—so
there is a pressing need for relevance and richness. On the other hand, modern
technology and short attention spans have created an aversion to the theoretical
grounding and evidence-based education necessary to build true understanding
and applicable skills.
Thoughtful OB and management instructors are therefore often torn between
opting for a traditional descriptive text, strong on concepts and defi nitions, but
with little application focus, or choosing a more popular-press reading, strong on
war-story anecdotes and prescriptions (often more popular with students), but
short on theory and evidence.
Recognizing this tension in our own OB classrooms, we set out to create a
book (and ancillary package) with an express mission of balance. To work for
us, the book would have to be one that students would fi nd engaging but also
would have the coverage, rigor, and evidence base demanded of professional
OB and management instructors. So this text is evidence-based but targeted to
application. It covers traditional OB topics but in a decision-oriented, not just
descriptive, way. It embraces the best OB models and evidence but engages stu-
dents in how to use those models to improve their skill-sets and more success-
fully navigate organizational life. Just as the book’s title conveys, it is about both
knowing and doing. It is expressly designed to reconcile student demands for
relevance and application with instructor interests in rigor, evidence, and appro-
priate coverage of the discipline. We know fi rsthand that teaching OB today is
akin to straddling a glacier crevasse and this book is designed in that spirit.
Put another way, we saw our charge as creating a book that would inform,
illuminate, and inspire. We wanted to i nform students of the best and most
“Ideal management education current knowledge about organizational behavior and its application to man-
should reorient its priorities and agement contexts. We wanted to i lluminate those concepts with the most vivid
focus on skill training. A great deal
and memorable examples and illustrations. And we wanted to inspire learners
is known about inculcating such
by capturing and conveying the challenge and excitement and even playfulness
skills, but the knowledge does not
involved in managing and working with people. To do that, we found it appropri-
typically make its way into the
business curriculum.” ate to diverge from conventional textbooks in several signifi cant ways, and we
— H enry Mintzberg , M cGill University briefl y highlight those choices in the following.
Skills and Decisions vs. Concepts and Description
For whatever reason, almost every leading OB textbook today still has a decid-
edly descriptive orientation. For example, team effectiveness may sound like a
very applied topic. Yet most textbook chapters so titled deal exclusively with the
different types of teams, comparisons of individual and team decision making,
viii
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PREFACE ix
theories of team development and confl ict, and so on. In most cases, the infor-
mation is accurate, but it leaves students marginally prepared to work effectively
in a team.
Similarly, chapters on motivation and leadership often trace the history of
research and theory in those areas but end up not directly addressing the skills
and behaviors a student needs to actually motivate others or lead a group or a
change project. Our goal in this text was to get beyond description to skill devel-
opment and decisions, that is, not just what defi nes a good group, but how one
might make a group function better. Our goal was to translate from description
to decisions—from OB c oncepts to organizational and managerial a ction.
Student-Centric Evidence and Learning
vs. Comprehensive Body of Knowledge
In recent years, we have come to understand much more about how students
actually consume textbook material. As a result, we approached the process of
writing this book in a different way than perhaps a traditional textbook might be
written. For example, in selecting the content for each chapter in this book, we
purposively did n ot start by spreading out all of the existing textbooks and look-
ing at all the accumulated knowledge about that topic. Rather, we began with
the key questions, problems, and challenges people face in, say, managing time,
communicating a persuasive message, overcoming resistance to change, or deal-
ing with a problem team member, and then turned to the existing literature to
build chapters around those problems.
Indeed, as we wrote each chapter, we adopted a position akin to editors of
Consumer Reports magazine. That is, we tried to test assumptions about what
students r eally read and consume, and what instructors r eally use from a text-
book. And we asked ourselves: What do w e want to use? What material connects
with students? What are the best readings and exercises? What material do we
rarely or never use? We call this student-centric material.
The Russian author Tolstoy once insightfully noted that “a ll happy families
resemble each other, but each unhappy family is unhappy in its own way. ” Simi-
larly, we would contend that all effective managers resemble one another, but
poor ones are ineffective in their own unique ways. And the fi rst phase of com-
petence is how readily and skillfully novices can respond to routine situations,
not simply their ability to handle unusual ones. So we should strive less for com-
prehensiveness and more on achieving fundamental skills and knowledge that
can help aspiring managers operate in the most core and recurring situations
commonly faced (e.g., our Manage What? scenarios that frame each chapter are
designed to do just that). Our goal was to include the material and evidence, and
only that material and evidence, that might be labeled “mission critical.” The
book is relatively short in order to do important things well, rather than attempt
to superfi cially cover the waterfront.
We hasten to add, however, that to suggest that students today want nothing
to do with research, or want their texts “dumbed down,” is both inaccurate and
condescending. Indeed, our experience is that students d o want to know the ori-
gins of what they are being taught—provided the research helps bring concepts
to life. For example, a fascinating recent study found that monkeys will turn
down very desirable food if they know that o ther fellow monkeys are getting even
more desirable food. In our view, this is a terrifi c illustration of the intense power
of equity perceptions, and something that is likely to stick with students in their
study of motivational concepts.
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