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Essentials of Organizational behavior

Second Edition

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To T. K.

For keeping it real.

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Essentials of Organizational Behavior

An Evidence-Based Approach

Second Edition

Terri A. Scandura University of Miami

Los Angeles London

New Delhi Singapore

Washington DC Melbourne

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Copyright © 2019 by SAGE Publications, Inc.

All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without permission in writing from the publisher.

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Library of Congress Cataloging-in-Publication Data

Names: Scandura, Terri A., author. Title: Essentials of organizational behavior / Terri A. Scandura, University of Miami.

Description: Second edition. | Thousand Oaks, California : SAGE, [2018] | Includes bibliographical references and index.

Identifiers: LCCN 2017033151 | ISBN 9781506388465 (pbk. : alk. paper) Subjects: LCSH: Organizational change.

Classification: LCC HD58.8 .S293 2018 | DDC 352.3/67—dc23

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LC record available at https://lccn.loc.gov/2017033151

Printed in the United States of America.

This book is printed on acid-free paper.

Acquisitions Editor: Maggie Stanley

Content Development Editor: Lauren Holmes

Editorial Assistant: Alisa Nance

Production Editor: Jane Haenel

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Cover Designer: Candice Harman

Marketing Manager: Amy Lammers

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Brief Contents

1. Preface 2. Acknowledgments 3. About the Author 4. SECTION I: INTRODUCTION

1. Chapter 1: What Is Organizational Behavior? 5. SECTION II: UNDERSTANDING INDIVIDUALS IN ORGANIZATIONS

1. Chapter 2: Personality and Person–Environment Fit 2. Chapter 3: Emotions and Moods 3. Chapter 4: Attitudes and Job Satisfaction 4. Chapter 5: Perception, Decision Making, and Problem Solving

6. SECTION III: INFLUENCING AND MOTIVATING EMPLOYEES 1. Chapter 6: Leadership 2. Chapter 7: Power and Politics 3. Chapter 8: Motivation: Core Concepts 4. Chapter 9: Motivation: Applications

7. SECTION IV: BUILDING RELATIONSHIPS 1. Chapter 10: Group Processes and Teams 2. Chapter 11: Managing Conflict and Negotiation 3. Chapter 12: Organizational Communication 4. Chapter 13: Diversity and Cross-Cultural Adjustments

8. SECTION V: LEADERS AS CHANGE AGENTS 1. Chapter 14: Organizational Culture 2. Chapter 15: Leading Change and Stress Management

9. Appendix: Research Designs Used in Organizational Behavior 10. Glossary 11. Notes 12. Index

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Detailed Contents

Preface Acknowledgments About the Author SECTION I: INTRODUCTION

Chapter 1: What Is Organizational Behavior? Learning Objectives A Crisis of Leadership? What Is Organizational Behavior?

Disciplines Contributing to Organizational Behavior From Theory to Practice

Evidence-Based Management What Is Critical Thinking? The Scientific Method Outcome Variables in Organizational Behavior

Performance Work-Related Attitudes Employee Well-Being Motivation Employee Withdrawal

Levels of Analysis in Organizational Behavior How OB Research Increases Employee Performance Theory X and Theory Y Plan for This Textbook Leadership Implications: Thinking Critically Key Terms TOOLKIT ACTIVITY 1.1: Personal Leadership Development Plan CASE STUDY 1.1: Organizational Science in the Real World SELF-ASSESSMENT 1.1: Are You Theory X or Theory Y? SELF-ASSESSMENT 1.2: Assessing Your Experiential Evidence Base

SECTION II: UNDERSTANDING INDIVIDUALS IN ORGANIZATIONS Chapter 2: Personality and Person–Environment Fit

Learning Objectives The Right Stuff at the Wrong Time? What Is Personality?

The Role of Heredity Myers-Briggs Type Indicator

Limitations of the Myers-Briggs Type Indicator How the Myers-Briggs Type Indicator Is Used in Organizations

“The Big Five”

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Personality Traits and Health Research Other Relevant Personality Traits

Machiavellianism Self-Monitoring Risk Taking

Psychological Capital Core Self-Evaluations Person–Environment Fit

Person–Organization Fit Person–Job Fit

Leadership Implications: Understanding Others Key Terms TOOLKIT ACTIVITY 2.1: Fitting in Somewhere Great! CASE STUDY 2.1: Who Would You Hire? SELF-ASSESSMENT 2.1: The Big Five Personality Test SELF-ASSESSMENT 2.2: Type A/Type B Behavior Pattern SELF-ASSESSMENT 2.3: Core Self-Evaluations Assessment

Chapter 3: Emotions and Moods Learning Objectives Does Lack of Sleep Make You Grumpy? Emotions and Moods at Work Affective Events Theory: An Organizing Framework Affective Climate

The Broaden-and-Build Model of Emotions Moods Emotional Labor Emotional Intelligence

Can Emotional Intelligence Be Learned? Limitations of Emotional Intelligence How Emotional Intelligence Is Used in Organizations

Emotional Contagion Affective Neuroscience

Ethical Issues in Neuroscience Leadership Implications: Affective Coaching Key Terms TOOLKIT ACTIVITY 3.1: The 5-Minute Gratitude Exercise CASE STUDY 3.1: Managing Your Boss’s Moods and Emotions SELF-ASSESSMENT 3.1: Positive and Negative Affect Schedule (PANAS) SELF-ASSESSMENT 3.2: Emotion Regulation Questionnaire (ERQ)

Chapter 4: Attitudes and Job Satisfaction Learning Objectives

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Job Satisfaction: An Upward Trend What Is an Attitude?

Cognitive Dissonance Do Attitudes Matter? Job Satisfaction

Job Satisfaction Facets Job Search Attitudes Organizational Commitment

Job Involvement Employee Engagement

Perceived Organizational Support Psychological Empowerment Leadership Implications: Creating Meaning at Work Key Terms TOOLKIT ACTIVITY 4.1: What Do Workers Want From Their Jobs? CASE STUDY 4.1: A Crisis in Nursing SELF-ASSESSMENT 4.1: How Much Career Adaptability Do You Have? SELF-ASSESSMENT 4.2: Do You Experience Empowerment?

Chapter 5: Perception, Decision Making, and Problem Solving Learning Objectives Would You Be Happier if You Were Richer? Understanding Why People Don’t See Eye to Eye

The Primacy Effect The Recency Effect The Availability Bias Contrast Effects Halo Error

Employability: Self-Fulfilling Prophecies During the Application Process Individual Decision Making

Decision Processes and Organizational Performance Why Some People Can’t Make Decisions Constraints on Individual Decision Making

The Rational Decision-Making Model Limitations of the Rational Model Bounded Rationality

Prospect Theory The Importance of How Decisions Are Framed

Intuition Benefits of Intuition Wicked Organizational Problems

Decision Traps

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Hindsight Bias Overconfidence Escalation of Commitment

Creative Problem Solving Going With the “Flow” Three-Component Model of Creativity

Leadership Implications: Making Ethical Decisions Key Terms TOOLKIT ACTIVITY 5.1: The Oil Drilling Partnership CASE STUDY 5.1: Do You Have to Spend Money to Make Money? SELF-ASSESSMENT 5.1: Employability—Perceptions of Prospective Employers SELF-ASSESSMENT 5.2: How Would You Rate Your Creativity?

SECTION III: INFLUENCING AND MOTIVATING EMPLOYEES Chapter 6: Leadership

Learning Objectives Have Leaders Lost Their Followers’ Trust? What Is Leadership?

Differentiating Management and Leadership Trait Approaches Leader Behaviors Path–Goal Theory

Adapting to the Situation Leader–Member Exchange

Leader–Member Exchange Development Managing Your Boss Follower Reactions to Authority Attributions and Leader–Member Relationships The Mentor Connection

The Importance of Trust Calculus-Based Trust Knowledge-Based Trust Identification-Based Trust Repairing Broken Trust

Full-Range Leadership Development Transactional Leadership Transformational Leadership

Moral Approaches Ethical Leadership Servant and Authentic Leadership

Critiques of Leadership Theory Implicit Leadership Theory

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Romance of Leadership Leadership Implications: Flexibility Matters Key Terms TOOLKIT ACTIVITY 6.1: Applying the Full-Range Leadership Development Model TOOLKIT ACTIVITY 6.2: Comparing Supervisor Leader–Member Exchange CASE STUDY 6.1: Which Boss Would You Rather Work For? SELF-ASSESSMENT 6.1: Mentoring Functions Questionnaire SELF-ASSESSMENT 6.2: How Trustful Are You?

Chapter 7: Power and Politics Learning Objectives What Is It Like to Have Power? Power and Influence Bases of Power Organizational Sources of Power

Influence Without Authority Influence Strategies

Which Influence Strategies Are the Most Effective? Impression Management

Managing Impressions With Body Language Perceptions of Organizational Politics Political Skill

Having Both the Will and the Skill for Politics Leadership Implications: Managing With Power Key Terms TOOLKIT ACTIVITY 7.1: Politics or Citizenship? TOOLKIT ACTIVITY 7.2: What Would You Do? CASE STUDY 7.1: Can You Succeed Without Power? SELF-ASSESSMENT 7.1: Your Impression Management Strategies SELF-ASSESSMENT 7.2: What’s Your Level of Political Acumen?

Chapter 8: Motivation: Core Concepts Learning Objectives Do You Have Grit? What Is Motivation? Need Theories Goal Setting

“SMART” Goals Regulatory Goal Focus The Role of Leaders in Goal Setting

Job Characteristics Theory The Motivating Potential of Work

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Designing Work to Be Motivational Work Redesign and Job Stress Job Crafting

The Importance of Fairness Equity Theory Organizational Justice: Expanding Fairness Developing a Fair Reputation

Expectancy Theory The Pygmalion Effect Leadership Implications: Who Will Lead? Key Terms TOOLKIT ACTIVITY 8.1: Future Me Letter TOOLKIT ACTIVITY 8.2: SMART Goals Template TOOLKIT ACTIVITY 8.3: Understanding the Pygmalion Effect CASE STUDY 8.1: Building Motivation SELF-ASSESSMENT 8.1: How Much Perseverance Do You Have?

Chapter 9: Motivation: Applications Learning Objectives The Meaning of Money Reinforcement Theory

Reinforcers Punishment Schedules of Reinforcement Organizational Behavior Modification

Social Learning Theory The Modeling Process

Intrinsic Versus Extrinsic Rewards Relationship Between Intrinsic and Extrinsic Rewards Self-Determination Theory

What Money Can and Cannot Do Pay Dispersion

Performance Management Sources of Performance Management Ratings Performance Management Methods

Problems With Performance Reviews Other Forms of Compensation

Feedback Seeking Leadership Implications: Motivating With Rewards Key Terms TOOLKIT ACTIVITY 9.1: Performance Appraisal Do’s and Don’ts TOOLKIT ACTIVITY 9.2: Performance Management Role-Play CASE STUDY 9.1: Pay Inequity at Goodyear Tire and Rubber

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SELF-ASSESSMENT 9.1: Work Values Checklist SECTION IV: BUILDING RELATIONSHIPS

Chapter 10: Group Processes and Teams Learning Objectives Does Trust Impact Team Performance? What Is a Team?

Work Group Versus Team Team Purpose

Team Norms The Team Charter Team Mental Models

Team Development Five-Stage Model Team Performance Curve

Team Effectiveness Team Metrics Team Learning Team Creativity and Innovation

Cohesion Social Identity Theory Groupthink

Team Decision Making Participation in Team Decisions Brainstorming Consensus Multivoting Nominal Group Technique Stepladder

Team Challenges Social Loafing Virtual Teams

Team Diversity Challenges of Team Diversity Benefits of Team Diversity

Leadership Implications: Empowering the Team Key Terms TOOLKIT ACTIVITY 10.1: The Team Charter TOOLKIT ACTIVITY 10.2: The Marshmallow Challenge (Team Exercise) TOOLKIT ACTIVITY 10.3: How to Run an Effective Meeting (Checklist) CASE STUDY 10.1: Problem Solving in Virtual Teams

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SELF-ASSESSMENT 10.1: Teamwork Orientation SELF-ASSESSMENT 10.2: Team Leadership Inventory (TLI)

Chapter 11: Managing Conflict and Negotiation Learning Objectives The Costs of Workplace Conflict What Is Conflict?

Causes of Organizational Conflict Is Conflict Always Bad? Task Versus Relationship Conflict Workplace Incivility and Aggression Abusive Supervision “Toxic” Workplaces Workplace Violence

Conflict Resolution Styles Team Conflict and Performance Resolving Conflict Across Cultures Third-Party Interventions Negotiation

Distributive Bargaining Integrative Bargaining Union-Management Negotiations

Leadership Implications: Perspective Taking Key Terms TOOLKIT ACTIVITY 11.1: Checklist for Difficult Conversations TOOLKIT ACTIVITY 11.2: Salary Negotiation TOOLKIT ACTIVITY 11.3: Negotiation Style Assessment CASE STUDY 11.1: Perspective Taking: Captain Owen Honors SELF-ASSESSMENT 11.1: Conflict Resolution Styles

Chapter 12: Organizational Communication Learning Objectives “Thin Slicing” a Conversation What Is Organizational Communication?

The Communication Process Barriers to Effective Communication

Communication Apprehension Language Active Listening

Communication Networks Communication Flows in Organizations The Grapevine

Electronic Communication E-mail

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Text Messages Social Networking Videoconferencing

Cross-Cultural Communication Nonverbal Communication Silence Leadership Implications: The Management of Meaning Key Terms TOOLKIT ACTIVITY 12.1: Active Listening Exercise CASE STUDY 12.1: What’s App-ening? SELF-ASSESSMENT 12.1: Quality of Communication Experience

Chapter 13: Diversity and Cross-Cultural Adjustments Learning Objectives Diversity: A Key Workforce Trend Diversity

Surface-Level and Deep-Level Diversity Generations at the Workplace

The Millennials What’s Next? Generation Z

What Is Culture? High-Context Versus Low-Context Cultures Hofstede’s Cultural Values Criticisms and Usefulness of Hofstede’s Research Cultural Tightness–Looseness

GLOBE Studies of Cross-Cultural Leadership Developing Global Leaders

The Third Culture Cultural Intelligence Cross-Cultural Adjustment Strategies Integrative Acculturation: Biculturals

Culture Shock Expatriate Adjustment

Repatriation Leadership Implications: Becoming a Global Leader Key Terms TOOLKIT ACTIVITY 13.1: Generations at Work TOOLKIT ACTIVITY 13.2: Journey to Sharahad CASE STUDY 13.1: Managing Diversity at IBM Netherlands CASE STUDY 13.2: “A Person Needs Face, Like a Tree Needs Bark” SELF-ASSESSMENT 13.1: What Is Your Cultural Intelligence? SELF-ASSESSMENT 13.2: Do You Have a Global Mind-Set?

SECTION V: LEADERS AS CHANGE AGENTS

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Chapter 14: Organizational Culture Learning Objectives Culture Change at Verizon: Can You Hear Me Now? What Is Organizational Culture?

Seven Characteristics of Culture Markets, Bureaucracies, and Clans National Culture and Organizational Culture Strong Organizational Cultures

Organizational Subcultures Socialization

Anticipatory Socialization Entry and Assimilation Metamorphosis Attraction-Selection-Attrition (ASA)

How Employees Learn Culture Stories Rituals Symbols Language

Organizational Climate How Climate Influences Organizational Performance Ethical Climate

Leadership Implications: Culture Change Tool #1: Recruiting and Selecting People for Culture Fit Tool #2: Managing Culture Through Socialization and Training Tool #3: Managing Culture Through the Reward System

Key Terms TOOLKIT ACTIVITY 14.1: Comparing Organizational Cultures: IDEO and Amazon CASE STUDY 14.1: Changing Corporate Culture: The Case of B-MED SELF-ASSESSMENT 14.1: Comparing Service Climates

Chapter 15: Leading Change and Stress Management Learning Objectives ING’s Agile Transformation Forces Driving Organizational Change Planned Organizational Change

Organizational Subsystems Involved in Planned Change Organizational Development Examples of Organizational Development Interventions

Resistance to Change How to Overcome Resistance to Change

Leading Change

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Lewin’s Three-Step Model Force Field Analysis Kotter’s Eight-Step Model Effective Change Implementation

Stress in the Context of Organizational Change What Is Stress?

Stress Episode Stress and Organizational Performance Role Stress Stress Is a Global Concern

Coping Social Support

Preventive Stress Management in Organizations Employee Assistance Programs

Leadership Implications: Helping Employees Cope Key Terms TOOLKIT ACTIVITY 15.1: Appreciative Inquiry TOOLKIT ACTIVITY 15.2: Warning Signs of Burnout TOOLKIT ACTIVITY 15.3: Stressful Life Events CASE STUDY 15.1: We Have to Change: Alighting Innovation in the Utility Industry CASE STUDY 15.2: The Price of Entrepreneurship SELF-ASSESSMENT 15.1: Leading Through Change Assessment SELF-ASSESSMENT 15.2: Perceived Stress Scale

Appendix: Research Designs Used in Organizational Behavior Glossary Notes Index

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Preface

After decades of using organizational behavior (OB) textbooks, I realized they were not communicating the right message for today’s students. They memorized theories and dutifully wrote them down on exams, but I felt they were missing out on how to apply these theories to become a better leader. Students want takeaway skills they can put into practice immediately. A new approach to teaching OB is needed, and this textbook shows students how to be effective leaders and managers in organizations. With a focus on leadership and management development, students will go beyond memorizing theories and will apply the most-relevant concepts to effectively motivate followers, lead their teams, and champion organizational change.

I have researched leadership for over 30 years. During 5 of those years, I was an acting dean at a major research university undergoing change. With this position, I put OB concepts into practice every day in my administrative position—I hired people, motivated them, set goals, and did annual performance appraisals. I helped employees, students, and faculty cope with organizational change. Based upon my research and the practical experience as an administrator with several direct reports, I began to look at my courses differently. I wanted to translate our rich evidence base into skills that managers can use every day. I also wanted to show how managers can become effective leaders through applications of course concepts. My process to achieve this was to start incorporating more skill-based assessments, role-plays, and team activities into each class meeting. Feedback from students was extremely positive, and many cited these exercises as high points in their learning experience in my course evaluations. I decided to write a textbook that reviewed OB theory and distilled the most relevant concepts for the development of effective leaders in organizations. Keeping a sharp focus on what the evidence base in OB supports, I searched for and developed exercises and activities that reinforce the key takeaways from each area I taught.

This “essentials” book is not a condensed version of a larger OB textbook. It was written with an eye toward the fundamentals every managerial leader needs to know and how to apply them. I used an evidence-based approach, making prescriptions based on research. Theories are reviewed critically, and students are encouraged to think critically about what they read. End-of-chapter assessments and activities make the linkage from theory to practice for students. For example, Chapter 9 includes an activity in which students role- play giving a performance appraisal. Based on my practical experience, performance appraisal is one of the most challenging scenarios a new manager faces. The activity is realistic and encourages students to practice the skill set of how to provide feedback in an effective way. This textbook fills another need by adopting an integrative OB textbook approach with a framework of leadership and management development throughout. Each

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section begins with a “map” of the field of OB that allows instructors to create integrated learning modules that can be used in courses of varying lengths (for example, 6-week courses and 15-week courses). References are made to other chapters in multiple places so students can see the connections across topics in OB. For example, Chapter 8 discusses core concepts in motivation and refers to the chapter immediately following, which focuses on the role of rewards in motivating followers. As a set, these two chapters compose a learning module on “leaders as motivators.”

The cases at the end of each chapter cover a wide range of organizational situations including small business, hospitals, large corporations, and many other types of organizations. My colleagues and I have tested the cases and exercises with students, and they resonate with both MBAs and undergraduates. Regardless of the career paths students choose, they will find these assessments and activities valuable as they develop leadership and management skills.

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Target Audiences

I have written this book to be appropriate for upper-level undergraduate courses and MBA core courses in OB. Case studies and exercises will prepare students at all levels for today’s workplace. The content and activities have been carefully written so students can respond to discussion questions and assessments. For undergraduates, the role-plays and team activities at the end of the chapters are particularly valuable. This experiential approach to learning supports the application of OB fundamentals, and the activities are interesting and fun. Textbook reviews have also indicated that this textbook will work very well in industrial/organizational psychology courses as well as courses in higher education leadership. In writing the textbook, I kept in mind that some OB courses are being offered in hybrid or online formats. The features of this textbook support these formats (for example, all boxed inserts, case studies, activities, and self-assessments have discussion questions that can be answered by students and submitted as assignments).

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Approach

I always wanted a concise OB textbook that did certain things for my students. This textbook was written with three guiding principles:

1. An evidence-based management approach to the field of OB so practice recommendations are grounded in research.

2. Emphasis on critical thinking in Chapter 1 and throughout the textbook so students can evaluate the strengths and weaknesses of research before they move to practice applications.

3. A focus on leadership development for managers so rather than just memorizing theories, students apply them to cases and a variety of activities at the end of each chapter, including activities, role-plays, case studies, and self-assessments.

Evidence-Based Management

Hundreds of references to classic and current OB research are used in this textbook to build a new way of looking at the research as the foundation for leadership development. The evidence-based management approach is described in detail in Chapter 1. The coverage of research is comprehensive, with a focus on the most important topics managers need to become effective leaders. These are the topics I have selected to teach for over 30 years to undergraduate, MBA, and executive MBA students. This textbook offers a research-based approach that translates theory to practice, focusing on the contemporary approaches rather than the historical/classical approaches. Most students are less interested in historical development of theory and more interested in theories they can apply to be more effective leaders. There is far less emphasis on theories that don’t have solid research support than other textbooks that I have used and read. In fairness, certain topics are noted for their contribution to broad-based understanding of OB, followed by a critical assessment of the research support.

Critical Thinking

Over the years, I have heard colleagues lament, “Our students don’t think critically.” One day while teaching, it occurred to me that I had never actually included a lecture on critical thinking—what it is and why it is important. It wasn’t in my OB textbook. I researched critical thinking and started to lecture on it in my class lectures. I began to see a difference in how my students approached the material in my courses. The quality of classroom discussion improved, and students began to really discuss strengths and weaknesses of theory and develop relevant examples as applications. Their answers on essay questions went beyond memorization to demonstration of understanding concepts, plus providing examples to show they could apply them as managers.

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It just makes sense that we teach our students about critical thinking, and this is a major theme of this textbook. Critical thinking is defined and discussed in detail in Chapter 1 so students will understand what it is and why it is important for a managerial leader to think critically.

Leadership Development

I have an extensive background studying the importance of leadership within organizations, in addition to holding positions of leadership at several points in my career. For this reason, leadership is a major theme that flows throughout the textbook. Leadership core concepts are covered in the textbook in Chapter 6; while I believe this is foundational to a leadership and management development approach to OB, this chapter might be assigned earlier as many OB instructors do (this book is written to have such flexibility). In addition to a full chapter on leadership, each chapter includes a section discussing leadership implications in the context of the topic being discussed, as well as end-of-chapter activities and self- assessments designed to enhance students’ understanding of leadership and their own ‐ leadership styles and tendencies.

Trends in Organizational Behavior

Along with the three guiding principles of evidence-based management, critical thinking, and leadership development, this textbook also touches upon emerging topics in OB. Throughout the chapters, there is an emphasis on globalization and cross-cultural OB. For example, cross-cultural differences in stress are compared in Chapter 15. A number of the chapters include discussions on ethics as well. An example of this theme is found in Chapter 12: Organizational Communication, where the Enron case is discussed as a grapevine effect that led to uncovering major ethical violations. Finally, in a number of places, positive psychology is integrated into the presentation of OB topics. For example, mindfulness is discussed as a coaching strategy for managing emotions and moods in the leadership implications section of Chapter 3.

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Features

Learning Objectives

The learning objectives included at the beginning of each chapter highlight the key topics covered in the chapter and note the skills students will develop after reading. These learning objectives are directly tied to main headers within the chapter and can be used to measure and assess students’ understanding of chapter material.

Chapter-Opening Vignette

Each chapter begins with a research-based challenge facing managers based upon empirical data, often from national polls or consulting firms. For example, Chapter 7 discusses what it feels like to have power, based on research. These highlights are intended to get the students’ attention so they immediately see the relevance of the material in the chapter that follows.

Best Practices and Research in Action Boxes

Within each chapter, there are two types of boxed inserts to enhance the application of the material to the student’s development as a leader—“Best Practices” and “Research in Action.” Best Practices highlight current applications of OB research in real organizations or consulting examples. One of my favorites is a Best Practices box that teaches students step-by-step how to use perceptual tools to remember people’s names. Research in Action vignettes demonstrate how OB research translates to leadership practice. An example is a short discussion of current research on the rise of workplace incivility that asks the question of whether we need to “send in Miss Manners.” Included in each of these boxed features are discussion questions to stimulate the student’s thinking on the application and can be used for in-class discussion. These discussion questions may be assigned prior to class to encourage students to read and apply the highlighted practice and research in these inserts. These boxed inserts can be integrated into class discussions to show how practice and research use OB theories.

Critical Thinking Questions

To support critical thinking throughout the course, critical thinking questions are integrated within the textbook. These questions encourage students to pause, think