组织行为学英文版(第13版)ch16

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组织行为学英文版Ch_12_tppi

Stress Level • Low • High
Intellectual Abilities • Effective • Ineffective
Leader’s Experience • Ineffective • Effective
Research is supporting the theory. theory.
The dimensions of the two studies are very similar
© 2009 Prentice-Hall Inc. All rights reserved.
12-8
Blake and Mouton’s Managerial Grid®
Draws on both studies to assess leadership style
12-15
Fiedler’s Cognitive Resource Theory
A refinement of Fiedler’s original model: model:
Focuses on stress as the enemy of rationality and creator of unfavorable conditions A leader’s intelligence and experience influence his or her reaction to that stress
Assumes that leadership style is fixed (based on orientation revealed in LPC questionnaire) Unfriendly 1 2 3 4 5 6 7 8 Friendly Uncooperative 1 2 3 4 5 6 7 8 Cooperative Hostile 1 2 3 4 5 6 7 8 Supportive Guarded 1 2 3 4 5 6 7 8 Open

组织行为学英文PPT

14
Core Abilities of the Managing Ethics Competency
Identify and describe the principles of ethical decision making and behavior Assess the importance of ethical issues in actions Apply laws, regulations, and organizational rules in making decisions and taking action Demonstrate dignity and respect for others Demonstrate honest and open communication limited only by legal, privacy, and competitive considerations 15
8
Core Abilities of the Managing Communication Competency
Convey information, ideas, and emotions so they are received as intended Provide constructive feedback Engage in active listening Use and interpret nonverbal communication effectively Engage in effective verbal communication Engage in effective written communication Effectively use electronic communication resources 9

组织行为学罗宾斯英文版PPT整理

Chapter1 Introduction to organizational behavior✓Organizational Behavior:The systematic study of the actions and attitudes that people exhibit within organizations✓Systematic Study of Determinants of Employee Performance:➢Actions or Behaviors：Productivity, Absenteeism, Turnover , Organizational citizenship➢Attitudes– Job Satisfaction: a. Possible link between satisfaction and productivityb.Satisfaction appears to be negatively related to absenteeism andproductivityc.Humanistic responsibility to provide employees with challenging,intrinsically rewarding, and satisfying job✓Organization: a. Consciously coordinated social unitb. Composed of two or more peoplec. Functions to achieve a common goal or set of goalsd. Formal roles define and shape the behavior of its members✓OB Encompasses Behavior in Diverse Organizations: Manufacturing:Service firms Schools Hospitals Churches Military units Charitable organizations Local, state, and federal government agencies✓Contributing Disciplines(Level of Analysis):➢Micro (individual): Psychology➢Macro (group processes and organization) : Sociology, Social Psychology, Anthropology, Political Science✓Toward an OB discipline P4 1.1✓Goals of Organizational Behavior: explanation, prediction, control✓Challenges and Opportunities: a.Increasing age of typical workerb.More women and minorities in the workplacec.Requirements to meet global competitiond.Severed loyalty bonds between employees and employers ✓What is Quality Management?➢Intense focus on customer→Outsiders -- purchasers of products and services→Insiders -- interact with and serve others in the organization➢Concern for continual improvement→Commitment to never be satisfied→“Very good” is not good enough→Quality can always be improved➢Improvement in quality of everything the organization does“Quality” applies not only to the final product, but to→How organization handles deliveries→How rapidly it responds to complaints→How politely the phones are answered➢Accurate measurement→Uses statistical techniques to measure every critical performance variable in operations➢Empowerment of employees→Involves people on the line in the improvement process→Teams are widely used as empowerment vehicles for finding and solving problems ✓ A Managerial Perspective：a. Improving People Skills b. Managing Work Force Diversityc. Responding to Globalizationd. Empowering Peoplee.Stimulating Innovation andChange f. Coping with “Temporariness” g. Helping Employee Balance Work-Life Conflicts h. Declining Employee Loyalty i. Improving Ethical Behavior✓Levels of OB Analysis: Individual Level Group Level Organization System Level Chapter2 Job Attitudes✓What the fundamental values of the organizational development can be found in the general manager’s approach to management? Respect, Support, Trust, Innovation ✓What contribution to the organization can be found in those values?A good work environment will be benefit to employees’ self-realization and theestablishment of team and learning organization.✓Attitude:Attitudes are evaluative statements or judgments concerning objects, people, or events. They reflect how we feel about something. When I say I like my job, I am expressing my attitude about work.✓Three components of Attitudes : Cognitive, Affective, Behavioral✓What are the Major Job Attitudes?➢Job Satisfaction: A positive feeling about the job resulting from an evaluation of its characteristics➢Job Involvement: Degree of psychological identification with the job where perceived performance is important to self-worth. High level of both job involvement andpsychological employment are positively related to organizational citizenship and jobperformance. High job involvement is also related to reduced absences and lowerresignation rates.➢Psychological Empowerment (PE): a. Belief in the degree of influence over the job, competence, job meaningfulness, and autonomy. b. Good leaders empower theiremployees by involving them in decisions, making them feel their work is important,and giving them discretion to do their own thing. c. Higher level of Job Involvement andPE are positively related to Organizational citizenship and job performance.✓other Major Job Attitudes:➢Organizational Commitment: Identifying with a particular organization and its goals and wishes to remain a member.✧The three forms of OC:Affective – emotional attachment to organization (e.g. pro-environmental firms)Continuance Commitment – economic value of staying with an org (e.g. high salary)Normative -moral or ethical obligations with employers (e.g. personal promise) There appears to be a positive relationship between organizational commitment andjob productivity.---has strong relation to performance, especially for new employees.---In general, affective commitment is most likely to relate to organizational outcomes such as performance and turnover.➢Perceived Organizational Support (POS)a.Degree to which employees believe the organization values their contributionand cares about their well-being.b.People perceive OS is higher when rewards are fair, employees are involved indecision-making, and supervisors are seen as supportive.c.High POS is related to higher OB outcomes (performance).➢Employee Engagementa. The degree of an individual’s involvement with, satisfaction with, and enthusiasm for the job.b. Engaged employees are passionate about their work and company.c. According to researches, they contribute high customer satisfaction, highprofits, and lower level turnover and accidents.✓Is there cognitive dissonance?--Your friends or relatives won’t disagree with you because of the close relation.--People do seek consistency among their attitudes and between their attitudes and their behavior. (E.g. I don’t marry her because love her.)✓The relationship between attitudes and behavior:a.Important attitudes reflect our fundamental values, self-interest, or identification withindividuals or groups we value. These attitudes tend to show a strong relationship to our behavior.b.The more you talk about your attitude on a subject, the more likely you are toremember it, and the more likely it to shape your behavior. (e.g. changing a job)c.Discrepancies between attitudes and behavior tend to occur when social pressures tobehave in certain ways hold exceptional power.d.The attitude-behavior relationship is likely to be much stronger if an attitude refers tosomething with which we have direct personal experience.✓the closer the match between attitude and behavior, the stronger the relationship Chapter3 Moods, Emotions and Organizational Behavior✓Why Were Emotions Excluded from OB Study?➢Myth of rationality – emotions were the antithesis of rationality and should not be seen in the workplace➢Belief that emotions of any kind are disruptive in the workplace✓Emotional Terminology:➢affect: A generic term that encompasses a broad range of feelings that people experience➢emotion: Intense feelings that are directed at someone or somethingShort termed and action-oriented.➢Mood: Feelings that tend to be less intense and longer-lasting than emotions and often lack a contextual stimulusP27 3.1✓The Basic Emotions:➢positive emotions→positive affect: The mood dimension consisting of positive emotions such as excitement, self-assurance, and cheerfulness at the high end with boredom,sluggishness, and tiredness at the low end.→negative affect: At zero input, when no stimulus is provided, most people experience a mildly positive mood. In fact, positive moods tend to be morecommon than negative ones.➢negative emotions➢negative affect: The mood dimension consisting of nervousness, stress, and anxiety at the high end with relaxation, tranquility, and poise at the low end.✓The Functions of Emotions:➢Emotions and Rationality: Emotions are critical to rational thought: they help in understanding the world around us.➢Evolutionary Psychology : Theory that emotions serve an evolutionary purpose: helps in survival of the gene pool. The theory is not universally accepted✓Sources of Emotions and Moods:➢Personality➢Day of the week and time of the day: More positive interactions will likely occur mid-day and later in the week➢Weather: no impact according to the research➢Stress: Increased stress worsens moods➢Social Activities: Physical, informal, and epicurean activities increase positive mood ➢Sleep: Lack of sleep increases negative emotions and impairs decision making➢Exercise: Mildly enhances positive mood➢Age: Older people experience negative emotions less frequently➢Gender: Women show greater emotional expression, experience emotions more intensely and display more frequent expressions of emotions. Could be due tosocialization✓Emotional Labor: An employee’s expression of organizationally desired emotions during interpersonal transactions at workEmotional dissonance is when an employee has to project one emotion while simultaneously feeling anotherFelt vs. Displayed Emotions:➢Felt Emotions: the individual’s actual emotions➢Displayed Emotions: the learned emotions that the organization requires workers to show and considers appropriate in a given job→Surface Acting is hiding one’s true emotions→Deep Acting is trying to change one’s feelings based on display rules ✓Emotional Intelligence:A person’s ability to:1)Be self-aware (to recognize his or her own emotions as experienced), 2)Detectemotions in others, and 3)Manage emotional cues and information.Moderately associated with high job performanceEmotional Intelligence on Trial➢The case for: a. Intuitive appeal – it makes sense b. EI predicts criteria that matter –positively correlated to high job performance c. Study suggests that EI isneurologically based➢The case against: a. EI is too vague a concept b. EI can’t be measured c. EI is so closely related to intelligence and personality that it is not unique when thosefactors are controlled✓OB Applications of Emotions and Moods➢Selection – Employers should consider EI a factor in hiring for jobs that demand a high degree of social interaction➢Decision Making – Positive emotions can increase problem-solving skills and help us understand and analyze new information➢Creativity – Positive moods and feedback may increase creativity✓More OB Applications of Emotions and Moods➢Motivation – Promoting positive moods may give a more motivated workforce➢Leadership – Emotions help convey messages more effectively➢Negotiation – Emotions may impair negotiator performance➢Customer Service – Customers “catch” emotions from employees, called emotional contagion✓Even More OB Applications of Emotions and Moods➢Job Attitudes – Emotions at work get carried home but rarely carry over to the next day ➢Deviant Workplace Behaviors – Those who feel negative emotions are more likely to engage in deviant behavior at work✓How Can Managers Influence Moods?➢Use humor to lighten the moment➢Give small tokens of appreciation➢Stay in a good mood themselves – lead by example➢Hire positive people✓Does the degree to which people experience emotions vary across cultures?Do people’s interpretations of emotions vary across cultures?Do the norms for the expressions of emotions differ across cultures?“YES” to all of the above!Chapter 5 Perception and Decision-making✓Perception：The process by which individuals organize and interpret their sensory impressions in order to give meaning to their environment✓Factors influencing perception：➢The perceiver：Attitudes，Motives，Interests，Experience，expectations➢The target：Novelty，Motion，Sound，Size，Background，proximity➢The Situation：Time，Work setting，Social setting✓Attribution Theory：trying to explain the ways in which we judge people differently, depending on the meaning we attribute to a given behavior.✓The three determining factors of attribution theory：➢Distinctiveness➢Consensus➢Consistency→Fundamental attribution error:1. When making judgments about the behavior of other people, we tend tounderestimate the influence of external factors and overestimate the influence ofinternal or personal factors2.Individuals and organizations tend to attribute their own successes to internal factors such as ability or effort, while putting the blame for failure on external factors such as bad luck or unproductive workers.3. Individuals whose intellectural and interpersonal abilieties are weakest are mostlikely to overestimate their performance and abilty.✓The Link Between Perception and Individual Decision making：Who makes decisions? What decisions to make?All the decisions are closed related to perceptions. (data collection and analysis)✓The Six Steps of Rational Decision-making model：➢Define the problem➢Identify the decision criterria➢Allocate weithgts to teh criteria➢Develop the alternatives➢Evaluate teh alternatives➢Select the best alternative➢Example:bicycle parking problem➢Bounded Rationality➢Intuitive decision making✓Common Biases and Erorrs in Decision Making：anchoring bias, confirmation bias, availabe bias, escalation of commitment, risk aversion, hindsight bias✓Organizatioal Constraints on Decision making: performance evaluation, reward systems, formal regulations, system-imposed time constraints, historical precdidents✓Three Ethical Decision Criteria:➢Utilitarianism（providing the greatest benefits for the greatest number功利主义，实用主义）➢Rights(respecting and protecting the basic rights of individuals,eg.right to privacy, free speech ,and due process)➢Justice(imposing and enforceing rules afaily and impartially to ensure justice or an equitalbe distribution of benefits and costs.) Comment on the three choices.✓Three-component Model of Creativity:➢Expertise(abilities, knowledge, proficiencies, and similar expertise )➢Creative thinking skills(personality ——creativity, the ability to use analogies, and the talent ot see the familiar in a different light)➢Intrinsic task motivation (interesting , involving , exciting, satisfying,persionally challengfing jobs, etc.)Chapter8 Groups✓Group: Two or more individuals, interacting and interdependent, who come together to achieve particular objectives. Groups can be either formal or informal, and further subclassified into command, task, interest, or friendship categories.✓Four Types of Groups:Command group, Task group, Interest group, Friendship group✓Why People Join Groups: (benefits)➢Security Reduce the insecurity of “standing alone”; feel stronger, fewer self-doubts, and more resistant to threats➢Status Inclusion in a group viewed by outsiders as important; provides recognition and status➢Self-esteem Provides feelings of self-worth to group members, in addition to conveying status to outsiders➢Affiliation Fulfills social needs. Enjoys regular interaction; can be primary source for fulfilling need for affiliation➢Power What cannot be achieved individually often becomes possible; power in numbers➢Goal achievement Some tasks require more than one person; need to pool talents, knowledge, or power to complete the job. In such instances, management may rely onthe use of a formal group✓Basic Group Concepts:➢Roles→Role research conclusions: a.People play multiple roles b.People learn roles from stimuli around them c.People can shift roles rapidly when the situation demandsd.People experience major role conflict between roles➢Norms: Acceptable standards of behavior within a group that are adopted and shared by the group’s members→The Hawthorne Studies→Conformity and the Asch Studies➢Cohesiveness: The degree to which members of the group are attracted to each other and motivated to stay in the group→Relationship of Cohesiveness to Productivity→Managers Can Encourage Cohesiveness: a.Make the group smaller b.Encourage agreement on group goals c.Increase the time spent together d.Increase thestatus and perceived difficulty of group membership→More Ways Managers Can Encourage Cohesiveness: a.Stimulate competition with other groups b.Give rewards to the group rather than members c.Physicallyisolate the group➢Size→How Size Effects a Group: a.Smaller groups are faster at completing tasks rge groups are consistently better at problem solving c.Social loafing - tendency toexpend less effort in a group than as an individual d.Increases in group size areinversely related to individual performance➢Composition: Diversity increases effectiveness due to the variety of viewpoints.Diversity promotes conflict, which stimulates creativity, which leads to improveddecision making. May take more time to work smoothly. May lead to turnover ➢Status: A prestige grading, position, or rank within the group. It may be formally imposed by the group, or informally acquired through characteristics such aseducation, age, gender, skill, or experience→Effects of High Status: a.Resist conformity or receive more freedom b.Do not need or care about social rewards c.Members must believe status hierarchy isequitable d.Inequities produce corrective behaviors and conflict✓Individual versus Group Decision Making:➢Individual: More efficient, Speed, No meetings, No discussion, Clear accountability, Consistent values➢Group: More effective, More information and knowledge, Diversity of views, Higher-quality decisions, Increased acceptance✓Symptoms of Group Think: a.Group members rationalize any resistance to their assumptionsb.Members pressure any doubters to support the alternative favored by the majorityc.Doubters keep silent about misgivings(doubts) and minimize their importanced.Groupinterprets members’ silence as a “yes” vote for the majorityVariables Influencing Group Think: Group’s cohesiveness, Leader’s behavior, Insulation from outsiders, Time pressures, Failure to follow methodical decision-making procedures✓GroupShift: A special case of groupthink. The decision of the group reflects the dominant decision-making norm that develops during the group discussion, whether shift is toward greater caution or more risk depends on the dominant prediscussion norm.✓Selecting the Best Decision-Making Technique:➢Brainstorming➢Nominal group technique➢Electronic meetingsChapter9 Teams✓Reasons for Team Popularity: a.Outperform on tasks requiring multiple skills, judgment, and experience b.Better utilization of employee talents c.More flexible and responsive to changing events d.Facilitate employee participation in operating decisions e.Effective in democratizing the organization and increasing employee motivation✓Work Group: A group who interacts primarily to share information and to make decisions to help one another perform within each member’s area of responsibility. Individuals work alone, not collectively, on a task. Performance is the summation of all of the group member’s individual contributions.✓Work Team:Generates positive synergy through coordinated effort. Their individual efforts result in a level of performance that is greater than the sum of those individual inputs.✓Comparing Work Groups and Work Teams P123 9.1✓Four Types of Teams P124 9.2➢Problem-Solving Teams: a.Share ideas or offer suggestions on how work processes and methods can be improved. b.Rarely given authority to unilaterally implement any oftheir suggested actions c.Typically composed of 5-12 hourly employees from thesame departmentExample: Quality Circles➢Self-Managed Work Teams: a.Collectively control pace of work b.Determine work assignments anize breaks d.Collectively choose inspection procedurese.Select their own members and evaluate each other’s performancef.Generallycomposed of 10-15 people➢Cross-Functional Teams: a.Members from diverse areas within and between organizations b.Exchange information c.Develop new ideas and solve problemsd.Coordinate complex projects f.Development is time-consuming due to complexity anddiversityExamples: Task Force and Committees➢Virtual Teams: Computer technology ties physically dispersed members together to achieve a common goal→Differentiating factors from other teams: Absence of para-verbal and non-verbal cues, Limited social context, Ability to overcome time and space constraints✓Creating Effective Teams:Effectiveness of teams is defined by:➢Objective measures of the team’s productivity➢Manager’s ratings of team performance➢Aggregate measures of member satisfactionA Team Effectiveness Model P126 9.3✓Turning Individuals into Team Players: To perform well as team members, individuals must be able to 1)Communicate openly and honestly 2)Confront differences and resolve conflicts 3)Sublimate personal goals for the good of the team✓The Challenge in Shaping Team Players:➢Greatest where... a.The national culture is highly individualistic b.Introduced into organizations that historically value c.individual achievement➢Less demanding... a.Where employees have strong collectivist values, such as Japan or Mexico b.In new organizations that use teams as their initial form for structuringwork✓Shaping Team Players:➢Selection: Ensure that candidates can fulfill their team roles in addition to having the technical skills required for the job➢Training: Provide workshops in problem-solving, communication, negotiation, conflict-management, coaching, and group-development skills➢Rewards: Rework reward systems to encourage cooperative efforts rather than competitive onesChapter 10 Communication✓Functions of Communication➢Control - both formal and informal➢Motivation - clarification and feedback➢Emotional expression - fulfillment of social needs➢Information - facilitating decision making✓The Communication ProcessSource, Encoding, Channel, decoding, Receiver✓Downward Communication：Assign goals，Provide job instructions，Inform employees of policies and procedures，Point out problems that need attention，Offer feedback about performance，Letters and email from leaders to members of the team✓Upward Communication：Provide feedback to higher-ups，Inform them of progress toward goals，Relay current problems，Keep managers aware of how employees feel，Ideas on how things can be improved✓Lateral Communication：Save time and facilitate coordination，Formally sanctioned or informally created，Enhance efficient and accurate transfer of information，Can create dysfunctional conflicts when formal vertical channels are breached✓Oral Communication：➢Advantage: Speed , Feedback➢Disadvantage: Potential for distorted message, Content at destination is different from the original✓Written Communication:➢Advantage: Provide a tangible and verifiable record, Can be stored for an indefinite period of time, Physically available for later reference, Well thought-out, logical, andclear➢Disadvantage: Time consuming, Lack of feedback, No guarantee how reader will interpret it✓Non-verbal Communication:➢Kinesics - Gestures, facial configurations, and other movements of the body➢Body movement -Body language adds to, and often complicates, verbal communication➢Intonations - Change the meaning of the message➢Facial expression -Characteristics that would never be communicated if you read a transcript of what is said➢Physical distance - Proper spacing is largely dependent cultural norms✓Formal Small-Group Networks P140 10.3✓Small-Group Networks and Effectiveness Criteria p140 10.4✓The Grapevine:Not controlled by management, Perceived as being more believable and reliable, Largely used to serve self-interest, Appear in response to situations: Important to us, Where there is ambiguity, Under conditions that arouse anxiety✓Computer-Aided Communication: Electronic mail (e-mail), Intranet and Extranet links, Videoconferencing✓Barriers to Effective Communication: Filtering, Selective Perception, Information Overload, Gender Styles, Emotions, Language✓ A Cultural Guide: Assume differences until similarity is proved, Emphasize description rather than interpretation or evaluation, Practice empathy, Treat your interpretation as a working hypothesis✓Improving Feedback Skills: 1. Focus on specific behaviors 2. Keep feedback impersonal 3.Keep feedback goal oriented 4. Make feedback well timed 5. Ensure understanding 6. Direct negative feedback toward behavior that is controllable by the recipient✓Improving Active Listening Skills: 1. Make eye contact 2. Exhibit affirmative head nods and appropriate facial expressions 3. Avoid distracting actions or gestures 4. Ask questions 5.Paraphrase 6. Avoid interrupting the speaker 7. Do not over talkChspter11 Leadership✓Leadership: Ability to influence a group toward the achievement of goals. The source of influence may be formal, provided by managerial rank in an organization. Non-sanctioned leadership(不具制裁力的领导) is the ability to influence that arises from outside of the formal structure of the organization.✓Trait Theories: Assumes that leaders are born, Characteristics that differentiate leaders from non-leaders, Personality traits in leaders that non-leaders do not possess, Characteristics of individuals who meet the definition of leader, Provides the basis of selecting the right person for leadership✓Traits Consistently Associated with Leadership:Drive and ambition, Desire to lead and influence others, Honesty and integrity, Self-confidence, Intelligence, In-depth technical knowledge✓Traits Alone Do Not Explain Leadership: Ignore situational factors. Leaders must take “the right actions”“The right actions” differ by situation✓Behavioral Theories: Assumes people can be trained to lead Researched the behaviors of specific leaders. Critical behavioral determinants of leadership. Specific behaviors identify leaders. Provides the basis of design for training programs✓Ohio State Studies:Sought to identify independent dimensions of leader behavior.Developed two categories of leadership behavior.:→Initiating structure - attempts to organize work, work relationships, and goals.→Consideration - concern for followers’ comfort, well-being, status, and satisfaction ✓University of Michigan Studies: Locate behavioral characteristics of leaders that appear related to measures of performance effectivenessTwo dimensions:→Employee-oriented - emphasize interpersonal relations→Production-oriented - emphasize the technical or task aspects of the job✓Limitations of Behavioral Theories:Did not identify consistent relationships between leadership behavior and group performance. Missing consideration of the situational factors that influence success and failure. Could not clarify situational factors✓Contingency Theories:➢Fiedler Leadership Model -Proper match of leader’s style of interacting with subordinates➢Path-Goal Model -Leader assists followers in attaining goals and ensures goals are compatible with overall objectives➢Leader-Participation Model - Leader behavior must adjust to reflect the task structure ✓Least-Preferred Co-Worker (LPC) Questionnaire: Individual’s basic leadership style is a key factor in leadership success. Assumed that individual leadership style is fixed,。

组织行为学英文课件 (16)

Informal Groups
Ø Interest Group
– Members work together to attain a specific objective with which each is concerned
Ø Friendship Group
– Those brought together because racteristics
Ø Role Conflict
– A situation in which an individual is confronted by divergent role expectations
Zimbardo’s Prison Experiment
Ø Faked a prison using student volunteers
Defining and Classifying Groups
Ø Group:
– Two or more individuals interacting and interdependent, who have come together to achieve particular objectives
Temporary groups with deadlines don’t follow the fivestage model ØPunctuated-Equilibrium Model
– Temporary groups under deadlines go through transitions between inertia and activity—at the halfway point, they experience an increase in productivity.

(完整word版)组织行为学主要概念中英文对照

组织行为学主要概念中英文对照ability 能力absenteeism 缺勤率achievement motivation 成就动机achievement need成就需要achievement/power theory 成就/权力理论affective component of an attitude 态度的情感成分affiliation need 亲和需要arbitrator 仲裁者attitude 态度attribution 归因attributional bias 归因偏见attributional model 归因模型authority 权威、权力behavioral component of an attitude 态度的行为成分behavior theories of leadership 领导的行为理论boundaryless organization 无边界组织brainstorming 头脑风暴法bureaucracy 官僚结构centralization 集权chain of command 指挥链change 变革change agent 变革代理人channel 渠道,通道channel richness 通道丰富性charisma 领导魅力；领导者的超凡魅力charismatic leadership 具有超凡魅力的领导者chief executive officer(CEO) 首席执行官classical conditioning 经典条件反射coercive power 强制权cognitive component of an attitude 态度的认知成分cognitive conflict 认知冲突cognitive dissonance 认知不协调；认知失调cognitive evaluation theory 认知评价理论cohesiveness 内聚力；凝聚力collaborating 合作collectivism 集体主义collegial model 学院模型command group 命令群体communication 沟通communication media 沟通媒介communication process 沟通过程communication networks 沟通网络compromising 妥协conceptual skills 概念分析技能conciliator 调停者conflict 冲突conflict management 冲突管理conflict process 冲突过程conformity 从众content theories of motivation 内容型激励理论contingency model of leadership 领导的权变模型contrast effects 对比效应core dimensions of jobs 工作的核心纬度core values 核心价值观counseling 咨询cross-cultural communication 跨文化沟通cross-function teams 跨职能团队culture 文化decentralization 分权decisions 决策decoding 译码；解码delegation 授权Delphi technique 德尔菲法departmentalism 部门化dependent variables 因变量distributive bargaining 分配谈判distributive justice 分配公平downward communication 下行沟通dysfunctional conflict 功能失常性冲突employee stock ownership plans（ESOPs）员工持股计划encoding 编码environment 环境equity theory 公平理论ERG theory ERG理论esteem needs 尊重需要existence needs 生存需要expectancy 期望expectancy theory 期望理论expert power 专家权力face-to-face communication 面对面的沟通Fiedler contingency model 费德勒权变模型formal group 正式群体formalization 正规化formalization stage 正规化阶段forming 形成functional conflict 功能正常性冲突fundamental attribution error 基本归因错误Gain sharing plan 收益分享计划goal setting 目标设置goal-setting theory 目标设置理论group 群体groupthink 群体思维growth need 成长需要halo effect 晕轮效应Hawthorne experiment 霍桑效应hierarchy of needs theory 需要层次理论higher-order needs 高层次需要horizontal conflict 横向冲突human relations 人际关系human skills 人际技能hygiene factors 保健因素illegitimate political behavior 非法的政治行为incentives 刺激；诱因independent variables 自变量individual differences 个体差异individualism 个人主义informal group 非正式群体informal leaders 非正式领导informal network 非正式网络informal organization 非正式组织information-based power 信息权information technology 信息技术instrumental values 工具性价值观integrative bargaining 整合谈判intergroup conflict 群体间冲突internal locus of control 内部控制点internals 内控者interorganizational conflict 组织间冲突interpersonal conflict 人际冲突intragroup conflict 群体内冲突intraorganizational conflict 组织内冲突intrapersonal conflict 个人内部冲突intuitive decision making 直觉决策lateral communication 横向沟通Leader-Member exchange(LMX) theory 领导－员工交换理论leader-participation model 领导参与模型leadership 领导leadership style 领导方式leading 领导learning 学习learning organization 学习型组织learning theory 学习理论Least-Preferred Co-worker(LPC) questionnaire 最难共事者问卷legitimate political behavior 合法的政治行为legitimate power 合法权利locus of control 控制点lower-order needs 低层次需要Maslow`s theory of needs 马斯洛需求理论Machiavellianism 马基雅维里主义maintenance factor 保健因素Management By Objectives(MBO) 目标管理Management By Walking Around(MBWA) 走动式管理managerial grid 管理方格图managers 管理者；经理matrix organization 矩阵组织matrix structure 矩阵结构Meclelland`s theory of needs 麦克利兰的需求理论mechanistic organizations 机械组织meditation 调停mediator 调停者models of organizational behavior 组织行为模型Motivating Potential Score(MPS) 激励的潜在分数Motivation 激励；动机motivation-hygiene theory 激励－保健理论motivational factors 激励因素motivational patterns 激励类型Need 需要needs theories 需要理论negative reinforcement 负强化neglect 忽略；疏忽negotiation 谈判；协商network 网络nominal group 名义群体Nominal Group Technique(NGT) 名义群体法nonverbal communication 非言语沟通norm 常规；规范；定额；平均数norming 规范化operant conditioning 操作性条件反射organic organizations 有机组织organization 组织Organizational Behavior(OB) 组织行为organizational culture 组织文化organizational citizens 组织公民organizational design 组织设计organizational development 组织发展organizational politics 组织政治organizational socialization 组织社会化organizational structure 组织结构organizational life cycle 组织生命周期organizing 组织Participation 参与participative counseling 参与式咨询participative leader 参与式领导者participative management 参与式管理path-goal theory 途径－目标理论perception 知觉perceptual biases 知觉偏见perceptual error 知觉错误performance-outcome expectancies 绩效－产出期望performance-satisfaction-effort loop 绩效－满意－努力环personal-based influence 个人影响力personal power 个人权力personality 个性；人格personality-job fit theory 个性－工作匹配理论personality traits 人格特质piece rate 计件工资piece-rate pay plans 计件工资计划piecework system 计件工作系统planned change 有计划的变革polarization 极化political behavior 政治行为political power 政治权利politics 政治positive reinforcement 正强化position power 职位权力power 权力power distance 权力距离power need 权力需要power tactics 权力战术，权术prejudice 偏见；成见problem-solving teams 问题解决小组procedural justice 程序公正性procedure 程序process consultation 过程咨询production-oriented leader 以生产导向的领导productivity 生产力profit-sharing plan 利润分享计划projection 投射psychological success 心理成功psychological costs 心理成本psychological contract 心理契约psychological distance 心理距离punishment power 惩罚性权力quality circles 质量圈qualify of life 生活质量Qualify of Work Life(QWL) 工作生活质量quantity of life 生活数量rationality 理性realistic job previews 实际工作预览reference group 参照群体reciprocal interdependence 互惠的相互依赖reengineering 工程再造refreezing 重新冻结referent power 参照性权力reinforcement 强化reinforcement theory 强化理论reinforcement schedule 强化程序relatedness need 相互关系需要reliability 信度resistance to change 变革阻力reward power 奖励权role 角色selective perception 选择性知觉self-actualization 自我实现self-efficacy 自我效能self-esteem 自尊self-managing teams 自我管理小组self-serving bias 自我服务偏见sensitivity training 敏感性训练shared value 共同价值观situational leadership theory 领导的情境理论skill-based pay 技能工资skill variety 技能多样化social comparison theory 社会比较论social-learning theory 社会学习理论Social Readjustment Rating Scale 社会再适应评估量表Socialization 社会化span of control 控制幅度specification 专业化stereotyping 刻板印象storming 风暴阶段stress 压力stressors 施压源substitutes for leadership 领导的替代物survey feedback 调查反馈synergy 协同作用task significance 任务重要性task structure 任务结构task team 任务小组；任务团队task uncertainty 任务不确定性team building 团队建设technical skills 技术技能technology 技术total quality management(TQM) 全面质量管理traits theories of leadership 领导特质理论transactional leaders 交易型领导turnover 离职率two-factor model of motivation 双因素激励理论type A personality A型人格type B personality B型人格uncertain avoidance 不确定性规避unity of command 统一指挥upward feedback 上行反馈upward communication 上行沟通valence 效价validity 效度value system 价值观体系values 价值观variable-pay programs 可变报酬计划vertical conflict 纵向冲突work force diversity 劳动力多元化work group 工作群体work specialization 工作专业化written communication 书面沟通。

组织行为学(双语)课程CH16-Organizational-Change

16-15
Work Stress
Dynamic condition in which an individual is confronted with an opportunity, constraint, or demand related to what is desired and for which the outcome is perceived to be both
Innovation: a new idea applied to initiating or improving a product, process, or service
Sources:
Structural – verbose organic structures with slack resources and long-term managers
Process Reengineering
• How you would do things if you could start over from scratch
• Very stressful for everyone
Copyright © 2010 Pearson Education, Inc.
Using outside consultants
• Appreciative Inquiry
Discovering what the organization does right
Copyright © 2010 Pearson Education, Inc.
16-11
Creating a Culture for Change
uncertain and important

斯蒂芬·P·罗宾斯组织行为学完整版

行为塑造
忽视
消极强化
当一种反应之后人们做出的是中止或逃离不愉快
的行为时
连续强化
每一次理想行为出现时，都给予强化。
强化程序
间断强化
并不是对每一次理想行为都给予强化。
为了保证理想行为能够重复，强化的次数也应该是足够和充分的。
比率强化
固定比率
当个体的反应积累到一个固定数目后，便给予奖励。
当某一具体行为重复了一定数量后个体才可得到强化。
间距强化
个体在第一次恰当的行为之后要再经历一段时间才会得到强化。
可变比率
当奖励根据个体行为的差异而发生变化时固定时距
每隔一段固定的时间就给予一次强化。
可变时距
根据时间分配奖励，但强化物却是不可预测的
强化程序
强化的实质
对行为的影响
可变比例在变化的产出次数基础非常高的绩效水平，并且
上给予奖励
消失缓慢
埃默里的管理层从节约经费的角度考虑，希望搬运工尽可能多地使用货运集装箱。当问到搬运工使用集装箱装载货物的利用率时，得到的都是一致的回答：90％。但公司通过分析发现，集装箱的实际利用率只有45％。为了鼓励员工使用集装箱，管理层建立了一项致力于提供反馈和积极强化的方案。他们指导每个搬运工用一张核查表记录每天的搬运量，包括使用集装箱的货物和没有使用集装箱的货物。每天结束时，搬运工计算出自己的集装箱利用率。简直令人不敢置信的是，在方案实施的第一天，集装箱的使用率就猛升至90％以上，并且一直保持着这一水平。埃默里公司报告说，3年以来，仅这项简单的反馈和积极强化方案，就为公司节省了200万美元。
操作性行为
主动的
强化影响重复的可能性

组织行为学英语习题 (1)

Chapter 17 Organizational CultureMULTIPLE CHOICEInstitutionalization: A Forerunner of Culture1. When an organization takes on a life of its own, we can say that it has _____.a. acquired a cultureb. developed subculturesc. evolvedd. become immortale. become institutionalized(e; Moderate; Institutionalization; p. 551)2. Which of the following is not true about institutionalization?a. It operates to produce common understandings about appropriate behavior.b. Acceptable modes of behavior become largely self-evident to its members.c. It means the organization has acquired immortality.d. The organization’s mission becomes stable.e. The organization becomes valued for itself.(d; Challenging; Institutionalization; p. 551) {AACSB: Analytic Skills}What Is Organizational Culture?3. _____is a shared system of meaning held by the organization’s members that distinguishes theorganization from other organizations.a. Institutionalizationb. Organizational culturec. Socializationd. Formalizatione. Corporate image(b; Easy; Organizational Culture; p. 551)4. Which of the following is not a characteristic of organizational culture?a. attention to detailb. innovationc. formality orientationd. team orientatione. outcome orientation(c; Moderate; Characteristics of an Organizational Culture; pp. 551-552) {AACSB: Analytic Skills} 5. The key characteristic of organizational culture that addresses the degree to which employees areexpected to exhibit precision is termed _____.a. accuracy orientationb. accountabilityc. attention to detaild. stabilitye. reactivity(c; Easy; Attention to Detail; p. 551)3556. _____ orientation is the characteristic of organizational culture that addresses the degree to whichmanagement decisions take into consideration the effect of outcomes on people within the organization.a. Humanisticb. Communityc. Teamd. Peoplee. Relationship(d; Moderate; People Orientation; p. 552)7. The key characteristic of organizational culture that addresses the degree to which people arecompetitive rather than easygoing is termed _____.a. assertivenessb. competitivenessc. aversivenessd. risk takinge. aggressiveness(e; Moderate; Aggressiveness; p. 552)8. The key characteristic of organizational culture that assesses the degree to which organizationalactivities emphasize maintaining the status quo in contrast to growth is termed _____.a. permanenceb. aggressiveness orientationc. stabilityd. competitivenesse. reflexivity(c; Easy; Stability; p. 552)9. In contrasting organizational culture with job satisfaction, organizational culture is a(n) _____ term,while job satisfaction is a(n) _____ term.a. predictive; reactiveb. implied; statedc. reflective; affectived. descriptive; evaluativee. inductive; deductive(d; Moderate; Organizational Culture and Job Satisfaction; p. 552) {AACSB: Analytic Skills}10. The macro view of culture that gives an organization its distinct personality is its _____ culture.a. dominantb. sub-c. strongd. nationale. marginal(a; Easy; Dominant Culture; p. 553)11. A dominant culture is _____.a. the sum of an organization’s subculturesb. defined by the leader of an organizationc. synonymous with an organization’s cultured. usually a strong culturee. likely to be a weak culture(c; Moderate; Dominant Culture; p. 553)35612. Cultures within an organization that are defined by departmental designations are often called_____.a. micro-culturesb. subculturesc. divisional culturesd. microcosmse. counter cultures(b; Moderate; Subcultures; p. 554)13. Which characteristic is not reflective of subcultures?a. includes core values of the organizationb. typically defined by department designationsc. includes values shared only within the organizationd. usually defined by geographical separatione. includes values unique to members of a department or group(c; Moderate; Subcultures; pp. 553-554) {AACSB: Analytic Skills}14. The primary or dominant values that are accepted throughout the organization are known as_____.a. foundational valuesb. core valuesc. shared valuesd. institutional traitse. manifestos(b; Easy; Core Values; p. 554)15. Which of the following terms is part of the definition of a strong culture?a. little influence over members’ behaviorb. low behavioral controlsc. narrowly shared valuesd. intensely held valuese. weakly held values(d; Easy; Strong Cultures; p. 554)16. _____ are indicators of a strong organizational culture.a. High levels of dissentionb. Weak managersc. Completely horizontal organizational chartsd. Narrowly defined rolese. Widely shared values(e; Easy; Strong Cultures; p. 554)17. Which of the following is most likely to result from a strong organizational culture?a. low employee turnoverb. low employee satisfactionc. high employee turnoverd. high absenteeisme. none of the above(a; Moderate; Strong Cultures; p. 554)35718. The unanimity of a strong culture contributes to all of the following except _____.a. cohesivenessb. loyaltyc. higher product qualityd. organizational commitmente. close ties between workers within the organization(c; Moderate; Strong Cultures; p. 554) {AACSB: Analytic Skills}19. A strong culture can act as a substitute for which of the following?a. institutionalizationb. formalizationc. socializationd. organizational rulese. social support(b; Moderate; Strong Culture versus Formalization; p. 554)20. High formalization in an organization creates all of the following except _____.a. predictabilityb. cohesivenessc. orderlinessd. consistencye. none of the above(b; Moderate; Formalization; p. 554) {AACSB: Analytic Skills}What Do Cultures Do?21. Culture performs all the following functions except _____.a. displaying the dominance of particular organizationsb. enhancing social system stabilityc. conveying a sense of identity for organization membersd. facilitating commitment to something larger than individual self-intereste. defining boundaries(a; Easy; Culture’s Functions; p. 555) {AACSB: Analytic Skills}22. As organizations have widened spans of control, flattened structures, introduced teams, reducedformalization, and empowered employees, the _____ provided by a strong culture ensures that everyone is pointed in the same direction.a. rules and regulationsb. shared meaningc. ritualsd. socializatione. rigid hierarchy(b; Challenging; Culture’s Functions; p. 556)23. Culture may be a liability because it is a barrier to _____.a. changeb. diversityc. mergers and acquisitionsd. all of the abovee. none of the above(d; Moderate; Culture as a Liability; p. 557)35824. Culture is most likely to be a liability when _____.a. it increases the consistency of behaviorb. the organizatio n’s environment is dynamicc. the organization’s management is ineffectuald. it reduces ambiguitye. countercultures are integrated into the dominant cultures(b; Moderate; Barriers to Change; p. 557)25. Consistency of behavior is an asset to an organization when it faces _____.a. a dynamic environmentb. an unknown environmentc. social upheavald. massive changese. a stable environment(e; Moderate; Barriers to Change; p. 557)26. In recent years, _____ has become the primary concern in acquisitions and mergers.a. cultural compatibilityb. cultural synergyc. financial advantagesd. product synergye. value dominance(a; Moderate; Barriers to Acquisitions and Mergers; p. 557)Creating and Sustaining Culture27. The ultimate source of an organization’s cu lture is _____.a. top managementb. the environmentc. the country in which the organization operatesd. the organization’s founderse. the belief systems of it employees(d; Moderate; Culture Creation; p. 558)28. Culture creation occurs in all of the following ways except when _____.a. founders hire and keep employees who think and feel the way they dob. founders indoctrinate and socialize employees to their way of thinking and feelingc. founders develop their vision covertlyd. founders’ behavior acts as a role modele. founders refuse to be constrained by previous ideologies(c; Moderate; Culture Creation; p. 558) {AACSB: Analytic Skills}29. All of the following are factors that serve to sustain organizational cultures except _____.a. selectionb. orientationc. socializationd. top managemente. frugality(e; Moderate; Sustaining a Culture; p. 559) {AACSB: Analytic Skills}35930. The selection process helps sustain the organization’s culture by _____.a. establishing and enforcing normsb. ensuring that candidates fit well within the organizationc. socializing the applicantd. identifying individuals who have the skills to perform certain jobse. rewarding conformity(b; Moderate; Selection; p. 559)31. The selection process helps candidates learn about an organization. If employees perceive aconflict between their values and those of the organization, this gives them a chance to _____.a. work to change the organizationb. express their concernsc. inform the organization of appropriate changesd. self-select out of the applicant poole. rectify their cognitive dissonance(d; Moderate; Selection; p. 560)32. Top management has a major impact on the organization’s culture through _____.a. establishing norms that filter down through the organizationb. ensuring a proper match of personal and organizational valuesc. socializing new applicants in the pre-hiring phased. providing a framework for metamorphosis of new hirese. properly rewarding management’s initiatives(a; Moderate; Top Management; p. 560)33. The process through which employees are adapted to an organization’s culture is called _____.a. personalizationb. mentoringc. socializationd. institutionalizatione. intimidation(c; Moderate; Socialization; p. 561)34. Which of the following is not a stage of the socialization process?a. prearrivalb. encounterc. metamorphosisd. rituale. none of the above(d; Moderate; Stages of Socialization; p. 561) {AACSB: Analytic Skills}35. The correct order for the stages of the socialization process is _____.a. prearrival, metamorphosis, encounterb. prearrival, encounter, ritualc. prearrival, ritual, encounterd. prearrival, encounter, metamorphosise. prearrival, ritual, arrival(d; Moderate; Stages of Socialization; p. 561) {AACSB: Analytic Skills}36036. The socialization stage that encompasses the learning that occurs before a new member joins anorganization is known as_____ socialization.a. prearrivalb. encounterc. metamorphosisd. rituale. systemic(a; Easy; Prearrival Stage; p. 561)37. The employee compares her expectations to organizational reality in which stage of socialization?a. prearrivalb. encounterc. metamorphosisd. rituale. analysis(b; Moderate; Encounter Stage; p. 561)38. If t here is a basic conflict between the individual’s expectations and the reality of working in anorganization, the employee is most likely to be disillusioned and quit during which stage of socialization?a. prearrivalb. ritualc. encounterd. metamorphosise. reflection(c; Easy; Encounter Stage; p. 562)39. The time when a new employee sees what the organization is really like and realizes thatexpectations and reality may diverge is called the _____ stage.a. encounterb. explorationc. establishmentd. metamorphosise. mirroring(a; Moderate; Metamorphosis Stage; p. 562)40. Employee attitudes and behavior change during the _____ stage of socialization.a. establishmentb. transformationc. encounterd. metamorphosise. cocoon(d; Easy; Metamorphosis Stage; p. 562)41. New employees are usually comfortable with their organizations by the end of the _____ stage ofsocialization.a. encounterb. explorationc. establishmentd. metamorphosise. adaptation(d; Moderate; Metamorphosis Stage; p. 562)361How Employees Learn Culture42. Which of the following is not a means of transmitting culture within an organization?a. storiesb. aversion therapyc. ritualsd. languagee. material symbols(b; Easy; Transmitting Culture; p. 564)43. _____ typi cally contain(s) a narrative of events about the organization’s founders, rule breaking, orreactions to past mistakes.a. Storiesb. Material symbolsc. Ritualsd. Languagee. Reflections(a; Easy; Stories; p. 564)44. Which one of the following terms is not a component of rituals?a. material symbolsb. sequenced activitiesc. repetitiond. key valuese. reinforcement(a; Moderate; Rituals; p. 564) {AACSB: Analytic Skills}45. Rituals perform all of the following functions except that of _____.a. reinforcing the key values of the organizationb. emphasizing the organization’s goalsc. revealing the company’s bottom line in terms of net profitd. reinforcing the company’s perspective on which people are importante. revealing the company’s view of which peo ple are expendable(b; Easy; Rituals; p. 564) {AACSB: Analytic Skills}46. All of the following are examples of rituals except _____.a. anniversary parties honoring long-time employeesb. annual award meetingsc. fraternity initiationsd. the placement of offices within corporate headquarterse. singing company songs(d; Moderate; Rituals; p. 564) {AACSB: Analytic Skills}47. All of the following are examples of material symbols except _____.a. top executives’ use of the company jetb. a swimming pool for the employees to usec. new employee orientationsd. luxury cars for executivese. private parking spots(c; Moderate; Material Symbols; pp. 564-565) {AACSB: Analytic Skills}362Creating an Ethical Organizational Culture48. An organizational culture most likely to shape high ethical standards is one that _____.a. is high in risk toleranceb. is low-to-moderate in aggressivenessc. focuses on means as well as outcomesd. all of the abovee. none of the above(d; Moderate; Ethical Organizational Culture; p. 566) {AACSB: Ethical Reasoning}49. To create a more ethical culture, management should do all of the following except _____.a. serve as a visible role modelb. cover up unethical actsc. provide ethical trainingd. communicate ethical expectationse. provide protective mechanisms(b; Easy; Creating an Ethical Organizational Culture; p. 567) {AACSB: Ethical Reasoning} {AACSB: Analytic Skills}Creating a Positive Organizational Culture50. What does a positive organizational culture do?a. uses positive reinforcement instead of punishmentb. rarely uses rewardsc. emphasizes individual growthd. emphasizes building on the organization’s strengthse. emphasizes organizational vitality(c; Moderate; Creating a Positive Organizational Culture; p. 567)Spirituality and Organizational Culture51. Organizations that promote a spiritual culture _____.a. have organized religious practicesb. adopt a corporate religionc. recognize that people have both a mind and a spiritd. de-emphasize community in the work placee. tend to downplay the importance of employee satisfaction(c; Moderate; Workplace Spirituality and Organizational Culture; p. 570)Global Implications52. How might U.S, managers be culturally sensitive?a. discuss religion moreb. discuss politics frequentlyc. listen mored. speak quicklye. talk in a high tone of voice(c; Moderate; Workplace Spirituality and Organizational Culture; p. 573) {AACSB: Analytic Skills} {AACSB: Multicultural and Diversity}TRUE/FALSE53. A strong organizational culture creates volatility within an organization.(False; Moderate; Organizational Culture; p. 550)363Institutionalization: A Forerunner of Culture54. The idea of viewing organizations as cultures is a relatively recent phenomenon.(True; Easy; Organizational Culture; p. 550)55. Culture as an independent variable affecting employee’s attitudes and behavior can be tracedback more than 50 years to the notion of institutionalization.(True; Moderate; Institutionalization; p. 551)56. When an organization has become institutionalized, its original goals become ingrainedthroughout the organization.(False; Easy; Institutionalization; p. 551)What Is Organizational Culture?57. Organizational culture is a set of key characteristics that an organization values.(True; Easy; Organizational Culture; p. 551)58. The degree to which employees are encouraged to be innovative and take risks is termedaggressiveness.(False; Moderate; Innovation and Risk-Taking; p. 551)59. The degree to which management focuses on results rather than on techniques and processes istermed results orientation.(False; Moderate; Outcome Orientation; p. 552)60. Individuals with different backgrounds in an organization will tend to describe the organization’sculture in similar terms.(True; Moderate; Organizational Culture; p. 553)61. “Dominant culture” refers to cultures that value aggressive personalities.(False; Moderate; Dominant Culture; p. 553)62. Research demonstrates that subcultures act to undermine the dominant culture.(False; Moderate; Subcultures; p. 554)63. Subcultures ra rely influence the behavior of an organization’s members.(False; Easy; Subcultures; p. 554)64. Strong cultures have a greater impact on employees’ behavior than do weak cultures.(True; Easy; Strong versus Weak Cultures; p. 554)65. One specific result of a weak culture should be lower employee turnover.(False; Moderate; Weak Cultures; p. 554)66. A strong culture can act as a substitute for rules and regulations.(True; Challenging; Strong Culture versus Formalization; p. 554)What Do Cultures Do?67. Culture has a boundary-defining role; it creates distinctions between one organization and others. (True; Moderate; Culture’s Functions; p. 555)36468. Organizational culture serves to reinforce the self-interest of individual employees.(False; Moderate; Culture’s Functions; p. 555)69. Culture is the social glue that holds an organization together by providing appropriate standardsfor what employees should say and do.(True; Easy; Culture’s Functions; p. 555)70. Culture by definition is tangible and explicit.(False; Easy; Culture’s Functions; p. 556)71. Culture increases ambiguity for employees.(False; Easy; Culture as a Liability; p. 557)72. A strong culture can be a liability for an organization.(True; Moderate; Culture as a Liability; p. 557)73. An entrenched culture can be a burden to an organization when it faces a dynamic environment. (True; Moderate; Barriers to Change; p. 557)74. A strong culture provides a supportive atmosphere for diversity.(False; Moderate; Barriers to Diversity; p. 557) {AACSB: Multicultural and Diversity}75. Strong cultures encourage individuality.(False; Moderate; Barriers to Diversity; p. 557) {AACSB: Multicultural and Diversity}76. The success of a merger depends most strongly upon the example set by the top management ofthe merged organizations.(False; Challenging; Barriers to Acquisitions and Mergers; p. 557)Creating and Sustaining Culture77. The selection process involved with hiring an employee is a two-way process.(True; Easy; Selection; p. 560)78. The values within an organization’s culture tend to flow down from top management.(True; Easy; Top Management; p. 560)79. Senior executives establish norms that filter down through the organization as to whether risktaking is desirable.(True; Moderate; Top Management; p. 560)80. Socialization is the process that defines group interaction patterns.(False; Moderate; Socialization; p. 561)81. In the socialization process, the period of learning that occurs before a new employee joins anorganization is termed the encounter stage.(False; Moderate; Prearrival Stage; p. 561)82. The most critical socialization stage is the metamorphosis stage.(False; Challenging; Stages of Socialization; p. 561)36583. One major purpose of a business school is to socialize business students to the attitudes andbehaviors that business firms want.(True; Moderate; Prearrival Stage; p. 561)84. The stage of socialization where an individual confronts the possible dichotomy between herexpectations and reality is the encounter stage.(True; Moderate; Encounter Stage; p. 562)85. Socialization is complete when an employee completes his probationary period with a newcompany.(False; Easy; Socialization; p. 562)How Employees Learn Culture86. The most potent means of transmitting culture to employees are stories, rituals, related symbols,and language.(False; Moderate; Transmitting Culture; p. 564)87. Stories are a form of socialization ritual.(False; Moderate; Stories; p. 564)88. A ritual is a sequence of activities that continually expresses the key values of the organization. (True; Easy; Rituals; p. 564)89. Rituals serve to reinforce the hierarchical structure of an organization.(False; Moderate; Rituals; p. 564)90. Providing an executive with a chauffer-driven limousine is an example of a ritual.(False; Easy; Material Symbols; p. 565)91. Material symbols convey to employees the degree of egalitarianism that is desired by topmanagement.(True; Moderate; Material Symbols; p. 565)92. All organizations within an industry use the terminology designated by the industry so that theiremployees can move freely from organization to organization.(False; Moderate; Language; p. 566)93. Language can serve to unite members of a given culture as new employees learn the acronymsand jargon specific to the organization.(True; Easy; Language; p. 566)Creating an Ethical Organizational Culture94. The content and strength of an organizational culture influences the organization’s ethical climate. (True; Easy; Ethical Organizational Culture; p. 566) {AACSB: Ethical Reasoning}95. A strong organizational culture exerts more influence on employees than does a weak culture. (True; Easy; Strong versus Weak Culture; p. 566) {AACSB: Ethical Reasoning}96. A strong company that encourages pushing the limits can be a powerful force in shaping unethicalbehavior.(True; Moderate; Unethical Behavior; p. 566) {AACSB: Ethical Reasoning}36697. Management can create more ethical cultures through the following means: acting as visible rolemodels, communicating ethical expectations, providing ethical training, visibly rewarding ethical acts and punishing unethical ones, and providing protective mechanisms.(True; Moderate; Creating an Ethical Organizational Culture; p. 567) {AACSB: Ethical Reasoning} 98. Performance appraisals of managers should include a point-by-point evaluation of how themanager’s decisions measure up against the organization’s code of ethics.(True; Moderate; Creating an Ethical Organizational Culture; p. 567) {AACSB: Ethical Reasoning} Creating a Positive Organizational Culture99. Cultures value being positive.(True; Easy; Culture and Positive Organizational Culture; p. 569)Spirituality and Organizational Culture100. Workplace spirituality encourages regular religious practices within work environments. (False; Easy; Workplace Spirituality and Organizational Culture; p. 570)101. Spiritually-based organizations encourage employees to express their moods and feelings. (True; Moderate; Workplace Spirituality and Organizational Culture; p. 571)102. Evidence shows that spirituality and profits may be compatible objectives.(True; Challenging; Workplace Spirituality and Organizational Culture; p. 572)Global Implications103. Organizational cultures often reflect national cultures.(True; Moderate; National Culture and Organizational Culture; p. 573) {AACSB: Multicultural and Diversity}SCENARIO-BASED QUESTIONSApplication of What Is Organizational CultureMasterson College is a small liber al arts women’s college in North Carolina. The founders of the college were Baptist and were committed to the idea that a liberal arts education was the best preparation for life-long learning. The college has continued to support this orientation towards liberal arts education and has actually moved to strengthen that commitment recently. Within the last two decades, the business department has become one of the larger departments on campus. The faculty of the business department are also committed to finding employment for their graduates and believe that two things are critical for this to happen: 1) their students must have a solid understanding of the fundamental of their discipline; and 2) internships are an important method of establishing the connections and opportunities for employment.104. The belief in a liberal arts education is part of the _____ of the college.a. subculture of the business departmentb. management culturec. dominant cultured. mission statemente. none of the above(c; Easy; Dominant Culture; p. 553) {AACSB: Analytic Skills}367105. The commitment to finding employment for graduates is part of the _____.a. subculture of the business departmentb. management culturec. dominant cultured. mission statemente. none of the above(a; Easy; Subcultures; p. 554) {AACSB: Analytic Skills}106. The business department holds some unique values in addition to the _____ of the dominant culture.a. core valuesb. sub-valuesc. formal valuesd. holistic valuese. spiritual orientation(a; Easy; Core Values; p. 554) {AACSB: Analytic Skills}107. Which of the following represents a core value of the college?a. affordable educationb. scientific knowledgec. technological innovationd. remedial reinforcemente. life-long learning(e; Easy; Core Values; p. 554) {AACSB: Analytic Skills}Application of Strong CulturesThe Young Woman’s Club of Williams has been operating for seventy-five years as an organization that supports women who stay at home. For years it has been one of the most prestigious organizations in town with a strong membership. This group has always held classes in cooking, sewing, and child rearing. It has always been made up of upper middle class women from the small town of Williams. As the area has grown, many people have moved into Williams and now commute to Capital City, just 15 miles away. Most of the newcomers are dual-income couples, with both spouses holding full-time jobs.108. The culture of the Young Woman’s Club can be defined as _____.a. a strong cultureb. a weak culturec. an ambiguous cultured. a diverse culturee. a tolerant culture(a; Moderate; Strong Cultures; p. 554) {AACSB: Analytic Skills}368。

《组织行为学（第16版）》-中国人民大学出版社电子邮件系统

重量级：★★★★★书名：组织行为学（第16版）（管理学与组织行为学大师罗宾斯博士的代表作，组织行为学教材的典范）◆关键词◆罗宾斯组织行为◆基本信息◆书号: 978-7-300-23166-2作者：斯蒂芬·罗宾斯蒂莫西·贾奇译者：孙健敏王震李原出版时间：2016.12页数：592页出版社：中国人民大学出版社定价：78.00元◆内容简介◆本书是罗宾斯教授的一部经典著作，被公认为组织行为学教材的权威标准。

自20世纪90年代引进我国以来，深受国内管理学界和企业界的好评，成为最受欢迎和采用量最大的组织行为学教材。

第16版延续了以往的特色——简洁的写作风格、最前沿的内容、引人入胜的教学方法，并进行了一次全面彻底的修订，在保留最核心内容的同时，反映了最前沿的组织行为学研究成果以及组织、管理者和员工面临的重要议题。

主要更新包括：重新编写了案例和专栏等材料，并加入新的内容；新增了“体验练习”及“综合案例”；将“本章小结”和“对管理者的启示”进行了区分，方便学生将每章学到的方法用于工作实践。

本书适合高校本科生、研究生、MBA学员及相关专业学位人员学习使用，还可作为企业管理人员的在职学习和培训用书。

◆作者简介◆斯蒂芬•罗宾斯（Stephen P. Robbins）美国圣迭戈州立大学管理学荣誉退休教授，世界管理学与组织行为学领域最畅销教材的作者，在亚利桑那大学获得博士学位。

他的书被全世界上千所高校采用，并被译成20种文字在世界各地广泛使用。

他的研究兴趣广泛，在组织中的冲突、权力与政治、行为决策、有效人际技能的开发等方面成就突出。

蒂莫西•贾奇（Timothy A. Judge），美国圣母大学门多萨商学院讲座教授，在伊利诺伊大学香槟分校获得博士学位。

主要研究兴趣为人格、情绪与心境、工作态度、领导、职业生涯等领域。

◆译者简介◆孙健敏，心理学博士，中国人民大学劳动人事学院教授，博士生导师，美国富布莱特高级访问学者。

罗宾斯《组织行为学第16版》完整学习笔记

罗宾斯《组织⾏为学：第16版》笔记第Ⅰ篇导论第1章什么是组织⾏为学1.1 ⼈际技能的重要性商学院的教授们逐渐意识到理解⼈们的⾏为对管理者有效性的作⽤，并在很多课程设置中，把⼈际技能作为必修课补充进来。

管理者⼈际技能的开发还有助于组织吸引和留住⾼绩效的员⼯。

积极的社会关系往往伴随着较⼩的⼯作压⼒和较低的离职意愿。

那些懂得如何与管理者进⾏有效对话且表现积极主动的员⼯，更容易得到管理者的信任，因此他们的想法经常能被采纳，⼯作满意度也会进⼀步提⾼。

创造令⼈愉悦的⼯作环境似乎还能带来良好的经济效益。

管理者单凭技能是不可能取得成功的，他们还需要良好的⼈际技能。

1.2 管理者做什么管理者（managers）通过他⼈来完成⼯作。

他们通过做决策、分配资源、指导他⼈的活动来实现⼯作⽬标。

管理者在组织（organization）中完成他们的⼯作。

组织是⼀种⼈们有⽬的地组合起来的社会单元，它由两个或两个以上的个体组成，在⼀个相对连续的基础上运作，以实现⼀个或⼀系列共同⽬标。

在这个组织中，监督他⼈的活动，并对实现⽬标承担责任的⼈就是管理者。

1.2.1 管理者的职能计划、组织、领导和控制。

组织之所以存在是为了达成⼀定的⽬标，所以，必须有⼈来确定这些⽬标，并选择能够达成这些⽬标的⼿段。

管理者就是这样的⼈。

计划（planning）职能包括：确定组织的⽬标；制定达成这些⽬标的总体战略；把计划分出各种层级，以便对不同的活动惊醒整合和协调。

有证据表明，这种职能增加了管理者从低级管理层向⾼级管理层晋升的可能性。

管理者也负责组织结构的设计，我们把这种职能叫做组织（organizing）。

包括：决定要完成什么样的任务；谁来承担这些任务；如何把任务进⾏分类；谁向谁报告⼯作以及在什么地⽅做出决策额。

每个组织都由⼈组成。

于是，指导和协调这些⼈也是管理者的⼯作，这就是领导（leading）职能。

为了保证各种事项按部就班地进⾏，管理者必须对组织的绩效进⾏监控。

(完整word版)组织行为学主要概念中英文对照

组织行为学主要看法中英文比较ability 能力absenteeism 少勤率achievement motivation 成就动机achievement need成就需要achievement/power theory 成就 /权益理论affective component of an attitude 态度的感情成分affiliation need 亲和需要arbitrator 仲裁者attitude 态度attribution 归因attributional bias 归因成见attributional model 归因模型authority 声威、权益behavioral component of an attitude 态度的行为成分 behavior theories of leadership 领导的行为理论boundaryless organization 无界线组织brainstorming 脑筋风暴法bureaucracy 官僚结构centralization 集权chain of command 指挥链change 改革change agent 改革代理人channel 渠道 ,通道channel richness 通道丰富性charisma 领导魅力；领导者的超凡魅力charismatic leadership 拥有超凡魅力的领导者chief executive officer(CEO) 首席执行官classical conditioning 经典条件反射coercive power 逼迫权cognitive component of an attitude 态度的认知成分cognitive conflict 认知矛盾cognitive dissonance 认知不协调；认知失调cognitive evaluation theory 认知议论理论cohesiveness 内聚力；凝聚力collaborating 合作collectivism 集体主义collegial model 学院模型command group 命令集体communication 沟通communication media 沟通媒介communication process 沟通过程communication networks 沟通网络compromising 妥协conceptual skills 看法解析技术conciliator 调停者conflict 矛盾conflict management 矛盾管理conflict process 矛盾过程conformity 从众content theories of motivation 内容型激励理论contingency model of leadership 领导的权变模型contrast effects 对照效应core dimensions of jobs 工作的核心纬度core values 核心价值观counseling 咨询cross-cultural communication 跨文化沟通cross-function teams 跨职能团队culture 文化decentralization 分权decisions 决策decoding 译码；解码delegation 授权Delphi technique 德尔菲法departmentalism 部门化dependent variables 因变量distributive bargaining 分配谈判distributive justice 分配公正downward communication 下行沟通dysfunctional conflict 功能失态性矛盾employee stock ownership plans〔 ESOPs〕员工持股方案encoding 编码environment 环境equity theory 公正理论ERG theory ERG 理论esteem needs敬爱需要existence needs生计需要expectancy 希望expectancy theory 希望理论expert power 专家权益face-to-face communication 当面的沟通Fiedler contingency model 费德勒权变模型formal group 正式集体formalization 正规化formalization stage 正规化阶段forming 形成functional conflict功能正常性矛盾fundamental attribution error 根本归因错误Gain sharing plan 收益分享方案goal setting 目标设置goal-setting theory 目标设置理论group 集体groupthink 集体思想growth need 成长需要halo effect 晕轮效应Hawthorne experiment 霍桑效应hierarchy of needs theory 需要层次理论higher-order needs 高层次需要horizontal conflict 横向矛盾human relations 人际关系human skills 人际技术hygiene factors 保健因素illegitimate political behavior非法的政治行为incentives 刺激；诱因independent variables 自变量individual differences 个体差异individualism 个人主义informal group 非正式集体informal leaders 非正式领导informal network 非正式网络informal organization 非正式组织information-based power 信息权information technology 信息技术instrumental values 工具性价值观integrative bargaining 整合谈判intergroup conflict 集体间矛盾internal locus of control 内部控制点internals 内控者interorganizational conflict 组织间矛盾interpersonal conflict 人际矛盾intragroup conflict 集体内矛盾intraorganizational conflict 组织内矛盾intrapersonal conflict 个人内部矛盾intuitive decision making 直觉决策lateral communication 横向沟通 Leader-Member exchange(LMX) theory 领导－员工交换理论 leader-participation model 领导参加模型 leadership 领导leadership style 领导方式leading 领导learning 学习learning organization 学习型组织learning theory 学习理论Least-Preferred Co-worker(LPC) questionnaire 最难共事者问卷legitimate political behavior 合法的政治行为legitimate power 合法权益locus of control 控制点lower-order needs 低层次需要Maslow`s theory of needs 马斯洛需求理论Machiavellianism 马基雅维里主义maintenance factor 保健因素Management By Objectives(MBO) 目标管理Management By Walking Around(MBWA) 走动式管理managerial grid 管理方格图managers 管理者；经理matrix organization 矩阵组织matrix structure 矩阵结构Meclelland`s theory of needs 麦克利兰的需求理论mechanistic organizations 机械组织meditation 调停mediator 调停者models of organizational behavior 组织行为模型Motivating Potential Score(MPS) 激励的潜藏分数Motivation激励；动机motivation-hygiene theory 激励－保健理论motivational factors 激励因素motivational patterns 激励种类Need 需要needs theories 需要理论negative reinforcement 负增强neglect 忽略；粗心negotiation 谈判；协商network 网络nominal group 名义集体Nominal Group Technique(NGT) 名义集体法nonverbal communication 非语言沟通norm 老例；标准；定额；平均数norming标准化operant conditioning 操作性条件反射organic organizations 有机组织organization 组织Organizational Behavior(OB) 组织行为organizational culture 组织文化organizational citizens 组织公民organizational design 组织设计organizational development 组织睁开organizational politics 组织政治organizational socialization 组织社会化organizational structure 组织结构organizational life cycle 组织生命周期organizing 组织Participation 参加participative counseling 参加式咨询participative leader 参加式领导者participative management 参加式管理path-goal theory 路子－目标理论perception 知觉perceptual biases 知觉成见perceptual error 知觉错误performance-outcome expectancies绩效－产出希望performance-satisfaction-effort loop 绩效－满意－努力环personal-based influence 个人影响力personal power 个人权益personality 个性；人格personality-job fit theory 个性－工作般配理论personality traits 人格特质piece rate 计件薪水piece-rate pay plans 计件薪水方案piecework system 计件工作系统planned change 有方案的改革polarization 极化political behavior 政治行为political power 政治权益politics 政治positive reinforcement 正增强position power 职位权益power 权益power distance 权益距离power need 权益需要power tactics 权益战术，机谋prejudice 成见；成见problem-solving teams 问题解决小组procedural justice 程序公正性procedure 程序process consultation 过程咨询production-oriented leader 以生产导向的领导productivity 生产力profit-sharing plan 收益分享方案projection 投射psychological success 心理成功psychological costs 心理本钱psychological contract 心理契约psychological distance 心理距离punishment power 处分性权益quality circles 质量圈qualify of life生活质量Qualify of Work Life(QWL)工作生活质量quantity of life 生活数量rationality 理性realistic job previews 实质工作预览reference group 参照集体reciprocal interdependence 互惠的相互依赖reengineering 工程再造refreezing 重新冻结referent power 参照性权益reinforcement 增强reinforcement theory 增强理论reinforcement schedule 增强程序relatedness need互有关系需要reliability信度resistance to change改革阻力reward power 奖励权role 角色selective perception 选择性知觉self-actualization 自我实现self-efficacy 自我效能self-esteem 自尊self-managing teams 自我管理小组self-serving bias 自我效劳成见sensitivity training 敏感性训练shared value 共同价值观situational leadership theory 领导的情境理论skill-based pay 技术薪水skill variety 技术多样化social comparison theory 社会比较论social-learning theory 社会学习理论Social Readjustment Rating Scale社会再适应评预计表Socialization 社会化span of control 控制幅度specification 专业化stereotyping 刻板印象storming 风暴阶段stress 压力stressors 施压源substitutes for leadership 领导的取代物survey feedback 检查反应synergy 共同作用task significance 任务重要性task structure 任务结构task team 任务小组；任务团队task uncertainty 任务不确定性team building 团队建设technical skills 技术技术technology 技术total quality management(TQM) 全面质量管理traits theories of leadership 领导特质理论transactional leaders 交易型领导turnover 离职率two-factor model of motivation 双因素激励理论type A personality A 型人格type B personality B 型人格uncertain avoidance 不确定性闪避unity of command 一致指挥upward feedback 上行反应upward communication 上行沟通valence 效价validity 效度value system 价值观系统values 价值观variable-pay programs 可变酬金方案vertical conflict 纵向矛盾work force diversity 劳动力多元化work group 工作集体work specialization 工作专业化written communication 书面沟通。

《组织行为学》第16版(斯蒂芬·罗宾斯)第2章组织中的多元化

• 2.4.3 有效的多元化项目
– 帮助管理者了解平等就业的法律框架 – 多元化劳动者可更好地服务于客户的多元化市场 – 多元化推进劳动者提升个人技术和能力，并强调观点上的差异是可以成为提高绩效的一种方式。
• 多元化经历有利于多方之间彼此适应：
– 多元化的经历减少了人们固有的刻板印象； – 人们有动机且有能力从不同视角看待他人； – 避免自身固有的刻板映像，有助于产生新的想法； – 减少刻板映像后可取得积极成效。
• 行为矫正5步骤
22
2.6 对管理者的启示
• 充分了解组织的反歧视政策，并与你的员工分享 • 评估和反思你对刻板印象的看发，以此提高你的客观性 • 在绝对是否雇用某个人时，不以个体的传记特征来评定他人，只去
考量个体的能力。 • 充分评估残疾人入职后需要得到安置，然后根据个人能力安排时宜
的工作。 • 努力理解并尊重员工个体独特的传记特征；知道公平而个性化的方
言行粗鲁
对人缺乏尊重，包括挑衅、打断别人的谈话，女律师称男律师经常会打断她们，或者不够重视她
或者忽视别人的观点
们的意见
6
2.2 传记特征
• 【传记特征】（biography characteristics）
– 如年龄、性别、种族、残疾以及在职服务时间等，用于区别员工明显的方式。 – 人事档案里的表层特征间差异，可能称为歧视员工的根源。
歧视的种类
定义
组织中的案例
歧视性的政策或做法
组织拒绝提供平等的工作机会或者给予不公平的业绩奖励
老员工也许会称为裁员的目标，因为他们薪水较高且享有丰厚的福利
性骚扰
性侵犯，以及其它口头及身体上带有性意味公司花钱让一名销售去脱衣舞俱乐部将脱衣舞娘带的行为，造成不友好或冒犯性的工作环境回办公司庆祝升职，并且无孔不入地制造性谣言

《组织行为学》第16版(斯蒂芬·罗宾斯)第7章动机概念

21
7.6 对管理者的启示
• 确保员工得到的外部奖励不是强制性的，向他们提供有关能力和归属的信息。
• 考虑目标设置理论：明确而困难的目标往往会带来更高水平的员工生产率。
• 考虑强化理论在工作的质量和数量、坚持努力、缺勤、拖延和事故发生率方面的作用。
• 利用公正理论来理解生产率、满意度、缺勤率、离职率这些变量。 • 期望理论能为员工生产率、缺勤率、离职率等绩效产出变量提供强
8
7.2.3 双因素理论
– 即便消除工作中的不满意因素也不一定导致令人满意。 – 传统观点：“满意”对立面“不满意” – 赫茨伯格：“满意”“没有满意”（激励因素）；“没有不满意”“不满意”（保健因素） – 导致工作的满意因素和不满意因素是相互独立，而且截然不同的。管理者努力消除不满意因素，只能创
和个人目标，如果存在紧密联系，则他就会努力工作。
• 该模型还考虑了成就需要、工作涉及、公平比较、强化等方面
– 成就需求非组织绩效，与个人目标最直接关系，对工作产生内在动力。
– 强化理论体现在：通过组织提供的奖励对个人绩效进行强化。
– 员工认为奖励是高绩效的补偿。 – 奖励也是组织公平的关键部分。
成功，幸福感也不高）。 • 要觉得有意义！所以除了外部奖励，还要有其他理由去从事某项工作。
12
7.3.2 工作投入
• 【工作投入】（job engagement）
– 员工为工作绩效而投入的体力、认知和情绪方面的能量。
• 7.3.3 目标设置理论（goal-setting theory）
– 展示目标的具体性、挑战性和反馈对员工绩效的影响 – 埃德温·洛克，要点：
• 低层次需求
– 生理需求和安全需求，个体的外在满足 – 报酬、工作合同、任期等

经典教科书：《组织行为学》译感

经典教科书：《组织行为学》译感非常感谢华夏基石e洞察为我提供这样一个机会，与大家分享一下我在组织翻译《组织行为学》第16版的过程中的一些感想。

同时，看到有很多人仍然对于西方版的教科书表现出强烈的兴趣，作为译者我感到欣慰。

《组织行为学》并不是我唯一的翻译作品我是从90年代初的第5版开始接触《组织行为学》这本书的。

1996年左右，我开始着手翻译它的第7版。

这些年来，《组织行为学》英文原版平均以每两年一版的速度不断更新，到了2016年就已经出版到第16版了。

可以想见，无论在哪个层次上，一本教材能出到16版，足以证明其存在的价值。

与其他版本相比，斯蒂芬·罗宾斯的《组织行为学》是一本具有广泛国际影响力的教材，长期以来畅销不衰，深受大学师生和管理实践者的喜爱。

在中文领域，这样的经典教科书非常少见。

人大出版社的编辑们在策划翻译这套书之前，征求了很多海外学者的意见，可谓精挑细选，在一定程度上保证了其权威性。

这本书之所以能够保持如此长久的生命力，除了它与时俱进的特点以外，还与罗宾斯教授的写作风格有关。

我们在读这本书的时候，似乎不是在阅读一本枯燥的教科书，而是在与作者对话。

这是我在1993年第一次看他的书时就产生的感觉，并被这样一种语言风格所吸引至今。

细心的读者可能注意到了，第16版的译者增加了一个人：中央财经大学的副教授王震，他曾经是我的博士生，组织行为学领域的后期之秀。

他的加入无疑提高了本书的翻译质量和效率。

必须承认，翻译教材是一件艰苦而又充满挑战的工作，没有名也没有利。

除了一点有限的稿费之外，它既不能算作学术成果，也没有版税。

而为了保证翻译的质量，我们必须查阅大量的资料。

在没有互联网之前，为了一个概念、一个术语，我们需要通过反复多次的邮件与海外的专业人士沟通或进行咨询。

正常的投入不说，有时为了查询和确认一个公司名字、一个地名、一个人名，常常要花费几个小时甚至几天的时间，尽管现在有了互联网，无论是使用百度还是谷歌，也都很耗费时间。

组织行为学英文版Ch_2_slides-up

Intellectual Abilities
▪ The abilities needed to perform mental activities. ▪ General Mental Ability (GMA) is a measure of overall
intelligence. ▪ Wonderlic Personnel Test: a quick measure of
Strength Factors
Dynamic strength Trunk strength Static strength Explosive strength
Flexibility Factors
Extent flexibility Dynamic flexibility
Other Factors
Body coordination
Balance Stamina
© 2009 Prentice-Hall Inc. All rights reserved.
2-6
Biographical Characteristics
Objective and easily obtained personal characteristics. Age
to:
Contrast the two types of ability.
Define intellectual ability and demonstrate its relevance to OB.
Identify the key biographical characteristics and describe how they are relevant to OB.
intellectual abilities, biographical characteristics,

组织行为学英文课件 (13)

8-10
Levels of Task Interdependence
High
Low
8-11
Team Size
§ Smaller teams are better because:
• need less time to coordinate roles and resolve differences
8-14
Five C’s of Team Member Competencies
8-15
Team Composition: Diversity
§ Team members have with diverse knowledge, skills, perspectives, values, etc.
achieving common goals § Perceive themselves as a
social entity
8-3
Many Types of Teams
• Departmental teams
• Production/service/ leadership teams
• Self-directed teams
8-20
Team Norms
§ Informal rules and shared expectations team establishes to regulate member behaviors
§ Norms develop through:
• Initial team experiences • Critical events in team’s history • Experience/values members bring to the team

组织行为学英文版(第13版)ch16

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