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9 78 1 25 9 7 3 2645
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ISBN 978-1-259-73264-5
MHID 1-259-73264-9
E
A
N
organizational
behavior
A PRACTICAL, PROBLEM-SOLVING APPROACH
DEVELOPING
EFFECTIVE PROBLEM
SOLVERS TODAY,
VALUED LEADERS
TOMORROW
DEVELOPING EFFECTIVE PROBLEM
SOLVERS TODAY, VALUED LEADERS
TOMORROW
2e
ANGELO
KINICKI
MEL
FUGATE

Angelo Kinicki
Arizona State University
Mel Fugate
University of South Australia
A Practical, Problem-Solving Approach
Second Edition
Organizational
Behavior
ORGANIZATIONAL BEHAVIOR: A PRACTICAL, PROBLEM-
SOLVING APPROACH,
SECOND EDITION
Published by McGraw-Hill Education, 2 Penn Plaza, New York,
NY 10121. Copyright © 2018 by McGraw-Hill
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Some ancillaries, including electronic and print components,
may not be available to customers outside the
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ISBN 978-1-259-73264-5
MHID 1-259-73264-9
ISBN 978-1-259-91546-8 (Instructor’s Edition)
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Library of Congress Cataloging-in-Publication Data
Names: Kinicki, Angelo, author. | Fugate, Mel, author.
Title: Organizational behavior : a practical, problem-solving
approach /
Angelo Kinicki, Arizona State University, Mel Fugate,
Southern Methodist
University.
Description: Second edition. | New York, NY : McGraw-Hill
Education, [2018]
Identifiers: LCCN 2016046078 | ISBN 9781259732645 (alk.
paper) | ISBN
1259732649 (alk. paper)
Subjects: LCSH: Organizational behavior.
Classification: LCC HD58.7 .K52638 2018 | DDC 658—dc23
LC record available at
https://lccn.loc.gov/2016046078
The Internet addresses listed in the text were accurate at the
time of publication. The inclusion of a website does
not indicate an endorsement by the authors or McGraw-Hill
Education, and McGraw-Hill Education does not
guarantee the accuracy of the information presented at these
sites.
mheducation.com/highered
DEDICATION
To Dr. Doo-Sang Cho, a true friend, my favorite golf partner,
and a great medical doctor.
I treasure our friendship.

— Angelo
I dedicate this work to the many outstanding students in my
career who have made the
teaching aspect of my job so rewarding. It is the high-caliber
students and professionals, like
many of you, who motivate me to always raise my own game. I
also want to thank my sweet
wife, Donna, and my wonderful family. They support me in all
that I do.
— Mel
iv
a
b
o
u
t
th
e
a
u
th
o
rs
journals. His current research interests focus

on the dynamic relationships among leader-
ship; organizational culture; organizational
change; and individual, group, and organiza-
tional performance. Angelo has published over
95 articles in a variety of academic journals
and proceedings and is co-author of eight
textbooks (31 including revisions) that are
used by hundreds of universities around the
world. Several of his books have been trans-
lated into multiple languages, and two of his
books were awarded revisions of the year by
McGraw-Hill.
Angelo is a busy international consultant
and is a principal at Kinicki and Associates,
Inc., a management consulting firm that works
with top management teams to create organi-
zational change aimed at increasing organiza-
tional effectiveness and profitability. He has
worked with many Fortune 500 firms as well
as numerous entrepreneurial organizations in
diverse industries. His expertise includes
facilitating strategic/operational planning
sessions, diagnosing the causes of organiza-
tional and work-unit problems, conducting
organizational culture interventions, imple-
menting performance management systems,
designing and implementing performance
appraisal systems, developing and administer-
ing surveys to assess employee attitudes, and
leading management/executive education
programs. He developed a 3600 leadership
feedback instrument called the Performance
Management Leadership Survey (PMLS) that is
used by companies throughout the world.

Angelo and his wife of 35 years, Joyce,
have enjoyed living in the beautiful Arizona
desert for 34 years. They are both natives of
Cleveland, Ohio. They enjoy traveling, hiking,
and spending time in the White Mountains with
Gracie, their adorable golden retriever. Angelo
also has a passion for golfing.
Angelo Kinicki is an emeritus professor of
management and held the Weatherup/Overby
Chair in Leadership from 2005 to 2015 at the
W.P. Carey School of Business at Arizona State
University. He joined the faculty in 1982, the
year he received his doctorate in business
administration from Kent State University. He
was inducted into the W.P. Carey Faculty Hall
of Fame in 2016.
Angelo is the recipient of six teaching
awards from Arizona State University, where
he taught in its nationally ranked MBA and
PhD programs. He also received several
research awards and was selected to serve on
the editorial review boards for four scholarly
Courtesy of Angelo Kinicki
vABOUT THE AUTHORS
Mel Fugate is an associate professor of
management in the Center for Workplace
Excellence at the University of South Australia.
He teaches executive, MBA, and postgraduate
courses. He has won seven teaching awards

across undergraduate and graduate levels.
Prior to the University of South Australia he
was on the faculty at the Cox School of
Business at Southern Methodist University.
He also has served as a visiting assistant
professor of Organizational Behavior at
Tulane University’s A.B. Freeman College of
Business and the EM Lyon School of Manage-
ment in Lyon, France. Before earning his
PhD in Management from Arizona State
University, Mel performed consulting services
in marketing and business development and
was a sales representative and manager in the
pharmaceutical industry. He also has a BS in
engineering and business administration from
Michigan State University.
Mel’s primary research interests involve
employee reactions to organizational change
and transitions at work. This includes but is not
limited to downsizings, mergers and acquisi-
tions, restructurings, and plant closings.
Another research stream involves the develop-
ment of a dispositional perspective of employ-
ability and its implications for employee
careers and behavior. Current interests also
include the influence of leadership, as well as
the influence of emotions at work, and
organizational culture on performance and the
influence of emotions on behavior at work.
He has published in a number of premier
management and applied psychology journals.
His current consulting work includes many
industries (e.g., health care, legal, energy,
aged care and social services, information

technology, and financial services) and aims
to enhance individual and organizational
performance by utilizing a variety of practical,
research-based tools.
Professor Fugate’s research and comments
have been featured in numerous media
outlets: The Wall Street Journal, The New York
Times, Financial Times, FastCompany, Dallas
Morning News, CNN, Fox, ABC, and NBC.
Mel and his wife, Donna, are both very
active and enjoy fitness, traveling, live music,
and catering to their sweet and savage Jack
Russell terrier, Mila.
Courtesy of Mel Fugate
NEW TO THE SECOND EDITION
Features
In this new edition, we have better integrated the 3-Step
Problem-Solving Approach throughout, as
well as clarified its relationship to the Organizing Framework
for Understanding and Applying OB,
(formerly called the Integrative Framework). You will also see
new boxed features in every chapter:
Connect
In our continuing efforts to help students move from
comprehension to application, and to
ensure they see the personal relevance of OB, we have added
these new application exercises
to our already robust Connect offering:

• Implications for Me/Implications for
Managers explains in direct terms
practical applications of chapter content
from the student’s perspective as an
employee and as a manager.
• OB in Action illustrates OB concepts or
theories in action in the real world,
featuring well-known companies and
individuals.
• Applying OB offers students “how-to”
guidance on applying OB knowledge in
professional and other arenas of their lives.
apply the 3-Step Problem-Solving
Approach on an actual situation affecting
a specific firm (Volkswagen). Because
the case examines issues at the
individual, group, and organizational
levels of analysis at Volkswagen, it can
be used in parts or as a comprehensive
assignment or exam. All told, this activity
presents students with a rich and
practical example to apply their OB
knowledge and problem-solving skills.
• iSeeIt Videos: Brief, contemporary
introductions to key course concepts
that often perplex students, this series
will enhance your student-centered
instruction by offering your students
dynamic illustrations that guide them
through the basics of core OB concepts
such as motivation, leadership,

socialization, and more. The idea behind
the series is if a student came to your
office and asked you to explain one of
these topics in a few minutes, how might
you explain it? Practical and applicable,
consider using these resources before
class as an introduction, during class to
launch your lecture, or even after class
as a summative assessment.
• Problem-Solving Application Case
Analyses: All problem-solving application
mini-cases and end-of-chapter cases are
now assignable as case analyses in
Connect. These exercises give students
the opportunity to analyze a situation
and to apply the 3-Step Problem-Solving
Approach. Student knowledge and
proficiency are assessed using high-level
multiple-choice questions that focus on
both the problem-solving approach and
on the key topics of each chapter.
• Self-Assessments: Self-awareness is
a fundamental aspect of professional
and personal development. Our 90
researched-based self-assessments give
students frequent opportunities to see
how organizational behavioral concepts
apply to them personally. New to this
edition is structured feedback that explains
how students should interpret their scores.
This feedback is followed immediately by
self-reflection quizzes that assess students’
understanding of the characteristics being
measured and the action steps they may

want to take for improvement.
• Cumulative Case: This capstone activity
provides students the opportunity to
We are pleased to share these exciting updates and new
additions to the second edition of Organizational Behavior!
vi
viiNEW TO THE SECOND EDITION
CHAPTER 1
• Clarified explanation of the problem-
solving approach, more accurately framing
it as a 3-step versus a 3-stop approach.
• Clarified the purpose and function of the
Organizing Framework for Understanding
and Applying OB, adding a new section
that summarizes the framework. Included
a comprehensive application of the
framework focusing on how to solve the
problem of employee turnover.
• Refined and increased focus on the
career implications of OB and the
importance of self-awareness.
• Expanded and updated coverage of
cheating and the importance of ethics for
employees and employers, as well as
added a new section on the ethics of

applying for jobs.
• Expanded and refined treatment of
person–situation distinction (instead of
person–environment).
CHAPTER 2
• Restructured content on Schwartz’s
value theory.
• Created new applications for putting
Ajzen’s theory of planned behavior into
action.
• Included new research on outcomes
associated with employee engagement.
• Provided new data on U.S. levels of job
satisfaction.
• Updated statistics on telecommuting.
• Added a new section on accounting/
financial performance and customer
service/satisfaction as outcomes of job
satisfaction.
CHAPTER 3
• Added new material related to proactivity
and entrepreneurship, including multiple
new examples.
• Added new section on introversion, its
prevalence, and how to thrive as an

introvert at work.
• Expanded discussion and new treatment
of personality testing at work, including
reasons, prevalence, performance,
technology and methods, and advice.
• Revised section on emotional
intelligence (EI), including new Figure 3.5
that summarizes the relationships
between EI and various individual
differences and outcomes, and a take-
away application on EI.
CHAPTER 4
• Added a new Section 4.1, “Person
Perception.”
• Updated research on stereotypes.
• Updated coverage of diversity, including
new discussion of assumptions about
diversity, demographic statistics
regarding workforce diversity, barriers to
managing diversity, and how companies
are responding to diversity challenges.
• Updated research on affirmative action.
• Expanded discussion of LGBT to include
LGBTQ.
• Provided new examples of how
companies are managing millenials.
• Added a new subsection to Section 4.5

titled “Education Levels: Mismatch
between Education and Organizational
Needs.”
CHAPTER 5
• Provided a new illustration of extrinsic
motivation.
• Added new examples to illustrate such
key theories as Maslow’s theory,
acquired-needs theory, self-
determination theory, equity theory.
• Updated research on equity and justice
theories.
• Added new discussion on the role of
goal setting in VW emissions scandal.
• Included a new example to illustrate
application of the job characteristics
model.
• Updated research on job design, job
crafting, and ideals.
Chapters
In each chapter we have refreshed examples, research, figures,
tables, statistics, and photos, as
well as streamlined design to ease navigation and improved
readability. We have also largely
replaced the topics in such popular features as Winning at
Work, Legal/Ethical Challenges, Problem-
Solving Application Mini-Cases, and Problem-Solving
Application Cases. While the following list does

not encompass all the updates and revisions, it does highlight
some of the more notable changes.
viii NEW TO THE SECOND EDITION
CHAPTER 6
• Updated statistics related to negative
perceptions and flaws associated with
performance management practices.
• Dramatically revised section on
feedback: new coverage of why we don’t
get and give more more feedback, the
value of feedback, who seeks it, who
doesn’t, and whether that matters,
when to use positive versus negative
feedback, and trends in feedback today.
• Expanded section on the practices and
benefits of exit and stay interviews.
• Revised section on reward distribution
criteria.
• Added new section on alternatives to
money and promotions.
• Added new section pertaining to why
rewards often fail to motivate, including a
new Take-Away Application.
• Restructured section on pay for
performance, including coverage of

piece rate, commissions, aligning
objectives and awards.
• Added new section on how to make pay
for performance work.
CHAPTER 7
• New model in Section 7.1 to frame the
entire chapter, titled “A Framework of
Positive OB.”
• Updated the section titled “Doing Well
and Doing Good.”
• Added a new section on “positive
emotions are contagious.”
• Added new material and research on
mindfulness, including examples of
applications of corporate mindfulness.
• Updated the section titled “Hope =
Willpower + Waypower.”
• Added a new section on signature
strengths.
• Deepened coverage of positive climates
and added new examples of practices
that promote positive climates.
CHAPTER 8
• Significantly revised content related to
roles and norms.

• Added new section and material related
to punctuated equilibrium.
• Added and updated material related to
different types of teams—projects teams,
work teams, cross-functional, self-
managed, and virtual.
• Added a section on team
interdependence.
• Revised content related to social loafing.
• Significantly revised introduction to trust.
• Completely revamped introduction to
team effectiveness.
• Completely revised section related to
collaboration and team rewards, including
a new table and how to reward teams.
• Dramatically revised sections related to
self-managed and cross-functional teams.
• Updated and expanded treatment of
virtual teams.
CHAPTER 9
• Revised section on selecting the right
communication medium, including new
content related to media richness and
situation complexity.

• Added a set of practical tips for
improving nonverbal communication.
• Added a new brief explanation of the
neuroscience explanation of defensiveness.
• Added a new section on empathy and its
role in communication.
• Updated material on generational
differences around the role of digital
devices and communication
expectations and norms.
• Completely revamped section on cost of
social media with new statistics,
implications, and examples.
• Added examples and figure related to
crowdsourcing.
• Revised highly practical content related to
use of e-mail and managing it
productively.
• Expanded section and inserted new
material related to social media and
privacy at work.
• Added new material related to social
media etiquette (cell-phone use) and
videoconferencing.
• Substantially revised section related to
crucial conversations, including a new
Take-Away Application.

CHAPTER 10
• Added a new self-assessment opener
related to interpersonal conflict
tendencies.
ixNEW TO THE SECOND EDITION
• Completely restructured Section 10.1
addressing functional/dysfunctional
conflict, causes, escalation, and why
people avoid conflict.
• Rewrote the section on why people
avoid conflict.
• Substantially revised section on
personality conflicts.
• Enhanced and updated section on
psychological safety climate.
• Added new material on conflict spillover
effects.
• Updated section on bullying and cyber
bullying and harassment.
• Significantly updated section on
work–family conflict, including examples
of Sheryl Sandberg (Facebook) and
Anne-Marie Slaughter (formerly with US
State Department).

• Added section on when to avoid
conflict.
• Rewrote section on alternative dispute
resolution, including the benefits of
these approaches and a new table on
various forms.
• Drastically changed the section on
negotiation to reflect more current
approaches—position versus interest-
based, including a new table and “how
to apply” section.
CHAPTER 11
• Added a new section on Kahneman’s
two ways of thinking.
• Added new data on use of heuristics by
physicians.
• Added new examples of bounded
rationality, intuition, use of big data,
analytical decision making, and
creativity.
• Added new statistics about use of big
data.
• Provided data on data analytic jobs and
majors.
• Added new examples on group decision
making.

• Added new and updated material on
creativity, including examples on
fostering creative behavior, discussion of
person and situation factors affecting
creativity, practical recommendations for
increasing creativity, and the use of
extrinsic rewards on creativity.
CHAPTER 12
• Revised and enhanced material related
to positive and negative legitimate
power.
• Updated nearly all examples related to
bases of power.
• Revised section on psychological
empowerment at the team and
organizational levels.
• Added new section on influence in
virtual teams, including influence tactics
particular to this context.
• Substantially restructured section on
political tactics, including opening with a
self-assessment, new sections on “When
Politics Are Good” and “When Politics
Are Bad.”
• Expanded explanation of blame and
politics to include the implications for
entrepreneurs.

• Added new section on using politics to
tour advantage.
• Restructured and revised section on
good impressions, including a new table
for how to make a good first impression.
• Added new section on impression
management and job interviews,
including deception detection and
interviewers impressing interviewees.
• Modified and refocused content related
to apologies.
• Added new section on ethics and
impression management.
CHAPTER 13
• Added new statistics on why leadership
is critical in today’s organizations.
• Added new research and examples of
leadership prototypes.
• Added new material on “global
mind-set.”
• Updated research on leadership traits
and task and relational leadership.
• Updated material on the four ways of
creating psychological empowerment,
using Jeff Bezos as the example.

• Added new section on ethical
leadership.
• Added new list of suggestions for
dealing with a passive leader.
• Added new key-term material on all
components of Fiedler’s theory.
NEW TO THE SECOND EDITIONx
• Revised material on transformational
leadership, including updated research
and new illustrations of the four key
behaviors associated with
transformational leadership.
• Updated research on transformational
leadership and leader-member
exchange.
• Added new section on humility.
CHAPTER 14
• Added new illustrations on the
importance of organizational culture.
• Added illustrations on the four cultural
types in the competing values
framework.
• Added new table summarizing
meta-analytic research on organizational

culture.
• Added practical lessons from
organizational culture research.
• Added new section on subcultures.
• Added examples for the 12 ways to
change organizational culture.
• Included examples for the three stages
of socialization.
• Added sections on the phases and
benefits of mentoring.
• Added new section on how human and
social capital enhance the benefits of
mentoring.
CHAPTER 15
• Added new tips for working virtually.
• Updated research on learning
organizations.
• Added discussion of how to improve
organizational learning.
• Added illustrations of the seven types of
organizational structure.
• Added section on contingency design
and internal alignment, which includes
new material on contingency factors, the
six organizational characteristics of

internal alignment, and how to apply the
material.
• Added new section on assessing
organizational effectiveness, which
includes new material on the balanced
scorecard: a dashboard-based
approach to measuring organizational
effectiveness; strategy mapping:
visual representation of the path to
organizational effectiveness using Dr.
Pepper Snapple Group as an example.
• Added a section on organizational
innovation, which includes new material
on approaches toward innovation,
characteristics of an innovation system,
four agility techniques, and office design.
CHAPTER 16
• Completely updated section on external
and internal forces for change, using
new content and examples.
• Revamped an OB in Action feature
related to Cisco Systems.
• Restructured and rewrote section on
resistance to change, including new
table on common pitfalls of change
agents and OB in Action feature—
“Should a New Leader Clean House?”
• Revised material on stress, which
includes a refocus on job stress and

updated content related to good and
bad stress.
• Updated content on fatigue along with
statistics and the problems associated
with presenteeism.
• Added new closing section that pulls
together topics of change and stress.
xi
p
re
fa
ce
∙ “I want a good job, one that I like and is
fulfilling. How do I know which job and
company are a good fit for me?”
∙ “I know that this job and company provide
good opportunities for me, but what can I
do to be sure I actually realize these
opportunities?”
∙ “I can’t stand my job, but I need the money.
Should I talk to my boss or just quit?”
∙ “I am taking a class with 50 percent of the
grade due to teamwork. My team has four
members and two of us are doing all the
work. I’ve been talking to the team, but the

two members still aren’t doing their share.
I am at a loss for what to do.”
∙ “How do I negotiate a salary and benefits for
my new job, or a raise for the one I have?”
Each of these scenarios presents a problem.
We all are faced with problems every day, and
our ability to solve problems can set us apart
from others in our jobs and careers. In fact,
surveys consistently show that problem solving
is one of the skills most valued by employers.
For this reason, we designed Organizational
Behavior, 2e, to help students become more
effective problem solvers. Students who are ef-
fective problem solvers today become valued
leaders tomorrow.
The second edition of Organizational Be-
havior relies on three key strategies to help
students use OB knowledge to solve problems:
∙ Consistent 3-Step Problem-Solving
Approach.
∙ Applied, practical features.
∙ User-centric design.
3-Step Problem-Solving Approach
Given problem solving is one of the skills most
sought by employers, we help students develop
instead of hone this skill. We teach them to use
a 3-Step Problem-Solving Approach—
(1) define the problem, (2) identify the causes,
and (3) implement a solution. This approach is
introduced in Chapter One and used multiple

times in each subsequent chapter. To comple-
ment the 3-Step Approach, we also developed
the new Organizing Framework for Under-
standing and Applying OB. This framework
is used in two ways. First, it provides students
a means for organizing OB concepts into three
categories (inputs, processes, and outcomes)
as they learn them. This facilitates student
learning and shows how concepts relate to
each other. Second, it is an important and com-
plementary tool for problem solving. Problems
are often defined in terms of outcomes in the
Organizing Framework, and the causes are
commonly found in the inputs and processes
elements. Students use this framework in every
chapter to solve problems confronted by real
organizations and employees.
We provide many opportunities for students
to practice using the 3-Step Problem-Solving
Approach. Problem-Solving Application Mini-
Cases are inserted throughout each chapter.
These provide numerous opportunities for
students to apply their OB knowledge and
practice their problem solving skills to
real companies and people. The longer
Problem-Solving Application Case at the
end of each chapter presents more complex
and current business cases containing one or
more problems that illustrate OB concepts in-
cluded in a particular chapter. A version of the
Organizing Framework is presented in each
chapter and is populated with relevant con-
cepts from that chapter, which students then
use to define and solve problems presented in
the various features. This capstone Cumulative

Case activity provides students the opportu-
nity to apply the 3-Step Problem-Solving
Approach on an actual situation affecting a
specific firm (Volkswagen).
We carry the 3-Step Problem-Solving
Approach into Connect, McGraw-Hill’s
market-leading digital platform, and provide
students with numerous opportunities to
observe how different decisions can lead to
different outcomes. We also offer new criti-
cal-thinking application exercises tied to the
xii PREFACE
questions. They provide an effective tool to
assessing student’s ability to solve problems
using OB concepts and theories. SmartBook
is another key component. This adaptive and
data-driven reading experience gives students
ample opportunity to develop mastery of key
learning objectives tied to core OB concepts,
while also providing instructors real-time
snapshots of student comprehension.
User-Centric Approach
It is important for us to offer users, whether stu-
dents or instructors, a tool that is easy to navi-
gate, easy to digest, and exceptionally practical.
We therefore have taken great care to create
content, craft our writing, and include features
that focus on the needs and interests of the user.
To that end, Major Questions open the main
sections of each chapter and immediately place

students in a personal, practical learning mode.
These questions introduce key concepts by ask-
ing students to consider the practical value of
the concepts for them personally.
We also present content in digestible
chunks of text, with frequent opportunities to
engage with or reflect on the material. The
Winning at Work feature opens each chapter
with a list of practical tips related to a highly
relevant topic for work and/or school, such as
negotiating a salary for a new job or a pay
raise, or how to manage meetings more effec-
tively. Self-Assessments in Connect allow
students to evaluate personal characteristics
related to OB concepts, as well as to reflect on
their own characteristics and behavior. Take-
Away Applications ask students to apply the
material and concepts immediately after read-
ing. What Did I Learn provides students with
a review of the chapter’s key concepts, an invi-
tation to answer the chapter’s opening Major
Questions, and a summary of the Organizing
Framework for a given chapter.
Connect Tabs give instructors the founda-
tions for creating a Connect course that fits
their individual teaching needs. A new Teach-
ing Resource Manual offers a playbook for
creating and delivering a discussion-based
learning environment in which students practice
and apply concepts in a more active manner.
The extensively revised Test Bank now offers
greater opportunity to assess students on OB
concepts at a higher level. The updated Test
Bank includes essay and scenario-based ques-

tions to engage students’ problem-solving skills.
Problem-Solving Application boxes and
Problem-Solving Application Cases, giving
students additional practice with applying the
3-Step Approach. These activities are a com-
bination of case analyses, video cases, and
click-and-drag exercises.
Applied, Practical Approach
The second edition repeatedly demonstrates
the practical value of OB concepts in solving
real-world problems in students’ professional
and personal lives. New OB in Action boxes
illustrate OB concepts or theories in action in
the real world, featuring well-known compa-
nies. New Applying OB boxes offer students
“how-to” guidance on applying their knowl-
edge in both their professional and personal
lives. Appearing at the end of each chapter are
new Implications boxes that explain to stu-
dents the practical value of OB concepts—one
for their personal use now (Implications for
Me) and the other for managers (Implications
for Managers).
Legal/Ethical Challenges ask students to
choose from several proposed courses of action
or invent their own to resolve a business situa-
tion that falls into a gray area of ethics at work.
Connect provides a multitude of opportuni-
ties for active practice and application of con-
cepts learned during class or while completing
assigned reading. For example, new to this
edition are short problem-solving application

mini cases that can be used as essay exam
“Focuses on the practical
applications of OB versus only
theory.”
Charla Fraley
—Columbus State Community College
“The text uses a problem-
solving approach framework
to demonstrate OB and help
students apply OB theories to
real-life issues.”
Jennifer Malarski
—Metropolitan State University
xiiiPREFACE
Developing Effective Problem Solvers
Today, Valued Leaders Tomorrow
Organizational Behavior, 2e, explicitly ad-
dresses OB implications for students’ jobs and
careers, showing how OB provides them with
the higher-level soft skills employers seek,
such as problem solving, critical thinking,
leadership, and decision making. We strongly
believe that applying OB theories and con-
cepts provides tremendous value to students’
lives today and throughout their careers. The
understanding and application of OB enhances
student effectiveness at school and work, both
today and tomorrow.

“The method used by Kinicki/
Fugate allows students to
think about the concepts
presented in a way that is
relevant to their lives. This
allows them to understand
how these concepts relate to
the ‘real world.’”
Gabriela Flores, University of Texas
—El Paso
Required=Results
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Connect is a teaching and learning platform
that is proven to deliver better results for
students and instructors.
Connect empowers students by continually
adapting to deliver precisely what they
need, when they need it, and how they need
it, so your class time is more engaging and
effective.
Mobile
Connect Insight®
Connect Insight is Connect’s new one-of-a-
kind visual analytics dashboard—now available

for both instructors and students—that
provides at-a-glance information regarding
student performance, which is immediately actionable.
By presenting assignment, assessment, and topical
performance results together with a time metric that
is easily visible for aggregate or individual results, Connect
Insight gives the user the ability to take a just-in-time approach
to teaching and learning, which was never before available.
Connect Insight presents data that empowers students and
helps instructors improve class performance in a way that is
efficient and effective.
73% of instructors who use
Connect require it; instructor
satisfaction increases by 28%
when Connect is required.
Students can view
their results for any
Connect course.
Analytics
Connect’s new, intuitive mobile interface gives students
and instructors flexible and convenient, anytime–anywhere
access to all components of the Connect platform.
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Using Connect improves retention
rates by 19.8%, passing rates by
12.7%, and exam scores by 9.1%.

SmartBook®
Proven to help students improve grades and
study more efficiently, SmartBook contains the
same content within the print book, but actively
tailors that content to the needs of the individual.
SmartBook’s adaptive technology provides precise,
personalized instruction on what the student
should do next, guiding the student to master
and remember key concepts, targeting gaps in
knowledge and offering customized feedback,
and driving the student toward comprehension
and retention of the subject matter. Available on
tablets, SmartBook puts learning at the student’s
fingertips—anywhere, anytime.
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Over 8 billion questions have been
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Education products more intelligent,
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www.mheducation.com

xvi
a
ck
n
o
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le
d
g
m
e
n
ts
Adeline Boomgaard University of Phoenix
Mark Burdsall University of Pittsburgh
Ileene Chernoff University of Phoenix
Donna Chlopak Montclair State University
Amanda Christensen University of Cincinnati
Elizabeth Cooper University of Rhode Island
Dana M. Cosby Western Kentucky University
Joe Daly Appalachian State University
Caitlin A. Demsky Oakland University
John DeSpagna Nassau Community College
Ken Dunegan Cleveland State University
Michelle H. Feller Weber State University
Martin L. Fogelman SUNY Albany
Charla S. Fraley Columbus State Community College
Allison S. Gabriel University of Arizona

Jane Whitney Gibson Nova Southeastern University
Lydia Gilmore Columbus State Community College
Simona Giorgi Boston College
Nora Alicia González University of Phoenix
Christina Goodell Florida State College at
Jacksonville
Meghan Griffin Daytona State College
Samuel Hazen Tarleton State University
Kim Hester Arkansas State University
Lara Hobson Western Michigan University,
Kalamazoo
Brooks Holtom Georgetown University
Jenni Hunt Southern Illinois University-
Edwardsville (SIUE)
Teresa Hutchinson University of Phoenix
Kendra L. Ingram Texas A&M University-
Commerce
Stacey R. Kessler Montclair State University
Anthony J. Kos Youngstown State University
Christine L Krull IUPUI
Mika Tatum Kusar Fort Lewis College
Gregory P. Lucht University of Phoenix
Douglas Mahony Lehigh University
Jennifer Malarski Metropolitan State University
Merrill A. Mayper University of Phoenix
Dan Morrell Middle Tennessee State University
Paula C. Morrow Iowa State University
Robert Muliero University of Phoenix
We could not have completed this product
without the help and support of a great number
of people. It all began with the vision of our
director, Michael Ablassmier. He assembled a
fantastic team to help create a truly unique
product and pushed us to create new and ap-
plied features valued by the market. Among

our first-rate team at McGraw-Hill, we want to
acknowledge key contributors: Lead Product
Developer Ann Torbert’s assistance was in-
strumental in structuring the editorial process;
Elisa Adams, content developer, and Lai T.
Moy, senior product developer, helped us real-
ize our vision and enhance that appeal; Nicole
Young, senior market development manager,
and Necco McKinley, marketing manager, for
creative and proactive marketing; Mary Pow-
ers, lead content project manager, and Danielle
Clement, senior content project manager, led
the core and Connect components through the
production process; Jessica Cuevas, designer,
and Debra Kubiak, design manager, worked
with us to streamline the design and come up
with a creative new cover concept; and Haley
Burmeister, editorial coordinator, provided tre-
mendous support behind the scenes.
We also want to thank Mindy West, Arizona
State University, and Patrick Soleymani,
George Mason University, for their work on
the Teaching Resource Manual. Patrick also
contributed in many other ways to help us
achieve our vision. We are also grateful to
Piper Editorial for their work on the TestBank.
Deep gratitude goes to our Connect team:
Denise Breaux Soignet, University of Arkan-
sas, Fayetteville, and Frances McKee Ryan,
University of Nevada, Reno, and to our student
reviewers, Adam Tharenos and Andrew Vechi,
both MBA candidates at the Crosby MBA Pro-
gram at The University of Missouri.
We would like to acknowledge and thank

the following instructors for providing feed-
back to shape the second edition of this prod-
uct. Special thanks goes to:
Tim Basadur Concordia University Chicago
B.D. Boardman University of Phoenix
xviiACKNOWLEDGMENTS
Kendra Ingram, Texas A&M University Commerce
Hank Karp, Hampton University
Michael Kosicek, Indiana University of Pennsylvania
Caroline Leffall, Bellevue College
Fengru Li, Business School, University of Montana
Katie Liljequist, Brigham Young University
Douglas Mahony, Lehigh University
Laura Martin, Midwestern State University
Douglas McCabe, Georgetown University
Lorianne Mitchell, East Tennessee State University
Dan Morrell, Middle Tennessee State University
Paula Morrow, Iowa State University
Dave Mull, Columbia College, Columbia (MO)
Floyd Ormsbee, Clarkson University
Bradley P. Owens, State University of New York at
Buffalo
Jeff Peterson, Utah Valley State College
Don Powell, University of North Texas
Gregory R. Quinet, Southern Polytechnic State
University
Jude Rathburn, University of Wisconsin,
Milwaukee
Herb Ricardo, Indian River State College
Joe Rode, Miami University, Oxford
Matt Rodgers, The Ohio State University
Kristie Rogers, University of Kansas

Christopher Roussin, Suffolk University
Gordon Schmidt, Indiana Purdue University,
Ft. Wayne
Holly Schroth, University of California
Kenneth Solano, Northeastern University
Patrick Soleymani, George Mason University
Dan Spencer, University of Kansas
Judy Tolan, University of Southern California
Brian Usilaner, University of Maryland University
College
Finally, we would like to thank our wives,
Joyce and Donna. Thanks in large part to their
love, moral support, and patience, this project
was completed on schedule and it strengthened
rather than strained a treasured possession—
our friendship.
We hope you enjoy this textbook. Best
wishes for happiness, health, and success!
Angelo Kinicki
Mel Fugate
Daniel F. Nehring Morehead State University
Jeananne Nicholls Slippery Rock University
Dr. Floyd Ormsbee Clarkson University
John Pepper The University of Kansas
Samuel Rabinowitz Rutgers University-Camden
Jude A. Rathburn University of Wisconsin-
Milwaukee
Alicia J. Revely Miami University
Katherine Robberson Southern Illinois University-
Edwardsville
David Ruderman University of Colorado Denver
Frances McKee Ryan University of Nevada, Reno

Gordon Bruce Schmidt Indiana University-
Purdue University Fort Wayne
Dr. Marina Sebastijanovic University of Houston
Ravi Shanmugam University of Kansas
Richard G. Sims, Lead Faculty Chair Business
University of Phoenix
Dr. Atul Teckchandani California State
University Fullerton
Mussie T. Tessema Winona State University
Linda Thiede Thomas Bellevue University
Mary L. Tucker Ohio University
Wellington Williams, Jr. University of Phoenix
Robert M. Wolter IUPUI School of Engineering
and Technology
We also gratefully acknowledge these individuals
for their contributions to the first edition:
James Bishop, New Mexico State University,
Las Cruces
Brenda D. Bradford, Missouri Baptist University
Chris Bresnahan, University of Southern California
Holly Buttner, University of North Carolina,
Greensboro
Dean Cleavenger, University of Central Florida
Matthew Cronin, George Mason University
Kristen DeTienne, Brigham Young University
Ken Dunegan, Cleveland State University
Steven M. Elias, New Mexico State University
Aimee Ellis, Ithaca College
John D. Fuehrer, Baldwin Wallace University
Cynthia Gilliand, University of Arizona
Early Godfrey, Gardner Webb University
Roy Lynn Godkin, Lamar University
Connie Golden, Lakeland Community College
Wayne Hochwarter, Florida State University

Madison Holloway, Metropolitan State University
of Denver
xviii
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PART ONE Individual Behavior 1
1 MAKING OB WORK FOR ME
What Is OB and Why Is It
Important? 2
2 VALUES AND ATTITUDES
How Do They Affect Work-Related
Outcomes? 44
3 INDIVIDUAL DIFFERENCES
AND EMOTIONS
How Does Who I Am Affect My
Performance? 78
4 SOCIAL PERCEPTION AND

MANAGING DIVERSITY
Why Are These Topics Essential for
Success? 122
5 FOUNDATIONS OF EMPLOYEE
MOTIVATION
How Can I Apply Motivation
Theories? 160
6 PERFORMANCE
MANAGEMENT
How Can You Use Goals, Feedback,
Rewards, and Positive Reinforcement
to Boost Effectiveness? 200
7 POSITIVE ORGANIZATIONAL
BEHAVIOR
How Can I Flourish at School, Work,
and Home? 250
PART TWO Groups 293
8 GROUPS AND TEAMS
How Can Working with Others
Increase Everybody’s
Performance? 294
9 COMMUNICATION IN THE
DIGITAL AGE
How Can I Become a More Effective
Communicator? 334
10 MANAGING CONFLICT AND
NEGOTIATIONS
How Can These Skills Give Me an
Advantage? 376

11 DECISION MAKING AND
CREATIVITY
How Critical Is It to Master These
Skills? 420
12 POWER, INFLUENCE, AND
POLITICS
How Can I Apply Power, Influence,
and Politics to Increase My
Effectiveness? 462
13 LEADERSHIP
EFFECTIVENESS
What Does It Take to Be
Effective? 502
PART THREE Organizational
Processes 543
14 ORGANIZATIONAL CULTURE,
SOCIALIZATION, AND
MENTORING
How Can I Use These Concepts to Fit,
Develop, and Perform? 544
15 ORGANIZATIONAL DESIGN,
EFFECTIVENESS, AND
INNOVATION
How Can Understanding These Key
Processes and Outcomes Help Me
Succeed? 588
16 MANAGING CHANGE AND
STRESS
How Can You Apply OB and Show

What You’ve Learned? 632
Highlight
Highlight
Highlight
xix
co
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ts
1 MAKING OB WORK FOR ME
What Is OB and Why Is It Important? 2
MAJOR TOPICS I’LL LEARN AND QUESTIONS
I SHOULD BE ABLE TO ANSWER 2
WINNING AT WORK 3
WHAT’S AHEAD IN THIS CHAPTER 3
1.1 THE VALUE OF OB TO MY JOB AND
CAREER 4
How OB Fits into My Curriculum and Influences My

Success 5
OB IN ACTION: Google Search: How Can We
Keep Talented Employees? 6
SELF-ASSESSMENT 1.1: How Strong Is My
Motivation to Manage? 7
Employers Want Both Hard and Soft Skills 8
How OB Fits into My Career 9
1.2 RIGHT VS. WRONG—ETHICS AND MY
PERFORMANCE 12
Cheating 12
Ethical Lapses—Legality, Frequency, Causes, and
Solution
s 13
OB IN ACTION: Wrong? Absolutely! Illegal?
Seemingly Not. 14
OB IN ACTION: The Whistle-Blower’s Dilemma 15
SELF-ASSESSMENT 1.2: Assessing My
Perspective on Ethics 19
1.3 APPLYING OB TO SOLVING

PROBLEMS 21
A 3-Step Approach 21
Tools to Reinforce My Problem-Solving Skills 23
SELF-ASSESSMENT 1.3: Assessing My
Problem-Solving Potential 23
1.4 STRUCTURE AND RIGOR IN SOLVING
PROBLEMS 24
The Person–Situation Distinction 24
PROBLEM-SOLVING APPLICATION: Technology: A
Situation Factor that Affects My Performance 25
Levels—Individual, Group/Team, and
Organization 27
Applying OB Concepts to Identify the Right
Problem 27
1.5 THE ORGANIZING FRAMEWORK
FOR UNDERSTANDING AND
APPLYING OB 28
A Basic Version of the Organizing Framework 28
Using the Organizing Framework for Problem

Solving 29
OB IN ACTION: Life Is Sweeter on Mars 30
Applied Approaches to Selecting a

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