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Principles of organizational behavio...

Pearce, Craig L.

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Principles of organizational behavior = the handbook of evidence-based management /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Principles of organizational behavior/ [edited by] Craig L. Pearce, Edwin A. Locke.
Reminder of title:	the handbook of evidence-based management /
other author:	Pearce, Craig L.
Published:	Hoboken, NJ :John Wiley & Sons, : 2023.,
Description:	1 online resource (xx, 648 p.) :ill.
Notes:	Previously published under the title: Handbook of principles of organizational behavior.
[NT 15003449]:	Introduction -- Chapter 1 Select on Intelligence -- Co-author's Note -- What Is Intelligence? -- Higher Intelligence Leads to Better Job Performance -- Why Does Higher Intelligence Lead to Better Job Performance? -- What Is Required to Make This Principle Work? -- Are There Moderators or Exceptions to This Principle? -- Is Intelligence More Valid for More Complex Jobs? -- Can Job Experience Replace the Role of Intelligence? -- Can Intelligence Predict Nontask Performance? -- Five Common Questions About Implementing an Intelligence-Based Hiring System -- Can an Applicant Be Too Intelligent for a Job? -- Is Intelligence All That Matters? -- Does the Use of GMA Tests Have Any Adverse Impact? -- How Do Job Applicants React to the Use of GMA Tests? -- Economically, Is a GMA-Based Hiring System Really Worth the Effort? -- Case Examples -- The Philip Morris Plant in Cabarrus County, North Carolina -- US Steel Plant at Fairless Hill, PA -- References -- Exercises -- Hiring Office Workers -- Educating the CEO -- Discussion Questions -- Chapter 2 Select on Conscientiousness and Emotional Stability -- Select on Conscientiousness and Emotional Stability -- Conscientiousness and Emotional Stability Predict Broad and Diverse Outcomes -- Overall Job Performance -- Counterproductive Work Behavior -- Organizational Citizenship -- Teamwork and Collective Effort -- Attitudes - Job Satisfaction and Organizational Commitment -- Withdrawal Behaviors -- How Do Conscientiousness and Emotional Stability Affect Job Performance? -- Are There Exceptions to the General Principle? -- Subprinciple: Other Traits Predict Performance in Particular Jobs -- Are There Legal Issues in Implementing These Principles?
[NT 15003449]:	Best Practices for Implementation -- Case Examples -- 1. Relationship of Conscientiousness and Emotional Stability to Career Success -- 2. Conscientiousness and Emotional Stability and Astronauts Going to Mars -- References -- Exercises -- Discussion Questions -- Chapter 3 Structure Interviews to Recruit and Hire the Best People -- Decision-Making Research -- Decision-Making in Interviews -- Interviewers' Decisions -- Applicant's Decisions -- Structured Interviews -- Improving Decision-Making by Increasing Interview Structure -- Subprinciple 1: Identify the primary goals for the interview: recruitment, selection, or a combined focus. -- Subprinciple 2: Develop a set of questions - based on job analysis - that ask about applicants' capacity to perform the job. -- Formats -- Subprinciple 3: Develop a set of scoring criteria for evaluating applicants' answers. -- Subprinciple 4: When interviewing, ask all applicants the same questions in the same order. -- Subprinciple 5: Ask interviewers to take brief notes on each applicant and to review their notes before rating applicants. -- Subprinciple 6: Select or train interviewers to build rapport with applicants. -- Subprinciple 7: If interviews receive preinterview information about applicants, make sure that it is valid. -- Subprinciple 8: Ask applicants about their decision process and criteria, and share realistic information tailored to those processes and criteria. -- Subprinciple 9: If it is not possible to structure interviews, then arrange for three to four independent interviewers to meet with each applicant. -- Case Examples -- Untrained Interview Case -- Past Behavior Description-Based Interview Case -- Untrained Recruitments Interview Case -- References -- Exercises -- Interviewing Applicants Exercise -- Evaluating Applicant Answers Exercise -- Video Analysis and Discussion.
[NT 15003449]:	Discussion Questions -- Chapter 4 Attain Emotional Control by Understanding What Emotions Are -- What Emotions Are -- The causal sequence -- A mood is an enduring emotional state -- Multiple emotions -- Secondary appraisal -- Emotions and action -- Emotions and reason -- Consequences of emotion at work -- Changing an emotion -- Emotions and life -- Moderators -- Achieving Emotional Control -- Auxiliary Issues in Emotion -- Is there such a thing as Emotional Intelligence (EI)? -- Emotional experience versus emotional expression -- The effect of the manager on the mood of the office -- Should you fake emotions? -- What about customer service personnel? -- Burnout -- Defensiveness -- Is the Core Role of the Leader Emotional or Rational? -- One's job and careers as a source of life happiness -- References -- Exercises -- Personal -- Group -- Discussion Questions -- Chapter 5 Motivate Employee Performance Through Goal Setting -- Main Principle -- Subprinciples -- Set Challenging Specific Goals -- Mediators -- MODERATORS -- Provide Feedback in Relation to Goals -- Gain Goal Commitment -- Provide Resources Needed to Attain the Goal -- Learning Versus Performance Goals -- Environmental Uncertainty -- Stretch Goals -- Use the High Performance Cycle -- Issues in Implementation -- For What Should Goals Be Set? -- Who Should Set the Goals? -- Training Self-Regulation -- Case Examples -- Positive: The University of Washington -- Negative: The Potential Downside of Goal Setting -- Goals Set in the Subconscious -- Future Research -- Conclusion -- References -- Exercises -- Exercise #1 -- Exercise #2 -- Exercise #3 -- Discussion Questions -- Appendix: Guidelines for Effective Goal Setting in Organizations -- Focus -- Types of Goals -- Prioritization -- Goals, Difficulty, and Effort -- Stretch (Very Hard or Impossible) Goals as an Exception -- Goals and Time.
[NT 15003449]:	Knowledge and Skill -- Feedback -- Gaining Commitment to Goals -- Who Sets the Goals? -- How to Prevent Cheating -- Goals and Pay -- Goals and Job Satisfaction -- Goals and Teams -- Goals and Bullying -- Recent Discoveries -- Writing About Goals and Values -- Subconscious Priming of Goals -- Chapter 6 Cultivate Self-Efficacy for Personal and Organizational Effectiveness -- Editors' Note -- Core Functional Properties of Perceived Self-Efficacy -- Diverse Organizational Impact of Perceived Self-Efficacy -- Principles Governing the Development of Personal and Collective Efficacy -- Enablement Through Guided Mastery -- Cultivation of Self-Regulatory Competencies -- Conclusion -- References -- Exercises -- 1. Personal Self-Efficacy Building -- 2. Building Team Efficacy -- Chapter 7 Pay for Performance -- What Is Required to Make the Principle Work? -- Define Performance -- Communicate -- Ensure Competence -- Make Pay Systems Commensurate with Employees' Values -- Use Nonfinancial Motivators Too -- Use Money in Conjunction with Intrinsic Motivation -- Promote a Culture of Honesty and Integrity -- Target the Appropriate Organizational Level -- Make Pay Commensurate with the Level of Risk Employees Are Required to Bear -- Possible Exceptions to the Principle of Paying for Performance -- When Employees Are Learning -- When the Employer Can Monitor -- When Other Motivators Are Sufficient or Compensatory -- When the Company Is Unionized -- Case Examples -- 1. Paying for Individual Performance -- Wells Fargo -- 2. Paying for Team Performance -- Children's Hospital of Boston -- 3. Paying for Organizational Performance -- Handelsbanken -- References -- Exercises -- Analyzing the Pay System at Your Job -- Discussion Questions -- Chapter 8 Promote Job Satisfaction Through Mental Challenge -- Job Characteristics Model -- Measurement of Job Characteristics.
[NT 15003449]:	Research Support -- How to Increase Mental Challenge in Jobs -- Criticisms and Limitations -- Measurement of Job Characteristics -- Motivational Versus Mechanistic Work Design Approaches -- Moderators -- Employees with Low Growth Need Strength -- Employees Who Value Other Job Attributes -- Personality -- Other Moderators -- Case Examples -- 1. Job Redesign at Volvo's Manufacturing Plants -- 2. A Case of Resolving Boredom at Work in the Catering Sector -- References -- Exercises -- 1. Identifying Factors Related to Job Satisfaction -- 2. Redesigning Jobs to Increase Mental Challenge -- Discussion Questions -- Chapter 9 Follow the Science to Make Training Work -- Analyze Training Needs -- Execute Due Diligence -- Define Performance Requirements -- Define Cognitive and Affective States -- Define Knowledge, Skills, and Abilities (KSA) Attributes -- Delineate Learning Objectives -- Develop Training Content -- Design Learning Architecture -- Forge Instructional Experiences -- Develop Assessment Tools -- Deploy Training -- Set the Stage for Learning -- Deliver the Blended Learning Solution -- Support Transfer and Maintenance -- Evaluate Training -- Execute Evaluation Planning -- Gauge Trainee and Team Learning -- Gauge Organizational Impact -- Case Examples -- 1. A Success: The Aviation Experience -- 2. A Failure: Training the Sales Force -- Acknowledgments -- References -- Exercises -- 1. Training Planning -- 2. Training Evaluation -- Discussion Questions -- Training Media Resources -- Chapter 10 Embed Performance Appraisals into Broader Performance or Management Systems -- Components of a Performance Appraisal -- Individual Objectives Attainment -- Behavior-Based Appraisal -- Personal Development Plan -- Summary -- How to Improve Individual and Organizational Performance -- Goal Setting -- Leader as Coach -- Multisource Feedback -- Training -- Summary.
[NT 15003449]:	Case Examples.
Subject:	Organizational behavior. -
Online resource:	https://onlinelibrary.wiley.com/doi/book/10.1002/9781394320769
ISBN:	9781394320769

Principles of organizational behavior = the handbook of evidence-based management /
Principles of organizational behaviorthe handbook of evidence-based management /[electronic resource] :[edited by] Craig L. Pearce, Edwin A. Locke. - 3rd ed. - Hoboken, NJ :John Wiley & Sons,2023. - 1 online resource (xx, 648 p.) :ill.

Previously published under the title: Handbook of principles of organizational behavior.

Includes bibliographical references and index.

Introduction -- Chapter 1 Select on Intelligence -- Co-author's Note -- What Is Intelligence? -- Higher Intelligence Leads to Better Job Performance -- Why Does Higher Intelligence Lead to Better Job Performance? -- What Is Required to Make This Principle Work? -- Are There Moderators or Exceptions to This Principle? -- Is Intelligence More Valid for More Complex Jobs? -- Can Job Experience Replace the Role of Intelligence? -- Can Intelligence Predict Nontask Performance? -- Five Common Questions About Implementing an Intelligence-Based Hiring System -- Can an Applicant Be Too Intelligent for a Job? -- Is Intelligence All That Matters? -- Does the Use of GMA Tests Have Any Adverse Impact? -- How Do Job Applicants React to the Use of GMA Tests? -- Economically, Is a GMA-Based Hiring System Really Worth the Effort? -- Case Examples -- The Philip Morris Plant in Cabarrus County, North Carolina -- US Steel Plant at Fairless Hill, PA -- References -- Exercises -- Hiring Office Workers -- Educating the CEO -- Discussion Questions -- Chapter 2 Select on Conscientiousness and Emotional Stability -- Select on Conscientiousness and Emotional Stability -- Conscientiousness and Emotional Stability Predict Broad and Diverse Outcomes -- Overall Job Performance -- Counterproductive Work Behavior -- Organizational Citizenship -- Teamwork and Collective Effort -- Attitudes - Job Satisfaction and Organizational Commitment -- Withdrawal Behaviors -- How Do Conscientiousness and Emotional Stability Affect Job Performance? -- Are There Exceptions to the General Principle? -- Subprinciple: Other Traits Predict Performance in Particular Jobs -- Are There Legal Issues in Implementing These Principles?

"There is a strong movement today in management to encourage management practices based on research evidence. Handbook of Principles of Organizational Behavior is based on timeless principles, built upon strong science, and these principles can be directly translated into actionable knowledge for application in organizations. It is easy for readers to digest, retain and apply principles, as opposed to thousands of factoids that are forgotten soon after regurgitating them for an exam. This book will be co-authored by foremost experts of the topics. Moreover, because the authors of the chapters of this book will be the experts at the forefront of the science of each of the principles, readers are likely to find great practical value in this book"--

ISBN: 9781394320769Subjects--Topical Terms:

516683
Organizational behavior.

LC Class. No.: HD58.7 / .P7423 2023

Dewey Class. No.: 658

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245 0 0 $a Principles of organizational behavior $h [electronic resource] : $b the handbook of evidence-based management / $c [edited by] Craig L. Pearce, Edwin A. Locke.
250 $a 3rd ed.
260 $a Hoboken, NJ : $b John Wiley & Sons, $c 2023.
300 $a 1 online resource (xx, 648 p.) : $b ill.
500 $a Previously published under the title: Handbook of principles of organizational behavior.
504 $a Includes bibliographical references and index.
505 0 $a Introduction -- Chapter 1 Select on Intelligence -- Co-author's Note -- What Is Intelligence? -- Higher Intelligence Leads to Better Job Performance -- Why Does Higher Intelligence Lead to Better Job Performance? -- What Is Required to Make This Principle Work? -- Are There Moderators or Exceptions to This Principle? -- Is Intelligence More Valid for More Complex Jobs? -- Can Job Experience Replace the Role of Intelligence? -- Can Intelligence Predict Nontask Performance? -- Five Common Questions About Implementing an Intelligence-Based Hiring System -- Can an Applicant Be Too Intelligent for a Job? -- Is Intelligence All That Matters? -- Does the Use of GMA Tests Have Any Adverse Impact? -- How Do Job Applicants React to the Use of GMA Tests? -- Economically, Is a GMA-Based Hiring System Really Worth the Effort? -- Case Examples -- The Philip Morris Plant in Cabarrus County, North Carolina -- US Steel Plant at Fairless Hill, PA -- References -- Exercises -- Hiring Office Workers -- Educating the CEO -- Discussion Questions -- Chapter 2 Select on Conscientiousness and Emotional Stability -- Select on Conscientiousness and Emotional Stability -- Conscientiousness and Emotional Stability Predict Broad and Diverse Outcomes -- Overall Job Performance -- Counterproductive Work Behavior -- Organizational Citizenship -- Teamwork and Collective Effort -- Attitudes - Job Satisfaction and Organizational Commitment -- Withdrawal Behaviors -- How Do Conscientiousness and Emotional Stability Affect Job Performance? -- Are There Exceptions to the General Principle? -- Subprinciple: Other Traits Predict Performance in Particular Jobs -- Are There Legal Issues in Implementing These Principles?
505 8 $a Best Practices for Implementation -- Case Examples -- 1. Relationship of Conscientiousness and Emotional Stability to Career Success -- 2. Conscientiousness and Emotional Stability and Astronauts Going to Mars -- References -- Exercises -- Discussion Questions -- Chapter 3 Structure Interviews to Recruit and Hire the Best People -- Decision-Making Research -- Decision-Making in Interviews -- Interviewers' Decisions -- Applicant's Decisions -- Structured Interviews -- Improving Decision-Making by Increasing Interview Structure -- Subprinciple 1: Identify the primary goals for the interview: recruitment, selection, or a combined focus. -- Subprinciple 2: Develop a set of questions - based on job analysis - that ask about applicants' capacity to perform the job. -- Formats -- Subprinciple 3: Develop a set of scoring criteria for evaluating applicants' answers. -- Subprinciple 4: When interviewing, ask all applicants the same questions in the same order. -- Subprinciple 5: Ask interviewers to take brief notes on each applicant and to review their notes before rating applicants. -- Subprinciple 6: Select or train interviewers to build rapport with applicants. -- Subprinciple 7: If interviews receive preinterview information about applicants, make sure that it is valid. -- Subprinciple 8: Ask applicants about their decision process and criteria, and share realistic information tailored to those processes and criteria. -- Subprinciple 9: If it is not possible to structure interviews, then arrange for three to four independent interviewers to meet with each applicant. -- Case Examples -- Untrained Interview Case -- Past Behavior Description-Based Interview Case -- Untrained Recruitments Interview Case -- References -- Exercises -- Interviewing Applicants Exercise -- Evaluating Applicant Answers Exercise -- Video Analysis and Discussion.
505 8 $a Discussion Questions -- Chapter 4 Attain Emotional Control by Understanding What Emotions Are -- What Emotions Are -- The causal sequence -- A mood is an enduring emotional state -- Multiple emotions -- Secondary appraisal -- Emotions and action -- Emotions and reason -- Consequences of emotion at work -- Changing an emotion -- Emotions and life -- Moderators -- Achieving Emotional Control -- Auxiliary Issues in Emotion -- Is there such a thing as Emotional Intelligence (EI)? -- Emotional experience versus emotional expression -- The effect of the manager on the mood of the office -- Should you fake emotions? -- What about customer service personnel? -- Burnout -- Defensiveness -- Is the Core Role of the Leader Emotional or Rational? -- One's job and careers as a source of life happiness -- References -- Exercises -- Personal -- Group -- Discussion Questions -- Chapter 5 Motivate Employee Performance Through Goal Setting -- Main Principle -- Subprinciples -- Set Challenging Specific Goals -- Mediators -- MODERATORS -- Provide Feedback in Relation to Goals -- Gain Goal Commitment -- Provide Resources Needed to Attain the Goal -- Learning Versus Performance Goals -- Environmental Uncertainty -- Stretch Goals -- Use the High Performance Cycle -- Issues in Implementation -- For What Should Goals Be Set? -- Who Should Set the Goals? -- Training Self-Regulation -- Case Examples -- Positive: The University of Washington -- Negative: The Potential Downside of Goal Setting -- Goals Set in the Subconscious -- Future Research -- Conclusion -- References -- Exercises -- Exercise #1 -- Exercise #2 -- Exercise #3 -- Discussion Questions -- Appendix: Guidelines for Effective Goal Setting in Organizations -- Focus -- Types of Goals -- Prioritization -- Goals, Difficulty, and Effort -- Stretch (Very Hard or Impossible) Goals as an Exception -- Goals and Time.
505 8 $a Knowledge and Skill -- Feedback -- Gaining Commitment to Goals -- Who Sets the Goals? -- How to Prevent Cheating -- Goals and Pay -- Goals and Job Satisfaction -- Goals and Teams -- Goals and Bullying -- Recent Discoveries -- Writing About Goals and Values -- Subconscious Priming of Goals -- Chapter 6 Cultivate Self-Efficacy for Personal and Organizational Effectiveness -- Editors' Note -- Core Functional Properties of Perceived Self-Efficacy -- Diverse Organizational Impact of Perceived Self-Efficacy -- Principles Governing the Development of Personal and Collective Efficacy -- Enablement Through Guided Mastery -- Cultivation of Self-Regulatory Competencies -- Conclusion -- References -- Exercises -- 1. Personal Self-Efficacy Building -- 2. Building Team Efficacy -- Chapter 7 Pay for Performance -- What Is Required to Make the Principle Work? -- Define Performance -- Communicate -- Ensure Competence -- Make Pay Systems Commensurate with Employees' Values -- Use Nonfinancial Motivators Too -- Use Money in Conjunction with Intrinsic Motivation -- Promote a Culture of Honesty and Integrity -- Target the Appropriate Organizational Level -- Make Pay Commensurate with the Level of Risk Employees Are Required to Bear -- Possible Exceptions to the Principle of Paying for Performance -- When Employees Are Learning -- When the Employer Can Monitor -- When Other Motivators Are Sufficient or Compensatory -- When the Company Is Unionized -- Case Examples -- 1. Paying for Individual Performance -- Wells Fargo -- 2. Paying for Team Performance -- Children's Hospital of Boston -- 3. Paying for Organizational Performance -- Handelsbanken -- References -- Exercises -- Analyzing the Pay System at Your Job -- Discussion Questions -- Chapter 8 Promote Job Satisfaction Through Mental Challenge -- Job Characteristics Model -- Measurement of Job Characteristics.
505 8 $a Research Support -- How to Increase Mental Challenge in Jobs -- Criticisms and Limitations -- Measurement of Job Characteristics -- Motivational Versus Mechanistic Work Design Approaches -- Moderators -- Employees with Low Growth Need Strength -- Employees Who Value Other Job Attributes -- Personality -- Other Moderators -- Case Examples -- 1. Job Redesign at Volvo's Manufacturing Plants -- 2. A Case of Resolving Boredom at Work in the Catering Sector -- References -- Exercises -- 1. Identifying Factors Related to Job Satisfaction -- 2. Redesigning Jobs to Increase Mental Challenge -- Discussion Questions -- Chapter 9 Follow the Science to Make Training Work -- Analyze Training Needs -- Execute Due Diligence -- Define Performance Requirements -- Define Cognitive and Affective States -- Define Knowledge, Skills, and Abilities (KSA) Attributes -- Delineate Learning Objectives -- Develop Training Content -- Design Learning Architecture -- Forge Instructional Experiences -- Develop Assessment Tools -- Deploy Training -- Set the Stage for Learning -- Deliver the Blended Learning Solution -- Support Transfer and Maintenance -- Evaluate Training -- Execute Evaluation Planning -- Gauge Trainee and Team Learning -- Gauge Organizational Impact -- Case Examples -- 1. A Success: The Aviation Experience -- 2. A Failure: Training the Sales Force -- Acknowledgments -- References -- Exercises -- 1. Training Planning -- 2. Training Evaluation -- Discussion Questions -- Training Media Resources -- Chapter 10 Embed Performance Appraisals into Broader Performance or Management Systems -- Components of a Performance Appraisal -- Individual Objectives Attainment -- Behavior-Based Appraisal -- Personal Development Plan -- Summary -- How to Improve Individual and Organizational Performance -- Goal Setting -- Leader as Coach -- Multisource Feedback -- Training -- Summary.
505 8 $a Case Examples.
520 $a "There is a strong movement today in management to encourage management practices based on research evidence. Handbook of Principles of Organizational Behavior is based on timeless principles, built upon strong science, and these principles can be directly translated into actionable knowledge for application in organizations. It is easy for readers to digest, retain and apply principles, as opposed to thousands of factoids that are forgotten soon after regurgitating them for an exam. This book will be co-authored by foremost experts of the topics. Moreover, because the authors of the chapters of this book will be the experts at the forefront of the science of each of the principles, readers are likely to find great practical value in this book"-- $c Provided by publisher.
588 $a Description based on print version record.
650 0 $a Organizational behavior. $3 516683
700 1 $a Pearce, Craig L. $3 582669
700 1 $a Locke, Edwin A. $3 803367
856 4 0 $u https://onlinelibrary.wiley.com/doi/book/10.1002/9781394320769