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Toronto Montreal Boston Burr Ridge, IL Dubuque, IA Madison, WI New YorkSan Francisco St. Louis Bangkok Bogotá Caracas Kuala Lumpur Lisbon LondonMadrid Mexico City Milan New Delhi Santiago Seoul Singapore Sydney Taipei
Care has been taken to trace ownership of copyright material contained in this text; however, the publisher will welcome any information that enables them to rectify any reference or creditfor subsequent editions.
Publisher: Nicole LukachSponsoring Editor: Kim BrewsterDevelopmental Editor: Lori McLellanPhoto Research: Karen BeckerManager, Editorial Services: Kelly DicksonSenior Supervising Editor: Margaret HendersonCopy Editor: Erin MooreSenior Production Coordinator: Paula BrownComposition: Heather Brunton/ArtPlus LimitedCover Design: Greg DevittCover Image: Daryl Benson/MasterfilePrinter: Quebecor Printing Dubuque
Library and Archives Canada Cataloguing in Publication
McShane, Steven LattimoreCanadian organizational behaviour / Steven L. McShane. — 6th ed.
Includes bibliographical references and index.ISBN 0-07-087694-0
1. Organizational behavior—Canada. I. Title.
HD58.7.M32 2006 658.3 C2005-907782-4
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Dedicated with love and devotion to Donna,
and to our wonderful daughters,
Bryton and Madison
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Steven L. McShaneSteven L. McShane is Professor of Management in the Graduate School ofManagement at the University of Western Australia (UWA). He is also an Hon-ourary Professor at Universiti Tunku Abdul Rahman (UTAR) in Malaysia.Steve previously taught in the business faculties at Simon Fraser Universityand Queen’s University in Canada. He is a past president of the AdministrativeSciences Association of Canada.
Steve earned his PhD from Michigan State University, a Master of IndustrialRelations from the University of Toronto, and an undergraduate degree fromQueen’s University in Kingston. He receives high teaching ratings from MBAand doctoral students in Perth, Australia, Singapore, and other cities whereUWA offers its programs. Steve is also a popular visiting speaker, having givenmore than 40 talks over the past two years to faculty and students at universi-ties around the world.
Along with writing Canadian Organizational Behaviour, Steve and ProfessorMary Anne Von Glinow co-author Organizational Behavior: Emerging Realitiesfor the Workplace Revolution, Third Edition (2005), McGraw-Hill’s highly suc-cessful American adaptation of this text, as well as their brief edition, Organi-zational Behavior: Essentials (2006). Steve is also a co-author with ProfessorTony Travaglione of Organisational Behaviour on the Pacific Rim, EnhancedEdition (2005), which, in its first three years, matched the popularity of theincumbent best-selling OB book in Australia and New Zealand. Steve has pub-lished several dozen articles and conference papers on the socialization of newemployees, gender bias in job evaluation, wrongful dismissal, media bias inbusiness magazines, and other diverse issues.
Along with teaching and writing, Steve enjoys spending his leisure timeswimming, body board surfing, canoeing, skiing, and travelling with his wifeand two daughters.
A B O U T T H E A U T H O R
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B R I E F C O N T E N T S
PART ONE
Introduction1 Introduction to the Field of Organizational
Behaviour 2
PART TWO
Individual Behaviour and Processes
2 Individual Behaviour, Values, and Personality 30
3 Perception and Learning in Organizations 64
4 Workplace Emotions and Attitudes 98
5 Motivation in the Workplace 128
6 Applied Performance Practices 160
7 Work-Related Stress and Stress Management 186
PART THREE
Team Processes8 Decision Making and Creativity 214
PART TWO VIDEO CASE STUDIES 211Case 1: VanCity Switcheroo 211Case 2: Pike Place Fish Market 211Case 3: Money and Ethics 211Case 4: Employee Loyalty 212Case 5: Stress in Japan (From The Speed Trap) 212
PART THREE
Team Processes
CHAPTER EIGHT
Decision Making and Creativity 214
Learning Objectives 214
Rational Choice Paradigm of Decision Making 216
Problems with the Rational Choice Paradigm 217
Identifying Problems and Opportunities 218
Problems with Problem Identification 218
Connections 8.1: Famous Missed Opportunities 219
Identifying Problems and Opportunities MoreEffectively 220
C O N T E N T S ix
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Evaluating and Choosing Alternatives 220
Problems with Goals 221
Problems with Information Processing 221
Problems with Maximization 222
Evaluating Opportunities 222
Emotions and Making Choices 222
Intuition and Making Choices 223
Making Choices More Effectively 224
Evaluating Decision Outcomes 224
Escalation of Commitment 225
Evaluating Decision Outcomes More Effectively 226
Employee Involvement in Decision Making 227
Benefits of Employee Involvement 227
GLOBAL Connections 8.2: High Involvement SavesArgentine Companies 228
Contingencies of Employee Involvement 228
Creativity 230
The Creative Process Model 230
Creative People and Work Environments 231
Activities that Encourage Creativity 232
Chapter Summary 233
Key Terms 234
Discussion Questions 234
Case Study 8.1: Employee Involvement Cases 235
Class Exercise 8.2: For What It’s Worth 236
Team Exercise 8.3: Where in the World Are We? 237
Team Exercise 8.4: Winter Survival Exercise 240
Class Exercise 8.5: Creativity Brainbusters 241
Self-Assessment Exercise 8.6: Measuring Your Creative Personality 242
Self-Assessment Exercise 8.7: Testing Your Creative Bench Strength 243
GLOBAL Connections 17.1: Carlos Ghosn Relies on High Involvement to Transform Nissan 473
Refreezing the Desired Conditions 475
Strategic Visions, Change Agents, and Diffusing Change 475
Change Agents 475
Diffusion of Change 476
Three Approaches to Organizational Change 476
Action Research Approach 476
Appreciative Inquiry Approach 478
Parallel Learning Structure Approach 480
Cross-Cultural and Ethical Issues in Organizational Change 480
Ethical Concerns with Organizational Change 480
Personal Change for the Road Ahead 481
Understand Your Needs and Values 481
Understand Your Competencies 482
Set Career Goals 482
Maintain Networks 482
Get a Mentor 483
Organizational Behaviour: The Journey Continues 483
Chapter Summary 483
Key Terms 484
Discussion Questions 484
Case Study 17.1: The Excellent Employee 485
Team Exercise 17.2: Strategic Change Incidents 486
Self-Assessment Exercise 17.3: Tolerance of Change Scale 487
PART FOUR VIDEO CASE STUDIES
Case 1: Wendy’s Restaurants of Canada 489
Case 2: JetBlue Airways 489
ADDITIONAL CASES
Case 1: Arctic Mining Consultants 490
Case 2: A Window on Life 492
Case 3: Big Screen’s Big Failure 494
Case 4: The Case of Lightco 499
Case 5: From Lippert-Johanson Incorporated toFenway Waste Management 504
Case 6: Keeping Suzanne Chalmers 506
Case 7: South West Ontario Health Region(SWOHR) 507
Case 8: Introducing Work/Life Balance at OxfordManufacturing 509
APPENDIX A
Theory Building and Systematic ResearchMethods 512
APPENDIX B
Scoring Keys for Self-Assessment Exercises 520
GLOSSARY 530
NOTES 538
NAME INDEX 593
ORGANIZATION INDEX 613
URL INDEX 617
SUBJECT INDEX 619
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Welcome to a new era of organizational behaviour! Virtual teams arereplacing committees. Values and self-leadership are replacing com-mand-and-control supervision. Knowledge is replacing infrastructure.
Companies are looking for employees with emotional intelligence, not just techni-cal smarts. Globalization has become the mantra of corporate survival. Co-workersaren’t down the hall; they’re at the other end of an Internet connection locatedsomewhere else on the planet.
Canadian Organizational Behaviour, Sixth Edition is written in the context ofthese emerging workplace realities. This edition explains how emotions guideemployee motivation, attitudes, and decisions; how values have become the newresource to shape workplace behaviour; how a person’s social identity relates toteam dynamics, stereotyping, and organizational culture; and how appreciativeinquiry has become one of the most important strategies in organizationalchange. This book also presents the new reality that organizational behaviour isnot just for managers; it is relevant and useful to anyone who works in andaround organizations.
CANADIAN AND GLOBAL ORIENTATION
Canadian Organizational Behaviour, Sixth Edition is written by aCanadian for Canadians. It includes several Canadian cases,makes solid use of Canadian scholarship, and is filled with Cana-dian examples of organizational behaviour in practice. For exam-ple, you will read about team dynamics at Lighthouse Publishingin Bridgewater, Nova Scotia; the foundations of corporate cultureat Cirque du Soleil in Montreal; rewards, empowerment, and otherapplied performance practices at WestJet in Calgary; and the cre-ative dynamics of employees at Vancouver-based game developerRadical Entertainment.
Love it or hate it, globalization is part of the emerging realityof organizations. So, along with its Canadian focus, CanadianOrganizational Behaviour, Sixth Edition introduces globalizationin the opening chapter and highlights global issues throughoutthe book. To further emphasize the emerging reality of global-ization, every chapter has one or more GLOBAL Connections, ahighlighted feature that links OB concepts to organizational inci-dents in diverse countries. For example, GLOBAL Connectionsfeatures describe how young people in Japan are dramaticallyaltering the traditional employment relationship by becoming“freeters,” how a German advertising and Web design firm isgaining attention by adopting a no-nonsense “back to work” cor-porate culture, how employees in Argentina are saving their jobsby taking over the businesses abandoned by their employers, andhow executives are learning to lead the “ubuntu” way in Africa.
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LINKING THEORY WITH REALITY
Every chapter of Canadian Organizational Behaviour, Sixth Edition, is filled withreal-life examples to make OB concepts more meaningful and reflect the relevanceand excitement of this field. For example, you will read how Vancouver City SavingsCredit Union has become one of Canada’s most successful financial institutions byensuring that its staff experience plenty of positive emotions every day; how Toronto-based Celestica Inc. remains competitive through high-performance teams and leanmanufacturing practices; how W. L. Gore & Associates remains nimble through anorganizational structure that has no bosses; and how corporate leaders are turningto blogs to communicate more personally with employees and customers.
These real-life stories appear in many forms. Every chap-ter of Canadian Organizational Behaviour, Sixth Edition isfilled with photo captions and in-text anecdotes about worklife in this new millennium. Each chapter also includesConnections, a special feature that “connects” OB conceptswith real organizational incidents. Case studies in eachchapter and video case studies related to various topics inthis book also connect OB concepts to the emerging work-place realities. These stories provide representation acrossCanada and around the planet. Moreover, they cover a widerange of industries—from software to government—andfrom small businesses to the Financial Post 500.
ORGANIZATIONAL BEHAVIOUR KNOWLEDGE FOR EVERYONE
Another distinctive feature of Canadian Organizational Behaviour, Sixth Edition isthat it is written for everyone in organizations, not just “managers.” The philoso-phy of this book is that everyone who works in and around organizations needs tounderstand and make use of organizational behaviour knowledge. The new realityis that people throughout the organization—systems analysts, production employ-ees, accounting professionals—are assuming more responsibilities as companiesremove layers of management and give the rest of us more autonomy over ourwork. This book helps everyone make sense of organizational behaviour, and pro-vides the tools to work more effectively in the workplace.
CONTEMPORARY THEORY FOUNDATION
Canadian Organizational Behaviour, Sixth Edition has a solid foundation of con-temporary and classic research and writing. You can see this in the references.Each chapter is based on dozens of articles, books, and other sources. The mostrecent literature receives thorough coverage, resulting in what we believe is themost up-to-date organizational behaviour textbook available. These referencesalso reveal that we reach out to information systems, marketing, and other disci-plines for new ideas. At the same time, this textbook is written for students, notthe scholars whose work is cited. So, while this book provides new knowledge andits practical implications, you won’t find detailed summaries of specific researchstudies. Also, this textbook rarely names specific researchers and their universityaffiliations; instead, it focuses on organizational behaviour knowledge rather than“who’s who” in the field.
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Canadian Organizational Behaviour was the first textbook to discuss workplaceemotions, social identity theory, appreciative inquiry, virtual teams, future searchevents, Schwartz’s values model, the employee-customer-profit chain model,learning orientation, workaholism, and several other groundbreaking topics. Thisedition is particularly innovative and contemporary with the latest knowledge onfour-drive theory, resilience, communication blogs and wikis, separating socio-emotional conflict from constructive conflict, Goleman’s emotional intelligencemodel, and the automaticity and emotionality of the perceptual process.
CONTINUOUS DEVELOPMENT
Canadian Organizational Behaviour is not a “Canadianized” adaptation of anAmerican book. Although I also co-author Organizational Behavior in the UnitedStates and internationally (now in its successful third edition) and OrganisationalBehaviour on the Pacific Rim (entering its second edition), all three books updateeach other in a virtuous cycle of continuous development. Canadian Organiza-tional Behaviour, Sixth Edition updates information from the third U.S. edition,and the next Pacific Rim edition will update this book.
This is apparently the only business textbook anywhere that practices continu-ous development because it is the only book where the lead author actively writesin all three regions. This global approach to textbook development ensures thatCanadian Organizational Behaviour offers Canadians the latest organizationalbehaviour concepts, issues, and examples at the time of publication. The next sec-tion highlights the results of this continuous development process.
CHANGES TO THE SIXTH EDITION
Canadian Organizational Behaviour, Sixth Edition has benefited from reviews bymore than 100 organizational behaviour scholars and teachers in several coun-tries over the past three years. Chapter structure changes in the previous (fifth)edition proved very popular with instructors here in Canada and in other coun-tries, so this sixth edition largely keeps the previous organization of chapters. Inaddition to substantially updated examples throughout the book, most of theimprovements to this edition are in the new topics noted below:
� Chapter 1: Introduction to the Field of Organizational Behaviour—This chapterincludes updated knowledge on the bottom-line benefits of organizationalbehaviour, more emphasis on work/life balance, a revised section on virtualwork, and further emphasis on values and corporate social responsibility.
� Chapter 2: Individual Behaviour, Values, and Personality—This chapter intro-duces students to the emerging concept of employee engagement, and linksthis concept to the MARS model of individual behaviour and performance.The section on personal values is also updated with more details about differ-ent forms of values congruence. The section on Canadian vs. American valuesis significantly updated.
� Chapter 3: Perception and Learning in Organizations—This chapter reflectscurrent thinking about selective attention, organization, and interpretationas automatic unconscious emotional (rather than logical/mechanical)processes. It also writes about categorical thinking as part of the perceptualprocess, updates the highly popular concept of social identity theory, provides
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new details about when self-fulfilling prophecy is more (or less) likely tooccur, and further highlights the importance of the learning orientation con-cept in experiential learning.
� Chapter 4: Workplace Emotions and Attitudes—Canadian Organizational Behaviourwas the first OB textbook (in 1998) to fully discuss workplace emotions, andthis chapter continues to keep students up-to-date on how emotions drive atti-tudes, decisions, and behaviour in the workplace. For instance, this chapternotes how we “listen in” on our emotions when figuring out our attitudes. It alsoaddresses the situation where emotions and cognitions (logical thinking) conflictwith each other. This chapter also introduces Goleman’s revised model of emo-tional intelligence, identifies shared values as a factor in organizational com-mitment, and discusses psychological contracts across cultures and generations.
� Chapter 5: Motivation in the Workplace—Recognizing that needs hierarchymodels lack research support, Canadian Organizational Behaviour was thefirst OB textbook (in 2004) to introduce four-drive theory as an alternativemodel to understand the dynamics of needs and drives in organizational set-tings. This chapter further explains how that model works, and identifies itsimplications for practice in the workplace. This chapter also explains theongoing relevance of Maslow’s ideas, and further emphasizes the role of pro-cedural justice in organizational justice.
� Chapter 6: Applied Performance Practices—This chapter has relatively minorchanges. The chapter is somewhat shorter in this edition by condensing thesection on rewards. The chapter also refines some of the details about scien-tific management and updates details about self-leadership in practice.
� Chapter 7: Work-Related Stress and Stress Management—This chapter updatesinformation about individual differences in the stress experience, includingthe important concept of resilience. It also provides new details about psy-chological harassment and work hours in Canada as a stressor.
� Chapter 8: Decision Making and Creativity—This chapter is moved slightlyfrom the previous edition and transfers information about team decisionmaking over to Chapter 10. The chapter further compares the rational choiceparadigm against human imperfections of decision making. It identifies threeways that emotions affect the evaluation of alternatives. This chapter alsointroduces new evidence about escalation of commitment, intuition in deci-sion making, and how people evaluate opportunities.
� Chapter 9: Foundations of Team Dynamics—This chapter more explicitlyexplains why organizations rely on teams. It also offers new informationabout Belbin’s team roles model as well as team composition and diversity.
� Chapter 10: Developing High-Performance Teams—This chapter further refinesour knowledge of self-directed work teams and sociotechnical systems the-ory. It also updates the section on team trust. This chapter also incorporateswriting on team decision making, including new knowledge about group-think and brainstorming.
� Chapter 11: Communicating in Teams and Organizations—Along with updatinginformation about email and instant messaging, Canadian OrganizationalBehaviour, Sixth Edition is apparently the first to discuss the role of blogs andwikis in corporate communication. This chapter also provides new informa-tion about media richness and the organizational grapevine.
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� Chapter 12: Power and Influence in the Workplace—This chapter updates ourknowledge of power and influence derived from social networks. It also intro-duces three contingencies to consider when applying various influence tactics.
� Chapter 13: Conflict and Negotiation in the Workplace—This chapter offers newinformation about the relationship between constructive (task-related) conflict andsocioemotional conflict, and identifies ways to minimize the latter while engag-ing in the former. It also summarizes current thinking about how to minimizeconflict through communication and understanding, including talking circles.
� Chapter 14: Leadership in Organizational Settings—This chapter updates infor-mation about leadership substitutes, the implicit leadership perspective, andgender differences in leadership. It also provides further evidence separatingcharismatic from transformational leadership.
� Chapter 15: Organizational Structure—This chapter updates informationabout coordination mechanisms, the optimal level of decentralization, andproblems with matrix structures. The section on contingencies of organiza-tional design was also re-organized to emphasize the external environment asa central contingency.
� Chapter 16: Organizational Culture—This chapter sharpens the focus on theadvantages and limitations of strong organizational cultures. This chapteralso adds in information about organizational socialization processes, includ-ing stages of socialization, realistic job previews, and socialization agents.
� Chapter 17: Organizational Change—This chapter provides additional infor-mation about creating an urgency to change and diffusing change from a pilotproject. The chapter ends the book with an outline of four strategies for per-sonal change and development in organizations.
SUPPORTING THE LEARNING PROCESS
The changes described above refer only to the text material.Canadian Organizational Behaviour, Sixth Edition also hasimproved technology supplements, cases, videos, team exercises,and self-assessments.
Chapter Cases and Additional Cases Every chapter includesat least one short case that challenges students to diagnose issuesand apply ideas from that chapter. Several comprehensive casesalso appear at the end of the book. Several cases are new to thisbook and are written by Canadian instructors from St. John toVancouver. Others, such as Arctic Mining Consultants, are clas-sics that have withstood the test of time.
Video Cases Canadian Organizational Behaviour, Sixth Editionprovides a full complement of video cases to liven up the class-room experience. Many are from the Canadian Broadcasting Cor-poration, such as VanCity’s CEO returning to the frontlines,workplace loyalty, drum room team building, and scenario plan-ning. Other excellent video programs, from sources such as PBS,NBC, and independent production companies, look at stress inJapan, workplace emotions at Pike Place Fish Market, charis-matic CEOs, and business ethics at Wal-Mart.
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Team Exercises and Self-Assessments Experiential exercises and self-assess-ments represent an important part of the active learning process. Canadian Organiza-tional Behaviour, Sixth Edition facilitates that process by offering one or two teamexercises in every chapter. Many of these learning activities, such as Where in the
World are We? (Chapter 8) and the Cross-Cultural CommunicationGame (Chapter 11), are not available in other organizationalbehaviour textbooks. This edition also has nearly three dozen self-assessments in the book or on the student Online Learning Centre(OLC). Self-assessments personalize the meaning of several orga-nizational behaviour concepts, such as workaholism, self-leader-ship, empathy, stress, creative disposition, and tolerance of change.
Student Online Learning Centre Canadian Organizational Behaviour firstintroduced Web-based support for students in 1995, and continues that traditionwith a comprehensive and user-friendly Online Learning Centre. The site includespractice questions in a format similar to those found in the test bank, links to rel-evant external Web sites, and other valuable resources for students such as:
� Chapter outlines and objectives
� Chapter summaries
� Online quizzing
� Video streaming and full video listing and questions by part
� Links to relevant external Web sites
� Link to OB Online
� Link to PowerWeb
� Searchable glossary
Online Student Study Guide NEW! An online Study Guide is now offered forpackaging with this edition. This interactive product includes key study aids, sum-maries, and self-testing modules.
OB Online is our OB online experience. Through the wonders of the latest Webtechnology, students can:
� Choose exercises from a list of topics
� Run activities and self-assessments geared toward groups and teams, individual dif-ferences, international organizational behaviour, and motivation and empowerment
� Launch into “Business Around the World” to find an outstanding resource forresearching and exploring Organizational Behaviour Online
PowerWeb is dynamic, easy to use, and available for packaging with this textbook.It provides supplemental content that is course based and saves time. PowerWeb isthe first online supplement to offer students access to the following:
� Course-specific current articles refereed by content experts
� Course-specific, real-time, and daily news
� Weekly course updates
� Interactive exercises and assessment tools
� Student study tips, Web research tips, and exercises
� Refereed and updated research links
� Access to the Northernlight.com’s Special Collection of journals and articles
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Indexes, Margin Notes, and Glossary While minimizing unnecessary jargon,Canadian Organizational Behaviour assists the learning process by highlighting keyterms in bold and providing brief definitions in the margin. These definitions are alsopresented in an alphabetical glossary at the end of the text. We have also developed acomprehensive index of content, names, and organizations described in this book.
INSTRUCTOR SUPPORT MATERIALS
Canadian Organizational Behaviour, Sixth Edition includes a variety of supple-mental materials to help instructors prepare and present the material in this text-book more effectively.
Instructor Online Learning Centre Along with the Student OLC (see above),Canadian Organizational Behaviour includes a password-protected Web site forinstructors. The site offers
� Downloadable supplements: Microsoft® PowerPoint® Presentations, Instruc-tor’s Manual, and a databank of figures to create your own presentations
� Video streaming and full video listing and questions/answers by chapter
� Link to OB Online
� Link to PowerWeb
� Online updates to chapter topics
� PageOut
� Sample syllabi
� Links to OB news
� Updates and other resources
Canadian Organizational Behaviour was apparently the first OB textbook (in 1995)to introduce a complete set of PowerPoint® Presentation files. This resource is nowmore sophisticated than ever. Each PowerPoint® file has more than 18 slides relat-ing to the chapter, all of which display one or more photographs from the textbook.
Instructor’s Resource CD-ROM This CD-ROM includes
Instructor’s Resource Manual Steve McShane co-authored the Instructor’sResource Manual with Claude Dupuis of Athabasca University to ensure that itrepresents the textbook’s content and supports instructor needs. Each chapterincludes the learning objectives, glossary of key terms, a chapter synopsis, com-plete lecture outline with thumbnail images of corresponding PowerPoint® slides,and solutions to the end-of-chapter discussion questions. It also includes teachingnotes for the chapter case(s), team exercises, and self-assessments. Many chaptersinclude supplemental lecture notes and suggested videos. The Instructor’s ResourceManual also includes teaching notes for the end-of-text cases.
Test Bank and Computerized Test Bank The Test Bank manual includes morethan 2,400 multiple choice, true/false, and essay questions, most written by SteveMcShane. Each question identifies the relevant page reference and difficulty level.The entire Test Bank manual is also available in an updated computerized version.Instructors receive special software that lets them design their own examinationsfrom the test bank questions. It also lets instructors edit test items and add theirown questions to the test bank.
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Integrator This pioneering instructional resource from McGraw-Hill Ryerson isyour road map to all the other elements of your text’s support package. Keyed tothe chapters and topics of your McGraw-Hill Ryerson textbook, the integrator tiestogether all of the elements in your resource package, guiding you to where you’llfind corresponding coverage in each of the related support package components!
Team Learning Assistant (TLA) TLA is an interactive online resource thatmonitors team members’ participation in a peer review. The program is designedto maximize the team learning experience and to save professors and studentsvaluable time. (Available as an optional package.)
eInstruction’s Classroom Performance System (CPS) Bring interactivityinto the classroom or lecture hall. CPS is a student response system using wirelessconnectivity. It gives instructors and students immediate feedback from the entireclass. The response pads are remotes that are easy to use and engage students.CPS allows you to
� increase student preparation, interactivity, and active learning so you canreceive immediate feedback and know what students understand.
� administer quizzes and tests, and provide immediate grading.
� create lecture questions in multiple choice, true/false, and subjective.
� evaluate classroom attendance, activity, and grading for your course as awhole. All results and scores can easily be imported into Excel and can be usedwith various classroom management systems.
CPS-ready content is available for use with Canadian Organizational Behaviour,Sixth Edition. Please contact your iLearning Sales Specialist for more informa-tion on how you can integrate CPS into your OB classroom.
Manager’s Hot Seat In today’s workplace, managers are confronted daily withissues such as diversity, working in teams, and the virtual workplace. The Manager’sHot Seat is an interactive DVD (available for packaging) that allows students towatch as 15 real managers apply their years of experience to confront these issues.
PageOut Visit www.mhhe.com/pageout to create a Web page for your courseusing our resources. PageOut is the McGraw-Hill Ryerson Web site developmentcentre. This Web page-generation software is free to adopters and is designed to helpfaculty create an online course, complete with assignments, quizzes, links to rele-vant Web sites, and more—all in a matter of minutes.
WebCT/Blackboard In addition, content cartridges are available for the coursemanagement systems WebCT and Blackboard. These platforms provide instruc-tors with user-friendly, flexible teaching tools. Please contact your local McGraw-Hill Ryerson iLearning Sales Specialist for details.
Superior Service Service takes on a whole new meaning with McGraw-HillRyerson and Canadian Organizational Behaviour, Sixth Edition. More than justbringing you the textbook, we have consistently raised the bar in terms of innova-tion and educational research—both in management, and in education in general.These investments in learning and the education community have helped us tounderstand the needs of students and educators across the country, and allowedus to foster the growth of truly innovative, integrated learning.
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INTEGRATED LEARNING
Your Integrated Learning Sales Specialist is a McGraw-Hill Ryerson representa-tive who has the experience, product knowledge, training, and support to help youassess and integrate any of our products, technology, and services into yourcourse for optimum teaching and learning performance. Whether it’s using ourtest bank software, helping your students improve their grades, or putting yourentire course online, your iLearning Sales Specialist is there to help you do it.Contact your local iLearning Sales Specialist today to learn how to maximize allof McGraw-Hill Ryerson’s resources!
iLearning Services Program McGraw-Hill Ryerson offers a unique iServicespackage designed for Canadian faculty. Our mission is to equip providers ofhigher education with superior tools and resources required for excellence inteaching. For additional information, visit http://www.mcgrawhill.ca/highereducation/iservices/.
TEACHING, TECHNOLOGY & LEARNING CONFERENCE SERIES
The educational environment has changed tremendously in recent years, andMcGraw-Hill Ryerson continues to be committed to helping you acquire the skillsyou need to succeed in this new milieu. Our innovative Teaching, Technology &Learning Conference Series brings faculty together from across Canada with 3MTeaching Excellence award winners to share teaching and learning best practicesin a collaborative and stimulating environment. Pre-conference workshops ongeneral topics, such as teaching large classes and technology integration, will alsobe offered. We will also work with you at your own institution to customize work-shops that best suit the needs of your faculty at your institution.
Canadian Organizational Behaviour, Sixth Edition symbolizes the power of team-work. More correctly, it symbolizes the power of a virtual team because I wrotethis book from Perth, Australia with editorial and production support from peoplelocated in several places throughout Canada.
Superb virtual teams require equally superb team members, and we were for-tunate to have this in our favour. Sponsoring Editor Kim Brewster led the waywith unwavering support, while solving the behind-the-scenes challenges thatmade everyone’s lives much easier. Lori McLellan (Developmental Editor) demon-strated amazingly cool coordination skills as Steve pushed the deadline limits sostudents have the latest OB knowledge. The keen copy editing skills of Erin Mooremade Canadian Organizational Behaviour, Sixth Edition incredibly error free.Margaret Henderson, our Senior Supervising Editor, met the challenge of a tightproduction schedule. Thanks also to Kelly Dickson, Manager of Editorial Servicesand Design, for her ongoing support and to Karen Becker for finding the manyphotos that Steve had identified for this book. Thanks to you all. This has been anexceptional team effort!
As was mentioned earlier, more than 100 instructors around the world reviewedparts or all of Canadian Organizational Behaviour, Sixth Edition or its regionaleditions over the past three years. Their compliments were energizing, and theirsuggestions significantly improved the final product. Among others, the followingpeople from Canadian colleges and universities deserve recognition for providingthe most recent feedback for improvements specifically for Canadian OrganizationalBehaviour, Sixth Edition through preliminary, chapter and full manuscript reviews,as well as participation in focus groups:
Celeste Brotheridge, University of ReginaWayne Cadence, Northern Alberta Institute of TechnologyJin Nam Choi, McGill UniversityDebby Cleveland, British Columbia Institute of TechnologyRobert Dabous, Cambrian CollegeWenlu Feng, Centennial CollegeHugh Gunz, University of TorontoAnne Harper, Humber Institute of Technology & Advanced LearningJean Helms Mills, Saint Mary’s UniversityKate Hoye, University of WaterlooDiane Jurkowski, York UniversityStefane Kabene, University of Western OntarioSue Kieswetter, Conestoga CollegeR.L. Kirby, Carleton UniversityRaymond Lee, University of ManitobaDon Miskiman, Malaspina University-CollegeCarol Riggs, Seneca CollegeGeoffrey Smith, University of GuelphDebra Warren, Centennial CollegeBrian Worth, Georgian College
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I would also like to extend sincere thanks to the exceptional efforts of ClaudeDupuis, Athabasca University, who co-authored the Instructor’s Resource Manualand is authoring the first edition of the new online Student Study Guide. Claude’senthusiasm and expertise in organizational behaviour teaching really comesthrough in his work on this project.
I would also like to extend my sincerest thanks to the many instructors in Canadaand abroad who contributed cases and exercises to this edition of Canadian Organi-zational Behaviour:
Alicia Boisnier, SUNY at BuffaloJames Buchkowsky, Saskatchewan Institute of Applied Science & TechnologySharon Card, (formerly at) Saskatchewan Institute of Applied Science & TechnologyJeewon Cho, SUNY at BuffaloCathy Fitzgerald, Okanagan CollegeMary Gander, Winona State UniversityBeth Gilbert, University of New Brunswick, Saint JohnSwee C. Goh, University of OttawaCheryl Harvey, Wilfrid Laurier UniversityLisa Ho, Prada Shoes, SingaporeTheresa Kline, University of CalgaryRosemary Maellaro, University of DallasFiona McQuarrie, University College of the Fraser ValleySusan Meredith, Selkirk CollegeJean Helms Mills, Saint Mary’s UniversityKim Morouney, Wilfrid Laurier UniversityJoseph C. Santora, Essex County College & TST, Inc.Peter Seidl, British Columbia Institute of TechnologyWilliam Todorovic, Purdue UniversityLisa V. Williams, SUNY at Buffalo
Along with the reviewers, contributors, and editorial team, I would like to extendspecial thanks to my students for sharing their learning experiences and assistingwith the development of the three organizational behaviour textbooks in Canada,the United States, and the Pacific Rim. I am also very grateful to my colleagues atthe Graduate School of Management who teach organizational behaviour, includ-ing (in alphabetical order): Gail Broady, Renu Burr, Ron Cacioppe, Stacy Chap-pell, Nick Forster, Catherine Jordan, Sandra Kiffin-Petersen, Chris Perryer, DavidPlowman, Chris Taylor, and Barb Wood. These wonderful people listen patientlyto my ideas, diplomatically correct my wayward thoughts, and share their experi-ences using the American or Pacific Rim editions of this book in Perth (Australia),Jakarta (Indonesia), Manila (Philippines), and Singapore.
Finally, I am forever indebted to my wife, Donna McClement, and to our won-derful daughters Bryton and Madison. Their love and support give special mean-ing to my life.