Organizational Behavior Arab World Edition Robbins Judge Hasham

Organizational Behavior Arab World Edition Robbins, Judge, Hasham Chapter 1: What is Organizational Behavior? Lecturer: Dr Ahmed Elsetouhi © Pearson Education 2012 1 -1

Chapter Learning Objectives This chapter will enable you to: 1. Define organizational behavior (OB). 2. Show the value to OB of systematic study. © Pearson Education 2012 1 -2

Chapter Learning Objectives (cont’d) 5. Identify the major behavioural science disciplines that contribute to OB. 6. Demonstrate why there are few absolutes in OB. 7. Identify the challenges and opportunities managers have in applying OB concepts. 8. Consider the three levels of analysis and characteristics of the OB model in general. © Pearson Education 2012 1 -3

Organizational Behavior Define Organizational behavior (OB) A field of study that investigates the impact that individuals, groups, and structure have on behavior within organizations, for the purpose of applying such knowledge toward improving an organization’s effectiveness. © Pearson Education 2012 1 -4

Organizational Behavior • Organizational behavior is a field of study, meaning that it is a distinct area of expertise with a common body of knowledge. • What does it study? It studies three determinants of behavior in organizations: individuals, groups, and structure. • OB applies the knowledge gained about individuals, groups, and the effect of structure on behavior in order to make organizations work more effectively. © Pearson Education 2012 1 -5

Organizational Behavior • To sum up the definition, OB is the study of what people do in an organization and how their behavior affects the organization’s performance. • Because OB is concerned specifically with employment-related situations, it is not surprised that it emphasizes behavior as related to concerns such as jobs, work, absenteeism, employment turnover, productivity, human performance, and management. © Pearson Education 2012 1 -6

Organizational Behavior • OB includes the core topics of motivation, leader behavior and power, interpersonal communication, group structure and processes, learning, attitude development and perception, change processes, conflict, work design, and work stress. © Pearson Education 2012 1 -7

Intuition and Systematic Study There are two complementary means of predicting behavior: • Gut feelings Intuition • Individual observation • Commonsense Systemati c Study © Pearson Education 2012 • Looks at relationships • Scientific evidence • Predicts behaviors 1 -8

1 – The systematic Study • The systematic approach will uncover important facts and relationships and provide a base from which to make more accurate predictions of behavior. • Underlying this systematic approach is the belief that behavior is not random. • Rather, fundamental consistencies can be identified underlying the behavior of all individuals and modify them to reflect individual differences. © Pearson Education 2012 1 -9

1 – The systematic Study • These fundamental consistencies are very important. Why? Because they allow predictability. Behavior is generally predictable, and the systematic study of behavior is a means to making reasonably accurate predictions. • systematic study: looking at relationships, attempting to attribute causes and effects, and basing our conclusions on scientific evidence— that is, on data gathered under controlled conditions and measured and interpreted in a reasonably rigorous manner. © Pearson Education 2012 1 -10

An Outgrowth of Systematic Study… Evidence-Based Management (EBM) complements systematic study by: Basing managerial decisions on the best available scientific evidence. Must think like scientists: Search for best available evidence Pose a managerial question © Pearson Education 2012 1 -11 Apply relevant informatio n to case

2 - Intuition • Intuition: A gut feeling not necessarily supported by research • Systematic study and EBM add to intuition , or those “gut feelings” about what makes others (and ourselves) “tick. ” • Of course, the things you have come to believe in an unsystematic way are not necessarily incorrect. © Pearson Education 2012 1 -12

2 - Intuition • if all decisions were made with intuition or gut instinct, it means likely working with incomplete information—like making an investment decision with only half the data. • Relying on intuition is made worse because we tend to overestimate the accuracy of what we think we know. • Surveys of human resource managers have also shown many managers hold “common sense” opinions regarding effective management that have been flatly refuted by empirical evidence. © Pearson Education 2012 1 -13

Managers Should Use All Three Approaches • Intuition is often based on inaccurate information. • Faddism is prevalent in management. • Systematic study can be time-consuming. Use evidence as much as possible to inform your intuition and experience. The trick is to know when to go with your gut. – Jack Welsh © Pearson Education 2012 1 -14

QUESTIONS: 1 – Organization is a consciously coordinated social unit composed of two or more people that functions on a relatively continuous basis to achieve a common goal or set of goals. (TRUE) 2 – Organizing is a process that includes defining goals, establishing strategy, and developing plans to coordinate activities. (FALSE) 3 – The liaison is responsible for the motivation and direction of employees. (FALSE) 15 Presentation Title runs here l 00/00/00

4 – Managers perform a spokesperson role when they represent the organization to outsiders. (TRUE) 5 - Technical skills are the mental ability to analyze and diagnose complex situations. (FALSE) 6 - Behavior is generally predictable, and the systematic study of behavior is a means to making reasonably accurate predictions. (TRUE) 16 Presentation Title runs here l 00/00/00

7 - Intuition includes all of the following except: A – Gut feelings B – Individual observation C – Commonsense D - Scientific evidence E – A & C D 8 – Systematic Study includes all of the following except: A – Gut feelings B – Looks at relationships C – Scientific evidence D – Predicts behaviors E – B & C A 17 Presentation Title runs here l 00/00/00

9 – A field of study that investigates the impact that individuals, groups, and structure have on behavior within organizations, for the purpose of applying such knowledge toward improving an organization’s effectiveness. A – Planning B – Organizing C – Organizational behavior D – Controlling E – Leading C 10 - ………. is the study of what people does in an organization and how their behavior affects the organization’s performance. A – Planning B – Organizational behavior C – Organizing D – Controlling E – Leading B 18 Presentation Title runs here l 00/00/00

Disciplines That Contribute to the OB Field • Organizational behavior is an applied behavioral science built on contributions from a number of behavioral disciplines, mainly psychology and social psychology, sociology, and anthropology. • Psychology’s contributions have been mainly at the individual or micro level of analysis, while the other disciplines have contributed to our understanding of macro concepts such as group processes and organization. © Pearson Education 2012 1 -19 Psychology Social Psychology Sociology Anthropolo gy

© Pearson Education 2012 1 -20

21 Presentation Title runs here l 00/00/00

22 Presentation Title runs here l 00/00/00

23 Presentation Title runs here l 00/00/00

24 Presentation Title runs here l 00/00/00

Psychology The science that seeks to measure, explain, and sometimes change the behavior of humans and other animals. © Pearson Education 2012 1 -25

Psychology Unit of Analysis: • Individual Contributions to OB: • Learning, motivation, personality, emotions, perception. • Training, leadership effectiveness, job satisfaction. • Individual decision making, performance appraisal attitude measurement. • Employee selection, work design, and work stress. © Pearson Education 2012 1 -26

Social Psychology Social psychology is an area within psychology that blends concepts from psychology and sociology and that focuses on the influence of people on one another. © Pearson Education 2012 1 -27

Social Psychology Unit of Analysis: • Group Contributions to OB: • Behavioral change • Attitude change • Communication • Group processes • Group decision making © Pearson Education 2012 1 -28

Sociology The study of people in relation to their fellow human beings. Units of Analysis: • Organizational system • Group © Pearson Education 2012 1 -29

Sociology Contributions to OB: • Group dynamics • Intergroup behavior • Work teams • Formal organization theory • Communication • Organizational technology • Power • Organizational change • Conflict • Organizational culture © Pearson Education 2012 1 -30

Anthropology The study of societies to learn about human beings and their activities. Units of Analysis: • Organizational system • Group © Pearson Education 2012 1 -31

Anthropology Contributions to OB: • Organizational culture • Organizational environment • Comparative values • Comparative attitudes • Cross-cultural analysis © Pearson Education 2012 1 -32

33 Presentation Title runs here l 00/00/00

There Are Few Absolutes in OB Contingency variables: (Situational factors): ü Are variables that moderate (change) the relationship between two or more other variables. For example: • A job that is appealing to one person may not be to another, so the appeal of the job is contingent on the person who holds it. Contingenc y Variable (Z) © Pearson Education 2012 Independe nt Variable (X) 1 -34 Dependent Variable (Y)

Challenges and Opportunities for OB 1. Responding to Economic pressures • During difficult economic times, effective management is often at a premium. • Anybody can run a company when business is booming, because the difference between good and bad management reflects the difference between making a lot of money and making a lot more money. • When times are bad, though, managers are on the front lines with employees who must be fired, who are asked to make do with less, and who worry about their futures. © Pearson Education 2012 1 -35

1. Responding to Economic pressures • The difference between good and bad management can be the difference between profit and loss or, ultimately, between survival and failure. • In good times, understanding how to reward, satisfy, and retain employees is at a premium. • In bad times, issues like stress, decision making, and coping come to the fore. © Pearson Education 2012 1 -36

2. Responding to Globalization (How globalization can effect on behavior? ) • Increased foreign assignment: • Working with people from different cultures: • Overseeing Movement of Jobs to Countries with Low-Cost Labor © Pearson Education 2012 1 -37

2. Responding to Globalization • Increased foreign assignment: If you’re a manager, you are increasingly likely to find yourself in a foreign assignment —transferred to your employer’s operating division or subsidiary in another country. • Once there, you’ll have to manage a workforce very different in needs, aspirations, and attitudes from those you are used to back home. © Pearson Education 2012 1 -38

2. Responding to Globalization • Working with people from different cultures: Even in your own country, you’ll find yourself working with bosses, peers, and other employees born and raised in different cultures. • What motivates you may not motivate them. Or your communication style may be straightforward and open, which others may find uncomfortable and threatening. • To work effectively with people from different cultures, you need to understand how their culture, geography, and religion have shaped them and how to adapt your management style to their differences. © Pearson Education 2012 1 -39

2. Responding to Globalization • Overseeing Movement of Jobs to Countries with Low-Cost Labor • In a global economy, jobs tend to flow, jobs tend to shift from developed nations to countries where lower costs give businesses a comparative advantage. • Though labor groups, politicians, and local community leaders see the exporting of jobs as undermining the job market at home. • Managers face the difficult task of balancing the interests of their organization with their responsibilities to the communities in which they operate. © Pearson Education 2012 1 -40

3. Managing Workforce Diversity Workforce diversity: The concept that organizations are becoming more heterogeneous in terms of gender, age, race, ethnicity, sexual orientation, and inclusion of other diverse groups. Managing this diversity is a global concern. • The people in organizations are becoming more demographically heterogeneous: • Embracing diversity. • Changing demographics. • Implications: stop treating everyone alike! © Pearson Education 2012 1 -41

Challenges and Opportunities for OB (Cont’d) © Pearson Education 2012 1 -42

Challenges and Opportunities for OB (Cont’d) © Pearson Education 2012 1 -43

4. Improving Customer Service • Today majority of employees in developed countries work in service jobs. • Employee attitudes and behavior are associated with customer satisfaction. • Many an organization has failed because its employees failed to please customers. Improving Customer Service: Aramex aims to meet the needs of its customers and considers this to be the foundation of its success. © Pearson Education 2012 1 -44

4. Improving Customer Service • Management needs to create a customer-responsive culture. • OB can provide considerable guidance in helping managers create such cultures—in which employees are friendly and courteous, accessible, knowledgeable, prompt in responding to customer needs, and willing to do what’s necessary to please the customer Improving Customer Service: Aramex aims to meet the needs of its customers and considers this to be the foundation of its success. © Pearson Education 2012 1 -45

5. Improving Quality and Productivity • Today, almost every industry suffers from excess supply. • Excess capacity translates into increased competition. And increased competition is forcing managers to reduce costs and, at the same time, improve their organizations’ productivity and the quality of the products and services they offer. © Pearson Education 2012 1 -46

5. Improving Quality and Productivity • Managment Guru Tom Peters says, Almost all quality improvement comes via simplification of design, manufacturing, layout, processes, and procedures. • To achieve these objectives, managers are implementing programs such as quality management and process reengineering (Which are programs that require extensive employee involvement). © Pearson Education 2012 1 -47

5. Improving Quality and Productivity • Managers need to realize that the more they involve their employees, the more they ensure success by improving quality and productivity. • The importance of talents or skills is that it contributes to customer satisfaction. • A qualified workforce is a major resource for business growth. © Pearson Education 2012 1 -48

5. Improving Quality and Productivity • The lack of employees with potential can be damaging for business, so they must find those competent people. • Then the challenge is to keep them and get the greatest quality performance and productivity from them. © Pearson Education 2012 1 -49

5. Improving Quality and Productivity • These employees will not only be a major force in carrying out changes but increasingly will actively participate in planning those changes. • This is the essence of organizational behavior. © Pearson Education 2012 1 -50

6. Improving People Skills -People skills are essential to managerial effectiveness. • Skills such as : design motivating jobs, techniques for improving listening skills, and how to create more effective teams. © Pearson Education 2012 1 -51

7. Stimulating Innovation and Change • Successful organizations must foster innovation and master the art of change, or they’ll become candidates for extinction. • Victory will go to the organizations that maintain their flexibility, continually improve their quality, and beat their competition to the marketplace with a constant stream of innovative products and services. © Pearson Education 2012 1 -52

7. Stimulating Innovation and Change • An organization’s employees can be the impetus for innovation and change, or they can be a major stumbling block. • The challenge for managers is to stimulate their employees’ creativity and tolerance for change. • The field of OB provides a wealth of ideas and techniques to aid in realizing these goals. © Pearson Education 2012 1 -53

8 - Helping Employees Balance Work-Life Conflicts • How do work–life conflicts come about? • First, the creation of global organizations means the world never sleeps. • Second, communication technology allows many technical and professional employees to do their work at home. • Third, organizations are asking employees to put in longer hours. © Pearson Education 2012 1 -54

9 - Helping Employees Balance Work-Life Conflicts • Finally, the rise of the dual-career couple makes it difficult for married employees to find time to fulfill commitments to home, spouse, children, parents, and friends. • Millions of single-parent households and employees with dependent parents have even more significant challenges in balancing work and family responsibilities. • Balancing work and life demands now surpasses job security as an employee priority. © Pearson Education 2012 1 -55

10 - Creating a Positive Work Environment • Although competitive pressures on most organizations are stronger than ever, some organizations are trying to realize a competitive advantage by fostering a positive work environment. • A real growth area in OB research is positive organizational scholarship (also called positive organizational behavior ), which studies how organizations develop human strengths, foster vitality and resilience, and unlock potential. © Pearson Education 2012 1 -56

10 - Creating a Positive Work Environment • Researchers in this area say too much of OB research and management practice has been targeted toward identifying what’s wrong with organizations and their employees. In response, they try to study what’s good about them. © Pearson Education 2012 1 -57

10 - Creating a Positive Work Environment • Some key independent variables in positive OB research are engagement, hope, optimism, and resilience in the face of strain. • Positive organizational scholars have studied a concept called “reflected best-self”—asking employees to think about when they were at their “personal best” in order to understand how to exploit their strengths. The idea is that we all have things at which we are unusually good, yet too often we focus on addressing our limitations and too rarely think about how to exploit our strengths. © Pearson Education 2012 1 -58

10 - Creating a Positive Work Environment • Although positive organizational scholarship does not deny the value of the negative (such as critical feedback), it does challenge researchers to look at OB through a new lens and pushes organizations to exploit employees’ strengths rather than dwell on their limitations. © Pearson Education 2012 1 -59

11 - Improving Ethical Behavior • Employees face ethical dilemmas and ethical choices: are situations in which an individual is required to define right and wrong conduct. • What constitutes good ethical behavior has never been clearly defined, and, in recent years, the line differentiating right from wrong has blurred. • Determining the ethically correct way to behave is especially difficult in a global economy because different cultures have different perspectives on certain ethical issues. © Pearson Education 2012 1 -60

11 - Improving Ethical Behavior • Today’s manager must create an ethically healthy climate for his or her employees, where they can do their work productively with minimal ambiguity about what right and wrong behaviors are. • Companies that promote a strong ethical mission, encourage employees to behave with integrity, and provide strong ethical leadership can influence employee decisions to behave ethically. © Pearson Education 2012 1 -61

• Managers and their organizations are responding to the problem of unethical behavior in a number of ways: 1) They’re writing and distributing codes of ethics to guide employees through ethical dilemmas. 2) They’re offering seminars, workshops, and other training programs to try to improve ethical behaviors. 3) They’re providing in-house advisors who can be contacted, in many cases anonymously, for assistance in dealing with ethical issues, 4) They’re creating protection mechanisms for employees who reveal internal unethical practices. © Pearson Education 2012 1 -62

Developing an OB Model A model is an abstraction of reality: a simplified representation of some real-world phenomenon. • • Our OB model has three levels of analysis. • Each level is constructed on top of the prior level. © Pearson Education 2012 1 -63

© Pearson Education 2012 1 -64

Types of Study Variables Independent (X) Dependent (Y) • The presumed cause of the • This is the response that is change in the dependent variable (Y). • This is the variable that OB researchers manipulate to observe the changes in Y. X © Pearson Education 2012 affected by X (the independent variable). • It is what the OB researchers want to predict or explain. • The interesting variable! Predictive Ability Y 1 -65

Types of Study Variables In our OB model, The dependent variable is: The behavior • Some of the dependent variables in OB: 1) Productivity 2) Absenteeism 3) Turnover 4) Deviant work place behavior 5) Organizational citizenship behavior 6) Job satisfaction © Pearson Education 2012 1 -66

Types of Study Variables In our OB model, The Independent variable is: 1) Individual level variables 2) Group level variables 3) Organization system level variables © Pearson Education 2012 1 -67

68 Presentation Title runs here l 00/00/00

Interesting OB Dependent Variables 1) Productivity: • A performance measure that includes the combination of the effectiveness and efficiency of an organization. • The highest level of analysis in organizational behavior is the organization as a whole. • An organization is productive if it achieves its goals by transforming inputs into outputs at the lowest cost. © Pearson Education 2012 1 -69

• Thus productivity requires both effectiveness and efficiency. • Effectiveness: The degree to which an organization meets the needs of its clientele or customers. • (Or: Achievement of goals). • Efficiency: The degree to which an organization can achieve its ends at a low cost. • (Or: The ratio of effective output to the input required to achieve it). © Pearson Education 2012 1 -70

• A hospital is effective when it successfully meets the needs of its clients. • It is efficient when it can do so at a low cost. • If a hospital manages to achieve higher output from its present staff by reducing the average number of days a patient is confined to bed or increasing the number of staff– patient contacts per day, we say the hospital has gained productive efficiency. © Pearson Education 2012 1 -71

• A business firm is effective when it attains its sales or market share goals, but its productivity also depends on achieving those goals efficiently. • Popular measures of organizational efficiency include return on investment, profit per dollar of sales, and output per hour of labor. • Service organizations must include customer needs and requirements in assessing their effectiveness. Why? Because a clear chain of cause and effect runs from employee attitudes and behavior to customer attitudes and behavior to a service organization’s productivity. © Pearson Education 2012 1 -72

Interesting OB Dependent Variables 2) Absenteeism • The Failure to report to work – a huge cost to employers. • Absenteeism is a huge cost and disruption to employers and includes lost productivity or the additional costs for overtime pay or hiring temporary employees. © Pearson Education 2012 1 -73

Interesting OB Dependent Variables • Because of the instability in the Arab World, many organizations may take advantage of their employees; they know that their employees will not leave because there are fewer other opportunities available for them. • As a result, employees may express their frustration by not coming to work. © Pearson Education 2012 1 -74

Interesting OB Dependent Variables • It is difficult for an organization to operate smoothly and to attain its objectives if employees fail to show up to their jobs. • The work flow is disrupted, and often important decisions must be delayed. © Pearson Education 2012 1 -75

Interesting OB Dependent Variables • In organizations that rely heavily on assembly line production, absenteeism can be considerably more than a disruption; it can result in an extreme reduction in the quality of output, and in some cases, it can bring about a complete shutdown of the production capacity. • Of course, this doesn’t contribute to effectiveness and efficiency. © Pearson Education 2012 1 -76

Interesting OB Dependent Variables • Although most absences have a negative impact on the organization, there are situations where the organization may benefit by an employee’s voluntarily choosing not to come to work. • EX: In jobs in which an employee needs to be alert such as surgeons and airline pilots, it may be better for organization if an ill or fatigued employee doesn’t report to work. © Pearson Education 2012 1 -77

Interesting OB Dependent Variables • The cost of an accident in such jobs could be disastrous. • But these examples are clearly typical. • For the most part, organizations benefit when employee absenteeism is low. © Pearson Education 2012 1 -78

Interesting OB Dependent Variables (cont’d) 3) Turnover • Voluntary and involuntary permanent withdrawal from an organization; that is when employees decide to leave the organization for whatever reason. • A high turnover rate results in increased recruiting, selection, and training costs in organizations worldwide, and The Arab World is no exception. © Pearson Education 2012 1 -79

Interesting OB Dependent Variables (cont’d) • Turnover can disrupt the efficient running of an organization when knowledgeable and experienced personnel leave and replacements must be found and prepared to assume positions of responsibility. © Pearson Education 2012 1 -80

Interesting OB Dependent Variables (cont’d) • On the other hand, turnover can actually be positive because it can create an opportunity to replace an underperforming individual with some one who has higher skills or motivation, allow opportunities for promotion, and add new and fresh ideas to the organization. © Pearson Education 2012 1 -81

Interesting OB Dependent Variables (cont’d) • However, turnover often involves the loss of people the organization doesn’t want to lose. • So, when turnover is high, or when it involves valuable performers, it can be disruptive factor that affects the organization’s performance. © Pearson Education 2012 1 -82

Interesting OB Dependent Variables (cont’d) 4) Deviant Workplace Behavior • Voluntary behavior that violates significant organizational norms and thereby threatens the wellbeing of the organization and/or any of its members. • Also called antisocial behavior or workplace incivility. © Pearson Education 2012 1 -83

Interesting OB Dependent Variables (cont’d) • Deviant workplace behavior is an important concept because it is a response to dissatisfaction, and employees express this dissatisfaction in many ways. • Controlling one behavior may be ineffective unless one gets to the root of the cause. © Pearson Education 2012 1 -84

Interesting OB Dependent Variables (cont’d) The sophisticated manager will deal with root causes of problems that may result in deviance rather than solve one surface problem (Extreme absence), only to see another one appear (Increased theft or sabotage). • • Consequently, managers must address any radical changes in employee behavior and try to know the reasons for such behavior to avoid any repetition. © Pearson Education 2012 1 -85

Interesting OB Dependent Variables (cont’d) 5) Organizational Citizenship Behavior (OCB) • Discretionary behavior that is not part of an employee’s formal job requirements, but that nevertheless promotes the effective functioning of the organization. . © Pearson Education 2012 1 -86

Interesting OB Dependent Variables (cont’d) Organizational Citizenship Behavior (OCB) • Successful organizations need employees who will do more than just their job duties; who will provide performance that is beyond expectations. © Pearson Education 2012 1 -87

Interesting OB Dependent Variables (cont’d) Citizenship behaviors such as: • Helping others on their team • Volunteering for extra work • Avoiding unnecessary conflicts • Respecting the spirit as well as the letter of rules and regulations • Gracefully tolerating occasional work related impositions and nuisances. © Pearson Education 2012 1 -88

Interesting OB Dependent Variables (cont’d) 6) Job Satisfaction • A general attitude (not a behavior) toward one’s job; a positive feeling of one's job resulting from an evaluation of its characteristics. • It is very important because it demonstrates relationship to performance and many OB experts consider it to be the issue that adds value to the organization. © Pearson Education 2012 1 -89

Interesting OB Dependent Variables (cont’d) • It can be agreed that all employees have a similar understanding of what makes for job satisfaction: • Good work conditions • Incentives • Appreciation • Acknowledgment • Rewards • Respect © Pearson Education 2012 1 -90

The Independent Variables • The independent variable (X) can be at any of these three levels in this model: © Pearson Education 2012 1 -91

92 Presentation Title runs here l 00/00/00

The Independent Variables The independent variable (X) can be at any of these three levels in this model: • 1) Individual level variables • Biographical characteristics, personality and emotions, values and attitudes, ability, perception, motivation, individual learning, and individual decision making. © Pearson Education 2012 1 -93

The Independent Variables 2) Group level variables • Communication, group decision making, leadership and trust, group structure, conflict, power and politics, and work teams. 3) Organization System level variables • Organization’s internal culture, human resource policies and practices, Selection processes, training and development programs, performance evaluation methods, and organizational structure and design. © Pearson Education 2012 1 -94

OB Model Three Levels Dependent Variables (Y) © Pearson Education 2012 Independent Variables (X) 1 -95

Summary and Managerial Implications • Managers need to develop their interpersonal skills to be effective. • OB focuses on how to improve factors that make organizations more effective. • The best predictions of behavior are made from a combination of systematic study and intuition. • Situational variables moderate cause-and-effect relationships—which is why OB theories are contingent. • There are many OB challenges and opportunities for managers today. • The textbook is based on the contingent OB model. © Pearson Education 2012 1 -96

QUESTIONS: 11 – What psychology is to the group, sociology is to the individual. (FALSE) • 12 – Workforce diversity is a topic dealing with how organizations are becoming more homogeneous in terms of gender, race, and ethnicity. (FALSE) • 13 – There’s an increasing blurring between the work and non-work time. (TRUE) • © Pearson Education 2012 1 -97

QUESTIONS: 14 – Independent group-level variables studied in organizational behavior include perception, learning, and motivation. (FALSE) • 15 – One major study area of social psychology is change, how to implement it, and how to reduce barriers to its acceptance. (TRUE) • 16 – A way for managers to respond to the problem of unethical behavior is to provide in-house advisors who can be contacted anonymously. (TRUE) • © Pearson Education 2012 1 -98

QUESTIONS: 17 – ____ is the study of societies to learn about human beings and their activities. A) Anthropology B) Deontology C) Epistemology D) Agnotology E) Dysteleology A • 18 – Eighty percent of the employees in the United States work today in ____ jobs. A) textile B) military C) mining D) research E) service E • © Pearson Education 2012 1 -99

QUESTIONS: 19 - Which of the following is a cause of work-life conflicts? A) global organizations B) sensemaking C) privatization of essential industries D) downshifting E) use of self-managed teams A • 20 - A(n) ____ is an abstraction of reality, a simplified representation of some real-world phenomenon. A) model B) input C) process D) outcome E) objective A • © Pearson Education 2012 1 -100