Business

For courses in Organizational Behavior, Organizational Psychology, and Industrial Psychology.

Using carefully developed group exercises and simulations that have been proven over a period of 30 years, this best-selling experiential approach to the concepts of organizational behavior exposes students to general psychological principles, and helps them develop skills in applying that knowledge to social and organizational situations. The unique collection of exercises, self-analysis techniques, and role plays helps students not only learn the specifics of the subject , but learn about their own strengths and weaknesses—they become more skilled at analyzing behavior in organizations, learn what actions are appropriate for different situations, and acquire a repertoire of behaviors and skills so they can be effective organizational members.

• NEW - More emphasis on cross-cultural issues—Throughout.

  • Shows students what actions are appropriate for different situations in dealing with a diverse population. Ex.___

• NEW - Integrative cases—The Donor Services Case; Custom Chip, Inc.; Rudi Gassner and the Executive Committee of BMG International; and Women and Global Leadership at Bestfoods.

  • Helps students develop analytical and problem-solving skills. Ex.___

• NEW - Recent research findings and timely business examples.

  • Offers students expanded, cutting-edge treatments of a wide variety of topics. Ex.___

• NEW - Many new exercises—That involve students in experiencing social situations and then analyzing that experience.

  • Helps students acquire a repertoire of essential competencies and skills, not just increase understanding of principles—e.g., they develop skills of observing, skills of self-insight, skills of understanding the behaviors and motives of others, skills of adapting behavior to the requirements of a task and the needs of groups and persons. Ex.___

• NEW - Added coverage of creativity.

• NEW - Completely updated/new vignettes and examples—Throughout.

• Coverage of essential material and experiences—Not a compendium of all theories or contrived situations.

  • Does not overwhelm students with a comprehensive array of theories and findings, but provides them with the essential materials and hands-on experiences they need to become effective managers and good employees. Ex.___

• A focus on all three trends in organizational behavior—Those that are mature and established, those that are the focus of current research excitement, and new ideas that suggest the future shape of the field.

  • Helps students see the context and evolution of the basic principles, and underscores their durability and timelessness—while at the same time encouraging critical thinking for how they may need to change in the future. Ex.___

• A two-goal experiential learning process.

  • 1) Teaches students the specifics of a particular subject matter, and 2) helps them learn about their own strengths and weaknesses and understand of the effect their behavior has on others. Ex.___

• Experiential learning through exercises, self-analysis techniques, and role plays—Reflects the state of the art in the practice of experiential learning and brings these approaches to bear on the latest thinking and research in the field of organizational behavior.

  • Produces experiences that create the phenomena of organizational behavior, and makes the insights of behavior science meaningful and relevant to students by linking concepts and techniques of academia with students' personal experiences in the real world. Ex.___

• A balanced combination of self-knowledge and group/community-building skills.

  • Students leave the course with a much clearer understanding of themselves and the effect their behavior has on others; and the learning-group format not only helps students develop team skills, but allows them get to know one another via the shared experiences and group format—thus developing community-building among students in the academic program as they journey through it. Ex.___

• A progression from the parts to the whole—From the individual to the group, to the organization, to the organization-environment interface. Part I examines the individual in the organization and presents some of the different mental maps that individuals possess—with the focus primarily on self-awareness and the appreciation of individual differences; Part II explores the skill-building needed to develop effective work relationships and teams; Part III focuses on the skills needed for leadership and the critical leadership functions in the managerial role; and Part IV deals with managing effective organizations.

  • Helps students first develop a strong sense of self and self-confidence to give them a stronger base for “practicing” both old and new behaviors/skills in ever more-inclusive/complex contexts. Ex.___

• Unique chapter structure—Each chapter is designed as an educational intervention that facilitates each stage of the experience-based learning process: 1) each chapter begins with an introduction that raises key questions and provides a frame work for students' experiences in the unit; 2) the core of each unit is an action-oriented behavioral simulation and exercises designed to produce experiences that create the phenomena of organizational behavior; 3) observation schemes and methods are introduced to facilitate understanding of these experiences; 4) theories and models are added to aid in forming generalizations; and 5) the entire intervention is structured in a way that encourages learners to experiment with and test what they have learned either in class or other areas of their lives.

  • Allows students to generate their own data about each of the key concepts to be studied; facilitates their abilities to observe and share the personal reactions they have experienced; and teaches them to become life-long learners and to apply course knowledge to their own personal and professional lives. Ex.___

• Integrative Unit summaries.

  • Helps students integrate the Unit experiences and stimulate further questions and issues to be explored. Ex.___

• A companion Organizational Behavior reader—The text is cross-referenced to a companion readings book, The Organizational Behavior Reader, 7/e.

  • Exposes students to classic articles and cutting-edge thinking in the field. Ex.___

• More emphasis on cross-cultural issues—Throughout.

  • Shows students what actions are appropriate for different situations in dealing with a diverse population. Ex.___

• Integrative cases—The Donor Services Case; Custom Chip, Inc.; Rudi Gassner and the Executive Committee of BMG International; and Women and Global Leadership at Bestfoods.

  • Helps students develop analytical and problem-solving skills. Ex.___

• Recent research findings and timely business examples.

  • Offers students expanded, cutting-edge treatments of a wide variety of topics. Ex.___

• Many new exercises—That involve students in experiencing social situations and then analyzing that experience.

  • Helps students acquire a repertoire of essential competencies and skills, not just increase understanding of principles—e.g., they develop skills of observing, skills of self-insight, skills of understanding the behaviors and motives of others, skills of adapting behavior to the requirements of a task and the needs of groups and persons. Ex.___

• Added coverage of creativity.

• Completely updated/new vignettes and examples—Throughout.

I. UNDERSTANDING YOURSELF AND OTHER PEOPLE AT WORK.

II. CREATING EFFECTIVE WORK GROUPS.

III. LEADERSHIP AND MANAGEMENT.

IV. MANAGING EFFECTIVE ORGANIZATIONS.

Organizational Behavior  [EXPERIENTIAL TEXTS]   (Management)

• 
  Organizational Behavior: An Experiential Approach, 8/E
  Osland, Kolb, Rubin & Turner
  ©2007 | Prentice Hall | Paper; 659 pp | Instock
  ISBN-10: 0131441515 | ISBN-13: 9780131441514
  Brief Description | Buy from myPearsonStore

  

  Courses in Organizational Behavior, Individual Behavior in Organizations, and Industrial Psychology

  
  

  Reflecting the state of the art in the practice of experiential learning, Organizational Behavior: An Experiential Approach 8/e is teaching students general psychological principles and applying that knowledge to social and organizational situations. It teaches students to become continuous learners, capable of responding to demands for change and new skills throughout their career.

The first edition of this text was developed at MIT in the late 1960s, at the same time the principles of experience-based learning were first being applied to the teaching of organization psychology. After decades of research and experience, the phenomenon of experiential learning has been accepted as an important and legitimate approach to looking at organizational behavior.

Now, more than 30 years in the making, this text has been thoroughly updated and revised to offer the latest theories, observations, and essential experiences in organizational behavior as studied from an experiential approach.

This text is focused on exercises, self-analysis techniques, and role-plays to make the insights of behavioral science meaningful and relevant to practicing managers and students. The text is organized into four parts, progressing from a focus on the individual to the group, the organization, and the organization-environment interface. No longer the passive recipient of information, this text turns students into the active creator of their own learning.

Supplementary Cases for Organizational Behaviour, 0/E
Pendse, Doucette, Brotheridge, Lynch, Munn & Ellis
©2010 | Prentice Hall | Kit/Package/ShrinkWrap; 36 pp | Estimated Availability : 08/18/2006
ISBN-10: 0132330423 | ISBN-13: 9780132330428

eHRM: An Internet Guide to Human Resource Management
Gowan
©2001 | Prentice Hall | Paper; 49 pp | Instock
ISBN-10: 0130912832 | ISBN-13: 9780130912831
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Self Assessment Library 3.4
Robbins
©2009 | Prentice Hall | Paper; 144 pp | Instock
ISBN-10: 0136083757 | ISBN-13: 9780136083757
Buy from myPearsonStore

Pearson Higher Education offers special pricing when you choose to package your text with other student resources. If you're interested in creating a cost-saving package for your students contact your Pearson Higher Education representative.