罗宾斯《组织行为学》(第14版)笔记和课后习题(含考研真题)详解
罗宾斯《管理学》第十四章笔记：行为的基础
第十四章：行为的基础学习目的：1.定义组织行为学的焦点和目的2.确定态度中的角色一致性3.解释满意度与生产率的关系4.描述霍兰德的个性—工作适应性理论5.描述归因理论6.解释管理人员如何能塑造员工的行为第一节解释和预测行为1.行为【behavior】人们的行动2.组织行为学【organizational behavior】对人们在工作中的行为的研究3.组织涉及的问题：1）可见的部分：战略，目标，政策与程序，结构，技术，正式权威，命令链2）不可见的部分：态度，知觉，群体规范，非正式交往，人际和全体间的冲突一．组织行为学的焦点组织行为学主要关注两个领域：1.个体行为。
这个领域主要是心理学家的贡献，包括态度、人格、知觉、学习和动机等课题。
2.群体行为。
包括规范、角色、团队建设和冲突。
这个领域主要来自于社会学家和社会心理学家的工作二．组织行为学的目的组织行为学的目的在于解释和预测行为。
管理者需要这种技能是因为要管理员工的行为。
员工的行为中重点是生产率、缺勤率和流动率。
第二节态度1.态度(attitudes)对目标、人或事物的评价2.态度的三种成分：1）态度的认知成分【cognitive component of an attitude】个人特有的信念、观点、知识和信息。
“歧视是错误的”就是一种认知。
2）态度的情感成分( affective component of an attitude )某种态度的情绪或感觉部分。
“我不喜欢乔恩，因为他歧视少数民族”3）态度的行为成分【behavioral component of an attitude】一种以特定方式对待某人和某事的意图。
回避乔恩。
为了简洁，态度这个词通常只指情感成分3.员工的三中最重要的态度：1）工作满意度【job satisfaction】个人对他的工作的一般态度2）工作投入【job involvement】雇员认同他的工作，积极参与，将工作绩效看作是自我价值的重要性的程度3）组织承诺【organizational commitment】雇员对组织的倾向性，表现为他对组织的忠诚、认同和参与一．态度与一致性研究表明，人们寻求态度的一致性和态度和行为的一致性。
《组织行为学》读书笔记完整版(上)
资源分配者
做出或批准组织中的重大决策
谈判者
在重要谈判中代表组织
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人际角色
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信息传递者角色
10
决策角色
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1.2.3 管理者的技能
概念 技能
产生新想法并 加以处理，并 将关系抽象化 的思维能力
人际技能
成功与人打交道并沟通。 理解、沟通、激励、
支持他人，倾听、冲突管理
技术技能
特定领域的过程、惯例、方法、工具
以实现一个或一系列共同目标。
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1.2.1 管理者的职能
管理者的五种职能：计划、组织、指挥、协调和控制。 ——亨利·法约尔
协调和指挥就是
领导职能：
激励下属；
指导别人的活动；
选择有效的最沟
通渠道。
指挥
解决成员间冲突。
协调
组织
管理者的五项职能
监控；比较；纠正；
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控制
计划
决定要完成的任务； 谁来承担这些任务？ 如何进行任务分类？ 谁向谁报告工作在什么地方做 决策？
者的信任，其个人建议容易被高层采纳，工作满意度得到提升，同时个人 也容易获得成长和晋升的机会。
5 01
1.2 管理者做什么
• 管理者：
– 通过他人来完成工作。 – 通过做决策、分配资源、指导他
人的活动来实现工作目标。
• 组织：
– 人们有目的地组合起来的社会单 元
– 由两个或多个个体组成 – 在一个相对连续的基础上运作，
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《组织行为学》第一篇 导论
第1章 什么是组织行为学
学习目标
• 人际关系在工作场所中的重要性 • 管理者的职能、角色和技能 • 组织行为学是什么？ • 系统研究组织行为学的价值？ • 对组织行为学有贡献的科学分支 • 组织行为学中没有绝对的真理，为什么？ • 当前应用组织行为学面临的主要挑战和机遇 • 组织行为学模型的三种分析水平
罗宾斯 组织行为学精要(英文版第14版)教学课件_ppt12
Charismatic Leadership
• Charismatic leadership theory: Attributions of heroic leadership abilities when followers observe certain behaviors – Vision and articulation – Personal risk taking – Sensitivity toward followers – Unconventional behaviors
• GLOBE Leadership Project Results: – Brazil – Leaders are participative and humane – France – Leaders are bureaucratic, task oriented, and
autocratic
– China – Initiating structuant:
Copyright © 2018, 2016, 2014 Pearson Education, Inc. All Rights Reserved.
Fiedler Leadership Model
• Least-Preferred Co-worker (LPC) determines leadership style (fixed trait) – Relationship oriented – Task oriented
tasks are ambiguous or stressful
– Supportive leadership results in high performance and
satisfaction when tasks are structured
组织行为学习题解答第11章
第十一章冲突与冲突管理思考题1.什么是冲突？关于冲突有三种不同的观念，分别是什么？答：冲突是行为主体之间，由于目的、手段分歧而导致的对立状态。
人们对组织冲突的理解主要有三种不同的观点，按出现的先后顺序大致可划分为传统观念、人际关系观念和相互作用观念。
冲突的传统观念：认为冲突是群体内功能失调的结果，冲突都是消极的有害的，势必造成组织、群体、个人之间的不和、分裂和对抗，降低工作效率，影组织目标的实现。
因此，组织中领导者必须尽量减少冲突，最好是避免冲突。
冲突的人际关系观念:认为对于任何组织、群体和个人而言，冲突是不可避免的客观存在。
冲突既无法避免又不可能彻底消除，并且冲突的影响既有消极的一面，也有积极的一面，所以，应当接受冲突，对冲突加以控制和利用。
冲突的相互作用观念：认为冲突对于组织既有建设性、推动性的一面，也有破坏性、阻滞性的一面。
如果组织中没有冲突，过分融洽、安宁的组织或群体会失去生机、活力和创新精神。
相反，保持适当的冲突水平，可以促进组织变革，使组织保持旺盛的生命力。
不同的冲突类型会对组织产生不同的影响，也就影响着组织的管理水平和管理方式。
因此，要根据不同类型的冲突区别处理。
2.冲突的积极作用和消极作用分别有哪些？答：（1）冲突的积极作用①冲突解决的过程能够激发组织中的积极变革和创新。
有时候人们为了消除冲突，就必须要寻求改变现有方式和方法的途径。
这个寻求解决冲突的过程，不仅可以导致变革的创新，而且可以使得变革更容易为下属所接受，甚至达到员工的期望和要求。
②在决策的过程中有意地激发冲突，极有可提高决策的有效性。
在群体决策过程中，由于从众压力或由于个人领导者的权威控制了局面，或凝聚力强的群体为了获得内部一致性，而不愿考虑更多的备选方案，更倾向于获得群体内部一致的意见，就可能因方案未得到充分讨论而造成决策失误，如果以提出反对意见或提出多种不同看的方式来激发冲突，就可能提出更多创造性的方案，提高决策的正确性和有效性。
组织行为学课程案例(斯蒂芬.P.罗宾斯-第14版)
四阶段
人力资源管理的历史沿革
❖ 华盛顿大学弗伦奇依据历史背景将人力资源管理划分 为六阶段
科学管理运动，重点关注职位分析、人员选拔和报酬方案制定 工业福利运动，主要关注员工待遇和报酬问题 早期工业心理学时代，关注个人的心理特点与工作绩效关系。 人际关系运动时代，以工作为中心转变为以人为中心 劳工运动，雇佣者和被雇佣者关系 行为科学与组织理论时代，强调文化和团队的作用。
组织行为学 （第14版）
背景
› “人”是构成生产的五要素之一（人、机、料、法、环），人力资源管理是 企业职能管理的重要组成部分（经营、技术、生产、物资、财务、人力资源 ）。
› 有效管理的核心在分解与综合 - 分解：物的分解（工作分析）、人的分解（角色） - 综合：物-人的综合（工作任务分配）；人与人的综合（群体与组织）
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人力资源管理的相关简化理论
❖X理论 ❖社会理论 ❖Y理论 ❖Z理论
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人力资源研究框架
› 身处于一个变动的环境里，面对的变化数不胜数，人力资源管理主要研究因 素可归为四大类：
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人的因素
› 核心特性(Core Characteristics) › 知识和技能(Knowledge, Skills and Abilities) › 激励特性(Motivational Characteristics) › 信仰和价值观（Valve）
动力。 › 劳动力却因为目前的教育形态而减少，等于是绑住自己的手脚。 › 日本可说是世界上资源最富有的国家，但要依赖于建立亲密的伙伴
。
› 敬天爱人！ › 至诚！
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稻盛和夫的经营哲学
公司成长了，员工福利待遇环境就 好了，并且可以吸引更多的人来加 入公司。但只有员工进步了，勤奋 了，公司才有好的发展，才有上述 的一切。
罗宾斯 组织行为学精要(英文版第14版)教师手册_03
Chapter 3Attitudes and Job SatisfactionChapter OverviewThis chapter examines attitudes, their link to behavior, and how employees’ satisfaction or dissatisfaction with their jobs affects the workplace.Chapter ObjectivesAfter studying this chapter, the student should be able to: 1. Contrast the three components of an attitude. 2. Summarize the relationship between attitudes and behavior. 3. Compare the major job attitudes.4. Identify the two approaches for measuring job satisfaction.5. Summarize the main causes of job satisfaction.6. Identify three outcomes of job satisfaction.7. Identify four employee responses to dissatisfaction.Suggested Lecture OutlineI. INTRODUCTIONA. In this chapter, we look at attitudes, their link to behavior, and how employees’ satisfaction or dissatisfaction with their jobs affects the workplace.II. ATTITUDESA. Attitudes: evaluative statements —either favorable or unfavorable —concerning objects, people, or events. They reflect how one feels about something.1. Attitudes are complex and the rationale behind them may not be obvious. To fully understand attitudes, we must explore their fundamental properties or components. B. What Are the Main Components of Attitudes? 1. There are three main components of attitudes (Exhibit 3-1):a. Cognitive . The statement “My pay is low” is the cognitive component of an attitude —a description of or belief in the way things are.b. Affective . Affect is the emotional or feeling segment of an attitude and is reflected in the statement “I am angry over how little I’m paid.” Finally, affect can lead to behavioral outcomes.c. Behavior . This describes an intention to behave in a certain way toward someone or something —to continue the example, “I’m going to look for another job that pays better.”Exhibit 3-1PPT 3.2 PPT 3.3 PPT 3.4 PPT 3.5d. Viewing attitudes as having three components —cognition, affect, and behavior —is helpful in understanding their complexity. Keep in mind thatthese components are closely related, and cognition and affect in particular are inseparable in many ways.e. Exhibit 3-1 illustrates how the three components of an attitude are related.2. In organizations, attitudes are important for their behavioral component. If workers believe, for example, that supervisors, auditors, bosses, and time-and-motion engineers are all in conspiracy to make employees work harder for the same or less money, it makes sense to try to understand how these attitudesformed, their relationship to actual job behavior, and how they might be changed.C. Attitudes and Behavior.1. While attitudes may seem to be directly causal, Leon Festinger argued that attitudes follow behavior. People change what they say, so it does not contradict what they do.a. Cognitive Dissonance. Situations where attitudes follow behavior illustrate the effects of cognitive dissonance. The theory is that dissonance betweenwhat people say and what they do makes people uncomfortable and that they will take whatever actions they can to reduce that discomfort, such aschanging their attitudes or behaviors.1) Cognitive Dissonance : refers to any incompatibility that an individual might perceive between two or more attitudes, or between behavior and attitudes.2) The desire to reduce dissonance depends on three moderating factors:a) including the importance of the elements creating it andb) the degree of influence we believe we have over them.c) A third factor is the rewards of dissonance; high rewards accompanying high dissonance tend to reduce the tension inherent in the dissonance.2. Moderating Variables. The most powerful moderators of the attitude-behavior relationship are:a. Importance of the attitude: Important attitudes reflect fundamental values, self-interest, or identification. The greater the importance, the stronger the link between attitude and behavior becomes.b. Correspondence to behavior: The more closely the attitude and the behavior are matched, the stronger the link between them.c. Accessibility : The easier an attitude is to recall, the stronger the link. The more frequently an attitude is expressed, the more accessible it is and therefore the stronger its link becomes to behavior.d. Social Pressures: Exceptional social pressures can override personal attitudes and may have a stronger relation to behavior than do the attitudes. This subservience of personal attitude to social pressure is often found in organizations.e. Direct Experience: Predictions of behavior tend to be more accurate when the person whose behavior is being predicted has some experienceregarding the situation. D. Job Attitudes. PPT 3.6 PPT 3.71.There are three important attitudes toward work that organizational behavior(OB) has traditionally studied: job satisfaction, job involvement, andorganizational commitment. There are two other work-related attitudes that are attracting attention: perceived organizational supportPPT 3.8 and employee engagement.2.Job Satisfaction and Job Involvement.a.Job Satisfaction:A positive feeling about one’s job resulting from anevaluation of its characteristics.b.Job Involvement: The degree to which people identify psychologically withtheir jobs and consider their perceived performance level important to self-worth.c.Psychological Empowerment:Employees’ beliefs in the degree to whichthey influence their work environment, their competence, themeaningfulness of their job, and the perceived autonomy in their work.anizational Commitment.anizational Commitment: A state in which an employee identifies witha particular organization and its goals and wishes to maintain membershipin the organization.1)Employees who are committed are less likely to engage in workwithdrawal even if they are dissatisfied because they feel a sense ofloyalty or attachment to the organization.4.Perceived Organizational Support.a.Perceived Organizational Support (POS): The degree to which employeesbelieve the organization values their contribution and cares about theirwell-being.1)Organizations are considered supportive when they:a)Fairly provide rewards,b)Give employees a voice in decision making, andc)Provide supervisors who are seen as being supportive.b.POS is a predictor of employment outcomes, but there are somecultural influences.1)POS is important in countries where the power distance—the degree towhich people in a country accept that power in institutions andorganizations is distributed unequally—is lower.2)In low power-distance countries like the United States, people are morelikely to view work as an exchange than as a moral obligation, soemployees look for reasons to feel supported by their organizations.3)In high power-distance countries like China, employee POS perceptionsare notas deeply based on employer demonstrations of fairness, support,and encouragement.4)The difference is in the level of expectation by employees.c.Employee Engagement.1)Employee Engagement: An individual’s involvement with, satisfactionwith, and enthusiasm for, the work he or she does.2)Conditions that can increase engagement include:a)Opportunities to learn new skills,b)Important and meaningful work, andc)Positive interactions with coworker and supervisors.2)Highly engaged employees have a passion for their work and feel a deepconnection to their company; disengaged employees have essentiallychecked out—putting time but not energy or attention into their work.3)Promising research findings have earned employee engagement afollowing in many business organizations and management consultingfirms. However, the concept generates active debate about its usefulness,partly because of the difficulty of identifying what creates engagement.a)The two top reasons for engagement that participants gave in arecent study were: (1) having a good manager they enjoy workingfor and (2) feeling appreciated by their supervisor.b)Another reviewer called engagement “an umbrella term forwhatever one wants it to be.”III.MEASURING JOB SATISFACTIONA.As mentioned earlier, this attitude is one of the oldest and most critical attitudesexamined in OB studies.B.Measuring Job Satisfaction.1.Our definition of job satisfaction—a positive feeling about ajob resulting from an evaluation of its characteristics—isclearly broad. Jobs require interacting with coworker and bosses, followingorganizational rules and policies, meeting performance standards, living withless than ideal working conditions, and the like. An employee’s assessment of hissatisfaction with the job is thus a complex summation of many discrete elements.C.Approaches to Measurement.1.There are two widely used approaches to measuring this attitude:a.Single Global Rating Method. This method uses responses to a singlequestion about the job to determine job satisfaction.b.Summation Score Method. This method identifies key elements in the joband asks for the employee’s feelings abou t each element. Respondents’answer on a standardized scale and their responses are tallied to create anoverall job satisfaction score.2.Is one of these approaches superior? Intuitively, summing up responses to anumber of job factors seems likely to achieve a more accurate evaluation of jobsatisfaction.a.Research, however, doesn’t support the intuition. This is one of those rareinstances in which simplicity seems to work as well as complexity, makingone method essentially as valid as the other.b.Both methods are helpful.c.The single global rating method isn’t very time consuming, thus freeing timefor other tasks, and the summation of job facets helps managers zero in onproblems and deal with them faster and more accurately.D.Measured Job Satisfaction Levels.1.Research shows satisfaction levels vary a lot, depending on whichfacet of job satisfaction you’re talking about.2.As shown in Exhibit 3-2, people are, on average, satisfied withtheir jobs overall, with the work itself, and with their supervisors and coworker.Exhibit 3-2 PPT 3.9PPT 3.103. However, they tend to be less satisfied with their pay and with promotion opportunities.4. It’s not really clear why people dislike their pay and promotion possibilities more than other aspects of their jobs.5. While the concept appears relevant across cultures, there arestill cultural differences in job satisfaction. 6. Exhibit 3-3 provides the results of a global study of job satisfaction levels of workers in 15 countries, with the highestlevels in Mexico and Switzerland. E. What Causes Job Satisfaction?1. Job Conditions.a. Interesting jobs that provide training, variety, independence, and control satisfy most employees.i. A strong relation exists between how well people enjoy the social context of their workplace and how satisfied they areoverall. Interdependence, feedback, social support, and interaction with coworker outside the workplace are strongly related to job satisfactioneven after accounting for characteristics of the work itself. 2. Personality.a. Job satisfaction is not just about job conditions. Personality also plays a role. Research has shown that people who have positive core self-evaluations —who believe in their inner worth and basic competence —are more satisfied with their jobs than those with negative core self-evaluations .3. Pay.a. Pay, once above a given level, does not increase satisfaction. While money may be a motivator, it does not necessarily make people happy —at least once they have enough to live comfortably.4. Corporate Social Responsibility (CSR).a. An organization’s commitment to corporate social responsibility (CSR), or its self-regulated actions to benefit society or the environment beyond what is required by law, increasingly affects employee job satisfaction.b. Organizations practice CSR through environmental sustainability initiatives, nonprofit work, charitable giving, and other globally attuned philanthropy.c. CSR is good for the planet and good for people. Employees whose personal values fit with the organization’s CSR mission are often more satisfied.d. Organizations need to address a few issues:i. First, not all projects are equally meaningful for every person’s job satisfaction, yet participation for all employees is sometimes expected.ii. Second, some organizations require employees to contribute in a prescribed manner.iii. Last, CSR measures can seem disconnected from the employee’s actual work, providing no increase to job satisfaction. IV. Outcomes of Job Satisfaction. A. Job Performance.1. Satisfaction and productivity research data for the organization as a whole, shows that more satisfied employees tend to be more effective thanorganizations with fewer satisfied employees. B. Organizational Citizenship Behaviors (OCBs).PPT 3.12 Exhibit 3-3 PPT 3.111. It seems logical to assume job satisfaction should be a major determinant of anemployee’s organizational citizenship behavior (OCB). a. Satisfied employees would seem more likely to talk positively about the organization, help others and go beyond the normal expectations in their job. b. They might go beyond the call of duty because they want to reciprocate their positive experiences. 2. Consistent with this thinking, evidence suggests job satisfaction is moderately correlated with OCBs; people who are more satisfied with their jobs are more likely to engage in OCBs. C.Customer Satisfaction. 1. Satisfied employees increase customer retention and loyalty because satisfied employees tend to be upbeat and helpful. D.Life Satisfaction. 1. Until now, we’ve treated job satisfaction as if it was separate from life satisfaction, but they may be more related than you think. a. Research in Europe indicates that job satisfaction is positively correlated with life satisfaction, and our attitudes and experiences in life spill over into our job approaches and experiences. b. Furthermore, life satisfaction decreases when people become unemployed, according to research in Germany, and not just because of the loss of income. c. For most individuals, work is an important part of life, and therefore, it makes sense that our overall happiness depends in no small part on our happiness in our work (our job satisfaction). E.The Impact of Job Dissatisfaction. 1. There are consequences both when employees like their jobs and when they dislike them. 2. The Exit-Voice-Loyalty-Neglect Framework. This model is helpful in understanding the consequences of dissatisfaction. The framework has four responses that differ from one another along two dimensions: constructive/destructive and active/passive. a. Exit . This response involves directing behavior toward leaving the organization. It includes both looking for a new job, as well as resigning. b. Voice . This response involves actively and constructively attempting to improve conditions. Includes making suggestions and union activities. c. Loyalty . This response involves passively, but optimistically, waiting for conditions to improve. It involves trusting the organization and its management to “do the right thing.” d. Neglect. This response involves passively allowing conditions to worsen. Includes chronic absenteeism, reduced effort, and increased error rate. 3. This model includes both typical performance variables and constructive behaviors that allow individuals to tolerate unpleasant situations.F. Counterproductive Work Behavior (CWB). 1. Substance abuse, stealing at work, undue socializing, gossiping, absenteeism, and tardiness are examples of behaviors that are destructive to organizations. They are indicators of a broaderPPT 3.13 PPT 3.14syndrome called counterproductive work behavior (CWB; related terms aredeviant behavior in the workplace, or simply withdrawal behavior; see Chapter1).2.If we can identify the predictors of CWB, we may lessen the probability of itseffects. Generally, job dissatisfaction predicts CWB. People who are not satisfied with their work become frustrated, which lowers their performance and makes them more likely to commit CWB.3.One important point about CWB is that dissatisfied employees often choose oneor more specific behaviors due to idiosyncratic factors.a.One worker might quit. Another might use work time to surf the Internet ortake work supplies home for personal use.b.In short, workers who don’t like their jobs “get even” in various ways.4.As a manager, you can take steps to mitigate CWB.a.You can poll employee attitudes, for instance, and identify areas forworkplace improvement.b.If there is no vocational fit, the employee will not be fulfilled, so you can tryto screen for that to avoid a mismatch.c.Tailoring tasks to a person’s abilities and values should increase jobsatisfaction and reduce CWB.d.Furthermore, creating strong teams, integrating supervisors with them,providing formalized team policies, and introducing team-based incentivesmay help lower the CWB “contagion”that lowers the standards of the group5.Absenteeism: There is a weak-to-moderate negative relationship between jobsatisfaction and absenteeism. Generally, when numerous alternative jobs areavailable, dissatisfied employees have high absence rates, but when there arefew alternatives, dissatisfied employees have the same (low) rate of absence assatisfied employees.6.Turnover: The relationship between job satisfaction and turnover is strongerthan between satisfaction and absenteeism.a.Employees’ job embeddedness—connections to the job and communitythat result in an increased commitment to the organization—can be closelylinked to their job satisfaction and the probability of turnover such thatwhere job embeddedness is high, the probability of turnover decreases,particularly in collectivist (group-centered; see Chapter 4) cultures wheremembership in an organization is of high personal value.b.The satisfaction–turnover relationship also is affected by alternative jobprospects.i.If an employee is presented with an unsolicited job offer, jobdissatisfaction is less predictive of turnover because the employee ismore likely leaving because of “pull” (the lure of the other job) than“push” (the unattractiveness of the current job).ii.Similarly, job dissatisfaction is more likely to translate into turnover when employment opportunities are plentiful because employeesperceive it is easy to move. Finally, when employees have high “humancapital” (high education, high ability), job dissatisfaction is more likely totranslate into turnover because they have, or perceive, many availablealternatives.G.Understanding the Impact.1. While there is much evidence that job satisfaction can affect organizational outcomes, many managers still are unconcerned about the job satisfaction of their employees or they falsely believe employee satisfaction is high.2. Job satisfaction must be a managerial priority and managers must measure it to manage it.3. Regular surveys can reduce gaps between what managers think employees feel and what they really feel. V. SUMARY AND IMPLICATIONS FOR MANAGERS A. Managers should be interested in their employ ees’ attitudes because attitudes influence behavior and indicate potential problems.B. Creating a satisfied workforce is hardly a guarantee of successful organizational performance, but evidence strongly suggests managers’ efforts to improve employee attitudes will likely result in positive outcomes, including greater organizational effectiveness, higher customer satisfaction, and increased profits. 1. Of the major job attitudes —job satisfaction, job involvement, organizationalcommitment, POS, and employee engagement — remember that an employee’s job satisfaction level is the best single predictor of behavior.2. Pay attention to your employees’ job satisfaction levels as determinants of their performance, turnover, absenteeism, and withdrawal behaviors.3. Measure employee job attitudes objectively and at regular intervals in order to determine how employees are reacting to their work.4. To raise employee satisfaction, evaluate the fit between the employee’s workinterests and the intrinsic parts of the job to create work that is challenging and interesting to the individual.5. Consider the fact that high pay alone is unlikely to create a satisfying work environment. Discussion Questions1. Describe the three components of an attitude. Give an example for each. Answer : Cognition: what a person thinks about an object, person, or event. Affective: the emotional overlay to the cognitive thought. It expresses how we feel about that object, person or event. Behavior: the actual or intended behavior brought about by the first two components of attitude. It is what we will do about that object, person, or event.Examples will vary. Ensure the key ideas of thinks, feels, and does are clearly stated. 2. What is the relationship between attitudes and behavior?Answer : Leon Festinger believed that attitudes followed behavior due to cognitive dissonance. The negative feelings aroused when actions were not aligned withwords caused the expressed attitudes to change. More commonly, recent research has shown that behavior follows attitudes. Therefore, it is important for managers to understand employee attitudes, so they may better predict behavior. 3. Compare and contrast the job attitudes discussed in this chapter. Answer : Job satisfaction is how an employee feels about the job. Job involvement is closely related to psychological empowerment, and describes how much a person “buys into” their job based on the job’s worth to that person and how much control the employee has over the job itself. Organizational commitment is similar to job involvement, but it shows how strongly the employee identifies with the PPT 3.15PPT 3.16organization rather than with just the job. These three are the traditional attitudesstudied by OB.Two additional attitudes are perceived organizational support (which measureshow much an employee trusts the organization) and employee engagement, whichmeasures how deeply involved the employees feel they are in their work. All ofthese attitudes may in fact be measuring the same basic underlying attitude toward work. To varying degrees, each of these attitudes positively affects job performance and organizational outcomes.4.How can managers increase job satisfaction and what are the organizationalconsequences when there are high or low levels of job satisfaction?Answer: Job satisfaction can best be increased through the design of the work itself.Work that is challenging and interesting will lead to increased job satisfaction.Other factors that increase job satisfaction are good supervisors and coworker, theability to promote and to a lesser extent, pay. Pay only increases satisfaction to thepoint where a comfortable lifestyle is reached, after that point pay ceases to increase job satisfaction when pay is increased.High job satisfaction is linked to better organizational outcomes: lower turnover and absenteeism, higher customer satisfaction, and fewer instances of workplacedeviance. Low levels of job satisfaction result in opposite effects.5.List and describe the four employee responses to dissatisfaction.Answer: This involves the Exit-Voice-Loyalty-Neglect Framework. The framework provides the four responses to employee dissatisfaction.Exit: involves directing behavior toward leaving the organization, includes bothlooking for a new job, as well as resigning. Voice: involves actively andconstructively attempting to improve conditions, includes making suggestions andunion activities. Loyalty: involves passively, but optimistically, waiting forconditions to improve. It involves trusting the organization and its management todo the right thing. Neglect: involves passively allowing conditions to worsen,including chronic absenteeism, reduced effort, and increased error rate.6.Is job satisfaction a global concept?Answer: It appears to be. While the concept itself is global, there are still culturalissues involved in its expression. Western cultures tend to have higher levels of job satisfaction, perhaps due to the emphasis in the West toward positive emotions and individual happiness.Exercises1.Self-analysis. What are your attitudes toward the workplace? How would youdescribe your level of job satisfaction, and why? Be detailed in your analysis.2.Web Crawling. Find and present an online article on job satisfaction in a countryother than the United States. What commonalities are exposed and what differences are shown to exist?3.Teamwork. In small groups meet and discuss attitudes. As a warmup, workbackward from behaviors you have evidenced in the past to what your attitude was toward that object, person, or event at that point in time. Then as a group, discusshow your attitudes changed toward various objects, persons, or events as the result of the terrorist attack on the World Trade Center of 9/11. Prepare a list of the most commonly changed attitudes held by the group. Discuss how these attitudes wereexpressed in behaviors. Share your findings with the class.4.How Have Attitudes in the Work Environment Changed? The purpose of thisexercise is to explore the difference in work-related attitudes across generations.The students will develop an interview instrument and use it to interview three to five people who are clearly in different age categories (i.e., work cohorts).a.Put students into small groups. In the group, brainstorm questions for ashort interview regarding job satisfaction and attitudes toward work.b.As a class discuss the questions and ideas and narrow them to a list of five toten questions, something that could be administered in an oral interview inthirty minutes.c.Each group should assign one member to each of the following cohorts.i.Workers who grew up influenced by the Great Depression andentered the workforce from the mid-1940s through the late-1950s.ii.Employees who entered the workforce during the 1960s through the mid-1970s were influenced heavily by John F. Kennedy.iii.Individuals who entered the workforce from the mid-1970s through the mid-1980s reflect the society’s return to values that are moretraditional but with far greater emphasis on achievement andmaterial success.iv.Generation X has been shaped by globalization, the fall ofcommunism, MTV, and the digital revolution.d.The interviewer should identify an individual and conduct an interviewusing the questionnaire created in class. Students might consider scoutingthe local McDonald’s or Wal-Mart. These types of businesses hire across theage spectrum, making it easier to find candidates to interview. Be careful torequest permission to perform interviews on business properties. Otherwiseyou may be in violation of local laws.e.Groups should meet and consolidate their information into a report, either aten-minute oral or a three-to-five page written report. As part of theirreport, they should discuss the practical implications of any attitudinaltrends they discovered among the cohorts.f.Groups should present and discuss their findings in class.5.Analyzing Your Organization (Cumulative Project). For this part of the project,students are asked to analyze employee attitudes and assess how well thoseattitudes are perceived by supervisors. This is potentially a very sensitive task, and instructors should review the need for anonymity and sensitivity in situations such as these.Break the class back down into small groups (use the same groups as in the lastassignment or create new ones to increase the diversity of opinion) and have the group brainstorm 5-10 statements regarding work attitudes based on thedescriptions in the text. For instance, they may create “I take a lot of meaning from my work” as a measurement of job involvement.As a class, select the best statements for each of the five job attitudes described in the text. Create a questionnaire with these five questions answered using amodified five-point Likert scale (Very True, Somewhat True, Neutral, Somewhat Untrue, Very Untrue). Assign point values to each of the Likert values (1-5 works best).Have the students ask five workers at random to answer the survey. Ensure their privacy to get honest responses. Gather the surveys but do not show them toanyone else at the organization.。
罗宾斯《管理学》笔记和课后习题(含真题)详解(计划的基础)
第8章计划的基础8.1 复习笔记一、计划的含义和原因1．什么是计划计划（planning）是指定义组织目标，确定战略以实现这些目标，以及制定方案以整合和协调工作活动。
它同时涉及结果（做什么）和手段（如何做）。
计划既可以是正式的，也可以是非正式的。
在正式的计划中，某个特定时间段内的具体目标是明确定义的；目标是成文的，并且被组织成员共享，以降低模糊性和就需要完成的工作任务达成共识；需要拥有具体的方案来实现这些目标。
2．管理者为何计划（1）计划为管理者和非管理者提供指导；（2）通过迫使管理者展望未来、预测变化、考虑变化的影响以及制定妥善的应对措施，计划可以降低不确定性；（3）计划可以尽量减少浪费和冗余；（4）计划可以设定在进行控制时使用的目标或标准。
3．计划和绩效（1）正式的计划一般是与正面的财务绩效联系在一起的——更高的利润、更高的资产回报率等。
（2）与计划的数量相比，计划的质量以及实施这些计划的适当措施往往对高绩效的贡献更大。
（3）计划没有带来高绩效时，一般是因为计划受到组织所处的外部环境的影响。
（4）计划—绩效关系会被计划的时间框架所影响。
计划对绩效产生影响需要时间的积累。
二、目标和方案计划作为管理的首要职能包括两个重要的方面：（1）目标（goals，objectives）是所期望的结果或对象。
目标指导管理决策，并且构成衡量标准以测量工作结果。
（2）方案（plans）或计划，是概述如何实现目标的文件。
方案通常包括资源的配置、时间表以及实现目标所必需的其他行动。
1．目标的类型（1）陈述目标（stated goals），是指对组织的宣言、信念、价值观以及使命的正式阐述。
陈述目标可以出现在该组织的章程、年度报告、公共关系宣言或者管理者的公开声明中，它们的表达常常是相互矛盾的，并且受到各种利益相关群体对该组织的看法和意见的影响。
（2）真实目标（real goals），是指组织真正追求的目标。
可以通过观察组织成员正在做的事确定组织的真实目标。
罗宾斯《管理学》 (14)
管理学04 IV篇组织01 10章组织的基础04 组织设计的权变方法如果我们将上述传统的原则组合到一起，我们会得出一个结论：早期大多数学者所相信的理想化的结构设计是机械式组织或官僚行政组织。
今天，我们认识到，并不存在一种唯一的“理想”组织设计适合于所有的情况。
正如我们在计划及其他许多管理概念中发现的，理想的组织设计取决于各种权变因素。
在这一节中，我们先对组织设计的两种一般模式作一考察，然后再分析各自适用的权变因素情况。
机械式与有机式组织图10-11描述了两种不同的组织形式。
机械式组织(Mechanistic organization，也称官僚行政组织)是综合使用传统设计原则的自然产物。
坚持统一指挥的结果也就产生了一条正式的职权层级链，每个人只受一个上级的控制和监督。
而保持窄的管理跨度，并随着组织层次的提高缩小管理跨度，这样也就形成了一种高耸的、非人格化的结构。
当组织的高层与低层距离日益扩大时，高层管理会增加使用规则条例，因为他们无法对低层次的活动通过直接监督来进行控制并确保标准作业行为得到贯彻，所以高层管理者要以规则条例来替代。
古典学者们对高度劳动分工的信任导致了工作变得简单、常规化和标准化。
通过部门化方法的采用而产生的进一步专业化使组织的非人格化特征增强，同时也提出了以重叠的管理层次来协调专业化部门的需要。
用我们前面定义的组织结构术语来说，我们发现古典学者们提倡所有的组织都必须是高度复杂化、高度正规化和高度集权化的。
结构应该像高效率的机器一样，以规则、条例和正规化作为润滑剂。
人性和人的判断应该被减少到最低限度，因为它会产生非效率和不一致。
而标准化则会导致稳定和可预见性。
所以，混乱和模糊性应该尽量避免。
有机式组织(Organic organization，也称适应性组织)则与机械式组织形成一种鲜明的对照；它是低复杂性、低正规化和分权化的。
有机式组织是一种松散、灵活的具有高度适应性的形式；而机械式组织则是僵硬、稳定的。
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罗宾斯《组织行为学》（第14版）笔记和课后习题（含考研真题）详解第Ⅰ篇导论第一章什么是组织行为学1.1 复习笔记【知识框架】【重点难点归纳】一、人际技能的重要性人际技能的重要性表现在以下几个方面：（1）在决定管理者的职业生涯能否真正飞黄腾达上，领导和沟通技能很重要；（2）管理者人际技能的开发有助于组织吸引和留住高绩效的员工；（3）在当今竞争日益激烈、要求日趋提高的工作环境中，管理者需要具备良好的人际技能。
二、管理者做什么管理者通过他人来完成工作。
在工作中做出决策、分配资源和指导他人的活动，从而实现工作目标。
管理者在组织当中完成他们的工作。
组织是一种人们有目的地组合起来的社会单元，它由两个或多个个体组成，在一个相对连续的基础上运作，以实现一个或一系列共同目标。
1．管理者的职能亨利·法约尔提出，所有的管理者都发挥五种职能：计划、组织、指挥、协调和控制。
把这些职能可简化为四种：计划、组织、领导和控制。
（1）计划计划职能包括：①确定组织的目标；②制定达成这些目标的总体战略；③把计划划分出各种层级，以便对不同的活动进行整合和协调。
（2）组织组织职能包括：①决定要完成什么样的任务；②谁来承担这些任务；③如何把任务进行分类；④谁向谁报告工作以及在什么地方做出决策。
（3）领导领导是指导和协调他人工作。
当管理者激励下属，指导别人的活动，选择最有效的沟通渠道以及解决成员之间的冲突时，他们就是在进行领导。
（4）控制为了保证各项事情按部就班地发展，管理者必须对组织的绩效进行监控。
他们要对实际的绩效与预定的目标进行比较，如果出现重大偏离，管理者的工作就是要使组织回到正确的轨道上来。
这种监控、比较以及对可能的错误进行纠正的活动，就是控制职能。
2．管理者的角色明茨伯格指出，管理者扮演着10种不同但高度相关的角色，或者说表现出10种不同的工作相关行为。
如表1-1所示，这10种角色可以归纳为：人际角色、信息传递者角色以及决策角色。
3．管理者的技能（1）技术技能技术技能包括应用专业知识或技术的能力。
专业技术人员并不在技术技能上具有垄断性，这些技能也并非只有通过学校教育或正规培训才能获得。
所有的工作都需要一定的专业知识，许多人的技术技能都是在工作中发展出来的。
（2）人际技能人际技能是指，无论是独自一人还是在群体中，能够理解他人、与他人沟通、激励他人、支持他人的能力。
表1-1 明茨伯格界定的管理者的角色（3）概念技能管理者必须具备足够的智力水平去分析和判断复杂的情况，这些任务要求具备概念技能。
将新观念与现有程序整合在一起以及对工作进行创新的能力，是关键的概念技能。
4．有效的管理活动与成功的管理活动（1）管理活动管理者从事的管理活动包括：①传统的管理：决策、计划和控制；②沟通：交换日常信息和处理文案工作；③人力资源管理：激励、处罚、冲突管理、人员配置和培训；④社交网络：社会活动、政治活动以及与外部的交往。
（2）不同的管理者花在这四种活动上的时间和精力相差甚远。
如图1-1所示。
图1-1 各种活动的时间分配①成功的管理者（根据他们在组织中的晋升速度来衡量），社交网络的用时最多，人力资源管理的用时最少；②有效的管理者（根据他们工作绩效的数量和质量以及他们下属的满意程度和承诺程度来界定），沟通时间所占比例最大，社交网络的时间所占比例最小。
（3）研究启示有效的管理者强调传统的管理、沟通、人力资源管理和社交网络。
相比之下，成功管理者的关注点几乎恰恰相反。
社交网络和政治技能对组织内部的升迁起着重要作用。
5．有关管理者工作的总结在管理者的职能、角色、技能、活动和方法中，贯穿着一条共同的主线，即都认识到对人的管理的极端重要性。
所以，管理者要想在工作中有效并且成功，就必须开发自己的人际交往技能。
三、了解组织行为学1．组织行为学的含义组织行为学是一个研究领域，它探讨个体、群体以及结构对组织内部行为的影响，目的是应用这些知识改善组织绩效。
2．对组织行为学的理解（1）组织行为是一个研究领域。
它是由共同知识体系构成的一个独立的专业知识领域。
它研究决定组织中行为的三类因素：个体、群体和结构。
（2）组织行为学把研究个体、群体和结构对行为的影响所获得的知识加以运用，使组织的运作更为有效。
（3）组织行为学关注的是人们在组织中做什么以及这种行为如何影响组织的绩效。
3．组织行为学研究的课题这些课题包括激励、领导行为和权力、人际沟通、群体结构与过程、学习、态度形成与知觉、变革过程、冲突、工作设计以及工作压力。
四、用系统研究完善直觉1．系统研究系统研究是指通过对事物之间关系的考察，试图来解释其中的原因和结果，并把结论建立在科学论证的基础之上。
在经过控制的条件下收集数据，并采用合理严谨的方式对数据进行测量和解释。
2．循证管理循证管理（EBM）是对系统研究的补充，它以最佳可用的科学证据为基础做出管理决策。
3．直觉直觉，即“本能”。
依赖直觉有可能会带来更严重的问题，因为人们倾向于高估自我认知的准确性。
4．组织行为学的前景尽可能地使用证据，使其贯穿在管理者的直觉和经验当中。
五、对组织行为学有贡献的学科组织行为学是一门应用性的行为科学，它在众多行为科学分支的基础上建立起来。
心理学的贡献主要在于个体和微观的分析水平上，而其他四个学科的贡献在于帮助我们理解一些宏观的概念，如群体过程和组织。
图1-2概括了对组织行为学研究做出贡献的主要学科。
图1-2 对组织行为学做出贡献的学科1．心理学心理学是一门对人和动物的行为进行测量和解释，还包括对行为进行改变的科学。
2．社会心理学社会心理学属于心理学的领域，它是心理学和社会学相结合的产物。
它关注人与人之间的相互影响。
社会心理学家研究较多的一个领域是变革——怎样实施变革以及如何减少变革的阻力。
社会心理学家做出贡献的领域包括：（1）态度的测量、理解和改变；（2）沟通模式的确认；（3）信任的建立；（4）组织行为学中群体行为、权力和冲突的研究。
3．社会学社会学研究的是与社会环境或文化相联系的人。
社会学对组织行为学的最大贡献是关于组织中群体行为的研究，特别是正式和复杂的组织。
社会学家为组织行为学领域提供了有价值的信息，包括组织文化、正式组织的理论与结构、组织技术、沟通以及权力和冲突。
4．人类学人类学对社会进行研究，以了解人类及其活动。
六、组织行为学中没有绝对的真理（1）人类是复杂的，几乎没有简单而普适的原理能够解释组织行为，因为它们各不相同，这使人们很难总结出简单、准确而且适用广泛的定律。
（2）组织行为学的概念或理论必须反映情境或权变条件。
组织行为学是通过把一般性的概念和理论加以调整后再应用到特定的情境、个人和群体中而发展起来的。
（3）组织行为学理论反映了它所研究的客观事物本身的特性。
七、组织行为学面对的挑战与机遇1．回应经济压力在经济困难时期，有效的管理往往十分宝贵。
管理上的好坏之分是盈利和亏损的差别，最终是生存和倒闭的差别。
组织行为学方法在经济繁荣和衰退时有所不同。
（1）在繁荣时期，对于如何奖励和留住员工的了解十分重要。
在艰难时期，对于压力、决策和应对等问题的了解更为重要。
（2）经济衰退期间员工的关注事项包括：①衰退对整个组织的影响；②工作安全；③未来的利润增加；④衰退对退休计划和投资的影响；⑤未来的晋升；⑥衰退对医疗保险成本的影响。
2．回应全球化随着世界变成地球村，管理者的工作发生了如下的变化：（1）日益增多的海外任务管理者会发现自己有可能承担海外的工作任务，可能被调到国外的分公司或合资企业工作。
（2）与不同文化背景的人一起工作全球化企业的管理者已经开始意识到，经济价值观并不是全球通用且可以相互转换的。
管理实践需要不断修正，以反映一个组织所在国的价值观。
（3）关注低劳动力成本国家的就业趋势在全球化的经济浪潮中，工作倾向于向那些能为商业公司提供低成本比较优势的地区流动，尽管劳动力部门、政治家和地方社区领导人都认为工作的输出破坏了发达国家的就业市场。
管理者必须处理好平衡组织利益与社区责任这一棘手的工作。
3．管理劳动力多元化劳动力多元化是指：（1）男性劳动力和女性劳动力；（2）不同种族和民族团体；（3）在生理或心理能力上各不相同的个体；（4）年龄和性取向不同的人。
管理多元化是全球关注的问题。
4．改善顾客服务绝大多数发达国家的员工从事的是服务性工作。
服务性工作包括技术支持代表、快餐柜台员工、销售人员、餐馆服务员、护士、汽车修理工、企业顾问、信用卡代表、财务规划师以及空乘人员。
这些工作的共同特点是，他们需要与组织的客户进行大量的互动。
很多企业失败的原因在于它的员工难以令客户满意。
因此，管理层需要建立一种回应顾客需要的文化。
组织行为学可以提供大量指导原则，帮助管理者建立这样一种文化。
5．改善人际技能组织行为学的相关概念和理论可以帮助解释和预测工作中人的行为，获得一些人际技能方面的具体启示，并运用到工作当中。
包括设计能够激发人的积极性的工作、提高人们的倾听技能、建设更有效的团队等。
6．激发创新和变革（1）创新成功的组织必须鼓励创新，并精通变革艺术，否则，它们将成为下一个破产的候选者。
胜利将属于这样的组织：它们保持灵活性，不断改善产品质量，通过持续不断的创新产品和服务来赢得市场竞争力。
（2）变革组织中的员工可能成为创新和变革的推动力，也可能成为主要的绊脚石。
管理面对的挑战是激发员工的创造性以及他们对变革的宽容性。
7．应对“临时性”绝大多数的管理人员和员工处在一个以“临时性”为最主要特点的环境中。
员工需要不断更新自己的知识和技能以满足新的工作要求。
原因是：临时性工作群体取代了以前固定的工作群体；组织越来越多地使用员工轮岗以适应不断变化的工作任务；组织本身也在不断变化。
管理者和员工都必须学会应对临时性、灵活性、自发性和意料之外的局面。
8．在网络化组织中工作在网络化的组织中，人们即使相隔千里，也能够相互沟通，共同工作。
网络化组织中管理者的工作是不同的，通过“在线”的方式激励和领导人们、做群体决策等都需要不同的技术，这与真实地和别人面对面处理问题有所区别。
随着越来越多的员工通过网络完成工作，管理者要开发新的管理技能。
9．帮助员工平衡工作与生活的冲突员工们抱怨工作与非工作之间的界限越来越模糊，这导致很多个人的冲突和压力。
（1）工作与生活的冲突产生的原因①全球化组织的产生意味着世界无眠。
②电信技术使得很多员工可以在家里、在车上和在休假的海滨办公。
这使许多人感觉他们从未真正离开过办公室。
③组织正在让它们的员工工作更长的时间。
④随着双职工夫妇的增加，已婚员工越来越难以有时间履行自己对家庭、配偶、孩子和朋友的承诺。
（2）帮助员工平衡工作与生活的冲突的重要性①员工希望在工作中得到灵活的时间安排，以使他们更好地处理工作与生活的冲突。