book

Principles of Organizational Behavior, 3rd Edition

by Craig L. Pearce, Edwin A. Locke

April 2023

Beginner to intermediate

672 pages

24h 14m

English

Wiley

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TEACHINGMANAGEMENTNOTES REGARDING THE THIRD EDITIONREFERENCESNOTE
CO-AUTHOR'S NOTEWHAT IS INTELLIGENCE?HIGHER INTELLIGENCE LEADS TO BETTER JOB PERFORMANCEWHY DOES HIGHER INTELLIGENCE LEAD TO BETTER JOB PERFORMANCE?WHAT IS REQUIRED TO MAKE THIS PRINCIPLE WORK?ARE THERE MODERATORS OR EXCEPTIONS TO THIS PRINCIPLE?FIVE COMMON QUESTIONS ABOUT IMPLEMENTING AN INTELLIGENCE-BASED HIRING SYSTEMCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONSNOTES
SELECT ON CONSCIENTIOUSNESS AND EMOTIONAL STABILITYHOW DO CONSCIENTIOUSNESS AND EMOTIONAL STABILITY AFFECT JOB PERFORMANCE?ARE THERE EXCEPTIONS TO THE GENERAL PRINCIPLE?SUBPRINCIPLE: OTHER TRAITS PREDICT PERFORMANCE IN PARTICULAR JOBSARE THERE LEGAL ISSUES IN IMPLEMENTING THESE PRINCIPLES?BEST PRACTICES FOR IMPLEMENTATIONCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
DECISION-MAKING RESEARCHDECISION-MAKING IN INTERVIEWSSTRUCTURED INTERVIEWSIMPROVING DECISION-MAKING BY INCREASING INTERVIEW STRUCTURECASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
WHAT EMOTIONS AREMODERATORSACHIEVING EMOTIONAL CONTROLCASE EXAMPLESAUXILIARY ISSUES IN EMOTIONIS THE CORE ROLE OF THE LEADER EMOTIONAL OR RATIONAL?REFERENCESEXERCISESDISCUSSION QUESTIONSNOTES

MAIN PRINCIPLEMEDIATORSMODERATORSUSE THE HIGH PERFORMANCE CYCLEISSUES IN IMPLEMENTATIONCASE EXAMPLESGOALS SET IN THE SUBCONSCIOUSFUTURE RESEARCHREFERENCESEXERCISESDISCUSSION QUESTIONSAPPENDIX: GUIDELINES FOR EFFECTIVE GOAL SETTING IN ORGANIZATIONSFOCUSTYPES OF GOALSPRIORITIZATIONGOALS, DIFFICULTY, AND EFFORTSTRETCH (VERY HARD OR IMPOSSIBLE) GOALS AS AN EXCEPTIONGOALS AND TIMEKNOWLEDGE AND SKILLFEEDBACKGAINING COMMITMENT TO GOALSWHO SETS THE GOALS?HOW TO PREVENT CHEATINGGOALS AND PAYGOALS AND JOB SATISFACTIONGOALS AND TEAMSGOALS AND BULLYINGRECENT DISCOVERIES
EDITORS' NOTECORE FUNCTIONAL PROPERTIES OF PERCEIVED SELF-EFFICACYDIVERSE ORGANIZATIONAL IMPACT OF PERCEIVED SELF-EFFICACYPRINCIPLES GOVERNING THE DEVELOPMENT OF PERSONAL AND COLLECTIVE EFFICACYCULTIVATION OF SELF-REGULATORY COMPETENCIESREFERENCESNOTEEXERCISES
WHAT IS REQUIRED TO MAKE THE PRINCIPLE WORK?POSSIBLE EXCEPTIONS TO THE PRINCIPLE OF PAYING FOR PERFORMANCEREFERENCESEXERCISESDISCUSSION QUESTIONS
JOB CHARACTERISTICS MODELHOW TO INCREASE MENTAL CHALLENGE IN JOBSCRITICISMS AND LIMITATIONSMODERATORSCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
ANALYZE TRAINING NEEDSDEVELOP TRAINING CONTENTDEPLOY TRAININGEVALUATE TRAININGCASE EXAMPLESACKNOWLEDGMENTSREFERENCESEXERCISESDISCUSSION QUESTIONSTRAINING MEDIA RESOURCES
COMPONENTS OF A PERFORMANCE APPRAISALHOW TO IMPROVE INDIVIDUAL AND ORGANIZATIONAL PERFORMANCECASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
PARTICIPATION DOES NOT ALWAYS MOTIVATE, AND THE LACK OF IT DOES NOT ALWAYS DEMOTIVATEPRIMARY CAUSAL MECHANISM: PARTICIPATION DISSEMINATES INFORMATIONIMPLEMENTATION: STRUCTURING PARTICIPATION CAN MAKE IT MORE EFFECTIVECASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
WHY RECOGNITION WORKSWHAT AND WHO SHOULD BE RECOGNIZEDHOW RECOGNITION SHOULD OCCURAT WHAT LEVEL SHOULD THE RECOGNITION HAPPENTHE ROLE OF RECOGNITION BEYOND EMPLOYEE AND ORGANIZATION OUTCOMESCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
BASIC FACTS ABOUT ORGANIZATIONAL BEHAVIOR AND CHANGEFORCES FOR ORGANIZATIONAL CHANGE: DISSATISFACTION AND LEADERSHIPHOW TO LEAD CHANGE: SEVEN STEPS FOR SUCCESSFUL CHANGEORCHESTRATING CORPORATE-WIDE STRATEGIC CHANGECASE EXAMPLESEXCEPTIONS AND MODERATORS: HOW UNIVERSAL ARE THESE CHANGE GUIDELINES?REFERENCESEXERCISESDISCUSSION QUESTIONSNOTE
THE EMPOWERMENT PROCESSBOUNDARY CONDITIONS/MODERATORSCASE EXAMPLESREFERENCESEXERCISESDESCRIPTIONDIAGNOSIS WITH A PARTNERDISCUSSION QUESTIONS
INTRODUCTIONSOURCES OF INDIVIDUAL POWERPOWER AND LEADERSHIP EFFECTIVENESSOUTCOMES OF SPECIFIC INFLUENCE ATTEMPTSPROACTIVE INFLUENCE TACTICSEFFECTIVENESS OF SINGLE AND COMBINED TACTICSCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
BACKGROUND IN THE LITERATUREWHAT VISIONARY LEADERSHIP IS ALL ABOUTWHAT DRIVES VISIONARY LEADERSHIP BEHAVIOR?CASE EXAMPLESREFERENCESAPPENDIX AAPPENDIX BDISCUSSION QUESTIONSNOTES
EDITORS' NOTETHE BENEFITS OF TRUSTIMPLEMENTING THE PRINCIPLEEXCEPTIONS TO THE PRINCIPLECASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
CASE EXAMPLESACKNOWLEDGMENTREFERENCESEXERCISESDISCUSSION QUESTIONS
JUSTIFICATION OF THE PRINCIPLEMECHANISMS FOR MEETING EXTERNAL DEMANDSAPPLICATIONS OF THE PRINCIPLE: USING FUNCTIONAL DIVERSITY, TIES, AND TEAM CONFIGURATION FOR TEAM COMPOSITIONMODERATORS AND LIMITATIONSCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
IDENTIFYING THE TYPE OF INTRATEAM CONFLICTENGAGING AN EFFECTIVE COLLABORATION STRATEGYCULTIVATE CONDITIONS THAT PROMOTE COLLABORATIONSUMMARYCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
HOW COMMUNICATION HAPPENSTYPES OF COMMUNICATIONCLARITYCONCISENESSCONSISTENCYACTIVE LISTENINGOVERCOMING COMMUNICATION BARRIERSCASE EXAMPLESEXERCISEDISCUSSION QUESTIONSREFERENCES
CONTEXTUAL FACTORS: FEATURES OF THE WORK ENVIRONMENTDETERMINING FACTORSEXCEPTIONS TO AND EXTENSIONS OF THE BASIC PRINCIPLEIMPLEMENTATIONCASE EXAMPLESREFERENCESCLASSROOM EXERCISESNOTE
STRESS AT WORKCOPING WITH STRESS AT WORKFOUR COPING PERSPECTIVES IN TERMS OF TIMING AND CERTAINTYWAYS OF COPINGCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
THE SOURCES OF CONFLICT AND EFFECTIVENESS CRITERIANEGOTIATION AS A MANAGERIAL TOOL FOR RECONCILING INTERESTSTHE MANAGER AS MEDIATORCASE EXAMPLEREFERENCESEXERCISETIP SHEET FOR MEDIATION PREPARATION AND IMPLEMENTATION
ENTREPRENEURS AND ENTREPRENEURSHIPSWIFTNESS – PRINCIPLE 1EXPERIMENTATION – PRINCIPLE 2DETERMINING FACTORSMODERATING FACTORSIMPROVING YOUR ENTREPRENEURIAL SKILL SETEXCEPTIONSCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONSNOTES
WORK–FAMILY BALANCEINDIVIDUAL STRATEGIESMODERATORS OF INDIVIDUAL STRATEGIESORGANIZATIONAL STRATEGIESMODERATORS OF ORGANIZATIONAL STRATEGIESCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
EMERGING TECHNOLOGIESFIVE WAYS IT CAN CHANGE ORGANIZATIONSPOTENTIAL RISKS OF LARGE-SCALE IT APPLICATIONSCASE EXAMPLEREFERENCESEXERCISESDISCUSSION QUESTIONS
FROM LOCAL TO GLOBAL WORK CONTEXTSTHE GLOBAL WORK CULTUREMATCHING MANAGEMENT PRACTICES TO CULTURAL VARIATIONSCASE EXAMPLESREFERENCESEXERCISESDISCUSSION QUESTIONS
PRINCIPLES OF ORGANIZATION DESIGNLEVERS OF ORGANIZATION DESIGNORGANIZATION DESIGN AND STRATEGYTHE FOUR LENSES OF ORGANIZATION DESIGN AND THEIR IMPACT ON STRATEGYEVOLUTION OF ORGANIZATION DESIGN AND STRATEGYCASE EXAMPLESREFERENCESEXERCISEDISCUSSION QUESTIONSNOTE

Content preview from Principles of Organizational Behavior, 3rd Edition

5Motivate Employee Performance Through Goal Setting

GARY P. LATHAM

Rotman School of Management, University of Toronto, 105 St. George Street Toronto, Ontario, M5S 3E6email: latham@rotman.utoronto.caFax: 407 340 8873

Goal setting theory (Latham and Locke, 2007, 2018) provides a framework that specifies the most valid and practical ways of increasing employee motivation. This conclusion has been reached by multiple authors working independently (e.g. Earley and Lee, 1992; Miner, 1984; Pinder, 2008). The conclusion is based on the fact that the theory has been used effectively in more than 1000 studies to predict, influence, and explain the behavior of thousands of people in numerous countries (e.g. Australia, Canada, the Caribbean, England, Germany, Israel, Japan, and the United States), in both laboratory and field settings, involving more than 100 different tasks in occupations that included logging, word processing, engineering, and university scholarship (Locke and Latham, 1990; Mitchell and Daniels, 2003). Although developed as a theory of motivation in the workplace, it has been used effectively in leadership, entrepreneurship, sports, negotiations, and to increase creativity as well as the academic performance of university students (Locke and Latham, 2013). The theory has even been found useful for promoting the motivational processes of brain-injured patients (Gauggel, 1999; Prigatano, Wong, Williams, and Plenge, 1997).