Learning Objectives Culture Change at Verizon

Chapter 14: Organizational Culture Learning Objectives Culture Change at Verizon: Can You Hear Me Now? What Is Organizational Culture?

Seven Characteristics of Culture Markets, Bureaucracies, and Clans National Culture and Organizational Culture Strong Organizational Cultures

Organizational Subcultures Socialization

Anticipatory Socialization Entry and Assimilation Metamorphosis Attraction-Selection-Attrition (ASA)

How Employees Learn Culture Stories Rituals Symbols Language

Organizational Climate How Climate Influences Organizational Performance Ethical Climate

Leadership Implications: Culture Change Tool #1: Recruiting and Selecting People for Culture Fit Tool #2: Managing Culture Through Socialization and Training Tool #3: Managing Culture Through the Reward System

Key Terms TOOLKIT ACTIVITY 14.1: Comparing Organizational Cultures: IDEO and Amazon CASE STUDY 14.1: Changing Corporate Culture: The Case of B-MED SELF-ASSESSMENT 14.1: Comparing Service Climates

Chapter 15: Leading Change and Stress Management Learning Objectives ING’s Agile Transformation Forces Driving Organizational Change Planned Organizational Change

Organizational Subsystems Involved in Planned Change Organizational Development Examples of Organizational Development Interventions

Resistance to Change How to Overcome Resistance to Change

Leading Change

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Lewin’s Three-Step Model Force Field Analysis Kotter’s Eight-Step Model Effective Change Implementation

Stress in the Context of Organizational Change What Is Stress?

Stress Episode Stress and Organizational Performance Role Stress Stress Is a Global Concern

Coping Social Support

Preventive Stress Management in Organizations Employee Assistance Programs

Leadership Implications: Helping Employees Cope Key Terms TOOLKIT ACTIVITY 15.1: Appreciative Inquiry TOOLKIT ACTIVITY 15.2: Warning Signs of Burnout TOOLKIT ACTIVITY 15.3: Stressful Life Events CASE STUDY 15.1: We Have to Change: Alighting Innovation in the Utility Industry CASE STUDY 15.2: The Price of Entrepreneurship SELF-ASSESSMENT 15.1: Leading Through Change Assessment SELF-ASSESSMENT 15.2: Perceived Stress Scale

Appendix: Research Designs Used in Organizational Behavior Glossary Notes Index

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Preface

After decades of using organizational behavior (OB) textbooks, I realized they were not communicating the right message for today’s students. They memorized theories and dutifully wrote them down on exams, but I felt they were missing out on how to apply these theories to become a better leader. Students want takeaway skills they can put into practice immediately. A new approach to teaching OB is needed, and this textbook shows students how to be effective leaders and managers in organizations. With a focus on leadership and management development, students will go beyond memorizing theories and will apply the most-relevant concepts to effectively motivate followers, lead their teams, and champion organizational change.

I have researched leadership for over 30 years. During 5 of those years, I was an acting dean at a major research university undergoing change. With this position, I put OB concepts into practice every day in my administrative position—I hired people, motivated them, set goals, and did annual performance appraisals. I helped employees, students, and faculty cope with organizational change.

Based upon my research and the practical experience as an administrator with several direct reports, I began to look at my courses differently. I wanted to translate our rich evidence base into skills that managers can use every day. I also wanted to show how managers can become effective leaders through applications of course concepts. My process to achieve this was to start incorporating more skill-based assessments, role-plays, and team activities into each class meeting. Feedback from students was extremely positive, and many cited these exercises as high points in their learning experience in my course evaluations.

 I decided to write a textbook that reviewed OB theory and distilled the most relevant concepts for the development of effective leaders in organizations. Keeping a sharp focus on what the evidence base in OB supports, I searched for and developed exercises and activities that reinforce the key takeaways from each area I taught.

This “essentials” book is not a condensed version of a larger OB textbook. It was written with an eye toward the fundamentals every managerial leader needs to know and how to apply them. I used an evidence-based approach, making prescriptions based on research.

Theories are reviewed critically, and students are encouraged to think critically about what they read. End-of-chapter assessments and activities make the linkage from theory to practice for students. For example, Chapter 9 includes an activity in which students’ role- play giving a performance appraisal.

Based on my practical experience, performance appraisal is one of the most challenging scenarios a new manager faces. The activity is realistic and encourages students to practice the skill set of how to provide feedback in an effective way. This textbook fill another needs by adopting an integrative OB textbook approach with a framework of leadership and management development throughout. Each

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section begins with a “map” of the field of OB that allows instructors to create integrated learning modules that can be used in courses of varying lengths (for example, 6-week courses and 15-week courses). References are made to other chapters in multiple places so students can see the connections across topics in OB. For example, Chapter 8 discusses core concepts in motivation and refers to the chapter immediately following, which focuses on the role of rewards in motivating followers. As a set, these two chapters compose a learning module on “leaders as motivators.”

The cases at the end of each chapter cover a wide range of organizational situations including small business, hospitals, large corporations, and many other types of organizations. My colleagues and I have tested the cases and exercises with students, and they resonate with both MBAs and undergraduates. Regardless of the career paths students choose, they will find these assessments and activities valuable as they develop leadership and management skills.

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Target Audiences

I have written this book to be appropriate for upper-level undergraduate courses and MBA core courses in OB. Case studies and exercises will prepare students at all levels for today’s workplace. The content and activities have been carefully written so students can respond to discussion questions and assessments. For undergraduates, the role-plays and team activities at the end of the chapters are particularly valuable.

This experiential approach to learning supports the application of OB fundamentals, and the activities are interesting and fun. Textbook reviews have also indicated that this textbook will work very well in industrial/organizational psychology courses as well as courses in higher education leadership. In writing the textbook, I kept in mind that some OB courses are being offered in hybrid or online formats. The features of this textbook support these formats (for example, all boxed inserts, case studies, activities, and self-assessments have discussion questions that can be answered by students and submitted as assignments).

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Approach

I always wanted a concise OB textbook that did certain things for my students. This textbook was written with three guiding principles:

An evidence-based management approach to the field of OB so practice recommendations are grounded in research.

Emphasis on critical thinking in Chapter 1 and throughout the textbook so students can evaluate the strengths and weaknesses of research before they move to practice applications.

A focus on leadership development for managers so rather than just memorizing theories, students apply them to cases and a variety of activities at the end of each chapter, including activities, role-plays, case studies, and self-assessments.