Management and Organizational Behavior [antikvár]

The popular success of the first edition of Management and Organizational Behavior was a great stimulus as we reformulated the second edition. Our original goal was to pioneer a blended text between what historically has been taught as two separate fieldsmanagement plus organizational behavior (OB). We assumed two external forces would drive convergence of the fields: [1] curriculum reform encouraged by the American Assembly of Collegiate Schools of Business (AACSB), combined with [2] business expectations that students graduate with applied behavioral skills and a grounded understanding of how organizations function.WHY INTEGRATE MANAGEMENT AND ORGANIZATIONAL BEHAVIOR?Based on feedback from both professors and students who have used the text, we now know that our original assumptions were correct. Students readily learn applied skills and perspectives of OB when concepts and techniques are integrated into a management context; and conversely, essential management subjects come alive when infused with lessons and techniques from the behavioral sciences.This second edition provides even more integration of the two fields starting with substantial rearrangement of content based on comments from many users. Edition two of the text deepens our commitment of responsiveness to two changing educational forces:Student Needs. Our vision is that most students who use this text will be organizational contributors, not managers within, say, the next five years. Therefore they need to know how to be effective performers both individually and on teams within organizations. They also need to know how to work with managers and to begin preparing for the time when they are likely to assume managerial responsibilities. Nevertheless, part of their success requirements will be to understand the macro aspects of organizational behavior, which of necessity involves managerial skills and ways of thinking.Curriculum Reform. By the mid-1990s, the AACSB had moved toward new institutionally-focused accreditation standards that abandoned 30 years of expecting business schools to look more alike than different. The new standards encourage faculties to critically review and redesign curricula by focusing on each school's unique mission. As a derivative of its mission statement, a school or college is expected to develop processes for curriculum review/reform and instructional enhancement that assure continuous improvement. In effect, accreditation now encourages curriculum innovation and integration. Faculties in progressive business schools have already completed or are engaged in the task of reconceptualizing curricula, which leads to a breaking away from strict discipline-based courses.Given these forces, the merger of OB and management topics seems a natural one. Because OB will be students' dominant need, about two-thirds of the book's