Johns 10e Irm ch00 FM PDF

INSTRUCTOR'S RESOURCE MANUAL
Alan M. Saks and Gary Johns
Organizational Behaviour
Understanding and Managing Life at Work
Tenth Edition
Gary Johns
Concordia University
Alan M. Saks
University of Toronto
Toronto
Copyright © 2017 Pearson Canada Inc., Toronto, Ontario.
This work is protected by Canadian copyright laws and is provided solely for the use of instructors in
teaching their courses and assessing student learning. Dissemination or sale of any part of this work
(including on the Internet) will destroy the integrity of the work and is not permitted. The copyright holder
grants permission to instructors who have adopted Organizational Behaviour, Tenth Edition, by Johns and
Saks, to post this material online only if the use of the website is restricted by access codes to students in
the instructor’s class that is using the textbook and provided the reproduced material bears this copyright
notice.
CONTENTS
Preface ........................................................................................................................ vii
Introduction to the Supplements .............................................................................. ix
Laying the Foundations ...............................................................................................x
Sample Course Outlines .......................................................................................... xiii
Ways to Involve Your Students .............................................................................. xvi
Using the You Be the Manager Feature .................................................................. xix
Assessment Form for Cases.......................................................................................xx
PART ONE: AN INTRODUCTION
Chapter 1: Organizational Behaviour and Management

Chapter Learning Objectives
Chapter Outline and Teaching Notes
Teaching Tips
Sample Answers to Discussion Questions
Additional Discussion Questions and Answers
Extra Discussion Questions
Sample Answer to On-the-Job Challenge Question
Teaching Notes for Experiential Exercises
Additional Experiential Exercise
Teaching Notes for Experiential Exercise
Teaching Notes for Case Incident
Teaching Notes for Case Study
PART TWO: INDIVIDUAL BEHAVIOUR
Chapter 2: Personality and Learning

Sample Answers to Integrative Discussion Questions
ii Copyright © 2017 Pearson Canada Inc.

Additional Case Incident
Chapter 3: Perception, Attribution, and Diversity

A Classroom Demonstration: The Fundamental Attribution Error
A Classroom Demonstration: Self-Serving Bias
Chapter 4: Values, Attitudes, and Work Behaviour

Mini-Lecture: Behavioural Commitment
Mini-Lecture: The Benefits of Turnover
Chapter 5: Theories of Work Motivation

Copyright © 2017 Pearson Canada Inc. iii

Additional Case Study
Chapter 6: Motivation in Practice

An Integrative Exam Question
Additional Integrative Discussion Question and Answer
PART THREE: SOCIAL BEHAVIOUR AND ORGANIZATIONAL PROCESSES
Chapter 7: Groups and Teamwork

Mini-Lecture: Extreme Role Readiness
Mini-Lecture: The Bank Wiring Room
Chapter 8: Social Influence, Socialization, and Culture

A Teaching Tip: Debasement and Hazing
iv Copyright © 2017 Pearson Canada Inc.

Chapter 9: Leadership
Additional Integrative Discussion Questions and Answers
Chapter 10: Communication

Chapter 11: Decision Making

Additional Chapter Material: Traditional Approaches for
Improving Decision Making in Organizations
Classroom Demonstration and Mini-Lecture: The Dollar Auction and
Escalation of Commitment
Classroom Demonstration: Individual Versus Group Decision Making
Copyright © 2017 Pearson Canada Inc. v

Chapter 12: Power, Politics, and Ethics

A Teaching Tip
Chapter 13: Conflict and Stress

Video on Presenteeism in the Workplace
PART FOUR: THE TOTAL ORGANIZATION
Chapter 14: Environment, Strategy, and Structure

Mini-Lecture: Environmental Influence
Additional Integrative Discussion Question and Answer
Additional Experiential Exercise
vi Copyright © 2017 Pearson Canada Inc.

Chapter 15: Organizational Change, Development, and Innovation

Teaching Notes for the Ken Private Limited: Digitization Project Integrative Case
Copyright © 2017 Pearson Canada Inc. vii

PREFACE
We are happy that you have chosen to adopt the tenth edition of Organizational
Behaviour: Understanding and Managing Life at Work for your organizational behaviour
course. We (Alan Saks and Gary Johns) have personally prepared this Instructor’s
Resource Manual to assist you in planning and conducting your classes. We hope it will
make your teaching both easier and more rewarding. It will assist you with some of the
routine tasks and suggests ways to facilitate student learning and sustain student interest.
We have tried to present an integrated set of resources you can use in planning and
conducting your class, a synergistic set of materials that will equal more than the sum of
its parts. At the same time, we are aware that the use of any teaching aid requires an
investment of time and energy on your part, and we have avoided turning this Instructor’s
Resource Manual into a complex compendium that requires more energy to master than
the textbook itself. Thus, we have not burdened you with a list of 800 films or 12
alternative course outlines.
Your Instructor’s Resource Manual is organized into several parts. Let’s examine the
features of each part.
INTRODUCTION
The introduction covers the factors you will need to consider in planning your course. A
well-planned course reflects favourably on you and prevents role ambiguity on the part of
your students.
1. Introduction to the Supplements: Introduces you to the outstanding array of

supplements that is available to adopters of Organizational Behaviour.
2. Laying the Foundations: Provides you with a detailed checklist of things to do to
develop a well-organized course and backtracks three months before the first class
meeting. This advice should be particularly useful for new and inexperienced
instructors.
3. Sample Course Outlines: These illustrative outlines cover a ten-week quarter and a
fifteen-week semester.
4. Ways to Involve your Students: A class-tested catalogue of ways to increase student
interest that apply specifically to teaching organizational behaviour.
5. Using the You Be the Manager Feature: Some commentary on using this
application feature of the text.
6. Assessment Form for Cases: A form for providing student feedback on case
analyses.
Copyright © 2017 Pearson Canada Inc.

viii Johns/Saks, Organizational Behaviour, Tenth Edition
CHAPTER MATERIAL
For each chapter of the text, a number of features are included that should assist you in
your teaching activities.
1. Chapter Objectives: These review for you the major ideas your students should
glean from each chapter. You may wish to stress these objectives in your discussions
and lectures. They are also listed on the PowerPoint slides.
2. Chapter Outline and Teaching Notes: Detailed outlines of each chapter stress the
Key Concepts highlighted in the text. These Key Concepts are italicized when they
first appear in the outline. The outlines can be used to guide class lectures or as a
refresher for what is covered in each chapter.
3. Something Extra: For many chapters we include some extra material to add more
interest to your class. You will find features with rifles such as Mini-lecture, An
Integrative Exam Question, A Teaching Tip, A Classroom Demonstration, additional
and extra discussion questions, additional exercises, case incidents, and case studies,
and so on, that can be of direct use or suggest ideas for you to refine.
4. Sample Answers to Discussion Questions, Integrated Discussion Questions, and
the On-the-Job Challenge Questions: Commentary is provided for the discussion
questions, integrative discussion questions, and on-the-job challenge questions at the
end of each chapter of Organizational Behaviour.
5. Additional Discussion Questions: You will find additional discussion questions and
answers of the kind found at the end of each chapter of the text.
6. Extra Discussion Questions: Extra discussion questions are presented for each
chapter. They are similar to and supplement the discussion questions presented at the
end of each chapter of Organizational Behaviour.
6. Teaching Notes for Experiential Exercises: Each chapter of Organizational
Behaviour includes one or more experiential exercises. These span self-assessments,
role playing, and group work. The teaching notes provide instructions for conducting
the exercises and debriefing students.
7. Teaching Notes for Case Incidents and Case Studies: Each chapter of
Organizational Behaviour concludes with a case incident and a case study that
permits students to apply what they have learned to a real-world setting. The teaching
notes provide detailed commentary on the questions that accompany the case
incidents and case studies.
8. Teaching Notes for the Ken Private Limited: Digitization Project Integrative
Case: Each of the four sections of the text concludes with a series of questions to
accompany the Integrative Case, which can be found in the text at the end of Chapter
1. Teaching notes on the whole case can be found at the end of this manual following
Chapter 15.
We wish you the best of success in teaching your course in organizational behaviour!

Johns/Saks, Organizational Behaviour, Tenth Edition ix
INTRODUCTION TO THE SUPPLEMENTS

In addition to the Instructor’s Resource Manual that you are currently reading, a number
of other useful and creative supplements are available to assist you in your use of
Organizational Behaviour. All of these supplements have been prepared by the authors of
Organizational Behaviour.
CBC/Pearson Canada Video Library

Qualified adopters will receive a series of video segments taken from CBC news
programs such as The National. The video segments correspond to sections of the book
and are designed to be used as video cases. Each video case can be used with one or more
chapters. Written summaries of the cases and questions can be found on
MyManagementLab or accessed via the catalogue.
Instructor’s Video Guide

A Video Guide for instructors is also posted online and can be accessed by instructors via
the catalogue. This guide includes detailed instructor’s notes that tie all the videos
directly to several chapters of the text. For each video case, notes indicate the chapters in
the text to which the video can be used and suggested answers to the video case
questions.
TestGen
This test-generating and grading software allows instructors to create their own
customized tests from a test bank of nearly 4,000 questions in a variety of formats,
including multiple choice, true/false, fill-in-the-blank, and essay.
PowerPoints
Each chapter of the text is outlined in a series of PowerPoint slides, which include key
points and figures. The slides are thorough and complete in their coverage of the material
in each chapter. For most chapters, there are over 100 slides that have been developed by
the text authors. We realize that this is more than you require for each topic, however, we
expect that instructors will choose those slides that will suit their course and the content
they wish to cover and emphasize. Thus, you should be able to find whatever you require
to teach each chapter in the text.

x Johns/Saks, Organizational Behaviour, Tenth Edition
LAYING THE FOUNDATIONS

Most of us have experienced at least one truly exciting, impressive course — a course
with smoothly flowing lectures neatly tied together with threads of conceptual continuity,
audiovisual presentations that began on time and kept every student awake and alert even
though the lights were out, reserve readings that were actually available in the library,
and so on. Such superb educational experiences do not erupt spontaneously from some
mystical quality found in a few gifted teachers. To make them possible, certain basic
ingredients must be assembled and organized well before the first class meets.
As you organize your course, a key notion to bear in mind is that small things done at just
the right time can be crucial both in preventing major difficulties and in creating the
conditions that turn an adequate course into a rich encounter with a new world of ideas
and information. The time sequencing suggested here should not be taken lightly. It is
intended to maximize your access to first-choice resources and allow a comfortable
margin for creative responses to unexpected contingencies.
Three Months Before the First Class Meeting
1. Draft a working syllabus detailing your preliminary thoughts on:

a. The sequence of topics to be covered, with time blocks allocated to each.
b. Readings to be assigned for each topic.
c. Lectures you plan to prepare, with a brief summary of major points to be included
in each.
d. Demonstrations and discussions you expect to conduct.
e. Resource persons you hope to schedule, with alternatives in case first-choice
people are unavailable.
f. Videos/DVDs and other audiovisual aids, with their intended uses.
g. Plans for testing, grading, and evaluation of the course.
2. Order texts and supplementary readings. Consult the bookstore manager for
information on the time lag between order and delivery and ask about the store’s
policy on “under-ordering.” Generally, since bookstores are allowed to return only a
fraction of the total order to the publisher if some books are not sold, the manager
protects the store by ordering fewer texts than the number of students the instructor
expects to enrol. Since your course may be severely hampered by a textbook
shortage, you may want to insist on a more reasonable projected enrolment. Order
desk copies directly from the publisher. If you plan to use teaching assistants, they
should each have a desk copy of the text(s).
3. If you plan to use reserve readings, select them at this time. By selecting reserve
readings at this time, you free yourself from the constraints of the library’s existing
holdings because there is ample time for new materials to be ordered (if the library
has a budget for reserve-room acquisitions). Be sure your reserve-reading
requirements do not overtax the number of copies available. For example, if each of
200 students is expected to spend two hours with a given paperback, and if most of

Johns/Saks, Organizational Behaviour, Tenth Edition xi
the students are likely to seek the book during the week prior to the midterm
examination, at least ten copies of the book should be obtained. When this is
impossible, your final syllabus should contain a prominent warning to students that
reserved readings will be postponed at their own peril. Do not overtax the library or
your students’ resourcefulness by recommending a lot of reserve readings for a large
course. In a large basic course, reserve readings are not recommended. A few selected
optional readings for highly motivated students should be mentioned in your syllabus.
A collection of readings, exercises, or cases may be valuable to give more depth to
the course.
4. Take an inventory of the major resources you will need. How much money is
budgeted for the course? Are word processing services available? What sort of
duplicating facilities are at your disposal, and how long does duplicating take? Do
large duplicating jobs require proportionately more time? How is video equipment
and slide projectors obtained and are you expected to provide your own computer or
overhead projector? Can you operate the computer or slide projector remotely? Can
you get a computer or overhead projector? Is there a usable blackboard, and chalk,
too? Is an automatic test-scoring machine available in the school? If possible,
examine the selection of classrooms and reserve one that comes closest to meeting
your teaching-style needs (e.g., videos require rooms that can be darkened; group
experiential exercises often require extra space; etc.)
5. Contact people you hope to invite as resource persons. Discuss approximate dates and
their special needs (e.g., slide projectors, computer, overhead projector, microphone).
Some may wish to have a DVD ordered for their presentation. This is your
opportunity to supplement your own knowledge and experience by bringing in people
from other disciplines whose work relates to OB, or by bringing in unconventional
experts who may provide unique input for your students.
6. Order audiovisual materials. Distributors of rental materials usually request a six-

week lead time. By ordering three months or more in advance, you greatly increase
your chances of reserving the items you want when you can use them best, and you
retain enough flexibility to revise your own schedule to accommodate it to the
availability of especially desirable resources. Before renting, you should find out
what your department or school already owns, and you may wish to recommend
purchase of materials that seem especially valuable and likely to be reused often. Find
out department/university procedure for placing orders as well as for picking up and
returning videos and DVDs. If possible, have your audiovisual department or
departmental secretary handle the actual ordering as a tremendous amount of
paperwork is usually involved.

xii Johns/Saks, Organizational Behaviour, Tenth Edition
7. Begin drafting your lectures. Preparing lecture outlines now will give you a more
realistic basis for scheduling class time on the syllabus, reduce some “preparation
anxiety” you may feel, start through processes leading to more seasoned
presentations, and reveal areas of uncertainty or needed updating while there is plenty
of time for additional information gathering. The Society for Industrial and
Organizational Psychology (SIOP) has created an Instructor’s Guide for Introducing
I-O Psychology that might be helpful. It includes 15 PowerPoint modules, notes,
exercises, and reference materials on many of the topics covered in Organizational
Behaviour. It is available on the SIOP webpage at:
http://www.siop.org/Instruct/InGuide.aspx.
Six Weeks Before the First Class Meeting
1. Order audiovisual materials. This is the second round of orders. Unobtainable first-
choice materials are replaced by second choice or reordered for new dates. Your
lecture planning may have suggested new resources to be ordered.
2. Get serious about your lectures. Fill in the blanks in your lecture outlines.
3. Check your departmental and institutional policies on class attendance, grading

procedures, late admission and withdrawal from the course, and auditors. You will
want to include this information in the syllabus later on, but the inquiry should start
now because it may take some time to secure complete answers. Ask other instructors
for copies of their course syllabus.
4. Meet with your teaching assistants. Discuss course goals, your teaching philosophy,
their specific functions, and how they will be evaluated. Weekly meetings with TAs,
though time-consuming, often prove valuable in getting a better view of course
progress, and are a chance to teach TAs how to teach.
5. Finalize plans for testing and course evaluation, and start the process of preparing and
duplicating materials. Beat the rush for secretarial services and avoid having your
materials backlogged at the duplicating center just when you need to hand them out.
All course materials except the syllabus should be duplicated at this time.
6. Finalize the syllabus except for specific dates for resource persons not yet committed
and other details as yet unknown. It is OK to note that plans for some class periods
are “in preparation.”
One to Two Weeks Before First Class Meeting
1. Confirm that texts have been received by the bookstore and that reserve readings will
be available. See for yourself.
2. Review all class materials and be sure that they are in fact duplicated, satisfactory,
and located where they can be found when needed.

Johns/Saks, Organizational Behaviour, Tenth Edition xiii
3. If any uncertainty remains about audiovisual materials, send out final orders and
adapt your plans accordingly.
4. Finalize the syllabus and have it duplicated. Also distribute copies to your colleagues.
They need to know what you’re doing in your course if it is a prerequisite for theirs,
and they may well have comments and suggestions you’ll find valuable.
Source: Adapted from Philip G. Zimbardo and Richard Gerrig, Instructor’s Resource Book to
Accompany Psychology and Life, Fourteenth Edition. © 1996 Philip G. Zimbardo and Richard Gerrig.
SAMPLE COURSE OUTLINES

Constructing a course outline for someone else is something like buying a gift for a
relative you’ve never met. Thus, what follows are most assuredly sample course outlines
to give you some idea about the spacing and pacing of material for your organizational
behaviour course. Certainly, you may wish to modify these outlines (perhaps radically) to
meet your own schedule, needs, and teaching style.
One outline is designed around a ten-week quarter and the other is predicated on a
fifteen-week semester. Both assume that students will be assigned to read the entire text
in the order developed by the authors. However, as pointed out in the Preface to
Organizational Behaviour, it is quite acceptable to reorder the sequence of chapters to
meet your own preference, as long as 5 is read before 6. Both outlines tend to place extra
emphasis on the longer chapters or those that, in our opinion, involve broader coverage.
However, this emphasis is not mandatory, and you may wish to modify them to meet
your own objectives.

xiv Johns/Saks, Organizational Behaviour, Tenth Edition
TEN WEEK COURSE OUTLINE
Week Session Topic Chapter

1 1 Organizational behaviour and management 1
2 Personality 2
3 Learning 2
2 1 Person perception 3
2 Attribution and diversity 3
3 Values 4
3 1 Attitudes, job satisfaction, and commitment 4
2 Motivation theory 5
4 1 Motivation in practice 6
2 Motivation in practice 6
3 Group structure 7
5 1 Team effectiveness 7
2 MIDTERM EXAM —
3 Social influence and socialization 8
6 1 Organizational culture 8
2 Leadership 9
3 Leadership 9
7 1 Communication 10
2 Decision making 11
8 1 Power, politics, and ethics 12
2 Conflict 13
3 Stress 13
9 1 Environment and strategy 14
2 Organizational structure 14
10 1 Organizational learning and change 15
2 Organizational development 15
3 Innovation 15
FINAL EXAM —

Johns/Saks, Organizational Behaviour, Tenth Edition xv
FIFTEEN WEEK COURSE OUTLINE
Week Session Topic Chapter

1 1 Introduction 1
2 Organizational behaviour and management 1
3 Personality 2
2 1 Learning 2
2 Learning 2
3 Person perception 3
3 1 Attribution and evaluation of others 3
2 Workforce diversity 3
3 Values 4
4 1 Attitudes 4
2 Job satisfaction and commitment 4
5 1 Motivation theory 5
6 1 Motivation in practice 6
3 FIRST TEST —
7 1 Group structure 7
2 Team effectiveness 7
3 Social influence and socialization 8
8 1 Organizational culture 8
2 Leadership 9
3 Leadership 9
9 1 Leadership 9
2 Communication 10
3 Communication 10
10 1 Decision making 11
11 1 SECOND TEST —
2 Power and politics 12
3 Ethics 12
12 1 Conflict 13
2 Stress 13
3 Environment and strategy 14
13 1 Organizational structure 14
14 1 Organizational learning 15
2 Organizational change 15
3 Organizational change 15
15 1 Organizational development 15
2 Organizational innovation 15
3 Review for final exam —
FINAL EXAM

xvi Johns/Saks, Organizational Behaviour, Tenth Edition
WAYS TO INVOLVE YOUR STUDENTS

The pervasiveness of the internet, social media, television, slick advertising, and instant
communication has made the ancient art of face-to-face teaching more difficult than ever
- students want their courses to offer a perfect combination of relevance and pizzazz. To
compound the problem, organizational behaviour is an especially challenging subject to
teach. In disciplines ranging from English literature to chemistry, professors have the
advantage of having the literal object of their concern (be it printed words or chemical
reagents) in the classroom or laboratory. We who teach organizational behaviour are not
so fortunate. In fact, we even lack perfect simulations or models of our subject matter,
such as the contrived financial statements used to teach accounting.
In order to add interest and relevance to your organizational behaviour course, we

recommend that you consider the use of experiential exercises, cases, and videos (many
are included in Organizational Behaviour and extensive teaching notes for them are
provided in this Instructor’s Resource Manual). In addition, we offer a number of hints
that have helped us involve students in our classes. Notice that in many instances this
involvement is literal, as we use the students to generate ideas and materials. We think
you should encourage activity, not passivity!
1. Subscribe to business-related periodicals. The Globe and Mail, National Post,

Canadian Business, Business Week, Canadian HR Reporter, Fortune, FastCompany,
and The Wall Street Journal are prime candidates. You will find many articles
relevant to organizational behaviour that can be used to bring additional currency and
relevance to your class. If the article in question is short, put it on transparency and
project it before the class begins or during a break. Keep a file of articles and slides
keyed to the chapters of Organizational Behaviour. Also, be sure to watch for
relevant articles in the popular press.
2. Encourage your students to collect articles and cartoons from the press that are
relevant to organizational behaviour. Students are particularly adept at finding
good cartoons, and there are a number of models for them to emulate in
Organizational Behaviour. We put a line calling for articles and cartoons in the
course outline and reinforce students’ resourcefulness publicly when they produce
relevant materials.
3. If you have a VCR or DVD recorder connected to your home television set, tape
programs or series segments relevant to organizational behaviour or search for
material on the internet. Then show the tape, DVD, or on-line segment in class to
stimulate discussion. A few words of advice here: First, when in doubt, record it.
Nothing is more frustrating than deciding halfway through a segment that you should
have recorded it! Second, don’t harbour preconceived notions about when or where
you will find relevant material. Something from CSI might prove just as useful as a
segment from the Fifth Estate, and extremely unrealistic portraits or work behaviour
may complement accurate portrayals of people at work.

Johns/Saks, Organizational Behaviour, Tenth Edition xvii
4. At the beginning of the second class session, ask the students if they have
“observed any interesting organizational behaviour” in the interim since the
previous session. We can almost guarantee stunned silence to this query, but don’t
despair. Have at hand an anecdote of your own, something you have observed
recently in your department, in the bank, or in a store. Keep it simple and stress
organizational behaviour, something that any observer could have seen. Paradoxes
concerning leadership, motivation, and so on are especially useful. Ask the same
question at the beginning of each class, and reinforce any response you receive with a
two-minute lecture on the meaning or relevance of what was observed. Often, you
can also respond that you’ll cover the topic in detail in a future class. Encourage
students to observe people at work in fast-food restaurants, on street repair crews, and
so on. Encourage working students to keep their eyes open on the job. The
latter are especially likely to detect leadership problems and examples of
organizational politics.
5. Find out where your working students employed and find out what they do
there. We get this material on a class list during the first class session. If you are
alert, you’ll find several uses for it. If a number of students are employed in a
particular field (e.g., banking, health care) or a particular organization (e.g., your
town’s biggest employer) you may want to orient some of your examples, cases, or
supplementary readings toward them. If the students represent a larger mix of fields
and organizations, they will still appreciate an occasional reference to their own
domains. Students are flattered to be asked to give examples from their own fields,
especially when you know they’ll have no trouble answering (every nurse and
salesperson has experienced role conflict).
6. Ask your working students to bring in printed materials they encounter in the
workplace that are potentially relevant to organizational behaviour. We have
received performance evaluation forms, MBO packages, printed training packages,
recruiting packages, and ambiguously written memos. You can keep file of these to
illustrate and spice up your lectures and discussions with real examples. For instance,
a glossy recruiting package can be used to illustrate organizational socialization
practices and to point out why many recruits develop unrealistic job expectations.
Similarly, ambiguous memos (which can often be shown, names deleted, on a slide)
can be used to illustrate poor communication.
7. Invite resource persons to participate in your classes. Resource persons are

individuals who can provide additional information or a complementary perspective
to the subject matter being covered. Intelligence, articulateness, and interest are more
important than credentials. Resource persons can include managers, colleagues, or
even a neighbour. For instance, if you have a colleague who is doing research on
stress at work, ask him to discuss the subject with your students when you cover
Chapter 13. Reciprocate for the colleague on a topic on which you are expert.
Similarly, the human resources manager of a local firm might be invited to discuss
the motivational techniques used in her company when you cover Chapter 6. Formal
guest speakers such as these should be used only if you are fairly certain that their

xviii Johns/Saks, Organizational Behaviour, Tenth Edition
presentations will be bulletproof. Presentations filled with trite war stories and non-
sequiturs will reflect poorly on you as well as the speaker. Often, it is safer and more
instructive to involve resource persons in an ongoing, typical class activity. For
example, you might invite an appropriate individual (banker, retailer, assembly line
worker) to participate in the class discussion of a case. Don’t be reticent to ask your
resource persons to do some advance reading of the relevant case or book chapter.
Perhaps you can have a coffee after the session to review how it went and to forge a
commitment for next semester if it went well. (We also send a formal letter of thanks
on school stationery to our resource persons.)
8. Consider using the vignettes that open the chapters as active teaching devices.
Each chapter of Organizational Behaviour begins with a brief vignette to set the stage
for the material to follow. Each vignette is well-analyzed in the body of the chapter.
However, some of the vignettes can be used before they are actually assigned. You
might talk about the vignettes as teasers to the students’ subsequent reading of the
chapter. In other words, at the end of the class in which you discuss Chapter X, have
the students consider the vignette for the next chapter, Chapter Y.
9. Have students write and then analyze a case study about organizational
behaviour. If you are using the cases in the text as part of your teaching method,
consider having your students write a case as an assignment toward the end of the
term. The case should be accompanied by a written analysis of the situation that uses
course concepts. This assignment is most effective when students have some work
experience (even part-time) to rely upon. However, students without work experience
might be encouraged to create a fictional case, to develop a case from interviews, or
to write a case based on non-work experience (as long as course concepts can be
applied to the experience). It is worth stressing to students that the analysis is as
important to you as the case itself. This ensures that the case is written with a specific
purpose in mind.
10. Join the OBTS Teaching Society for Management Educators (www.obts.org).
This is sure to provide you with many other ideas for ways to involve your students.
The Society has a highly interactive annual conference, and it publishes the Journal
of Management Education via Sage.

Johns/Saks, Organizational Behaviour, Tenth Edition xix
USING THE YOU BE THE MANAGER FEATURE

We thought it might be helpful to include a few words about the You Be the Manager
feature and its philosophy and use in the classroom. At some point in each chapter
(usually about one-half to three-quarters of the way through) the boxed You Be the
Manager feature introduces students to a real organization that was facing a real
problem, threat, or opportunity. Many of these organizations will be prominent and
familiar to students. Each of the features asks the student to apply the material being
studied in the chapter to determine what he or she would do as a manager in this
situation. At the end of the chapter (just before Learning Objectives Checklist) a boxed
The Manager’s Notebook tells what the organization did and provides some commentary
on the questions. The questions associated with this feature are not designed to test
chapter comprehension per se. Rather, they are designed to get students to pause, reflect,
and go beyond the chapter material by seeing how it applies in a particular realistic
context.
The You Be the Manager feature is a “stand alone” feature that does not require any
special intervention or instruction on your part. However, if you wish to use the feature as
a more active teaching device, here are some ideas, moving from modest to more
elaborate.
1. In one of your first classes, show the feature to the students and encourage them to
truly pause and consider it when they encounter it. Recount the philosophy behind the
feature given above. If they know that you think the feature is important, they will
think it is important.
2. Have students prepare a verbal question or observation about each You Be the
Manager feature. Is there something they are not clear about? Would they have
proceeded differently from the company? Reward prepared students with class
participation points.
3. Prepare a standard list of supplemental questions to be answered for each feature as it

is encountered. Students could submit this in written form or use it as a basis for class
discussion. Exact questions are of course a function of your style and preferences.
Two that we might use would be: What are the constraints and the opportunities that
face a decision maker here? To what extent and by what means might organizational
politics intrude into this decision?
4. Have students do a paper that focuses either on the organization involved in the
feature or on the intervention that the organization put in place.
We hope that you and your students find the You Be the Manager feature both interesting
and instructive in showing the applications of organizational behaviour.

xx Johns/Saks, Organizational Behaviour, Tenth Edition
ASSESSMENT FORM FOR CASES

DATE: ______________________________________________________________
ASSESSEE(S): _______________________________________________________
COURSE/SECTION: __________________________________________________
CASE: ______________________________________________________________
CRITERIA GRADE
1. Use of Concepts
2. Problem Identification
3. Case Analyses
4. Solution Alternatives
5. Implementation
6. Response to Questions
7. Overall Assessment
Rating is on a 10-point scale with a score of 10 being EXCELLENT and 0 being

TOTALLY INADEQUATE.

Johns 10e Irm ch00 FM PDF

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Johns 10e Irm ch00 FM PDF

Hochgeladen von

Copyright:

Verfügbare Formate

INSTRUCTOR'S RESOURCE MANUAL

Alan M. Saks and Gary Johns

Copyright © 2017 Pearson Canada Inc., Toronto, Ontario.

Introduction to the Supplements .............................................................................. ix

Laying the Foundations ...............................................................................................x

Sample Course Outlines .......................................................................................... xiii

Ways to Involve Your Students .............................................................................. xvi

Using the You Be the Manager Feature .................................................................. xix

Assessment Form for Cases.......................................................................................xx

PART ONE: AN INTRODUCTION

Chapter 1: Organizational Behaviour and Management

PART TWO: INDIVIDUAL BEHAVIOUR

Chapter 2: Personality and Learning

ii Copyright © 2017 Pearson Canada Inc.

Chapter 3: Perception, Attribution, and Diversity

Chapter 4: Values, Attitudes, and Work Behaviour

Chapter 5: Theories of Work Motivation

Copyright © 2017 Pearson Canada Inc. iii

Chapter 6: Motivation in Practice

PART THREE: SOCIAL BEHAVIOUR AND ORGANIZATIONAL PROCESSES

Chapter 7: Groups and Teamwork

Chapter 8: Social Influence, Socialization, and Culture

iv Copyright © 2017 Pearson Canada Inc.

Chapter 10: Communication

Chapter 11: Decision Making

Copyright © 2017 Pearson Canada Inc. v

Chapter 12: Power, Politics, and Ethics

Chapter 13: Conflict and Stress

PART FOUR: THE TOTAL ORGANIZATION

Chapter 14: Environment, Strategy, and Structure

vi Copyright © 2017 Pearson Canada Inc.

Chapter 15: Organizational Change, Development, and Innovation

Copyright © 2017 Pearson Canada Inc. vii

1. Introduction to the Supplements: Introduces you to the outstanding array of

Copyright © 2017 Pearson Canada Inc.

Copyright © 2017 Pearson Canada Inc.

INTRODUCTION TO THE SUPPLEMENTS

CBC/Pearson Canada Video Library

Instructor’s Video Guide

Copyright © 2017 Pearson Canada Inc.

LAYING THE FOUNDATIONS

Three Months Before the First Class Meeting

1. Draft a working syllabus detailing your preliminary thoughts on:

Copyright © 2017 Pearson Canada Inc.

6. Order audiovisual materials. Distributors of rental materials usually request a six-

Copyright © 2017 Pearson Canada Inc.

Six Weeks Before the First Class Meeting

3. Check your departmental and institutional policies on class attendance, grading

One to Two Weeks Before First Class Meeting

Copyright © 2017 Pearson Canada Inc.

SAMPLE COURSE OUTLINES

Copyright © 2017 Pearson Canada Inc.

TEN WEEK COURSE OUTLINE

Week Session Topic Chapter

Copyright © 2017 Pearson Canada Inc.

FIFTEEN WEEK COURSE OUTLINE

Week Session Topic Chapter

Copyright © 2017 Pearson Canada Inc.

WAYS TO INVOLVE YOUR STUDENTS

In order to add interest and relevance to your organizational behaviour course, we

1. Subscribe to business-related periodicals. The Globe and Mail, National Post,

Copyright © 2017 Pearson Canada Inc.

7. Invite resource persons to participate in your classes. Resource persons are