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| Organizational Behavior: An Experiential Approach (7th Edition)
Paperback
Edition: 7
Author: Joyce S. Osland, David A. Kolb, Irwin M. Rubin
Publisher: Prentice Hall
Release Date: 2000-07-03
ISBN-10: 0130176109
ISBN-13: 9780130176103
List Price: $124.40
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Preface This seventh edition of Organizational Behavior: An Experiential Approach is the latest improvement on an experiment that began over 30 years ago. The first edition of this book was developed at MIT in the late 1960s and was the first application of the principles of experience-based learning to teaching in the field of organizational psychology. Since then the field has changed, the practice of experience-based learning has grown in acceptance and sophistication, and we, the authors, have changed. The field of organizational behavior has grown rapidly in this time period and is today a complex tapestry of historical trends, contemporary trends, and new emerging trends. In the Introduction that follows we will describe these trends in more detail. In comparison with previous editions, more emphasis has been placed upon cross-cultural issues throughout the book and integrative cases have been added at the end. We made substantial revisions in every chapter, adding recent research findings, new information on companies, and, in some chapters, new exercises. As always, our objective was not to overwhelm students with a comprehensive array of theories and findings, but to provide them with the essential materials and experiences they need to become effective managers and good employees. Since the publication of our first edition, a number of other experience-based texts have been published in organizational behavior and other management specialties, and experiential-learning approaches have become widely accepted in higher education, particularly in programs for adult learners. The value of educational approaches that link the concepts and techniques of academia with learners' personal experiences in the real world is no longer questioned. In this latest edition we have attempted to reflect the state of the art in the practice of experiential learning and to bring these approaches to bear on the latest thinking and research in the field of organizational behavior. This book is intended for students and managers who wish to explore the personal relevance and conceptual bases of the phenomena of organizational behavior. There are two goals in the experiential learning process. One is to learn the specifics of a particular subject matter. The other is to learn about one's own strengths and weaknesses as a learner (i.e., learning how to learn from experience). Thus, the book is focused upon exercises, self-analysis techniques, and role plays to make the insights of behavioral science meaningful and relevant to practicing managers and students. Each chapter is designed as an educational intervention that facilitates each stage of the experience-based learning process. Exercises and simulations are designed to produce experiences that create the phenomena of organizational behavior. Observation schemes and methods are introduced to facilitate understanding of these experiences. Theories and models are added to aid in forming generalizations. And finally, the intervention is structured in a way that encourages learners to experiment with and test what they have learned either in class or other areas of their lives. Our purpose is to teach students how to learn so that they will become continuous learners, capable of responding to demands for change and new skills throughout their career. Learning is no longer a special activity reserved for the classroom, but an integral and explicit part of work itself. In addition to teaching students to be life-long learners, the exercises and the order of the chapters are designed to facilitate self-knowledge and team work. Students should leave this course with a much clearer understanding of themselves and the effect their behavior has on others. Students work in the same learning groups throughout the course. In these groups, members share their experiences and provide support, advice, feedback, and friendship to each other. A by-product of this group approach is the creation of a class environment that facilitates learning. A companion readings book, The Organizational Behavior Reader, Seventh Edition , is also published by Prentice Hall. Many footnotes in this seventh volume, what we call the workbook, make reference to articles that have been reprinted there. These are simply cited as " Reader " in the footnote entries. A preface is a place to publicly thank the many people who have helped us. Our feelings of pride in our product are tempered by the great indebtedness we feel to many others whose ideas and insights preceded ours. It is a tribute to the spirit of collaboration that pervades our field that the origin of many of the exercises recorded here is unknown. We have tried throughout the manuscript to trace the origins of those exercises we know about and in the process we may, in many areas, fall short of the original insight. For that we can only apologize. The major unnamed contributors are our students. In a very real sense, this book could never have been completed without their active participation in our explorations. We wish to thank James McIntyre, our coauthor in the first four editions of this book, for his generous and creative contributions. While much has changed and will continue to change through successive editions of this book, Jim's presence will always be there. The many instructors who, as users of previous editions of our text, have shared their experiences, resources, insights, and criticisms; have been invaluable guides in the revision process. Suzanne Adams, Janet Bennett, Mathew Crichton, Bill Essig, Howard Feldman, Barbara Gayle, Tom Howe, Abigale Lane, Stephen Miller, Asbjorn Osland, Stella Ting-Toomey, and Judith White were very helpful in a variety of ways. The reviewers did an excellent, thorough job: John Dopp, Gene Hendrix, Avis Johnson, Stephen Miller, and Dennis O'Connor. Bruce Drake deserves a special mention for selflessly contributing his formidable editorial skills to this project. Our greatest debt of gratitude goes to Susan Mann research assistant and editorial critic extraordinaire. The reference librarians at the University of Portland Tony Greiner, Susan Hinken, Pam Horan, Torie Scott, Heidi Senior, as well as the director, Rich Hines, all went well beyond the call of duty in tracking down articles and correct citations. Ron Hill, dean at the University of Portland's business school, and the Robert B. Pamplin Jr. Foundation provided support for this project. We're grateful to Gwynn Klobes and Michael Kuchler, and all the student workers at the University of Portland business school who lent a helping hand to this project. We owe a special debt to Melissa O'Neill for her cheerful efficiency in tackling an endless stream of details and research leads. It was a pleasure, as always, to work with the Prentice Hall crew: David Shafer, Jennifer Glennon, Michele Foresta, Judy Leale, Kim Marsden, and the unflappable Cindy Spreder. align="right"> Joyce S. Osland David A. Kolb Irwin M. Rubin Introduction to the Workbook I hear and I forget I see and I remember I do and I understand CONFUCIUS As teachers responsible for helping people learn about the field of organizational behavior, we have grappled with a number of basic educational dilemmas. Some of these dilemmas revolve around the issue of how to teach about this most important and intensely personal subject. The key concepts in organizational behavior (indeed, in social science in general) are rather abstract. It is difficult through the traditional lecture method to bring these ideas meaningfully to life. Other problems concern issues of what to teach, since the field of organizational behavior is large and continues to grow. Relevant concepts and theories come from a variety of disciplines, and no single course could begin to scratch the surface. Another dilemma is one of control. Who should be in control of the learning process? Who should decide what material is important to learn? Who should decide the pace at which learning should occur? Indeed, who should decide what constitutes learning? Our resolution of these and related dilemmas is contained within this book. The learning materials in this book are an application of the theory of experiential learning to the teaching and learning of organizational behavior. In this method, primary emphasis is placed upon learning from your own experience. Each of the chapters in the workbook begins with an introduction that raises key questions and provides a framework for your experiences in the unit. The core of each unit is an action-oriented behavioral simulation. The purpose of these exercises is to allow you to generate your own data about each of the key concepts to be studied. A format is provided to facilitate your ability to observe and share the personal reactions you have experienced, while the summaries at the end of each unit help to integrate the unit experiences and stimulate further questions and issues to be explored. If there is an overriding objective of the book, it is that you learn how to learn from all of your experiences and practice the skills required of effective employees. LEARNING ABOUT ORGANIZATIONAL BEHAVIOR It has been over 30 years since we first began developing and testing the feasibility of experiential learning methods for teaching organizational behavior. Our initial attempts to substitute exercises, games, and role plays for more traditional educational approaches were met in many quarters by polite skepticism and resistance. Today experiential learning approaches are an integral part of management school curricula and management training programs everywhere. During these years, the subject matter of organizational behavior has undergone much change as well. Some of this change has been subtle and quiet, involving the consolidation and implementation of trends that began years ago. Other changes have been more dramatic. New vital perspectives have come alive, reorganizing and redirecting research, theory, and teaching in the field. Still other trends loom on the horizon, as yet underdeveloped, pointing the way tow...
Organizational Behavior: An Experiential Approach 8th ed.
| Customer Rating: | | Great work/textbook. Interesting and easy reading. I am not into psychology but this textbook was able to keep my interest in the reading assignments. |
boring
| Customer Rating:  | | to me this book is very boring. it is supposedly going to help me in the life of business, but it seems geared more to psychology. my teacher thinks its the greatest book ever, but i think it sucks. |
Fast Shipping
| Customer Rating: | | Million thanks, the item got right on time and in perfect conditions :) |
Understanding Basic Human Behavior in the Workplace
| Customer Rating: | "Organizational Behavior: An Experiential Approach" has rightfully earned its reputation as a practical applied OD Classic! While traditional primary and secondary education emphasize building mental libraries of `theoretical knowledge,' Osland, Kolb, and Rubin recognize that working professionals learn through applicable experiences that address real-world challenges--thus, `an experiential approach.' I have successfully used lessons from "Organizational Behavior: An Experiential Approach" during consulting engagements in both private and public sectors, in both for-profit and not-for-profit organizations, and in graduate business education. Consistently, through `experiential approaches' as described in "Organizational Behavior", adults learn more useful lessons from their experiences, learn what their lessons mean, learn how to generalize their learning for other applicable situations, AND apply more of their learning when they are back on the job. Experiential learning goes beyond merely increasing knowledge and actually changes individual (and organizational) behavior.
I highly recommend "Organizational Behavior: An Experiential Approach" for everyone working to achieve results through other people--and also for anyone seeking to better understand themselves and how they interact with other people.
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Great book!
| Customer Rating: | | This book is great. I bought it thinking that I'd use it just for my organizational behavior class and I was wrong. The group exercises will definitely come in handy in future group assignments and in the workplace. |
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