For one-semester, undergraduate/graduate level courses in Organizational Behavior. George/Jones uses real world examples, thought- and discussion-provoking learning activities and the latest organizational behavior research to help students become more engaged in what they are learning. How do you incorporate real world examples into your organizational behavior course to help students feel the subject is relevant? What resources do you use to incorporate real world examples? Would you be interested in a book that incorporated all this for you? New York Times Cases in the News -- These are very recent articles from the New York Times that illustrate chapter content, show chapter content in a different and very relevant light, and illuminate some of the challenges and opportunities for OB related to the chapter content. They are excellent active-learning cases both for individual reflection and critical thinking and meaningful class discussion. In-Text Features -- The text reflects all the current and pressing concerns facing organizations, managers, and employees today. In four different types of in-text boxes (OB Today, Ethics in Action, Focus on Diversity and Global View), George/Jones provide up-to-date, real world examples that bring the content of each chapter to life and engage students to actively think about what they are learning. They are different from similar features in most other textbooks in that they are directly integrated into the text material to highlight and illustrate significant points. OB Today : showcases real-world companies and relates its practices to those illustrated by concepts discussed in the text.

Ethics in Action : discusses current events issues that encourage the student to think about and discuss organizational ethics and morality. Focus on Diversity : highlights real-life issues that deal with diversity in the workplace and accepting difference. Global View : showcases business practices around the globe and the benefit of employing a diverse workforce. How do you get students involved and excited about organizational behavior material? Small Group Breakout Exercise -- This is an in-class exercise located at the end of each chapter to be completed in small groups of 2-5 students. The exercise challenges students to examine, reflect, and share their own experiences vis-à-vis a specific, key question related to the chapter content. They then analyze their collective experiences and come away with conclusions/lessons-learned that they share with the class as a whole. Experiential Exercises -- This is an in-depth team-based exercise at the end of each chapter that presents students with a real-life problem in organizational behavior that they address based on the chapter content. It challenges students to apply what they have learned to a specific kind of challenge in organizational behavior.

By doing this first in a team, and then hearing other teams'' solutions, students are enlightened about multiple issues and perspectives. "You''re the Management Expert" -- Each chapter includes an in-text exercise, "You''re the Management Expert," which calls upon students to use what they have learned in the chapter thus far and develop and practice their skills. This exercise presents students with a realistic problem an employee in an organization encounters; students apply what they have learned by developing a solution to the problem. "Exercises in Understanding and Managing Organizational Behavior" -- This unit found at the end of each chapter includes a wider range of activities to help students solidify their knowledge and build and practice their skills. George/Jones have carefully developed these exercises to provide instructors with both flexibility and variety for use in large and small classes, as in-class exercises and out-of-class assignments, and to be done individually and in groups. An overriding goal of these exercises is to help students appreciate that there are often no absolute answers to organizational behavior issues and that they must use what they have learned to understand and analyze particular situations, develop and compare alternative courses of action, and generate options for solutions. OB : Increasing Self-Awareness -- This exercise located at the end of every chapter challenges students to analyze experiences from their own lives and the lives of those they interact with based on the chapter content. It shows students how very applicable the chapter content is to everyday life in and around organizations and how it can help them interpret and understand what they encounter.

It builds their perceptual skills -- seeing and understanding things at a deeper level now that they have mastered the material in the chapter. A Question of Ethics -- This exercise at the end of each chapter presents students with a fundamental ethical challenge or dilemma that directly relates to the chapter content. It pushes them to think about ethical implications of different OB topics that ordinarily might not have occurred to them. It also encourages them to develop their own perspective and develop their ethical reasoning skills. This exercise also works well for an in-class discussion once students have worked through it individually. Topic for Debate -- This exercise after each chapter forces students to actively think about what they have learned and approach it from an informed and critical perspective. Student teams are assigned one side of a fundamental debate in the substantive area of the chapter to develop and present arguments to support it. This exercise makes students think about chapter content at a deeper level.

Debates, rebuttals, and questions from the audience fire up students'' involvement and spark a high level of class participation. Questions for Discussion and Review -- In this section, George/Jones provide a set of specific questions to stimulate class discussion and help students review chapter material.