《當(dāng)代組織行為學(xué)（英文版）》由美國(guó)西北大學(xué)凱洛格商學(xué)院莉·湯普森教授撰寫(xiě)，是一本應(yīng)用廣泛、篇幅短小、注重時(shí)效性且易于閱讀的組織行為學(xué)教材。
作者認(rèn)為組織行為是一個(gè)實(shí)踐性、應(yīng)用性很強(qiáng)的領(lǐng)域。作為組織中的一員，無(wú)論是普通員工還是領(lǐng)導(dǎo)者，都需要學(xué)習(xí)和掌握組織行為方面的知識(shí)。貫穿《當(dāng)代組織行為學(xué)》的三個(gè)核心特點(diǎn)是：即時(shí)性、自我學(xué)習(xí)和發(fā)展、基于理論的實(shí)踐建議。《當(dāng)代組織行為學(xué)》提供的工具可以幫助讀者了解自己的長(zhǎng)處、評(píng)估組織中其他成員的才能，這些技巧可以應(yīng)用在面試、培訓(xùn)項(xiàng)目、沖突管理以及處理商務(wù)問(wèn)題等諸多方面。
《當(dāng)代組織行為學(xué)》可作為我國(guó)高等院校心理學(xué)、管理學(xué)、組織行為學(xué)和人力資源管理等學(xué)科專業(yè)雙語(yǔ)教學(xué)的教材，也可供廣大職場(chǎng)人士和專業(yè)研究人員在工作和學(xué)習(xí)中參考。
我理解Leigh L.Thompson教授強(qiáng)調(diào)的“當(dāng)代”有三層含義：第一，就像作者在序言中指出的，該書(shū)是關(guān)于讀者“目前”的教材，讀者可以利用書(shū)中所描述的方法和工具，直接指導(dǎo)自己目前正在進(jìn)行的學(xué)習(xí)和工作。第二，該書(shū)在章節(jié)結(jié)構(gòu)的安排上雖然承接了傳統(tǒng)的組織行為學(xué)的基本框架，但在具體內(nèi)容的取舍上卻最大程度地體現(xiàn)了最新的研究結(jié)果和組織管理中最熱點(diǎn)的問(wèn)題。尤其是在Thompson教授擅長(zhǎng)的組織決策、群體以及談判等章節(jié)，更是資料豐富、論述豐滿。第三，比起其他版本，該書(shū)的內(nèi)容非常簡(jiǎn)潔精練，作者已經(jīng)將自己理解的組織行為學(xué)最精要的部分，以簡(jiǎn)明扼要的方式呈現(xiàn)給大家。
謝曉非教授
北京大學(xué)心理學(xué)系
Preface xxi
Chapter 1 The Person and the OrganizatiOn
OraanizatiOnaI Life
Defining OrganizatiOnaI BehaviOr
COntentAreas Of OB
Level of Analysis
Guiding Principles Of OB
Skills
Technical Skills
Decision-Making and Judgment Skills
Intetersonal Skills
EthicaI and MOr aI Skills
Seif-Knowledge Skills
Key TensiOns and ChaIIenges for People In organIzations
SeIf versus OrganizationaI Interest
Task Versus People Focus
Work versus Family
Explorat；on versus Exploitation
PromOtion versus PreventiOn
Depth of Knowledge versus Breadth of Knowledge
P0stscript
BuiIding a BOdy of OB Science
MethOds Of OB
Leaminq
You Are a Work in progress
Engage in Double-Loop versus Single-Loop Learning
Bndgelhe Knowing-Doing Gap
Conclusion
Chapter 2 Understanding People and Their Behavior
What Makes PeOple Tick？
Behavior is a Function of Personality and the Situation
Intelligence
G-Factor Intelligence
Multiple Intelligences
Emotional Intelligence
Skill Areas of Emotional Intelligence
Emotions
Measuring EQ
Research Support for EQ
Skills for Building EQ
Temperament and the Big Five
Motivation
Intrinsic versus Extrinsic Motivation
Maslow‘s Hierarchy of Needs
Expectancy Theory
Goal Setting
Motivations Vis-a-vis Others
Self-Efficacy
Organizational Culture
Organizational Norms
Psychological Contracts
Biases in Understanding Others
Fundamental Attribution Error
Consistency Bias： Halos and Forked Tails
Primacy and Recency Bias
Bandwagon Bias
Roadblocks to Understanding Ourselves
Unrealistic Optimism
Self-Serving Bias/Egocentrism
Omniscience
Omnipotence
The Powerful Process of Adaptation
Conclusion
Chapter 3 Ethics and Values
Ethics and OB
Moments of Truth
Can Ethics Be Taught？
Ethics and Levels of Analysis
Unethical Behavior as Incremental Descents into Wrongdoi
Cognitive Mechanisms
Social-Situational Mechanisms
Ethical Breaches
Prescriptive Ethical Models
Mason， Mason， and Culnan’s Six Questions
Badaracco‘s Four Enduring Questions
Anand， Ashforth， and Joshi’s Method for Dealing with Rationalizatiol
and Socialization of Unethical Behavior
Ethical Rules of Thumb
Front-Page Test
Role Modeling
Third-Party Advice
Policies
Accountability
Conflicts of Interest
Conclusion
Chapter 4 Communication
Basic Communication Model
Sender
Receiver
……
Chapter 5 Power and Influence in Organizations
Chapter 6 Relationships and Social Networks
Chapter 7 Decision Making
Chapter 8 Conflict Management and Negotiation
Chapter 9 Leading and Managing Teams
Chapter 10 Leadership
Chapter 11 Organizational Change
Chapter 12 Fairness and Justice
Chapter 13 Diversity and Culture
Chapter 14 The Virtual Workplace
Glossary
Photo Credits
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