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Assume you signed up to take an introductory college course in calculus. On the first day of class your instructor asks you to take out a piece of paper and answer the following question "Why is the sign of the second derivative negative when the first derivative is set equal to zero, if the function is concave from below?" It's unlikely you'd be able to answer that question. Your reply to that instructor would probably be something like, "How am I supposed to know? That's why I'm taking this course!"

Now, change the scenario. You're in an introductory course in organizational behavior. On the first day of class your instructor asks you to write the answer to the following question "Why aren't employees as motivated at work today as they were 0 years ago?" You might feel a bit of reluctance, but I'd guess you'd begin writing. You'd have no problem coming up with an explanation to this motivation question. The previous scenarios were meant to demonstrate one of the challenges of teaching a course in OB. You enter an OB course with a lot of preconceived notions that you accept as facts. You already think you know a lot about human behavior. That's not typically true in calculus, physics, chemistry, or even accounting. So, in contrast to many other disciplines, OB not only introduces you to a comprehensive set of concepts and theories, it has to deal with a lot of commonly accepted "facts" about human behavior and organizations that you've acquired over the years. Some examples might include "You can't teach an old dog new tricks,"

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"happy workers are productive workers," "two heads are better than one," and "it's not what you know, it's who you know." But these "facts" aren't necessarily true. So one of the objectives of a course in organizational behavior is to replace popularly held notions, often accepted without question, with science-based conclusions.Order custom research paper on NA

As you'll see in this book, the field of OB is built on decades of research. This research provides a body of substantive evidence that is able to replace preconceived notions. Throughout this book, we've included boxes entitled "Myth or Science?"1 They call your attention to some of the more popular notions or myths about organizational behavior. We use the boxes to show how OB research has disproved them or, in some cases, shown them to be true. Hopefully you'll find these boxes interesting. But more importantly, they'll help remind you that the study of human behavior at work is a science and that you need to be vigilant to "seat of the pants" explanations of work-related behaviors. NA

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