Contemporary content. New material on the Hudson Institute's Work force 2020 report, organizational citizenship behavior, emotions, trust, virtual teams, team effectiveness, and low and high-context cultures has been added. Of course, the entire book's research base has been revised and updated for this edition.

I'm most enthusiastic about the new material on emotions introduced in Chapter 4. Anyone who has ever worked in an organization knows that emotions are an intrinsic part of day-to-day life. Yet the topic has been absent from most OB books. The reason has been a lack of substantive research. Fortunately, in the last few years, researchers have discovered emotions as an important OB topic worthy of study. There now exists a rapidly expanding body of research for OB textbook authors to draw upon. And I've done that in this edition. In Chapter 4, you'll find an up-to-date review of the emotions literature as it relates to OB.

"Myth or Science?" boxes. This new feature presents a commonly accepted "fact" about human behavior, followed by confirming or disproving research evidence. Some examples include "You Can't Teach an Old Dog New Tricks;" "Happy Workers Are Productive Workers;" and "It's Not What You Know, It's Who You Know." These boxes provide repeated evidence that common sense can lead you astray and that behavioral research offers a means for testing the validity of commonsense notions. These boxes are meant to help you to see how the field of OB, built on a large body of research evidence, can provide valuable insights toward understanding and explaining human behavior at work.

Revised "Point/Counterpoint" dialogues. Most are new and all have been reduced in length to present more focused arguments.

Internet search exercises. These exercises are designed to help students learn about resources available on the Internet and to use those resources to answer OB-related questions. For each exercise, students should (a) describe in detail the path they took to develop their answer, including citing their Internet sources and (b) provide their answers to the questions asked. Part (a) reinforces that it's as important to know the paths on the Internet that students take to find an answer as the answer itself.

For students with little or no Internet experience, go to searchenginewatch.internet.com. This site is a comprehensive source for learning how to navigate around the Internet and how to specifically do Internet searches. For more experienced individuals, we suggest using popular search engines such as AltaVista, Excite, Google!, Lycos, MetaCrawler, and Yahoo!.

Dropped the "Learn about Yourself" exercises. These exercises are no longer necessary since the Robbins' Self-Assessment Library is now available FREE, in CD-ROM or print format, as a value-pack with this book. Containing 45 self-assessment instruments, the Self-Assessment Library does a far better and more comprehensive job of helping students to learn about their skills, abilities, and interests than did these in-text exercises. The Self-Assessment Library is organized into three parts: "What About Me?" "Working with Others," and "Life in Organizations." The best part of this tool is that in its CD-ROM format, after each instrument is completed, it is automatically graded and analyzed.