Fundamental Theories on Organizational Behavior

Explore in a managerial perspective research and practical applications on organizational behavior. Objective of the training is to provide tools and analytical theory on analysis of individual and behavior in different group and organizational contexts, in order to: Understand and use the fundamental theories on organizational behavior Develop capacities for applying theories to practice Develop problem solving capacities with best practices discussion and case study analysis The study route is divided into 4 different sections: Section I : The Organization Behavior Context and Learning Community Section II : Managing Teams Section III : Understanding and Managing Individuate Section IV : Managing Key Organizational Processes. At the end of the module students: 1. will have a deeper understanding of how the study of organizational behavior can aid us in improving the performance and well being of people at work; 2. will have understood how models, theories and concepts about organizational behavior can be used to promote the effectiveness of individuals, groups and organizations; 3. will have developed skills for the analysis of individual, group and organizational functioning that enhances their effectiveness as managers; 4. will have developed a richer and more complex representation of organizational behavior, enabling them to contribute more effectively in the workplace, TEACHING METHODS Lessons will be characterized by transfer of knowledge and the? Strong interaction within the? Classroom; there are analysis of situations problems and business cases in order to facilitate participants in learning. MAINREFERENCES R. FlNCHAM, P. RHODES, Principles of Organizational Behavior, Oxford University Press, 2005. G. H. SEIJTS, Cases in Organizational Behavior (the? 1VEY casebook series), Sage Publications, Ine, 2005. As far as the textbook Principles of Organizational Behavior (FlNCHAM, RHODES, 2005) is conceded, students have to prepare the following parts: 1. Introduction pp. 1 -11 (Organization Behavior: An Overview) 2. Chapter 1 pp. 19 – 50 (Expectations and Learning) 3. Chapter 8 pp. 310-359 (Leadership Dynamics) 4. Chapter 6 pp. 243-270 and Chapter 14 pp .500-510 (Team Problem, Decision Making, and Effectiveness) 5. Chapter 7 pp. 275-305 (Group Dynamics and Performance) 6. Chapter 10 pp. 394-417 (Conflict Management and Negotiation) 7. Chapter 3 pp.93-146 (Appreciating Individual Differences) 8. Chapter 4 pp.151-185 (Appreciating Individual Differences) 9. Chapter 5 pp.191-233 (Motivation) 10. Chapter 2 pp. 54-88 (Stress and the Management of Stress) 11. Chapter 12 pp. 445-464 and Chapter 13 pp.468-491 (Organization and Work Design) 12. Chapter 17 pp.570-592 (Creativity and Innovation) 13. Chapter 15 pp.527-544 (Organizational Culture) 14. Chapter 14 pp.513-523 (Organizational Change and Development) During the course, seven cases (from the Cases in Organizational Behavior textbook, SEIJTS, 2005) will be discussed: a) C?nteli McK?nonn (on the leadership issue) b) eProcure – the Project (A) (on the Ieading and managing teams’ issue) e) The Leo Bumett Company LTD.: v?virtual team management (on the team dynamics issue) d) INTEL in China (on the Conflict Management and Negotiation issue) e) Blinds To Go: staffing a retail! expansion (on the Appreciating Individual Differences issue) f) Elise Smart (on the Stress and the Management of Stress issue) g) Martin Brass Company (A) Tom Fu??er, Vice-President Manufacturing (on the Stress and the Management of Stress issue) h) Viatoria Hospital Redesign Initiative (on the Organizational design issue) i) 0P4.COM: a dynamic culture (on the Creativity and Innovation issue) j) Deloitte & Touche: Integrating Arthur Andersen (on the Organizational Change and Development issue) CASE DISCUSSIONS Students are expected to be fully engaged in the entire learning process. This means that students are expected to prepare the assigned readings of the cases prior to each class and come to class prepare to participate in group work and or discussions to enhance the learning of the individual and the? class. On the web site of the course students find for each case the relative assignment. Please read carefully the? questions before the lesson. Each student will be involved the class discussion on the cases and tie the assigned reading for the? session. The objective is to bring all class members into the discussion. The cases are designed to integrate the concepts from the case into the context of the course. With the cases’ discussions, each student will develop: 1. The ability to set the parameters for the problem (key concepts from the case). 2. A depth of knowledge about the case subject (understanding of material, good response to the observations of others). 3. The ability to tie-in case with other course concepts. 4. The ability to get others involved in the discussion. In order to effectively discuss the cases, students do: Be prepared with faets and specific quotes from the case. Be prepared to make a comment, ask a question, or make an observation about the case. During the discussion, students do: Talee a position on a question or a point. Ask clarifying questions. Help keep the discussion moving and on tracie. Help draw others into the discussion. Integrate theories and content from other cases. During the discussion, students don’t: Be unprepared and show your lack of knowledge. Monopolize the discussion. Make irrelevant comments. Be insensitive to other’s desire to speak or to their opinions.