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1 qwertyuiopåasdfghjklöäzxcvbnmqwe rtyuiopåasdfghjklöäzxcvbnmqwertyu iopåasdfghjklöäzxcvbnmqwertyuiopå asdfghjklöäzxcvbnmqwertyuiopåasdf Department of Business Studies ghjklöäzxcvbnmqwertyuiopåasdfghjk löäzxcvbnmqwertyuiopåasdfghjklöäz xcvbnmqwertyuiopåasdfghjklöäzxcv bnmqwertyuiopåasdfghjklöäzxcvbnm qwertyuiopåasdfghjklöäzxcvbnmqwe Organizational Behaviour rtyuiopåasdfghjklöäzxcvbnmqwertyu Spring 2014 iopåasdfghjklöäzxcvbnmqwertyuiopå asdfghjklöäzxcvbnmqwertyuiopåasdf Course Outline ghjklöäzxcvbnmqwertyuiopåasdfghjk löäzxcvbnmqwertyuiopåasdfghjklöäz xcvbnmqwertyuiopåasdfghjklöäzxcv bnmqwertyuiopåasdfghjklöäzxcvbnm M. Latifi rtyuiopasdfghjklzxcvbnmqwertyuiop åasdfghjklöäzxcvbnmqwertyuiopåas dfghjklöäzxcvbnmqwertyuiopåasdfgh 1 jklöäzxcvbnmqwertyuiopåasdfghjklö

2 1. Introduction The course aims to give a critical review of the most important perspectives and schools in the field of organisational behaviour (OB), as well as discuss the practical applications of these within the area of business studies. After participating in the course the student will be able to: * describe and analyse how different individual, group or organisational aspects affect the possibilities to reach the organisation s goals. * apply basic knowledge of aspects affecting the behaviour of individuals in organisations in order to analyse processes and situations in business practice. * reflect on and critically examine the different models presented in the course literature. * summarise information and present it both written and orally. * discuss other students analyses and solutions to organisational problems. 2. Seminars The course is designed as a series of seminars dealing with different aspects of OB. The role of the teacher is to contribute to good conditions for learning. The basic pedagogic idea is that efficient and deep learning takes place when students themselves seek and structure knowledge under the guidance of the teacher. The pedagogical design of the seminars builds on so-called problem-based learning or activity-based learning. Seminars include active participation, making presentations etc. The participation in the seminars is essential. Absence from a seminar implies some reduction of the assessment units (AUs). However, these reductions of AUs do not apply to sick-leave documented by certificate of illness. In exceptional cases it is allowed to abstain from only two of the total 7 seminars, otherwise the participation in the seminars is compulsory. The course opens with discussing questions at an individual level, and continues by relating these questions to higher levels of analysis. Students will be divided in 5 working teams. During five seminars the teams are going to be divided in a chair team and four presenting teams. Each team is responsible for chairing (leading) one of the 7 seminars. The seminars have the following structure: - The chair team introduces shortly the area of study. - Each presenting team presents one article and concludes by posing two questions for further discussion. The length of each presentation and discussion is decided by the chair team. - Case studies are presented by the chair team and discussed by all the participants. 2

3 - The chair team summarizes the seminar and draws conclusions on the basis of the discussions - The seminar is concluded with an open evaluation by the class, regarding the seminar and the activities of the participants; and finally a short feedback by the teacher. The roles of the teams during a seminar are as follows: The chair team: - A short oral presentation of the textbook (Robbins et al.). - To organize and lead the discussion. To call on students to speak! - Take up cases. - To summarize the seminar and draw conclusions. - Use the time effectively time management! - Decide on break(s). - Spatial arrangements (if needed). The presenting teams: - Present the assigned article both in written and orally. The written assignment should not be more than two pages, and it must include: * A short presentation of the article. What the article is about? * Analysis of the article by connecting it to Robbins et al. (refer to the pages of the textbook). * The teams own reflection, own experience, and also evidence from home countries. * One or two interesting questions to be discussed in the class. * Suggestions for exam questions. - To participate in case discussions. - To participate in the general discussions in the class. The written assignments and PowerPoint slides should be sent to the course s File archive not later than 15 o clock (for the presenting teams) and 17 o clock (for the chair team) the 3

4 day before the seminar. You reach the file archive via Studentportalen (choose File areas and Seminar assignments ). 3. Examination The course provides a total of 7,5 credits. Course examination includes seminar assignments and a written exam. Performance is assessed by using so called Assessment Unit (AU). The written exam represents maximally 40 AU and performance during seminars maximally 60 AU out of totally 100 AU for the course. The final course grade is based on all the assessed assignments. To pass the course you need at least 61 AU. For students wishing to achieve a final grade of VG (passed with distinction) the requirements are at least 81 AU. The final grades can thus be achieved as follows: AU provides you with the final grade G (passed) AU provides you with the final grade VG (passed with distinction) For the exchange students the ECTS grades will be used, and the final grades of A, B, C, D and E can be achieved as follows: AU provides you with the final grade E (Godkänt) AU provides you with the final grade D (Godkänt) AU provides you with the final grade C (Godkänt) AU provides you with the final grade B (Väl Godkänt) AU provides you with the final grade A (Väl Godkänt) 4. Literature Book: Robbins, S. P., Judge, T. A. & Campbell, T. T., 2010, Organizational Behaviour, Harlow: Pearson Education. Antonakis, J., 2003, Why Emotional Intelligence does not Predict Leadership Effectiveness: A Comment on Prati, Douglas, Ferris, Ammeter, and Buckley (2003), The International Journal of Organizational Analysis, Vol. 11, No. 4, p

5 Avolio, B. J. & Locke, E. E., 2002, Contrasting different philosophies of leader motivation: Altruism versus egoism, The Leadership Quarterly, Vol. 13, p Barsade S. G. & Gibson, D. E., 2007, Why Does Affect Matter in Organizations?, Academy of Management Perspectives, Vol. 21, No. 1, February, p Beech, N., 2000, Narrative Styles of Managers and Worker: A Tale of Star-Crossed Lovers, The Journal of Applied Behavioral Science, Vol. 36, No. 2, June, p Block, P., 1990, Personal Choices That Shape the Work Environment, in: Block, P., The Empowered Manager: Positive Political Skills at Work, San Francisco, Cal.: Jossey-Badd, p Blumberg, M. & Pringle, C. D., 1982, The Missing Opportunity in Organizational Research: Some Implications for a Theory of Work Performance, Academy of Management Review, Vol. 7, No. 4, Oct., p Borg, I. & Braun, M., 1996, Work values in East and West Germany: different weights, but identical structures, Journal of Organizational Behavior, Vol. 17, p Bratton, J., 2010, Personality and identity, in: Bratton, J., Work & Organizational Behaviour, Hampshire: Palgrave MacMillan, p Brownell, J., 2006, Meeting the Competency Needs of Global Leaders: A Partnership Approach, Human Resource Management, Vol. 45, No. 3, Fall, p Buchanan, D. & Huczynski, A., 2004, Learning, in: Buchanan, D. & Huczynski, A., Organizational Behaviour: An Introductory Text (5 th ed.), London: Prentice Hall, p Campion, M. A. & McClelland, C. L., 1993, Follow-Up and Extension of the Interdisciplinary Costs and Benefits of Enlarged Jobs, Journal of Applied Psychology, Vol. 78, No. 3, p Collinson, D., 2012, Prozac leadership and the limits of positive thinking, Leadership, Vol. 8, No. 2, p Cook, R. A. & Goff, J. L., 2002, Coming of Age With Self-Managed Teams: Dealing With a Problem Employee, Journal of Business and Psychology, Vol. 16, No. 3, p Epley, N. & Dunning, D., 2000, Feeling Holier Than Thou : Are Self-Serving Assessments Produced by Errors in Self- or Social Prediction?, Journal of Personality and Social Psychology, Vol. 79, No. 6, p Erez, A. et al., 2002, Effects of Rotated Leadership and Peer Evaluation on the Functioning and Effectiveness of Self-managed Teams: A Quasi-experiment, Personnel Psychology, Vol. 55, p Felps, W. et al., 2006, How, When, and Why Bad Apples Spoil the Barrel: Negative Group Members and Dysfunctional Groups, in: Staw, B. M. (ed.), Research in Organizational 5

6 Behavior: An Annual Series of Analytical Essays and Critical Review, Amsterdam: Elsevier, p Fisher, C. D. & Ashkanasy, N. M., 2000, The emerging role of emotions in work life: an introduction, Journal of Organizational Behavior, Vol. 21, p Ganzach, Y., 1998, Intelligence and Job Satisfaction, Academy of Management Journal, Vol. 41, No. 5, p Grant, A. M., 2007, Relational Job Design and the Motivation to Make a Prosocial Difference, Academy of Management Review, Vol. 32, No. 2, p Hilton, J. L. & von Hippel, W., 1996, Stereotypes, in: Spence J. T. et al. (eds.), Annual Review of Psychology, Vol. 47, Palo Alto, Cal.: Annual Reviews Inc., p Johnsson, H., 1990, A network of human relations, in: Johnsson, H., Professional Communications: For a Change, New York: Prentice Hall, p Judge, T. A. & Cable, D. M., 2004, The Effect of Physical Height on Workplace Success and Income: Preliminary Test of a Theoretical Model, Journal of Applied Psychology, Vol. 89, No. 3, p Katz, R., 2004, Motivating Professionals in Organizations, in: Katz, R. (ed.), The Human Side of Managing Technological Innovation, New York: Oxford University Press, p King, D. & Lawly, S., 2013, Rational organizational design and bureaucracy, in: King & Lawly, 2013, Organizational behaviour, Oxford: Oxford University Press, p McShane, S. L. & Von Glinow, M. A., 2008, Conflict and Negotiation in the Workplace, in: McShane, S. L. & Von Glinow, M. A., Organizational Behavior (4th ed.), Boston: McGraw Hill, p Mumford, E. & Pettigrew, A., 1975, Internal politics as a source of uncertainty, in: Mumford & Pettigrew, 1975, Implementing strategic decisions, London: Longman, p Peterson, R. S. & Smith, P. B., 2000, Sources of Meaning, Organizations, and Culture: Making Sense of Organizational Events, in: Ashkanasy, N. M. et al. (eds.), Handbook of Organizational Culture & Climate, Thousand Oaks, Cal.: Sage, p Shepard, D., 1992, Women Managers Perceptions of Gender and Organizational Life, in: Mills, A. J. & Tancred, P. (eds.), Gendering Organizational Analysis, Newbury Park, Cal.: Sage, p Thomas, R. R., 1997, Diversity and Organizations of the Future, in: Hesselbein, F. et al. (eds.), The Organization of the Future, San Francisco, Cal.: Jossey-Bass, p Tucker, A. L. et al., 2001, When problem solving prevents organizational learning, Journal of Organizational Change Management, Vol. 15, No. 2, p

7 SEMINARS Seminar 1 Individual Behavior & Emotions A central theme in organizational theory concerns individual behavior. Individuals are similar to or different from each other in terms of abilities and skills. In this first seminar, special attention will be paid to individual biological factors, skills and learning. Here we discuss how factors such as age, gender, race, employment tenure and religion affect an employee s productivity and job satisfaction. It has, for example, found that the older workers have a stronger commitment to an organization. All individuals have different abilities, the most important thing, however, is to have the right person in the right place. Learning is defined as a change in behavior as a result of experience. Three main theories of learning will be discussed. Furthermore, emotions are discussed, which is defined as intense feelings that are directed to someone or something. Moreover, sources of emotions and moods will be stressed. Robbins et al., 2010, Chapter 2, Foundations of individual behaviour (p ). Robbins et al., 2010, Chapter 8, Emotions and moods (p ). Barsade & Gibson, 2007, Why Does Affect Matter in Organizations? Buchanan & Huczynski, 2004, Learning. Fisher & Ashkanasy, 2000, The emerging role of emotions in work life: an introduction. Ganzach, 1998, Intelligence and Job Satisfaction. Judge & Cable, 2004, The Effect of Physical Height on Workplace Success and Income. * Read the case Emotional Intelligence and discuss the questions. * Read the case Managers Who Use Punishment and discuss the questions. 7

8 Seminar 2 Personality, Values, Perception & Decision Making Individuals are similar to or different from each other in terms of skills, personality, perception, values, attitudes, needs and expectations. These concepts form the basis for analysis and explanation of human behavior in organizational contexts. In this seminar, special attention will be paid to the concepts of personality, values, perception and decision making. Personality is the sum of the ways in which an individual reacts and interacts with the environment. It is often said that an individual's personality based on heritage, environment and situation. Various personality traits will be discussed in this seminar. Values are also an important concept. If an organization and an employee's values do not match, it leads to decreased job satisfaction and, in many cases, to undesired behavior of the employee. Perception is the process by which individuals organize and interpret impressions in order to give meaning to their environment. Decision-making involves a choice among various options. It is a prerequisite for action, and is one of the most critical activities in organizations. First the rational model is presented, followed by bounded rationality and intuition. Rational model means making the choice that maximizes some outcome, and it requires complete knowledge of the situation. Robbins et al., 2010, Chapter 4, Personality and Values (p ). Robbins et al., 2010, Chapter 5, Perception and Individual Decision Making (p ). Bratton, 2010, Personality and identity. Epley & Dunning, 2000, Feeling Holier Than Thou. Hilton & von Hippel, 1996, Stereotypes. Sheppard, D., 1992, Women Managers Perceptions of Gender and Organizational Life. * Read the case Good Decisions That Went Bad? and discuss questions 1-3. * Read the case The Rise and Fall of Carly Fiorina and discuss the questions. 8

9 Seminar 3 Attitudes, Job Satisfaction & Motivation After an introduction to the concepts of attitudes and job satisfaction, the concept of motivation is discussed. Motivation belongs to one of the earliest and most significant areas of organization and leadership. Attitudes are evaluative statements or judgments of objects, people and events. Attitudes that are common in organizations are job satisfaction, job involvement and organizational commitment. Motivation theories have several important practical applications, although some of their explanations and predictions are disputed. Early motivation theories place the individual at the center, such as Maslow's needs pyramid where different needs stacked on top of each other. In general, motivation theories are divided into two groups. Those that in their explanations emphasize external factors, and those who instead puts the emphasis on internal factors. Examples of exogenous theories are reinforcement and goal setting theories. Examples of endogenous theories equity and expectancy theories. The applications of motivation theories are also discussed. It is important to treat people individually and to set targets for them. One theory mentioned are MBO (Management By Objectives) where the importance of setting goals for the employee is stressed. Robbins et al., 2010, Chapter 3, Attitudes and Job Satisfaction (p ). Robbins et al., 2010, Chapter 6, Motivation Concepts (p ). Robbins et al., 2010, Chapter 7, Motivation: From Concepts to Applications (p ). Blumberg & Pringle, 1982, The Missing Opportunity in Organizational Research. Borg & Braun, 1996, Work values in East and West Germany. Campion & McClelland, 1993, Follow-Up and Extension of the Interdisciplinary Costs and Benefits of Enlarged Jobs. Grant, 2007, Relational Job Design and the Motivation to Make a Prosocial Difference. Katz, 2004, Motivating Professionals in Organizations. * Read the case Buddy s Snack Company and discuss the questions. * Read the case Long Hours, Hundreds of s, and No Sleep and discuss the questions. 9

10 Seminar 4 Groups, Teams & Communication This seminar shifts the focus from the individual to the group level. Organizations have traditionally been organized around individuals, but the knowledge of how groups and teams work becomes more and more important to the organization's effectiveness. The aim of this seminar is, among others, to introduce basic group concepts, to provide a foundation for understanding how groups work, and to show you to create effective teams. A group is defined as two or more individuals brought together to achieve specific goals. The knowledge of the groups belongs to the social psychology field and is very comprehensive. Individuals receive and take on different roles in different social contexts. Sometimes the role expectations are clear - sometimes unclear. We discuss the role conflict and socialization. It addresses some fundamental aspects of how groups function, such as the formation of group norms, groupthink and conformity etc. The knowledge of group process can help management to create more effective teams. It then discusses how to use different types of teams, such as self-managed and cross-functional teams, to create a higher efficiency. The differences between group and teams are also discussed. Furthermore, we discuss the concept of communication, and the problems that exist when people want to communicate something to others, and what the manager can do to avoid these problems. Robbins et al., 2010, Chapter 9, Foundations of Group Behavior (p ). Robbins et al., 2010, Chapter 10, Understanding Work Teams (p ). Robbins et al., 2010, Chapter 11, Communication (p ). Cook & Goff, 2002, Coming of Age With Self-Managed Teams. Erez et al., 2002, Effects of Rotated Leadership and Peer Evaluation on the Functioning and Effectiveness of Self-managed Teams. Felps et al., 2006, How, When, and Why Bad Apples Spoil the Barrel. Johnsson, 1990, A network of human relations. * Discuss the case Defining the Boundaries of Technology (Robbins et al., p. 309). * Read the case A Virtual Team at T. A. Stearns and discuss the questions. 10

11 Seminar 5 Power, Conflict & Structure Power and political behavior appears to be inevitable in organizations, for example in decision-making. What is power? How can power be analyzed? Power is defined as the ability to influence and to some extent control the actions of others. As a counterpart to power, the concept of dependency is introduced. Power can be divided into formal power and personal power, and the bases of power are discussed. Political action is seen as inevitable in an organization with power hierarchies. We then discuss different perspectives of the concept of conflict. We also discuss how to negotiate in conflict situations and how to handle conflicts that may arise in the relations between groups. Conflicts can be both functional and partly dysfunctional and can have both negative and positive consequences for the organization. When people describe the organization where they work, there is a great probability that they give a picture of the organization's formal structure, that is, who formally decide on who and who does what in the organization. This section deals with key elements of organizational structure, namely work specialization, departmentalization, chain of command, span of control, centralization/decentralization and formalization. We discuss also the factors that determine variations in the structure of organizations. These factors include strategy, size, technology and environment and determine the structure of an organization. Robbins et al., 2010, Chapter 14, Power and Politics (p ). Robbins et al., 2010, Chapter 15, Conflict and Negotiation (p ). Robbins et al., 2010, Chapter 16, Foundations of Organization Structure (p ). Block, 1990, Personal Choices That Shape the Work Environment. King & Lawly, 2013, Rational organizational design and bureaucracy. McShane & Von Glinow, 2008, Conflict and Negotiation in the Workplace. Mumford & Pettigrew, 1975, Internal politics as a source of uncertainty. * Read the case Conflict in the New York City Schools and discuss the questions. * Discuss the case Ethics in the Use of Power. 11

12 Seminar 6 Culture, Human Resource, Change & Stress Organizational culture is an important aspect of organizational theory and leadership. There is a close relationship between organizational culture and leadership. Dynamical processes on culture and change management are the core of the concept of leadership. Generally, one can say that an organization's culture is a perception of the organization as members have in common, and which is different from other organizations. This does not mean that everyone in the organization understands its values equally. There is often a dominant culture, but it can also be sub-cultures within the different departments of a company. Employees are the most important asset of any organization and human resource policy and practice are important factors that contribute to employees' behavior and attitudes. We address issues such as recruitment, internal training, and appraisal systems. The selection process determines who is hired. This section also addresses issues related to organizations' ability to change. Organizations change when external and internal circumstances require it. Most organizations face an increasingly dynamic business environment, which places greater demands on organizational flexibility and adaptation. We begin with a discussion of the internal and external forces that stimulate changes. Then we discuss the types of changes that can be encountered, and various kinds of resistance to these changes. Finally, we discuss stress which is associated with organizational change. Robbins et al., 2010, Chapter 17, Organizational Culture (p ). Robbins et al., 2010, Chapter 18, Human Resource Policies and Practices (p ). Robbins et al., 2010, Chapter 19, Organizational Change and Stress Management (p ). Beech, 2000, Narrative Styles of Managers and Worker. Peterson & Smith, 2000, Sources of Meaning, Organizations, and Culture. Thomas, 1997, Diversity and Organizations of the Future. Tucker et al., 2001, When problem solving prevents organizational learning. Discuss the case Is It Unethical to Shape your Curriculum Vitae (CV)? (Robbins et al., p. 508). Discuss the case Is There Room for Snooping in an Organization s Culture? (Robbins et al., p. 479). 12

13 Seminar 7 Management / Leadership This concluding seminar provides an introduction to the major traditional and contemporary leadership theories. There are various definitions of leadership, Robbins et al. suggests "the ability to influence a group toward the achievement of a vision or set of goals". A leader need not be a formal boss, and a formal boss is not always a leader. In this final seminar, we discuss functions, roles, skills and activities of managers. Trait theories seeking to identify personal, social, physical and/or intellectual properties that distinguish leaders from others. Behavioral theories suggest that specific behaviors differentiate leaders from others. Contingency theories require that management style and the situation fit. We also discuss some "newer" theories such as attribution theory, charismatic leadership, transactional and transformation and visionary leadership. Some other issues that male and female leadership, team leadership, cultural aspects, biological aspects and ethical aspects are also addressed. Robbins et al., 2010, Chapter 1, What Is Organizational Behavior? (Obs: only p. 1-7). Robbins et al., 2010, Chapter 12, Basic Approaches to Leadership (p ). Robbins et al., 2010, Chapter 13, Contemporary Issues in Leadership (p ). Antonakis, 2003, Why Emotional Intelligence does not Predict Leadership Effectiveness. Avolio & Locke, 2002, Contrasting Different Philosophies of Leader Motivation. Brownell, 2006, Meeting the Competency Needs of Global Leaders. Collinson, 2012, Prozac leadership and the limits of positive thinking. * Read the case Astro Airlines and discuss the questions. * Read the case Who makes the best leaders? (Robbins et al., p ) and discuss the questions. 13