City University of Hong Kong. Information on a Course offered by Department of Public Policy with effect from Semester A in 2013/2014

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1 City University of Hong Kong Information on a Course offered by Department of Public Policy with effect from Semester A in 2013/2014 Part I Course Title: Course Code: Course Duration: Organizational Behaviour for Public Management POL3306 One semester No. of Credit Units: 3 Level: Medium of Instruction: Prerequisites: (Course Code and Title) Precursors: (Course Code and Title) B3 English Nil None Equivalent Courses: (Course Code and Title) SA2110 Study of Organizations SA/POL3320 Organizational Behaviour of Housing Managers SA3306 Organizational Behaviour for Public Management SA/POL3301 Organizational Behaviour in Public and Private Sectors Exclusive Courses: (Course Code and Title) None

2 Part II 1. Course Aims: This course aims to introduce key theoretical ideas and concepts involved in managing organizations; to provide information about the theoretical and practical differences between public / non-profit organizations and commercial organizations and the nature of the debates about the validity of public / private distinctions; to examine how the characteristics, environmental constraints and opportunities of public / non-profit organizations impact on the work of public managers, to encourage the acquisition of skills related to identifying and explaining ideas presented in research articles about public management theories and practices 2. Course Intended Learning Outcomes (CILOs) Upon successful completion of this course, students should be able to: No. CILOs Weighting (if applicable) Acquire concepts related to organizational behaviour, 1. with particular emphasis on those ideas relevant to public sector organizations. Acquire knowledge about theories and concepts, 2. including how they can be applied, in administration, policy and management. 3. Analyze the major features, including underpinning principles and guiding values, of public and private sector organizations. 4. Apply theoretical concepts in administration, policy, and management to explain real world examples of organizational behaviour. Evaluate critically the extent to which ideas and concepts 5. from the international literature can be applied to the context of Hong Kong s public sector.

3 3. Teaching and learning Activities (TLAs) (Indicative of likely activities and tasks designed to facilitate students achievement of the CILOs. Final details will be provided to students in their first week of attendance in this course) CILO No. CILO 1 CILO 2 CILO 3 CILO 4 & 5 TLAs Lectures Presentation of theories, concepts, ideas based on academic literature (including course readings). Course lecturer responds to questions raised by students attending the lecture. Blackboard PowerPoint slides to support lectures posted for students to download. Independent reading Readings contained in Course Workbook to be read by every student. The focus of the readings is guided by questions that highlight important concepts and give students an opportunity to apply ideas to the Hong Kong context. Tutorials Students answer questions / follow-up on discussion points as a member of a group. Course tutor directs the answering of questions by specific students. Course tutor responds to questions raised by students in the tutorial group. Hours/week (if applicable) 2 hours per week N/A This will vary from student to student: expect4-5 hours per week 2 hours every second week 4. Assessment Tasks/Activities (Indicative of likely activities and tasks designed to assess how well the students achieve the CILOs. Final details will be provided to students in their first week of attendance in this course) Students are required to pass BOTH the coursework assessment AND the examination before they can be awarded an overall passing grade of the course. CILO No. CILO 1 Type of assessment tasks/activities Independent reading paying particular attention to the points reflected in the assigned questions based on the readings, formulating answers to the questions that supplement the assigned readings and participation in tutorial discussions. Weighting (if applicable) 30% CILO 2 End-of-course examination 70% Remarks For each tutorial there are assigned readings. Students are required to actively participate in tutorial discussions to demonstrate their understanding of the assigned readings. Students are expected to read each assigned article independently, to formulate questions on material that is unclear to them and to be prepared to answer the assigned questions when they are called on to do so in the tutorials. Closed book examination designed for students to demonstrate their knowledge about the theories, ideas, and concepts, covered in the lectures, assigned readings and tutorial discussions.

4 5. Grading of Student Achievement: Refer to Grading of Courses in the Academic Regulations Letter Grade A+ A A- B+ B B- C+ C C- D F Grading criteria in relation to CILOs High standard of knowledge of China s urban and social policies and urban and social transformation. Strong ability to identify key challenges. Excellent Fairly good understanding of China s urban and social policies and urban and social transformation. Ability to identify key challenges. Good research, writing and communication skills. Rudimentary understanding of China s urban and social policies and urban and social transformation. Weak ability to identify key challenges. Basic Poor understanding of China s urban and social policies and urban and social transformation. Very little ability to identify key challenges. Weak Almost no knowledge of China s urban and social policies and urban and social transformation. Almost no ability to identify key challenges. Inadequate Part III Keyword Syllabus: The nature of public organizations; similarities and differences between public and private sector organizations; the informal organization; organizational culture; communication strategies in the 21 st century; effective groups and teamwork; the nature of managerial work; leadership in public organizations; motivation; influence, power and politics; managing change in public organizations; organizational learning.

5 Recommended Reading: The following are required readings are contained in a Student Workbook that is used as the basis for tutorial discussions Behn, R. B. (1995). The big questions of public management, Review, (July/August) 55 (4): Public Administration Boyne, G. A. (2002). Public and private management: What s the difference? J. of Management Studies, 39 (1): Crampton, S. M., Hodge, J. W. and Mishra, J. M. (1998). The informal communication network: Factors influencing grapevine activity, Public Personnel Management, 27 (4): Fernandez, S. and Rainey, H. G. (2006) Managing successful organizational change in the public sector, Public Administration Review (March/April), 66 (2): Frank, S. A and Lewis, G. B. (2004). Government employees: Working hard or hardly working? American Review of Public Administration, 34 (1): Haque, M. S. (2001). The diminishing publicness of public service under the current mode of governance, Public Administration Review, Jan/Feb, 61 (1): Hart, Paul t, (1998). Preventing groupthink revisited: Evaluating and reforming groups in government, Organizational Behavior and Human Decision Processes, 73 (2/3): Henderson, K. M. (2004). Characterizing American public administration: The concept of administrative culture, The Internat l J. of Public Sector Management, 17 (3): Ingraham, P. A. (2001). Linking leadership to performance in public organisations, PUMA/HRM, OECD, Paris. Jackson, P. M. and Stainsby, L. (2000). Managing public sector networked organizations, Public Money & Management, (January-March): Perrewé, P. L., Ferris, G. R., Frink, D. D. and Anthony, W. P. (2000). Political skill: An antidote for workplace stressors, The Academy of Management Executive, 14 (3): Perry, J. L. and Wise, L. R. (1990). The motivational bases of public service, Administration Review, 50 (3): Public Rainey, H. G., Backoff, R. W. and Levine, C. H. (1976). Comparing public and private organizations, Public Administration Review, Mar/Apr, Russell, R. F. (2001). The role of values in servant leadership, Leadership & Organization Development Journal, 22 (2):

6 Sarbaugh-Thompson, M. and Feldman, M. S. (1998). Electronic mail and organizational communication: Does saying Hi really matter? Organization Science, 9 (6): Scott, P. G. and Falcone, S. (1998). Comparing public and private organizations: An exploratory analysis of three frameworks, American Review of Public Administration, 28 (2): Sheard, A. G. and Kakabadse, A. P. (2002). From loose groups to effective teams: The nine key factors of the team landscape, Journal of Management Development, 21 (2): Wallace, J., Hunt, J. and Richards, C. (1999). The relationship between organisational culture, organisational climate and managerial values, The International J. of Public Sector Management, 12 (7): Yammarino, F. J., Dansereau, F. and Kennedy, C. J. (2001). A multiple-level multidimensional approach to leadership: Viewing leadership through an elephant s eye, Organizational Dynamics, 29 (3): Zaremba, A. (1988). Working with the organizational grapevine, Personnel Journal 67 (7): Additional Reading Behn, R. D. (1998). What right do public managers have to lead? Public Administration Review 58(3): Belbin, R. M. (1993). Team Roles at Work. Oxford: Butterworth-Heinemann. Berkley, G. and Rouse, J. (2000). The Craft of Public Administration (8 th ed.) New York: McGraw-Hill Bozeman, B. (1987). All Organizations are Public: Bridging Public and Private Organization Theories. San Francisco: Jossey-Bass Carnevale, D. G. (2003). Organizational Development in the Public Sector. Boulder, Colo.: Westview Press Cobb, A. T., Folger, R. and Wooten, K. (1995). The role justice play in organizational change, Public Administration Quarterly (Summer), 19(2): Denhardt, J. V. and Denhardt, R. B. (2003). The New Public Service: Serving, not Steering. Armonk and London: M. E. Sharpe Denhardt, R. H., Denhardt, J. Vinzant, Aristigueta, M. P. (2002). Managing Human Behavior in Public & Nonprofit Organizations. Thousand Oaks, CA: Sage

7 Goodsell, C. T. (2004). The Case for Bureaucracy: A Public Administration Polemic, 4 th ed., Washington, D.C.: CQ Press Hasenfeld, Y. (1992). Human Services as Complex Organizations. Newbury Park, CA: Sage Katzenbach, J. R. and Smith, D. K. (1993). The Wisdom of Teams: Creating the High-Performance Organization. Boston: Harvard Business School Press Kouzes, J. M. and Posner, B. Z. (2003). The Leadership Challenge (3 rd edition). San Francisco: Jossey-Bass Lipnack, J. and Stamps, J. (2000). Virtual Teams: People Working Across Boundaries With Technology (2 nd edition). New York: Wiley Lyons, S. T., Duxbury L. E. and Higgins, C. A. (2006). A comparison of the values and commitment of private sector, public sector, and parapublic sector employees, Public Administration Review (Jul/Aug) 66 (4): Moore, M. (1995). Creating Public Value: Strategic Management in Government. Cambridge, MA: Harvard University Press Mullins, L.J. (2005). Management and Organizational Behaviour (7 th edition.). New York: Financial Times/Prentice Hall Osborne, S. P. and Brown, K. (2005). Managing Change and Innovation in Public Service Organizations. London and New York: Routledge Peters, B.G. (2001). The Politics of Bureaucracy (5 th edition.). London: Routledge Schein, E. (2004). Organizational Culture and Leadership, (3 rd edition) San Francisco: Jossey-Bass Spears, L. C. (ed.) (1995). Reflections on Leadership: How Robert K. Greenleaf s Theory of Servant-leadership Influenced Today s Top Management Thinkers. New York: John Wiley Vinzant, J. C. and Crothers, L. (1998). Street-Level Leadership: Discretion and Legitimacy in Front-Line Public Service. Washington, DC: Georgetown University Press