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Organizational Behavior

2022/2023
Учебный год
ENG
Обучение ведется на английском языке
3
Кредиты
Статус:
Курс обязательный
Когда читается:
1-й курс, 2 модуль

Преподаватели


Бордунос Александра Константиновна


Григорьева Мария Дмитриевна


Ергунова Ольга Титовна


Котова Анна Владимировна

Course Syllabus

Abstract

This course is designed to provide students a broad overview of the subject of Organizational Behavior. The course considers the impact of organizations on the life and behavior of people, as well as constantly accumulating evidence of the organization’s development, its transformation and, accordingly, changes of manager’s activities and employee’s activities.
Learning Objectives

Learning Objectives

  • Upon the course completion, students are expected to be able to • Learn how to detect the main tendencies of the organizational behavior development; • Reflect on basics and advanced ways to manage group and team behavior; • Learn how to allocate effectively team roles and responsibilities; • Study elements of corporate anthropology and culture management • Identify practices of effective decision-making, conflict, and communication, both interpersonal and across the organization; • Explain approaches to leading and motivating individuals and teams; • Define organizational culture and discuss managerial tools for its development and maintenance; • Identify practices for effective human resource policies and practices; • Create a work environment that motivates and engages employees to work productively; • Analyze communication processes in the organization and suggest strategies for their improvement; • Locate, read, and critique literature around Organizational Behavior published in current scholarly journals, professional magazines, analytical reports, and other reliable sources; • Apply their knowledge to analyze problems and cases related to Organizational Behavior of organizations internationally; • Communicate and collaborate with people from different religious, cultural, linguistic, professional, and educational backgrounds.
Expected Learning Outcomes

Expected Learning Outcomes

  • • Define human resource • Explain how managers at all levels and HR function work together to manage employee • Explain purpose, structure of HR department • Analyze how internal and external factors affect HR planning • Differentiate between recruitment and selection • Identify and discuss sources of recruitment
  • • identify roles, functions, skills of managers • identify disciplines that contribute to the OB field • describe managerial functions at each level • explain the few absolutes in OB, challenges and opportunities for OB. • differentiate diversities in organizations • reflect on one’s understanding of Organizational Behavior
  • • Provide definitions for attitudes, job satisfaction, emotions, moods and values. • Differentiate among main components of attitudes • Differentiate among different types of the major job attitudes • Explain causes job satisfaction • Explain the importance of the impact of satisfied and dissatisfied employees on the workplace. using an example • Discuss a connection between basic emotions and basic moods
  • • Explain how managers and organizations could motivate employees • Differentiate between types of motivation • Explain each main motivation theory • Analyze an organizational situation from a perspective of a motivation theory • Use communication channels to manage employees/group members • Create solutions to minimize or eliminate barriers to effective communication in the workplace
  • • Differentiate between an organization and organizing • Explain the purpose of organization structure • Analyze an organizational chart to explain the company’s structure • Define and discuss all key elements of organization design • Reflect on one’s ability to delegate • Using current business periodicals, explain how contingency factors affect structural choice in today’s companies • Explain the role/function of organizational culture as a managerial tool
  • • Explain the concept of the division of labor • Describe the impact of making judgments about others • Name major approaches to managing individuals and teams • Name main stages of group development • Explain group properties: roles, norms, status, size, cohesiveness, and diversity • Provide an example to illustrate ethics in decision making
  • • Use communication channels to manage employees/group members • Create solutions to minimize or eliminate barriers to effective communication in the workplace • Explain causes of conflict • Create solutions minimize or eliminate conflicts in the workplace • Explain forces for change. • Provide an example to illustrate management of work stress • Identify approaches to managing organizational change.
  • • Define a leader and leadership • Explain the difference between roles of a leader and a manager • Explain main leadership theories • Analyze an organizational situation from a leadership theory perspective • Reflect on one’s own leadership style • Explain sources of a leader’s power • Explain contrasting leadership and power • Provide an example to illustrate formal and personal power
  • • Define human resource • Explain how managers at all levels and HR function work together to manage employee • Explain purpose, structure of HR department • Analyze how internal and external factors affect HR planning • Differentiate between recruitment and selection • Identify and discuss sources of recruitment • Analyze common training and development methods • Use a company example to illustrate how and why training and development methods are used
Course Contents

Course Contents

  • 1. The nature of Organizational Behavior
    Sample review and discussion questions: 1. What is the importance of interpersonal skills? 2. What do managers do in terms of functions, roles, and skills? 3. What is organizational behavior (OB)? 4. Why is it important to complement intuition with systematic study? 5. What are the major behavioral science disciplines that contribute to OB? 6. Why are there few absolutes in OB? 7. What are the challenges and opportunities for managers in using OB concepts? 8. What are the three levels of analysis in OB model? 9. What is the main difference between diversities in organizations?
  • 2. Job Satisfaction, Emotions and Values
    Sample review and discussion questions: 1. What are the main components of attitudes? Are these components related or unrelated? 2. Does behavior always follow from attitudes? Why or why not? Discuss the factors that affect whether behavior follows from attitudes. 3. How do we measure job satisfaction? 4. What causes job satisfaction? For most people, is pay or the work itself more important? 5. What outcomes does job satisfaction influence? 6. What is the difference between emotions and moods? 7. What are the basic emotions and moods? 8. How do you apply concepts about emotions and moods to specific OB issues? 9. What is personality? How do we typically measure it? 10. What is the Myers-Briggs Type Indicator (MBTI), and what does it measure? 11. What are the Big Five personality traits? 12. How do the Big Five traits predict work behavior? 13. Besides the Big Five, what other personality traits are relevant to OB? 14. What are values, why are they important, and what is the difference between terminal and instrumental values?
  • 3. Motivation: From Concepts to Applications
    Sample review and discussion questions: 1. What are main theories of motivation? 2. What tools managers have to improve employee motivation? 3. What is a conflict? 4. What are common conflict-resolution strategies? 5. What is the job characteristics model? How does it motivate employees? 6. What are the three major ways that jobs can be redesigned? In your view, in what situations would one of the methods be favored over the others? 7. What are the three alternative work arrangements of flextime, job sharing, and telecommuting? What are the advantages and disadvantages of each? 8. What are employee involvement programs? How might they increase employee motivation? 9. What is variable pay? What are the variable-pay programs that are used to motivate employees? What are their advantages and disadvantages? 10. How can flexible benefits motivate employees? 11. What are the motivational benefits of intrinsic rewards?
  • 4. Organization, Structure, and Culture
    Sample review and discussion questions: 1. What are the six key elements that define an organization’s structure? 2. What is a bureaucracy, and how does it differ from a simple structure? 3. What is a matrix organization? 4. What are the characteristics of a virtual organization? 5. How can managers create a boundaryless organization? 6. Why do organizational structures differ, and what is the difference between a mechanistic structure and an organic structure? 7. What are the behavioral implications of different organizational designs? 8. What are key elements in organizational design? 9. What organizational designs are considered traditional? 10. What is organizational culture? 11. Why do people resist change? How can resistance to change be reduced? 12. What are the functional and dysfunctional effects of organizational culture? 13. What factors create and sustain an organization’s culture? 14. What is a positive organizational culture? 15. What are the characteristics of a spiritual culture? 16. How does national culture affect how organizational culture is transported to a different country?
  • 5. Managing Individuals and Teams
    Sample review and discussion questions: 1. What is perception, and what factors influence our perception? 2. What is attribution theory? What are the three determinants of attribution? What are its implications for explaining organizational behavior? 3. What is the rational model of decision making? How is it different from bounded rationality and intuition? 4. What are the influences of individual differences, organizational constraints, and culture on decision making? 5. Are unethical decisions more a function of an individual decision maker or the decision maker’s work environment? Explain. 6. What is creativity, and what is the three-component model of creativity? 7. Define group. What are the different types of groups? 8. What are the five stages of group development? 9. Do role requirements change in different situations? If so, how? 10. How do group norms and status influence an individual’s behavior? 11. What are the advantages and limitations of cohesive groups? 12. How effective are interacting, brainstorming, nominal, and electronic meeting groups? 13. How do you explain the growing popularity of teams in organizations? 14. What is the difference between a group and a team? 15. What are the four types of teams? 16. What conditions or context factors determine whether teams are effective? 17. How can organizations create team players? 18. When is work performed by individuals preferred over work performed by teams? 19. What are three ways in which our understanding of teams differs in a global context?
  • 6. Managing Communication, Conflict, and Change
    Sample review and discussion questions: 1. What is communication? 2. How does IT affect communication in organizations? 3. What is the role of communication in customer service? 4. What are seven elements of the communication process? 5. What are common methods of communication in organizations? 6. How can communication flow most effectively in organizations? 7. What is conflict? 8. What are the differences among the traditional, interactionist, and managed-conflict views of conflict? 9. What are the steps of the conflict process? 10. What is negotiation? 11. What are the differences between distributive and integrative bargaining? 12. What are the five steps in the negotiation process? 13. How do the individual differences of personality and gender influence negotiations? 14. What are the roles and functions of third-party negotiations? 15. What forces act as stimulants to change, and what is the difference between planned and unplanned change? 16. What forces act as sources of resistance to change? 17. What are the four main approaches to managing organizational change? 18. How can managers create a culture for change? 19. What is stress, and what are the possible sources of stress? 20. What are the individual and organizational approaches to managing stress?
  • 7. Leadership, Power and Politics
    Sample review and discussion questions: 1. Who is a leader? What is leadership? 2. What are three main contingency theories of leadership? 3. What issues do today’s leader’s face? 4. What is a leadership style? 5. What is leader–member exchange theory? 6. What is transformational-transactional leadership? 7. What is charismatic-visionary leadership? 8. What is team leadership? 9. What is power? How is leadership different from power? 10. What are the similarities and differences among the five bases of power? 11. What is the role of dependence in power relationships? 12. What are the nine most often identified power or influence tactics and their contingencies? 13. What is the connection between sexual harassment and the abuse of power? 14. What are the causes and consequences of political behavior? 15. What are some examples of impression management techniques? 16. What standards can you use to determine whether a political action is ethical?
  • 8. Human Resource Policies and Practices
    Sample review and discussion questions: 1. What is the importance of human resource? 2. What are the tasks associated with identifying and selecting competent employees? 3. What is the difference between employee training and development? 4. What is initial selection? What are the most useful methods? 5. What is substantive selection? What are the most useful methods? 6. What is contingent selection? What are the arguments for and against drug testing? 7. What are the similarities and differences among the four main types of training? 8. What are the similarities and differences between formal and informal training methods? 9. What are the similarities and differences between on-the-job and off-the-job training? 10. What are the purposes of performance evaluation? 11. What are the methods by which it can be done? 12. How can managers improve performance evaluations? 13. How can organizations manage work -family conflicts?
Assessment Elements

Assessment Elements

  • non-blocking Homework
    1. Homework includes a variety of individual and group assignments given to complete at home. Some homework will be checked in class during seminars; some assignments will be submitted online and graded by the instructor. Homework is graded in accordance with the General Assessment Criteria provided below. Additional criteria could be provided for some assignments. General Assessment Criteria: Grades Assessment Criteria «Excellent» (9-10) The presentation exceeds expectations, in addition to demonstrating completion of all tasks, formats, and timeframes required by the assignment. The presentation stands out by providing unique insights, challenging common approaches, or provoking a discussion. Clearly, the presenters made an extra effort to demonstrate their knowledge of the subject matter and “WOW” the audience (peers and/or instructor). «Excellent» (8) A well-structured, analytical presentation of homework that shows strong evidence and broad background knowledge. The presentation demonstrates completion of all tasks required by the assignment. The presentation meets the time and format requirements of the assignment. The presenters are confident and do not use cell phones or handwritten notes to advance their presentation. The presenters can provide answers to follow-up questions and generate class discussion. However, it is not clear if the presenters made an extra effort to demonstrate their knowledge of the subject matter; the presentation did not “WOW” the audience (peers and/or instructor). «Good» (6-7) The presentation is organized to some extent, showing evidence of critical thinking and an overall knowledge of the topic. The presenters highlight some key points and respond to some follow up questions. The presentation meets most requirements of the assignment, but does not stand out or provoke questions and discussion. In group presentations, there is evidence that the group has met to discuss the topic and is presenting the results of that discussion, in an order previously agreed. However, some key points are missing; cause and effect relationships are weakly established; examples and other supporting evidence is partial or lacking. The audience has to ask questions to clarify some points. Overall, the presentation is characterized as good, but not great. «Satisfactory» (4-5) The presentation takes a very basic approach to the topic, using broadly relevant material but lacking focus. The presentation is largely unstructured, and some points are irrelevant to the topic. Knowledge of the topic is limited and there may be evidence of basic misunderstanding. In a group presentation, not all members could answer follow up questions or participate in class discussion. The presentation misses many requirements of the assignment. Overall, the presentation is characterized as satisfactory, but not good. «Fail» (0-3) Fails to demonstrate any relevant knowledge.
  • non-blocking Quiz.
    This is one multiple-choice, yes/no, and fill in the blanks type of quiz given in an electronic format. The quiz consists of 10 questions. The quiz includes material included in class activities (lectures, seminars, homework) and in the textbook prior to the quiz. The correct answer to each question is worth 1 point. The maximum number of points for the quiz is 10. Students complete the quiz individually. Students have 10 minutes to complete the quiz. This is a “pop-up” quiz: The quiz will be administered during a lecture or a seminar sometime in the middle of the module, but the exact date will not be announced, so students should be diligent in completing homework, readings, and other assignments. To take the exam, students must show their student ID/password. During the exam, students must keep brightness of the phone/computer screen at 100%. During the quiz, students are not allowed to (1) use any sources other than those permitted by the instructors, including any other programs on the cell phone/computer, (2) leave the classroom and come back, (3) share questions and answers with others. Those who violate these or other classroom policies receive a grade of “0” for the quiz.
  • non-blocking Lecture Engagement Points (LEPs)
    Lecture Engagement Points (LEPs): These are small assignments given during each lecture in an electronic format. Students might be asked to do an additional reading or watch a video before each lecture to complete LEPs.
  • non-blocking Exam
    3. Exam: This is a multiple-choice, yes/no, and fill in the blanks type of exam given in an electronic format during the finals week. The exam includes key concepts of the course. The exam consists of 30 questions and lasts 30 minutes. The correct answer to each question is worth 1 point. The maximum number of points for this exam is 30. The number of points scored by each student is divided by 3 to get a grade on the 10-point scale. To take the exam, students must show their student ID/password. During the exam, students must keep brightness of the phone/computer screen at 100%. During the exam, students are not allowed to (1) use any sources other than those permitted by the instructors, including any other programs on the cell phone/computer, (2) leave the classroom and come back, (3) share questions and answers with others. Those who violate these or other classroom policies receive a grade of “0” for the exam. Examples of quiz and exam questions: Example 1 - True or False (circle the correct answer): Personality–job fit theory identifies six personality types and proposes that the fit between personality type and occupational environment determines satisfaction and turnover. • True • False Example 2 - Multiple choice (circle the correct answer): A five value dimensions of national culture • power distance. • job sharing • individualism versus collectivism. • uncertainty avoidance. • long-term versus short-term orientation. • masculinity versus femininity. Note #1: The grade for the final exam could “block” students’ final grade for the course. If a student receives an unsatisfactory grade (i.e., 0, 1, 2, or 3) for the final exam, this grade is used as the student’s final grade for the course regardless of grades for other assignments. In this case, to pass the course, the student has to re-take the final exam during the additional exam week as outlined in the HSE examination policy. Note #2: Class participation refers to in-class discussion during seminars and lectures of a variety of topics, issues, readings, and individual and group assignments. Students will earn points for their participation as an addition for their final homework grade. Note #3: When using sources (e.g., books, journal or newspaper articles, the course textbook, companies’ reports or websites, movies, or any other materials written or created by other people) students must cite these sources using the Publication Manual of the American Psychological Association, 6th or 7th edition. This style is a common style required by many courses and programs worldwide. Information about the APA style is available via many of online resources. For example, • The American Psychological Association available at https://apastyle.apa.org/ • “Academic writing and referencing manual for students studying for a degree in “Organizational Behavior” available at https://spb.hse.ru/ba/Organizational Behavior/kursovaia • Purdue OWL available at https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html Therefore, PPTs, posters, videos, or any other deliverables that were created using other people’s ideas must refer to these people’s work. For example, in a PPT, students must cite sources in the slides and in References (last slide). Note #4: When calculating grades for the quiz, exam, and other activities, including the final grade for the course, instructors will be applying the following rounding approach: The results are rounded to the closest whole number only for the results with 0.1-0.2 difference (e.g., 3,8
Interim Assessment

Interim Assessment

  • 2022/2023 2nd module
    0.2 * Quiz. + 0.4 * Homework + 0.3 * Exam + 0.1 * Lecture Engagement Points (LEPs)
Bibliography

Bibliography

Recommended Core Bibliography

  • Business psychology and organizational behavior: a student's handbook, McKenna, E., 2006
  • Cases in organizational behavior, Seijts, G.H., 2006
  • Corporate and governmental deviance : problems of organizational behavior in contemporary society, , 2002
  • Essentials of organizational behavior : an evidence-based approach, Scandura, T. A., 2019
  • Essentials of organizational behavior, Robbins S.P., 2005
  • Fundamentals of organizational behavior, Slocum J.W., Hellriegel D., 2007
  • Fundamentals of organizational behavior, Slocum, J. W., 2007
  • George, J. M., & Jones, G. R. (2012). Understanding and Managing Organizational Behavior: Global Edition (Vol. 6. ed., International ed). Boston, Mass: Pearson Education. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=nlebk&AN=1418969
  • Handbook of Chinese organizational behavior : integrating theory, research and practice, , 2012
  • International dimensions of organizational behavior, Adler N.J., 2002
  • International dimensions of organizational behavior, Adler, N. J., 2008
  • International organizational behavior : text, cases, and exercises, Francesco, A. M., 2005
  • International organizational behavior : transcending borders and cultures, McFarlin, D., 2013
  • International perspectives on organizational behavior and human resource management, Punnett, B. J., 2009
  • Management and organizational behavior, Mullins L., 2005
  • Organizational behavior, McShane, S. L., 2008
  • ORGB: organizational behavior : students tested, faculty approved: the process, the solution, Nelson, D. L., 2013
  • Ricky W. Griffin, Jean M. Phillips, & Stanley M. Gully. (2019). Organizational Behavior: Managing People and Organizations, Edition 13 (Vol. 13e). Cengage Learning.
  • Robbins, S. P., & Judge, T. A. (2017). Essentials of Organizational Behavior, Global Edition (Vol. 14th). Harlow, United Kingdom: Pearson. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=edsebk&AN=1594479

Recommended Additional Bibliography

  • Davide Secchi, Martin Neumann. Agent-Based Simulation of Organizational Behavior. New Frontiers of Social Science Research. 2016. Springer. https://proxylibrary.hse.ru:2184/search?query=organizational+behavior
  • Gravina, N., Villacorta, J., Albert, K., Clark, R., Curry, S., & Wilder, D. (2018). A Literature Review of Organizational Behavior Management Interventions in Human Service Settings from 1990 to 2016. Journal of Organizational Behavior Management, 38(2/3), 191–224. https://doi.org/10.1080/01608061.2018.1454872
  • Mir, A. (2019). Elementary Organizational Behavior. CSMFL Publications.
  • Spector, P. E., & Meier, L. L. (2014). Methodologies for the study of organizational behavior processes: How to find your keys in the dark. Journal of Organizational Behavior, 35(8), 1109–1119. https://doi.org/10.1002/job.1966