Fundamental theories on organizational behaviour

| February 18, 2014

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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 individuai and behavior in different group and organizational contexts, in order to:
> Understand and use the fundamental theories on organizational behaviour
> 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 organisational behaviour can aid us in improving the performance and well being of people at work;
2. will have understood how models, theories and concepts about organisational
behaviour can be used to promote th? effectiveness of individuals, groups and
3. will have developed skills for th? analysis of individuai, group and
organisational functioning that enhances the?r effectiveness as managers;
4. will have developed a richer and more complex representation of organisational
behavior, enabling them to contribute more effectively in th? workplace,
Lessons will be characterized by transfer of knowledge and th? strong interaction within th? classroom; there are analysis of situations problems and business cases in order to facilitate participants in learning.
R. FlNCHAM, P. RHODES, Principles Of Organizational Behaviour, Oxford University Press, 2005.
G. H. SEIJTS, Cases in Organizational Behavior (th? 1VEY casebook series), Sage Publications, Ine, 2005.
As far as th? textbook Principles Of Organizational Behaviour (FlNCHAM, RHODES, 2005) is concemed, students have to prepare th? 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 Individuai Differences)
8. Chapter 4 pp.151-185 (Appreciating Individuai Differences)
9. Chapter 5 pp.191-233 (Motivation)
10. Chapter 2 pp. 54-88 (Stress and th? Management of Stress)
11. Chapter 12 pp. 445-464 and Chapter 13 pp.468-491 (Organization and Work
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 th? course, seven cases (from th? Cases in Organizational Behavior textbook, SEIJTS, 2005) will be discussed:
a) C?nteli McK?nonn (on th? leadership issue)
b) eProcure – th? Project (A) (on th? Ieading and managing teams’ issue) e) The Leo Bumett Compony LTD.: v?rtual team management (on th? team dynamics issue)
d) INTEL in China (on th? Conflict Management and Negotiation issue)
e) Blinds To Go: staffing a retai! expansion (on th? Appreciating Individuai
Differences issue)
f) Elise Smart (on th? Stress and th? Management of Stress issue)
g) Martin Brass Company (A) Tom Fu??er, Vice-President Mamifacturing (on th?
Stress and th? Management of Stress issue)
h) Viatoria Hospital Redesign Initiative (on th? Organizational design issue) i) 0P4.COM: a dynamic culture (on th? Creativity and Innovation issue) j) Deloitte & Touche: Integrating Arthur Andersen (on th? Organizational Change and Development issue)
Students are expected to be fully engaged in th? entire leaming process. This means that students are expected to prepare th? assigned readings of th? cases prior to each class and come to class prepare to participate in group work and or discussions to enhance th? learning of th? individuai and th? class. On th? web site of th? course students find for each case th? relative assignment. Please read carefully th? questions before th? lesson.
Each student will be involved th? class discussion on th? cases and tie th? assigned reading for th? session. The objective is to bring ali class members into th? discussion. The cases are designed to integrate th? concepts from th? case into th? context of th? course.
With th? cases’ discussions, each student will develop:
1. The ability to set th? parameters for th? problem (key concepts from th? case).
2. A depth of knowledge about th? case subject (understanding of material, good
response to th? observations of others).
3. The ability to tie-in case with other course concepts.
4. The ability to get others involved in th? discussion.
In order to effectively discuss th? cases, students do:
> Be prepared with faets and specific quotes from th? case.
> Be prepared to make a comment, ask a question, or make an observation
about th? case.
During th? discussion, students do:
> Talee a position on a question or a point.
> Ask clarifying questions.
> Help keep th? discussion moving and on tracie.
> Help draw others into th? discussion.
> Integrate theories and content from other cases.
During th? discussion, students don’t:
> Be unprepared and show your lack of knowledge.
> Monopolize th? discussion.
> Make irrelevant comments.
> Be insensitive to other’s desire to speak or to their opinions.
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