Management and rgani!ation De"artment CURSE SYLLABUS CLLE#E$ RVR%College of Business DE&ARTMENT$ Management ' rgani!ation CURSE CDE$ (uman Be)a*ior in rgani!ation +(UMANBE, INSTRUCTR$ Dr. Beatri! Ts-)oe".e / T( 0 1233%1423 0 L215 Mr. Ra6mond Manla"as / M7 0 1583 / 19:3 0 L215 Mr. Nestor Nis"eros / M7 0 1233%1423;1443%15130 L224; L215 Mr. <o)n See / T( 0 1233%1423; 1443%15130 L223 Mr. Real So / M70 1233%1423; 1443%15130 L228 CURSE DESCRI&TIN$ The goal of our Program is to develop competent, humanistic, nationalistic, and socially responsible business leaders, professionals and entrepreneurs that serve as change agents in society, anchored on the Lasallian values of Faith, Zeal for Service and Communion in Mission. In support of this goal, this course introduces the students to the theories, concepts, models, and dynamics of human behavior in organizations. The course enables students to apply these theoretical foundations on small, medium, and large scale organizations as well as to other types of significant organizations in the country. LEARNIN# UTCMES +L, Upon completion of the course, the student is expected to be able to do the following E="e-ted Lasallian #raduate Attri>utes +EL#A, LEARNIN# UTCME !ritical and creative thin"ers L1$ #rite a Self-Assessment Report on the level of your $rganizational %&L'U $rganization( )ehavior %related to communication, motivation, leadership, conflict management, and teamwor"( and recommend courses of action that can improve your behavioral s"ills. L8$ Prepare and present aDiagnostic Assessmenton the degree to which ethical dilemmas in organizational behavior are manifested and how these dilemmas should be resolved in a *ilipino+owned company. L2$ &esign and propose an appropriate ,Development Programfor -an" and *ile .mployees of medium+ sized companies that are experiencing high employee turnover. .ffective communicators Technically proficient and competent professionals and leaders 'ervice+driven, ethical, and socially responsible citizens / ?INAL CURSE UT&UT$ 0s evidence of attaining the above learning outcomes, the student is re1uired to do and submit the following during the indicated dates of the term. LEARNIN# UTCME RE@UIRED UT&UT DUE DATE L1$ #rite a ,'elf+0ssessment -eport2 on the level of your $rganizational %'chool $rganization( )ehavior %related to communication, motivation, leadership, conflict management, and teamwor"( and recommend courses of action that can improve your behavioral s"ills. 'ubmission of answered 'elf+ assessment tools with recommendations for /. !ommunication 3. 4otivation 5. Leadership 6. !onflict 4anagement 7. Teamwor" L8$ Prepare and present a &iagnostic -eport on the degree to which ethical dilemmas in organizational behavior are manifested and how these dilemmas should be resolved in a *ilipino+ owned company. Presentation of the &iagnostic -eport on .thical &ilemma in class. 7ee. A L2$ &esign and propose an appropriate &evelopment Program for -an" and *ile as well as the 'upervisory .mployees of medium+ sized companies that are experiencing high employee turnover. Presentation of the .mployee &evelopment Plan in class. 7ee. 12 ' 14 RUBRIC ?R ASSESSMENT$ The t)ree Learning ut-omes that will be submitted during the term will be rated, using the rubric below. 'tudents are encouraged to use the same rubric to chec" their re1uired output prior to submission. .xample CRITERIA EBEM&LARY C9%133 &R?ICIENT C2%C5 DEVEL&IN# AC%C8 BE#INNIN# AA and >eloD RATIN# Theoretically sound and has accurate real data (3! The submitted wor" manifests 1ualities The submitted wor" manifests the re1uired 1ualities. The submitted wor" partially manifests the re1uired 1ualities. The submitted wor" does not manifest any of the re1uirements. 3 which go beyond the re1uirements. !ertain aspects are either incomplete or incorrect. Appropriateness of the proposed action plans to current and future needs of the employees and the firm (3!" The submitted wor" manifests 1ualities which go beyond the re1uirements. The submitted wor" manifests the re1uired 1ualities. The submitted wor" partially manifests the re1uired 1ualities. !ertain aspects are either incomplete or incorrect. The submitted wor" does not manifest any of the re1uirements. Revealing and informative #ith good detail ($%!" The submitted wor" manifests 1ualities which go beyond the re1uirements. The submitted wor" manifests the re1uired 1ualities. The submitted wor" partially manifests the re1uired 1ualities. !ertain aspects are either incomplete or incorrect. The submitted wor" does not manifest any of the re1uirements &lear e'planation and #ell argued ($%!" The submitted wor" manifests 1ualities which go beyond the re1uirements. The submitted wor" manifests the re1uired 1ualities. The submitted wor" partially manifests the re1uired 1ualities. !ertain aspects are either incomplete or incorrect. The submitted wor" does not manifest any of the re1uirements &orrect grammar and #ell-organi(ed report ($%!" The submitted wor" manifests 1ualities which go beyond the re1uirements. The submitted wor" manifests the re1uired 1ualities. The submitted wor" partially manifests the re1uired 1ualities. !ertain aspects are either incomplete or incorrect. The submitted wor" does not manifest any of the re1uirements TTAL$ T(ER RE@UIREMENTS AND ASSESSMENTS$ 0side from the final output, the student will be assessed at other times during the term by the following -eflection papers !lass participation 8uizzes 5 #RADIN# SYSTEM$ The student will be graded according to the following L1+Self%Assessment Re"ort,9 3: ; L8 +Diagnosti- Re"ort on Et)i-al Dilemma,9 /: ; L2+Em"lo6ee De*elo"ment &lan, 9 5:; @ui!!es 9 3:; Class &arti-i"ation and Refle-tion &a"er 9 3: ; CURSE UTLINE$ To"i-s C)a"ter (our s Dates Introdu-tion 0 Classroom &oli-ies 0 #rou" ?ormation /.7 7ee. 1 1. ?undamentals of rgani!ational Be)a*ior /./. &ynamics of People and $rganizations /.3. 0pproaches in Understanding $rganizational )ehavior /.5. 4odels of $rganizational )ehavior /.6. 4anaging !ommunications /.7. 'ocial 'ystems and $rganizational !ulture / / 3 5 6 <.: 7ee.s 8 ' 2 @ui! No. 1 /.7 7ee. 4 2. Moti*ation and ReDard S6stems 3./. 4otivational &rives and =uman >eeds !ontent Theories of 4otivation Process Theories of 4otivation 3.3. 0ppraising and -ewarding Performance 7 < <.: 7ee.s :' 5 3. Leaders)i" and Em"oDerment 5./. >ature of Leadership 5.3. 0pproaches to Leadership %Traits approach, )ehavioral approach, !ontingency approach, .merging approaches( 5.5. .mpowerment and Participation ? @ <.: 7ee. 9 @ui! No. 8 Diagnosti- Re"ort on Et)i-al Dilemma /.7 7ee. A 4. Understanding Indi*idual and Inter"ersonal Be)a*ior 6./. .mployee 0ttitudes and their .ffects 6.3. Interpersonal )ehavior !onflict in $rganizations Power and Politics A // <.: 7ee.s A%C 6 5. Understanding #rou" Be)a*ior in rgani!ations 7./. *ormal and Informal Broups 7.3. Teams and Team)uilding /3 /5 <.: 7ee. 13 @ui! No. 2 /.7 7ee. 11 6. C)ange and Its Effe-ts <./. 4anaging !hange !hange at #or" -esistance to !hange Implementing !hange C $rganizational &evelopment <.3. 'tress and !ounseling /6 /7 5.: 7ee.s11 % 18 ral &resentation of Em"lo6ee De*elo"ment &lan 7ee. 12 ral &resentation of Em"lo6ee De*elo"ment &lan Integration 7ee. 14 TEAC(IN# MET(DS 0 STRATE#IES The teacher may utilize all or some of the following teaching methods Lectures, structured learning exercises, discussions, diagnostic assessment, films C video presentations, group case analyses, reflection, and problem+based learning. TEBTBE >ewstrom, D. %3://(. )rgani(ational *ehavior+ ,uman *ehavior at #or- ($3 th ed.". )oston, 40 4cBraw+=ill C Irwin. RE?ERENCES !ollins, D. and Porras, D.%/AA7(. /uilt to last+ ,a*its of visionary companies. >ew Eor" =arper !ollins. !ovey, '. %/AA3(. Principle-centered leadership. >ew Eor" 'imon F 'chuster. !ovey, '. %/A@A(. The seven ha*its of highly effective people+ Restoring the character ethic. U'0 'imon F 'chuster. &rummond, =. %3:::(. 0ntroduction to organi(ational *ehavior. $xford $xfordUniversity Press. 4c'hane, '., and Gon Blinow, 4. %3::7(. )rgani(ational *ehavior+ 1merging realities for the #or-place revolution ( 3 rd ed.". 4cBraw+=ill C Irwin. -obbins, '. %/AA@(. )rgani(ational *ehavior+ &oncepts2 controversies2 applications. U'0 'imon F 'chuster. 7 'hermerhorn, D. =unt, D. $sborn, -., FUhl+)ien, 4. %3://(. )rgani(ational *ehavior2 ($$ th ed.". =obo"en, >ew DerseyDohn #iley F 'ons, Inc. 'enge, P. %/AA:(. The fifth discipline+ The art and practice of the learning organi(ation. >ew Eor" &oubleday !urrency. CLASS &LICIES A-ademi- Integrit6 &oli-6$ It is the mission of the -amon G. del -osario, 'r. !ollege of )usiness %-G-+!$)( to train its students in the highest levels of professionalism and integrity. In support of this goal, academic integrity is highly valued at -G-+!$) and violations are considered serious offenses. .xamples of violations of academic integrity include, but are not limited to, the following /.Plagiarism 9 using ideas, data or language of another without specific or proper ac"nowledgment. .xample !opying text from the #eb site without 1uoting or properly citing the page U-L, using crib sheet during examination. *or a clear description of what constitutes plagiarism as well as strategies for avoiding it, students may refer to the #riting Tutorial 'ervices web site at Indiana University using the following lin" httpCCwww.indiana.eduCHwtsCpamhlets.shtml. *or citation styles, students may refer to httpCCwww.uwsp.eduCpsychCapa6b.htm. 3. !heating 9 using or attempting to use unauthorized assistance, materials, or study aids during examination or other academic wor". .xamples using a cheat sheet in a 1uiz or exam, altering a grade exam and resubmitting it for a better grade. 5. *abrication 9 submitting contrived or improperly altered information in any academic re1uirements. .xamples ma"ing up data for a research proIect, changing data to bias its interpretation, citing nonexistent articles, contriving sources. -eference !ode of 0cademic Integrity and !harter of the 'tudent &isciplinary 'ystem of the University of Pennsylvania at httpCCwww.vpul.upenn.eduCoslCacadint.html. Student Classroom Dis-i"line /. !ellphones must be turned off or in silent mode during the class sessions. 3. Permission from the faculty must be as"ed when a student wants to be excused momentarily during the class sessions. 3pdated+ 4)D 5 6anuary 7%$3 dme < ?