... | | |OB 401 E | | |Organisational Behaviour | DEPARTMENT : MANAGEMENT AND ORGANISATION PROGRAMMES: Advanced Undergraduate Transfer Credit, PGE2 INSTRUCTORS : Don MINDAY, coordinator Slava DMITRIEV Jean-Bertrand LEFEBVRE Sophie HENNEKAM -TREGUIER Inju YANG-McCOURT FORMAT : 3 hours weekly: 1 ½ hr. of lecture, 1 ½ hr. tutorial 2 tutorial groups will follow a weekend seminar format CREDITS : 5 ECTS credits PRE-REQUISITE MODULES: None LEARNING OBJECTIVES : This module is designed to prepare students for their future role as business managers by giving them a conceptual framework which should help them to more effectively understand, predict, and influence behaviour in organisations. It is complementary to the 1st year module "Management relationnel" and the 2nd year module "Cross-Cultural Management" LEARNING OUTCOMES : At the end of this module, each student will be able to: 1. Assess and apply concepts, models, and tools related to the following topics... |Level ...
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...Organisational Behaviour and Leadership 1 Index: 1. Executive summary 2. Comparing Maslow’s theory of motivation with Skinner’s reinforcement theory in view of critique of each theory with special reference to the South African workplace. 3. A critical evaluation of the similarities and differences between reinforcement and the expectancy theories of motivation. Motivating a choice as to which one has the mist relevance to explaining the work motivation of employees in South Africa. 4. How managers can encourage effective performance by managing the reward process in their organisations. Applying two motivational theories to effect performance. 5. References 2 Executive Summary: Other than being familiarised with different theories and that all are motivation related; the three assignments led to discoveries that: 1. One theory can be embedded in another when the purpose for a theory is changed, i.e. from a need to a behaviour. 2. By comparing theories, content (need) theories focus on the need as a motivator per se, whereas process/cognitive theories focus on how we are motivated. They differ a lot and similarities are rather superficial. The third assignment revealed that by focusing on a feature like performance one could discover specific motivational theories suited to it and how other can be instrumental to its goal. It is my opinion that companies will really benefit from considering making use of the expectancy model. It is an individual directed...
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...of Organisation……………………………………..………………………….3 3. Organisational Behavoiur…………………………………………….......……………….4 4. Definitions of Learning……………………………………………………………...…….4 1. Classical Conditioning Theory………………………………...………………….5 2. Operant Conditioning Theory……………………………….…………………….5 3. Social Learning Theory………………………………….………………………..6 4. Cognitive Theory……………………………………...…………………………..6 5. Organisational Learning…………………………………………………………………..6 1. Organisational Learning contribution from Educational Psychology………….....7 2. Organisational Learning contribution from Sociology…………………………....7 3. Organisational Learning contribution from Economics…………………………..7 4. Organisational Learning contribution from Anthropology………….…………….8 5. Organisational Learning contribution from Political Science…………...………..8 6. Organisational Learning contribution from Management Science………….…….8 6. Learning Organisation…………………………………………………………………….9 1. Team Learning……………………………………………………….……………9 2. Shared Visions…………………………………………………………………….9 3. Mental Models…………………………………………………….………………9 4. Personal Mastery……………………………………………………...………….10 7. Executive Summary on Organisational Behaviour within Kyambogo University……....10 1. Manifestation of Organisational Behavoiur Learning issues in the Kyambogo Case Study……………………………………………………………………….11 2. Recommendations……………………………………………….……………….14 8. Conclusions………………………………………………………………………………17...
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...study process (see below)|||||3| Reflections – students add details in shaded sections below: 1. Identify the process that you undertook to answer the topic: My process includes viewing Howard Gardner’s discussion to find out key points, searching literature to have a clear awareness about the question and Gardner’s points, applying these points to organizational activities, especially educational institutions and evaluating whether these points are appropriate| 2. What (if anything) would you do differently? Nothing| 3. What is the key issue in the topic you selected? The key issue in my paper is implementing the Multiple Intelligences Theory in educational issue.| 4. What (if anything) else did you need to know to answer the question more fully? The Multiple Intelligences Theory focuses on effects to educational institutions, however, the link between the theory and other types of organizations is not really clear.| Presentation and Research 1. Your presentation was good 2. Your research and conceptual understanding appears satisfactory 3. Your reflective process (what you wrote above) is good 4. Result: Your paper is awarded a score of 18 / 20 Student’s name: Thu Thuy Dinh...
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...responding to the needs of society. With a vision to create a balance between society and the individual, the course intends to enable students in developing abilities needed for meeting the challenges and needs of the real world effectively. Along with it, students would also be encouraged to build a relationship with oneself, requisite for self discovery. To this end, the course emphasizes on building the conceptual foundations and acquiring psychological skills through classroom teaching/learning consisting of reflective as well as creative engagement in exercises, projects and hands on experiences. The teaching-learning of the programme would be organized through lectures, group discussions, experiential exercises, group projects, presentations, workshops and seminars. Students would be encouraged to connect to real life issues and participate in the programs and practices in the different social context. To this end practicum is incorporated as an important component in most of the papers with hands on training in the use of various research methods such as: laboratory experiments, field experiments, observation, testing, survey, interview, case study. The programme has three components i.e. Discipline 1(DC1), Discipline 2 (DC2) and Application courses (AC). While in DC 1 practicum is a key component, AC follows a modular pattern where hands on training will be provided for developing psychological skills and their applications. Every semester, teaching will be spread over...
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...1. Introduction Organizational effectiveness is paramount to the success of any company, whether this relates to a Small or Medium Enterprise (SME) or a much larger global organization. Therefore it is essential that business leaders have a firm understanding of all aspects that contribute to organizational effectiveness; this includes an understanding of how individual differences contribute to this. This paper considers how organizational effectiveness can be enhanced by organizations having a thorough understanding of individual (employee) differences and how these differences affect the contribution of the individual on the business. Additionally this paper considers how organizations may exploit this knowledge and gives consideration to the most significant barrier to such exploitation. 2. Organizational Effectiveness All organizations strive to be effective and much effort is expended in achieving and measuring organization effectiveness. Whilst the definition of ‘organization’ does not necessarily have to relate to a business or company in every instance, for the purpose of this paper the term will relate to a ‘business organization’ and therefore organizational effectiveness will relate to achievement of organizational goals or business objectives. “From the perspective of an employee, the extent to which an organization can provide satisfaction of the needs associated with the following range of variables is a major consideration in...
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...MC04-0051-2004 Personality and Culture Learning Goals and Their Impact on Performance of Global Firms Carlos J. Alsua, Assistant Professor of Business Administration (Management), College of Business and Public Policy, University of Alaska Anchorage, USA ‘Knowledge’ and ‘Culture’: Organisational Intangibles and their Tangible Value Proceedings from the Management Conference 2004 International Journal of Knowledge, Culture and Change Management Volume 4 www.ManagementConference.com www.CommonGroundGroup.com This journal and individual papers published at www.Management-Journal.com a series imprint of theUniversityPress.com First published in Australia in 2004/2005 by Common Ground Publishing Pty Ltd at www.Management-Journal.com/ Selection and editorial matter copyright © Common Ground 2004/2005 Individual papers copyright © individual contributors 2004/2005 All rights reserved. Apart from fair dealing for the purposes of study, research, criticism or review as permitted under the Copyright Act, no part of this book may be reproduced by any process without written permission from the publisher. ISSN: 1447-9524 (Print) ISSN: 1447-9575 (Online) Cover design by Common Ground The International Journal of Knowledge, Culture and Change Management is a peer-refereed journal published annually. Full papers submitted for publication are refereed by the Associate Editors through an anonymous referee process. Papers presented at the Fourth International Conference...
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...Cycles of Organisational Learning: A Conceptual Approach Dr Peter Murray Senior Lecturer Division of Economic and Financial Studies, Department of Business, Macquarie University, NSW. Australia. Phone +61 2 98508468 Email: p.murray@mq.edu.au Key Words: unbounded learning, integrated learning cycles, competencies Abstract In an environment of rapid change, organisational learning theory appears to offer much for organisations trying to grapple with change and growth. Not all theorists agree on the methodologies of organisational learning however, and there is little consensus about how organisations achieve both change and growth simultaneously. This paper attempts to expand the simplistic idea that organisational learning is an adaptive approach supported by individualized and stand-alone strategies of learning. The paper demonstrates how various conventions of learning can be understood as integrated learning cycles from which organisations can chart new paradigms of learning in practice. Current theories of organizational learning are imbued with their own sense of history making, clever manifestos that support a workshop or case study approach, and questionable rather than empirical validations of internally consistent phenomenon. Existing theories of learning however are valuable to the extent that they collectively represent a community of practice from which scholars and practitioners benefit. New conceptual approaches are needed...
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...both individual and organizational levels. Institutions in which the organizational culture is highly evolved have invested in developing strong internal value systems to resolve ethical dilemmas and value conflicts, and ensure high performance, quality, social responsibility and employee professional satisfaction. Such investments contribute to both individual and organizational development and growth. There is a need to develop a viable organizational culture in institutions of the National Agricultural Research System (NARS). This paper is concerned with how strong-willed and disciplined research and education managers, scientists and teachers can contribute to the development and operationalization of strong internal value systems in NARS. Three kinds of situations, where value conflicts can arise are identified. These relate to individual identity, identifying with the group in the work place, and organizational identity in society. By learning to identify each kind of value conflict situation, individuals can learn to resolve value conflicts in a practical way by a combination of self-inquiry and introspection with shrewedness and realism. The extent to which an individual can do this, without losing either his self-respect or his self-confidence determines the level of his personal satisfaction. With such an approach, each situation of value conflict can be converted into an opportunity for both personal and organizational growth. Though, the paper is directed at NARS,...
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...Examination Paper Semester I: Organizational Behaviour IIBM Institute of Business Management IIBM Institute of Business Management Semester-1 Examination Paper MM.100 Organizational Behaviour Section A: Objective Type (30 marks) This section consists of Multiple Choice & Short Notes type Questions. Answer all the questions. Part One carries 1 mark each & Part two carries 5 marks each. Part one: Multiple choices: 1. It is the degree to which a person identifies with a particular organization and its goals, & wishes to maintain membership in the organization a. Job involvement b. Terminal value c. Attitude d. Value a. Job involvement 2. _________ means moving information from the hidden area to the open area a. blind area b. unknown area c. public area d. self disclosure d. self disclosure 3. An approach in which the goals of one party are in direct conflict with the goals of the other party a. Negotiation b. Distributive bargaining c. Stress d. None Ans. Negotiations 4. The measure of a person’s ability to operate within business organizations through social communication & interactions a. Transactional analysis b. Interpersonal skill c. Life position d. Johari window Ans. b. interpersonal skill 5. Where the source of power is in person’s control over rewarding outcomes, that power is called a. Coercive power b. Referent power c. Legitimate power d. Reward power Ans. d. Reward power Examination...
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...adventurers) must make it to Fools’ Landing and escape by helicopter to win. If however, the island sinks before (the team) can complete (its) tasks, the mission ends in defeat!” Since a game like Forbidden Island was designed to encourage collaboration between the players, the class was divided into several small-sized self-management teams that would be responsible to learn how to play Forbidden Island together under minimal supervision. In addition to the challenging task of capturing the four treasures while keeping the island from sinking, the class was also tasked with reflecting on the course material as it applies to our individual experience as a member of the team of adventurers while playing Forbidden Island. According to organizational behavior theory, working together as a self-managed team typically allows team members to perform challenging and complex tasks that require a high level of interdependence among members. Furthermore, self-managed teams that demonstrate high group cohesiveness and collective efficacy are more likely to successfully achieve goals and accomplishments. In fact, subject matter experts agree that the tasks that are usually assigned to self-managed teams enhance intrinsic motivation by encouraging the team members to utilize a variety of skills in order to complete the entire assigned task. With a common end goal in sight, I simply assumed that, in spite of our diversity and differences, our team would have shared the belief that it should...
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...com A study of Organizational Citizenship Behaviours, Organizational Structures and Open Innovation M. Muzamil NAQSHBANDI* Dr. Sharan KAUR Deptt of Business Strategy and Policy Faculty of Business and Accountancy University of Malaya, Kuala Lumpur, Malaysia- 50603 E-mail: virkul@gmail.com* Abstract With increasing technological advances, the need to create not only innovations but faster innovation has become a part of sustaining or gaining competitive advantage. Open innovation paradigm answers this need by utilizing larger resources and expertise that firms involved in the open innovation process offer. Given the recency of the concept of open innovation, the factors that influence the creation of open innovation are hazy. Most of the research on open innovation looks at the “hard” aspects of organizations, while the soft issues stand less researched. This conceptual paper draws attention to two such aspects of organization: organizational citizenship behaviour and organizational structure. This paper proposes that practicing organizational citizenship behaviours by the employees enhances the chances of creation of open innovation while not doing so can botch up the whole exercise particularly during the infancy stage. It is also proposed that informal organizational structures favour creation of innovation in the open innovation paradigm more than the rigid formal structures. It is further argued that besides proper citizenship behaviours and informal structures...
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...Of Strategies, Deliberate and Emergent Author(s): Henry Mintzberg and James A. Waters Source: Strategic Management Journal, Vol. 6, No. 3 (Jul. - Sep., 1985), pp. 257-272 Published by: John Wiley & Sons Stable URL: http://www.jstor.org/stable/2486186 Accessed: 04/09/2009 11:09 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. Publisher contact information may be obtained at http://www.jstor.org/action/showPublisher?publisherCode=jwiley. Each copy of any part of a JSTOR transmission must contain the same copyright notice that appears on the screen or printed page of such transmission. JSTOR is a not-for-profit organization founded in 1995 to build trusted digital archives for scholarship. We work with the scholarly community to preserve their work and the materials they rely upon, and to build a common research platform that promotes the discovery and use of these resources. For more information about JSTOR, please contact support@jstor.org. John Wiley & Sons is collaborating with JSTOR to digitize, preserve and extend access...
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...Introduction This paper attempts to understand the link between Motivation within the Organization and its Cultural dimensions as it relates to behavior on individuals. In doing so the author will discuss what Mullins (2013) referred to as Content theories of motivation and show the relationship between such factors on the structure of organizations. Two Content theories will be discussed, which are Maslow’s (1943) Hierarchy of Needs and Herzberg’s (1959) Two Factor Theory and the cultural aspect of motivation as mentioned by Handy (1989) and Hofstede (1980) will show the relationship between organizational culture and individuals. The information sort for this discussion will be from various secondary sources such as, academic journals, reference books and the website. The main purpose of this paper is to understand the dilemma faced by executives in organizations that are plagued by the performance and motivational issues of individuals that contribute inefficiency. Discussion Motivation of an individual can be “Intrinsic or Extrinsic” by nature and can be viewed as “the driving force within individuals by which they attempt to achieve some goal in order to fulfill some need or expectation” Mullins (2013). Organizations have learnt that the “correct design of structure is significant in determining the performance of the organization” Drucker (1989) and aids in the encouragement of motivation. This design is guided by what Burns and Stalker (1966) has termed Organic...
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...thinking and behaviour.as a result our behaviour for most part is largely automatic. We tend to react to situations unthinkingly; it is as if our behaviour is mindless. She suggests 3 manifestations of mindlessness: 1) we tend to get trapped by the categories we create. When we construct a mental model of the world around us, we create categories and make distinctions b/w them. 2) as the experiment above indicates, automatic behaviour is another reflection of mindlessness. Habit or any repetitive behaviour is more likely to lead to mindlessness. 3) actions from a single perspective is a reflection of mindlessness. What are the roots of mindlessness? 1- whenever we perform any task repeatedly, we become expert at it. In psychological terms we overlearn the task. 2- we tend to form a mindset when we first encounter something. Subsequently we have a tendency to cling to it when we reencounter the same thing. Langer calls this premature cognitive commitment. 3- when we believe that the resources we require are limited, we are more likely to be trapped by the categories that we create. 4- we may think of time as a linear entity when in fact under some conditions it may make more sense to think of it as a cyclical entity. 5- both in education and at work we tend to be outcome oriented. We are focused on results rather than the processfor achieving the results. 6- our context can powerfully influence our mindsets and behaviour. Langer suggests that we can become...
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