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COURSE SYLLABUS

COURSE NUMBER: L&S 100


TITLE: Organizational Behavior
DEPARTMENT: Leadership & Strategy
SCHOOL: John Gokongwei School of Management
SEMESTER AND SCHOOL YEAR: First Semester SY 2018-2019
NUMBER OF UNITS: 3
FACULTY, SCHEDULE AND VENUE:

Section Class Schedule Room Faculty Name Faculty Email


LS 100 A T-TH 0800-0930 CTC 102 DIMAUNAHAN, DORELENE V. ddimaunahan@ateneo.edu
LS 100 B/H T-TH 0930-1100 CTC 303 KO, ALLAN C. allansko@gmail.com
LS 100 C M 1300-1600 SEC-A208A LOPEZ, GABRIEL MARIA J. gabby.lopez@gmail.com
LS 100 D T-TH 1100-1230 CTC 107 DE LEON, EMMANUEL B. emongdeleon@yahoo.com
LS 100 F M-W-F 1000-1100 CTC 202 SIOJO, MANOLET M. m2siojo@yahoo.com.ph
LS 100 G M-W-F 1100-1200 CTC 202 SIOJO, MANOLET M. m2siojo@yahoo.com.ph
LS 100 I T-TH 1230-1400 SOM 210 ENDAYA, VICTORIA S. bootssendaya@gmail.com
LS 100 J M-W-F 1200-1300 SOM 210 OLPOC, RAQUEL C. cementina-olpoc@ateneo.edu
LS 100 K T-TH 1530-1700 SOM 103 ENDAYA, VICTORIA S. bootssendaya@gmail.com
LS 100 L T-TH 0930-1100 CTC 307 ENDAYA, VICTORIA S. bootssendaya@gmail.com
LS 100 M T-TH 0800-0930 SOM 102 KO, ALLAN C. allansko@gmail.com
LS 100 N T-TH 0930-1100 SOM 105 CARONOÑGAN, MARIJO M. marijo_m_caronongan@yahoo.com.ph
LS 100 O T-TH 0800-0930 SOM 105 CARONOÑGAN, MARIJO M. marijo_m_caronongan@yahoo.com.ph
LS 100 P T-TH 0930-1100 CTC 305 DIMAUNAHAN, DORELENE V. ddimaunahan@ateneo.edu

A. COURSE DESCRIPTION

This course studies the factors influencing the behavior of individuals and groups in
organizations. It explores various organizational practices and phenomena to help students
understand the workings of organizations and enhance their awareness of the managerial and
leadership skills needed for the organizations’ effective performance.

Hitt, Miller & Colella believe that OB can be used strategically. A “strategic approach to OB
involves organizing and managing the people’s knowledge and skills effectively to implement the
organization’s strategy and gain a competitive advantage.”

B. LEARNING OUTCOMES

By the end of the course, you will be able to:

a. Evaluate how features of the organization systems such as structure, culture, and politics
influence individual and group behavior
b. Analyze the different leadership theories and its impact on organizational behavior
c. Analyze individual human behavior in the workplace as influenced by personality, attitudes,
perceptions, motivations and attributions
d. Explain the effect of personality, attitudes, perceptions and attributions and how these could
impact others’ behaviors in team and organizational settings
e. Explain and analyze the dimensions of highly involved organizations in order for a company
to attain sustainable competitive advantage
f. Identify, analyze, and solve problems in Human Resources using the OB model
g. Appreciate and understand concepts and principles in group processes including communication,
decision-making, and problem-solving.
C. COURSE OUTLINE AND TIMEFRAME

Week Topics
1 INTRODUCTION TO THE COURSE

A STRATEGIC APPROACH TO ORGANIZATIONAL BEHAVIOR (Chapter 1)

Strategic Use of Human Capital: A Key Element of Organizational Success


The Strategic Importance of Organizational Behavior
2
Basic Elements of Organizational Behavior
The Importance of Using a Strategic Lens
The Role of Human Capital in Creating Competitive Advantage
Positive Organizational Behavior
High-Involvement Management

ORGANIZATIONAL STRUCTURE AND CULTURE (Chapter 13)

3 The Strategic Importance of Organizational Structure and Culture


Fundamental Elements of Organizational Culture
Factors Affecting Organizational Structure
Organizational Culture

ORGANIZATIONAL DIVERSITY (Chapter 2)

The Strategic Importance of Organizational Diversity


4 Diversity Defined
Forces of Change
Diversity Management and high-Involvement Organizations
Roadblocks to Diversity
Effectively Creating and Managing Diversity

ORGANIZATIONAL BEHAVIOR IN A GLOBAL CONTEXT (Chapter 3)

The Strategic Importance of OB in a Global Context


5 Forces of Globalization
The Globalization Experience for Associates and Managers
Opportunities for International Participation
High Involvement Managed in the International Context
Ethics in the International Context

LEADERSHIP (Chapter 8)

The Strategic Importance of Leadership


The Nature of Leadership
Trait Theory of Leadership
Contingency Theories of Leadership
6
Transformational Leadership
Additional Topics of Current Relevance

CONVERGENCE LECTURE: ORGANIZATIONAL LEADERSHIP SUCCESS STORIES (The


exact date of the Convergence Lecture will be announced later.)
COMMUNICATION (Chapter 9)

The Strategic Importance of Communication


7 The Communication Process
Organizational Communication
Interpersonal Communication
Barriers to Effective Communication
Overcoming Communication Barriers

DECISION MAKING BY INDIVIDUALS AND GROUPS (Chapter 10)

The Strategic Importance of Decision Making


8
Fundamentals of Decision Making
Individual Decision Making
Group Decision Making
Who Should Decide? Individual versus Group Decision making

GROUPS AND TEAMS (Chapter 11)

The Strategic Importance of Groups and Teams


9 The Nature of Groups and Teams
Team Effectiveness
Factors Affecting Team Effectiveness
Team Development
Managing for Effective Teams

CONFLICT, NEGOTIATION, POWER, AND POLITICS (Chapter 12)

The Strategic Importance of Conflict, Negotiation, Power, and Politics


The Nature of Conflict
10
Causes of Conflict
Conflict Escalation and Outcomes
Negotiation
Power
Organizational Politics

LEARNING AND PERCEPTION (Chapter 4)

11 Fundamental Learning Principles


Other Conditions for Learning
Training and Enhancing the Performance of Associates
Perception

PERSONALITY, INTELLIGENCE, ATTITUDES AND EMOTIONS (Chapter 5)

12 The Strategic Importance of Personality, Intelligence, Attitudes and Emotions


Fundamentals of Personality
Attitudes
Emotions

WORK MOTIVATION (Chapter 6)


13
The Strategic Importance of Work Motivation
What is Motivation?
Content Theories of Motivation
Process Theories of Motivation
Motivating Associates: An Integration of Motivation Theories

STRESS AND WELL BEING (Chapter 7)

The Strategic Importance of Workplace Stress


Workplace Stress Defined
14
Two Models of Workplace Stress
Organizational and Work-Related Stressors
Individual Influences on Experiencing Stress
Individual and Organizational Consequences of Stress
Managing Workplace Stress

ORGANIZATIONAL CHANGE AND DEVELOPMENT (Chapter 14)

15 The Strategic Importance of Organizational Change and Development


Pressures for Organizational Change
Planned Change
Organization Development

16 GROUP DEFENSES and FINAL EXAMS

D. REQUIRED TEXTBOOK

Hitt, M. A., Miller, C.C., & Colella, A. (2011). Organizational behavior (4th ed.). Asia:
John Wiley & Sons (Asia) Pte Ltd

E. SUGGESTED READINGS

Aycan, Z. , Kanungo, R.N. & Mendonca, M. (2014). Organizations and management


in cross-cultural context. Los Angeles: SAGE.
Clegg, S. R. (2011). Managing & organizations: an introduction to theory and
practice. Los Angeles: SAGE.
De Janasz. S.C. (2012). Interpersonal skills in organizations. New York, New York:
McGraw-Hill Irwin
Duhigg, C. (2016). Smarter faster better: The transformative power of real
productivity. USA: Random House
Edmondson, A.C. (2012) Teaming: How organizations learn, innovate, and compete
in the knowledge economy. USA: Jossey Bass
Erbe, N. & Normore, A.H. eds. (2015) Cross-cultural collaboration and leadership in
modern organizations. Hershey, PA: Business Science Reference, an imprint
of IGI Global.
Friedman, R. (2014). The best place to work: The art and science of creating an
extraordinary workplace. USA: Penguin Group
Kenny, K., Whittle, A., & Willmott, H. (2012) Understanding identity & organizations.
Los Angeles, California; London: SAGE
Kouzes, J. M., & Posner, B. Z., (2007). The leadership challenge (4th ed). USA:
Jossey-Bass.
Lowney, C. (2003). Heroic leadership: Best practices from a 450-year-old
company that changed the world. Chicago:ILL: Loyola Press.
Mitchell, D. (2014). The power of understanding people: the key to strengthening
relationships, increasing sales, and enhancing organizational performance.
Hoboken, New Jersey: Wiley.
F. COURSE METHODOLOGY
Lecturettes videos
Class discussions team presentations
Individual reflections structured learning exercises
Dyads / Triads reflection papers / self-assessments

G. GRADING SYSTEM
15% Individual Long Tests & Quizzes
15% Individual Reports/Reaction Papers
15% Team Output (Cases, Group Dynamics)
20% Team Project Paper
15% Class Participation
15% Final Long Exam
5% Convergence Activity
100%

Grade Conversions for Final Marks


Following are the only possible final marks that can be awarded to our students, accompanied by their grade
equivalents, depending on whether you use raw scores or quality points for computing final marks.
Quality Point Equivalent
Final Mark Numerical Equivalent For a 3-unit course For a 5-unit course
A 92 to 100 3.76 to 4.00 3.71 to 4.00
B+ 87 to 91 3.31 to 3.75 3.31 to 3.70
B 83 to 86 2.81 to 3.30 2.81 to 3.30
C+ 79 to 82 2.31 to 2.80 2.31 to 2.80
C 76 to 78 1.81 to 2.30 1.76 to 2.30
D 70 to 75 1.00 to 1.80 1.00 to 1.75
F Below 70 Below 1.00 Below 1.00
W Overcut Overcut Overcut

H. SCHOOL AND DEPARTMENTAL CLASSROOM POLICIES


1. School and departmental policies and regulations governing class attendance, tardiness and
excused absences will be observed in this class. The maximum allowable number of cuts for
MWF classes is 9, for TTH classes is 6 and for once a week classes is 3.
2. Intellectual honesty is to be upheld at all times. "Cheating in any major course requirement will
merit an academic penalty of F in the course and will be regarded as a major disciplinary offense. Major
course requirements will include mid-term or final examinations, or any other academic requirements that
constitute twenty (20) percent or more of the final grade in the course. Cheating in any other course
requirement will merit a minimum academic penalty of F in that academic requirement, and will be
subjected to the usual review befitting a disciplinary case." (p. 41, Student Handbook)

3 Everyone is expected to show respect, courtesy and consideration for others. Thus,
a. Keep mobile phones on silent mode.
b. Please request permission to bring in guest.
c. The use of electronic devices is upon the discretion of the professor.
4 The JGSOM Dress Code will be strictly enforced.
5 Teacher will inform the beadle(s) and/or the class should he be absent or late.

I. CONSULTATION HOURS
Professors will individually announce their consultation schedule in their classes.
L&S 100 Organizational Behavior
TEAM PROJECT GRADING GUIDELINES (RUBRIC)

The rubric below provides a general guide of what a grade of A, B, C or D means (B+ and C+ fall in
between):

A= 4.0 B= 3.0 C=2.0 D = 1.0


Excellent Good Fair Poor

Company background All facts about the Some facts about the The facts stated are Poor presentation of
company that are company that are essential to the company
- VMV essential to the study essential to the study study but are background, not
- Founders are presented and are not updated. merely copied from clear, not updated.
- Historical Highlights updated. what has been
(including company provided by the
growth in number of company.
branches and
employees, timeline)
- Table of Organization
- Products and services
- Updated Financial
Performance

Focus of Review Clear and focused Statement of Statement of Statement of purpose


statement of purpose purpose and purpose and and objective of the
- Purpose and objective and objective of objective of the objective of the paper are vague.
of the study paper. paper are clear but paper are ordinary Focus of study is not
- Scope and Limitations not focused. but understandable clear.
- Research Questions Research questions with potential to be
are able to capture Appropriate research interesting; Focus of Poor research
the key issues questions raised, study rather broad. questions; no
inherent in the some issues are understanding of the
chosen focus of the relevant, clear focus The research OB issues involved.
study. of study; questions raised
are not aligned with .
the purpose and
objective of the
study

Organizational Extensive use of OB Thoughtful use of OB Limited use of OB Inadequate sample


Diagnosis concepts, research concepts, research concepts, research size in surveys. Data
methodologies, and methodologies, and methodologies and presented are not
statistical tools to statistical tools to statistical tools in credible. The OB
analyze, interpret, analyze, interpret, the analysis. concepts and
and validate the and validate the statistical tools are
problem stated. problem stated. not used or
improperly used in
The problem The problem The problem the analysis.
Problem Statement statement is clear, statement is clear statement identifies
concise, focused, and and concise but not an OB problem but The problem
supported by the supported tightly by is not quite aligned statement is
diagnosis the diagnosis. to the diagnosis. confusing and/or not
supported by the
diagnosis.
A= 4.0 B= 3.0 C=2.0 D = 1.0
Excellent Good Fair Poor

Proposed Organization Proposed OB Proposed OB Some proposed OB Proposed alternatives


Behavior Interventions interventions are interventions are interventions are for OB interventions
and Analysis aligned with the somewhat aligned not aligned and are misaligned and
problem statement with the problem inappropriate with inappropriate to the
and issues identified statement and issues the problem problem statement
in the organizational identified in the statement and and issues identified
diagnosis. organizational issues identified in in the organizational
diagnosis. the organizational diagnosis.
diagnosis.

All interventions are Most interventions Some interventions None of the


specific, measurable, are specific, are specific, interventions are
achievable, realistic, measurable, measurable, specific, measurable,
time-bound (SMART). achievable, realistic, achievable, realistic, achievable, realistic,
time-bound time-bound time-bound
(SMART). (SMART). (SMART).

Analysis of Analysis of Analysis of Analysis of


alternatives considers alternatives lacks alternative lacks two alternatives fails to
the company’s one of the following: of the following: consider company’s
direction (e.g. vision, company’s direction, company’s direction,
mission, values), management’s direction, management’s
management’s concerns and management’s concerns and
concerns (e.g. cost, employees’ concerns and employees’ concerns.
productivity, concerns. employees’
profitability, concerns.
timeliness,
sustainability) and
employees’ concerns
(e.g. acceptability to
the employees,
employees’
satisfaction).

Summary, Concise, able to Almost all major Satisfactory Summary does not
Conclusions, and highlight major findings of the paper summary and cover major findings.
Recommendations findings of the paper. are covered. conclusions. Conclusions do not
follow analysis.

Recommendation Recommendation Recommendation Recommendations


selected from among selected from among selected does not fail to relate to key
the alternatives is alternatives is adequately relate to findings and do not
able to address the justified and seem some key findings address the problem
problem stated in a able to address the nor directly address stated.
comprehensive problem stated. the problem stated.
manner.
A= 4.0 B= 3.0 C=2.0 D = 1.0
Excellent Good Fair Poor

Written Paper and Oral Excellent Sufficiently clear & Understandable Paper and/or
Presentation presentation, organized paper and enough with presentation not
organization, and presentation. acceptable cohesive,
communication skills. presentation skills. inconsistent,
uncoordinated,
unclear.

Presentation made Presentation made Presentation went Presentation was


within the time within time allotted beyond the allotted incomplete even with
allotted. but had to rush the time. the extended time.
presentation at some
point.

Professionally Acceptable Insufficient attention Packaging of written


packaged written packaging of written paid to packaging of report is not
report. report. written report. acceptable.

All team members Majority of the Many of the Only 1 team member
are familiar with the members are familiar members are not is familiar with the
content of the paper with the content of familiar with the content of the paper
presented. the paper presented. content. presented.

Questions posed are Questions posed are Questions posed Poor oral defense.
well-answered. adequately are poorly
answered. answered.

Students are attired Students are attired Students are attired Students are dressed
professionally and professionally during inappropriately shabbily during their
look sharp during their oral during their oral oral presentation.
their oral presentation. presentation.
presentation.
L&S 100 ORGANIZATIONAL BEHAVIOR

TEAM PROJECT PRESENTATION

Presentation Date

Section

Company Name

Please score based on the rubrics.

Factors Weight Quality Weighted


(%) Points (0-4) Score
Company Background 5
Focus of Review 10
Purpose and Objective (2.5)
Scope and Limitation (2.5)
Research Questions (5)
Organizational Diagnosis (15) 25
Problem Statement (10)
Proposed OB Interventions and Analysis 25
Summary, Conclusions, and 15
Recommendation
Written Paper (10) 20
Oral Presentation (10)
TOTAL WEIGHTED SCORE

Comments/Questions

Final Letter Grade (Please encircle)

A B+ B C+ C D F
3.76-4.00 3.31-3.75 2.81-3.30 2.31-2.80 1.81-2.30 1.00-1.80 below 1.00

Panelist:__________________________

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