Organizational Behaviour COURSE OUTLINE
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This document outlines an organizational behavior course to be held at St Pauls University from January to April 2017. The 3 credit, 3 semester course aims to help students understand basic principles governing organizations and improve understanding of individual and group behavior to help achieve corporate objectives. Specific topics to be covered include individual differences, motivation, leadership, power and politics, organizational culture, change management and more. Students will be assessed through continuous assessments, short presentations and a final exam.
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Compensation is what employees receive in exchange for their work, including both monetary and non-monetary benefits. It is important for both motivating employees and reducing costs for organizations. Many factors influence compensation, including external factors like the labor market, cost of living, unions, and laws, as well as internal factors like the organization's compensation policies, ability to pay, job analyses, and individual employee performance. Effective compensation systems can help organizations attract, retain, and motivate talented staff.
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BUS691 Strategies in Organizational Leadership (MFW1331B) Ins.docx
BUS691: Strategies in Organizational Leadership (MFW1331B)
Instructor: Melanye Smith
Course Home - Course Materials
Required Texts
Northouse, P. (2013). Leadership theory and practice (6th ed.). Thousand Oaks, CA: Sage Publications. ISBN: 9781452203409.
Rowe, G. (2011). Cases in leadership (2nd ed.). Los Angeles, CA: Sage Publications. ISBN: 978-1-4129-8019-7.
Required Exam
Program Comprehensive Examination
. Peregrine Academic Services.
This exam must be purchased from the Ashford EdMap bookstore as part of your required materials for this course. It will appear in the EdMap materials list for the course as the Masters Academic Degree Level Common Professional Component (CPC)-based Comprehensive Exam.
Listed below are all assignments and activities for this course, their due dates, and grading percentages. For detailed information on weekly topics and assignment instructions go to the appropriate "Week" found on the left navigation menu.
Understanding Due Dates
1. All Ashford classes begin on a Tuesday. This is Day 1 of Week 1.
2. Every Tuesday represents Day 1 of the current week of your course.
3. Every Monday represents Day 7 of the current week of your course.
Week One Assignments
Assignment
Due Date
Format
Grading
Percent
Post your Introduction
Day 1
Discussion Forum
1
Assigned vs. Emergent Leaders
Day 3
(1st post)
Discussion Forum
3
Leadership Trait Questionaire
Day 3
(1st post)
Discussion Forum
3
Leadership vs. Management
Day 7
Written Assignment
5
Week Two Assignments
Assignment
Due Date
Format
Grading
Percent
Style Approach
Day 3
(1st post)
Discussion Forum
2
Steps to Effectiveness
Day 3
(1st post)
Discussion Forum
3
Leader Skills
Day 3
(1st post)
Discussion Forum
3
Contemporary Leadership
Day 7
Written Assignment
5
Week Three Assignments
Assignment
Due Date
Format
Grading
Percent
Situational Variables
Day 3
(1st post)
Discussion Forum
3
Leadership Styles
Day3
(1st post)
Discussion Forum
3
Path-Goal Style
Day 7
Written Assignment
5
Week Four Assignments
Assignment
Due Date
Format
Grading
Percent
Bass' Factors
Day 3
(1st post)
Discussion Forum
2
Team Leadership
Day 3
(1st post)
Discussion Forum
2
Negative Leadership?
Day 3
(1st post)
Discussion Forum
3
Leadership Factors
Day 7
Written Assignment
5
Week Five Assignments
Assignment
Due Date
Format
Grading
Percent
Personality Types
Day 3
(1st post)
Discussion Forum
2
Glass Ceiling
Day 3
(1st post)
Discussion Forum
2
Metropole Services
Day 3
(1st post)
Discussion Forum
2
Program Comprehensive Exam
Day 7
Assignment
20
Week Six Assignments
Assignment
Due Date
Format
Grading
Percent
Culture
Day 3
(1st post)
Discussion Forum
2
Ethical Leadership
Day 3
(1st post)
Discussion Forum
2
Leadership Decisions
Day 3
(1st post)
Discussion Forum
2
Final Paper
Day 7
Written Assignment
20
Syllabus
Course Syllabus
Prerequisites
BUS 691 has no prerequisites.
Course Description
This course builds on the leadership, business, and management concepts contained ...
Syllabus
This 3-credit course on organizational behavior provides an overview of key concepts including organizational theory, group dynamics, motivation theory, leadership, and integrating behavioral science concepts. The primary learning objectives are for students to understand organizational structures and cultures, compare individual and group behaviors, and describe various leadership aspects. Students will be evaluated based on individual/group papers, class participation, and a final exam. Upon completing the course, students should be able to explain organizational theory and analyze leadership styles as they relate to managing organizations and employees. The textbook is Organizational Behavior by Robbins and the instructor is Tran Anh Dung.
ePortfolios for Leadership Identity Development with OSP: Some Very Prelimina...
This document summarizes preliminary findings from a research study examining the use of ePortfolios to support leadership identity development. Some key findings include:
1) Students reported a broader conception of evidence related to leadership and took pride in their final ePortfolios. Peer mentoring was also found to be very valuable.
2) Students saw their identities as inseparable from relationships and community memberships. Portfolios allowed for an integration of these different aspects of their lives.
3) While students embraced the importance of change and growth as leaders, they also saw consistency and steadfastness over time as important leadership virtues.
4) Questions remain about how students who self-identify as leaders differ from others, how
course outline OB.docx
This document outlines the course for Organizational Behaviour at the Institute of Management Sciences. The 3-credit course focuses on individual and group behavior in organizations, as well as organizational structure and processes. It will examine topics like leadership, change management, team development and continuous improvement. The course aims to help students understand how and why people behave differently in their jobs, work groups and organizations. It will also discuss the Islamic perspective on directing human behavior. The course will involve lectures, discussions, assignments, quizzes, case studies and a project. Students will be assessed based on quizzes, assignments, presentations, class participation, a midterm and a final exam.
Leadership Introduction.pptx
This document outlines the course Operations Management to be taught in Spring 2017 at the National University of Computer and Emerging Sciences in Lahore, Pakistan. The 3 credit hour course will be instructed by Mujahid Hussain and aims to explore concepts of operations management, decision making, and understanding organizational dynamics. Assessment will include class participation, quizzes, a term project, assignments, a midterm exam, and final exam. Required textbooks are listed and students are advised that the course outline is subject to change.
organisational behaviour e-resource
The document provides an overview of organisational behaviour including:
- Definitions of organisational behaviour focus on studying human behaviour within organizations and applying that knowledge to improve organizational effectiveness.
- The nature of organisational behaviour is that it is an interdisciplinary field that draws from psychology, sociology, and other disciplines to understand behaviour in organizational contexts.
- The scope of organisational behaviour includes understanding individual and group behaviour, as well as the impact of organizational structures, with the goal of enhancing organizational performance.
Seminar Educational Leadership
This document provides information about an educational leadership seminar including the seminar description, goals, content, and assignments. The seminar examines theories of leadership, management, and organizational change and how they apply to educational settings. It is intended to help students explore the meaning of leadership in schools and a leader's role in change, as well as develop their own vision of leadership. Topics covered include leadership roles and influencing school improvement. Students complete assignments on theories of multiple intelligences, life styles inventory, teacher leadership self-assessment, and a personal leadership action plan.
Leadership: Whare are we at?
A powerpoint presented to Heads of Departments explaining the current state of play in Educational Leadership. It looks at current issues in leadership and various models of school leadership culminating in a discussion of three main aspects of leadership: Setting Direction, Developing People and Re-designing the Organisation.
DECE 608 Schedule.pptx
This document outlines the topics and assignments for an organizational leadership course. It divides the class into four groups, with each group responsible for reporting on specific leadership topics on designated dates. The assignments include a movie summary comparing leadership qualities in two films, an interview with a leader summarizing their leadership style, and meeting submission requirements. Students will be evaluated based on their group reporting, individual project, class participation, and attendance.
BUS 500 SyllabusMASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500 Syllabus
MASTER IN BUSINESS ADMINISTRATION PROGRAM
BUS 500
Organizational Leadership
Syllabus
Table of Contents
Course Description 3
Course Learning Outcomes (CLOs) Linked to Program Outcomes 4
CLA Linking Table 5
Detailed Course Outline 6
Course Description
COURSE NAME
Organizational Leadership
CODE
BUS 500
UNITS
3
LENGTH OF CLASS
8 weeks
COURSE DESCRIPTION
This course introduces the organizational leadership program at an advanced level. It discusses Kouzes & Posner’s model of leadership as applicable to business organizations. Students have the opportunity to examine their own leadership styles in the light of this model. Through their studies, students are able to assess, understand, and improve their own approach to leading, as well as their ability to select and evaluate leaders.
REQUIRED TEXT
Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations (6th ed.). John Wiley & Sons
ISBN: 9781119278962
METHOD OF INSTRUCTION
The course is conducted in a hybrid modality. Students interact with each other and with the faculty in a classroom setting and in an online learning system. Learning will be facilitated through lecture-discussions, presentations, cooperative learning, and case studies.
SCOPE
Student outcomes are measured through professional individual assignments, discussion postings, comprehensive learning assessments, and class participation.
Course Learning Outcomes (CLOs) Linked to Program Outcomes
Learning outcomes are statements that describe significant and essential learning that learners have achieved, and can reliably demonstrate at the end of the course. Learning outcomes identify what the learner will know and be able to do by the end of a course – the essential and enduring knowledge, abilities (skills) and attitudes (values, dispositions) that constitute the integrated learning needed by a graduate of this course. The learning outcomes for this course summarize what you can expect to learn, and how this course is tied directly to the educational outcomes of your MBA degree.
Course Learning Outcomes (CLOs)
MBA Program Outcomes
(K) Knowledge
(S) Skill
(A) Attitude
1. Integrate an understanding of leadership and the five (5) practices as a major function of an organization.
1
K
2. Effectively determine and summarize the role of leadership practices and commitment behaviors.
1
K, S
3. Develop critical thinking and reasoning skills to observe leadership practices and commitment behaviors in the work environment.
2, 5
K, S, A
4. Formulate an understanding of the practices leaders use to foster innovation and implement change and apply those leadership practices along with commitment behaviors to global business situations. Effectively summarize how the role corporate diversity and globalization impacts these practices.
1, 2, 4, 5
K, S, A
5. Assemble knowledge about the essentials of strengthening others. Develop independent, c ...
Topic on Understanding your Self and Its Syllabus
This document provides information for the course "Understanding the Self" being offered in the second semester of the 2023-2024 academic year at Ligao Community College. The course aims to facilitate students' exploration of issues regarding self and identity through understanding perspectives from various disciplines like philosophy, sociology, and psychology. It is divided into three parts that examine the nature of the self, various aspects that comprise the self, and how to better manage and care for the self. The course outcomes include discussing representations of the self, examining influences on identity development, and acquiring skills to improve self-regulation, goal setting, and self-care. The 18-week plan outlines topics on spiritual, physical, material, digital and other
DwightEvaluation Leadership style assessments certainl.docx
Dwight
Evaluation
Leadership style assessments certainly have a place within the organization. The effectiveness of a leadership style assessment will depend on what type of assessment and what the organizational needs are. Multi-source feedback assessments are supposed to give a 360 degree look at a leader and give the organization a valuable outcome in the evaluation of the leader (MacKie, 2015). Using multi-source feedback assessments can be extremely beneficial as long as the assessment is properly paired with the organizational goals and needs. Assessing a leader from multi perspectives is truly a holistic approach. But, organizations need to recognize that no leadership style assessment is not without its limitations.
Next, the behavior approach is one of four approaches to leadership. Three of which all have weaknesses; traits, skills, and behavior. But the fourth approach to leadership, the situational approach demonstrates the flexibility of a leader (Northouse2016, 2016). In today’s dynamic and complex business environment, flexible leaders bring the most value to an organization. The situational approach allows the leader to apply the other three approaches given the circumstances. As an Army leader I found this approach to be extremely effective while leading in combat and non-combat situations.
Explanation of Usefulness
Of equal importance is the usefulness leadership style assessments and the behavior approach have on an organization. Once an organization has clearly defined the goals and purpose of conducting an assessment, and then subsequently the correct assessment is used, the results will certainly help the organization. In this case, using an assessment to evaluate the benefits of a behavior approach to leadership will allow the organization to determine what needs to be done, how it needs to be done, and how fast it needs to be done (Saxena, 2014). Additionally, the behavior approach (if the relationship behavior is used), can give subordinates the motivation needed to achieve the desired outcome through a better understanding of themselves.
Explanation of Impact
The impact of leadership assessments on an individual can be positive or negative. Again, this directly correlates to the goals and expectations of the organization when the assessment is implemented. For the individual, it could potentially identify strengths and weaknesses. Thus, giving the individual the opportunity to grow and learn from the assessment. Simultaneously, the organization discovers how these strengths and weaknesses fit into the organization’s goals. Once they have identified where and how an individual nest into the organization, a holistic approach to achieving those goals can be developed (Northouse2016, 2016). In comparison, using a behavior approach assessment will yield valuable information about subordinates’ behavior patterns. Which equates to the organization knowing and understanding their employees. Understanding behavio.
Management chap 10 leadership
This document discusses various approaches and theories of leadership. It covers trait approaches, charismatic leadership, leadership styles such as autocratic and democratic, situational approaches like the contingency theory and path-goal theory. It also discusses transactional vs transformational leadership. The main ingredients of leadership discussed are the ability to use power effectively, inspire people, understand different motivations, and develop a climate to arouse motivations. Leadership is presented as involving a variety of styles depending on the leader, followers, and situation.
Robbins eob9 inst_ppt_01
Organizational behavior is defined as the study of how individuals, groups, and structures influence behavior within organizations. It draws from psychology, sociology, anthropology, and social psychology. The goal of OB is to apply this knowledge to improve organizational effectiveness. OB can help managers meet challenges like managing diversity, responding to globalization, and coping with change. It provides insights into improving quality, productivity, and ethics. OB analyzes behavior at the individual, group, and organizational system levels.
1) How student organization can affect the leadership developm.docx
1) How student organization can affect the leadership development (leadership traits) of a
student., person.
2) Why students take on leadership role in the student union (organization)
3) Forcus on Erasmus in Sweden
4) The potential of student organizations for developing leadership
5) Volunteer
6) What motivation do students have when taking a leadership role a volunterely
7) The Significance of Student Organizations to Leadership Development
8) Motivation Factors for Students’ Pursuit of Leadership Positions
9) The effect
10) How can the leadership position in Erasmus student network affects the development of a
leadership skills of an individual (student) – qulitative
11) What leadership skills could be debeloped as a result of taking a leadership role in
Erasmus student network
12) To what extent does taking a leaderhip position in ESN effect the development of
leadership skills
13) What motivates students to take on a leadership role within a student organization
14) The effect of student organization pn leadership development of a student
Role of student organizations in developing leadership capacity in students,
By participating in a student organization students learn how to:
1) Recruit new members (persuasion, communication, charisma)
Determine why your membership numbers are low and the kind of members you
want to recruit.
Develop a personalized recruitment and marketing plan for your student organization.
2) Find ways to get funding (planning, making deals)
3) Learn how to be creative with your current funding and how to gather funds from
additional sources your organization has access to.
4) Become familiar with the forms and channels at UNL that allow your organization to
manage its funds.
5) Engage and motivate members
6) Discover ways to motivate and engage your members to remind them why they
joined your organization.
7) Develop a sense of community in your organization and retain more of your current
members for the next academic year.
8) 4) Make your programs great
9) 5) Lead with purpose
10) Is the leadership team of your organization working together to meet common goals?
Are your student leaders aware of each other’s strengths and how to best use them
strategically for the success of your student group?
11) Assess each leader’s skills and strengths and learn how to utilize them effectively to
achieve the goals of the organization.
12) Become more successful leaders inside and outside of your student organization.
Gain practical experience in safe environmentt,
Engage with diverse group of people,
True leaders – the one of the same status and experience but stand out from the crowd –
respected and they vote for him/her.
Voluntarily basis
Why important?
Learn more about yourself – Self leadership – voluntarily
You can understand more about yourself, your strengths, interests, and goals. Whether it is
developing a new idea, multitasking, or helping others, you can find out w.
PD Tutorial 3
This document outlines the topics and activities for Tutorial 3 on motivation principles at work and the nature of work groups. Students will learn about theories of motivation, motivation in Malaysian context, groups and their functions, and building groups into teams. The tutorial will include a group discussion revising Lecture 3 and answering questions on defining groups and teams, stages of group development, minimizing social loafing, reducing groupthink, the relationship between motivation and performance, and equity theory. Students must prepare answers to the tutorial questions in groups before attending class.
Buku Instructional 1.pdf
The document outlines the basic assumptions and rationale for instructional design, describing it as a planned set of events aimed at facilitating individual learning based on educational goals and principles of learning. It discusses instructional design as having both immediate and long-range phases, with the immediate phase involving lesson planning and the long-range phase involving design of topics, courses, and entire instructional systems. The document proposes that instructional design be approached as separate immediate and long-range tasks in order to effectively support learning.
Management of organizational development and change
This document provides an overview of organizational development (OD). It defines OD as a planned process to increase organizational effectiveness through interventions in organizational processes using behavioral science knowledge. The goal of OD is to improve how organizations function and transform systems over time. It discusses the historical emergence of OD in the 1950s-1960s and focuses on creating conducive organizational culture, improving processes, and transforming structures. The document outlines five units that will be covered related to introductions to OD, diagnoses for interventions, organizational change, managing planned change, and the OD process.
UNIT I.pptx
This document provides an introduction to organizational behavior. It begins by outlining the learning objectives of understanding key OB concepts like defining OB, explaining the value of its systematic study, and identifying the contributions of behavioral science disciplines. Next, it describes the functions of managers and defines central OB terms. It then discusses the major challenges and opportunities managers face in applying OB concepts, such as managing workforce diversity and improving quality. Finally, it introduces a basic three-level OB model that examines individual, group, and organizational factors as independent variables that influence important dependent variables like productivity, absenteeism, and job satisfaction.
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The learning environment and learning contents are important component for improving learning experience. The leadership style, internal communication and collaborative learning practice are also crucial for maximising experience and learn efficiently.Similar to Organizational Behaviour COURSE OUTLINE (20)
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Organizational Behaviour COURSE OUTLINE
- 1. ST PAULS UNIVERSITY ORGANIZATIONAL BEHAVIOR LECTURER: NYAMBEKI MATOKE S. SEMESTER: January-April 2017 Contact: nyambekimatoke@spu.ac.ke /nyambekimatoke@gmail.com Time: Tuesdays 9-12 Consultation : On appointment COURSE OUTLINE Course Purpose: Credits: 3 Semester: 3 At the end of this course the students is supposed to understand the basic principles that gorvern the organization. The course is designed to help the organizational managers by improving the understanding of the Individuals as well as the group behavior. The learner is expected to have improved on how to handle employees with different backgrounds towards achieving the corporate objectives. Course Objectives: By the end of the course, students will be able to; a) Understand the contribution of individual behavior within organization; b) Demonstrate the use of different types of personality traits, c) Describe the stages of group formation and attitudes; d) Appy the motivation theories on behavior modification; and e) Manage the organization by understanding the individual and the organization. SPECIFIC TOPICS WEEK TOPIC / SUB- TOPIC Week 1 AN OVERVIEW OF ORGANISATIONAL BEHAVIOR Definitions and importance Disciplines of organizational behavior Individual differences Cognitive approach Reinforcement approach- conditioning theory Week 2 CHARACTERISTICS OF PEOPLE Individual differences Attitudes Influences on behavior at work Attribution theory- how we make
- 2. judgments about people Orientation to work Roles Implications to HR specialists Week 3 PERCEPTION VALUES AND ATTITUDES Perception Sources of systems Perception process Principles of perception Week 4 GROUP BEHAVIOR Types of groups Group development Group behavior Organizational power and politics Group concepts Group decision making. Making groups effective Team building Implication to HR specialists Week 5 WORK MOTIVATION Definition of motivation Theories of motivation Types of motivation Process of motivation Relationship between motivation and performance Money as a motivator Implication of motivation to HR Week 6 LEADERSHIP IN ORGANISTIONS Management and leadership Attributes of leader Leadership styles Effective leadership Differences between a leader and a manager Week 7 POWER AND POLITICS IN ORGANISATIONS Power and politics Characteristics of power Sources of power Political tactics Implication of HR specialist
- 3. Week 8 (7th JULY) CONFLICTS IN ORGANISATIONS Definitions of conflicts Sources of intergroup conflicts Managing conflicts Implications of HR specialists Week 9 ORGANIZATIONAL CULTURE Definition of culture Types of culture Culture diversity Culture change culture versus structures Week 10 ORGANISATION DEVELOPMENT What is (OD) organizational development Theories of OD Implications to HR specialist Week 11 MANAGENT OF CHANGE & JOB DESIGN The concept job design and it techniques Organizational change Types of change coping with change Week 12 EXAMS Week 13 Exams Week Teaching Methods: Lectures, Short presentations, guided discussions, small group discussions, individual exercises, and structured activities Course Assessment: Continuous Assessments 30% Final Examination 70% a) Organizational behavior Stephen P. Robbins; Timothy A. Judge