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JOHN CABOT UNIVERSITY
COURSE CODE: "MGT 310-1"
COURSE NAME: "Organizational Behavior"
SEMESTER & YEAR:
Spring 2025
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SYLLABUS
INSTRUCTOR:
Carola Hieker
EMAIL: [email protected]
HOURS:
TTH 10:00 AM 11:15 AM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
3
PREREQUISITES:
Prerequisite: MGT 301
OFFICE HOURS:
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COURSE DESCRIPTION:
The course examines the disciplinary foundations of organizational behavior, the major conceptual models that purport to explain organizational behavior, the methods used to study organizations, and the main trends in the field. Content is based on basic concepts of motivation, control, change, and team building, as well as the development of effective relationships in a diverse work environment, inclusion and diversity management.
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SUMMARY OF COURSE CONTENT:
The course examines the disciplinary foundations of organizational behavior, the major conceptual models that purport to explain organizational behavior, the methods used to study organizations, and the main trends in the field. Content is based on basic concepts of motivation, control, change, and team building, as well as the development of effective relationships in a diverse work environment, inclusion and diversity management.
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LEARNING OUTCOMES:
The course examines the disciplinary foundations of organizational behavior, the major conceptual models that purport to explain organizational behavior, the methods used to study organizations, and the main trends in the field. Content is based on basic concepts of motivation, control, change, and team building, as well as the development of effective relationships in a diverse work environment, inclusion and diversity management.
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TEXTBOOK:
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Group Assignment (2000-word paper) | Literature Review
Please form a group of 3 to complete the group assignment. Each group will prepare a literature review covering recent research on one of the areas of organisational behavior. Students will produce a 2,000-word document and submit an electronic copy via moodle of the review. As a group, you will be expected, to focus on a topic of your choice and develop a research question that will guide your literature review.
The outcome of the literature review will be presented in class
| 30% |
| Group Presentation | Based on the literature review the same group will prepare a 15 min power point presentation to present the results of the above literature review. Very short videos are allowed but should take max 15% of the presentation time.
All students are supposed to present.
| 15% |
| Individual Assignment | Students are required to produce a 1200 word Leadership Report on how the behavior of a recognized leader aligns with theories and practical approaches they have learned about in the module. The leader must be a public person, it can be a leader in e.g. business, in politics, an influencer etc. | 40% |
| Individual Presentation | Please prepare a presentation based on your individual assignment on the PechaKucha format - a style of presenting that allows for visual storytelling.
The PechaKucha (which means chit-chat in Japanese) presentation format allows around 20 seconds commentary per slide.
Based on their individual assignments, students are asked to prepare a PechaKucha presentation about the chosen leader.
They have a prepare a presentation, which should be exactly 3 minutes and 30 seconds containing 10-20 visual slides.
more details you fnd on your moodle page
| 15% |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
The course examines the disciplinary foundations of organizational behavior, the major conceptual models that purport to explain organizational behavior, the methods used to study organizations, and the main trends in the field. Content is based on basic concepts of motivation, control, change, and team building, as well as the development of effective relationships in a diverse work environment, inclusion and diversity management.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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SCHEDULE
Full Course Schedule:
SCHEDULE
Full Course Schedule:
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Week
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Topic
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Reading
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Week 1
21/23.01
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Communication and trust
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Hieker, C. (2022). Opener to build rapport. In Chandi, H. &. Varin, C. (Ed.),Supporting Adult Learners through Games and Interactive Teaching.London: Routledge
Cross & Carbery, 2022: Chapter 14.
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Week 2
28/30.01
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Organizational Behavior
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Carucci, R., 2019: 4 Organizational design issues that most leaders misdiagnose.
Cross & Carbery, 2022: Chapter 1, 13
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Week 3
04./06.02
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Managing Teams
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Belbin, 2010: Management Teams
Katzenbach, 2006: The Wisdom of Teams
Keirsey, 2009: Please Understand Me
Cross & Carbery, 2022: Chapter 7
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Week 4
11/13.02
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Motivation
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Alex, A., et al. 2021. Literature Review on Theories of Motivation.International Journal of Economic and Business Review
Pink, 2011: Drive: The surprising truth about what motivates us
Cross & Carbery, 2022: Chapters 5
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Week 5
18/20.02
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Tutorial Class for Group assignment & Presentation Skills
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Knight, 2016: How to make a great first impression
Minto, The pyramid principle
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Week 6
25/27.02
28.02 Make up day for 01.05
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Business Ethics and ESG
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Hieker, C., Gannon, G., Philips, E. N., & Majmudar, S. (2024). Motivations for ESG investment among leaders in the MICE industry.European Journal of Sustainable Development, 13(4), 71-85
Gannon, G. and Hieker, C., 2022. Employee Engagement and a Company's Sustainability Values: A Case Study of a FinTech SME.Management Studies, [online] 10(3), pp.201-210.
Epley, N. and Kumar, A., 2019. How to design an ethical organisation.Harvard Business Review, 97(3), pp.144-150.
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Week 7
04.03
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The History and the Future of Leadership
Leaders vs. Manager
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Hieker, C. & Pringle, J., ( 2020): The Future of Leadership Development
Northouse, P. G. G. (2016).LeadershipO’Leary, J. (2016). Do Managers and Leaders Really Do Different Things
Cross & Carbery 2022: Chapter
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06.03
No teaching class
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MEET IN GROUPS TO FINALISE GROUP ASSIGNMENT
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Week 8
10-14.03
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Term break
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Week 9
18/20.03
17.03.Due date group assignment
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Presentation of Group work
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Week 10
25/27.03
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Authentic Leadership
Leadership and Emotional Intelligence
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Goffee & Jones, 2000: Why should anybody be led by you
Ibarra, 2015: The Authenticity Paradox
Goleman 2000: Leadership that gets results
Cross & Carbery 2022: Chapter 6
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Week 11
01/03.04
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Triggering Change Pitch Presentation
Diversity and Group think
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UN SDG”s
Xin, 21: Culture Cash in the Boardroom
Gavin, 2001: What you don’t know about making decisions
Sunstein, 2014: Wiser: Getting beyond group think to make better decisions
Cross & Carbery 2022: Chapter 10
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Week 12
08/10.04
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Coaching
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Ibarra, H. and Scoular, A. (2019). The Leader as Coach
Whitmore 2009: Coaching for performance
Cross & Carbery 2022: Chapter 9
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Week 13
15/17.04
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Values and cultural change
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Goffee & Jones, 1996: What holds a modern company together
Cross & Carbery 2022: Chapter 12
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Week 14
22./24.04
Due date individual presentation
due date Individual assignment
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Individual Presentation
Pecha Kucha
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Week 15
29.04
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The power of feedback
Wrap up
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Cross & Carbery, 2022: Chapter 14
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