Introduction to organizational behavior
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Introduction to Organizational Behavior. MGMT 360H Organizational Behavior Instructor: Marie S. Mitchell. Agenda. Part I: What’s OB? Part II: What are current trends in OB? Part III: What are the course requirements?. Part I: What’s OB?. Organizational Behavior Defined.

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Introduction to organizational behavior

Introduction to Organizational Behavior


Organizational Behavior

Instructor: Marie S. Mitchell



Part I: What’s OB?

Part II: What are current trends in OB?

Part III: What are the course requirements?

Part i what s ob

Part I: What’s OB?

Organizational behavior defined

Organizational Behavior Defined

  • Organizational Behavior (OB)

    • The study of what people thin, feel and do in and around organizations

  • Organizations

    • Groups of people who work interdependently toward some purpose

      • Structured patterns of interactions

      • Coordinated tasks

      • Work toward some purpose

Organizational behavior in context

Organizational Behavior in Context

Value System

Organizational Behavior






Learning Styles


Physical Attributes









Organizational Development


Organizational Theory

Industry Environment

Organizational Change


Why study organizational behavior

Why Study Organizational Behavior













Organizational behavior anchors

Organizational Behavior Anchors






Multidisciplinary anchor

Multidisciplinary Anchor

Organizational behavior anchors1

Organizational Behavior Anchors






Systematic Research Anchor

Systematic research anchor

Systematic Research Anchor

  • Scientific Method

    • Understand, predict and control

    • Provide precise and operational definitions

    • Use reliable and valid measures

    • Follow systematic methods

    • Ensure results are cumulative

  • Grounded Theory Approach

Organizational behavior anchors2

Organizational Behavior Anchors






Systematic Research Anchor



Contingency anchor

Contingency Anchor

  • “It depends” factors

    • Idea that a particular action may have different consequences in different situations and with different individuals

  • Discovering

    • Which “conditions” apply to understand behavior and organizational events

Organizational behavior anchors3

Organizational Behavior Anchors






Systematic Research Anchor

Multiple Levels of Analysis Anchor



Multiple levels of analysis anchor

Organizational processes

Team processes

Individual processes

Multiple Levels of Analysis Anchor

Organizational behavior anchors4

Organizational Behavior Anchors






Systematic Research Anchor

Open Systems Anchor

Multiple Levels of Analysis Anchor



Open systems anchor

Open Systems Anchor

  • Open systems

    • Organizations that take their sustenance from the environment and, in turn, affect that environment through their output

Open systems anchor of ob

Open Systems Anchor of OB

  • Need to monitor and adapt to environment

  • External environment -- natural and social conditions outside the organization

  • Receive inputs from environment; transform them into outputs back to the environment

  • Stakeholders – anyone with a vested interest in the organization

  • Organizations consist of interdependent parts (subsystems) that need to coordinate

Open systems anchor of ob1





Open Systems Anchor of OB

Purpose of ob intellectual capitol

Purpose of OB: Intellectual Capitol

  • Human Capital

    • KSAOs of employees (e.g., knowledge, education, experience, skill, abilities)

  • Social Capital

    • Relationships of employees (e.g., networks, connections, friends)

  • Structural Capital

    • Knowledge captured and retained in organizational systems and structures

Knowledge management

Knowledge Management

  • Defined

    • Structuring activity to improve organization’s capacity to acquire, share and use knowledge in ways that improve its survival and success

Knowledge management1





Knowledge Management



  • Hiring talent

  • Acquiring firms

  • Individual learning

  • Experimentation

  • Communication

  • Communities of practice

  • Awareness

  • Freedom to apply

Organizational memory

Organizational Memory

  • The storage and preservation of intellectual capital

  • Retain intellectual capital by

    • Keeping knowledgeable employees

    • Transferring knowledge to others

    • Transferring human capital to structural capital

  • Successful companies also unlearn

Part ii trends in organizational behavior

Part II: Trends in Organizational Behavior

Trends in ob

Trends in OB

  • Globalization

  • Information Technology

  • Changing Workforce

  • Emerging Employment Relationships

  • Workplace Values and Ethics



  • Defined

    • Economic, social, and cultural connectivity with people in other parts of the world

  • Effects of globalization

    • New organizational structures

    • Different forms of communication

    • More diverse workforce.

    • More competition, mergers, work intensification and demands for work flexibility

Changing workforce

Changing Workforce

  • U.S. Descriptive Statistics within 50 years

    • 14% African American

    • 1 of 4 employees will be Hispanic

    • 8% Asian American

  • 50% of paid workforce = women

  • Age issues

    • Older staying, younger coming in

    • Clash of generational ties!

Changing workforce and diversity

Changing Workforce and Diversity

First language

Life experiences


  • Workforce has increasing diversity along several dimensions

  • Primary categories

    • gender, age, ethnicity, etc.

  • Secondary categories

    • some control over (e.g. education, marital status)

Geographic location




Marital status

Mental/physical ability

Sexual orientation

Behavioral style


Parental status



Work style


Work experience

Changing workforce implications

Changing Workforce Implications

  • Leverage diversity advantage

  • Adjust to the new workforce

Employment relationships

Employment Relationships

  • Work-life balance

    • Number one indicator of career success

    • Priority for many young people looking for new jobs

  • Contingent work

    • No explicit or implicit contract for long-term employment, or minimum hours of work can vary in a nonsystematic way

  • Employability

    • “New deal” employment relationship

    • Continuously learn new skills

Employability vs job security

Employability vs Job Security


Job Security

  • Limited job security

  • Jobs are temporary

  • Career self-management

  • High emphasis on skill development

  • Lifetime job security

  • Jobs are permanent

  • Company manages career

  • Low emphasis on skill development

Virtual work

Virtual Work

  • Using information technology to perform one’s job away from the traditional physical workplace

    • Telecommuting (telework)

      • Working from home, usually internet connection to office

    • Virtual teams

      • Operate across space, time, and organizational boundaries with members who communicate mainly through electronic technologies

Focus on values and ethics

Focus on Values and Ethics

  • Values

    • Stable, long-lasting believes

    • Guide decisions and actions

  • Organizational culture

    • Shared assumptions, values, and beliefs

    • Govern the way employees think and act

    • Framed by

      • Individual norms, beliefs, culture

      • Demographic culture

      • Industry culture

      • Knowledge culture



  • Ethics

    • Moral principles or values that determine whether actions are right or wrong

  • Corporate social responsibility (CSR)

    • Organization’s moral obligation

    • Influenced by:

      • Stakeholders

      • Economics

      • Society

      • Environment

Values and ethics

Values and Ethics

  • More to come…

Part iii course requirements

Part III: Course Requirements

Individual assignments

Individual Assignments

Exam 1: 100 points

Exam 2: 100 points

Exam 3: 100 points

Self assessments

([email protected] pts): 50 points

Class participation: 100 points

Total points: 450 (58% overall grade)



  • Format

    • Multiple choice, true/false, short-essay, essay

  • Graded Exams

    • Must be returned to the instructor or students will receive a zero as a grade

    • Will review exams in-class

Self assessments


  • Build awareness about yourself

    • Help you become a better self-manager and build upon your talents and traits

  • 1-3 paragraph assessment

    • Your computed assessment score

    • A description of what that score means

    • An explanation of whether or not you believe the assessment is accurate

      • Justify your point with examples

Class participation

Class Participation

  • Actively engage in class discussion

    • Showing up to class is not participating

  • See Syllabus for metric used for assessing class participation

Team assignments

Team Assignments

Simulations ([email protected]): 100 points

Manager Hot Seat Evals ([email protected]): 100 points

Report and presentation: 125 points

Total points: 325 (41% overall grade)



  • Team = fictional company

    • Must have 50+ employees

    • Team members must be familiar with product/service

  • Conducted in class

  • Evaluate scenario provided using simulated company

    • Only have space and time provided in-class

    • Graded based on:

      • Evaluative skills

      • Use of innovative and creative ideas

      • Inclusion of class discussion/readings

      • Application to team’s business and problem scenario

      • Solutions that don’t cause more problems

Manager hot seat evaluations

Manager Hot Seat Evaluations

  • Interactive software

    • See syllabus for how to acquire it

  • Software provides real manager in a problem situation

  • Team must evaluate the manager’s actions

  • Out-of-class team assignment

Manager hot seat evaluations1

Manager Hot Seat Evaluations

Must include:

  • Team’s name and each team member in attendance for the activity

  • 1 paragraph “Problem Statement”

    • Describe the scenario and issues involved

  • Grade the manager’s performance (0-100 scale)

  • Provide an explanation for manager grade

    • What did manager do correctly/incorrectly or good/bad?

    • How team respond to each question and why?

    • What were the differences in how manager responded and team responded – and which was best

    • What did the team learn, based on course material?

Case report and presentation

Case Report and Presentation

  • The Report

    • Write a case study, based on actual research

    • Evaluate your case study, based on standard case study evaluative criteria

    • 50 points

  • The Presentation

    • 15 minute presentation, summarizing the report

    • 50 points

  • Questions to a Presenting Team

    • Must ask one other presenting team (TBA) 2 questions

    • 25 points

Case studies

Case Studies

  • Defined

    • Written representations that simulate business situations

  • Include

    • A significant business issue or issues

    • A sufficient amount of info to base conclusions

    • No stated conclusions

  • Basic Team Requirement

    • Define the situation

    • Provide analysis of the situation

    • Draw conclusions about the situation

Case study situational types

Case Study Situational Types

  • Problems

    • Define problem and explain why it occurred

  • Decisions

    • Describe decision (scope, consequences) and analyze it (decision options, criteria for how it was derived)

  • Evaluations

    • Judge the worth, value or effectiveness of performance, actions, or outcomes based on evidence and criteria

Effective case analyses

Effective Case Analyses

  • Individual Requirement

    • Read the case before class

    • Think and evaluate while reading

    • Take notes on your thoughts to discuss with your team

  • Team Requirement

    • Synergize thoughts into team evaluation during class

Team case study write up

Team Case Study Write-Up

  • Identify the situation

  • Generate a position statement

  • Provide evidence to support the position statement

  • Provide an action plan regarding how the team would respond to next steps

1 identify the situation

1. Identify the Situation

  • Is the situation a problem, decision or evaluation?

  • What’s the problem, decision or evaluation in case reading?

  • What are the causal paths that lead to the problem, decision or evaluation or how did it happen?

Questions to consider to evaluate the situation

Questions to Consider to Evaluate the Situation

  • Who/what’s the involved?

  • What’s the problem, decision or evaluation?

  • What’s the significance of it?

  • Who’s responsible for it?

  • What’s at stake?

  • What’s possible criteria for the problem, decision or evaluation?

  • What might be the most important criteria for this situation?

  • Are any of the important criteria mentioned in the case?

2 generate a position statement

2. Generate a Position Statement

  • Organize the case study essay

  • Express a conclusion

  • Provides the reader with your intention about the organization of the rest of the essay (i.e., your justification for your position)

3 evidence for the position statement

3. Evidence for the Position Statement

  • Most crucial part of the case essay

  • Provides qualitative and quantitative evidence to support

    • Merely citing numbers is not persuasive; it’s a catalog of events

  • Use results or outputs as evidence of conclusion

    • Carefully select facts – don’t just list everything

    • Combine facts with inferences that connect to the conclusion

    • Combine facts with inferences to support your conclusion

Action plans based on situations

Action Plans: Based on Situations

4 action plan

4. Action Plan

Elements of an Action Plan:

  • Set goals based on the argument

  • Address the actionable content of the argument

  • Consist of specific steps

  • Has realistic short- and long-term steps

  • Identifies and responds to the major risk to the plan

Report content the evaluation

Report Content: The Evaluation

  • 3-4 page evaluation

  • Include the 4 basic case study evaluation components:

    • Identify the situation

    • Generate a position statement

    • Provide evidence to support the position statement

    • Provide an action plan regarding how the team would respond to next steps

  • Integrate concepts from course to justify evaluation

Report semantics

Report Semantics

  • Typed and in 12-point, Times Roman font

  • Written in Executive Summary format

    • Provide overview of the situation

    • Evaluate the situation based on course topics and materials

    • Provide team recommendation

  • Follow American Psychological Association (APA) format

    • See

  • Due on the date of the presentation – no later

Presentation semantics

Presentation Semantics

  • Should include:

    • brief summary of the situation in the case study

    • the team’s evaluation

  • Can be no longer than 15 minutes

    • I will stop you and will not grade anything past 15 minutes

  • Must be professional

    • Content

    • Team appearance

  • Integrate appropriate visual aids (e.g., PowerPoint)

Questions to other presenting team

Questions to Other Presenting Team

  • Instructor will assign each team to another presenting team

  • Must ask the presenting team 2 questions

  • Questions must be relevant to presentation

  • Example types:

    • Questions addressing important clarifications

    • Questions addressing areas that were overlooked

    • Questions that might strengthen team’s recommendation

Peer reviews and evaluations

Peer Reviews and Evaluations

  • Evaluate other team members performance

  • Team grade received will be weighted based on team evaluations

  • Peer reviews

    • mid-semester performance check

    • does not impact grade

    • provides team members feedback on how to improve as a team member

  • Peer evaluations

    • end of the semester evaluation on each team member

    • evaluation averages will be basis of individual team grade received



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