English   Danish

2018/2019  BA-BHAAI1041U  Organisational Behaviour and Organisational Analysis

English Title
Organisational Behaviour and Organisational Analysis

Course information

Language English
Course ECTS 7.5 ECTS
Type Elective
Level Bachelor
Duration Summer
Start time of the course Summer
Timetable Course schedule will be posted at calendar.cbs.dk
Max. participants 120
Study board
Study Board for BSc in Economics and Business Administration
Course coordinator
  • Course instructor - Kinga Konczey, Program director, International Business School; Budapest, kingakonczey@gmail.com
    Sven Bislev - Department of Management, Society and Communication (MSC)
In case of any academic questions related to the course, please contact the course instructor or ISUP academic director, Sven Bislev at sb.msc@cbs.dk
Main academic disciplines
  • Management
  • Organization
  • Organisational behaviour
Teaching methods
  • Face-to-face teaching
Last updated on 05/12/2018

Relevant links

Learning objectives
To achieve the grade 12, students should meet the following learning objectives with no or only minor mistakes or errors:
  • Demonstrate an understanding of the major organisational behaviour theories and models as they apply to various business settings, and be able to apply these theories to the analysis of problems;
  • Recognise, identify and analyse complex organisational problems that are caused by the organisational structures, strategies, functions, operations, people management, or organisational processes;
  • Demonstrate mastery of the different organisational models by using them in gathering data and analysing organisations comprehensively and making recommendations in existing organisations;
  • Demonstrate an appreciation of the notion of contingency as it applies to the interrelatedness of organisational processes, such as group formation, decision making, conflict, power and leadership;
  • Recognise the need for continuous change within organisations, and adaptation to the environment.
Course prerequisites
No prerequisites
Examination
Organisational Behaviour and Organisational Analysis:
Exam ECTS 7.5
Examination form Written sit-in exam on CBS' computers
Individual or group exam Individual exam
Assignment type Written assignment
Duration 4 hours
Grading scale 7-step scale
Examiner(s) One internal examiner
Exam period Summer, Ordinary exam: 4 hour written exam in the period of 30 July - 2 August 2019
Retake exam: 4 hour written exams in the period of 1-7 October 2019
3rd attempt (2nd retake) exam: 72-hour home assignment- 25-28 November 2019 – for all ISUP courses simultaneously

Exam schedules available on https:/​/​www.cbs.dk/​uddannelse/​international-summer-university-programme-isup/​courses-and-exams
Aids Limited aids, see the list below:
The student is allowed to bring
  • Any calculator
  • Language dictionaries in paper format
The student will have access to
  • Advanced IT application package
Make-up exam/re-exam
Same examination form as the ordinary exam
If the number of registered candidates for the make-up examination/re-take examination warrants that it may most appropriately be held as an oral examination, the programme office will inform the students that the make-up examination/re-take examination will be held as an oral examination instead.
Retake exam: 4 hour written sit-in exam, new exam question
Exam form for 3rd attempt (2nd retake): 72-hour home project assignment, max. 10 pages.
Course content and structure

Organisations are everywhere in different forms, size, internal structure, tasks, and goals. This course will expose students to important theories and conceptual models for analysing and understanding organisations with the aim of designing effective structures and cultures that allow them to create value, survive, develop and thrive. The course will articulate that employees do not always act in a rational and consistent manner. Our ability - whether as a new employee, a middle manager, or a top level executive - to understand, explain, and predict human behaviour in organisations is a valuable skill. We will study a wide range of organisational situations and examples, and connect them to organisational theories and effective management methods. 

 

We will bridge theory and practice through organisational analysis by exploring a series of successful and unsuccessful examples. Students will learn to apply different theoretical perspectives in our attempt to provide situational analysis and plausible solutions.  No single model of an effective organisation will be advocated - no "right answer" that can be applied universally; rather, we will explore the factors and conditions within and outside an organisation that can be controlled to provide the best fit with the dynamic environment and thereby create the greatest opportunity for success.  The imperative for organisational learning, continuous adaptation, and change based on new developments will be emphasized.

 

Preliminary assignment: Organisational metaphors 

Class 1: Organisational theories

Class 2: Managing  individual and cultural diversity in organisations

Class 3: Workplace attitudes, Job satisfaction

Class 4: Motivation

Class 5: Group processes: conflict, decision making

Class 6: Organisational analysis -  feedback activity: 

Class 7: Organisational processes: leadership and power 

Class 8: Organisational Culture, Structure and Design

Class 9: The organisation and its environment: Resource: 
resource dependency, Organisational ecologies

Class 10: Organisational change, Knowledge management/ Talent 
management, Learning organisation

Class 11: Comprehensive summary, exam preparation

 

 

 

Description of the teaching methods
Academic concepts and theories will be introduced through readings and brief, focused lectures. Students will discuss the concepts by sharing own experiences and examples. These student narratives will be complemented and compared with research-based organisational narratives, case studies. We will then bring together all these learning elements: reflect on the cases, own experiences and participant observations, recognise the common patterns, and conceptualise them using the theoretical framework. Besides the dialogue and discussions a variety of experiential tools will be incorporated in the study program, such as film clips, games, inventories, role plays, exercises and simulations. Collective learning will emerge through the creative class work while students contrast different scenarios, create their stories and consider specific processes that occur.
Feedback during the teaching period
Group based organisational analysis.
Project groups (of 5-6 students) will choose a concrete organisation to analyse. Class 6 will be a workshop class where groups will prepare their organisational analysis, design and prepare a max 8 minutes narrated presentation (to be uploaded on Learn).
Student workload
Preliminary assignment 20 hours
Classroom attendance 33 hours
Preparation 126 hours
Feedback activity 7 hours
Examination 20 hours
Further Information

Preliminary Assignment: To help students get maximum value from ISUP courses, instructors provide a reading or a small number of readings or video clips to be read or viewed before the start of classes with a related task scheduled for class 1 in order to 'jump-start' the learning process.

 

Course timetable is available on https://www.cbs.dk/uddannelse/international-summer-university-programme-isup/courses-and-exams

 

We reserve the right to cancel the course if we do not get enough applications. This will be communicated on https://www.cbs.dk/uddannelse/international-summer-university-programme-isup/courses-and-exams end February 2019 at the latest.

 

Expected literature

Mandatory readings:

 

Robbins, Stephen P. Essentials of Organizational Behavior (Global edition) 14th ed.  Prentice Hall

Further readings:  
• Anand, N., Daft, R. L. (2007). What is the Right Organization Design? Organizational Dynamics. Volume 36, Issue 4, pp. 329–344
• Ben-Ner, Avner (2013). Preferences and organization structure: Toward behavioral economics micro-foundations of organizational analysis. The Journal of Socio-Economics, Volume 46, pp. 87-96 
• Buelens, Marc; Van den Broeck, Herman (2007), An Analysis of Differences in Work Motivation between Public and Private Sector Organizations Public Administration Review. Vol. 67, 1, pp. 65-74. 
• Campbell, D. A. (2009),  Giving up the Single Life: Leadership Motivations for Interorganizational Restructuring in Nonprofit Organizations.Administration in Social Work,  Vol. 33, Issue 4, pp. 368-386.
• Chowdhury, Subir (2002). Toward the Future of Organisations, Chapter 1 in Organization 21C: Someday All Organizations Will Lead This Way. Prentice Hall.  (16 p.)
• Davidson, Martin N. (2012) The end of diversity: How leaders make differences really matter. Leader to Leader. Vol. 2012 Issue 64, pp. 51-56.
• Davidson, Martin N. (2012), The end of Diversity as We Know It.  Diversity Employers. 2012 Annual Edition, pp. 33-35.
• Garvin, David A.,  Edmondson, Amy C., and Gino, Francesca (2008).  Is yours a Learning Organization?Harvard Business Review, March 2008 (8p.) 
• Gareth Morgan (2006), Images of Organization. Sage Publication. Part III. Implications for Practice (including Biographic Notes). pp. 337-421. 
• Gratton, L. (2011).  Workplace 2025—What will it look like? Organizational Dynamics. Volume 40, 4, pp. 246–254
• Hannah, Sean T. (2007). The Authentic High-Impact Leader.  Chapter 6 in Doug Crandall (Ed) Leadership Lessons from West Point. Jossey-Bass, pp. 88-106.
• Heavey, Colm; Halliday, Sue Vaux; Gilbert, David; Murphy, Eamonn. (2011) Enhancing Performance. Bringing Trust, Commitment and Motivation together in Organisations, Journal of General Management. Vol. 36, Issue 3, pp. 1-18.
• Hoch, J. (2013) Shared Leadership and Innovation: The Role of Vertical Leadership and Employee Integrity.Journal of Business & Psychology.  Vol. 28 Issue 2, pp.159-174.
• Knowles, M. C. (1997).  Improving Organisational Effectiveness Through Organisational Analysis. Australian Psychologist. Volume 32, Issue 3, pp. 197–201 
• Kogetsidis, H. (2011). Systems approaches for organisational analysis. International Journal of Organizational Analysis,  Vol.19(4), pp. 276-287
• Lawler III, E. E.,  Worley, C. W. (2012). Designing organizations for sustainable effectiveness. Organizational Dynamics. Volume 41, Issue 4, pp. 265–270
• McAuley, J.,  Duberley, J. and Johnson, P.  (2007) Organization Theory. Challenges and Perspectives.Prentice Hall.  Chapter 5. (p. 198-240)
• Merkevičius, Juozas; Uturytė-Vrubliauskienė, Laura (2009).  Model of Personnel Motivation of Virtual Organisation.Economics & Management. 2009, pp. 589-595. 
• Miles, R.E., Snow, C.C.,   Fjeldstad, Ø.D., Miles, G., Lettl, C. (2010). Designing Organizations to Meet 21st-Century Opportunities and Challenges.  Organizational Dynamics. Volume 39, Issue 2, pp. 93–103
• Mizruchi, M.S.,  Marquis, C. (2006). Egocentric, sociocentric, or dyadic?: Identifying the appropriate level of analysis in the study of organizational networks. Social Networks, Volume 28, 3, pp. 187-208
• Money, Kevin; Hillenbrand, Carola; da Camara, Nuno (2009). Putting Positive Psychology to Work in Organizations. Journal of General Management.  Vol. 34 Issue 3, pp. 21-36.
• Nohria, N., Boris Groysberg, and Linda-Eling Lee (2008). Employee Motivation. A Powerful New Model.Harvard Business Review, July–August 2008 (8p.)
• Smircich, L. (1983) Concepts of Culture and Organizational Analysis. Administrative Science Quarterly, Vol. 28, No. 3, pp. 339-358
• Wallin, M. W., von Krogh, G. (2010). Organizing for Open Innovation: Focus on the Integration of Knowledge.Organizational Dynamics. Volume 39, Issue 2, pp. 145–154

 

Additional relevant readings:

 

Brooks, Ian: Organisational Behaviour. Prentice Hall, 5th ed, 2018 (340 p.)
Sinding & Walstrom. Organisational Behaviour.  ISBN: 9780077154615   McGraw-Hill Education, 2014

 

 

 

Last updated on 05/12/2018