1

Course Outline

Part I

Programme Title : Executive Master of Arts in International Educational

Leadership and Change

Course Title : Organizational Behavior

Course code : EDA6047

Department : Education Policy and Leadership, Faculty of Education and

Human Development

Credit Points : 3.0

Contact Hours : 39

Pre-requisit(s)

(If applicable) : Nil

Medium of Instruction : English

Level : 6

Part II

1. Synopsis

The course will provide you with an analytical background to the study of educational

management and administration from a systems and organizational perspective.

Organizational dynamics considers human behaviour and learning within organizations and

their implications for leadership. Many examples used in this course are taken from

corporate contexts; however, the themes, concepts, and theories may be applied to schools,

which are complex formal organizations. Instructional activities are designed to help you

consider how to apply organizational and behavioural theories to your own organizational

contexts.

2

2. Course Intended Learning Outcomes (CILOs)

Upon successful completion of this course, students should be able to:

CILO1 Understand the impact of individual, group, organizational and environmental factors on people and

organizations.

CILO2 Devise strategies for managing people, tasks, and processes to achieve desired organizational

outcomes.

CILO3 Apply theories of human and organizational behavior to the solution of important organizational

problems.

CILO4 Develop insight into how personality, values and motivation shape leadership, behavior and career

progress.

CILO5 Refine your skills in decision-making, problem-solving, communication and team leadership.

CILO6 Develop an appreciation of diversity and its impact on organizational behavior and management.

3. Content, CILOs and Teaching & Learning Activities

Course Content CILOs Suggested

Teaching &

Learning Activities

Personality Type

This theme explores personality type (P-type) theory and its

implications for organizational leadership. At the end of this unit,

participants should be able to answer the following question: How

might P-Type be utilized to resolve organizational problems?

Lesson 1 focuses on developing understanding of Personality and

Leadership. . In this lesson, students will be asked to take a P-Type

self-assessment in order to reflect on their own P-Type and

implications for their leadership style.

In lesson 2, the relationship between P-Types and motivation in

organizations will be developed through online lectures and

through participants’ responses to illustrative video clips and

mini-case studies.

CILO1

CILO4

CILO3

CILO6

Narrated presentations;

Video cases;

Meyers-Brigs P-Type

inventory;

Relate P-type to

personal preferences

and leadership

competencies;

Mini case analyses

3

Values and Attitudes

This theme explores the relationship among personal and

organizational values.

Lesson 3 engages with concepts such as value content and value

intensity, sources of motivation, types of values, the impact of

values and P-type on leadership. The lesson provides several brief

video cases to illustrate the needs and motivators relevant to the

various P-types. It provides examples of changing educational

goals in Hong Kong and Thailand and examines how school leaders

can use values to achieve goals. By the end of the lesson, you will

be able to resolve organizational problems by applying your

understanding of P-Type.

CILO1

CILO4

CILO2

CILO3

CILO6

CILO5

Narrated presentations;

Video exemplars;

Mini cases;

Reflection activities;

Writing on beliefs,

values & leadership

Motivation Theory & Reinforcement and Reward

This unit focuses on ways in which motivation shapes human

behavior and career progress within organizations. By completing

this unit of study, participants will (a) learn to apply different

theoretical models to analyze human motivation, (b) identify

individual and group needs, and strategies to address these needs,

and (c) predict the impact of a motivation strategy on an individual

or group. Participants will be asked to consider various theories of

motivation, and to develop their own understanding by applying

theory to various cases, and to their own organizations.

Lesson 4 defines motivation, distinguishes between intrinsic and

extrinsic motivators, applies theories of motivation and analyzes

the relationship between motivation and job satisfaction.

Participants analyze the impact on motivation of a leader from

their own (former) context.

Lesson 5 examines how to employ human resource management

tools to increase job satisfaction and performance, and

implications for leadership development. Theories are explained

with reference to P-Type and to the educational context,

referencing. For instance, the lesson explores how performance

CILO1

CILO3

CILO4

CILO2

CILO1

CILO3

CILO4

CILO2

Narrated presentations;

Video enhancement;

Application of theory to

video cases;

Analysis of a leader’s

impact on motivation;

Identify strategies for

increasing motivation in

own context

4

orientations accountability measures and productivity measures

are applied in schools. Concepts are illustrated with several video

cases

Optional Lesson 6 draws on theory in field of human resource (HR)

management. It explores how to apply motivation theory to bring

improvement to organizations. Included are strategies to promote

high performance and organizational fit, such as rewards and

recognition systems, job enrichment and enlargement, and

leadership development. Participants identify strategies to

increase staff motivation in own workplace.

CILO4

CILO3

CILO2

Organizational Culture

This unit aims to define the concept of organizational culture,

identify its elements, analyze how corporate culture impacts on

performance and capacity to change, and then stresses application

to school improvement.

Lesson 7 first examines the elements and formation of corporate

culture, its function in organizations, and its impact on human

behaviour. The lesson then turns to look at the architecture of

successful organizational cultures, including the role and function

of core values, traditions, rites, rituals and celebrations. It then

relates the concepts of organizational culture to the school before

turning to locate organizational culture in the theories explained in

previous lessons and to change theory. It concludes by taking a

walk through the process of analyzing organizational culture.

CILO1

CILO6

CILO4

CILO3

Narrated presentations;

Video enhancement;

Application of theory to

video cases;

Micro analysis of an

organization’s culture.

Leading Across Cultures

This unit provides a frame-work for analyzing cross-cultural

differences that may be applied to organizational settings.

In Lesson 8, participants apply Hofstede's cultural dimensions

model to analyze causes and consequences of cultural differences

in the workplace and to develop management solutions to

problems that arise from such differences. Participants reflect on

CILO3

CILO6

CILO1

Narrated presentations;

Video enhancement;

Application of theory to

video cases;

Analysis of a

management problem

by applying Hofstede’s

5

their own working context by applying Hofstede's cultural

dimensions.

CILO5 dimensions.

Power and Politics

This final instructional unit examines the use of power and

influence in organizations. While understanding power and politics

may seem cynical, they are phenomena observable in any

organization and ignoring how they operate is perilous to affecting

positive change.

Lesson 9 defines power, and establishes a frame-work to analyze

how different types of power are employed in organizations. It

examines sources of power, power bases, and their use for school

improvement. Case studies are used to illustrate these concepts.

The lesson establishes the importance of understanding

organizational politics and how it might be practiced positively. It

reviews influencing tactics, strategies by which power may be

galvanized to bring change, and factors that impact on the use of

influence to achieve personal and organizational goal.

CILO2

CILO3

CILO1

CILO2

Narrated presentations;

Video enhancement;

Application of theory to

video cases;

Video case analysis of

power bases.

4. Assessment

Assessment Tasks Weighting (%) CILO

a. Connection Activities:

Students are expected to participate in at least 4

different Forum ‘conversations’.

There are a number of questions posed in the lessons

designed to engage encourage the exchange of views and

experiences among members of the class on the application

of key concepts. Please see the assessment rubric, in

advance, so that you are clear about our expectations. Note

that this rubric is used throughout all courses in the IEMA.

20%

All

b. Summative Assessments:

Learners choose one of:

30%

All, particular

focus on:

6

(a) Analysis of 4 mini cases on P-type Theory, or

(b) Paper on Values, P-Type and Leadership

CILOs1, 2, 5

CILOs1, 2, 5

c. Summative Assessments:

Learners choose one of:

(a) Audit of a school’s organizational culture

(b) Socio-cultural analysis of your work setting using

Hofstede’s framework

(c) Power, politics and school improvement

50%

All, particular

focus on:

CILO1, 2, 3, 6

CILO1, 5, 6

CILO1, 2,3, 6

5. Recommended Readings

Students select readings based on areas of interest and selected summative

assessments.

A. The Leader and Personality Type

Recommended Readings:

Gardner, W.L. & Martinko, M.J. (1996). Using the Myers-Briggs Type Indicator to study

managers: A literature review and research agenda. Journal of Management,

22(1), 45-83.

Gillanders, S. (2009). Personality types of managers. Available from

www.innerdevelopment.com.au. November 2009.

Hallinger, P. (N.D.). PSI Appendix: The sixteen types.

For Further Inquiry:

P-Type and cross-cultural leadership

Hsiu, J.Y., Krumwiede, D.W. & Chwen, S. (2002). A cross-cultural comparison of top

management personality for TQM implementation. Total Quality Management,

13(3), 335-346.

Tan, V. & Tan, N.T. (2001). Personality type and the Singapore manager: Research

findings based on the MBTI. Singapore Management Review, 23(1), 15-31.

Broer, E. (1999). Teacher personality type in Mainland China. Journal of Psychological

Type, 51, 2-7. Available from www.humandimension.org.

P-Type and management

Healy, C.C. & Woodward, G.A. (1998). The Myers-Briggs Type Indicator and career

obstacles. Measurement & Evaluation in Counseling & Development, 32(2), 74-86.

7

Lindon, L. (1995). Linking an intervention model to the Myers-Briggs Type Indicator,

consultancy and managerial roles. Journal of Managerial Psychology, 10(4), 21-29.

P-Type and teamwork

Bradley (1997). The effect of personality type on team performance. Journal of

Management Development, 16(5/6).

Wethayanugoon, A. (1994). The use of the Myers-Briggs Type Indicator for team building

in schools. Education Indianapolis, 115(2), 258-259

Young, P. (2001). Leadership and the Myers-Briggs Type Indicator: Using MBTI in a Team

Setting. PM March-April, 48-51.

P-Type and leadership

Brown, W.F. & Reilly, M.D. (2008). The Myers-Briggs type indicator and transformational

leadership. Journal of Management Development, 28(10), pp 916-932.

Roush, P.E. & Atwater, L. (1992). Using the MBTI to understand transformational

leadership and self-perception accuracy. Military Psychology, 4(1), 17-34.

Leadership Advantage (2007). Personality type in leaders: What words. Available from:

http://www.leadershipadvantage.com/leaderpersonalitytype.html 1 November 2010

P-Type, Conflict & Innovation

Leonard, D. & Straus, S. (2000). Putting your company’s whole brain to work. Harvard

Business Review, July-August, 110-121.

B. Values & Attitudes

Recommended

McShane, S.L. & Von Glinow, M.A. (2010). Individual behavior, personality, and values. In

Organizational behavior: Emerging knowledge and practice for the real world, 5th

Ed (pp. 33-65). Boston, MA: McGraw-Hill Irwin.

For Further Inquiry

England, G.W. & Lee, R. (1974). The relationship between managerial values and managerial

success in the United States, Japan, India, and Australia. Journal of Applied

Psychology, 59(4), 411-419.

Ralson, D.A., Gustafson, D.J., Cheung, F.M., Terpstra, R.H. (1993). Differences in managerial

values: A study of U.S., Hong Kong and PRC managers. Journal of International

Business Studies 24(2), 249-275.

8

Ralson, D.A., Yu, K.C., Wang, X., Terpstra, R.A., & Wei, H. (1996). The cosmopolitan Chinese

manager: Findings of a study on managerial values across the six regions of China.

Journal of International Management. 79-109.

Huang, X., & Van de Vliert, E. (2003). Where intrinsic job satisfaction fails to work: National

moderators of intrinsic motivation. Journal of Organizational Behavior, 24, 159-179.

C. Motivation theory

Recommended Readings:

Owens, Robert G. (2011). Motivation. In Organizational behavior in education: Adaptive

leadership and school reform (pp. 280-311). Hong Kong: Pearson/Allyn & Bacon.

For Further Inquiry:

Goal Orientation Theory

Godwin, J.L., Neck, C.P. & Houghton, J.D. (1999). The impact of thought self-leadership on

individual goal performance: A cognitive perspective. The Journal of Management

Development, 18(2), 153-169.

Locke, E. A. & Latham, G. P. (2002). Building a practically useful theory of goal setting and

task motivation: A 35-year odyssey. American Psychologist, 57(9), 705--17.

McCollum, D.L. & Lajs, L.T. (2009). A confirmatory factor analytic study of the goal

orientation theory of motivation in educational leadership. Educational Research

Quarterly, 33(1), 3-17.

Ordonez, L., Schweitzer, M.E., Galinsky, A.D. & Bazerman, M. (2009). Goals gone wild: The

systematic side effects of overprescribing goal setting. Academy of Management

Perspectives, February, 6-16.

Motivation

Amabile T (1993) Motivational synergy: Toward new conceptualizations of intrinsic and

extrinsic motivation in the workplace, Human Resource Management Review, 3 (3),

185-202.

Kocabas, I. (2009). The effects of sources of motivation on teachers’ motivation. Education,

129(4), 724-733.

Medved, J.A. (1982). The applicability of Herzberg’s motivation-hygiene theory. Educational

Leadership, 39, April, 555.

Nelson, B. & Good, L. (1997). Motivate employees according to temperament. HR Magazine,

42(3)

9

D. Organizational Culture

Recommended Readings:

Deal, T. E. & Kennedy, A. A. (1982). Strong cultures: The new “Old Rule” for business success.

In Corporate Cultures: The Rites and Rituals of Corporate Life (pp. 3-10). Reading, Mass:

Addison-Wesley,

Hodge, B. J., William P. A., & Lawrence M. G. (1996). Organizational culture. In Organization

Theory: A Strategic Approach, 5th Ed. (pp. 263-293). Upper Saddle River, NJ: Pearson

Prentice Hall.

Saphir, J. & King, M. (1985). Good seeds grow in strong cultures. Educational Leadership,

March, 67-74.

For further inquiry:

Blankstein, A.M. (2004). Principle #1—Common mission, vision, values, and goals. In Failure

is NOT an option: Six principles that guide student achievement in high-performing

schools (pp. 65-95). Thousand Oaks, CA: Corwin Press.

Carter, C. & Osler, A. (2000). Human rights, identities and conflict management: A study of

school culture as experienced through classroom relationships. Cambridge Journal of

Education, 30(3), 335-356.

Deal, T.E. & Peterson, K.D. (2009). Artifacts, architecture, and routines: Symbols of Culture

(pp 32-43). In Shaping school culture: Pitfalls, paradoxes & promises, 2nd Ed. San

Francisco, CA: Jossey-Bass.

Friedman, Isaac A. (1991). High- and low-burnout schools: School culture aspects of teacher

burnout. Journal of Educational Research, 84(6), 325-333.

Lee, M., Hallinger, P., & Walker, A. (2012). Leadership challenges in international schools in

the Asia Pacific region: evidence from programme implementation of the International

Baccalaureate. International Journal of Leadership in Education: Theory and Practice,

15(3), 289-310.

MacKenzie, P. (2009). The attraction of international schools for Japanese parents living in

Japan. Journal of Research in International Education, 8(3), 326-348.

Paine, L. & Ma, L. (1993). Teachers working together: A dialogue on organizational and

cultural perspectives of Chinese teachers. International Journal of Educational

Research, 19(8), 675-697.

Smith, B. & Lucas, T. (2000). School vision. In Senge, P., Cambron,-McCabe, N., Lucas, T,

Smith, B., Duton, J., & Kleiner, A. (Eds.) Schools that learn: A fifth discipline fieldbook

for educators, parents, and everyone who cares about education (pp. 289-301). New

York, NY: Doubleday.

10

Wilson, Michael. Leadership and Organizational Culture. In Dimmock, C. & Walker, A.

Educational Leadership: Culture and Diversity (pp. 63-78). Thousand Oaks, CA: Sage

Publications.

E. Leading Across Cultures

Recommended Readings:

Leung, K. & Tjosvold, D. (1998). Introduction: Conflict Management in the Asia Pacific. In K.

Leung & C. Tjosvold, (Eds.), Conflict management in the Asia Pacific: Assumptions and

approaches in diverse cultures (pp. 1-14). New York, NY: John Wiley & Sons (Asia) Pte.

Ltd.

Bowe & Martin (2007). Power relations and stereotyping. In Communication Across Cultures:

Mutual understanding in a global world (pp. 80-94). Cambridge University Press.

For further inquiry:

Delpit, Lisa (1995). Language diversity and learning. In Other people’s children: Cultural

conflict in the classroom (pp. 48-62). New York, NY: The New Press.

Caffyn, R. & Cambridge, J. (2006). Critical approaches to researching cross-cultural

management in international schools. International Schools Journal, 25(2), 46-50.

Deveney, B. (2005). An investigation into aspects of Thai culture and its impact on Thai

students in an international school in Thailand. Journal of Research in International

Education, 4(2), 153-171.

Dimmock, C. & Walker, A. (2005). Leadership and staff management in diverse cultures. In

Educational Leadership: Culture and Diversity (pp. 118-141). Thousand Oaks, CA: Sage

Publications.

Hofstede, G. (2009). Cultural Dimensions. Available from itim International:

http://www.geert-hofstede.com/index.shtml.

Kirkebride, P.S., Tang, S.F.Y. & Westwood, R.I.. (1991). Chinese conflict preferences and

negotiating behavior: Cultural and psychological influences. Organization Studies, 12(3),

365-386.

Morris, M.W., Williams, K.Y., Leung, K., Larrick, R., Mendoza, M.T., Bhatnagar, Dl, Li, J.,

Kondo, M., Luo, J.L., Hu, J.C. (1998). Conflict management style: Accounting for

cross-national differences. Journal of International Business Studies, 29(4), 729-747.

Robbins & Judge (2010). Job attitudes. In Essentials of organizational behavior, 10th Ed (pp.

47-61). Upper Saddle River, NJ: Pearson Prentice Hall.

11

Tsang, E.W.K. (2004). Superstition and decision-making: Contradiction or complement?

Academcy of Management Executive, 18(4), 92-104.

Zhang, Z.X., Chen, C.C., Leigh, A.L. & Liu, X.F. (2008). Chinese traditions and Western

theories: influences on business leaders in China. In C.C. Chen & Y.T. Lee (Eds.),

Leadership and management in China: Philosophies, theories, and practices (pp

339-271). Cambridge University Press.

F. Power and Politics

Recommended Readings:

Bolman, L. & Deal, T. (2003). Power, conflict, and coalition. In Reframing organizations:

Artistry, choice and leadership, 3rd Ed (pp. 183-201). San Francisco: Jossey-Bass.

E-copy is available at HKIEd library:

http://site.ebrary.com/lib/hkied/docDetail.action?docID=10300684

Hallinger, P. (2010). Using faculty evaluation to improve teaching quality: A longitudinal case

study of higher education in Southeast Asia. Educational Assessment, Evaluation and

Accountability 22, 253-274.

Further Inquiry:

Hodge, B.J., Anthony, W.P. & Gales, L.M. (1996). Power and politics: Organizations as

political entities. In Organization theory: A strategic approach, 5th Ed. (pp. 327-355).

Upper Saddle River, NJ: Prentice Hall.

Kotter, J.P. (2003). Power, dependence, and effective management. In L.W. Porter, H.L.

Angle, & R.W. Allen (Eds.), Organizational influence processes, 2nd Ed. (pp. 127 – 141).

Leonard, D. & Strauss, S. (1997). Putting your company’s whole brain to work. Harvard

Business Review, July-August, 110 - 121.

Weiss & Hughes (2010). Want collaboration? Accept—and actively manage—conflict. In J.A.

Wagner III and J.R. Hollenbeck (Eds.), Readings in organizational behavior (pp.

418-454). New York, NY: Routledge.

6. Related Web Resources

Consortium for Research on Emotional intelligence in Organizations (2010). Available from:

http://www.eiconsortium.org/.

itim International (2009). Geert Hofstede Cultural Dimensions. Available from:

http://www.geert-hofstede.com/index.shtml.

12

Performance Programs, Inc. (2010). Welcome to the Power of Full Engagement Self Profile.

Available from http://lge.perfprog.com/

7. Related Journals

Nil