[Read] p OBHRMCourseSyllabusFeb202009

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POLITECNICO DI MILANO Como, Italy

Engineering Management Program

Professors: A. B. (Rami) Shani and Marco Guerci Course Assistant: Stefano Cirella

March-June, [email protected], [email protected], [email protected]

Monday, 14:30-18:00 and Tuesday 9:30-13:00, Room AM.2

ORGANIZATIONAL BEHAVIOR AND HUMAN RESOURCE MANAGEMENT I. REQUIRED TEXTBOOKS 1. Shani, Chandler, Coget and Lau, Behavior in Organizations: An Experiential Approach, 9th Edition,

Irwin, 2009. (ISBN: 978-0-07-340493-6).

2.Bernardin H.J., Human Resource Management: An Experiential Approach, 4th Edition, McGrawHill, 2009. (ISBN: 0073381438 - ISBN-13: 9780073381435).

The books can be acquired in two different ways: • Hard copies of the books are available, with a significant discount, at the following book store:

Hoepli – Via Hoepli, 5 – 20121 Milan (www.hoepli.it); • Hard copies of the books are available at Campus Library (Via Valleggio 11, first floor -

02.2399.7530). II. OVERVIEW This is an integrated course composed of interrelated fields: Organization Behavior (OB) and Human Resource Management (HRM). The course has two fold purposes: 1.Investigate the basics of human dynamics in organizations, and; 2. Explore the role that human resource management plays in achieving business goals. As such the course provides an opportunity to investigate and experience the relevancy to management and administration of topics whose basis can be found in the applied behavioral and social sciences (psychology, sociology, political science, biology, economics, business administration, etc.). The OB component of the course will explore the interactions between individuals and the systems in which they live and work. Individual and group levels of analysis are included in covering such topics as perception, communication, motivation, group development and performance, work design, creativity, quality improvement, individual effectiveness & development, leadership, and intergroup behavior. The materials applicable to this subject are too vast and numerous to be thoroughly covered in one course; therefore, the best we can hope for is to scratch the surface deep enough so that the student will become motivated to pursue learning in this area on his/her own. The HRM component of the course provides a way to integrate individual, team and organizational behavior through the exploration of the HR function, the investigation of strategic role of HRM, the inquiry into the HRM tasks and, the understanding of the key HRM processes and mechanisms. III. COURSE OBJECTIVES ORGANIZATION BEHAVIOR: Students will achieve learning as follows: I.1 Knowledge of behavioral and organizational science theory and concepts as applicable to

individuals, teams and organizations. I.2 Understanding of methods and techniques that are helpful in developing effectiveness in

individual, teams, and organizations. I.3 Development of managerial team skills in problem solving, decision making, and

communications. I.4 Knowledge of small group dynamics. I.5 Better understanding and awareness of own behavior in a variety of work settings. I.6 Better understanding of motivation in work situations.

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I.7 Understanding of the process of change and the management of change in organization. HUMAN RESOURCE MANAGEMENT: Students will achieve learning as follows:

II.1 Insight into the evolving role of strategic HRM in today’s organizations, the strategic role of HR functions, and the impact of technology and global competition.

II.2 Understand job analysis, human resource planning, recruitment (including Internet recruiting), and selection.

II.3 Awareness of the importance of HRD (training and developing) for employees at all levels and of the strategic role of the career system.

II.4 Understand of performance appraisal and its role in performance management. II.5 Appreciation of how compensation and benefits programs are formulated and administered. II.6 Understand employee and labor relations. II.7 Appreciate the global dimension of HRM

IV. THE EDUCATIONAL PROCESS

The underlying assumption is that organizations are living, open systems and that learning is best acquired by

multiple means. The focus of this course will be experiential, engaging the student actively in the learning

process. In addition to conceptual inputs, the course will utilize structured & unstructured exercises, simulations,

case analysis and student's presentations in order to: a) provide you with the opportunity to actually experience

the behavioral dynamics being studied; and b) to provide situations wherein you can assess the relevance of the

dynamics being studied. Because much of the learning and work towards the achievement of course objectives

will occur in the classroom, students must

1) attend class regularly,

2) be fully prepare for class,

3) actively participate in a team project outside of class,

4) contribute to team learning and class discussions.

Each member of the class will be randomly assigned to a team. Team formation will be made during the first class

session and will be for the duration of the course. The purpose of the teams in this course is to provide a vehicle

for learning about self and human behavior in organizations. The teams are viewed as self-managed learning

teams.

Teams will be assigned specific team tasks during and outside of class sessions and carry out a team project

outside of class during the course. Experience has shown that teams are effective if they:

* Schedule times and places for group meetings early in the course and observe those meeting

times. I have scheduled some time within the class periods for group meetings but you will need

to schedule outside meeting times.

* Provide time for socializing with team members; task teams that focus exclusively on the task

without building interpersonal relationships tend to experience problems later on.

* Ask for instructor’s consultation after making and ineffective effort to solve a group problem.

* Each team will evaluate the added value contribution of each team member to the team effort.

* It is acceptable for a team to fire a non-contributing member. To do so all the rest of the team

should agree and should discuss the problem with the affected individual before I will accept the

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termination. I'll try to visit with each group during the course. Beyond that, I will be available to

consult with any group on process problems in the group.

V. EVALUATION

Three exams will be given through out the course. A final individual reflective paper will be due by the last class session. Final integrative exam will complete the evaluation. The specific elements in the grading system and the points assigned to them are as follows: Exams – Three midterms and a final integrative exam – Exam 1……….. Individual ……………… 100 Team ……………… 50 Exam 2……….. Individual ……………… 100 Team ………………… 50 Exam 3……….. Individual ……………… 100 Team ……………… 50 Final Integrative Exam ………… …… 150 Team assignments (4 team assignments)…….. 100 Team Project Paper…………………………………….. 50 Presentation ……………………………. 50 Individual Journal about the team’s experience… 100 (Minimum 7 journal entries and a synopsis) Attendance ……………………………………….. 100 Total 1000 Exams. Three exams will be given through out the course. The dates of the team exams are listed on the attached tentative course outline. The exams given in the course will be integrative in nature. The material in the exams will come from the assigned readings, individual and team assignments, in class activities, lectures and class discussions.

Final Integrative Exam. This learning endeavor will take place on June 9th. Detailed format will be provided in due time. Team Assignments. Four of the team assignments given throughout the quarter will be graded. The specific team assignments include the following: 1. March 16, 2009. Teams are to complete the analysis of the Slade Company Case (pp. 124-131) and submit the assigned page (either page 133 or 135) at the beginning of the class session. Organizational Behavior Activity

2. March 30, 2009. Teams are to complete “The Woody Manufacturing Activity, Activity 13-3 (pp. 393—394) and submit the team proposal (Task 2a) at the beginning of the class session. Teams will also deliver 5 minute presentation that captures the essence of the proposal (Task 2b). 3. Human Resource Management Activity – to be determined.

4. Human Resource Management Activity – to be determined.

Team Project. Each team will participate in a project that will be carried out outside of class that will consume 15-20 hours. The team will have to carry out the chosen project, develop a proposal, write a paper and prepare 10 minute presentation about the project. Each team will have to choose one of four projects: 1. Mini Research Project about an OB topic; 2.Business plan; 3. Noble Team Project; 4. HRM or Business Process-based Project in a company.

1. Mini Research Project about an OB or HRM topic – The team will identify one of the topic areas covered in the course, conduct a literature research on the topic, identify 8 empirically-based articles

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that were published since 1999 and write a short synopsis paper based on the findings. One page proposal for instructor’s approval is due on Thursday, March 19, 09 electronically by 21:00. The final paper is not to exceed 10 typed pages and is due by June 8th, at the beginning of the class session. The paper should include as an appendix the abstract pages of the published articles reviewed.

2. Business Plan – The team will identify a product or a service idea that is noble and develop a

business plan for making it happened. The business plan typically includes the following sections: Executive summary, mission/goals/strategy, market, operations, management/staffing, financial projections, contingencies and appendices. One page proposal for instructor’s approval is due on Thursday, March 19, 09 electronically by 21:00. The final paper is not to exceed 10 typed pages and is due by June 8th, at the beginning of the class session.

3. Noble Team Project. The team will identify and carry out a noble idea for a team task in the

community and report on the experience. Some of the team projects in the past resulted in the following: An elderly man’s house got a much needed paint job; a woman with a severe illness had her yard weeded and cleaned, and students participated in relief work at a local hospital during a difficult shift. The team report should include the following: description of the team task and how it came about; description of how the team worked together on accomplishing the task; initial analysis of the team experience while utilizing relevant course concepts; individual and team reflections on leading, facilitating and participating in such team activity. One page proposal for instructor’s approval is due on Thursday, March 19, 09 electronically by 21:00. The final paper is not to exceed 10 typed pages and is due by June 8th, at the beginning of the class session.

4. HRM or Business Process-based Project. The team will study HRM practices and or Business

Process and write a case study that captures the essence of the process or the function. The case study report should include two parts: 1. Key features of the organization, key features of the process and/or function, analysis of the process or the function and, current challenges 2. description of the team task and how it came about; description of how the team worked together on accomplishing the task; initial analysis of the team experience while utilizing relevant course concepts; individual and team reflections on leading, facilitating and participating in such team activity. One page proposal for instructor’s approval is due on Thursday, March 19, 09 electronically by 21:00. The final paper is not to exceed 10 typed pages and is due by June 8th, at the beginning of the class session.

Individual Journal about the Team’s activities. Each student is required to keep a detailed journal of the team’s activities and experiences. Following each activity (whether in class or out of class activity) you are required to capture the essence of the activity in a separate notebook. In general, each journal entry should include the following parts: Description, Reflection, Interpreting and Taking Action. Chapter three in the OB textbook can be used to guide you in the process. A paper that includes a minimum of seven journal entries and a reflective synopsis about the team and your personal learning from the experience will be turned in on June 9th at the beginning of the class session. For few examples of journal entries please visit the course website.

Attendance is mandatory. Points will be awarded as follows: No absence, 100 points; One absence, 75; Two absence, 50; Three absence, 25; Four or more absences will result in not passing the course. All absence will be counted except for those related to documented life threatening illnesses or cataclysmic personal tragedy.

Grades will be converted from 1000 to 30 point scale. For example, total accumulated points of 600 will be translated to 18 and a total accumulated 1000 points will be translated to 30.

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T E N T A T I V E C O U R S E S C H E D U L E

MEETING DATE TOPIC PREASSIGNED

READINGS/ACTIVITIES

IN CLASS

ACTIVITIES

Monday, March 9, 2009

OB Introduction, Review of Part I of the Course, Expectations and Learning

1. Read SCCL, Chapter 1 (pages 1-20), Ch 2 (pp. 23-35) and Ch 3 (pp. 49-59).

Activities 1-1, 2-1, 2-5

Tuesday, March 10, 09

Human Behavior and The Manager as a Reflective Practitioner

1. Read SCCL, pages 63-64 and Ch 4 (pp. 71-85) 2. Prepare Case Number 1 for class discussion. (can be found on the course website) 3. Teams are to complete Activity 2-3 and prepare a power point slide with the team name and logo.

Activities 2-3, 2-2, 3-2, Case #1, 4-2


Motivation, Perception and Communication

1. Read SCCL Ch 5, (pp.101-120), Ch 6 (pp. 150-164) and Ch 7 (pp. 173-187) 2. Prepare The Slade Company Case for class discussion, (pp. 124-131). 3. Teams are to complete Activity 5-3 (teams 1-6 Task 1 alternative 1 – page 133 to be turned in) and teams 7-12, Task 1 Alternative 2 – page 135 to be turned in).

Activity 5-4, 5-3 and Interpersonal Perception Activity.


Leaders and Leadership

1. Read SCCL, pages 191-193, Ch 8, (pp. 197-213) 2. Prepare Donny is My Leader Case for class discussion (pp. 223-226)

Activities 8-1, 8-2 and 8-3.

Thursday, March 19, 09

Team Project Proposals are due

Please submit electronically your team project proposals by 21:00.


A. 1st Exam B. Work team and Effectiveness,

1. Prepare for Exam by reviewing all the material assigned to date. 2 Read Ch 11 (pp. 289-303).

Exam, Activities 11-1, 11-2 or 11-3


Group Dynamics, Conflict and Performance

1. Read SCCL Ch 10 (249-263), Ch 12 (pp. 329-345),

Activities 11-3, 12-1, 12 Angry Men Case, 10-5.


Work and Organization Design, Creativity and Organizational Culture

1, Read SCCL, Ch 13 (pp. 364-384) Ch 14 (pp. 400-412) and Ch 15 (pp. 424-434). 2. Teams are to prepare Activity 13-3 (pp. 393—394), The team proposals (Task 2a) are due at the beginning of the class session. Teams will preparer 5 minute presentations (Task 2b).

Activities 13-3 and 14-1


Organization Change, Development & Learning

1. Read SCCL, Ch 16 (pp. 444-462). 2. Prepare The Management of Change at FoodCo Inc Case for class discussion (pp. 440-443)

Activity 16-1 and 11-4

Monday, April 6, 09

Catch up and Review (No formal class

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session) Tuesday, April 7, 09

2nd Exam Prepare for Exam by reviewing all the material assigned to date.

Monday, April 13 & 14, 2009

Holiday (No formal class session)

Monday, April 20, 09

HRM, Introduction and Part II framework

To be announced (TBA)

Tuesday, April 21 09

Anticipating success: Strategic Human Resource Management

TBA

Monday, April 27, 09

Attracting a high performing workforce: Job analysis - Recruiting

TBA

Tuesday, April 28 09

Attracting a high performing workforce: Selection

TBA

Monday, May 4, 09

Developing a high performing workforce: Performance Management

TBA

Tuesday, May 5, 09

Developing a high performing workforce: Training and Development

TBA

Monday, May 11, 09

Developing a high performing workforce: Careers

TBA

Tuesday, May 12, 09

Motivating a high performing workforce: Compensation & Benefit

TBA

Monday, May 18, 09

A. 3rd Exam B. Maintaining a high performing workforce: Employee Relationships

TBA

Tuesday, May 19, 09

Maintaining a high performing workforce: Collective Bargaining

TBA

Monday, May 25, 09

Changing a high performing workforce: Global HRM

TBA

Tuesday, May 26, 09

Changing a high performing workforce: New challenges for HRM

TBA

Monday,Tuesday, June 1 & 2, no class session.

Monday, June 8, 09

Community Learning ** Team Projects are due. Each team is to prepare presentation about the project and key learning (up to 10 minutes)

Tuesday, June 9, 09

Final Integrative Exam ** Individual Journals-based paper is due at the beginning of the class session.

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Developing the Reflective Skills: A Template/Guide for Individual Journal about the Team’s Activities.

• DEVELOPMENT REFLECTIVE PRACTITIONER SKILLS REQUIRES A LEARNING-BY-DOING

SYSTEMATIC EFFORT.

• FOUR ACTIVITIES ARE AT THE CENTER OF MANAGER’S “REFLECTIVE PRACTITIONER SKILLS”

COGHLAN & BRANNICK, 2005): EXPERIENCING; REFLECTING; INTERPRETING; TAKING ACTIONS

o EXPERIENCING: AS MANAGERS GO THROUGH THEIR DAILY WORK LIFE THEY

EXPERIENCE A GREAT DEAL. SOME OF THE EXPERIENCES ARE PLANNED, OTHERS

UNPLANNED. SOME ARE WHAT IS DONE TO THEM BY OTHERS. SOME EXPERIENCE ARE

COGNITIVE; THEY OCCUR THROUGH THE INTELECTUAL PROCESSES OF THINKING AND

UNDERSTANDING. SOME OCCUR IN FEELING AND EMOTIONS; AT TIMES MANAGERS

FEEL ANGRY, FRUSTRATED, SAD, LONELY AND SO ON. OTHER EXPERIENCES MAY BE

EXPERIENCED BY THE BODY; EXCITED ENERGY, EMBARRASSED BLUSHING,

TIGHTNESS IN THE STOMACH, HEADACHES, ULCERS OR SICKNESS. THE ABOVE THREE

– COGNITIVE, FEELINGS AND BODY AWARENESS – ARE WHERE EXPERIENCING

OCCURS AND MANAGERS CAN LEARN BY ATTENDING TO THESE

o REFLECTING: ATTENDING TO EXPERIENCE IS THE FIRST STEP TO LEARNING; THE

SECOND STEP IS TO STAND BACK FROM THESE EXPERIENCES AND INQUIRE INTO

THEM. REFLECTION IS THE PROCESS OF STEPPING BACK FROM EXPERIENCE TO

PROCESS WHAT THE EXPERIENCE MEANS, WITH A VIEW TO PLANNING FURTHER

ACTION. REFLECTION IS A KEY TO LEARNING AS IT ENABLES MANAGERS DEVELOP THE

ABILITY TO UNCOVER AND MAKE EXPLICIT TO THEMSELVES WHAT THEY HAVE

PLANNED, DISCOVERED AND ACHIEVED IN PRACTICE.

o INTERPRETING: INTERPRETING IS WHERE MANAGERS FIND ANSWERS TO THE

QUESTIONS POSED IN THE REFLECTION. INTERPRETING IS A PROCESS WHERE

MANAGERS DRAW ON THEORIES or MODELS AND CONSTRUCTS or VARIABLES TO

HELP THEM MAKE SENSE OF THIER EXPERIENCES.

o TAKING ACTION: TAKING ACTION IS THE PROCESS OF ACTING AS A RESULT OF

EXPERIENCING, REFLECTING AND INTERPRETING.

• JOURNALS: A systematic and regularly kept record of events, dates and people. An interpretative, self-

evaluative account of your personal experiences, thoughts and feelings, with a view to trying to

understand your own actions. A useful way of dumping painful experiences. A reflective account where

you tease out interpretations. An analytic tool where data can be examined and analyzed.

• Each student is required to keep a detailed reflective journal that focus on the team’s activities and

experiences. Following each activity you are required to capture the essence of the activity in a separate

notebook or a folder in your computer in which you capture and store your notes.

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• As such, each journal entry should include information about the four elements listed above -

EXPERIENCING; REFLECTING; INTERPRETING; TAKING ACTIONS

I. Description - capturing the experience:

Describe the essence of what took place - the content - just like a journalist/reporter will report on

an event that she observed while staying focus on the facts and keeping out any

judgmental/evaluative/personal opinion statements.

II. Reflection:

* Reflect on the team process (i.e., How is the team working? How does the team begins to work

on a task? What is the process that the team seems to follow? Any specific phases? Problem

solving process? Decision making process? Leadership dynamics? Interpersonal dynamics?

What are some of the norms that are emerging – around participation, involvement, being ready,

communication, leadership, collaboration, conflict resolution,….? What are some of the roles that

are developing? Subgrouping?, …...)

III. Interpreting:

* What are some of the pattern that you are seeing? What are some of the relevant concepts

and/or models and/or theories that help you make sense of the experiences? What is the insight

that they provide?

IV. Taking Action - Ideas for possible Improvement:

List some possible action ideas that could help you and the team improve the group’s functioning

and performance.

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OB&HRM, List of Recommended Journals

Organization Behavior and Human Resource Management

Academy of Management Journal Academy of Management Executive Management Inquiry Human Relations Organization Studies Scandinavian Management Journal California Management Review Harvard Business Review Sloan Management Review Employee Relations Journal of Management Development Leadership and Organization Development Journal Journal of Organizational Change Management Journal of Management Organization Journal of Applied Behavioral Science Journal of Applied Psychology Management Learning Journal of Human Resource Management Human Resource Management Human Resource Management Journal Human Resource Management Review Personnel Review International Journal of Human Resource Management Journal of Management Studies Leadership Quarterly Organization behavior and Human Decision Processes Journal of Vocational Behavior Journal of Personality and Social Psychology Personnel Psychology Journal of Knowledge Management Journal of Organizational Behavior

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Name: ____________________

CASE ANALYSIS ASSESSMENT

1 = Very low 2 = Low 3 = Somewhat Low 4 = Moderate or Average 5 = Somewhat high 6 = High 7 = Very high Evaluation Criteria:

1. To what extent you have captured the major facts in the case. 1 2 3 4 5 6 7

2. Based on the facts, to what extent you have identified the relevant ‘level’ and ‘time frame’ for the analysis

1 2 3 4 5 6 7 3. The extent to which you have chosen and defined the most relevant concept/models/theories for the case

1 2 3 4 5 6 7

4. The extent to which you have demonstrated the ability to apply the chosen concepts/models/theories to the case analysis 1 2 3 4 5 6 7

5. The extent to which you have demonstrated the ability to identify the major problem areas based on your analysis

1 2 3 4 5 6 7

6. The extent to which the proposed solutions seems to address the major problem area defined

1 2 3 4 5 6 7

7. The overall quality of the paper:

1 2 3 4 5 6 7

Comments:

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Team _______________________

TEAM PROJECT PRENTATIONS ASSESSMENT 1 = Very low; 2 = Low; 3 = Somewhat Low; 4 = Moderate or Average; 5 = Somewhat high; 6 = High; 7 = Very high Dimension 1. Planning and Organization. The presentation was well planned and organized.

1 2 3 4 5 6 7

2. Group interaction and flow. The presentation showed good coordination rather than being a series of individual presentations.

1 2 3 4 5 6 7

3. Quality of speaking. The presenters spoke clearly, were relaxed, and used proper words and grammar.

1 2 3 4 5 6 7

4. Knowledge of topic. The presenters provided strong content and were confident in delivering it.

1 2 3 4 5 6 7 5. Use of Media. Te presenters used appropriate techniques and media to deliver the information.

1 2 3 4 5 6 7 Overall rating for the presentation: 1 2 3 4 5 6 7 Comments:

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Team Name: _____________

FINAL TEAM PROJECT EVALUATION 1 = Very low 2 = Low 3 = Somewhat Low 4 = Moderate or Average 5 = Somewhat high 6 = High 7 = Very high Evaluation Criteria:

1. To what extent you have clearly identified your research question

1 2 3 4 5 6 7

2. The extent to which you literature review is comprehensive

1 2 3 4 5 6 7

3. The quality of the analysis and gap identification

1 2 3 4 5 6 7

4. To what extent you have clearly identified directions for future research

1 2 3 4 5 6 7 NA

5. To what extent you have clearly identified directions implications for managerial practice

1 2 3 4 5 6 7 NA

6. Degree of individual’s reflection insights on the total team experience.

1 2 3 4 5 6 7

7. Degree of team’s reflection insight on the total team experience. 1 2 3 4 5 6 7

8. Overall quality of the team product: 1 2 3 4 5 6 7 Comments:

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TO: POLIMI COURSE PARTICIPANTS FROM: ________________________________ (PRINT YOUR NAME) EXPECTATIONS: SEMINAR DIALOGING ABOUT LEARNING THINKING ABOUT MY FUTURE CAREER, FIVE YEARS DOWN THE ROAD; I SEE MYSELF AS

_______________________________________________________ MY JOB DESCRIPTION IS

____________________________________________________________________ ____________________________________________________________________ I SPEND MOST OF MY TIME ON _________________________________________ _____________________________________________________________________ BASED ON MY CAREER GOALS, KNOWLEDGE AND EXPERIENCE THUS FAR, MY

PERSONAL LEARNING GOALS FOR THIS COURSE ARE: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ THE FOLLOWING ARE THE THINGS THAT I HAVE TO CONTRIBUTE TO THIS COURSE: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ BASED ON MY EXPERIENCE THUS FAR AS A STUDENT, THE IDEAL FEATURES OF A

LEARNING COMMUNITY/ENVIRONMENT (IN WHICH I LEARN BEST) ARE: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ WHAT DOUBTS AND CONCERNS DO YOU HAVE ABOUT THIS COURSE? WHAT ARE

THE THINGS THAT YOU WOULD NOT LIKE TO HAVE HAPPEN IN THIS COURSE? _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________

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[Read] p OBHRMCourseSyllabusFeb202009