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DE LA SALLE UNIVERSITY

Ramon V. del Rosario College of Business


Management and rgani!ation De"artment
CURSE SYLLABUS
CLLE#E$ RVR%College of Business
DE&ARTMENT$ Management ' rgani!ation
CURSE CDE$ (uman Be)a*ior in rgani!ation +(UMANBE,
INSTRUCTR$ Dr. Beatri! Ts-)oe".e / T( 0 1233%1423 0 L215
Mr. Ra6mond Manla"as / M7 0 1583 / 19:3 0 L215
Mr. Nestor Nis"eros / M7 0 1233%1423;1443%15130 L224; L215
Mr. <o)n See / T( 0 1233%1423; 1443%15130 L223
Mr. Real So / M70 1233%1423; 1443%15130 L228
CURSE DESCRI&TIN$
The goal of our Program is to develop competent, humanistic, nationalistic, and
socially responsible business leaders, professionals and entrepreneurs that serve as
change agents in society, anchored on the Lasallian values of Faith, Zeal for Service and
Communion in Mission. In support of this goal, this course introduces the students to the
theories, concepts, models, and dynamics of human behavior in organizations. The course
enables students to apply these theoretical foundations on small, medium, and large scale
organizations as well as to other types of significant organizations in the country.
LEARNIN# UTCMES +L,
Upon completion of the course, the student is expected to be able to do the following
E="e-ted Lasallian
#raduate Attri>utes
+EL#A,
LEARNIN# UTCME
!ritical and creative thin"ers L1$ #rite a Self-Assessment Report on the level of
your $rganizational %&L'U $rganization( )ehavior
%related to communication, motivation, leadership,
conflict management, and teamwor"( and recommend
courses of action that can improve your behavioral
s"ills.
L8$ Prepare and present aDiagnostic Assessmenton
the degree to which ethical dilemmas in organizational
behavior are manifested and how these dilemmas should
be resolved in a *ilipino+owned company.
L2$ &esign and propose an appropriate ,Development
Programfor -an" and *ile .mployees of medium+
sized companies that are experiencing high employee
turnover.
.ffective communicators
Technically proficient and
competent professionals and
leaders
'ervice+driven, ethical, and
socially responsible citizens
/
?INAL CURSE UT&UT$
0s evidence of attaining the above learning outcomes, the student is re1uired to do and
submit the following during the indicated dates of the term.
LEARNIN# UTCME RE@UIRED UT&UT DUE DATE
L1$ #rite a ,'elf+0ssessment
-eport2 on the level of your
$rganizational %'chool
$rganization( )ehavior %related to
communication, motivation,
leadership, conflict management,
and teamwor"( and recommend
courses of action that can improve
your behavioral s"ills.
'ubmission of answered 'elf+
assessment tools with
recommendations for
/. !ommunication
3. 4otivation
5. Leadership
6. !onflict 4anagement
7. Teamwor"
L8$ Prepare and present a
&iagnostic -eport on the degree to
which ethical dilemmas in
organizational behavior are
manifested and how these dilemmas
should be resolved in a *ilipino+
owned company.
Presentation of the &iagnostic
-eport on .thical &ilemma in
class.
7ee. A
L2$ &esign and propose an
appropriate &evelopment Program
for -an" and *ile as well as the
'upervisory .mployees of medium+
sized companies that are
experiencing high employee
turnover.
Presentation of the .mployee
&evelopment Plan in class.
7ee. 12 ' 14
RUBRIC ?R ASSESSMENT$
The t)ree Learning ut-omes that will be submitted during the term will be rated,
using the rubric below. 'tudents are encouraged to use the same rubric to chec" their
re1uired output prior to submission.
.xample
CRITERIA EBEM&LARY
C9%133
&R?ICIENT
C2%C5
DEVEL&IN#
AC%C8
BE#INNIN#
AA and >eloD
RATIN#
Theoretically
sound and has
accurate real
data (3!
The
submitted
wor"
manifests
1ualities
The submitted
wor"
manifests the
re1uired
1ualities.
The submitted
wor" partially
manifests the
re1uired
1ualities.
The submitted
wor" does not
manifest any of
the
re1uirements.
3
which go
beyond the
re1uirements.
!ertain aspects
are either
incomplete or
incorrect.
Appropriateness
of the proposed
action plans to
current and
future needs of
the employees
and the firm
(3!"
The
submitted
wor"
manifests
1ualities
which go
beyond the
re1uirements.
The submitted
wor"
manifests the
re1uired
1ualities.
The submitted
wor" partially
manifests the
re1uired
1ualities.
!ertain aspects
are either
incomplete or
incorrect.
The submitted
wor" does not
manifest any of
the
re1uirements.
Revealing and
informative
#ith good detail
($%!"
The
submitted
wor"
manifests
1ualities
which go
beyond the
re1uirements.
The submitted
wor"
manifests the
re1uired
1ualities.
The submitted
wor" partially
manifests the
re1uired
1ualities.
!ertain aspects
are either
incomplete or
incorrect.
The submitted
wor" does not
manifest any of
the
re1uirements
&lear
e'planation and
#ell argued
($%!"
The
submitted
wor"
manifests
1ualities
which go
beyond the
re1uirements.
The submitted
wor"
manifests the
re1uired
1ualities.
The submitted
wor" partially
manifests the
re1uired
1ualities.
!ertain aspects
are either
incomplete or
incorrect.
The submitted
wor" does not
manifest any of
the
re1uirements
&orrect
grammar and
#ell-organi(ed
report ($%!"
The
submitted
wor"
manifests
1ualities
which go
beyond the
re1uirements.
The submitted
wor"
manifests the
re1uired
1ualities.
The submitted
wor" partially
manifests the
re1uired
1ualities.
!ertain aspects
are either
incomplete or
incorrect.
The submitted
wor" does not
manifest any of
the
re1uirements
TTAL$
T(ER RE@UIREMENTS AND ASSESSMENTS$
0side from the final output, the student will be assessed at other times during the term by
the following
-eflection papers
!lass participation
8uizzes
5
#RADIN# SYSTEM$
The student will be graded according to the following
L1+Self%Assessment Re"ort,9 3: ;
L8 +Diagnosti- Re"ort on Et)i-al Dilemma,9 /: ;
L2+Em"lo6ee De*elo"ment &lan, 9 5:;
@ui!!es 9 3:;
Class &arti-i"ation and Refle-tion &a"er 9 3: ;
CURSE UTLINE$
To"i-s C)a"ter (our
s
Dates
Introdu-tion 0 Classroom &oli-ies 0 #rou" ?ormation /.7 7ee. 1
1. ?undamentals of rgani!ational Be)a*ior
/./. &ynamics of People and $rganizations
/.3. 0pproaches in Understanding $rganizational
)ehavior
/.5. 4odels of $rganizational )ehavior
/.6. 4anaging !ommunications
/.7. 'ocial 'ystems and $rganizational !ulture
/
/
3
5
6
<.:
7ee.s 8 ' 2
@ui! No. 1 /.7 7ee. 4
2. Moti*ation and ReDard S6stems
3./. 4otivational &rives and =uman >eeds
!ontent Theories of 4otivation
Process Theories of 4otivation
3.3. 0ppraising and -ewarding Performance
7
<
<.: 7ee.s :' 5
3. Leaders)i" and Em"oDerment
5./. >ature of Leadership
5.3. 0pproaches to Leadership %Traits approach,
)ehavioral approach, !ontingency approach,
.merging approaches(
5.5. .mpowerment and Participation
?
@
<.: 7ee. 9
@ui! No. 8
Diagnosti- Re"ort on Et)i-al Dilemma
/.7 7ee. A
4. Understanding Indi*idual and Inter"ersonal
Be)a*ior
6./. .mployee 0ttitudes and their .ffects
6.3. Interpersonal )ehavior
!onflict in $rganizations
Power and Politics
A
//
<.: 7ee.s A%C
6
5. Understanding #rou" Be)a*ior in rgani!ations
7./. *ormal and Informal Broups
7.3. Teams and Team)uilding
/3
/5
<.: 7ee. 13
@ui! No. 2 /.7 7ee. 11
6. C)ange and Its Effe-ts
<./. 4anaging !hange
!hange at #or"
-esistance to !hange
Implementing !hange C $rganizational
&evelopment
<.3. 'tress and !ounseling
/6
/7
5.: 7ee.s11 % 18
ral &resentation of Em"lo6ee De*elo"ment
&lan
7ee. 12
ral &resentation of Em"lo6ee De*elo"ment
&lan
Integration
7ee. 14
TEAC(IN# MET(DS 0 STRATE#IES
The teacher may utilize all or some of the following teaching methods Lectures,
structured learning exercises, discussions, diagnostic assessment, films C video
presentations, group case analyses, reflection, and problem+based learning.
TEBTBE
>ewstrom, D. %3://(. )rgani(ational *ehavior+ ,uman *ehavior at #or- ($3
th
ed.".
)oston, 40 4cBraw+=ill C Irwin.
RE?ERENCES
!ollins, D. and Porras, D.%/AA7(. /uilt to last+ ,a*its of visionary companies. >ew Eor"
=arper !ollins.
!ovey, '. %/AA3(. Principle-centered leadership. >ew Eor" 'imon F 'chuster.
!ovey, '. %/A@A(. The seven ha*its of highly effective people+ Restoring the character
ethic. U'0 'imon F 'chuster.
&rummond, =. %3:::(. 0ntroduction to organi(ational *ehavior. $xford
$xfordUniversity Press.
4c'hane, '., and Gon Blinow, 4. %3::7(. )rgani(ational *ehavior+ 1merging realities
for the #or-place revolution ( 3
rd
ed.". 4cBraw+=ill C Irwin.
-obbins, '. %/AA@(. )rgani(ational *ehavior+ &oncepts2 controversies2 applications.
U'0 'imon F 'chuster.
7
'hermerhorn, D. =unt, D. $sborn, -., FUhl+)ien, 4. %3://(. )rgani(ational *ehavior2
($$
th
ed.". =obo"en, >ew DerseyDohn #iley F 'ons, Inc.
'enge, P. %/AA:(. The fifth discipline+ The art and practice of the learning
organi(ation. >ew Eor" &oubleday !urrency.
CLASS &LICIES
A-ademi- Integrit6 &oli-6$
It is the mission of the -amon G. del -osario, 'r. !ollege of )usiness %-G-+!$)( to
train its students in the highest levels of professionalism and integrity. In support of this
goal, academic integrity is highly valued at -G-+!$) and violations are considered
serious offenses. .xamples of violations of academic integrity include, but are not limited
to, the following
/.Plagiarism 9 using ideas, data or language of another without specific or proper
ac"nowledgment. .xample !opying text from the #eb site without 1uoting or properly
citing the page U-L, using crib sheet during examination. *or a clear description of what
constitutes plagiarism as well as strategies for avoiding it, students may refer to the
#riting Tutorial 'ervices web site at Indiana University using the following lin"
httpCCwww.indiana.eduCHwtsCpamhlets.shtml. *or citation styles, students may refer to
httpCCwww.uwsp.eduCpsychCapa6b.htm.
3. !heating 9 using or attempting to use unauthorized assistance, materials, or study aids
during examination or other academic wor". .xamples using a cheat sheet in a 1uiz or
exam, altering a grade exam and resubmitting it for a better grade.
5. *abrication 9 submitting contrived or improperly altered information in any academic
re1uirements. .xamples ma"ing up data for a research proIect, changing data to bias its
interpretation, citing nonexistent articles, contriving sources.
-eference !ode of 0cademic Integrity and !harter of the 'tudent &isciplinary 'ystem of
the University of Pennsylvania at httpCCwww.vpul.upenn.eduCoslCacadint.html.
Student Classroom Dis-i"line
/. !ellphones must be turned off or in silent mode during the class sessions.
3. Permission from the faculty must be as"ed when a student wants to be excused
momentarily during the class sessions.
3pdated+ 4)D 5 6anuary 7%$3
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