revista de psihologie | Organizational Behavior | Educational Assessment

Organizational behavior Master: ORGANIZATIONAL AND OCCUPATIONAL HEALTH PSYCHOLOGY 1st year / 1st semester Course Coordinator Seminar

Coordinator Type of discipline: Number of allocated hours Credits Irina Macsinga, PhD, associate professor Coralia Sulea, PhD, assistant professor Compulsory 56 9

Short description Whatever job they have, people try to understand the causes of their behavior, individually and in group situations. The purpose of this course is to provide a foundation of knowledge about individual and group behavior at workplace, using scientific methods and making structured interventions. By addressing various topics, from the researchers’ and practitioners’ perspectives, postgraduate students will learn learn how to identify and develop strategies for understanding and making interventions in various types of situations. Acquainted concepts and techniques will also contribute to a better adjustment to complex organizational environments. At the attitudinal level, the interdisciplinary nature of this course aims to develop an attitude of acceptance of diversity and uniqueness in the work environment. Competencies (to be developed) How to make connections with other fields in organizational psychology How to apply what is learned to practical situations How to understand and manage individual and group behavior in organizational context. Objectives To integrate individual, group and organizational levels that explain organisational processes. To describe the relationships between individual and organisational level in terms of values, motivation and scenarios. To integrate the researcher’s and practitioner’s approach in understanding various processes and designing appropriate interventions. Content 1 Course: Introductory course: What is Organizational Behavior? Seminar: Introduction References Schemerhorn, J.R. Jr., Hunt, J.G., Osborn, R.N. (2002). Organizational Behavior (7th edition) (Chapter: Organizational Behavior Today)(pp. 3-16). USA: John Wiley & Sons. 2 Course: Individual level: personality in 3D (Description, Dynamics and Development) Seminar: Individual level: values and attitudes at work References Schemerhorn, J.R. Jr., Hunt, J.G., Osborn, R.N. (2002). Organizational Behavior (7th edition) (Chapter: Personality)(pp. 19-26). USA: John Wiley & Sons. Schemerhorn, J.R. Jr., Hunt, J.G., Osborn, R.N. (2002). Organizational Behavior (7th edition) (Chapter: Values and attitudes)(pp. 2731). USA: John Wiley & Sons.

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. J. N. LeBel. 371-382 Gawronski. S. (2000). (2009). A. A. (2002). E. Psychological Bulletin. 305-328 Banse. S. Peters. The Effects of Structural Consistency on Attitudes: Intentions and Attitudine-Behavior Relationships.G. (2003). Improving work motivation and performance in groups: the effects of three group goal-setting strategies. vol. Methodological Issues in the Validation of Implicit Measures. Journal of Research in Personality. Managing emotions during team problem solving: emotional intelligence and conflict resolution. Hunt..O.. Individual Differences in Need for Cognition and Complex Problem Solving.H. The stages of group development: A retrospective study of dynamic team processes. 781-789 Wegge. In G.K. & Dovidio.3 Course: Individual level: the consistency of personality (traits and situatonal cues) Seminar: Individual level: workplace emotions References Ashkanasy.14. 2 (1). (2009). (2005). Hodginson and J. 21. K. The International Journal of Organizational Analysis. Chichester: John Wiley and Sons... 18-53 Nunamaker.. International Review of Industrial and Organizational Psychology (vol. 8795). Implicit and self-attributed motives to achieve: two separate but interacting needs. & Banse. Reinig. The character of organizational communication: A review and new conceptualization. 17. R. Psychological Bulletin.37.N. A. 7 Course: Group level: communcation Seminar: Group level: identifying and dealing with communication barriers References Church.F. 369-372 6 Course: Group level: groups and teams in organization Seminar: Group level: stages of work group development References Miller. & Ramnarayan. vol. J. J & Haslam. pp. (2004).L. Organizational Behavior (7th edition) (Chapter: Groups in organization)(pp. (2009).. Communication of the ACM. 20. Ford. (1994). Petty. European Journal of Personality. European Journal of Work and Organizational Psychology. 119.. Feinstein. R. 400-430 5 Course: Individual level: implicit and explicit aspects of personality Seminar: Individual level: abilities and personality style at work References Brunstein. 113-117 . 195-218. J. P. Personality and Implicit Social Cognition Research: Past. Osborn. USA: John Wiley & Sons. R. 20). G. (2005). 121-134 Schemerhorn. Principles for effective virtual teamwork. 221-268. vol. 34. R. J. 205-222 Unnikrishnan.. Emotions in organzation: a neglected topic in I/O psychology. vol. but with a bright future. Troth.- 2 . R.A. Present and Future. Briggs. B.P. Canadian Journal of Administrative Sciences.. J. B.M. & Maier. Dispozitional differences in cognitive motivation: the life and times of individuals varying in need for cognition. B. N.A. Ashton-James. & Greenwald.135. Social Behavior and Personality. (1996). 4 Course: Individual level: atitudes and motivation Seminar: Individual level: self-concept References Cacciopo. Jordan.R. Human Performance.89. J. J.J. 197-253 Zhou. D.C. (2005). 52.E. Jr. (2007). C. J. & Jarvis. Journal of Personality and Social Psychology.

Osborn. 559-599.R. S. Hunt.J. H. pp. 10 Course: Group level: conflict Seminar: Organizational level: managing conflicts References Aritzeta. 38. Minton. R.. Chia-Huei. European Journal of Work and Organizational Psychology. 5-32 12 Course: Organization level: culture and climate Seminar: Organizational level: organizational learning References Bushe. 11 Course: Organization level: organizational structures Seminar: Organizational level: types of climates References James. 16..G. 17 (3). Jr.. C. Dreachslin.T. J. 174-181). (2008). 41. F. OD Practitioner.L. J. D. Leadership styles and associated personality traits: Support for the conceptualization of transactional and transformational leadership. A. K. 14 Revision and feedback . Kim. 9 Course: Group level: power and influence Seminar: Group level: influence tactics References Medina... G. process. and readiness: Development of a new instrument. (2009).8 Course: Group level: leadership Seminar: Group level: leadership styles References Gilbreath. 253-267. 143.K. Devos. Chichester: John Wiley and Sons VanEeden. 9-14. A different view of organizational learning.N. L. Organizational Change Questionnaire – Climate of change. D. Robertson. Organizational and psychological climate: A review of theory and research. Healthcare Executive.R. M. Cooper and I. Power and conflict in cooperative and competitive contexts. International Review of Industrial and Organizational Psychology (vol.. 13 Course: Organizational level: organizational change and innovation Seminar: Group presentation References Bouckenooghe.R. Swailes.- 3 . (2004). (2006).. J.. McNeil.. (2002).C. 349-362 Schemerhorn. Creating healthy workplaces: the supervisors’ role. Wright. G... van den Broeck. 157-182. R. Ayestaran. S. (2008). Kiddy. (2005). European Journal of Work and Organizational Psychology. 19). 93-118. Munduate.A. E. F... L. P. (2008). South African Journal of Psychology.. 17 (1). Team role preference and conflict management styles. M. Organizational Behavior (7th edition) (Chapter: Power)(pp. From conflict to consensus: managing competing interests in your organization. Choi. The Journal of Psychology. Cillers. van Deventer. Learning from collective experience. V. Nov/Dec.L. (2009). USA: John Wiley & Sons. 19-23.K. In C.. B. The International Journal of Conflict Management..

ro . Contact: irimacsi@yahoo. Details of each evaluation task will be discussed at first class. The summative assessment implies a multiple choice exam. Re-evaluation sessions Seminar: individual presentation Course: summative assessment Each postgraduate student can get 1 extra point at the final grade for participating in our research projects.uvt. reproductive and pragmatic.EVALUATION There are two main evaluation tasks:  Seminar assessment: group presentation (50% of the final grade)  Course evaluation: summative assessment (50% of the final grade). they are drawn in order to emphasize the four basic intellectual skills: analytic/synthetic. covering all course topics. In terms of items csulea@socio. creative. ATTENDANCE Is required for 10 out of 14 courses/seminars.- 4 .

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