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Republic of the Philippines

TAGUIG CITY UNIVERSITY
PUBLIC ADMINISTRATION
PROGRAM

Course Number: 12 Title: HUMAN BEHAVIOR IN

ORGANIZATION (HBO)

A. VISION-MISSION STATEMENT OF TCU-GSC

Taguig City University – General Santos City (TCU-GSC), through its functions of instruction, research and
extension services, shall endeavor to provide its client communities the trained human resources required for the
development of SOCCSKSARGEN and Southern Mindanao, and help hasten the upliftment of the living conditions
of the Muslims and other tribal communities therein.

B. GOALS/OBJECTIVES OF TCU-GSC

In the pursuit of the above vision-mission, the University is set to:

• Strengthen and pursue vigorously the training for technical skills in the thrust areas of agriculture,
fisheries, engineering, and allied fields which are needed in the front line units of the burgeoning
industries and private entrepreneurial initiatives for self-sufficiency of its service-area;
• Develop competent middle- and high-level professionals to man and mange the growing number
of industries, government agencies, and private enterprises;
• Utilize instruction, research and extension/community services in the development, promotion
and utilization of appropriate and useful technologies in agro-forestry, fisheries, agribusiness,
engineering, and other allied field/sciences;
• Provide demand-driven and local-needs-centered extension/community services for individual
and collective economic capability building;
• Promote and develop judicious utilization and protection of the environment within the context
of a sustainable development; and
• Work for the upliftment of the educationally disadvantaged ethnic/tribal communities to hasten
their holistic development.

C. GOALS/OBJECTIVES OF TCU-GSC GRADUATE SCHOOL

The Taguig City University – General Santos City (TCU-GSC) Graduate School is committed to the task of
developing human resources for nation building through advanced instruction, research and professional growth.
It assumes the responsibility of achieving a balanced high quality graduate education.

In practicable, attainable and specific terms, the objectives are as follows:

1)
To prepare students for functional and productive research in the various educational disciplines;
2)
To enhance competencies in teaching, administration and management;
3)
To provide leaders in the field of endeavor being pursued in the University;
4)
To provide expertise as needed by the student clientele contingent on university resources; and
5)
To enrich, preserve and transmit the cultural heritage through quality instruction, research,
practice and various available media.
D. COURSE DESCRIPTION

HBO is a course, which focuses upon the people-to-people aspects of work. The intention of this
course is to help the students develop their skills in understanding and diagnosing human events and
problems so as to more effectively take action in dealing with them. The subject will be applying the
social and behavioral sciences as well as management science to better understand and predict human
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behavior at work. Concepts, theories, and empirical research on organizational behavior will be studied.
Models and tools for diagnosing situations, individual behavior, group behavior, intergroup conflicts,
supervisory problems and organizational change will also be analyzed.

This course is an insightful journey towards understanding people in the workplace. It opens
doors to the various relationships one can find, build and experience within an organization and how
these relationships affect people’s behavior. The concepts on motivation, reward, leadership and
empowerment will allow students to learn the art of dealing, handling and living with people from all
walks of life. After taking up this subject, one will be ready to work with and handle people with
confidence.

Put differently, we focus on the human side of enterprise, seeking to understand and influence
peoples’ conduct in formal organizations to accomplish organizational goals. Individual qualities
(abilities, personality, motivation, learning) and interpersonal qualities (leadership, group dynamics and
team work, organization structure and processes) are core topics. When a student completes this course
s/he should be able to:

• understand practical ways of describing individual differences;

• identify leadership models appropriate for difference settings;
• improve written and oral professional communication skills; and
• sharpen critical thinking skills involving organized human interaction at work.

E. OBJECTIVES

General Objectives:

• The primary purpose of HBO is to help deepen the students understanding of people
problems and issues in organizations. It also aims to help the students sharpen their
skills in diagnosing an action of common to more complex people problems and
organizational issues.

Course Objectives:

• It is the thrust of the subject to acquaint the students with some basic and practical
theories in HBO, which represent ways of thinking about organizations and the people
in them.

Values:

1) To appreciate oneself as a person and develop an attitude of acceptance of others.

2) To mold person/people-oriented students committed to the upliftment of the Filipino
worker and the growth of the Philippine business
towards national development, thereby contributing to the gradual fulfillment of the
United Nation’s Millennium Development Goals.

At the end of the course, the students are expected to:

1) describe specific theories related to perception, motivation, leadership, job design and
organizational change through class discussions and group exercises;
2) demonstrate effective teamwork behaviors through a group researchactivity and peer
evaluation;
3) integrate individual, group and organizational level concepts through case studies, and
persuasive paper;
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4) identify the organizational behavior concepts and theories present in real business world
examples through company visits and current events presentation;
5) understand why people and groups in organizations feel and behave as they do;
6) develop and enhance their skills as organizational members and managers; and gain
confidence and expertise in dealing with and handling people

Aside from learning the theories and concepts this course aims to help students develop necessary
analytical and communication skills to be a good educational manager. Through individual assignments, students
will practice analytical and writing skills, including how to write clear concise memos and reflection pieces. And
through team exercises, students will learn the art of team work, how to lead discussions, and how to brainstorm.
Students will also learn how to deliver effective presentations, by practicing in class. Needless to say, throughout
the entire course students will be challenged to think about educational management in many perspectives.
Students will be asked on the spot for their opinions and reasons for their arguments. Thus, by the end of the
course, students would have the skills to critically think, make logical arguments, and provide solutions to
problems. It is crucial to emphasize that the course does not aim to provide off-the-shelf solutions to problems,
but rather it aims to produce educational managers that can ‘think’ and make good decisions on their own.

F. TEACHING MODE

Pedagogy

The pedagogy for this course includes short lectures, large class discussions, small group break-out
discussions, and case studies. The main sources of information are from the reading materials in the course pack,
the assigned text books, the short lectures from the instructor, and most importantly the contribution to
discussions from all the students. Every student has rich working experience in their respective workplace
contexts. Sharing of those experiences and learning from each other would be the best source of information on
public administration practices. Please keep in mind that the instructor’s role is more of a facilitator, who will let
the students learn by sharing experiences and opinions rather than providing concrete solutions to problems.

Keep in Mind

In order to ensure that we have a productive course, there are several premises of the course that
everybody should be aware of. First of all, the student body is very diverse in terms of ethnicity, work experience,
and field of specialty. Students are from all sectors: public, private, non-profit, quasi-governmental organizations,
and even international organizations. Secondly, students have varied backgrounds in the study of public
administration and public policy. Some have had training before but most would not have had any formal training
at all. Most would be coming back to an academic setting for the first time in many years. Some students might
need more time to adapt to unfamiliar learning pedagogies (class discussions, case studies, and analysis exercises)
and even the usage of English language.
The instructor will facilitate the class in such a way that will benefit most if not all the students. However,
if students feel that they would like particular assistance to enhance their learning experience, please consult with
the instructor as soon as possible. For example, you might feel that the reading requirements are not rigorous
enough and would like to be more challenged the instructor can provide more reading supplements. Or you might
feel that the readings are too difficult and would like to discuss the reading materials to better grasp the content,
you can email your concern and set time to come discuss with the instructor. As for assignments, you are welcomed
to ask for more if you think it will benefit your learning. However, you cannot ask for less, because this is the
minimal standard that all students must accomplish.

In order to maximize the learning experience and maintain a good learning environment both in class and
outside the classroom, it is important to keep in mind the following points:

• Tolerate and celebrate differences in opinions. Be respectful to others.

• Listen carefully to different opinions.
• Express your opinions clearly. Do not dominate discussions.
• Always have an opinion or point of view. Make effort to participate in discussions.
• Never be shy to ask questions, no matter how difficult or simple they are.
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G. COURSE OUTLINE I.

PRELIMINARIES

Course Overview: Scope and Objectives

Knowing Each Other
Orientation on the Syllabus
Assessment of the course’s parameters and limitations
Expectation Checks

II. MODULE 1. INTRODUCTION TO HBO

A. Fundamentals of Human Behavior (in Rodil-Martires)

Nature and Scope of Human Behavior
Some Key Behavioral Science Assumptions
Concept and Principles o Assumptions, Concepts, and Principles
Reasons for Studying Human Behavior
Methods of Studying Human Behavior

B. Introduction to the Field of OB (in McShane & Von Glinow)

Organizational Behavior Trends
The Five Anchors of Organizational Behavior
Knowledge Management
Structured Learning Exercise: Cocktail Mix
Oral Exercise: Personal History Narration
Case Analysis: Sylvia Gregorio’s Case at Philippine Energy Company (PEC)
MODULAR REFLECTION PAPER DUE

III. MODULE 2. INDIVIDUAL BEHAVIOR AND PROCESSES

A. Individual Behavior, Values and Personality (in McShane & Von

Glinow)
MARS Model of Individual Behavior and Results
Types of Individual Behavior in Organizations
Values in the Workplace
Values Across Cultures
Ethical Values and Behavior
Personality in Organizations o Big Five Personality Dimensions o Myers-Briggs Type Indicator
(MBTI)

o Other Personality Traits

B. Perception and Learning Organizations (in McShane & Von Glinow)

The Perceptual Process
Social Identity Theory
Stereotyping in Organizational Settings
Attribution Theory
Self-fulfilling Prophecy
Other Perceptual Errors
Improving Perceptions
Learning in Organizations
Behavior Modification: Learning through Reinforcement
Social Learning Theory: Learning by Observing
Learning through Experience

NOTA BENE: LONG UNIT QUIZ

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C. Workplace Emotions and Attitudes (in McShane & Von Glinow)

Emotions in the Workplace
Managing Emotions at Work
Job Satisfaction
Organizational Commitment
Psychological Contracts

D. Motivation in the Workplace (in McShane & Von Glinow)

Needs-Based Theories of Motivation
Expectancy Theory of Motivation
Goal Setting and Feedback
Organizational Justice: Distributive Justice and Procedural Justice o Structured Learning
Exercises (Seminar on Self-Awareness)
Individual Identification (Who Am I? Questionnaire)
Johari Window Exercise
Individual Reading: Just For Today

E. Applied Performance Practices (in McShane & Von Glinow)

The Meaning of Money in the Workplace
Reward Practices: Seniority, Job status, Competency, or Performance- Based
Job Design Practices: Work Motivation and Work Efficiency
Empowerment Practices
Practicing Self-Leadership

F. Work-Related Stress and Stress Management (in McShane & Von

Glinow)
Meaning of Stress: “General Adaptation Syndrome”
Stressors: Interpersonal, Role-Related, and Task-Related
Individual Differences in Stress: Type A/Type B Behavior Patterns
Consequences of Distress: Physiological, Psychological, and Behavioral
Managing Work-Related Stress

NOTA BENE: LONG UNIT QUIZ

MODULAR REFLECTION PAPER DUE

IV. MODULE 3. TEAM PROCESSES

A. Understanding Groups and Teams (in Robbins and Coulter)

Understanding Groups
Explaining Work-Group Behavior
External Conditions imposed on the Groups o External Conditions Imposed on the Group
o Group Member Resources, Group Structure, Group Processes, and Group Tasks
Turning Groups into Effective Teams
o Nature and Meaning of a Team; Types of Teams; and, Creating Effective Teams
B. Decision Making and Creativity (in McShane & Von Glinow)
The “Rational” Decision Making Model
Identifying Problems and Opportunities
Evaluating and Choosing alternatives
Evaluating and Choosing Alternatives
Evaluating Decision Outcomes
Employee Involvement in Decision Making
Creativity
C. Foundations of Team Dynamics (in McShane & Von Glinow)
Types of Teams and Informal Groups
A Model of Team Effectiveness
Organizational and Team Environment
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Team Design Features: Characteristics, Size, and Composition

Team Processes: Development, Norms, Roles, and Cohesiveness
The Trouble with Teams: Social Loafing
D. Developing High-Performance Teams (in McShane & Von Glinow)
Self-Directed Work Teams
Virtual Teams
Team Decision Making
Team Building
CASE ANALYSIS: Arctic Mining Consultants
E. Communicating in Teams and Organizations (in McShane & Von
Glinow)
A Model of Communication
Communication Channels
Choosing the Best Communication Channels
Communication Barriers: Perceptions, Filtering, Language, and Information Overload
Cross-Cultural and Gender Communication
Improving Interpersonal Communication
Communicating in Organizational Hierarchies
Communicating through the Grapevine o Supplement I: “Eight Filipino Values Affecting
Communication”
F. Power and Influence in the Workplace (in McShane & Von Glinow) The Meaning of Power
Sources of Power in Organizations: Legitimate, Reward, Coercive, Expert, and Referent
Contingencies of Power: Substitutability, Centrality, Discretion, and Visibility
Influencing Others
Influence Tactics and Organizational Politics
G. Conflict and Negotiation in the Workplace (in McShane & Von Glinow)
The Conflict Process
Sources of Conflict in Organizations
Interpersonal Conflict management styles
Structural approaches to Conflict Management
Resolving Conflict through Negotiation
Third-Party Conflict Resolution
H. Leadership in Organizational Setting (in McShane & Von Glinow)
Perspectives of Leadership
Competency (Trait) Perspective of Leadership
Behavioral Perspective of Leadership
Contingency perspective of Leadership
Transformational Perspective of Leadership
Implicit Leadership Perspective
Cross-Cultural and Gender Issues in Leadership o Caselet Analyses
“George and His Management Style”
“The Hypertensive Boss”
V. MODULE 4. ORGANIZATIONAL PROCESSES
A. Organizational Structure and Design (in McShane & Von Glinow)
Division of Labor and Coordination
Elements of Organizational Structure
Forms of Departmentalization: Simple, Functional, Divisional, Matrix, and Team-Based
Contingencies of Organizational Design: Size, Technology, Environment, and Strategy

B. Organizational Culture (in McShane & Von Glinow) Elements of

Organizational Culture
Deciphering Organizational Culture through Artifacts
Organizational Culture and Performance
Merging Organizational Cultures
Changing and Strengthening Organizational Culture
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Organizational Socialization

C. Organizational Change or Organization Development (in McShane &

Von Glinow)
Lewin’s Force Field Analysis Model
Unfreezing, Changing, and Refreezing
Strategic Visions, Change Agents, and Diffusing Change
Three Approaches to Organizational Change
Cross Cultural and Ethical Issues in Organization Change
Personal Change for the Road Ahead
Organizational Behavior: The Journey Continues

D. Foundations of Control (in Robbins and Coulter)

Meaning and Importance of Control
The Control Process
Controlling for Organizational Performance
Tools for Controlling Organizational Performance
Contemporary Issues in Control

E. Fostering Commitment Beyond Just the Job (in Harvard University

Business School Press Book)
How to Energize Colleagues with Wayne Baker (pp 105-108)
What You Can Learn From Open-Book Management (pp 109-119)
Debriefing Gabriel Szulanski: Improving Best-Practice Transfer by Lauren Keller Johnson
Are You Employees Invested in the Bottom Line? By Jack Stack and Bo Burlingham

F. Career Development: Career Planning & Career Cycle

G. Personality Development & Positive Projection

H. REFERENCES

Main Reference:

McShane, Steven L. & Von Glinow, Mary Ann. (2014). Organizational

Behavior: Emerging Realities for the Workplace Revolution (7 th ed.) . Massachusetts, USA:
McGrawHill Companies, Inc.
nd
Martires, Concepcion R. (2002). Human Behavior in Organizations (2 ed.). Mandaluyong City,
Philippines:
National Bookstore.
Robbins, Stephen P. & Coulter, Mary(2005). Management (8 th ed.). New Jersey, USA: Pearson
Prentice Hall.
Harvard Business School Publishing Corporation. (2005). Motivating People for Improved
Performance.
Boston, Massachusetts, USA: Harvard Business School Press.

Supplemental References:

Leveriza, Jose P. (1993). Human Behavior in Organization: A MultiDisciplinary Approach.

Mandaluyong City, Philippines: National Bookstore.
Newstrom, John W. & Davis, Keith (1997). Organizational Behavior:
Human Behavior at Work, (10th ed.). Massachusetts, USA: McGraw-Hill Companies,
Inc.
Robbins, Stephen P. (1998). Organizational Behavior (8th ed.). New York, USA: Prentice-Hall.
Shani, Abraham B. & Lau, James B. (1996). Behavior in Organizations: An
Experiential Approach (6 th ed.). Illinois, USA: Times Mirror Higher Education Group.
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I. COURSE REQUIREMENTS

1. Scheduled examinations (Midterm and Final). Both exams are to evaluate a student’s
analytical skills and not his/her memory of the textbooks. A student should demonstrate a good
understanding of the important issues from each session and the ability to adapt his/her knowledge to
realworld cases.
2. Group papers. Students will be assigned in teams to discuss, outside of classroom, the
two long case studies.
Each team must submit a written report of the discussion that follows the guided questions.
3. Reaction papers (Individual). Students will be required to accomplish and pass reaction
papers on important
issues or concerns significant to this course.
4. Quizzes. Announced and unannounced quizzes will be given to evaluate the students’
comprehension on
important theories and concepts in this course.
5. Class participation. Students are encouraged to speak up in class, ask questions, and make
comments freely.
Students must be prepared for class discussion each week. In order to ensure everybody comes
prepared and has thought about the readings ahead of time, occasional oral
examinations will be given by the facilitator.

J. GRADING SYSTEM

The requirements mentioned in Part F will be graded as follows:

1. Assignments - 10%
2. Group Paper (Case Study Analyses) - 10%
3. Reaction/Reflection Papers (3) - 10%
4. Long Unit Quizzes - 15%
5. Class Participation (Reporting and Recitation) - 15%
6. Scheduled Examinations (Final Exams) - 40%
7. Total - 100%

The following range shall be used in interpreting percentile grades to numerical grades, to wit:
1.00 (98-100)
1.25 (94-97)
1.50 (90-93)
1.75 (85-89)
2.00 (80-84)
2.25 (75-79)
2.50 (70-74)
2.75 (65-69)
3.00 (60-64)
5.00 (59&below)

The Grading System in the master’s program shall be as follows:

1.00 – 1.25 Excellent

1.50 – 1.75 Very Good
2.00 - 2.25 Good
2.50 – 2.75 Satisfactory
3.00 Passing
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5.00 Failure
INC Incomplete
INP In Progress
K. INSTRUCTIONAL DESIGNS AND EXPECTATION

1) Graduate students in this course shall be given individual, dyadic or group assignments.
2) During student presentation, students are expected to:
a. Present a holistic package of the topic given;
b. Present reports using ICT media;
c. Give the professor a well-prepared/packaged written report before the oralpresentation; and
d. Submit a written report to each member of the class after the presentation.
3) Student-reporters are expected to be in the class at least 30 minutes before the class starts to do
pre-presentation activities like room preparations, physical arrangement, audio-visual check-up, etc.
4) On the actual presentation, the following guidelines must be observed by the student-reporter:
a. The presentation should be started by an ecumenical prayer.
b. Manuscript reading is not allowed.
c. The visual aids must be well-prepared.
d. The student-reporter must exude mastery of the subject matter, good manners and right
conduct, and open-mindedness.
e. The student-reporter must wear a corporate or business attire.
f. The student-reporter is given a 30-minute open forum after his/her presentation.
5) A hundred percent student participation is expected during the open forum.

L. CLASSROOM POLICIES

1. Make-up exams and quizzes will be given with prior approval of the facilitatorand under exceptional
circumstances only. Students who miss any exam or quiz will be given a score of ‘zero’.
2. Term/Reaction papers must be submitted on time. There will be applicablepenalties/deductions for
late submissions.
3. Plagiarism is not tolerated in class.
4. Students are not allowed to go out of the classroom once the class has started,unless extremely
necessary. Students who leave the classroom without any valid excuse will be marked absent.
5. Students are expected to comply strictly with the university’s rule on classroomattendance. Any
student who exceeds the maximum allowed number of absences will be dropped from the class.
6. Cell phones should be turned off during class hours.

Credits to the owner.