College of Business Administration

Department of Management

COURSE SYLLABUS

COURSE TITLE

Organizational Behavior

Course Code

0302262

Fall Semester, 2019/2020

Instructor: Prof Rachid Zeffane

 COURSE SYLLABUS

Course Title Organizational Behavior

Course Code 0302262

Credit Hours 3 hours

Pre-requisite(s) Principles of Management 0302160

--
Co-requisite(s)

Semester Fall Year 2019-20

Instructors Name Prof. Rachid Zeffane

Office Location W5-121

-
Tel. No. 3557

Email zeffaner@sharjah.ac.ae

Lecture Times As per university class schedule for each section

Office Hours TBA

Course Description (as in the catalogue):

This course seeks to familiarize students with the basic principles of individual and group behaviour and
their applications within organizations. Topics covered include job design, perceptions, learning,
communication, decision-making, motivation, group dynamics, conflict management, power and
politics, leadership, organizational change and effectiveness.

Course Learning Outcomes:

By the end of successful completion of this course, the student will be able to:
1. Define and explain key concepts and theories of organizational behavior.
2. Explain and discuss the importance and impact of individual, group and organizational
behavior in the workplace, including the fundamental role of teams & teamwork.
3. Assess and debate organizational behavior issues as they relate to the effective
management of the workplace.
4. Apply specific theories and concepts in analyzing case studies and practical events.
5. Appreciate the value/benefits of teamwork and be able to work both independently and
as a member of a group

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Alignment of Course Student Learning Outcomes to Program Student Learning Outcomes

Program SLOs Course SLOs

Identify the basic theories and
concepts in different areas of
management.
Solve problems solving applied to
business issues.
Work effectively in teams and take
responsibility for own and coordinated
performance.
Communicate competently, orally and
in writing.
Analyze various real world ethical and
legal matters in business and
management.
Discuss global and macro-level
matters in business and management.
Analyze management practices in the
UAE/Gulf region in comparison to
other countries
 Define and explain key concepts and theories of
organizational behavior
 Explain and discuss the importance and impact of
individual, group and organizational behavior in the
workplace, including the fundamental role of teams &
teamwork
 Assess and debate organizational behavior issues as
they relate to the effective management of the
workplace
 Apply specific theories and concepts in analyzing case
studies and practical events.
 Explain and discuss the importance and impact of
individual, group and organizational behavior in the
workplace, including the fundamental role of teams &
teamwork.
 Appreciate the value/benefits of teamwork and be able
to work both independently and as a member of a
group.

Weekly Distribution of Course Topics/Contents

Week Topic Comments* Course SLO

1  Add and Drop Period Course Syllabus SLO -1
 Brief Introduction to the Course And Chapter 1
2  Individual Attributes and their Chapter 2 SLO -1
Effects on Job Performance

3-4 Chapter 3 SLO -1

 Motivation and Empowerment

5  Motivation and Empowerment Chapter 3 SLO -1 & SLO -2

 (Case study)

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 Week Topic Comments* Course SLO
 Job Design, Goal Setting and Chapter 5 SLO -2
6 Flexible Work Arrangements
 (Case study)
 Job Design, Goal Setting and Chapter 5 SLO -2
6-7 Flexible Work Arrangements

MID TERM EXAM : Tuesday 22rd October or Wednesday 23rd October (1 hour - In class time)

8  Groups an Group Dynamics Chapter 6 SLO -3 , SLO -4

 (Case Study)
9  Teamwork and Team Building Chapter 7 SLO -3 , SLO -4
 (Case Study)
10  Leadership Chapter 8 SLO -3 , SLO -4
 (Case Study)
11  Organizational Structures and Chapter 9 SLO -4 , SLO -5
Design
 (Case Study)
12  Organizational Culture Chapter 10 SLO -4 , SLO -5
 (Case Study)
13  Organizational Change Chapter 14 SLO -4 , SLO -5
Management
14-15  Revision, in class group work and
presentations
16  Final Exam SLO – 1, 2,3,4, 5
* In the comments, you can add the relevant chapter or notes, etc.

Information on out-of-class assignments with due dates for submission

Assignment/Activity Due Date Comments

Case study presentations As per class schedule –
after Mid-term
Written Project End of semester

Students’ Assessment:
Students are assessed as follows:

Assessment Tool(s)** Date Weight (%)

Mid-term Exam Week 7/8 20%

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 Case Study Analysis and Presentation (Individual). Week 8 – 15%
(See Guidelines) Week 15
Group Project (Essay) Week 15 15%
(See guidelines)
Final Exam Week 16 40%
Classroom Engagement Weekly 10%
Total
** You can modify / add other tools relevant to the course.

 Exams will be closed book/closed notes. Make-up exams are not given except under very
special circumstances.
 The final exam will be a comprehensive

Course Outcome Assessment Plan:

Teaching/Learning Performance
Course LOs Assessment Tool(s)
Method(s) Indicators
Define and explain key  Lectures  Mid-Term exam Overall
concepts and theories of  Discussion  Final exam percentage
organizational behavior.  Group Project  Classroom Engagement > 70%
 Case Studies
Explain and discuss the  Lectures  Mid-Term exam Overall
importance and impact of  Discussion  Final exam percentage
individual, group and  Group Project  Classroom Engagement > 70%
organizational behavior in  Case Studies
the workplace, including
the fundamental role of
teams & teamwork.
Assess and debate  Lectures  Group project Overall
organizational behavior  Discussion  Classroom Engagement percentage
issues as they relate to the  Group Project > 70%
effective management of  Case Studies
the workplace.
Apply specific theories and  Lectures  Group project Overall
concepts in analyzing case  Discussion  Classroom Engagement percentage
studies and practical  Group Project  Final Exam > 70%
events.  Case Studies  Case Study Analysis &
presentation
Appreciate the  Lectures  Case Study Analysis & Overall
value/benefits of  Discussion presentation percentage
teamwork and be able to  Group Project  Group Project > 70%
work both independently  Case Studies  Classroom Engagement
and as a member of a
group

Teaching and Learning Resources:

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Text Book(s):

Wood, J., Zeffane, R., Fromholtz, M., Wiesner, R., Morrison, R., & Seet, P. S. (2016). Organisational
behaviour: Core concepts and applications (4th Australasian Edition) . John Wiley & Sons Australia,
Ltd.

Recommended Readings:
 McKee, A. (2014). Management: A focus on leaders (2nd ed). Pearson Education
 Dessler, G (2014). Human Resource Management (13th ed), Pearson Education
 Yukl, G (2013). Leadership in Organizations, Eighth Edition Pearsom Education
 Robbins, S., De Cenzo, D., & Coulter, M. (2013). Fundamentals of management (8th ed). Pearson
Education.

Other Resources:
 Research Journals and other periodicals
- Organizational Behavior and Human Performance (Journal)
- Journal of Organizational Behavior
- Journal of Organization and Management
- Journal of Management Studies
- Organization Studies
- Academy of Management Review
- Academy of Management Journal
- Sloan Journal of Management
- Human Relations
- Administrative Science Quarterly
- Management Research News
- Journal of Management
- International Journal of Human resource Management
- Human Resource Management Journal

Attendance policy:
Attendance is compulsory. A student missing 10% (6 hours) of the total allocated course hours will
receive 1st warning notice and a student missing 15% (9 hours) will receive 2nd warning notice. A student
missing 20% (12 hours or more) will be forced to withdraw (in accordance with the university
regulations).

Plagiarism/Cheating:
Students are expected to do their own work. You are allowed to work on assignments in teams only if
specified by the instructor. In other words, students are encouraged to communicate about general
principles of the course, but all assigned homework must be done on an individual basis. The instructor
is available to provide any assistance that you may need. Cheating is considered a serious offense by
the university. You should be aware of the severe penalty for cheating (refer to the student code of
conduct published in the university catalogue).

Skills to be developed:
This course helps students in developing the following skills:
 Communication (Oral &Written): Through discussions and Exams.

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 Analytical: Through case analysis.
 Team Work: Through group work.

Notes:
Case Study Analysis/Presentation (in Groups)

The class will be divided into groups. Each group chooses a group name and will be required to
participate in case-study activities as a group throughout the semester.

Each group is assigned a case study from the text or as a handout.

The case assigned shall be critically analyzed and presented to the class in accordance with an
agreed class schedule (See Appendix 1)

CLASS ENGAGEMENT (PARTICIPATION )

(See Appendix 3)

Project:
A research topic is chosen by students or assigned by the lecturer. Students are expected to research
the topic and write an essay. The essay must refer to both theory and practice. See detail guidelines
in Appendix 2 (enclosed)

A typewritten project is assigned after consultation with the instructor. (See Appendix 2)

Problem in Groups
Group project format help you learn how to be part of a team. It is important then for you to work hard
to make sure that your group does good work. You are responsible for efforts to motivate other group
members to do their part. Don't do all the work by yourself; try to participate if you are shy; and try not
to dominate the group if you are not so shy. Most importantly, be a responsible group member. If
members of your group are shirking their duties then bring that to my attention early on. I will try to
work with the group to solve the problem. In the event that problems persist and a group member is
uncooperative or unduly difficult, the group may divorce that member, provided that the problem was
brought to my attention early and that real efforts were made to solve the problem. This will cause the
divorced group member to receive a zero on all group assignments.

Rules To Be Adhered To
 Students should take responsibility in their own learning.
 Attendance is vitally important to student success. The university policy on class attendance will be
strictly implemented.
 Students are expected to do the required readings prior to coming to class.
 Students are expected to use a variety of references in their assignments (e.g., books, on-line
sources, journal articles).
 Late submission of assignments will be penalized.
 Students are expected to keep copies of their assignments for their own record and later
references.

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 Students who are late for more than 10 minutes will be allowed to sit for the class but will be
marked as absent in the attendance record.
 In case of absence, students are responsible for the material covered in the missed class.
 Students cannot leave the class during lecture time.
 Mobile phones must be switched off during class.
 No phones will be allowed during the exams.
 Communicating with other students during exams will be treated as a case of cheating, and will
result in an "F" grade. Other measures may also be taken according to University rules.

Appendices

APPENDIX 1

Guidelines for Case Analysis

Presentation & Project/Essay

Appendix 1 : Guidelines for Case Study Analysis and Presentation

1. Form a group
2. Choose a case
3. Research the case (seek more recent material on the case) If possible
4. Check schedule (date) of your presentation as assigned by lecturer--- The final schedule will be advised in class

IN PRESENTING THE CASE :

5. Give a brief background summary of the case (organisation) and its most recent history.
6. Outline key features of the case
7. Expose the relevant concepts that might apply to the case
8. Summarise and Conclude
9. Lead class discussion and ensure questions are addressed.
10. Use your imagination !!! Constructive HUMOUR is welcome !!!

Length: Approximately 15-20mns minutes presentation including 5-10 minutes for class questions & discussions.

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Further Presentation Guidelines

 During this course, each of you will be required to join a group and a case study
presentation (as a group).

 Each group will choose a case study to work on and present it to the class (as a group) in
accordance with a schedule that will be agreed in class

 The presentation should be about 20 minutes in length, which you should divide
 up amongst your group members.

 This presentation will contain your description and analysis of the case study assigned to
you.

SOME USEFUL HINTS

Tell them what you're going to tell them. Tell them. Tell them what you told them.

In other words, each presentation should have three parts: an introduction, body, and
conclusion.

In the introduction, establish the question/problem at hand (usually stated in the title) and
the key researchers (names). State briefly the leading theories, criticisms of the current
theories, and make mention of methods and empirical evidence. Finally, briefly state your
personal conclusions to it all.

The body is where you become specific about the items mentioned in your introduction.
Here you will thoroughly describe the case(background) question/problem at hand, as well as the
surrounding theories.

The conclusion has certain features to it as well. First, but not only, is to summarize the
material you have already presented. In the conclusion it is important to discuss the relevance of
the topic to the audience.

________________________________________________________________________

1. Be clear (State the issues very clearly and give a clear structure)
2. Relate the case to some relevant theories/ideas exposed in the course
3. Involve the class
4. Be creative
5. Summarize your leaning from the case
________________________________________________________________________

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 Criteria for marking Case Presentations
Criteria Items included Mark Mark for
Allowed this
Presentation
1 Introduction and Clear Introduction of the 10%
Structure purpose of the presentation
and the case

Clear Structure of the

presentation and the key
points being addressed in
the presentation

2 Background Clear background of the 10%

case, with any additional
information found about
the case – internet
resources
3 Analysis of the case and Clear analysis of the main 40%
Use of OB issues of the case and use
Concepts/Theories of OB Concepts/Theories
to explain the issues

4 Conclusions and Clear conclusions and 10%

Recommendations recommendations based
on the analysis and the use
of concepts/theories
5 Creativity, Class Creative presentation. 10%
Involvement and Timing Effective Use of
presentation aids : role
plays, relevant games,
questions and answers,
short videos…etc

Effective class
involvement. Effective
timing : 20mns
presentation and 10mns
class discussions

Total 100

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 Peer Review/Feedback on Oral Presentations

Please tick the appropriate box

Ratings (Score)
1= Strongly Disagree /Very poor)
2= Somewhat Disagree /Somewhat Poor
3= Neutral/Average
4= Somewhat Agree/Above Average
5= Strongly Agree/Excellent

Criteria Ratings

Purpose and Structure : The purpose and structure of the presentation were 1 2 3 4 5
stated very clearly
Topic/Case study and Theory: The topic/case study of the presentation was 1 2 3 4 5
outlined and explained very clearly. Relevant theories were used effectively
Use of Aids and Creativity: The presenters made very good use of 1 2 3 4 5
presentation aids (Powerpoint, video, role play and other innovative ways to present)
Class Involvement and Timing : The presenters involved the 1 2 3 4 5
audience/class and respected the time allowed (20mns +up to 10mns discussion)

Total your score and enter here……………………….. ______/20

Any Comments/Advice you wish to give to the presenters ?

_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________

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 _________________________________________________________
_________________________________

APPENDIX 2

CRITERIA USED I N MARKING THIS ESSAY/PROJECT -

STUDENTS : _________________________________________

Criteria Sub-Components Weight Mark

(Mark out of for this Overall assessme
15)
project
Below Meets Above
Standar Standard
d
Introduction and -table of content should list all 10%
parts of the essay (introduction,
table of contents sections, references and any
appendices
- introduction should outline of
the relevance/importance of the
topic and the controversies
surrounding it
Literature search - Use of relevant literature 20%
- Use of Journal articles
and review (Must - Use of alternative sources
include journal articles) - (internet…)
Over-use of textbook
material is not
recommended/rewarded)

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CORE Arguments, - outline and discuss 10%
solutions/options
Opinions and suggested in the
suggestions literature
- derive a learnt opinion from
the literature
- give reasons for espousing
the position you have
endorsed (draw on
support)
- logical flow in arguments

Research/Case - Research a specific 30%

company or a case
Examples and already reported in
Analysis the literature

- Critically analyze the

case

- Explain how the case (s)

helps to support your
arguments

Conclusions and - Provide a summary of 10%

the main findings of
Recommendations your project
- Provide a set of
recommendations on
how the findings of your
project can help solve
problems/issues faced
by
managers/organizations
-
Format/Quality of - presentation & 10%
structure
Presentati - writing style/grammar
on - rigour /consistency in
referencing
- length (2000 -2500
words)
- Safe Assign
(Plagiarism Check)

TOTAL MARK 100

Overall Assessment :

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Below Standard _________

Meets Standard _________

Above Standard_________

Comments:
______________________________________________________________________________________________
______________________________________________________________________________________________
____________________________________________________________________________

Harvard Citation and Referencing:

REFERENCE IN-TEXT CITATION
Quick Guide TYPE
Books with 1 author Greetham, B. (2001) How to write Greetham (2001, p. 5)
better essays. Basingstoke: Palgrave. or
(Greetham, 2001, p. 5)
(this applies to all)
Books with 2-3 authors Henderson, P. and Salmon, H. (2001) (Henderson and Smith, 2001, p.89)
Social exclusion and community
development. London: Community
Development Foundation.
Books with more than 3 authors Blaxter, L., Hughes, C. and Tight, M. (Blaxter et al, 1996, p. 100)
(1996) How to research. Berkshire:
Open University Press.
Books with later editions Banks, S. (2006) Ethics and values in (Banks, 2006,
social work 3rd edn. Basingstoke: p. 3)
Palgrave.
Edited Books Jeffs, T. and Smith, M. (eds) (1987) (Jeffs and Smith, 1987)
Youth work. Basingstoke: Palgrave
Macmillan.
Classical Texts Carroll, L. (1984) Alice’s adventures (Carroll, 1863/1984)
in wonderland. London: Gollancz.
(Original work published 1863).
E- Books Larkey, S. (2007) Practical sensory (Larkey, 2007, p.20)
programmes for students with
autism spectrum disorders.
University of Wales Institute Cardiff
E-Content Collection. Available at:
www.netlibrary.com (Accessed 28
November 2008).
Chapter in a book Manning, N. (1998). ‘Social needs, (Manning, 1998, p.32)
social problems and social welfare’.
In Alcock, P., Erskine, A. and May, M.
(eds) The student’s companion to
social policy. Oxford: Blackwell, pp.
31-36.
Journal article Lillis, T. and Turner, J. (2001) Student (Lillis & Turner, 2001, p.57)
writing in Higher Education:
Contemporary confusion, traditional
concerns. Teaching in Higher
Education 6 (1), pp. 57-68.

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 Online journal article Imel, S. (1998) Using adult learning (Imel, 1998, p. # if you have it)
principles in adult basic and literacy
education. Educational Resources
Information Centre Ohio, USA
[Online]. Available at:
http://ericacve.org/docs/pab00008.
htm [Accessed 26/11/08].
Newspaper Bloom, A. (2008) ‘Pupils behave (Bloom, 2008, p.1)
better now than for 20 years’, Times If author is unknown:
education supplement, 28 (TES, November 2008, p.1)
November, p.1.
Or if the author is unknown
TES (2008) ‘Pupils behave better
now than for 20 years’, Times
education supplement, 28 November
2008, p.1.
If no date is given put (n.d.) or (no
date) in place of the year

APPENDIX 3

Criteria for marking Participation

(Attendance and Participation in Class discussions)

Student Name : ___________________________

ID : _____________________________________

Items Mark Allowed Earned Mark

Attendance and Discipline* (also includes

arriving on time, attending the entire session) 4

Participation in Class Discussions (Focusing in

class, participating in class exercises, participating 4
in discussions, bringing real life experience to class
discussions)

Cooperation with class colleagues in group-work 2

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 Total 10

* For the sake of equity, students who miss classes or even consistently late (even with excuses) should not expect
to receive the same mark as those who attend all sessions.

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