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Program

EN IT

Updated A.Y. 2019-2020

Business organization

(Prof. Luca Gnan - Prof.ssa Giulia Flamini)

 

 

Teaching Members Responsible for the Course

Prof. Luca Gnan

Email: luca.gnan@uniroma2.it

Availability: Contact via email

Prof.ssa Giulia Flamini

E-mail: giulia.flamini@uniroma2.it

Availability: Contact via email

We are committed to make this course a valuable learning experience for you. After the first month, we will spend part of a class session evaluating our progress, and we will make any necessary changes to keep us on track. However, we welcome your feedback at any time in the semester. It is easiest to reach us by email or during office hours, but we are always happy to set up an appointment. Additionally, if you have a disability that requires special accommodation, please let us know ASAP so that we can be helpful to you.

Emails, Office Hours & Feedback on Assignments

We endeavor to answer emails within 1 day. If you have not heard from us within that time, please resend the email. Grades & comments will be posted online in the materials section of the course website. We will be happy to give feedback and discuss assignments after all grading is complete for a certain assignment. Office hours are scheduled by email request.

We may answer questions of assignment clarification in class and via emails to benefit the entire class. We may also give extra grades (see below Team Project) during the course that, while generally designed to support learning in the course, will also help your participation grade. These are pass/fail and do not include comments.

Course positioning

The Business Organization course is included in the Business Administration curriculum in the Bachelor of Science in Business Administration & Economics.

Pre-requisites for the course

None

Course description and learning objectives

Organizations comprises both a macro perspective (the organization as a whole and its respective functions/divisions and departments) and a micro perspective (the behavior of individuals and groups in the organization). The course covers organizational design and behavior from both a macro and a micro perspective. Individuals do not behave independently of the organizational structure in which they perform. Thus, an understanding of both the macro and micro perspectives and how these two perspectives interrelate are essential for understanding organizations and their effective management.

The course covers principles of organization design and its effects on specific behavioural processes. Specific issues and problems covered include the relationship of the organization with the external environment, the influence of the organization's strategies, culture, size, and production technology on the organization's design, and strategies for managing organizational behavior such as teams, conflict, power and politics.

The objective of the course is twofold: first, to make the student understand the functioning of business organizations; and, second to introduce the basic concepts needed to design, implement, and change the organizational structure of business organizations. The course helps students become good analysts of organisation design as well as of its impact on the performance of the organization.

Upon successful completion of the course, students will be able to:

1. Identify and explain various organization components and their relationship to one another (an understanding of systemic relationships and consequences);

2. Analyse, assess, and diagnose organization effectiveness, including organization culture and values;

3. Develop a framework for changing design elements and relationships;

4. Describe principles of designing organizations;

5. Explain how management and organization design can lead to strategic advantage;

6. Discuss in depth issues of implementation of various design strategies and interventions;

7. Explain the relationship between leadership, organizational design, and effectiveness.

Teaching Methods

Lectures will be characterized by transfer of knowledge and the strong interaction within the classroom; there are analysis of situations problems and business cases in order to facilitate participants in learning.

Regular attending students are strongly recommended to participate to all the lectures and to all the preparations and presentations of the business cases.

 

To meet its goals, this course uses readings, lectures, cases, individual and team assignments, and class discussion. Case assignments provide an important foundation for class discussion and must be completed prior to each class session. The due dates for all cases and other assignments are listed in the class schedule at the end of the syllabus. Lectures will be used to highlight key points from the readings and provide additional information to supplement the readings. Cases will provide you with the opportunity to apply what you have learned to real world issues and scenarios. Because each of you brings unique perspectives and experiences to the class, participation in class discussions and activities is essential to your own learning as well as that of other class members. To further enrich your learning, you will also be matched with an BAE Teaching Assistant.

Required Textbook, Readings, and Business Cases

Textbook:

1. Daft, R.L., Organizational Theory and Design, 12th ed., (2015). Southwestern Cengage Learning, Mason, OH; ISBN: 9781285866345

Readings:

2. A. Hinna, (2011) – Translated by G. Flamini, (2019). Classical theories. From M. Decastri, Editor, (2011). Leggere e progettare le organizzazioni, Edizioni Angelo Guerini e Associati SpA, Milano; ISBN: 978-88-8107-316-0

3. V. Perrone, (2011) – Translated by D. Petrolo, (2019). Traditional base organizational structures. From M. Decastri, Editor, (2011). Leggere e progettare le organizzazioni, Edizioni Angelo Guerini e Associati SpA, Milano; ISBN: 978-88-8107-316-0

4. James D. Thompson’s Organization in Action (Chapter 6) From Tosi, H.L. Theories of Organization, SAGE Publications, Inc, California 91320, 2009.

5. Organizing modes: an information processing model (Chapter 3) From Galbraith, J. R. Organization Design, Addison-Wesley Publishing Company, USA, 1977.

6. D. Tomasi, (2011) – Translated by G. Flamini, (2019). Motivation to work. From M. Decastri, Editor, (2011). Leggere e progettare le organizzazioni, Edizioni Angelo Guerini e Associati SpA, Milano; ISBN: 978-88-8107-316-0

Business cases:

7. COLOPLAST A/S – ORGANIZATIONAL CHALLENGES IN OFFSHORING

8. WILDFIRE ENTERTAINMENT: ORGANIZATIONAL STRUCTURE ARCHETYPES

9. OP4.COM: A DYNAMIC CULTURE

10. BOLDFLASH CROSS-FUNCTIONAL CHALLENGES IN THE MOBILE DIVISION

Case Discussions

Regular attending students are expected to be fully engaged in the entire learning process. This means that regular attending students are expected to:

1) prepare the assigned readings of the cases prior to each class;

2) prepare as a group work a PowerPoint presentation on the case, based on the specific assignment;

3) come to class prepared to participate and to discuss in order to enhance the learning of the individual and the class.

On the web site of the course, for each case, students can find the relative assignment. Please read carefully the questions before the session and use them for preparing the PowerPoint presentation.

Each student will be involved the class discussion on the cases and tie the assigned reading for the session. The objective is to bring all class members into the discussion. The cases are designed to integrate the concepts from the case into the context of the course. The preparation and the discussion of the cases do not exclude the study of the theoretical concepts useful for the discussion of the cases themselves and for the passing of the exam of the course.

With the cases’ discussions in CLASSROOM, each student will develop:

1. The ability to set the parameters for the problem (key concepts from the case).

2. A depth of knowledge about the case subject (understanding of material, good response to the observations of others).

3. The ability to tie-in case with other course concepts.

4. The ability to get others involved in the discussion.

In order to effectively discuss the cases, students do:

  • Be prepared with facts and specific quotes from the case.

· Be prepared to make a comment, ask a question, or make an observation about the case.

During the discussion, students do:

  • Take a position on a question or a point.
  • Ask clarifying questions.
  • Help keep the discussion moving and on track.
  • Help draw others into the discussion.
  • Integrate theories and content from other cases.

During the discussion, students don’t:

  • Be unprepared and show your lack of knowledge.
  • Monopolize the discussion.
  • Make irrelevant comments.
  • Be insensitive to other’s desire to speak or to their opinions.

All the regular attending students are kindly invited to build up work groups (MINIMUM 3 PERSONS – MAXIMUM 5 PERSONS). Each work group should prepare a PowerPoint presentation for each case. Into the first slide, the names of the students belonging to the group should be reported.

The structure of the presentation should follow the following outline:

1. One or more introductory slides aimed at describing/reporting the story, the characters, all the necessary elements in order to clearly define the context and the boundaries of the case.

2. One slide mentioning the questions of the assignment and underlining the learning goals of the case.

3. One or more slides reporting the answers to each question of the assignment.

4. One or more slides reporting the final remarks on the case.

5. One closing slide about the lessons learned after the group discussion of the case.

How to prepare the PowerPoint presentation of the case?

 

Introduction – short presentation of case, short description of the problems and situations that should be coped with the discussion.

Diagnosis – Problem setting of the context and of the situation. Description of the mains facts and elements connected with the concepts and models of Organizational Behavior (e.g. organizational change, conflicts, motivation, satisfaction, leadership, managing people, group dynamics, etc.). What went wrong and which actions/situations, instead, were right? Which elements could be considered for the diagnosis?

Solution – Students should provide a possible solution to questions/problems related with the case and a viable and clear indication on how to approach the situation and how to solve it. The entire proposal should represent a consistent action plan in terms of behaviors and expected results.

Conclusions – Conclusions should not be longer than 300-500 words and should provide a description on how the situation and the problem characterized the case, on how Organizational Behavior schemata might help to solve the case, and what the proposed solution might generate in terms of organizational consequences.

Lessons learned – At the end of the presentation elements/suggestions/advices that we “take home” from the case discussion should be clearly identified and reported.

NOTE: During the case discussion, students should explicitly address the context and the different situations with concepts related with Organizational Behavior and with models and theories of this course.

Case Discussions’ Class Participation

We believe that the best way to learn, especially about BO, is to actively participate in your education. In this class, “participation” is defined in terms of quality contributions to class discussion and exercises. There are four prerequisites for successful participation:

1. Be here on time and prepared. If you’re not here, you can’t contribute much to class discussion. If you need to miss class for a predictable reason (e.g., job interview, athletic competition), please notify us at least 24 hours in advance so that we can make arrangements for any in-class exercises and so that you can obtain the materials distributed during the class. Of course, we realize that in some cases unforeseeable emergencies arise. Although we will not directly penalize you for non-attendance, be aware that multiple absences will indirectly hurt you by preventing you from participating in class, thereby lowering your participation grade. To contribute to class discussion, you must come to class having carefully prepared all assignments (i.e., readings, cases, exercises).

2. Be brave. Everyone in this class is smart, interesting, and has unique life experiences to share. You will get the most out of this course if you ask questions, voice opinions, and express your thoughts to one another. If you feel uncomfortable talking in class, please send me an email or set up an appointment to talk with me early in the semester. We will do everything we can to accommodate each of your individual circumstances, but we can only do so if they are brought to our attention.

3. Be courteous. Successful participation includes treating your classmates in a respectful and professional manner. Listen carefully to the comments and questions that your classmates voice. You may learn something new from their perspectives, and you will be able to avoid simply repeating something that another classmate has said earlier in discussion. Also, it is perfectly acceptable for you to voice disagreement with an opinion provided by another student. Open debate often leads to the most thoughtful and informative class discussions. However, please voice your disagreement in a kind and considerate manner.

4. Be engaged. This class is “unplugged.” Once class starts, all electronics (e.g., computers, cell phones, tablets, etc.) should be turned off and put away. If you need to use a device because of a language or disability issue, you need to secure permission at the beginning of the class. The misuse of an electronic device (e.g., surfing the web or texting) will adversely affect your grade.

In order to facilitate the visioning of its own PowerPoint presentation in classroom, each work group should take a personal computer with PowerPoint installed and an available VGA connection.

 

By the 8pm of the day before of the case discussion, all regular attending students should send the case presentation prepared to the course’s Instructors. ONLY STUDENTS WHO HAD HANDED OVER ALL THE CASE PRESENTATIONS WILL BE ADMITTED TO THE PRE-EXAM.

 

Policy for Late Assignments

As in the business world, work must be received on time in order to receive full credit. If you are late on an assignment, your access to the Pre-Exam will be compromised. You are always welcome to hand in an assignment before its due date if you know that you will be busy as the due date approaches. If you think that you will not be able to complete an assignment by the stated due date, please speak with us in advance to make alternative arrangements. Our policy on late assignments will depend on the specific circumstances surrounding the problem, and thus may differ from student to student. Providing advance notice about a late assignment will minimize the penalty you receive on that assignment, but does not guarantee that there will be no penalty for turning the assignment in late.

Other learning sources

Slides and other material will be available under the course web site.

THE SLIDES DO NOT REPRESENT A SUPPORT FOR AN EFFECTIVE AND SUCCESFUL PREPARATION TO THE EXAM OF THE COURSE. THEY REPRESENT ONLY A HELP TO FACILITATE THE TRANSFER OF THE KNOWLEDGES TO STUDENTS DURING THE LECTURES.

Attendance

Because of the concentrated nature of the BAE program, attendance in class is very important.

Students with less than 85% of attendance to lectures and case discussions (including arriving late or leaving early) will be required to prepare for the exam ALL the chapters of the textbook Daft, R.L., Organizational Theory and Design, 12th ed., (2015). Southwestern Cengage Learning, Mason, OH; ISBN: 9781285866345, ALL the readings (i. A. Hinna, (2011) – Translated by G. Flamini, (2019). Classical organizational theories; ii. V. Perrone, (2011) – Translated by G. Flamini, (2019). Traditional base organizational structures; iii. L. Gnan, (2011) – Translated by G. Flamini, (2019). Thompson and Organizational Action; iv. A. Hinna, (2011) – Translated by G. Flamini, (2019). Uncertainty, complexity and organization: the analytical model of J.R. Galbraith; v. D. Tomasi, (2011) – Translated by G. Flamini, (2019). Motivation to work. From M. Decastri, Editor, (2011). Leggere e progettare le organizzazioni, Edizioni Angelo Guerini e Associati SpA, Milano; ISBN: 978-88-8107-316-0), and all the business cases (i. COLOPLAST A/S – ORGANIZATIONAL CHALLENGES IN OFFSHORING; ii. BERTOCCHI; iii. OP4.COM: A DYNAMIC CULTURE; iv. BOLDFLASH CROSS-FUNCTIONAL CHALLENGES IN THE MOBILE DIVISION).

NOTE : Attendance to the first class session is mandatory. Important information about the course and the instructor’s expectations are given during the first session. If you know that you will have to be absent for one session, please contact your instructor to ensure that absence from a particular session is acceptable.

Scheduling of lectures

Students are advised to check the correct course scheduling on the course website and to register themselves in the course newsletter to access all the related communications.

Exams

The exam is an oral exam and it includes some questions directly connected to the course textbooks. You may be asked to discuss the models and the theories presented during the course. You will be asked to interpret some real incidents and to focus your attention to some specific theoretical issues.

Pre-Exam participation and exam grades registering on the booklet

Only regular attending students (85% of attendance to lectures, , including arriving late or leaving early, all the case studies presentations submitted to teachers, successful mid-course test) are allowed to take the pre-exam.

 

Only regular registered students on the DELPHI System will be allowed to register their grade.

 

The pre-exam grades will be registered on the first official exam date AFTER THE COURSE END. It is compulsory to come on that date of the exam for registering the grade on the Delphi and on the booklet.

 

Team Project

The purpose of the project is to give your team an opportunity to apply what has been learned in the course (through course lectures, readings, and case discussions) to problems in an organization of your team's choice.

Class members, regular attending students, will work in teams of four (4) people.

 

To the Team Project regular attending students will be allowed to achieve a -3/+3 extra points to the final grade of the Pre-Exam. Only regular attending students, taking the Pre-Exam will be accepted for the Team Project.

Your team should identify a public, private, or non-profit organization to study (Please, no student groups).

Your team is to gather information from people in an organization through direct contact. You may supplement this information with data from the media, the organization's literature, and other secondary sources. You should identify a relatively recent problem to analyze (i.e., this should not be an historical account of a problem and the company's solution). You should focus your analysis by applying the concepts from the course. While it is acceptable to incorporate several concepts from the course, please aim for depth rather than breadth regarding the use of course concepts. Your goal is to diagnose the mechanisms that are causing the problem or issue of concern in the organization. Initially, you may notice many symptoms (for instance, no external fit, low coordination, ineffective or inefficient structure, low commitment, motivation etc.), but your task is to get to the underlying reason for these symptoms. And beware, sometimes the initial symptoms we think we see are not what they appear to be.

There are three broad goals for this assignment:

1. One goal of this assignment is obviously to take the initiative to make a positive contribution to an organization.

2. Another major goal is to provide an opportunity for you to learn more about business organization first hand and to use your critical thinking and reflection skills to link your experience with this organization to your learning in relation to organizational theory.

3. The final goal is to provide a forum for you to hone your skills as a team member and leader and to reflect on the learning gained from this team experience. Each team will make a presentation and write a paper that describes what you did for the organization, what you learned about organizational behavior, and what you learned about working on a team.

To meet these broad goals, your team should answer the following questions in the assignments detailed below.

a) What are the issues or problems facing the organization?

b) What course concepts can be applied to understand why this problem is occurring?

c) What recommendations can you offer to help improve organizational functioning?

Deliverables of the Team Project:

1. The project proposal e-mail is due to Instructors by the date of the 9th session of the course by 5pm. It should include:

a) the names of your group members

b) your team name

c) the name of the organization

d) the name, contact information and level of your contact person

e) the method you will use to gain access to the organization

f) a brief description (one paragraph) of the problem facing the organization.

2. Your written project is due to Instructors by the date of the 18th session of the course by 5pm .

It should contain a maximum of 15 double spaced pages (1 cm margins, 12 point font). You will be penalized significantly for exceeding this limit. The limit does not include appendices, which you are free to use to provide charts, figures, or other background material not necessary in the main body of your analysis. However, appendices that are not directly referenced in the main text will not be read. LATE PROJECT WRITE-UPS WILL NOT BE ACCEPTED.

This written project should summarize what you did for/within the organization, what you have learned about organizational behavior, and what you have learned about working on a team.

Grading of the Team Project:

Your group project will be evaluated on the following criteria:

a) Problem definition: How well (i.e., thoroughly and concisely) do you describe the organizational context, the relevant parties, and the factors that are important to the problem?

b) Accurate and thorough use of course concepts.

c) Integration of course concepts with information about the company and problem, i.e., how well do you integrate course concepts with information about the problem to illuminate the problem in a way that leads to solutions?

d) Extent to which recommendations are consistent with analysis.

e) Quality of written analysis.


Class Schedule

 

Lecture

Topic

Subtopic

Reading Assignment

1

Organizations and Organization Design

  • What is an Organization?
  • Dimensions of Organization Design
  • The Evolution of Organization Design

· The Contrast of Organic and Mechanistic Designs

  • Contemporary Design Ideas: Radical Decentralization

The goal of the lecture is to explore the nature of organizations and the organization theory today. We begin with a formal definition of organization and then we explore introductory concepts for describing and analysing organizations. Next, the scope and nature of organization theory are discussed. We examine the history of organization theory and design, a framework for understanding organizational forms, the development of new organizational forms in response to changes in the environment, and how organization theory can help people manage complex organizations in a rapidly changing world.

Chapter 1( [1] )

Pages: 2-38

 

Recommended reading :

It isn’t so simple: infrastructure change at Royce Consulting.

Pages: 38-42

2

Organization Size, Life Cycle, and Decline

  • Organization Size: Is Bigger Better?
  • Organizational Life Cycle, Size, Bureaucracy, and Control
  • Bureaucracy
  • Bureaucracy versus Other Forms of Control
  • Organizational Decline and Downsizing

In this lecture, we explore the question of large versus small organizations and how size relates to structure and control. Organization size is a contextual variable that influences organization design and functioning just as do the contextual variables— technology, environment, goals—discussed in previous chapters. In the first section, we look at the advantages of large versus small size. Then, we explore what is called an organization’s life cycle and the structural characteristics at each stage. Next, we examine the historical need for bureaucracy as a means to control large organizations and compare bureaucratic control to various other control strategies. Finally, we look at the causes of organizational decline and discusses some methods for dealing with downsizing. By the end of this chapter, you should be able to recognize when bureaucratic control can make an organization effective and when other types of control are more appropriate.

Chapter 9( [2] )

Pages: 342-374

Recommended readings:

Yahoo: “Get to Work!”

Pages: 375-376.

Sunflower Incorporated. Pages: 376-377.

3

Classical theories of organization

  • The Scientific Management Theory (Taylor)
  • The Administrative School (Fayol)

In this lecture, we analyse the contribution of Taylor - theorist of the Scientific Management Theory: the organization of work must be based on precise and scientific studies. Then, Fayol, the father of the Administrative School, is compared, proposing specific principles of management as the foundation of managerial practices and organizational planning.

Classical theories (A. Hinna, 2011 – Translated by G. Flamini, 2019)

4

Strategy, Organization Design, and Effectiveness

  • Goals, Strategy and Organization Design
  • Organizational Goals
  • Frameworks for Selecting Strategy and Design
  • Assessing Organizational Effectiveness
  • Four Effectiveness Approaches

· An Integrated Effectiveness Model

This lecture explains how Top managers can give a direction to organizations. The purpose of this lecture is to help students to understand the types of goals that organizations pursue and some of the competitive strategies managers use to reach those goals. We will provide an overview of strategic management, examine two significant frameworks for determining strategic action, and look at how strategies affect organization design.

Moreover, the lecture describes the most popular approaches to measuring the effectiveness of organizational efforts. To manage organizations successfully, managers need a clear sense of how to measure effectiveness; herewith we discuss goals, resources, internal processes, and strategic approaches to measure effectiveness. We explain the competing value model and how it relates to effectiveness.

Chapter 2( [3] )

Pages: 46-80

 

Recommended reading:

The Venable Museum of Art. Pages: 80-83

5

COLOPLAST CASE DISCUSSION

COLOPLAST A/S – ORGANIZATIONAL CHALLENGES IN OFFSHORING

6

Fundamentals of Organization Structure

  • Organization Structure
  • Information-Sharing Perspective on Structure
  • Organization Design Alternatives
  • Simple, Functional, and Divisional Designs

This lecture introduces basic concepts of organization structure and shows how to design a structure as it appears on a organizational chart. First, we define what a structure is and provide an overview of structural design. Next, we define the three key components of organization structure and, finally, we explain the vertical and horizontal information-sharing explaining how to design vertical and horizontal linkages to foster information flows and coordination.

During the lecture, we present and describe the basic design options, followed by strategies for grouping organizational activities into a simple, functional, or divisional form. We understand the role of task forces and teams in organization structure.

Chapter 3( [4] )

Pages: 86-129

 

Recommended readings:

C & C Grocery Stores.

Pages: 130-133.

Aquarius Advertising Agency.

Pages: 133-135.

Traditional base organizational structures (V. Perrone, 2011 – Translated by D. Petrolo, 2019)

7

Fundamentals of Organization Structure

· The choice between Functional and divisional structure

  • Modified Functional Designs
  • By Product
  • By Project
  • Matrix design

During this lecture, we present and describe the modified functional design options, followed by strategies for grouping organizational activities into a product, project, and matrix form.

Chapter 3( [5] )

Pages: 86-129

 

Recommended readings:

C & C Grocery Stores.

Pages: 130-133.

Aquarius Advertising Agency.

Pages: 133-135.

Traditional base organizational structures (V. Perrone, 2011 – Translated by G. Flamini, 2019)

8

WILDFIRE ENTERTAINMENT CASE DISCUSSION

WILDFIRE ENTERTAINMENT: ORGANIZATIONAL STRUCTURE ARCHETYPES

9

MID-COURSE TEST (20 multiple choices)

10

Designing Organizations for the International Environment

  • Entering the Global Arena
  • The Challenges of Global Design
  • Designing Structure to Fit Global Strategy
  • Additional Global Coordination Mechanisms
  • The Transnational Model of Organization

This lecture we explore how managers design the organization for the international environment. We begin by looking at some of the primary motivations for organizations to expand internationally, the typical stages of international development, and the use of strategic alliances as a means for international expansion. Then, we examine global strategic approaches and the application of various structural designs for global advantage. Next, we discuss some of the specific challenges global organizations face, mechanisms for addressing them, and cultural differences that influence the organization’s approach to designing and managing a global firm. Finally, we take a look at the transnational model, a type of global organization that achieves high levels of the varied capabilities needed to succeed in a complex and volatile international environment.

Chapter 6( [6] )

Pages: 212-247

Recommended readings:

TopDog Software

Pages: 248-249.

Rhodes Industries.

Pages: 249-252.

 

11

Organizational action and uncertainty, complexity

  • Thompson
  • Galbraith

 

Thompson develops the concept of organizational action as a process of actions oriented by intentional and bounded rationality to address environmental uncertainty. Each organization builds, in the development of its organizational process, its own field of action and, therefore, the points of contact with the environment.

An organization, then, protects its technical core from constraints and contingencies, with organizational actions that improve the second component of the intentional rationality of an organization, the organizational rationality. Organisational rationality - the management of interdependencies - then becomes a fundamental element in reducing uncertainty.

The contingency approach evolves with the concept of "predictability of tasks". Galbraith analyses how the influences exerted by the external environment or other context variables on the organizational system or subsystem influence the organizational structure, as a set of elements that allow to perform tasks with different degrees of predictability. The volume of information to be collected and processed to carry out a given activity efficiently depends on the different degree of predictability of the tasks. The proposed model is then made from the Italian organizational literature, which, at the end of the Seventies, integrates the concept of "information complexity" of the tasks.

James D. Thompson’s Organization in Action (Chapter 6) From Tosi, H.L. Theories of Organization, SAGE Publications, 2009

 

Organizing modes: an information processing model (Chapter 3) From Galbraith, J. R. Organization Design, Addison-Wesley Publishing Company, USA, 1977

12

Manufacturing and Service Technologies

  • Core Organization Service Technology
  • Noncore Departmental Technology
  • Workflow Interdependence among Departments
  • Sociotechnical Systems

In this lecture we describe both core and noncore work processes and their relationship to organization design. In particular, we analyse the nature of service technologies and its impact on organization design. We began with an examination of how technology influences the organization structure and design.

Moreover, we explore how interdependence – flow of materials and information – among department affects organization design. First we learn to recognize departmental technology and its relationship to department design. After we analyse the three types of interdependencies and the respective structural priority understanding the sociotechnical systems concept.

Chapter 7( [7] )

Pages: 273-293

 

Recommended reading:

AV Corporate: Software Tool Project. Pages: 294-299.

13

Motivation to work: needs and processes

  • Work and motivation
  • Motivational process
  • A complex model for motivation of employee
  • Motivational theories

With the Human Relations School, starting in the 50s, studies on motivation to work started and multiplied.

For an exhaustive overview of these contributions, the focus of the lecture is divided into two directions: (1) Content Theories, to focus attention on what "motivates people to work"; (2) Process Theories, to analyse how to intervene on the motivational process of an individual.

Motivation to work (D. Tomasi, 2011 – Translated by G. Flamini, 2019)

14

Organizational Culture and Ethical Values

  • Organizational Culture
  • Organization Design and Culture
  • Constructive Culture, Learning, and Performance
  • Ethical Values and Social Responsibility
  • How Managers Shape Culture and Ethics
  • Corporate Culture and Ethics in a Global Environment

The lecture explores ideas about corporate culture and associated ethical values and how these are influenced by organizations. The first section we describe the nature of corporate culture, its origins and purpose, and how to identify and interpret culture by looking at the organization’s rites and ceremonies, stories and myths, symbols, organization structures, powe