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Learning Objectives

LEARNING OUTCOMES: The course aims to explore in a highly interactive managerial perspective the scientific/theoretical research on organizational behavior and its applications within the business practice.

KNOWLEDGE AND UNDERSTANDING: The goal of the course is to provide theories and tools and develop skills for the analysis of individual, group and organizational behaviors in complex environments, in order to:
- Understand and concretely use the theories and basic models of Organizational Behavior;
- Developing the ability to apply theory to practice

APPLYING KNOWLEDGE AND UNDERSTANDING: The goal of the course is to provide theories and tools and develop skills for the analysis of individual, group and organizational behaviors in complex environments, in order to:
- To develop the ability to analyse, elaborate and solve complex organizational problems, both through the discussion of best practices and through the discussion of case studies.

MAKING JUDGEMENTS: By the end of the course students will have understood how:
- The study of organisational behaviour can help to improve the performance and well-being of people in the workplace;
- Models, theories and concepts concerning organisational behaviour can be used to promote the effectiveness of individuals, groups and organisations,
and will have developed:
- Skills, for the analysis of both the behavior of individuals (considered as individuals and/or groups), and the organizational functioning as a whole, useful to play more effectively the role of manager;
- A richer and more complex "representation" of organizational behavior in all its meanings that allows them to contribute more effectively to the development of the organization in which they will be placed.

COMMUNICATION SKILLS: During the discussion of case studies in classroom, students will be asked to briefly illustrate their group presentation in Powerpoint (MAX 15 slide, including cover). For this purpose, each case discussion requires a group of students to present their work. In the absence of such a group, the teacher in the classroom will identify a replacement group.

LEARNING SKILLS: During the discussion of case studies in classroom, students will be called to:
1. Take a specific position on certain issues and/or points.
2. Ask clarification questions.
3. Collaborate in order to keep the discussion alive.
4. Help guide and involve other students in the discussion.
5. Integrate the discussion with theories, contents and concepts already seen in other




The course is divided into 4 sections, for a total of 18 lectures:
Section I: The Organization Behavior Context and Learning Community (3 lectures).
Section II: Managing teams (4 lectures).
Section III: Understanding and managing individuals (5 lectures).
Section IV: Managing key organisational processes (6 lectures).


R. Fincham, P. Rhodes, Principles of Organizational Behaviour, Oxford University Press, 2005.
G. H. Seijts , Cases in Organizational Behavior (the IVEY casebook series), Sage Publications, Inc, 2005.
Other learning sources: Slides and other material will be available under the course web site.


• Robins S., Judge T." Organizational behavior" 13 edition, Prentice Hall International, 2005
• Contemporary management" Jones, George, McGraw Hill, 4th edition, 2006
• Managing Organizational Behavior" Jones, George, Prentice Hall International, 2007
• "Organizational change" B. Senior, J. Fleming, Prentice Hall International 3 edition, 2006
• "Management" Hitt, Black, Porter Prentice Hall International, Second Edition, 2008
• Organizational behavior, Debra Nelson, James Campbell Quicl, THOMSON, SOUTH WESTERN, 5th edition
• Managing Behavior in Organizations, Jerald Greenberg, 5th edition Pearson
• Adler, P. S. 1999 International dimensions of organizational behaviour London: International Thopmson
• Argyris, C. 1960 Understanding Organisational behaviour Homewood IL:Dorsey Press (HM300)
• Bandura, A. 1977 Social learning theory New Jersey: Prentice -Hall
• Banard, C. The functions of the executive Cambridge: Harvard University Press
• Beer, M. et al 1984 Managing human Assets New York : Free Press
• Braverman, H .1974 Labour and monopoly capital New York: Monthly Review press (Open shelve)
• Bryman, A. 1986 Leadership and organisations London: Routledge Kegan Paul
• Buchanan, D. A. Organisation in the computer age Aldershot: Gower
• Burns, T & Stalker, G. M. The management of innovation London: Tavistock (Open shelve)
• Child , J. 1972 "Organisational structure, environment and performance : The role of strategic choice" Sociology vol. 6 # 1 pp 1- 22
• Clegg, S. & Dunkerley,D 1980 Organisations, class and control London : Routledge & Kegan Paul
• Conti, R. F. & Warner, M. 1993 "Taylorism, new technology and just-in -time systems in Japanese Manufacturing" New Technology, work and employment, vol 8 # 100 31- 42
• Cyert, R. & March,J. G. 1992 A behavioural theory of the firm NJ: Prentice -Hall Englewoods Cliffs
• Dubin, E. (ed) 1976 Handbook of work, Organisation and Society Chicago Rand McNally
• Drucker, P. F. 1988 Management challenges in the 21st Century London: Heinemann
• Duncan, R. B. 1974 "Modifications in decision making structures in adapting to the environment: some Implications for organisational learning" Decision sciences vol, 5 pp 704 -25
• Duncan, w. J. 1981 Organisational Behaviour Houghton: Mifflin
• French, J & Raven. B. 1958 "The bases of social power 'in D. Cartwright Studies in social Power Ann Arbor Institute for Social research (HM301)
• Gibson,J.L. et al 1994 Organisations: Behaviour structure and processes (Reserve)
• Gouldner, A. W. 1954 Patterns of industrial Bureaucracy New York: Free Press
• Gruneberg, M. & Wall, T.(eds) Social Psychology and organisational behaviour Chichester : John Wiley
• Hall, E. T . Understanding Cultural differences Yarmouth: Intercultural Press
• Handy, C 1999 Understanding Organisations 4th ed London: Penguin (Reserve HD31HAN)
• Hofstede, G. 1991 Cultures and Organisations London: McGraw -Hill
• Hodgetts, R. M. 1991 Organisational behaviour: Theory and practice New York: Macmillan company
• Kast, F.E. & Rosenzweig, J.E. Organization &Management11985 4th ed New jersey McGraw-hill (Reserve HD31KAS)
• Kotter, J. P. 1990 "what do leaders really do? " in Harvard Business review 73 pp59-67
• Mintzberg, H. 1983a Power in and around organisations New York: Prentice Hall
• Moorhead, G. and Griffin, R. w. 1998 Organisational Behaviour 5th edition Houghton: Mifflin Company
• Mullins, L. Management and Organisational behaviour London: Pitman, The financial times (Reserve)
• Perrow, C. 1970 Organisational analysis: A sociological review Belmont: Wadsworth
• Robbins, S. P. 1998 Organisational behaviour: Concepts, controversies and applications NJ: Prentice - Hall (Reserve)
• Simon, H 1957 Administrative behaviour NY: Macmillan
• Schein, E. H. 1975 Organisational culture and Leadership San Francisco: Jossey-bass
• Vecchio, R. P. 1995 organisational behaviour 3rd edition Orland: Dryden Press

Teaching methods

Lessons 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, exercises, 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. Lectures will be used to highlight key points from the readings and provide additional information to supplement the readings. Cases will provide the opportunity to apply what learned to real world issues and scenarios. Because each student brings unique perspectives and experiences to the class, participation in class discussions and activities is essential to own learning as well as that of other class members.

Exam Rules

The exam is a written exam. The duration is about 3-4 hours and it includes:
a) Case discussion - It may be given a case study to which some questions may pertain in order to lead the discussion. Responding to the questions, students should use specific content and theories (use names to identify theories and models) as the basis of analysis. Students will not receive credit for personal opinions unless backed by theory, lecture, and/or text material. Also, students should describe how they see the content/theory applying to the situation. Answers will be evaluated based upon both quantity and quality. Answers that are more complete and demonstrate a higher level of understanding and analysis will receive more points.
b) Some questions directly connected to the course textbooks - The questions could be open, closed (multiple choice), or a combination of the both. It may be asked to discuss the models and the theories presented during the course. It will be asked to interpret some real incidents and to focus the attention to some specific theoretical issues.
Moreover, attending students have the opportunity to participate at the Team Project. To the Team Project regular attending students will be allowed to achieve a -3/+3 extra points to the final grade of the first exam after the course. Only regular attending students will be accepted for the Team Project.