Introduction - WELCOME TO MGMT 2110: Organizational...

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Unformatted text preview: WELCOME TO MGMT 2110: Organizational Behavior Fall 2011 0011 0010 1010 1101 0001 0100 1011 1 2 4 Dr. Prithviraj (Raja) Chattopadhyay Mon 13:30 – 14:50 & Fri 9:00 – 10:20 (L6) Wed & Fri – 16:30-17:50(L7) Agenda • Who we are – class members introduction, make a new friend today! • What to expect – syllabus • Where and how to find resources – course website What’s this course about? • Introductory course to “OB” - the field of study that investigates how individuals, groups, and organizations affect human behaviors and organizational effectiveness • To succeed in your careers and to help your organizations succeed Levels of OB Higher order Organization Group Elementary Individual Individual Level Personality and Individual Difference Values, Attitude, and Behavior Workplace Emotions and Stress Perception and Learning in Organization Employee Motivation Problem Solving, Judgment, and Decision Making Group Level Team Dynamics Communication Power and Influence in Workplace Conflict and Negotiation Leadership 2007 (see ) 2008 (see Graudate_Employment_Survey_2008_UG_Appendices.html ) 2009 (see ) Companies and Business Students Differ on What Skills M.B.A. Programs Should Teach By KATHERINE MANGAN A serious disconnect exists between what corporate recruiters want in their new M.B.A. hires and what business schools are teaching them, and students may be largely to blame, according to a report that will be released this week at a meeting of management scholars in Philadelphia. The report, by two assistant professors of management at DePaul University, concludes that recruiters want business schools to pay more attention to people-oriented skills like leadership and communication. Students, however, frequently complain that those "soft skills" won't get them jobs, and they're pressuring their business schools to focus instead on functional or technical content, the researchers say. "Research shows that students increasingly harbor negative attitudes toward such soft skills," the report, by Robert S. Rubin and Erich C. Dierdorff of DePaul's Charles H. Kellstadt Graduate School of Business, says. "Thus, students purport that M.B.A. programs could be more relevant by disposing of anything that is not perceived as useful in gaining employment." Mr. Rubin and Mr. Dierdorff analyzed a U.S. Department of Labor database that was derived from a study of 8,600 managers in 2006. The managers, who represented 52 occupations, including funeral-home director and corporate chief executive, were asked what skills they valued most in their new employees. The DePaul researchers then compared those answers with the results of their own study of 373 M.B.A. programs and responses from 118 businessschool administrators. The administrators generally agreed that people skills were important, yet those skills remain underrepresented in required courses. One likely explanation: Students don't like the courses, and they are pressuring administrators to drop them. When curricula emphasize soft skills, administrators "are significantly more likely to report increased pressure from students to change the curriculum," the researchers said. "Given that students are indeed the direct consumer and key revenue stream of most M.B.A. programs," they write, "this finding supports recent assertions that students' general disdain for people-focused course work drives considerable policy decisions regarding curricula. ... This finding may suggest that with respect to designing a relevant M.B.A., the customer is not always right." The authors identified six key competencies and compared their priority among managers with their prevalence in course coverage. For instance, practitioners said the most important skill was managing the decision-making process. But that topic came in fifth out of six in terms of required courses. The upshot, the authors say, is that "M.B.A. programs may find themselves at a relevancy crossroads." Course objectives • To demonstrate your understanding major concepts and theories in OB • To apply concepts and theories in OB to behavioral and management issues in organizations • To develop critical and creative thinking, problem solving, and communication skills Outcome-Based Courses Knowledge Personal Attributes Intellectual & Professional Skills Intended Learning Outcomes What we expect you to be able to do Teaching & Learning Activities Achieving these outcomes as far as possible Assessments Evaluating whether the learning outcomes have been Course materials • Textbook: available at Sports Hall • Lecture notes: available in class or after class as download from course website at after class • Course website: check for announcements, downloads, and supplementary information periodically Course format • • • • • Lectures Experiential exercises Videos Discussions Student presentations Performance evaluation Examination I Examination II Group project Class participation Research participation Total 25% 25% 30% 14% 6% 100% (100 points) (100 points) (100 points) (14 points) (6 points) Grading • Assignments are collected at the beginning of class on the due date, penalty for late assignments • Grade rebuttal • School guidelines for distribution of course grades A+, A, A-: B+, B, B-: C+, C, C-: D: F: 10-20% 25-40% 35-45% 5-10% 0-5% Exams • Two exams, non-cumulative • Exam 1 multiple choice • Exam 2 multiple choice and essay questions • Understanding and application, not memorization • One A4 page of notes (both sides) • Exam I: Oct. 14th 6:00-8:00pm, LTG / 2404 • Final exam: during Final Exam Week Group project: Group Learning OB from movies Be creative and have some fun in the learning process! Form a group of 6 by week 3 Select a movie: first come first served! One-page progress report Final written report and oral presentation Group project Group Everyone has to present Include actual movie clips in your presentation Q&A Class vote Peer evaluation Participation • Contribute to learning and learn from each other – Read assigned materials – Listen attentively – Participate actively • • • • PRS – bring to every class! I will distribute participation cards in class Attendance – your choice Research participation: 3 hours MGMT2110 Name: Student ID# : Academic integrity • Absolutely NO tolerance for cheating • Copying, allowing others to copy you, using other’s PRS,… • DON’T DO IT • HKUST Academic Honor Code Together, let’s make this course… • • • • • Interesting Challenging Thought provoking Interactive Fun! Group Information • Form a group with 6-7 group members (no more than 7) • Each group should submit their group information (A4) – in hard copy before the start of the class on Sept. 19th (L6) / 21st (L7)! – select a Group Leader, who is the one taking the leader role and having the authority to make the final decision – make a Group Name to represent your groups (be creative) – with photo, student ID# & brief introduction about yourself • The instructor reserve the right to change your combination Group Name Super Star Team leader Stephy Chan (ID#08000001) I like singing & dating. I want to start a business myself. Amy Tsuen (ID#08000011) I want to learn how to run a small business from this course. Jolie Jolie Pitt (ID#08080808) I like drama & Brad Pitt is my favorite star. Angela Wong (ID#08800001) I want to be a top model. Also want to earn more money Jade Chow (ID#08123456) I love creativity & love singing as well. Hope to earn more money. KH Cheung (ID#08999999) I love creativity, too. And want to be an entrepreneur. Team Leader Kelvin Mok (ID#08888888) I love singing & drama, dream to be a super star. Also, I want to be an entrepreneur & have my own business. Preparation for next class • • • • Read syllabus Read chapter 1 of textbook LMES – course website PRS ...
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