POLITECNICO DI MILANO
Como, Italy
Engineering Management Program
Professors: A. B. (Rami) Shani and Marco Guerci
Course Assistant: Stefano Cirella
March-June, 2009
rami.shani@polimi.it, guerci@mip.polimi.it, stefano.cirella@polimi.it
Monday, 14:30-18:00 and Tuesday 9:30-13:00, Room AM.2
ORGANIZATIONAL BEHAVIOR AND HUMAN RESOURCE MANAGEMENT
I. REQUIRED TEXTBOOKS
1. Shani, Chandler, Coget and Lau, Behavior in Organizations: An Experiential Approach, 9th Edition,
Irwin, 2009. (ISBN: 978-0-07-340493-6).
2.Bernardin H.J., Human Resource Management: An Experiential Approach, 4th Edition, McGrawHill,
2009. (ISBN: 0073381438 - ISBN-13: 9780073381435).
The books can be acquired in two different ways:
• Hard copies of the books are available, with a significant discount, at the following book store:
Hoepli – Via Hoepli, 5 – 20121 Milan (www.hoepli.it);
• Hard copies of the books are available at Campus Library (Via Valleggio 11, first floor -
02.2399.7530).
II. OVERVIEW
This is an integrated course composed of interrelated fields: Organization Behavior (OB) and Human Resource
Management (HRM). The course has two fold purposes: 1.Investigate the basics of human dynamics in
organizations, and; 2. Explore the role that human resource management plays in achieving business goals. As
such the course provides an opportunity to investigate and experience the relevancy to management and
administration of topics whose basis can be found in the applied behavioral and social sciences (psychology,
sociology, political science, biology, economics, business administration, etc.).
The OB component of the course will explore the interactions between individuals and the systems in which they
live and work. Individual and group levels of analysis are included in covering such topics as perception,
communication, motivation, group development and performance, work design, creativity, quality improvement,
individual effectiveness & development, leadership, and intergroup behavior. The materials applicable to this
subject are too vast and numerous to be thoroughly covered in one course; therefore, the best we can hope for is
to scratch the surface deep enough so that the student will become motivated to pursue learning in this area on
his/her own.
The HRM component of the course provides a way to integrate individual, team and organizational behavior
through the exploration of the HR function, the investigation of strategic role of HRM, the inquiry into the HRM
tasks and, the understanding of the key HRM processes and mechanisms.
III. COURSE OBJECTIVES
ORGANIZATION BEHAVIOR: Students will achieve learning as follows:
I.1 Knowledge of behavioral and organizational science theory and concepts as applicable to
individuals, teams and organizations.
I.2 Understanding of methods and techniques that are helpful in developing effectiveness in
individual, teams, and organizations.
I.3 Development of managerial team skills in problem solving, decision making, and
communications.
I.4 Knowledge of small group dynamics.
I.5 Better understanding and awareness of own behavior in a variety of work settings.
I.6 Better understanding of motivation in work situations.
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I.7 Understanding of the process of change and the management of change in organization.
HUMAN RESOURCE MANAGEMENT: Students will achieve learning as follows:
II.1 Insight into the evolving role of strategic HRM in today’s organizations, the strategic role of HR
functions, and the impact of technology and global competition.
II.2 Understand job analysis, human resource planning, recruitment (including Internet recruiting),
and selection.
II.3 Awareness of the importance of HRD (training and developing) for employees at all levels and of
the strategic role of the career system.
II.4 Understand of performance appraisal and its role in performance management.
II.5 Appreciation of how compensation and benefits programs are formulated and administered.
II.6 Understand employee and labor relations.
II.7 Appreciate the global dimension of HRM
IV. THE EDUCATIONAL PROCESS
The underlying assumption is that organizations are living, open systems and that learning is best acquired by
multiple means. The focus of this course will be experiential, engaging the student actively in the learning
process. In addition to conceptual inputs, the course will utilize structured & unstructured exercises, simulations,
case analysis and student's presentations in order to: a) provide you with the opportunity to actually experience
the behavioral dynamics being studied; and b) to provide situations wherein you can assess the relevance of the
dynamics being studied. Because much of the learning and work towards the achievement of course objectives
will occur in the classroom, students must
1) attend class regularly,
2) be fully prepare for class,
3) actively participate in a team project outside of class,
4) contribute to team learning and class discussions.
Each member of the class will be randomly assigned to a team. Team formation will be made during the first class
session and will be for the duration of the course. The purpose of the teams in this course is to provide a vehicle
for learning about self and human behavior in organizations. The teams are viewed as self-managed learning
teams.
Teams will be assigned specific team tasks during and outside of class sessions and carry out a team project
outside of class during the course. Experience has shown that teams are effective if they:
* Schedule times and places for group meetings early in the course and observe those meeting
times. I have scheduled some time within the class periods for group meetings but you will need
to schedule outside meeting times.
* Provide time for socializing with team members; task teams that focus exclusively on the task
without building interpersonal relationships tend to experience problems later on.
* Ask for instructor’s consultation after making and ineffective effort to solve a group problem.
* Each team will evaluate the added value contribution of each team member to the team effort.
* It is acceptable for a team to fire a non-contributing member. To do so all the rest of the team
should agree and should discuss the problem with the affected individual before I will accept the
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termination. I'll try to visit with each group during the course. Beyond that, I will be available to
consult with any group on process problems in the group.
V. EVALUATION
Three exams will be given through out the course. A final individual reflective paper will be due by the last class
session. Final integrative exam will complete the evaluation. The specific elements in the grading system and the
points assigned to them are as follows:
Exams – Three midterms and a final integrative exam –
Exam 1……….. Individual ……………… 100
Team ……………… 50
Exam 2……….. Individual ……………… 100
Team ………………… 50
Exam 3……….. Individual ……………… 100
Team ……………… 50
Final Integrative Exam ………… …… 150
Team assignments (4 team assignments)…….. 100
Team Project
Paper…………………………………….. 50
Presentation ……………………………. 50
Individual Journal about the team’s experience… 100
(Minimum 7 journal entries and a synopsis)
Attendance ……………………………………….. 100
Total 1000
Exams. Three exams will be given through out the course. The dates of the team exams are listed on the
attached tentative course outline. The exams given in the course will be integrative in nature. The material in the
exams will come from the assigned readings, individual and team assignments, in class activities, lectures and
class discussions.
Final Integrative Exam. This learning endeavor will take place on June 9th. Detailed format will be provided in
due time.
Team Assignments. Four of the team assignments given throughout the quarter will be graded. The specific
team assignments include the following:
1. March 16, 2009. Teams are to complete the analysis of the Slade Company Case (pp. 124-131) and submit the
assigned page (either page 133 or 135) at the beginning of the class session.
Organizational Behavior Activity
2. March 30, 2009. Teams are to complete “The Woody Manufacturing Activity, Activity 13-3 (pp. 393—394) and
submit the team proposal (Task 2a) at the beginning of the class session. Teams will also deliver 5 minute
presentation that captures the essence of the proposal (Task 2b).
3. Human Resource Management Activity – to be determined.
4. Human Resource Management Activity – to be determined.
Team Project. Each team will participate in a project that will be carried out outside of class that will consume 15-
20 hours. The team will have to carry out the chosen project, develop a proposal, write a paper and prepare 10
minute presentation about the project. Each team will have to choose one of four projects: 1. Mini Research
Project about an OB topic; 2.Business plan; 3. Noble Team Project; 4. HRM or Business Process-based Project
in a company.
1. Mini Research Project about an OB or HRM topic – The team will identify one of the topic areas
covered in the course, conduct a literature research on the topic, identify 8 empirically-based articles
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that were published since 1999 and write a short synopsis paper based on the findings. One page
proposal for instructor’s approval is due on Thursday, March 19, 09 electronically by 21:00. The final
paper is not to exceed 10 typed pages and is due by June 8th, at the beginning of the class session.
The paper should include as an appendix the abstract pages of the published articles reviewed.
2. Business Plan – The team will identify a product or a service idea that is noble and develop a
business plan for making it happened. The business plan typically includes the following sections:
Executive summary, mission/goals/strategy, market, operations, management/staffing, financial
projections, contingencies and appendices. One page proposal for instructor’s approval is due on
Thursday, March 19, 09 electronically by 21:00. The final paper is not to exceed 10 typed pages and
is due by June 8th, at the beginning of the class session.
3. Noble Team Project. The team will identify and carry out a noble idea for a team task in the
community and report on the experience. Some of the team projects in the past resulted in the
following: An elderly man’s house got a much needed paint job; a woman with a severe illness had
her yard weeded and cleaned, and students participated in relief work at a local hospital during a
difficult shift. The team report should include the following: description of the team task and how it
came about; description of how the team worked together on accomplishing the task; initial analysis
of the team experience while utilizing relevant course concepts; individual and team reflections on
leading, facilitating and participating in such team activity. One page proposal for instructor’s approval
is due on Thursday, March 19, 09 electronically by 21:00. The final paper is not to exceed 10 typed
pages and is due by June 8th, at the beginning of the class session.
4. HRM or Business Process-based Project. The team will study HRM practices and or Business
Process and write a case study that captures the essence of the process or the function. The case
study report should include two parts: 1. Key features of the organization, key features of the process
and/or function, analysis of the process or the function and, current challenges 2. description of the
team task and how it came about; description of how the team worked together on accomplishing the
task; initial analysis of the team experience while utilizing relevant course concepts; individual and
team reflections on leading, facilitating and participating in such team activity. One page proposal for
instructor’s approval is due on Thursday, March 19, 09 electronically by 21:00. The final paper is not
to exceed 10 typed pages and is due by June 8th, at the beginning of the class session.
Individual Journal about the Team’s activities. Each student is required to keep a detailed journal of the
team’s activities and experiences. Following each activity (whether in class or out of class activity) you are
required to capture the essence of the activity in a separate notebook. In general, each journal entry should
include the following parts: Description, Reflection, Interpreting and Taking Action. Chapter three in the OB
textbook can be used to guide you in the process. A paper that includes a minimum of seven journal entries and a
reflective synopsis about the team and your personal learning from the experience will be turned in on June 9th at
the beginning of the class session. For few examples of journal entries please visit the course website.
Attendance is mandatory. Points will be awarded as follows: No absence, 100 points; One absence, 75; Two
absence, 50; Three absence, 25; Four or more absences will result in not passing the course. All absence will be
counted except for those related to documented life threatening illnesses or cataclysmic personal tragedy.
Grades will be converted from 1000 to 30 point scale. For example, total accumulated points of 600 will be
translated to 18 and a total accumulated 1000 points will be translated to 30.
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TENTATIVE COURSE SCHEDULE
MEETING DATE TOPIC PREASSIGNED IN CLASS
READINGS/ACTIVITIES ACTIVITIES
Monday, March OB Introduction, 1. Read SCCL, Chapter 1 (pages 1-20), Ch 2 Activities 1-1, 2-1,
9, 2009 Review of Part I of the (pp. 23-35) and Ch 3 (pp. 49-59). 2-5
Course, Expectations
and Learning
Tuesday, March Human Behavior and 1. Read SCCL, pages 63-64 and Ch 4 (pp. 71- Activities 2-3, 2-2,
10, 09 The Manager as a 85) 3-2, Case #1, 4-2
Reflective Practitioner 2. Prepare Case Number 1 for class
discussion. (can be found on the course
website)
3. Teams are to complete Activity 2-3 and
prepare a power point slide with the team
name and logo.
Monday, March Motivation, Perception 1. Read SCCL Ch 5, (pp.101-120), Ch 6 (pp. Activity 5-4, 5-3
16, 09 and Communication 150-164) and Ch 7 (pp. 173-187) and Interpersonal
2. Prepare The Slade Company Case for class Perception
discussion, (pp. 124-131). Activity.
3. Teams are to complete Activity 5-3 (teams
1-6 Task 1 alternative 1 – page 133 to be
turned in) and teams 7-12, Task 1 Alternative 2
– page 135 to be turned in).
Tuesday, March Leaders and Leadership 1. Read SCCL, pages 191-193, Ch 8, (pp. 197- Activities 8-1, 8-2
17, 09 213) and 8-3.
2. Prepare Donny is My Leader Case for class
discussion (pp. 223-226)
Thursday, Team Project Proposals Please submit electronically your team
March 19, 09 are due project proposals by 21:00.
Monday, March A. 1st Exam 1. Prepare for Exam by reviewing all the Exam, Activities
23, 09 B. Work team and material assigned to date. 11-1, 11-2 or 11-3
Effectiveness, 2 Read Ch 11 (pp. 289-303).
Tuesday, March Group Dynamics, 1. Read SCCL Ch 10 (249-263), Ch 12 (pp. Activities 11-3,
24, 09 Conflict and 329-345), 12-1, 12 Angry
Performance Men Case, 10-5.
Monday, March Work and Organization 1, Read SCCL, Ch 13 (pp. 364-384) Activities 13-3 and
30, 09 Design, Creativity and Ch 14 (pp. 400-412) and Ch 15 (pp. 424-434). 14-1
Organizational Culture 2. Teams are to prepare Activity 13-3 (pp.
393—394), The team proposals (Task 2a) are
due at the beginning of the class session.
Teams will preparer 5 minute presentations
(Task 2b).
Tuesday, March Organization Change, 1. Read SCCL, Ch 16 (pp. 444-462). Activity 16-1 and
31, 09 Development & 2. Prepare The Management of Change at 11-4
Learning FoodCo Inc Case for class discussion (pp.
440-443)
Monday, April 6, Catch up and Review
09 (No formal class
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session)
Tuesday, April 7, 2nd Exam Prepare for Exam by reviewing all the material
09 assigned to date.
Monday, April 13 Holiday
& 14, 2009 (No formal class
session)
Monday, April 20, HRM, Introduction and To be announced (TBA)
09 Part II framework
Tuesday, April 21 Anticipating success: TBA
09 Strategic Human
Resource Management
Monday, April 27, Attracting a high TBA
09 performing workforce:
Job analysis -
Recruiting
Tuesday, April 28 Attracting a high TBA
09 performing workforce:
Selection
Monday, May 4, Developing a high TBA
09 performing workforce:
Performance
Management
Tuesday, May 5, Developing a high TBA
09 performing workforce:
Training and
Development
Monday, May 11, Developing a high TBA
09 performing workforce:
Careers
Tuesday, May Motivating a high TBA
12, 09 performing workforce:
Compensation &
Benefit
Monday, May 18, A. 3rd Exam TBA
09 B. Maintaining a high
performing workforce:
Employee
Relationships
Tuesday, May Maintaining a high TBA
19, 09 performing workforce:
Collective Bargaining
Monday, May 25, Changing a high TBA
09 performing workforce:
Global HRM
Tuesday, May Changing a high TBA
26, 09 performing workforce:
New challenges for
HRM
Monday,Tuesday
, June 1 & 2, no
class session.
Monday, June 8, Community Learning ** Team Projects are due. Each team is to
09 prepare presentation about the project and key
learning (up to 10 minutes)
Tuesday, June 9, Final Integrative Exam ** Individual Journals-based paper is due at
09 the beginning of the class session.
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Developing the Reflective Skills:
A Template/Guide for Individual Journal about the Team’s Activities.
• DEVELOPMENT REFLECTIVE PRACTITIONER SKILLS REQUIRES A LEARNING-BY-DOING
SYSTEMATIC EFFORT.
• FOUR ACTIVITIES ARE AT THE CENTER OF MANAGER’S “REFLECTIVE PRACTITIONER SKILLS”
COGHLAN & BRANNICK, 2005): EXPERIENCING; REFLECTING; INTERPRETING; TAKING ACTIONS
o EXPERIENCING: AS MANAGERS GO THROUGH THEIR DAILY WORK LIFE THEY
EXPERIENCE A GREAT DEAL. SOME OF THE EXPERIENCES ARE PLANNED, OTHERS
UNPLANNED. SOME ARE WHAT IS DONE TO THEM BY OTHERS. SOME EXPERIENCE ARE
COGNITIVE; THEY OCCUR THROUGH THE INTELECTUAL PROCESSES OF THINKING AND
UNDERSTANDING. SOME OCCUR IN FEELING AND EMOTIONS; AT TIMES MANAGERS
FEEL ANGRY, FRUSTRATED, SAD, LONELY AND SO ON. OTHER EXPERIENCES MAY BE
EXPERIENCED BY THE BODY; EXCITED ENERGY, EMBARRASSED BLUSHING,
TIGHTNESS IN THE STOMACH, HEADACHES, ULCERS OR SICKNESS. THE ABOVE THREE
– COGNITIVE, FEELINGS AND BODY AWARENESS – ARE WHERE EXPERIENCING
OCCURS AND MANAGERS CAN LEARN BY ATTENDING TO THESE
o REFLECTING: ATTENDING TO EXPERIENCE IS THE FIRST STEP TO LEARNING; THE
SECOND STEP IS TO STAND BACK FROM THESE EXPERIENCES AND INQUIRE INTO
THEM. REFLECTION IS THE PROCESS OF STEPPING BACK FROM EXPERIENCE TO
PROCESS WHAT THE EXPERIENCE MEANS, WITH A VIEW TO PLANNING FURTHER
ACTION. REFLECTION IS A KEY TO LEARNING AS IT ENABLES MANAGERS DEVELOP THE
ABILITY TO UNCOVER AND MAKE EXPLICIT TO THEMSELVES WHAT THEY HAVE
PLANNED, DISCOVERED AND ACHIEVED IN PRACTICE.
o INTERPRETING: INTERPRETING IS WHERE MANAGERS FIND ANSWERS TO THE
QUESTIONS POSED IN THE REFLECTION. INTERPRETING IS A PROCESS WHERE
MANAGERS DRAW ON THEORIES or MODELS AND CONSTRUCTS or VARIABLES TO
HELP THEM MAKE SENSE OF THIER EXPERIENCES.
o TAKING ACTION: TAKING ACTION IS THE PROCESS OF ACTING AS A RESULT OF
EXPERIENCING, REFLECTING AND INTERPRETING.
• JOURNALS: A systematic and regularly kept record of events, dates and people. An interpretative, self-
evaluative account of your personal experiences, thoughts and feelings, with a view to trying to
understand your own actions. A useful way of dumping painful experiences. A reflective account where
you tease out interpretations. An analytic tool where data can be examined and analyzed.
• Each student is required to keep a detailed reflective journal that focus on the team’s activities and
experiences. Following each activity you are required to capture the essence of the activity in a separate
notebook or a folder in your computer in which you capture and store your notes.
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• As such, each journal entry should include information about the four elements listed above -
EXPERIENCING; REFLECTING; INTERPRETING; TAKING ACTIONS
I. Description - capturing the experience:
Describe the essence of what took place - the content - just like a journalist/reporter will report on
an event that she observed while staying focus on the facts and keeping out any
judgmental/evaluative/personal opinion statements.
II. Reflection:
* Reflect on the team process (i.e., How is the team working? How does the team begins to work
on a task? What is the process that the team seems to follow? Any specific phases? Problem
solving process? Decision making process? Leadership dynamics? Interpersonal dynamics?
What are some of the norms that are emerging – around participation, involvement, being ready,
communication, leadership, collaboration, conflict resolution,….? What are some of the roles that
are developing? Subgrouping?, …...)
III. Interpreting:
* What are some of the pattern that you are seeing? What are some of the relevant concepts
and/or models and/or theories that help you make sense of the experiences? What is the insight
that they provide?
IV. Taking Action - Ideas for possible Improvement:
List some possible action ideas that could help you and the team improve the group’s functioning
and performance.
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OB&HRM, List of Recommended Journals
Organization Behavior and Human Resource Management
Academy of Management Journal
Academy of Management Executive
Management Inquiry
Human Relations
Organization Studies
Scandinavian Management Journal
California Management Review
Harvard Business Review
Sloan Management Review
Employee Relations
Journal of Management Development
Leadership and Organization Development Journal
Journal of Organizational Change Management
Journal of Management
Organization
Journal of Applied Behavioral Science
Journal of Applied Psychology
Management Learning
Journal of Human Resource Management
Human Resource Management
Human Resource Management Journal
Human Resource Management Review
Personnel Review
International Journal of Human Resource Management
Journal of Management Studies
Leadership Quarterly
Organization behavior and Human Decision Processes
Journal of Vocational Behavior
Journal of Personality and Social Psychology
Personnel Psychology
Journal of Knowledge Management
Journal of Organizational Behavior
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Name: ____________________
CASE ANALYSIS ASSESSMENT
1 = Very low 2 = Low 3 = Somewhat Low 4 = Moderate or Average
5 = Somewhat high 6 = High 7 = Very high
Evaluation Criteria:
1. To what extent you have captured the major facts in the case.
1 2 3 4 5 6 7
2. Based on the facts, to what extent you have identified the relevant ‘level’ and ‘time frame’ for the analysis
1 2 3 4 5 6 7
3. The extent to which you have chosen and defined the most relevant concept/models/theories for the case
1 2 3 4 5 6 7
4. The extent to which you have demonstrated the ability to apply the chosen concepts/models/theories to
the case analysis
1 2 3 4 5 6 7
5. The extent to which you have demonstrated the ability to identify the major problem areas based on your
analysis
1 2 3 4 5 6 7
6. The extent to which the proposed solutions seems to address the major problem area defined
1 2 3 4 5 6 7
7. The overall quality of the paper:
1 2 3 4 5 6 7
Comments:
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Team _______________________
TEAM PROJECT PRENTATIONS ASSESSMENT
1 = Very low; 2 = Low; 3 = Somewhat Low; 4 = Moderate or Average; 5 = Somewhat high; 6 = High;
7 = Very high
Dimension
1. Planning and Organization. The presentation was well planned and organized.
1 2 3 4 5 6 7
2. Group interaction and flow. The presentation showed good coordination rather than being a series of
individual presentations.
1 2 3 4 5 6 7
3. Quality of speaking. The presenters spoke clearly, were relaxed, and used proper words and grammar.
1 2 3 4 5 6 7
4. Knowledge of topic. The presenters provided strong content and were confident in delivering it.
1 2 3 4 5 6 7
5. Use of Media. Te presenters used appropriate techniques and media to deliver the information.
1 2 3 4 5 6 7
Overall rating for the presentation: 1 2 3 4 5 6 7
Comments:
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Team Name: _____________
FINAL TEAM PROJECT EVALUATION
1 = Very low 2 = Low 3 = Somewhat Low 4 = Moderate or Average 5 = Somewhat high
6 = High 7 = Very high
Evaluation Criteria:
1. To what extent you have clearly identified your research question
1 2 3 4 5 6 7
2. The extent to which you literature review is comprehensive
1 2 3 4 5 6 7
3. The quality of the analysis and gap identification
1 2 3 4 5 6 7
4. To what extent you have clearly identified directions for future research
1 2 3 4 5 6 7 NA
5. To what extent you have clearly identified directions implications for managerial practice
1 2 3 4 5 6 7 NA
6. Degree of individual’s reflection insights on the total team experience.
1 2 3 4 5 6 7
7. Degree of team’s reflection insight on the total team experience.
1 2 3 4 5 6 7
8. Overall quality of the team product: 1 2 3 4 5 6 7
Comments:
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TO: POLIMI COURSE PARTICIPANTS
FROM: ________________________________ (PRINT YOUR NAME)
EXPECTATIONS: SEMINAR DIALOGING ABOUT LEARNING
THINKING ABOUT MY FUTURE CAREER, FIVE YEARS DOWN THE ROAD;
I SEE MYSELF AS
_______________________________________________________
MY JOB DESCRIPTION IS
____________________________________________________________________
____________________________________________________________________
I SPEND MOST OF MY TIME ON _________________________________________
_____________________________________________________________________
BASED ON MY CAREER GOALS, KNOWLEDGE AND EXPERIENCE THUS FAR, MY
PERSONAL LEARNING GOALS FOR THIS COURSE ARE:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
THE FOLLOWING ARE THE THINGS THAT I HAVE TO CONTRIBUTE TO THIS COURSE:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
BASED ON MY EXPERIENCE THUS FAR AS A STUDENT, THE IDEAL FEATURES OF A
LEARNING COMMUNITY/ENVIRONMENT (IN WHICH I LEARN BEST) ARE:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
WHAT DOUBTS AND CONCERNS DO YOU HAVE ABOUT THIS COURSE? WHAT ARE
THE THINGS THAT YOU WOULD NOT LIKE TO HAVE HAPPEN IN THIS COURSE?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
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