2011-2012 MBA Course: Organizational Behavior

1. ORGANISATIONAL BEHAVIOUR
Course Booklet
Semester 1
2011/2012
FTMBA/MBAIB Course

2. Contents Page Number
Course Details................................................................................................... 3
Course Description and Objectives ................................................................... 3
Learning Outcomes ........................................................................................... 3
Planned Student Learning Experiences............................................................. 4
Teaching Approach ........................................................................................... 4
Assessment....................................................................................................... 4
Feedback .......................................................................................................... 6
Guidelines for formatting and handing in assessed work:.................................. 6
Failure to attempt or complete assessed coursework or an examination........... 7
Exam arrangements for Disabled students........................................................ 7
Plagiarism Statement ........................................................................................ 7
Appeals ............................................................................................................. 7
Consultation ...................................................................................................... 7
Course Monitoring Surveys ............................................................................... 8
Required Text(s)................................................................................................ 8
Course Website................................................................................................. 8
Advised Preparatory Work................................................................................. 9
Course Lecturer................................................................................................. 9
Study Programme ........................................................................................... 10
Lecture Outlines and Readings ....................................................................... 13
Exam Papers................................................................................................... 13
Appendix 1: Further Reading........................................................................... 13
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3. Course Details
Course Code: BUST11214
Title: Organisational Behaviour
College: Humanities and Social Science
School: The University of Edinburgh Business School
Course Organiser: Nick Oliver
Contact Hours:
Semester:
Lectures:
Tutorials:
This is a 10-credit course. As per the Scottish Credit Qualifications Framework (SCQF), this means
that it should entail 100 hours of student effort. For example:
Contact hours Four one day sessions of 8 32 hours
hours duration
Preparatory reading 33 hours
Tutorial work Incorporated into main sessions 20 hours
plus preparation for group
exercises and presentations
Assignments End of course assignment 15 hours
Total 100 student effort hours
Course Description and Objectives
Introduction
Organisation Behaviour covers a wide range of organisational issues from the micro level (eg
individuals at work) through to the macro level (eg organisational design). The course is based on a
philosophy that organisational concepts represent a form of ‘intellectual tool kit’. These ideas and
concepts can be used to gain insight into a variety of organisational issues – for example, how people
can be motivated, how decisions are made, how organisations can be configured for effective
operation, and so on. The emphasis is providing core concepts that will help you to understand and
manage with complex organisational settings. There is a strong emphasis on the development of
analytical skills, on the translation of theory into practice and on experiential learning.
Objectives
• To introduce ideas and concepts useful in the analysis of micro and macro organisational
processes
• To encourage reflection and critical thought about organisations and the activities that occur
within them
• To develop an appreciation of how theory can be translated into practical application
• To develop your skills in interpreting (and therefore in acting effectively within) different
organisational contexts.
Learning Outcomes
Knowledge and Understanding:
• Fluency with key concepts from the field of Organisation Behaviour
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4. • Appreciation of the importance of problem-framing to problem resolution
• Understanding of a range of models of phenomena such as motivation, team dynamics and
effectiveness, decision-making, organisational design, culture and change.
Cognitive Skills:
• The ability to recognize ‘hard’ and ‘soft’ complexity and respond appropriately
• Understanding of how different models and assumptions may be used to gain insight
into particular situations, the ability to use competing models to generate such insight in
order to take appropriate action
• The ability to be able to stand back and view complex situations in perspective
• The ability to recognize the key shapers of organisational structures and processes.
Subject Specific Skills:
• An ability to work in teams, and to use the skills of team members to best advantage
• The ability to apply models of decision-making to a variety of choices
• The ability to see the implications of particular organisational structures for
organisational climate, operation and resilience.
Planned Student Learning Experiences
The course offers a varied learning experience via an integrated mix of lectures, group work and
class discussion, visiting speakers and practical exercises. There will be opportunities for discussion
and debate amongst participants, and participants are encouraged to apply the ideas to their own
experience. The culmination of the course is “The Production Game” in which the class are divided
into companies of 7-8 people that compete to physically manufacture simple products.
Teaching Approach
The emphasis in the course is on blending theory and practice by putting ideas and concepts to work.
This will be achieved by analysing cases, by discussing real-world problems from visiting practitioners
and by practical exercises that provide first-hand illustration of the ideas in action.
Assessment
Form of Assessment:
You have a choice of two topics for your assignment. Both are integrative and are designed so that
you can apply concepts covered in the course analytically – that is, to give you scope to reflect on,
and write about, a broad cross-section of the material that we have covered in the course in relation
to your actual experiences. Answers to both options should be around 2,000 words in length.
Option 1: The Production Game
The Production Game provides a rich, first-hand experience with which to think about a wide array of
organisational issues. The purpose of this option is to allow you to draw out the lessons that emerged
from the Game, and to think about how the ideas and principles covered in your OB course apply to it
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5. Your report should analyse the performance, activities and processes of your company in the Game.
In doing so you should utilise the performance data that will be provided at the end of the Game and
analyse the reasons behind the (usually substantial) differences in performance between different
companies.
Your report should address at least some of the following issues:
1. The strategy that your company pursued. Did you decide to pursue particular types of order?
Which ones? Why? Did your choices prove to be correct – if so, why, if not, why not? What does
‘strategy’ actually mean in the context of the Game?
2. How your strategy was formulated – the decision processes that you and your team members
went through.
3. How did you design, organise and control your company? How was the enterprise managed?
What was your underlying model of organisation and what shaped this? What formal and
informal structures and processes were either designed upfront or evolved during the game?
Were these appropriate?
4. Issues concerning group processes and dynamics. Was there a clear leader? If so, what was
their style, and was this appropriate? What roles did they fulfil? Was your group effective – if so
why? If not, why not? Were the individuals in your team well-motivated, and if so by what? Was
there conflict and how was this managed? What kind of a culture developed in your team, and
why?
5. Did the team learn as it went along, making improvements and fixing things? Or did you get
stuck, repeating the same errors again and again?
6. What insights do cross- company comparisons reveal?
Option 2: Shapers, Dilemmas and Trade-offs in Organisations
Two themes that run throughout the course are:
(a) that organisational structures and processes are shaped by a several factors or contingencies
and
(b) that all organisational forms are characterised by dilemmas and trade-offs – for example
between autonomy and control; flexibility and consistency; quality vs speed of decision-
making and so on.
Drawing on examples from your own experience, or from material covered in the course, map out the
key factors that shape the ways in which organisations are coordinated and controlled. You should
pay particular attention to the trade-offs inherent in any organisational design, identifying examples of
how such trade-offs may be resolved.
The assignment will constitute 100% of the final course mark.
Assessment Criteria:
There are three main assessment criteria:
• Evidence of a sound understanding of the core concepts and models in the area in question
• Ability to recognize the assumptions on which any such concepts are based, and the
limitations of these
• Ability to use the concepts diagnostically (for example to a case, to your own experience or to
a simulation) in order to generate significant insight.
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6. Dates of Assessment:
The submission date for the assignment is Monday, 31 October 2011 by 4pm.
Feedback
Individual essay/assignment feedback will be provided on a feedback form in the appropriate format.
Assignment marks and feedback will be made available by Monday 28 November 2011.
Feedback Format
Weeks 1-2 Discussion of student presentations and practical exercises
Week 3 Production Game
Week 11 Feedback on assignment
Guidelines for Formatting and Handing in Assessed Work:
All completed assignments should be stapled and clearly labelled with the student’s examination
number. Names should NOT be written on the assignments themselves, so that they can be marked
anonymously. Students are asked to attach an assignment submission sheet as front cover. The
student’s name should be written on this sheet along with the examination number. A template for this
can be found at www.business-school.ed.ac.uk/mybiz.
When the assignments are received the assignment submission sheet will be removed before the
assignments are sent to the relevant lecturer(s) for marking. Students must also submit each
assignment electronically by TURNITIN which can be located on WebCT. For the group assignment,
once the groups have been composed, a group member will be assigned as responsible for this.
Please see instructions via the student portal. This is to enable checks to be carried out for plagiarism
on a random basis, or if suspicions are raised.
The University has a standardised penalty for late submission of coursework. The School will apply a
uniform penalty of a reduction of 5 marks for each 24 hours beyond the coursework deadline
(Saturday, Sunday and University Public Holiday not included) unless late submission has been
requested in advance of the submission date and approved in writing by the course organiser. For
example:
- an essay with a mark of 65% which is less than 24 hours late will be given a final mark of 60%
- an essay with a mark of 65% which is between 24-48 hours late will be given a final mark of 55%
- an essay with a mark of 65% which is 48-72 hours late will be given a final mark of 50% and so on...
The penalty will not be applied if good reasons can be given, such as documented illness.
COURSEWORK DEADLINES ARE ABSOLUTE AND MUST BE STRICTLY ADHERED TO
OTHERWISE THE STANDARDISED PENALTY WILL BE APPLIED WITHOUT EXCEPTION.
Extensions to coursework deadlines will normally only be granted in cases of illness or other
extenuating circumstances. An extension can only be granted by the course organiser; requests for
an extension to the deadline must be agreed with the course organiser prior to the coursework
deadline. If this proves impossible, students must attach a letter of explanation to the coursework,
signed and dated. If you are given an extension, you must ensure that the Postgraduate Office (Room
GF.15, 29 Buccleuch Place, Edinburgh, EH8 9JS) has written proof of this, e.g. in the form of an
email from the course organiser.
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7. Failure to Attempt or Complete Assessed Coursework or an Examination
Where a student fails to attempt or fails to complete assessed coursework or an examination, the
course organiser will seek to establish from the student whether the failure is legitimate (i.e.
supported by appropriate documentary evidence) or not. A failure to attempt assessed coursework or
an examination without good reason will result in a zero mark being awarded for that element of
assessment. In the case of a legitimate failure to attempt or complete assessed coursework, the
course organiser may decide to offer an extended submission deadline (without marks deduction for
late submission). Where a student is able to produce evidence of legitimate reasons for failure to
attempt or complete an examination, and where it has not been possible to offer an extended
submission deadline for a legitimate failure to attempt or complete assessed coursework, the course
organiser will refer the case to the Special Circumstances Committee.
Groupwork Issues
Where group work is involved, should there be any problems with the group dynamic, these should
be raised by two concurring members of the team with the course organiser before the Reading
Week.
Exam Arrangements for Disabled Students
If required, specific reasonable adjustments will be made to enable disabled students to sit
examinations, including any written, practice or oral examination, continuously assessed coursework
or dissertation which counts towards the final assessment. For more information about the support
disabled students can receive and the approval process for making reasonable adjustments visit
http://www.ed.ac.uk/schools-departments/disability-office/students/support-we-offer. Arrangements
for degree examinations must be approved in advance by the Registry (650 2214), and the Disability
Office (650 6828) for dyslexic students, and reported to the examiners. The Registry requires
notification of specific examination arrangements for dyslexic students well in advance of examination
weeks and specific deadlines apply (see http://www.ed.ac.uk/schools-departments/registry/other-
info/dyslexia). For all other disabled students the Registry must see and accept a medical certificate
or similar documentation relating to the student or be satisfied that an acceptable certificate will be
produced. Such students should discuss their requirements with their Programme Director and/or the
Disability Office at the earliest opportunity.
Plagiarism Statement
Plagiarism and cheating are offences against the University discipline. The full text of the University’s
regulation on plagiarism and cheating can be found on the University’s website at
http://www.docs.sasg.ed.ac.uk/AcademicServices/Discipline/StudentGuidanceUGPGT.pdf
Appeals
The process for students appealing against the assessment of grades is described in the Code of
Practice for Taught Postgraduate Programmes.
Consultation
Students are encouraged to raise any concerns of a subject specific nature with the relevant course
organiser. All but the simplest issues take time to resolve, and so please raise the issues as soon as
you are aware of them.
In the event that your course organiser cannot assist you, please contact your Programme Director.
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8. Course Monitoring Surveys
Because the PGT programmes are constantly being streamlined to remain progressive and
contemporary, it is essential that you provide feedback on the courses you undertake so that the
academic and administrative staff can be aware of your needs and the needs of your peers; the only
way we can do this is if you let us know our strengths and what can be improved to make your
learning experience with us as relevant and fulfilling as possible.
At the conclusion of every semester you will be asked to complete anonymous online course
monitoring surveys. You will be notified when the surveys relevant to your programme become live.
The results of these surveys will then be collated and distributed to the course lecturer(s) who will in
turn provide feedback on the course.
All information provided by students and course lecturer(s) will be taken into consideration by
decision makers within the Business School – and may alter the way that future courses are
administered. We are providing you with an outlet to voice your opinions and it is very important for
the current state and the future of the Business School and its students that you do so.
Required Text(s)
Buchanan, D and Huczynski, A. (2010) Organisational Behaviour, (7th edition), Prentice Hall.
The set text provides a comprehensive coverage of most aspects of this subject. Because the course
emphasizes the application of ideas to a variety of situations and contexts, your emphasis should be
on developing a good understanding of the basic concepts and on developing a proficiency at using
these diagnostically.
For those who are interested in a particular topic, suggestions for extra reading will be provided.
These readings are often classics in the field, for those who are interested in understanding the
original source material, or particularly interesting and topical applications and illustrations of the
ideas.
Any reading that is suggested has been checked to ensure that it is available within the University of
Edinburgh Library system and be found by visiting the Library catalogue search page:
http://catalogue.lib.ed.ac.uk/
Additional material will be added to WebCT, our virtual learning environment, as the course
progresses.
Course Website
Lecture materials will be made available online via WebCT, which is accessible from the “quick links”
area on MyBiz http://www.business-school.ed.ac.uk/mybiz/home
On the course website you will be able to find a copy of this booklet, course handouts,
announcements and other facilities. It is important that you regularly check the WebCT system in
order to keep up to date with the course. You should be automatically registered for all your courses;
if you are not please consult the Programme Secretary (email office+mba@business-school.ed.ac.uk)
to ensure that your records are in order. A user guide and full details of how to logon and use the
system are available on the website. N.B. It is vitally important that you check your WebCT mailbox
regularly OR set it up so that it forwards messages automatically to your regular e-mail account.
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9. Advised Preparatory Work
This will be publicized as the semester progresses.
Course Lecturer
Professor Nick Oliver (Course Co-ordinator)
Tel: 0131 650 3811
Office: Room 4.01, Business School, 29 Buccleuch Place, Edinburgh, EH8 9JS
Email: nick.oliver@ed.ac.uk
http://www.business-school.ed.ac.uk/about/people?a=15015&staff_id=503
Nick is Professor of Management and Head of the Business School. He joined Edinburgh
in January 2007, having spent 14 years at the Judge Business School, Cambridge. Prior
to that he was at Cardiff Business School (for seven years) and the before that with the
Systems Group at the Open University for four years.
Nick's teaching areas include Organisational Behaviour, the management of innovation
and Operations Management.
He is co-author of The Japanization of British Industry (1992), which examined the
transfer of Japanese management practices to the UK. Nick’s research spans two main
areas: manufacturing performance and product development. He has led a several
international benchmarking studies in Japan, Europe, North America and China in these
two domains. With respect to manufacturing, his research focuses on lean production and
international comparisons of high performance manufacturing (with particular reference to
the automotive industry). In the area of innovation, he has researched the management of
new product development in the automotive and electronics industries and inter-firm
innovation networks in the biotechnology and automotive industries. Most recently he has
examined the dynamics of business failure through an analysis of the collapse of the MG
Rover car company, and the interplay between lean product development processes and
brand identity. He is currently working on issues of organizational resilience.
Dr Tom Calvard, lecturer in Human Resource Management, will also be contributing to a
number of sessions. Tom’s areas of speciality include: effective teamworking; diversity
management; empathy and perspective-taking; part-time working; boundary spanning;
and work-life balance.
http://www.business-school.ed.ac.uk/about/people?a=14481&start=^C
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10. Study Programme
The course comprises a total of four one-day sessions, and within these there will be typically
be four sessions of around 1.5-2.0 hours duration. Each session will typically comprise a review
of thinking in a particular area and discussion of the how the ideas find expression in practice.
Some sessions will include practical exercises and case analysis and one or two guest
speakers are planned.
Day 1: 22 September 2011
Day 1 Session 1: Introduction, perception, metaphors and models
This session introduces the course and explores how assumptions about organisations shape
interpretation of organisational problems, and the ways in which we solve such problems. The
dominant perspectives on organisations are reviewed, drawing on Morgan’s work on “images” of
organisations. The fundamental dilemmas of organisational design will be discussed.
Core reading
Buchanan and Huczynski, chapter 1 “Explaining Organisational Behaviour, chapter 8 “Perception”.
Day 1, Session 2: Motivation
This session reviews different approached to the issue of motivation. Content and process theories
of motivation are described a variety of job design practices analysed. ‘High-commitment’
organisational forms are discussed.
Core reading
Buchanan and Huczynski, chapter 9 “Motivation”, chapter 14 “Traditional work design”,
Day 1, Session 3: Leadership
This session will examine the nature of leadership and different approaches to leadership. The
significance of leadership to other aspects of organisational behaviour, such as change and power,
will also be explored.
Core reading
Buchanan and Huczynski, Chapter 19 “Leadership”.
Day 1, Session 4: Guest Speaker: a) Jim O’Sullivan, CEO Edinburgh Airport
b) Briefing for the ‘Production Game’
4:15-5:30: Guest speaker
Organisationally airports are very interesting due to a huge variety of operations in one cluster
(everything from retailing, immigration, baggage, aircraft management, ATC, security) and when there
is an issue (eg volcanic ash, snow) the interdependencies mean that things snarl up quickly and
dramatically. There also issues of safety and security, so in some parts of the operation there is no
room for error. The purpose of this session is to encourage reflection on the management challenges
inherent in this situation, and how these can be met.
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11. 5:30-6:00: Introduction to the Production Game
This session will introduce the Production Game and kick off the planning and preparation for this.
Day 2: 29 September 2011
Day 2 Sessions 1 & 2: Groups Dynamics and High Performance Teams
This session explores the nature of work groups, and poses the question ‘What makes an effective
team?’ A variety of factors are considered, including group structure, stage of development, the
nature of the task and communication processes. The latter part of the session will be devoted to
analysing a particular example of high performance teams, namely Formula 1 Race Teams.
Core reading
Buchanan and Huczynski, chapter 10 “Group Formation”, chapter 11, “Group structure” and chapter
13, “Team working”.
Day 2, Session 3: Decision-making
Decision-making is central to the management process – indeed, a great deal of management is
essentially about making appropriate choices under difficult and uncertain conditions. This session
reviews the orthodox rational approach to decision-making and contrasts it with alternative views -
bounded rationality, the garbage can, political models, the logic of rules and obligation and past
investments.
Core reading
Buchanan and Huczynski, chapter 20 “Decision-making”.
Day 2, Session 4: Guest Speaker: Les Matheson, Managing Director Retail Products
Royal Bank of Scotland
Les will examine the cultural and organisational issues across the financial services industry that
contributed to the recent problems of the Royal Bank of Scotland and analyse the changes RBS has
made to avoid this and other similar problems. There will be a particular emphasis on the cultural and
organizational changes that RBS has made.
Les went to school in Aberdeen at Robert Gordon's College and came to Edinburgh University where
he graduated with a B Com (Hons) in 1982. He joined Procter & Gamble on their Brand Management
graduate scheme and worked there for seven years.
He then joined Kraft, working in London, Brussels Zurich and Buenos Aires, where he was General
Manager of their Food Business. He then joined Citibank in Taiwan as Marketing Director North Asia,
thereafter moving to Singapore, Tokyo and Sydney in various management roles.
In his last role before joining RBS he was CEO for Citibank consumer business in Central Asia, which
included Hong Kong, Australia, the Philippines and the Pacific Islands. He was also Country
Corporate Officer for Australia. He was Deputy Chairman of the Australian Bankers Association.
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12. Day 3: 6 October 2011
Day 3 Session 1: Organisational Design
The problem of organisational design has two dimensions; how best to divide up the work of an
organisation, and how best to co-ordinate the sub-units created by this division. At the individual or
work group level these questions find expression in the problem of job design. At a macro-
organisational level are issues of the grouping of functions and integration of activities. The particular
form taken by any organisation will be shaped by several factors - size, technology, the nature of the
environment, but there can be a profoundly political dimension to organisational design as well.
Core reading
Buchanan and Huczynski, chapter 15, “Elements of structure”, Chapter 16 “Early organisational
design and chapter 17 “Organisational architecture”.
Day 3 Session 2: Production Game Preparation
This session will be available for planning and preparation for the Production Game in the afternoon.
The Conference Room and Roof Terrace are available for this purpose.
Day 3 Sessions 3&4: The Production Game
Note: this session will run continuously from 14:00 until approximately 1830 in the Conference Room
and Roof Terrace, 4th Floor.
“The Production Game” is a simple business simulation in which the class are divided into
companies who compete in a marketplace by physically manufacturing a simple product. The Game
reveals many of the dynamics of strategy, organisation and operations and provides a concrete,
shared experience to which you can apply the ideas covered in the course. It is essential that
everyone takes part in this session.
Day 4: 13 October 2011
Day 4 Session 1: Production Game Debrief and Presentations
Day 4 Session 2: Power and Conflict
For those who view organisations from a rational perspective, conflict and organisational politics are
symptoms of a malaise - signs of a badly managed organisation. Others see conflict as healthy, a
sign that the groups who comprise an organisation are defending their interests. In this session the
sources of power and conflict in organisations are analysed, along with the typical strategies which
may be employed by those who attempt to exert influence in organisations.
Core reading
Buchanan and Huczynski, chapter 22 “Power and politics”, chapter 21 “Conflict”.
Day 4 Session 3: Organisational Culture
Since the publication of Peters and Waterman’s best seller In Search of Excellence (1982) which
claimed a link between a ‘strong’ organisational culture and business success there has been a great
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13. interest in culture in management circles. This session considers what culture is, how it may be
diagnosed, and the factors which create and sustain a strong culture. The significance of culture as a
mechanism of integration and control is considered.
Core reading
Buchanan and Huczynski, chapter 4 “Culture”.
Day 4 Session 4: Change and Learning/ Course Overview
This session will explore two issues. In the first part we will look at the process of planned change,
and some of the different models of change that exist. We will then move on to look at the related
topic of learning – the process by which organizations absorb information from their environments
and adjust - or often fail to adjust - their goals and operating routines in the light of this.
The session will finish with a course overview and briefing on the assignment.
Core reading
Buchanan and Huczynski, chapter 18 “Change”.
Lecture Outlines and Readings
As above
Exam Papers
Where applicable all available exam papers can be found on the University of Edinburgh website at:
http://www.exampapers.lib.ed.ac.uk/
Appendix 1: Further Reading
To be provided on Web CT.
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