Organizational Dynamics
Corso di Laurea in Economia, Management e Sostenibilità (Laurea magistrale)
CFU: 9
SSD: SECS-P/10
Docente: Domenico Salvatore
Anno Accademico 2023/2024
Versione italiana
Prerequisiti
È necessaria una conoscenza delle principali nozioni di management apprese durante un corso di laurea triennale in area economica e una buona comprensione della lingua inglese.
Obiettivi
Il corso intende discutere alcune dinamiche relazionali tipiche del comportamento all’interno delle organizzazioni e come le organizzazioni possono essere analizzate focalizzandosi sui processi piuttosto che sulla struttura. L’analisi di questi contenuti offrirà la base teorica e l’occasione per esercitare e sviluppare soft skill legate alla capacità di ascolto, di negoziazione, e di presentazione in pubblico.
Contenuto
Tratteremo argomenti selezionati in tre campi degli studi organizzativi a) comportamento organizzativo, b) strategia; e c) sostenibilità.
Tratteremo argomenti selezionati in tre campi degli studi organizzativi a) comportamento organizzativo, b) strategia; e c) sostenibilità. Nello specifico questi argomenti saranno:
- il management basato sull'evidenza;
- la motivazione e la Self-Determination Theory;
- la capacità di auto-regolarsi;
- il lavoro di squadra;
- la negoziazione;
- il networking;
- la leadership;
- le relazioni tra le imprese e il governo;
- la trasformazione digitale e il business process reengineering;
- la sostenibilità e la responsabilità sociale d'impresa.
Testi adottati
Il materiale del corso è costituito da tutti i seguenti articoli scientifici:
1. Rousseau, D. M. (2018). Making evidence-based organizational decisions in an uncertain world. Organizational Dynamics, 47(3), 135–146. https://doi.org/10.1016/j.orgdyn.2018.05.001
2. Stone, D. N., Deci, E. L., & Ryan, R. M. (2009). Beyond Talk: Creating Autonomous Motivation through Self-Determination Theory. Journal of General Management, 34(3), 75–91. (https://selfdeterminationtheory.org/wp-content/uploads/2014/04/2009_StoneDeciRyan_JGM.pdf)
3. Salas, E., Shuffler, M. L., Thayer, A. L., Bedwell, W. L., & Lazzara, E. H. (2015). Understanding and Improving Teamwork in Organizations: A Scientifically Based Practical Guide. Human Resource Management, 54(4), 599–622. (https://www.academia.edu/download/57468251/Salas_et_al-2015-Human_Resource_Management.pdf )
4. Thompson, L. L., Wang, J., & Gunia, B. C. (2010). Negotiation. Annual Review of Psychology, 61(1), 491–515. (https://www.researchgate.net/profile/Brian-Gunia/publication/292887782_Negotiation/links/57fecf6208ae6b2da3c8974f/Negotiation.pdf)
5. Porter, C. M., & Woo, S. E. (2015). Untangling the Networking Phenomenon: A Dynamic Psychological Perspective on How and Why People Network. Journal of Management, 41(5), 1477–1500. (https://www.researchgate.net/profile/Caitlin_Porter/publication/275581408_Untangling_the_Networking_Phenomenon_A_Dynamic_Psychological_Perspective_on_How_and_Why_People_Network/links/553fa2280cf29680de9ba333/Untangling-the-Networking-Phenomenon-A-Dynamic-Psychological-Perspective-on-How-and-Why-People-Network.pdf )
6. Aeon, B., Faber, A., & Panaccio, A. (2021). Does time management work? A meta-analysis. PLOS ONE, 16(1), e0245066. https://doi.org/10.1371/journal.pone.0245066
7. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19–31. (https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=c803d21b3367a960ab570009dc572e73df1fff84)
8. Ruben, B. D., & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice. Journal of Leadership & Organizational Studies, 23(4), 467–479. (https://www.researchgate.net/profile/Ralph-Gigliotti/publication/303182319_Leadership_as_Social_Influence_An_Expanded_View_of_Leadership_Communication_Theory_and_Practice/links/5c734d1a458515831f6ccc72/Leadership-as-Social-Influence-An-Expanded-View-of-Leadership-Communication-Theory-and-Practice.pdf )
9. Lemoine, G. J., Hartnell, C. A., & Leroy, H. (2019). Taking Stock of Moral Approaches to Leadership: An Integrative Review of Ethical, Authentic, and Servant Leadership. Academy of Management Annals, 13(1), 148–187. (https://journals.aom.org/doi/pdf/10.5465/annals.2016.0121 )
10. Pearce, J. L., Dibble, R., & Klein, K. (2009). 11 The Effects of Governments on Management and Organization. Academy of Management Annals, 3(1), 503–541. (https://escholarship.org/content/qt5x0053jb/qt5x0053jb.pdf?t=pwlkr5)
11. Verhoef, P. C., Broekhuizen, T., Bart, Y., Bhattacharya, A., Qi Dong, J., Fabian, N., & Haenlein, M. (2019). Digital transformation: A multidisciplinary reflection and research agenda. Journal of Business Research. (https://doi.org/10.1016/j.jbusres.2019.09.022)
12. Gond, J.-P., El Akremi, A., Swaen, V., & Babu, N. (2017). The psychological microfoundations of corporate social responsibility: A person-centric systematic review. Journal of Organizational Behavior, 38(2), 225–246. (https://openaccess.city.ac.uk/id/eprint/17807/1/ )
13. Epstein, M. J., & Buhovac, A. R. (2010). Solving the sustainability implementation challenge. Organizational Dynamics, 39(4), 306–315. (http://www.ef.uni-lj.si/docs/osebnestrani/Solving_the_Sustainability_Implementatio.pdf)
14. Bansal, P., & Song, H.-C. (2017). Similar But Not the Same: Differentiating Corporate Sustainability from Corporate Responsibility. Academy of Management Annals, 11(1), 105–149. (https://www.researchgate.net/profile/Hee_Chan_Song2/publication/315345356_Similar_But_Not_the_Same_Differentiating_Corporate_Sustainability_from_Corporate_Responsibility/links/5b4ce4efa6fdcc8dae245d65/Similar-But-Not-the-Same-Differentiating-Corporate-Sustainability-from-Corporate-Responsibility.pdf )
15. Stephan, U., Patterson, M., Kelly, C., & Mair, J. (2016). Organizations Driving Positive Social Change: A Review and an Integrative Framework of Change Processes. Journal of Management, 42(5), 1250–1281. (https://journals.sagepub.com/doi/pdf/10.1177/0149206316633268)
16. O’Neill, P., & Sohal, A. S. (1999). Business Process Reengineering: A review of recent literature. Technovation, 19(9), 571–581. (https://www.academia.edu/download/69238390/s0166-4972_2899_2900059-020210909-19720-1yfwhm5.pdf )
Metodo di insegnamento
Lezioni didattiche frontali in lingua inglese. Durante le lezioni sarà stimolata la discussione e la partecipazione attiva e utilizzate simulazioni e lavoro su casi studio.
Metodo di valutazione
Prova scritta
Valutazione progetto
Il metodo di valutazione ha lo scopo di provare a misurare:
- la conoscenza dei contenuti;
- la comprensione delle teorie;
- la capacità di applicare le teorie a situazioni reali.
L’interazione durante la partecipazione al corso permette di valutare questi parametri in modo più completo rispetto alla valutazione durante il solo giorno dell’esame. D’altra parte, alcune persone sono impossibilitate a partecipare attivamente alle lezioni. Per questo motivo, gli studenti potranno scegliere tra due modalità (metodo di valutazione A e metodo di valutazione B). Dove possibile, è consigliato partecipare ai progetti in gruppo durante il corso ed avere poi la possibilità di esercitare la scelta del metodo A il giorno dell’esame. Chi ha partecipato ai progetti in gruppo ed ha ricevuto una valutazione utile per l’opzione A, potrà scegliere il giorno della prova scritta se scegliere, invece, l’Opzione B, ad esempio perché non è soddisfatto della valutazione che ha ricevuto in base all’Opzione A. Non sarà possibile scegliere l’Opzione A se non si è partecipato ai lavori durante il corso.
In entrambe le modalità, non è richiesto di ricordare i nomi dei ricercatori né di comprendere le parti degli articoli nella sezione "Testi adottati" che trattano della metodologia di ricerca.
Nel dettaglio, le due modalità sono:
OPZIONE A
In questo caso, i voti per il corso saranno calcolati come segue:
1. Presenza, preparazione e partecipazione. È necessario partecipare alle lezioni, leggere i materiali assegnati prima della lezione, rispondere ai questionari, condividere la propria conoscenza e le proprie opinioni con il resto dell'aula (fino a 6 punti).
2. Progetto di gruppo che sarà descritto durante il primo incontro in aula (fino a 14 punti).
3. Prova scritta in aula, composta da 3 domande a risposta aperta ideate al fine di valutare la comprensione del contenuto degli articoli della lista nella sezione “Testi adottati”. Avrai 45 minuti per rispondere e potrai portare e leggere il materiale del corso durante l'esame, ma non potrai accedere ad Internet o comunicare con altri (fino a 15 punti).
OPZIONE B
In questo caso, i voti per il corso saranno calcolati come segue:
1. Prova scritta in aula, composta da 3 domande a risposta aperta ideate al fine di valutare la comprensione del contenuto degli articoli della lista nella sezione “Testi adottati”. Avrai 45 minuti per rispondere e potrai portare e leggere il materiale del corso durante l'esame, ma non potrai accedere ad Internet o comunicare con altri (fino a 15 punti).
2. Progetto individuale, simile a quello consegnato dai gruppi che frequentano le lezioni. Si prega di inviare un'e-mail ad entrambi gli istruttori (domenico.salvatore@unisob.na.it e lroberson@exchange.tc.columbia.edu) per fissare un incontro dopo aver letto tutti i documenti e almeno un mese prima della sessione d'esame che si desidera sostenere (fino a 15 punti).
English version
Prerequisites
Students should know the basic concepts of management and have a good understanding of the English language.
Learning outcomes
Organizational dynamics aims to discuss how people in organizations behave and react to each other, and how organizations can be analyzed by looking at their processes rather than their structure. The study of selected topics in the field of organizational research will offer both the theoretical foundation and the occasion to practice and develop soft skills such as listening, negotiation, and presentation.
Course contents
We will cover selected topics in a) organizational behavior, b) strategy; and c) sustainability. These topics will be:
- Making evidence-based organizational decisions
- Motivation and Self determination theory
- Self regulation
- Networking
- Teamwork in organizations
- Negotiation
- Transactional and transformational leadership
- Leadership communication
- Moral approaches to leadership
- Business & government relations
- Digital transformation and business process reengineering
- The psychological microfoundations of corporate social responsibility
- Sustainability
- Businesses driving positive social change
Text Books
Course materials comprise all the following academic papers:
1. Rousseau, D. M. (2018). Making evidence-based organizational decisions in an uncertain world. Organizational Dynamics, 47(3), 135–146. https://doi.org/10.1016/j.orgdyn.2018.05.001
2. Stone, D. N., Deci, E. L., & Ryan, R. M. (2009). Beyond Talk: Creating Autonomous Motivation through Self-Determination Theory. Journal of General Management, 34(3), 75–91. (https://selfdeterminationtheory.org/wp-content/uploads/2014/04/2009_StoneDeciRyan_JGM.pdf)
3. Salas, E., Shuffler, M. L., Thayer, A. L., Bedwell, W. L., & Lazzara, E. H. (2015). Understanding and Improving Teamwork in Organizations: A Scientifically Based Practical Guide. Human Resource Management, 54(4), 599–622. (https://www.academia.edu/download/57468251/Salas_et_al-2015-Human_Resource_Management.pdf )
4. Thompson, L. L., Wang, J., & Gunia, B. C. (2010). Negotiation. Annual Review of Psychology, 61(1), 491–515. (https://www.researchgate.net/profile/Brian-Gunia/publication/292887782_Negotiation/links/57fecf6208ae6b2da3c8974f/Negotiation.pdf)
5. Porter, C. M., & Woo, S. E. (2015). Untangling the Networking Phenomenon: A Dynamic Psychological Perspective on How and Why People Network. Journal of Management, 41(5), 1477–1500. (https://www.researchgate.net/profile/Caitlin_Porter/publication/275581408_Untangling_the_Networking_Phenomenon_A_Dynamic_Psychological_Perspective_on_How_and_Why_People_Network/links/553fa2280cf29680de9ba333/Untangling-the-Networking-Phenomenon-A-Dynamic-Psychological-Perspective-on-How-and-Why-People-Network.pdf )
6. Aeon, B., Faber, A., & Panaccio, A. (2021). Does time management work? A meta-analysis. PLOS ONE, 16(1), e0245066. https://doi.org/10.1371/journal.pone.0245066
7. Bass, B. M. (1990). From transactional to transformational leadership: Learning to share the vision. Organizational Dynamics, 18(3), 19–31. (https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=c803d21b3367a960ab570009dc572e73df1fff84)
8. Ruben, B. D., & Gigliotti, R. A. (2016). Leadership as social influence: An expanded view of leadership communication theory and practice. Journal of Leadership & Organizational Studies, 23(4), 467–479. (https://www.researchgate.net/profile/Ralph-Gigliotti/publication/303182319_Leadership_as_Social_Influence_An_Expanded_View_of_Leadership_Communication_Theory_and_Practice/links/5c734d1a458515831f6ccc72/Leadership-as-Social-Influence-An-Expanded-View-of-Leadership-Communication-Theory-and-Practice.pdf )
9. Lemoine, G. J., Hartnell, C. A., & Leroy, H. (2019). Taking Stock of Moral Approaches to Leadership: An Integrative Review of Ethical, Authentic, and Servant Leadership. Academy of Management Annals, 13(1), 148–187. (https://journals.aom.org/doi/pdf/10.5465/annals.2016.0121 )
10. Pearce, J. L., Dibble, R., & Klein, K. (2009). 11 The Effects of Governments on Management and Organization. Academy of Management Annals, 3(1), 503–541. (https://escholarship.org/content/qt5x0053jb/qt5x0053jb.pdf?t=pwlkr5)
11. Verhoef, P. C., Broekhuizen, T., Bart, Y., Bhattacharya, A., Qi Dong, J., Fabian, N., & Haenlein, M. (2019). Digital transformation: A multidisciplinary reflection and research agenda. Journal of Business Research. (https://doi.org/10.1016/j.jbusres.2019.09.022)
12. Gond, J.-P., El Akremi, A., Swaen, V., & Babu, N. (2017). The psychological microfoundations of corporate social responsibility: A person-centric systematic review. Journal of Organizational Behavior, 38(2), 225–246. (https://openaccess.city.ac.uk/id/eprint/17807/1/ )
13. Epstein, M. J., & Buhovac, A. R. (2010). Solving the sustainability implementation challenge. Organizational Dynamics, 39(4), 306–315. (http://www.ef.uni-lj.si/docs/osebnestrani/Solving_the_Sustainability_Implementatio.pdf)
14. Bansal, P., & Song, H.-C. (2017). Similar But Not the Same: Differentiating Corporate Sustainability from Corporate Responsibility. Academy of Management Annals, 11(1), 105–149. (https://www.researchgate.net/profile/Hee_Chan_Song2/publication/315345356_Similar_But_Not_the_Same_Differentiating_Corporate_Sustainability_from_Corporate_Responsibility/links/5b4ce4efa6fdcc8dae245d65/Similar-But-Not-the-Same-Differentiating-Corporate-Sustainability-from-Corporate-Responsibility.pdf )
15. Stephan, U., Patterson, M., Kelly, C., & Mair, J. (2016). Organizations Driving Positive Social Change: A Review and an Integrative Framework of Change Processes. Journal of Management, 42(5), 1250–1281. (https://journals.sagepub.com/doi/pdf/10.1177/0149206316633268)
16. O’Neill, P., & Sohal, A. S. (1999). Business Process Reengineering: A review of recent literature. Technovation, 19(9), 571–581. (https://www.academia.edu/download/69238390/s0166-4972_2899_2900059-020210909-19720-1yfwhm5.pdf )
Teaching methods
Lectures in English. During classes students will be required to take part actively and to work on business cases and simulations.
Assessment methods
Written Examination
Project Assessment
The evaluation method aims to try to measure:
- content knowledge;
- the understanding of the theories;
- the ability to apply theories to real situations.
Interaction during in-class participation allows these parameters to be assessed more comprehensively than assessment during the exam day alone. On the other hand, some people are unable to actively participate in class. For this reason, students can choose between two modes (grading method A or grading method B).
Wherever possible, it is recommended to participate in team projects during the course and then have the opportunity to exercise the choice of method A on the day of the exam. Those who participated in the team projects and received an assessment for option A will be able to choose on the day of the written exam whether to choose option B instead (for example, because they are not satisfied with the assessment, they received under option A terms). You will not be able to choose option A if you did not participate in the team activities during the course.
In both modes, you are not required to remember the names of the researchers or understand the parts of the articles in the "Text Books" section that deal with the research methodology.
The two modes are:
OPTION A
In this case, grades for the course will be calculated as follows:
1) Individual attendance, preparation, and participation. The expectation is that you will read assigned materials prior to class, fill surveys, share your knowledge and opinions with the rest of the class (up to 6 points).
2) Team project and activities as described during the first session of the course (up to 14 points).
3) Written in-class exam, comprising 3 open-ended questions devised in order to assess the understanding of the papers in the reading list. You will have 45 minutes to answer and may bring and read the course material during the exam but cannot access the internet or communicate with others (up to 15 points).
OPTION B
In this case, grades for the course will be calculated as follows:
1) Written in-class exam, comprising 3 open-ended questions devised in order to assess the understanding of the papers in the reading list. You will have 45 minutes to answer and may bring and read the course material during the exam but cannot access the internet or communicate with others (up to 15 points).
2) Individual project, similar to that delivered by teams attending classes. Please, email to both instructors (domenico.salvatore@unisob.na.it and lroberson@exchange.tc.columbia.edu) to set-up a meeting after you have read all the papers and at least one month before the exam session that you wish to take (up to 15 points).
Nota bene: per verificare la validità dei programmi degli anni accademici precedenti controllare su LePrE, nella scheda del singolo corso, le note presenti nelle sezioni orari di ricevimento e/o appelli di esame.
Ultimo aggiornamento: 6.8.2023 ore 11:03
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