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Learning Outcomes
2. Social skills:
• Interpersonal skills: engage others in a
meaningful and supportive way
• Teamwork skills: collaborate well with all
team members
• Knowledge sharing skills: communicate
inspirationally and assertively
© Josephine Lang
1. Cognitive skills:
• Critical thinking: analyze diverse
arguments and reconcile divergent
viewpoints
• Design thinking: explore the complexity
of a problem, generate novel ideas and
test-drive proposed solutions
3. Knowledge acquisition skills:
• Knowledge acquisition: define, explain, and
apply the theoretical frameworks and concepts
of organizational behavior
• Knowledge generation: describe how
research is conducted to generate insights on
human cognition, attitudes, and behavior
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 How to Study for
this Course
 Practice critical thinking and design thinking all
the time
 Complete ALL pre-seminar preparations before
each seminar
 Attend all course seminars
 Participate actively in all seminar activities
 Share your knowledge and insights generously
and enthusiastically
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© Josephine Lang
 How to Study for
this Course
eOBSeminarGuide Seminar PowerPoint
Slides
E-Textbook

McShane & Von Glinow,
Organizational Behavior, 5th Edition,
International Student Edition,
McGraw-Hill.
• Assigned Readings
• Course assignments
• Course assessments
• Assessment Rubrics
• Seminar activities
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 How to Study for
this Course

Please buy the ebook card from the website

below at a price of $32.29
https://www.mheducation.com.sg/ebook-
organisational-behaviour-and-design-
9781307795097-asia

© Josephine Lang
 Seminar Activities

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© Josephine Lang
 Seminar Activities

The start-of-class activity allows you to assess the

effectiveness of your pre-class preparation and
readiness to participate in class activities

To size up your self-learning effectiveness:

At the start of each seminar, your instructor will conduct a quiz or give a list of
short-answer questions for you to answer individually.
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 Seminar Activities

The powerUP experiential exercise will give you ample

opportunity to experience, hands-on, how OB theoretical
frameworks and concepts come alive in real-life situations.

To promote active learning:

• This is a time for you to have fun while learning.
• Be prepared to participate in a variety of activities such as mini debates,
contests, and role-plays.
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© Josephine Lang
 Seminar Activities

This team-based activity will help you learn how to

appropriately apply the various theoretical
frameworks to analyze real-life problems and to
propose logical solutions

To demonstrate the application of theoretical frameworks and concepts:

• You will work in a team of 4 to 5 members to complete a team project by
analyzing a real-world management situation.
• For each seminar, a team will enlighten us with its analysis of a case. 11

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 Seminar Activities

This activity will motivate you to explore the

knowledge frontier by extracting OB insights from
recent publications on artificial intelligence,
neuroscience research, etc.

To explore the knowledge frontier:

For each seminar, four or five of you will share with us your findings from your
“knowledge exploration.”
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 Seminar Activities

This activity will motivate you to voice your

opinions assertively in an inspirational way when
you share your ideas with others

Be bold in speaking up:

This is NOT the usual class participation. You have to volunteer to share your ideas with others.
**Important note** -- If you speak only after a cold call, your instructor will not consider this as
“voiceUP” for grading.
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 Seminar Activities

This end-of-seminar activity will let you assess how well

you have learnt the theories and concepts of the seminar

To check up on your learning effectiveness for the seminar:

At the end of each seminar, your instructor may conduct a quiz.

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 Assignments Weightage Assessment Rubrics
Coursework 1. Critical Thinking 15% (Individual) Critical Thinking Rubric

Assignments 2. Design Thinking 18% (Team) Design Thinking Rubric

Teamwork Peer Evaluation

3. teamUP Project 18% (Team) Knowledge Acquisition &

Sharing Rubric
Teamwork Peer Evaluation

4. My Reflective 15% (Individual) “My Reflective Learning”

Learning rubric

5. lightUP Assignment 15% (Individual) Inspirational Assertive

Communication Rubric

6. voiceUP 15% (Individual) Knowledge Sharing Rubric

7. Research 4% (Individual) Not Applicable

Participation
Total 100%
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 Coursework
Assignments
Critical Thinking -- The use of
reason in the pursuit of truth.

1. Define the subject matter, identify key concepts, and map their relationship to one another
2. Discuss the subject matter from various theoretical perspectives
3. Assess the truth, relevance and strength of evidence
4. Recognize unstated assumptions and examine the influence of context
5. Draw conclusions by integrating, synthesizing, or reconciling the various arguments
presented
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 Coursework
Assignments
Critical Thinking Assignment (15%)

Read the journal article assigned by your instructor and then

provide a critique by addressing all the elements of critical thinking
listed in the assessment rubric.
Please use the “Submission Document for the Critical Thinking
Assignment” available from the MAIN course site to submit your write-up.

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 Coursework
Assignments
Design thinking is a process that can help managers
understand the complexity of an issue or problem, generate
multiple possible solutions, and test the proposed solutions
for their practicality and feasibility.

1. Describe the project in a way that stimulates interest and enthusiasm

2. Seek inspiration by using a multiplicity of sources
3. Generate many ideas, scenarios, or sketches, and apply integrative thinking in ideation
4. Provide evidence on the feasibility of ideas with prototypes and tests and tell a compelling
story to influence others to view your proposed solution favourably

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 Coursework
Assignments Design Thinking Assignment (18%)
The scenario: You are going to apply for this internship
found on an Internet internship portal.

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© Josephine Lang
 Coursework
teamUP Case Analysis and
Assignments Knowledge Sharing (18%)
You are expected to work in teams of several
members as assigned by your instructor.

1. Develop a comprehensive understanding of key concepts and theoretical frameworks and

apply them when analyzing an assigned situation or issue.
2. Consider contextual and temporal properties of information when providing an interpretation
or analysis.
3. Examine the possible influence of missing information, or lack of information, or ambiguous
information; search the Internet for additional information or other insights.
4. Provide an informed conclusion.

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 Coursework Instructions for knowledge
sharing:
Assignments 1. Share your case analysis by conducting a 20-
minute knowledge sharing session.
2. In the ten (10) minutes following your knowledge
sharing session, engage your audience in a 10-
minute Q&A session.

Instructions for Q&A:

1. For the audience: In the audience, a member from each team may pose a question to the
sharing team.
2. For the sharing team: Every team member is to answer at least one question posed by the
audience.
3. Your instructor will grade your contributions to the Q&A as part of your voiceUP.

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 Coursework
lightUP Knowledge Sharing (15%)
Assignments
This assignment will motivate you to explore the
knowledge frontier by extracting OB insights from
recent publications on artificial intelligence,
neuroscience research, etc. and then sharing these
insights with others in an engaging manner.

1. Share valuable insights gathered from newly published neuroscience research

studies, AI, robotics, cross-cultural studies, etc.
2. Use a conversational style to deliver your ideas; speak assertively
3. Align your verbal and non-verbal communication effectively
4. Connect your insights to the relevant OB concepts or frameworks

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 Coursework Instructions for knowledge
Assignments sharing:

1. Conduct a five-minute knowledge sharing session

2. You may use props and visual aids in your sharing, but
you are not allowed to use any PowerPoint slides

Instructions for all students:

1. During the seminar, students are to provide feedback on each lightUP speakers via an MS-
Form provided by the instructor.
2. In addition to providing their feedback on other lightUP speakers, the lightUP speakers
themselves will also provide reflections on their own sharing.
3. Your instructor will grade the quality of your feedback as part of your voiceUP.
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 Coursework “My Reflective Learning”
Assignments Assignment (15%)

You are to apply two theoretical frameworks in your

analysis of a real-life situation you experienced
before. You should choose these two frameworks
from two different PARTS of the text.

1. PART ONE: Introduction 3. PART THREE: Team Processes

• Chapter 1: Introduction to the Field of Org. Behavior
2. PART TWO: Individual Behavior and processes:
a) Chapter 2: Individual Behavior, Personality and Values
b) Chapter 3: Perceiving Ourselves and Others in
Organizations
c) Chapter 4: Workplace Emotions, Attitudes, and Stress
d) Chapter 5: Employee Motivation
a) Chapter 7: Team Dynamics
b) Chapter 9: Power and Influence in the Workplace
c) Chapter 10: Conflict and Negotiation in the Workplace
d) Chapter 11: Leadership in Organizational Settings
4. PART FOUR: Organizational Processes
a) Chapter 13: Organizational Culture
b) Chapter 14: Organizational Change
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 Coursework
Assignments
By the end of your scheduled seminar
13, you are required to submit “My
Reflective Learning” assignment for
grading.

Please use the “Submission Document for My Reflection Learning”

available from the MAIN course site to submit your write-up.

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 Coursework
voiceUP Voluntary Sharing (15%)
Assignments
There are two main reasons for developing voicing efficacy:
-- First, by voicing your opinions, you engage your mind at
once in active learning, making learning effective.
-- Second, participation allows us to learn from one another.

You are encouraged to be bold in voicing your views, giving your comments,
providing feedback, and asking questions during the different segments of
each seminar.
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 Coursework Research Participation (4%)
Assignments
Frequently, managers need to verify their assumptions
through research before making decisions.
However, not many managers know how to conduct
such research systematically and scientifically.
The goal of this Research Participation is to expose
students to the process of doing research in
management.

You are required to complete 2 research requirements, each of which will correspond to 2% of your
final grade. You may choose any one of the three options below:
• To participate in two (2) hours of research experiments, or
• To write two (2) reviews of articles, or
• To participate in one (1) hour of research PLUS write one (1) review of an article. 27

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 Coursework Teamwork Peer Evaluation
Assignments
You will evaluate your fellow team
members at the end of the Design
Thinking Project and the teamUP Project.

Create an effective team by:

1. Working together to complete the team projects with a fair distribution of workloads among
members
2. Being a responsible team member by contributing actively to the projects, sustaining healthy
group processes, and maintaining meaningful relationships with team members
3. Consulting your instructor on any problems that your team may face
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 Coursework Assessment Rubrics
Assignments

1. Critical Thinking Rubric (Critical thinking assignment)

2. Design Thinking Rubric (Design thinking assignment)
3. Knowledge Acquisition and Sharing Rubric (teamUP project)
4. “My Reflective Learning” Rubric (My Reflective Learning assignment)
5. Inspirational Assertive Communication (lightUP expert sharing)
6. Knowledge Sharing Rubric (voiceUP contributions)
7. Teamwork Peer Evaluation Rubric (teamUP project, and design thinking project) 29
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 Coursework
Important Dates
Assignments
Assignments Due Dates

1 Critical Thinking Assignment – 15% September 29 (Friday), 9.00 pm

• A summary page
• A 1000-word written assignment
• Reference list
• Self-assessed rubric (Self-rating)
• Signed declaration of integrity
2 Design Thinking Assignment – 18% October 13 (Friday), 9.00 pm
• One team video
• Teamwork peer evaluation (eUreka)
3 teamUP – 18% • Submit PowerPoint slides of case analysis to Turnitin 48 hours before the scheduled class sharing
• Case analysis & knowledge sharing
• Teamwork peer evaluation (eUreka)
4 My Reflective Learning – 15% • Submit “My Reflective Learning” write-up by the end of your scheduled seminar 13.

5 lightUP Knowledge Sharing -- 15% • Submit a softcopy of your PowerPoint to your instructor 48 hours before your scheduled class
sharing

6 Research Participation – 4% For research experiments – you choose the dates to sign up for the experiments
For article reviews – November 17 (Friday), 5.00 pm.
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 Coursework
Assignments Warning against plagiarism

The penalties for any form of plagiarism, i.e., copying of others' work, are
severe. Written work that you submit must be your own. You must identify
and list in the reference section any source of information used in completing
your work.

If you copy the words verbatim from a reference work, you must place these
words in quotation marks and cite the source. If you paraphrase the words
from a reference, then indicate the source. Submitted work must be your own
effort and it must not duplicate (in whole or in part) the work of others.

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 Coursework
Policy on the use of
Assignments Generative AI

** Policy on the use of Generative AI **

You are permitted to use generative AI in your research. However, it is mandatory for you to check the accuracy of the
information provided by the generative AI you use by citing the actual sources of that information. No generative AI tool
may be cited as your sources of that information. If you have employed any generative AI in your research, you must
furnish a declaration at the end of your submission that acknowledges such usage, i.e., “I declare that I did use generative
AI in my research for this submission.”

The written assignment should demonstrate your own analysis based on the requirements of the assignments. You are
not permitted to use generative AI tools to complete your assignments. Turnitin will be used to check for ChatGPT/AI
generated text as plagiarism. Please ensure each assignment that you submit is truly your own work. Academic
disciplinary action will be taken if you are found to use ChatGPT/AI returns verbatim to complete your course
assignments. If you have any doubt about this policy, please contact your course instructor. 32

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1
An Overview 2. Anchors of 4. MARS Model of
of Chapter 1 OB Knowledge Individual Behavior &
a. Systematic Research Anchor Performance
b. Practice Orientation Anchor
a. Employee Motivation
c. Multidisciplinary Anchor
b. Ability
d. Contingency Anchor
c. Role Perceptions
e. Multiple levels of Analysis
d. Situational Factors
Ancho

1. Why OB is Important
a. For You 3. The Emerging
b. For Organizations 5. Types of Individual
c. An integrated Model Workplace Landscape Behavior
a. Diversity and Inclusiveness a. Task Performance
b. Work-life Integration b. Organizational Citizenship
c. Remote Work c. Counterproductive Work
d. Employment Relationship Behavior
d. Joining and Staying
e. Work Attendance
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What is OB?
It is the study of what
people think, feel, and do in
and around organizations.
What are
Organizations?
They are groups of
people who work
interdependently
toward some purpose.
It examines the following:
• Employee behaviors, decisions,
Organizational perceptions, and emotional responses
Behavior • Interactions of individuals and teams in
organizations
• Interaction of organizations with the
external environment
Key Features:
Organizations
• Collective entities with human beings
who interact with one another in an
organized way.
• Organizational members have a
collective sense of purpose.
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 OB is Important for You
1. Why OB is Important
• Better personal theories to understand, predict,
and influence organizational events
• Application of evidence-based theories

OB is Important for Organizations

Organizational Effectiveness is considered the “ultimate dependent variable” in OB.

Organizations as Open Systems Human Capital as the Organizations and Their

• Maintain a good FIT with
the external environment
Organization’s Competitive Stakeholders
Advantage
• Understand, manage, and
• Introduce work practices satisfy stakeholder needs
that enhance human capital and expectations
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1. Why OB is Important
An integrated Model

Organizational Individual Inputs Individual Organizational

Inputs and and Processes Outcomes Outcomes
Processes • Personality, values, abilities • Job behaviour & performance (Effectiveness)
• Self-concept, perceptions • Organizational citizenship
• Emotions, attitudes • Well-being (low distress)
• Org. structure
• Motivation • Decision, creativity • Open system fit
• Org. culture • Self-leadership
• Human capital
• Org. technology development
• Org. change • Effective
• HR practices stakeholder
Team/Interpersonal Team/Interpersonal
• Org. strategy management
Inputs and Processes Outcomes
• Corporate social
• Team tasks, size, composition • Team performance responsibility
• Team development, trust, cohesion • Team decisions
• Team/organizational leadership • Collaboration/mutual support
• Power, influence, politics • Social networks
• Conflict & negotiation
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2. Anchors of
OB Knowledge
4. Contingency
2. Practical
Orientation
Recognize that the
Ensure that OB effectiveness of an
theories are useful in action may depend on
organizations the situation

1. Systematic
Research 5. Multiple Levels
3. Multidisciplinary of Analysis

Studying organizations Understand OB events

Import knowledge
using systematic from THREE levels of
from other disciplines,
research methods analysis: individual,
not just create its own
knowledge team, organization
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 b. Work-Life Integration
3. The Emerging
The degree that peoples are effectively engaged in their work
Workplace Landscape and non-work roles and have a low degree of role conflict
across various life domains
• Resource enrichment – physical, cognitive and emotional
resources

c. Remote Work
When employees work from home or other
a. Diversity & Inclusiveness nonwork site, such as a café, or when
employees are assigned to a client’s
Allow people of all identities to workplace.
be fully themselves while
contributing to the organization.

• Surface-level diversity: differences

in race, gender, age, ethnicity
d. Employment Relationship
• Deep-level diversity: differences in 1. Direct employment – continuous employment, career
psychological characteristics such as advancement, etc.
personalities, beliefs, values, 2. Indirect employment – people hold positions in an agency and
attitudes are temporarily assigned or “leased” to client firms.
3. Self-employment contract work – platform-based workers
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 4. MARS Model of
Individual Behavior &
Performance

Individual Situational
Characteristics Motivation
Factors
Personality
Behaviour and
Values Results
Self Concept Ability
• Task performance

Perceptions • Org. citizenship

• Counter productive
Emotions behaviour
Role • Joining or staying
Attitudes Perceptions with the org

Stress • Work attendance

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 4. MARS Model of
Individual Behavior &
Performance

Goal directed path which

people steer their effort

The amount of effort

allocated to the goal

Motivation
Internal forces that affect a person’s Staying power – the length of time
people continue to exert their
direction, intensity, and persistence effort toward a goal
of effort for voluntary behavior
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 4. MARS Model of
Individual Behavior & Natural aptitudes and learned
Performance Ability capabilities required to
successfully complete a task

Aptitude Learned Capabilities

Natural talents that enable faster
learning and better performance Physical and mental skills and
knowledge acquired

Person-Job Matching strategies:

(a) Select job applicants with the required abilities
(b) Train employees to acquired the required knowledge and skills
(c) Redesign jobs so that employees are given tasks within their current abilities
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 4. MARS Model of The extent to which people
Individual Behavior & Role Perceptions understand the job duties and
roles assigned to or expected of
Performance them

3 forms of Role clarity: Role ambiguity: When employees know 2

1. Employees understand the specific tasks
assigned or consequences for which they are
responsible
2. Employees understand the priority of their tasks
and performance expectations
3. Employees understand the preferred behaviors
and procedures for accomplishing the
assigned tasks
or 3 ways to do a task but misunderstand
the preference of the company
Role clarity: Motivates employees because
they have a higher belief that their effort will
lead to the expected outcomes

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 4. MARS Model of
Individual Behavior & Situational They are conditions or contexts
Performance that are beyond employees’
Factors
immediate control

Two main situational influences:

1. Work context may constrain or facilitate behaviour and

performance
2. Work environment may provide cues to guide and motivate
employees
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 4. MARS Model of
Individual Behavior &
Performance
FIVE Types of
Individual Behaviours

Counter Joining & Staying Maintaining

Task Organizational
Productive Work with the Work
Performance Citizenship Behaviour Organization Attendance
New employees bring in Employees showing up
Voluntary goal- Various forms of Voluntary behaviours
new knowledge and for work at scheduled
directed behaviours cooperation and that have the
skills time
that contribute to helpfulness to others potential to directly
organizational goals that support the or indirectly harm the Presenteeism –
Employee turnover
organization’s social organization or its showing up for work
removes valuable
and psychological stakeholders when unwell,
knowledge and skills,
1. Proficiency contexts injured, or
and relationships with
2. Adaptability preoccupied with
co-workers and external
3. Proactiveness personal problems
stakeholders

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