Organizational behavior

Master: ORGANIZATIONAL AND OCCUPATIONAL HEALTH PSYCHOLOGY

1st year / 1st semester

Course Coordinator Irina Macsinga, PhD, associate professor

Seminar Coordinator Coralia Sulea, PhD, assistant professor
Type of discipline: Compulsory
Number of allocated hours 56
Credits 9

Short description
Whatever job they have, people try to understand the causes of their behavior, individually and in group situations. The purpose
of this course is to provide a foundation of knowledge about individual and group behavior at workplace, using scientific
methods and making structured interventions. By addressing various topics, from the researchers’ and practitioners’
perspectives, postgraduate students will learn learn how to identify and develop strategies for understanding and making
interventions in various types of situations. Acquainted concepts and techniques will also contribute to a better adjustment to
complex organizational environments. At the attitudinal level, the interdisciplinary nature of this course aims to develop an
attitude of acceptance of diversity and uniqueness in the work environment.

Competencies (to be developed)

How to make connections with other fields in organizational psychology

How to apply what is learned to practical situations
How to understand and manage individual and group behavior in organizational context.

Objectives

To integrate individual, group and organizational levels that explain organisational processes.
To describe the relationships between individual and organisational level in terms of values, motivation and scenarios.
To integrate the researcher’s and practitioner’s approach in understanding various processes and designing appropriate
interventions.

Content

1
Course: Introductory course: What is Organizational Behavior?
Seminar: Introduction

References
Schemerhorn, J.R. Jr., Hunt, J.G., Osborn, R.N. (2002). Organizational Behavior (7th edition) (Chapter: Organizational Behavior
Today)(pp. 3-16). USA: John Wiley & Sons.
2
Course: Individual level: personality in 3D (Description, Dynamics and Development)
Seminar: Individual level: values and attitudes at work

References
Schemerhorn, J.R. Jr., Hunt, J.G., Osborn, R.N. (2002). Organizational Behavior (7th edition) (Chapter: Personality)(pp. 19-26). USA:
John Wiley & Sons.
Schemerhorn, J.R. Jr., Hunt, J.G., Osborn, R.N. (2002). Organizational Behavior (7th edition) (Chapter: Values and attitudes)(pp. 27-
31). USA: John Wiley & Sons.

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Course: Individual level: the consistency of personality (traits and situatonal cues)
Seminar: Individual level: workplace emotions

References
Ashkanasy, N.M., Ashton-James, C.E. (2005). Emotions in organzation: a neglected topic in I/O psychology, but with a bright future.
In G.P. Hodginson and J.K. Ford, International Review of Industrial and Organizational Psychology (vol. 20), pp. 221-268. Chichester:
John Wiley and Sons.
Jordan, P.J., Troth, A.C. (2004). Managing emotions during team problem solving: emotional intelligence and conflict resolution.
Human Performance, 17, 195-218.
4
Course: Individual level: atitudes and motivation
Seminar: Individual level: self-concept

References
Cacciopo, J., Petty, R., Feinstein, J. & Jarvis, B. (1996). Dispozitional differences in cognitive motivation: the life and times of
individuals varying in need for cognition. Psychological Bulletin, 119, 197-253
Zhou, J. & Dovidio, J. (2009). The Effects of Structural Consistency on Attitudes: Intentions and Attitudine-Behavior Relationships.
Social Behavior and Personality, vol.37, 781-789
Wegge, J & Haslam, S.A. (2005). Improving work motivation and performance in groups: the effects of three group goal-setting
strategies. European Journal of Work and Organizational Psychology, vol.14, 400-430
5
Course: Individual level: implicit and explicit aspects of personality
Seminar: Individual level: abilities and personality style at work

References
Brunstein, J. & Maier, G. (2005). Implicit and self-attributed motives to achieve: two separate but interacting needs.
Journal of Personality and Social Psychology, vol.89, 205-222
Unnikrishnan, N. & Ramnarayan, S. (2000). Individual Differences in Need for Cognition and Complex Problem
Solving. Journal of Research in Personality, 34, 305-328
Banse, R. & Greenwald, A. (2007). Personality and Implicit Social Cognition Research: Past, Present and Future. European Journal of
Personality, 21, 371-382
Gawronski, B., LeBel, E., Peters, K. & Banse, R. (2009). Methodological Issues in the Validation of Implicit Measures. Psychological
Bulletin, vol.135, 369-372
6
Course: Group level: groups and teams in organization
Seminar: Group level: stages of work group development

References
Miller, D.L. (2003). The stages of group development: A retrospective study of dynamic team processes. Canadian Journal of
Administrative Sciences, 20, 121-134
Schemerhorn, J.R. Jr., Hunt, J.G., Osborn, R.N. (2002). Organizational Behavior (7th edition) (Chapter: Groups in organization)(pp. 87-
95). USA: John Wiley & Sons.
7
Course: Group level: communcation
Seminar: Group level: identifying and dealing with communication barriers

References
Church, A.H. (1994). The character of organizational communication: A review and new conceptualization. The International Journal
of Organizational Analysis, 2 (1), 18-53
Nunamaker, J.F., Reinig, B.A., Briggs, R.O. (2009). Principles for effective virtual teamwork. Communication of the ACM, 52, 113-117

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Course: Group level: leadership
Seminar: Group level: leadership styles

References
Gilbreath, B. (2004). Creating healthy workplaces: the supervisors’ role. In C.L. Cooper and I.T. Robertson, International Review of
Industrial and Organizational Psychology (vol. 19), pp. 93-118. Chichester: John Wiley and Sons
VanEeden, R., Cillers, F., van Deventer, V. (2008). Leadership styles and associated personality traits: Support for the
conceptualization of transactional and transformational leadership. South African Journal of Psychology, 38, 253-267.
9
Course: Group level: power and influence
Seminar: Group level: influence tactics

References
Medina, F.J., Munduate, L. (2008). Power and conflict in cooperative and competitive contexts. European Journal of Work and
Organizational Psychology, 17 (3), 349-362
Schemerhorn, J.R. Jr., Hunt, J.G., Osborn, R.N. (2002). Organizational Behavior (7th edition) (Chapter: Power)(pp. 174-181). USA:
John Wiley & Sons.
10
Course: Group level: conflict
Seminar: Organizational level: managing conflicts

References
Aritzeta, A., Ayestaran, S., Swailes, S. (2005). Team role preference and conflict management styles. The International Journal of
Conflict Management, 16, 157-182.
Dreachslin, J.L., Kiddy, D. (2006). From conflict to consensus: managing competing interests in your organization. Healthcare
Executive, Nov/Dec, 9-14.
11
Course: Organization level: organizational structures
Seminar: Organizational level: types of climates

References
James, L.R., Choi, C.C., Chia-Huei, E.K., McNeil, P., Minton, M.K., Wright, M.A., Kim, K. (2008). Organizational and psychological
climate: A review of theory and research. European Journal of Work and Organizational Psychology, 17 (1), 5-32
12
Course: Organization level: culture and climate
Seminar: Organizational level: organizational learning

References
Bushe, G.R. (2009). Learning from collective experience. A different view of organizational learning. OD Practitioner, 41, 19-23.
13
Course: Organizational level: organizational change and innovation
Seminar: Group presentation

References
Bouckenooghe, D., Devos, G., van den Broeck, H. (2009). Organizational Change Questionnaire – Climate of change, process, and
readiness: Development of a new instrument. The Journal of Psychology, 143, 559-599.
14
Revision and feedback

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EVALUATION

There are two main evaluation tasks:

 Seminar assessment: group presentation (50% of the final grade)
 Course evaluation: summative assessment (50% of the final grade). The summative assessment implies a multiple
choice exam, covering all course topics. In terms of items structure, they are drawn in order to emphasize the four basic
intellectual skills: analytic/synthetic, creative, reproductive and pragmatic.

Details of each evaluation task will be discussed at first class.

Re-evaluation sessions
Seminar: individual presentation
Course: summative assessment

Each postgraduate student can get 1 extra point at the final grade for participating in our research projects.

ATTENDANCE

Is required for 10 out of 14 courses/seminars.

Contact:
irimacsi@yahoo.com
csulea@socio.uvt.ro

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