FOREIGN TRADE UNIVERSITY
FACULTY OF BUSINESS ADMINISTRATION
COURSE SYLLABUS
Title: Organizational Behaviour Course QTRE402
number:
Faculty: Business Administration
Department: Human resource
Credits: 3 Prerequisites: QTRE303
First issued: Edited:
1. INSTRUCTOR INFORMATION:
No Instructor Email Phone
1 Ngô Quý Nhâm nhamnq@ftu.edu.vn 0904063835
2 Đỗ Thị Thanh Hương Huongdtt@ftu.edu.vn
2. COURSE DESCRIPTION:
This course is concerned with helping managers to better understand the nature and dynamics of
social behaviour related to organizational performance and to develop strategies that may help
one become more effective in an organization. Key elements to consider are people, structure,
technology, and the external environment.
3. EXPECTED LEARNING OUTCOMES
3.1. Knowledge
After completing this course, students should be able to:
Goal 1: Describe current trends in organizational behaviour and identify how can be
applied to workplace settings
Goal 2: Explain individual behaviour in organizations, including personality and
values, attitudes, job satisfaction, emotions, moods, and motivational
theories.
Goal 3: Explain the decision-making process in terms of behavioural perspective
1
Goal 4: Explain group behaviour in organizations and the characteristics of high-
performance team
Goal 5: Explain the meanings, components and processes of organizational systems,
including organizational structures,
Goal 6: Explain the meanings, components and processes of organizational culture
and change.
3.2. Skills
Goal 7: Improve students' skills in reacting appropriately to organizational situations
using OB concepts.
Goal 8: Improve students' ability to analyze organizational situations in terms of OB
theories and concepts.
Goal 9: Build self-learning and self-study skills
Goal 10: Build and enhance problem-solving and decision-making ability in
management situations in general, and in human resource management in
particular.
Goal 11: Improve human skills such as teamworking, communication and
presentation.
3.3. Attitude
Goal 12: Be cooperative and proactive in teamwork
4. READING MATERIALS
4.1. Required Textbook & References
1. Robbins & Judge, Essentials of Organizational Behavior 14th edition.
2. McShance and Glinow, Organizational Behavior, 4th edition (or any later version),
McGraw Hill
3. Robbins & Coulter (2018) Management
4. Kotter (1996) Leading change
4.4. Website
TBD
2
5. COURSE CONTENT AND SCHEDULE
5.1. Course content
Time Allocation
Hour(s) on the class Self-study with
No. Content
Assignments teacher’s
Lecture Seminar
tutorials
Course Introduction;
1 Introduction to Organizational 0 3 6
Behaviour
Introduction to Organizational
2 3 0 6
Behaviour
Individual in organization:
3 3 0 6
Personality, Values
Individual in organization:
4 3 0 6
Perception and Learning
Individual in organization:
5 Workplace Emotions and 3 0 6
Attitudes
Seminar 1: Individual in the
6 workplace 0 3 4.5 1.5
Midterm Exam 1
7 Motivation Theory 3 0 0 6
8 Seminar 2: Motivation 0 3 4.5 1.5
Foundations of
9 3 0 6
Team Dynamics
10 Organizational Structure 3 0 6
11 Organizational Culture (1) 3 0 6
Organizational Culture (2)
12 Seminar 3: Organizational 3 0 6
structure & Culture
13 Organizational Change 3 0 6
Seminar 4
14 0 3 4.5 1.5
Group presentation
Group presentation
14 0 3 4.5 1.5
Total 30 15 22.5 67.5
(*) Group presentations may be held individually or in combination with theoretical lessons
from the 9th session.
5.2. Schedule of lectures
Session 1: Course Introduction
Teaching Students’
Hour(s) Content
Activities preparation
3
Lecture 3 - Introduction to the module
- Group formation
Session 2: Introduction to Organizational Behaviour
Teaching Students’
Hour(s) Content
Activities preparation
Lecture 3 - Meaning of organization and Reading chapter 1
organizational behaviour
- Trends in business environment
& workplace
- Organizational Behavior Anchors
Self-study 6 - Trends in business environment
with the & workplace
teacher’s
tutorials
Assessment Meaning of organization and
organizational behaviour
Trends in business environment &
workplace
Organizational Behavior Anchors
Session 3: Individual in organization: Personality, Values
Teaching Students’
Hour(s) Content
Activities preparation
Lecture 3 MARS Model of Individual Behavior Reading chapter
Chapter 2
Types of Behavior in Organizations
Values in the Workplace
Defining Personality
Big Five Personality Dimensions
Self-study 6 Summarize chapter 2
with the
teacher’s
tutorials
4
Assessment MARS Model of Individual Behavior
Types of Behavior in Organizations
Values in the Workplace
Defining Personality
Big Five Personality Dimensions
Session 4: Individual in organization: Perception and Learning
Teaching Students’
Hour(s) Content
Activities preparation
Lecture 3 Perceptual Process Model Reading chapter 3
Social Identity Theory
Attribution Process
Meaning of learning
Behavior Modification
Social Learning Theory
Kolb’s Experiential Learning Model
Action Learning
Self-study 6 Summarize chapter 3
with the
teacher’s
tutorials
Assessment (….) Perceptual Process Model , Social Identity Theory, Attribution
Process, Meaning of learning, Behavior Modification, Social
Learning Theory, Kolb’s Experiential Learning Model, Action
Learning
Session 5: Workplace Emotions and Attitudes
Teaching Students’
Hour(s) Content
Activities preparation
Lecture 3 Emotions Defined Reading chapter 4
Types of Emotions
Emotions, Attitudes and Behavior
5
Emotional Intelligence
Job Satisfaction
Organizational Commitment
Self-study with 6 Summarize chapter 4
the teacher’s
tutorials
Assessment (….) Types of Emotions
Emotions, Attitudes and Behavior
Emotional Intelligence
Job Satisfaction
Organizational Commitment
Session 6: Seminar 2: Individual in the workplace
Teaching Students’
Hour(s) Content
Activities preparation
Seminar 3 Review key contents of the chapter Reviewing key
contents
Group discussion and presenting the case
study 2 Reading case study
Prepare presenting
case study
Assignment 4.5 Analysing and writing report for case Writing report for
study 2 case study
Self-study 1.5 Review key contents of the chapter
with the
teacher’s
tutorials
Assessment (….) Understanding the key concepts and the application in
business context
Session 7: Motivation Theory
Teaching Students’
Hour(s) Content
Activities preparation
6
Lecture 3 Challenges of Motivating Employees Reading chapter 5
Needs Theories (Maslow, ERG, Two
factor theories)
Expectancy Theory of Motivation
Goal Setting Theory
Equity theory
Self-study 6 Needs Theories (Maslow, ERG, Two
with the factor theories)
teacher’s
Expectancy Theory of Motivation
tutorials
Goal Setting Theory
Equity theory
Assessment (….) Needs Theories (Maslow, ERG, Two factor theories)
Expectancy Theory of Motivation
Goal Setting Theory
Equity theory
Session 8: Decision Making and Creativity
Teaching Students’
Hour(s) Content
Activities preparation
Lecture 3 Decision Making Defined Reading chapter 8
Rational Decision-Making Model
Making Choices: Rational vs OB
Intuitive Decision Making
Creative Process Model
Characteristics of Creative People
Creative Activities
Self-study 6 Decision Making Defined
with the
Rational Decision-Making Model
teacher’s
tutorials Making Choices: Rational vs OB
7
Intuitive Decision Making
Creative Process Model
Characteristics of Creative People
Creative Activities
Assessment Rational Decision-Making Model
Intuitive Decision Making
Creative Process Model
Characteristics of Creative People
Creative Activities
Session 9: Seminar (3) on Motivation in the Workplace
Teaching Students’
Hour(s) Content
Activities preparation
Seminar 3 Review key contents of the chapter Reviewing key
(Motivation in the Workplace) contents
Reading case study
Group discussion and presenting the case
study 3 (Motivation in the Workplace) Prepare presenting
case study
Assignment 4.5 Analysing and writing report for case Writing report for
study 3 case study
Self-study 1.5 Review key contents of the chapter
with the
teacher’s
tutorials
Assessment (….) Understanding the key concepts and the application in
business context
Session 10: Foundation of Team
Teaching Students’
Hour(s) Content
Activities preparation
Lecture 3 Groups versus Teams Reading chapter 9
8
Types of Teams and Groups
Why Informal Groups Exist
Why Rely on Teams
Team Effectiveness Model
Stages of Team Development
Influences on Team Cohesiveness
Self-study 6 Types of Teams and Groups
with the
Why Informal Groups Exist
teacher’s
tutorials Why Rely on Teams
Team Effectiveness Model
Stages of Team Development
Influences on Team Cohesiveness
Assessment (….) Types of Teams and Groups
Why Informal Groups Exist
Why Rely on Teams
Team Effectiveness Model
Stages of Team Development
Influences on Team Cohesiveness
Session 11: Organizational Structure
Teaching Students’
Hour(s) Content
Activities preparation
Lecture Organisational structure and design Reading chapter 15
- Division of Labor
- Forms of Work Coordination
- Elements of Organizational
Structure
- Types of organizational structure
Self-study Division of Labor
with the
Forms of Work Coordination
teacher’s
tutorials Elements of Organizational Structure
Types of organizational structure
9
Assessment (….) Division of Labor
Forms of Work Coordination
Elements of Organizational Structure
Types of organizational structure
Session 12: Organizational Culture
Teaching Students’
Hour(s) Content
Activities preparation
Lecture - Organizational Culture Defined Reading chapter 15
- Components of Organizational
Culture
- Managing Organizational Culture
Assignments - Online quiz
Self-study - Organizational Culture Defined
with the - Components of Organizational
teacher’s Culture
tutorials - Managing Organizational Culture
Assessment (….) - Organizational Culture Defined
- Components of Organizational Culture
- Managing Organizational Culture
Session 13: Organizational Change
Teaching Students’
Hour(s) Content
Activities preparation
Lecture 3 Organizational culture Reading chapter
16,17
- Organizational Culture Defined
- Elements of Organizational
Culture
- Benefits of Strong Corporate
Cultures
Change management
- Force Field Analysis Model
- Resistance to Change
- Minimizing Resistance to
10
Change
Self-study 6 Definition of Organizational Culture
with the
Elements of Organizational Culture
teacher’s
tutorials Benefits of Strong Corporate Cultures
Force Field Analysis Model
Resistance to Change
Minimizing Resistance to Change
Assessment (….) Definition of Organizational Culture
Elements of Organizational Culture
Benefits of Strong Corporate Cultures
Force Field Analysis Model
Resistance to Change
Minimizing Resistance to Change
Session 14/15: Group presentations
5.3 Contribution to Course Learning Outcomes
Topic Content CLO
Knowledge Skills Attitude
1 2 3 4 5 6 7 8 9 10 11 12
1 Course Introduction 1 1 1 1 1 1 1
Introduction to 1 1 1 1 1 1 1
2
Organizational Behaviour
Individual in organization: 1 1 1 1 1 1 1
3
Personality, Values
Individual in organization: 1 1 1 1 1 1 1
4
Perception and Learning
5 Individual in organization: 1 1 1 1 1 1 1
Workplace Emotions and
11
Topic Content CLO
Knowledge Skills Attitude
1 2 3 4 5 6 7 8 9 10 11 12
Attitudes
Seminar 1: Individual in 1 1 1 1 1 1 1 1
6 the workplace
Midterm Exam 1
7 Motivation Theory 1 1 1 1 1 1 1
Decision making & 1 1 1 1 1 1 1
8
Creativity
Seminar 2: Motivation & 1 1 1 1 1 1
9
Decision making
Foundations of 1 1 1 1 1 1 1 1
10
Team Dynamics
11 Organizational Structure 1 1 1 1 1 1 1
12 Organizational Culture 1 1 1 1 1 1 1
13 Organizational Change 1 1 1 1 1 1 1 1 1
14 Seminar 4 1 1 1 1 1 1
Group presentation 1 1 1 1 1 1
15
Group presentation 1 1 1 1 1 1
15
6. COURSE POLICIES
6.1 Requirements for Final Examination
Students are allowed to take the final exam only if the following conditions are satisfied:
- Students must attend at least 70% class periods (11/15 sessions)
- Attendance is also required for all examination/ assignment periods. Students are
expected to pass at least 50% of those examinations. For courses those only requires one
examination, students are expected to earn at least 5 points out of 10.
12
- For an absence to be excused, the absence must be accompanied by a written excuse
from a doctor or other competent. If a student is absent for more than an allowed number of
sessions for the university’s mission, the instructor then can consider and decide, but must ensure
that no more than 60% of the sessions are taken and additional instruction is required under the
supervision of the instructor.
6.2 Incentive Policy
- Students who contribute in class discussions and are recognized by the teacher
(reward cards) will be credited to the mid-term and/or final scores.
- Students can propose and get the consent of the lecturer to an essay. If the essay is of
good quality, it will be considered bonus points for mid-term or final exams.
6.3 Assignment policy
All assignments must be the result of the students’ own work and effort.
- If 30% similarity is detected; the assignment’s score will be deducted.
- If more than 30% similarity is detected; the assignment will be zero-scored.
- Late submission will result in 10% (1point) deducted from assignment score for each
day late.
- Missed work or more than 3 days late submission will be zero-scored.
7. COURSE ASSESSMENT
7.1. Type of assessment
*Formative assessment (10%)
- Attendance
- Online quiz
* Summative assessment (90%)
Three options are available. The lecturer(s) will decide and announce to students in the
first day of the class:
Option 1 Option 2 Option 3
Components
Mid-term 15% 15%
Assignment_1: Quiz
Mid-term Assignment 15% 15%
1: Individual Case
Report
Mid-term Assignment 15% 15%
2: Group presentation
Assignment_3: Group 60%
Written Report &
Presentation (in case no
final exam)
Final exam 60% 60%
Total 90% 90% 90%
7.2. Assessment Criteria
General rules for all written documentations
All works are presented on A4 sized paper, size: 12, font: Times New Roman; margin
settings as follows: top 2.5 cm, bottom 2.5 cm, left 3.5 cm, right 2 cm; spacing 1.5.
(i) Assignment 1: Individual Assignment/case report
o Assessment name: Individual Written Report
13
o Length: Words: 1,500 words, excluding the reference list.
o Submission date: TBD
o Type: Case study analysis
Analyse the case study using the following structure:
1. Case Analysis: Analyses the case identifying the key issues and/or problems. Identifies
problems using evidence from the case plus theories and concepts
2. Linking theory and practice to the solution: Develops a solution to the issues or
problems. Justifies the solution with evidence, management theory, approaches, concepts and/or
models.
3. Recommends specific strategies to accomplish the proposed solution.
o Criteria
o Case Analysis: Analyses the case identifying the key issues and/or problems. Identifies problems
using evidence from the case plus theories and concepts
o Linking theory and practice to the solution
o Recommended strategies and/or solutions
(ii) Assignment 2: Group presentation
o Type: Group Presentations
Analyse the case study using the following structure:
1. Case Analysis: Analyses the case identifying the key issues and/or problems.
Identifies problems using evidence from the case plus theories and concepts
2. Linking theory and practice to the solution: Develops a solution to the issues or
problems. Justifies the solution with evidence, management theory, approaches,
concepts and/or models.
3. Recommends specific strategies to accomplish the proposed solution.
o Group members
At the beginning of the term, your lecturer will allocate you to a group of 4 to 6 students
randomly chosen within your class.
- Criteria: Rubric
+ Describe the issue and relate it to the theory
+ Analysis Recommendations
+ Presentation skills Delivery
+ Presentation skills
+ Ability to answer questions
+ Feedback skills (as members of the audience)
(iii) Assignment 3
Task: In a groups, students will have to prepare a written report and present their assigned long
case study ( The case company was experiencing the problem presented dealing with several
issues (presentation topics).
Students will then analyze explain how this specific problem relates to the concept covered in the
course, and finally build recommendations on how to solve the problem.
The typical structure of a report should be as followed
1. Provide a brief introduction to the organization
2. Describe the selected topic
3. The issues/problem should then be considered and analysed in terms of materials drawn
from topics studied as part of this subject
4. Design an intervention (a change program or set of activities and procedures utilizing
some aspects of your analysis. The intervention should be intended to solve or improve the
situation
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- Criteria: Rubric
+ Describe the issue and relate it to the theory
+ Analysis Recommendations
+ Presentation skills Delivery
+ Presentation skills
+ Ability to answer questions
+ Feedback skills (as members of the audience)
(iv)Final Examination:
- Form: Written test
- Content: all materials covered in the course schedule.
- The test is composed of two parts:
- Multiple choice questions (40 questions) : true-false, multiple-choice (account for
40% of final score)
- Essays: 2-3 questions (account for 60% of final score)
- Criteria:
+ Giving precise multiple-choice answers: 4 points
+ Clear, well-structured, informative essays: 6 points
Total: 10 points
HEAD OF DEPARTMENT DEAN
Ngô Quý Nhâm
15
RUBRIC – GROUP ASSIGMENT ASSESSMENT
Criteria Ratings Pt
s
Describe the issue 0 to <1.49 1.5 to <2.09 2.10 to <2.54 2.55 to 3.0
and relate it to Description A satisfactory A detailed and A detailed and 3
the theory was at a surface description supported very well
level; very poor was made of description supported
application of the issue; was made of description
relevant ST correct the issue; was made of
theory. application of correct the issue.
some relevant application of Excellent
HRM theory. key relevant application of
HRM theory. all relevant
HRM theory.
Analysis 0 to <1.49 1.5 to <2.09 2.10 to <2.54 2.55 to 3.0
Recommendation Irrelevant Gave Gave very Gave excellent 3
s recommendatio appropriate good recommendati
ns. Unfeasible recommendati recommendati ons which
and mostly ons which ons which were original,
unrealistic. were feasible were feasible feasible, clear
and mostly and clear. and realistic.
realistic.
Presentation 0 to <0.49 0.5 to <0.69 0.7 to <1.69 1.7 to 2
skills Nervous Quite Clear Very clear 2
Delivery delivery; no confident presentation, presentation,
teamwork delivery; good confident very confident
presentation teamwork delivery; delivery;
skills. Some of presentation competent excellent
the group skills. Some answers to teamwork
members did group questions; very presentation
not present. members good skills. Very
presented less teamwork, good
than others. good distribution of
distribution of speech time
speech time amongst group
amongst group members.
members.
Presentation 0 to <0.24 0.25 to <0.34 0.35 to <0.84 0.85 to <1
skills Poor answers Acceptable Competent Very 1
Ability to answer to questions; answers to answers to competent
questions unable to form questions; able questions; able answers to
answers. to form to form questions; able
answers that answers that to form
are mostly are mostly answers that
relevant. succinct, clear are succinct,
and supported. clear and well
supported.
Feedback skills 0 to <0.24 0.25 to <0.34 0.35 to <0.84 0.85 to <1
(as members of The group The group The group The group 1
the audience) asked general asked general asked relevant asked very
questions questions questions relevant and
and/or constructive
questions that questions.
were not
closely linked
to topic.
Total 10
