Overall objectives:

1 - The student should develop a generic perspective on the functioning of organizations - as social spaces with objectives and controlled performances - based on a systemic approach to socio-organizational phenomena.
2 - The student should be able to identify, understand and follow the different processes that coexist in organizations, namely, individual processes, group (or social) processes and also processes designated as being organizational and management.
3 - The student should be able to contribute - through his / her practical skills - for the greater efficiency of the collaborators of the organization, based on the knowledge and the competences that are acquiring about the diverse processes that coexist in the organizational contexts

Syllabus:

1 - Introduction to Organizational Behaviour and contemporary socioeconomic systems, including an analysis of the environmental dynamic that surrounds organizations, a brief overview of the critical organizational behaviour views and of network analysis;
2 - Individual processes (perception, personality, attitudes, emotions, learning, knowledge, motivation and job satisfaction);
3 - Group processes (groups, group dynamics, roles, norms, status, stress, conflict and negotiation, communication and decision);
4 - Organizational processes (formal and informal organizational structures, power and influence, equity and trust, organizational culture and technology), the management processes (leadership and change) as well to as the relevance of the human resources management;
5 - Emerging themes (globalization and organizations, bureaucracy and post bureaucracy, work ethics and corporate governance and corporate social responsibility).

Literature/Sources:

Cameron, K. S., & Quinn, R.E. , 2013 , Diagnosing and changing organizational culture , San Francisco: John Wiley & Sons
CLARKE, Thomas, & BRANSON, Douglas. , 2012 , The sage handbook of corporate governance , London: SAGE
Huczynski, A. A., & Buchanan, D. A. , 2013 , Organizational behaviour , Harlow: Pearson Education Limited
Jackson, N., & Carter, P. , 2007 , Rethinking organizational behaviour - a poststructuralist framework, , England: Pearson Education Limited
Knights, D., (editor) & Willmott, H. (editor) , 2017 , Introducing organizational behaviour and management , United Kingdom: Cengage Learning
Martin, J., & Fellenz, M. , 2017 , Organizational behaviour & management , United Kingdom: Cengage Learning
Schiuma, G. , 2011 , Managing knowledge assets and business value creation in organizations: measures and dynamics , United States of America: Business Science Reference
Stout, L., , 2012 , The shareholder value myth , San Francisco: Berrett-Koehler Publishers, Inc.
Hislop, D., , 2005 , knowledge management in organizations: a critical introduction , United States of America: Oxford University Press

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The curricular unit is composed of a set of theoretical classes (AT) and theoretical-practical classes (ATP). In the first (AT), the theoretical platform of the curricular unit is exposed and discussed by the teacher (with the active participation of the students), while in the second (ATP) cases / situations are discussed and exercises related to the behavioural processes are solved (individual, group and management). The theoretical-practical component aims to provide students with an environment of reflection and contact with concrete behavioural processes. At the moment of evaluation students are confronted with questions arising from the contents of the CU, through which they will have to denote their abilities of analysis, synthesis, interpretation, critical thinking, problem solving and decision making. Evaluation: 2 Frequencies (50% each) Evaluation Re-sit Exam: 1 Recoverable exam only 50% of the subject, Except student-workers who can recover 100% of the content taught.