|Psychosociology of Organizations||1142PORG|
|3||Undergraduate||Political Science and International Relations||6 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|The contents and pedagogical method of the curricular unit are aimed for students to be able to:|
- Identify the object and objectives of organizational behavior studies and their levels of analysis;
- Identify and characterize different approaches, classic and contemporary of the organizations;
- Distinguish the concepts of motivation and satisfaction and their antecedents and consequences;
- Discuss the relevance of coaching methodology to leadership effectiveness;
- Explain the impact of emotional competence on organizations for effective communication and conflict management.
|Topic 1 - Introduction to organizational behavior: object and purpose of study; levels of analysis.|
Topic 2 - Motivation for work and satisfaction with work.
Topic 3 - Classic perspectives of organizations and current management challenges in a VUCA environment.
Topic 4 - Coaching and leadership.
Topic 5 - Emotional competence as a facilitator of communication and conflict management in organizations.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|The program contents are defined to ensure that the student becomes aware of the object of study of organizational behavior, its objectives and its study themes. Next, it is intended that the student deepen knowledge on relevant topics to know the dynamics of behavior in organizations at their different levels: individual, group and organizational. Themes such as motivation and satisfaction are privileged; coaching and leadership; emotional management and conflict management.|
|Teaching Methodologies (Including Evaluation):|
|Teaching methodology will include research, readings, discussion of specific references, thematic debating and critical reflection. Assessment will be continuous and based on a written test, a practical essay, an oral presentation and work discussion, as well as the execution of theoretical and practical tasks in the classroom.|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|Topics I and II - In order to achieve the pedagogical goals, teaching methodology will include research, readings, discussion of specific references, thematic debating and critical reflection. Assessment will be continuous and based on a written test, a practical essay, an oral presentation and work discussion, as well as the execution of theoretical and practical tasks in the classroom. It is intended with this methodology that the student can apply the acquired knowledge and comprehension skills, in order to show a professional approach in his future activity, in a work context. Learning methods also seek to equip students with skills that enable them to communicate information, ideas, problems and solutions to different audiences (specialists and non-specialists). As a major objective, the aim is to strengthen the competences that allow the student to have lifelong learning, with a high degree of autonomy.|
|*Cohen, Allan. R., & Fink, Stephen. L. (2003) Comportamento organizacional: Conceitos e estudos de caso. Rio de Janeiro, Campos: Editora Campus Ltda. [UFP]|
*DuBrin, Andrew J. (2002). Fundamentals of organizational behavior (2nd ed.). Cincinnati, Ohio: Thomson/SouthWestern. [UFP]
*Ferreira, J. M., Neves, J., & Caetano, A. (Eds.) (2001). Manual de psicossociologia das organizações. Lisboa: McGraw-Hill de Portugal, Lda. [UFP]
*Kets de Vries, M. F. R., & Rook, C. (2018). Coaching challenging executives, Working paper series. Retrieved from https://sites.insead.edu/facultyresearch/research/doc.cfm?did=62702 [online]
*Nelson, D. L., & Quick, J. C. (2003). Organizational behavior. Foundations, realities, & challenges. Mason, Ohio: Thomson/South-Western. [UFP]
*Robbins, Stephen P. (2005). Comportamento organizacional. São Paulo: Pearson Prentice Hall. [UFP]