1. Objectives of the Course 1.1 To define and understand the concept of the Organizational Behavior. 1.2 To understand the importance of the Organizational Behavior in an everyday workplace. 1.3 To be able to apply the knowledge of the Organizational Behavior in the current business world.
2. Reasons for Course Development/Modification To facilitate the student to apply the concept of the Organizational Behavior to a global business.
1. Course Description Students examine the behavior of individuals and how they interact with each other in different workplace organizations. Topics include: defining organizational behavior; perception, personality and emotions; values, attitudes and their effect in the workplace; motivating self and others; working in teams; communication, conflict and negotiation; power and politics; leadership; decision making, creativity and ethics; and organizational culture and change.
3. Number of hours provided for academic advice and guidance to students Advice and guidance to students by request and appointment as well as application on electronic devices.
1. Ethics 1.1 Learning outcome on ethics Students must have morality and ethics to get along with others in society and express their ethical behavior for public benefit. Subject teachers have to encourage students to develop their ethics and morality along with subject content as follows: 1.1.1 They are service-minded and are aware of moral and ethical values. 1.1.2 They possess professional and academic ethics. 1.1.3 They are self-disciplined, diligent, tolerant, punctual, and accountable for themselves and the environment. 1.1.4 They respect the values and the rights of others. There are also several subjects that encourage students to develop their morality and ethics, for example, Life and Social Skills, and English for Career. Subject teachers should integrate professional ethics into the subjects. They should also evaluate students’ ethics by observation during classroom activities. Students whose behaviors do not meet the criteria are required to do social service.
1.2 Teaching strategies for developing ethics A working environment should be established to cultivate students’ discipline focusing on punctuality and proper uniform. Ethics learning should be integrated in every subject to promote social and environmental mindfulness. Student should be encouraged to be involved in academic and professional services to support their community. Also they should be aware of the need for environment conservation. Students who show a high level of commitment to these issues should be promoted as role models.
1.3 Assessment strategies on students’ ethics Students behaviors and performances are evaluated based on the following criteria: 1.3.1 Punctuality 1.3.2 Discipline and participation 1.3.3 Accountability 1.3.4 Loyalty and Trustworthiness
2. Knowledge 2.2.1 Learning outcome on knowledge 188.8.131.52 Understanding theories and the principals of course content. 184.108.40.206 Updating technology and academic development in their fields. 220.127.116.11 Integrating professional knowledge into relevant subjects.
2.2.2 Teaching strategies for developing knowledge Many approaches to student-centered learning include Work Integrated Learning and CDIO. The aims are to promote application to real world and cope with rapid changes in technology. Field trips, professional seminars are implemented according to the course contents.
2.2.3 Assessment strategies for students’ knowledge 18.104.22.168 Formative assessment 22.214.171.124 Summative assessment 126.96.36.199 Assignments 188.8.131.52 Presentation 184.108.40.206 Portfolio
3 Intellectual skills 3.1 Learning outcome for Intellectual skills Students should be able to improve themselves and develop their career path by developing reasoning abilities, making rational just decisions, critical thinking and problem solving. 3.1.1 Knowledge application skills and creative thinking skills. 3.1.2 Thinking systematically skills.
3.2 Teaching strategies to develop intellectual skills Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking by role playing, simulation and case study.
3.3 Assessment strategies on students’ intellectual skills 3.3.1 Role plays or simulations. 3.3.2 Choosing various problem solutions in different contexts. 3.3.3 Assessment of report presentation in classes. 3.3.4 Testing knowledge by using quiz or interview.
4 Interpersonal skills and responsibility 4.1 Learning outcome for Interpersonal skills and responsibility Students should be able to: 4.1.1 Establish good relationship with others and show social etiquette. 4.1.2 Be a good team leader and a team player. 4.1.3 Develop team work and problem solving skills. 4.1.4 Provide social service in proper issues.
Group and collaborative activities, as well as ethnography research and interviews are the focus. 4.2.1 Able to work in teams and well co. ordinate well with others. 4.2.2 Responsibilities for their assignment and duties. 4.2.3 Adaptable to the situation and work well in a corporate organization. 4.2.4 Building good relationships. 4.2.5 Expressed their leadership and followership suitably in some situations. 4.2.6 Have knowledge about a person’s communication culture and able to be placed appropriately in right time, custom and resolution specific of each culture.
4.3 Evaluation strategies for interpersonal skills and responsibility Authentic and performance-based assessments are implemented in the following forms: 4.3.1 Behavioral observation of presentation performance. 4.3.2 Behavioral engagement in classroom activities.
5 Numerical, Communication and Information Technology skills 5.1 Learning outcome for Numerical, Communication and Information Technology skills 5.1.1 Select appropriate modes and tools to communicate. 5.1.2 Research, analyze data, and apply technology to solves problems. 5.1.3 Use Thai and English to communicate with others appropriately and Effectively.
5.2 Teaching strategies for developing Numerical, Communication and Information Technology skills Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking. 220.127.116.11 Use information technology as a tool for communication 18.104.22.168 Use information technology as a tool for finding information 22.214.171.124 Use information technology as a tool for presenting 126.96.36.199 Use information technology correctly, appropriately in traditions of each society
5.3 Assessment strategies for Numerical, Communication and Information Technology skills Evaluation Strategies on numerical, communication and information technology skills. Authentic and performance-based assessments are implemented to enable students to use information technology for communication, research, presentation, in accordance with cultural and situational awareness.
|1||2,3||Homework, Assignment, Class Activities||1-16||10%|
|4||1,4||Attendance & Participation||1-17||10%|
1. Main Texts and Teaching Materials - Organizational Behavior, Stephen P.Robbins / Timothy A.Judge 15th Edition - Organizational Behavior, Hitt/Miller/Colella
2. Essential Teaching Resources Books, journals, websites and other documents related to Organizational Behavior
3. Recommended Teaching Resources -Principles of Organizational Behavior, Quick/Nelson 8th Edition
1. Evaluation Strategies for Course Effectiveness by Students 1. Communication between students and teachers 2. Assessment and evaluation of instructor and course 3. Group discussion between the instructor and the students 4. Participation in the class discussion of the students
2. Teaching Evaluation Strategies 1. Academic performance of students 2. Verification of the assessment
3. Teaching Improvement 1. Workshops for teachers 2. Classroom research
4. Verification of Students Achievements in the Course 1. Exercises and assignments required to submit 2. Presentation of the students assigned to the exercises assigned classmates listen and check for accuracy 3. Verification by the measure of the instructor
5. Course Review and Improvement Plan for Course Effectiveness 1. Improve teaching plan each year 2. Update course every four years 3. Improve teaching method every year 4. Include Internationalization in the study concern