Organizational Behavior
Organizational Behavior
1. To define and understand the concept of the Organizational Behavior.
2. To understand the importance of the Organizational Behavior in an everyday workplace.
3. To be able to apply the knowledge of the Organizational Behavior in the current business world.
2. To understand the importance of the Organizational Behavior in an everyday workplace.
3. To be able to apply the knowledge of the Organizational Behavior in the current business world.
To facilitate the student to apply the concept of the Organizational Behavior to a global business.
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.
Advice and guidance to students by request and appointment as well as application on electronic devices.
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.
1.1.1 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.
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.
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
1.3.1 Punctuality
1.3.2 Discipline and participation
1.3.3 Accountability
1.3.4 Loyalty and Trustworthiness
2.2.1.1 Understanding theories and the principals of course content.
2.2.1.2 Updating technology and academic development in their fields.
2.2.1.3 Integrating professional knowledge into relevant subjects
2.2.1.2 Updating technology and academic development in their fields.
2.2.1.3 Integrating professional knowledge into relevant subjects
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.
1.Formative assessment
2.Summative assessment
3.Assignments
4.Presentation
5.Portfolio
2.Summative assessment
3.Assignments
4.Presentation
5.Portfolio
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.
3.1.1 Knowledge application skills and creative thinking skills.
3.1.2 Thinking systematically 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.
1 Role plays or simulations.
2 Choosing various problem solutions in different contexts.
3 Assessment of report presentation in classes.
4 Testing knowledge by using quiz or interview.
2 Choosing various problem solutions in different contexts.
3 Assessment of report presentation in classes.
4 Testing knowledge by using quiz or interview.
1 Establish good relationship with others and show social etiquette.
2 Be a good team leader and a team player.
3 Develop team work and problem solving skills.
4 Provide social service in proper issues.
2 Be a good team leader and a team player.
3 Develop team work and problem solving skills.
4 Provide social service in proper issues.
Group and collaborative activities, as well as ethnography research and interviews are
the focus.
1 Able to work in teams and well co. ordinate well with others.
2 Responsibilities for their assignment and duties.
3 Adaptable to the situation and work well in a corporate organization.
4 Building good relationships.
5 Expressed their leadership and followership suitably in some situations.
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.
the focus.
1 Able to work in teams and well co. ordinate well with others.
2 Responsibilities for their assignment and duties.
3 Adaptable to the situation and work well in a corporate organization.
4 Building good relationships.
5 Expressed their leadership and followership suitably in some situations.
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.
Authentic and performance-based assessments are implemented in the following forms:
1 Behavioral observation of presentation performance.
2 Behavioral engagement in classroom activities.
1 Behavioral observation of presentation performance.
2 Behavioral engagement in classroom activities.
1 Select appropriate modes and tools to communicate.
2 Research, analyze data, and apply technology to solves problems.
3 Use Thai and English to communicate with others appropriately and Effectively.
2 Research, analyze data, and apply technology to solves problems.
3 Use Thai and English to communicate with others appropriately and Effectively.
Multiple approaches to student-centered learning include, work integrated learning, STEM education as the focus. These approaches aim to promote students analytical thinking.
1 Use information technology as a tool for communication
2 Use information technology as a tool for finding information
3 Use information technology as a tool for presenting
.4 Use information technology correctly, appropriately in traditions of each society
1 Use information technology as a tool for communication
2 Use information technology as a tool for finding information
3 Use information technology as a tool for presenting
.4 Use information technology correctly, appropriately in traditions of each society
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.
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.
กิจกรรมที่ | ผลการเรียนรู้ * | วิธีการประเมินผลนักศึกษา | สัปดาห์ที่ประเมิน | สัดส่วนของการประเมินผล |
---|---|---|---|---|
1 | 2,3 | Exercise, Class Activities | 1-16 | 10% |
2 | 2,3 | Mid-term Exam | 9 | 30% |
3 | 2,3 | Final Exam | 17 | 30% |
4 | 1,4 | Attendance & Participation | 1-17 | 10% |
5 | 4,5 | Individual /Group presentation | 15 | 20% |
- Organizational Behavior, Stephen P.Robbins / Timothy A.Judge 15th Edition
- Organizational Behavior, Hitt/Miller/Colella
- Organizational Behavior, Hitt/Miller/Colella
Books, journals, websites and other documents related to Organizational Behavior
-Principles of Organizational Behavior, Quick/Nelson 8th Edition
Communication between students and teachers
Assessment and evaluation of instructor and course
Group discussion between the instructor and the students
Participation in the class discussion of the students
Academic performance of students
Verification of the assessment
Workshops for teachers
Classroom research
Exercises and assignments required to submit
Presentation of the students assigned to the exercises assigned classmates listen and check for accuracy
Verification by the measure of the instructor
Improve teaching plan each year
Update course every four years
Improve teaching method every year
Include Internationalization in the study concern