| 授業名 | Leadership & Organizational Behavior |
|---|---|
| Course Title | Leadership & Organizational Behavior |
| 担当教員 Instructor Name | Jawad Syed |
| コード Couse Code | GLP253_G22N |
| 授業形態 Class Type | 講義 Regular course |
| 授業形式 Class Format | On Campus |
| 単位 Credits | 2 |
| 言語 Language | EN |
| 科目区分 Course Category | 基礎科目100系 / Basic |
| 学位 Degree | MSc in Management |
| 開講情報 Terms / Location | 2022 GSM Nagoya Fall |
授業の概要 Course Overview
Misson Statementとの関係性 / Connection to our Mission Statement
Course Overview
This course aims to equip students with a broad understanding of leadership and organizational behavior from an applied perspective. Theories will be introduced with the support of case studies and organizational examples. A critical and reflective perspective will be emphasized, inviting students to develop their own judgement and broad decision making skills under complex situations. A special emphasis will be given to the growing field of diversity conscious and responsible leadership.
This course aims to equip students with a broad understanding of leadership and organizational behavior from an applied perspective. Theories will be introduced with the support of case studies and organizational examples. A critical and reflective perspective will be emphasized, inviting students to develop their own judgement and broad decision making skills under complex situations. A special emphasis will be given to the growing field of diversity conscious and responsible leadership.
授業の目的（意義） / Importance of this course
By the end of the course, you will be able to:
• Understand fundamental leadership and organizational behavior theories
• Use these theories to understand and resolve various organizational cases from multiple angles
• Apply sound management judgement in complex situations and dilemmas
• Develop a self-awareness of your own personality and leadership styles.
• Understand fundamental leadership and organizational behavior theories
• Use these theories to understand and resolve various organizational cases from multiple angles
• Apply sound management judgement in complex situations and dilemmas
• Develop a self-awareness of your own personality and leadership styles.
到達目標 / Achievement Goal
Course Approach, Reports, Feedback Methods
• Traditional lectures
• Participant Centered Learning / Case Method
• Group Discussions
• Presentations
• Quizzes
The course is mainly based on participant centered learning with a “flipped classroom” approach. This means that cases and readings and will be provided in advance to allow ample time for class discussion and debate. A simulation/activity is also included in the course.
• Traditional lectures
• Participant Centered Learning / Case Method
• Group Discussions
• Presentations
• Quizzes
The course is mainly based on participant centered learning with a “flipped classroom” approach. This means that cases and readings and will be provided in advance to allow ample time for class discussion and debate. A simulation/activity is also included in the course.
本授業の該当ラーニングゴール Learning Goals
*本学の教育ミッションを具現化する形で設定されています。
LG1 Critical Thinking
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG5 Executive Leadership (EMBA)
LG7 Global Perspective (GLP)
LG2 Diversity Awareness
LG3 Ethical Decision Making
LG4 Effective Communication
LG5 Executive Leadership (EMBA)
LG7 Global Perspective (GLP)
受講後得られる具体的スキルや知識 Learning Outcomes
• Understand fundamental leadership and organizational behavior theories
• Use these theories to understand and resolve various organizational cases from multiple angles
• Apply sound management judgement in complex situations and dilemmas
• Develop a self-awareness of your own personality and leadership styles.
• Use these theories to understand and resolve various organizational cases from multiple angles
• Apply sound management judgement in complex situations and dilemmas
• Develop a self-awareness of your own personality and leadership styles.
SDGsとの関連性 Relevance to Sustainable Development Goals
Goal 4 質の高い教育をみんなに（Quality Education）
教育手法 Teaching Method
| 教育手法 Teaching Method | % of Course Time | |
|---|---|---|
| インプット型 Traditional | 40 % | |
| 参加者中心型 Participant-Centered Learning | ケースメソッド Case Method | 60 % |
| フィールドメソッド Field Method | 0 % | 合計 Total | 100 % |
事前学修と事後学修の内容、レポート、課題に対するフィードバック方法 Pre- and Post-Course Learning, Report, Feedback methods
• Traditional lectures
• Participant Centered Learning / Case Method
• Group Discussions
• Presentations
• Quizzes
• Participant Centered Learning / Case Method
• Group Discussions
• Presentations
• Quizzes
授業スケジュール Course Schedule
第1日（Day1）
Individual Differences and Personality1.1 Valuing Individual Differences – MBTI - Activity - (Reading: Robbins & Judge - Chapter 5 – Personality and Values)
Assignment Questions:
1. How and why do individuals differ in terms of various dimensions and attributes of their personality?
2. What is the impact of individual differences on our ability to lead or work in a team?
3. Two things that I learnt from my MBTI results?
4. How can I use these lessons for my own personal development?
5. How can I use these lessons at my workplace for my interactions with and management of others?
1.2 Personality and Perception - Industrial Chemicals, Inc. – LUMS Case - (Reading: Robbins & Judge - Chapter 6 – Perception and Individual Decision Making)
Assignment Questions:
1. What's the key problem or challenge in this case? (What possible questions come to your mind?)
2. Should Dr. Farid be promoted to the Department Head's position? Yes or No? Why or why not?
3. How would you describe the personality type of (a) Dr Faisal Farid, (b) Dr Anjum and (c) Dr Kamal? Discuss in the light of MBTI personality type indicators.
4. Behavior is described as a function of person and environment. How does this statement apply to this case?
5. In what ways does the job of Dr Farid change as he takes on the job of Head of the Department?
6. What's your assessment of the approach taken by (a) Dr Farid (b) Dr Kamal (c) Dr Anjum?
7. What is your evaluation of Dr. Kamal's approach in handling Dr. Farid's alleged deficiencies as a manager?
8. What would you do if you were in place of (a) Dr Farid ? (b) Dr Kamal (c) Dr Anjum?
9. Given the deficiencies identified in Dr. Farid's personality, what would you do to help him overcome the same?
10. What solution comes to your mind of the problem that you identified earlier.
11. One takeaway from this case?
●使用するケース
Industrial Chemicals, Inc. – LUMS Case第2日（Day2）
Teams, Leadership Styles and 360 Leadership2.1 Team Building and Team Roles - Desert Survival – Activity
(Reading: Haas 2016 Secrets of Great Teamwork - HBR)
Assignment Questions
1. What were the three most important team helping characteristics in the Desert Survival Exercise?
2. What were the three most important team hindering characteristics in this Exercise?
3. Which skills were more relevant? Task/rational, interpersonal/relational, other? Explain.
4. Two key recommendations (Or, what should you have done differently)?
5. What are two key lessons from Desert Survival Exercise for application in your organization?
2.2 Leadership styles and 360◦ Leadership – Film Case (TBA) – (Reading: Kotter 2001 What Leaders Really Do - HBR)
Assignment Questions:
1. What are the differences in leadership styles between the two main characters?
2. Which one of them is the legitimate leader?
3. Which one of these two leaders identifies more with the people under his command and has visibly more concern for people? What about the commitment to task, i.e., concern for job or work?
4. Are they Theory X or Theory Y managers?
5. Putting yourself in the position of a team member, which of these two leaders would you follow and why?
6. As a team member, what could you do to influence the decisions taken by these two leaders?
●使用するケース
Leadership styles and 360◦ Leadership – Film CaseHaas 2016 Secrets of Great Teamwork - HBR
Kotter 2001 What Leaders Really Do - HBR
第3日（Day3）
Leadership, culture and values3.1 Leadership Crisis at Steelworks’ Xiamen Plant - Ivey Case (Reading: Goleman 1998 What makes a leader - HBR)
Assignment Questions
1. Compare leadership styles of Kumar and Chan. For example: autocratic vs participative, directing vs supporting, other traits.
2. Taking the perspective of Kumar, what do you think happened?
3. Taking the perspective of Chan, what do you think happened?
4. With reference to 360 leadership:
4.1 Is Chan’s style with his colleagues competing or completing (refer to 360 leadership’s lead across principle)?
4.2 Is Kumar’s leadership style directing or supporting?
4.3 What could be done by Chan to better manage and influence Kumar?
4.4 What could Kumar have done differently in his relationship with Chan and in the Project C3 change initiative?
5. To what extent did the cultural differences between (a) Kumar and Chan, and (b) Southern Metals and Steelworks play a role in this episode?
3.2 Aligning organisational growth and core values at Akhuwat – LUMS Case (Reading: CMI 2015 Understanding Organisational Culture)
Assignment Questions
1. Would you like to work in Akhuwat? Why or why not?
2. To what extent are Akhuwat’s core organisational values and principles evident in its actual operations and outcomes?
3. What are the key issues facing Akhuwat in terms of employee alignment to the organisation’s mission, vision and values?
4. In view of the exponential growth of the organisation, offer some suggestions to Mr Atif Tufail to enable employee alignment with Akhuwat’s mission, vision and values.
5. To what extent are the lessons drawn from this case applicable in the corporate sector or in your own organisation?
●使用するケース
Leadership Crisis at Steelworks’ Xiamen Plant - Ivey CaseGoleman 1998 What makes a leader - HBR
Aligning organisational growth and core values at Akhuwat – LUMS Case
CMI 2015 Understanding Organisational Culture
第4日（Day4）
Negotiations and Leadership in Practice4.1 Negotiation skills - Hansen Studio and Richard Star – LUMS Case plus Activity - (Reading: Sebenius 2001 Six Habits of Negotiators - HBR)
Assignment Questions:
1. What helped in this negotiation (e.g. in terms of situational knowledge, interpersonal skills and negotiation skills, etc)?
2. What did not help?
3. Takeaways for managing negotiations in a real life conext?
4.2 Group Presentations – Peer assessment of individual learning and applications
●使用するケース
Negotiation skills - Hansen Studio and Richard Star – LUMS Case plus ActivitySebenius 2001 Six Habits of Negotiators - HBR
成績評価方法 Evaluation Criteria
*成績は下記該当項目を基に決定されます。
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
• At the end of each day, a short individual quiz will be provided to evaluate the key learnings of the course at that point.
• The in-class presentation is based on a group analysis of the key learnings and applicable takeaways from the course. Students should prepare and present during the last day. Groups will be formed on the first day. The presentation should include two to three key lessons from each day of this course and illustrate their application with the help of contemporary real life examples of leadership and organizations. The presentation duration will be 15-20 minutes per group following by 5-10 minutes Q&A. Each group member will be separately assessed on the basis of the content, contribution, delivery and the ability to handle Q&A. Peer assessment will be completed on the last day.
*クラス貢献度合計はコールドコールと授業内での挙手発言の合算値です。
| 講師用内規準拠 Method of Assessment | Weights |
|---|---|
| コールドコール Cold Call | 10 % |
| 授業内での挙手発言 Class Contribution | 40 % |
| クラス貢献度合計 Class Contribution Total | 50 % |
| 予習レポート Preparation Report | 0 % |
| 小テスト Quizzes / Tests | 20 % |
| シミュレーション成績 Simulation | 10 % |
| ケース試験 Case Exam | 0 % |
| 最終レポート Final Report | 0 % |
| 期末試験 Final Exam | 0 % |
| 参加者による相互評価 Peer Assessment | 20 % |
| 合計 Total | 100 % |
評価の留意事項 Notes on Evaluation Criteria
• Active class participation and value addition to discussion and knowledge are expected and will be rewarded.• At the end of each day, a short individual quiz will be provided to evaluate the key learnings of the course at that point.
• The in-class presentation is based on a group analysis of the key learnings and applicable takeaways from the course. Students should prepare and present during the last day. Groups will be formed on the first day. The presentation should include two to three key lessons from each day of this course and illustrate their application with the help of contemporary real life examples of leadership and organizations. The presentation duration will be 15-20 minutes per group following by 5-10 minutes Q&A. Each group member will be separately assessed on the basis of the content, contribution, delivery and the ability to handle Q&A. Peer assessment will be completed on the last day.
教科書 Textbook
- Stephen P. Robbins & Timothy A. Judge「Organizational Behavior. Global Edition, 17th Edition」 Pearson（2016）9781292146317
参考文献・資料 Additional Readings and Resource
• Robbins, S. & Judge, T. Organizational Behavior. Global Edition, 17th Edition. eText ISBN: 9781292146317, 1292146311 ISBN 10: 1-292-14630-3 ISBN 13: 978-1-292-14630-0 (Core) https://www.amazon.com/Organizational-Behavior-Global-Stephen-Robbins-ebook/dp/B01DWFDC04
授業調査に対するコメント Comment on Course Evaluation
This is a revamped and updated course which is being taught by Professor Syed at NUCB since September 2020. In the revised version, the number of readings has been reduced to keep each session more focused and manageable.
担当教員のプロフィール About the Instructor
Jawad Syed, PhD, FAHRI, is Professor of Organizational Behavior and Leadership at the Suleman Dawood School of Business (AACSB accredited), Lahore University of Management Sciences (LUMS). His main research interests include human resource management, diversity management, organizational knowledge, leadership, and business ethics. Prior to LUMS, he worked at the University of Kent as a Reader during 2007-14 and University of Huddersfield as a Professor during 2014-16.
Professor Syed obtained his PhD in Business from Macquarie University and completed a Postgraduate Certificate in Higher Education at the University of Kent. He received Master of International Business from the Western Sydney University. He also attended Institute for Management and Leadership in Education (MLE) at the Harvard University Graduate School of Education, and Global Colloquium for Participant Centered Learning at Harvard Business School (HBS).
Professor Syed is a Co-Chair of European Academy of Management’s (EURAM) Gender, Race, and Diversity in Organizations (GRDO) Special Interest Group. He is a director of the Global Centre for Equality and Human Rights (GCEHR) and coordinator of the South Asian Academy of Management (SAAM). In academic leadership roles, he has served as Dean of the Suleman Dawood School of Business (AACSB accredited), Head of People, Management and Organizations group (University of Kent), and Director of Talent, Diversity and Development Research Group (University of Huddersfield).
Professor Syed has edited and authored eight books and written more than 85 journal articles and book chapters, including his articles in Human Relations, British Journal of Management, Business Ethics Quarterly, Human Resource Management Journal, Management Learning, and Gender, Work & Organization. His books include: China’s Belt and Road Initiative in a Global Context (Springer), Human Resource Management: A Global and Critical Perspective (Palgrave Macmillan), The Palgrave Handbook of Knowledge Management (Palgrave Macmillan), Managing Diversity and Inclusion: An International Perspective (Sage), Employee Motivation in Saudi Arabia: An Investigation into the Higher Education Sector (Palgrave Macmillan), Religious Diversity in the Workplace (Cambridge), Managing Gender Diversity in Asia: A Research Companion (Edward Elgar), and Managing Cultural Diversity in Asia: A Research Companion (Edward Elgar).