OVERVIEW

The course introduces students to the main theories and tools for understanding the structure and functioning of organizations. At the end of the course, the student will be able to independently conduct an organizational analysis having understood the concepts, theories and models that are the subject of study in the lessons and reference texts.

AIMS AND CONTENT

LEARNING OUTCOMES

The course aims at introducing students to the main issues of organizational design and behavior, providing theoretical frameworks and managerial references for organizational analysis and design actions in work environments.

AIMS AND LEARNING OUTCOMES

The course aims to provide students with the fundamental tools for organizational analysis and design, and for understanding the dynamics of the behavior of actors in work contexts. At the end of the course, the student will be able to:
- recognize the fundamental variables of organizational design and their respective actions in relation to environmental and contextual conditions;
- recognize the fundamental variables of organizational behavior, the behaviors and results expected from the organization and the main areas that influence them (at different levels: individual, group, organizational);
- independently conduct an organizational analysis, suggesting decisions and actions aimed at improving group and organizational performance, and individual well-being in work contexts;
- use the technical language of the discipline appropriately;
- acquire social skills through group work.

PREREQUISITES

Basic knowledge of Business Economics.

TEACHING METHODS

The teaching includes lectures and participatory activities (case analysis, exercises, simulations, incidents, role models. Attendance at classes is strongly recommended. Students are encouraged to prepare in advance (reading assignments, watching films, writing short essays) to participate actively.

SYLLABUS/CONTENT

After a general introduction to the meaning of organization and related terms, with an excursus on schools of thought, the course is divided into a first part focused on organizational design and a second on organizational behavior.
The topics may vary from year to year, however they generally touch on the following themes:

• The organizational problem; organizational schools of thought
• Structural dimensions; mechanical model and organic model
• Organizational structure decisions
• Organizational culture and cultural diversity
• A model of organizational behavior
• Personality and values; Identity
• Perception and decision-making processes
• Motivation of people
• Groups and teamwork
• Organizational knowledge and communication
• Power and Leadership
• Conflict and negotiation processes
• Organizational change

RECOMMENDED READING/BIBLIOGRAPHY

- G. Salvemini (edited by), Business Organization, Egea, 2017 (chap. 1, 2, 5, 6, 8, 11, 14, 15)
- R.M. Burton, B. Obel, D.D. Håkonsson, M. Martinez, Organizational Design, Giappichelli, 2020 (chap. 1, 2, 3, 4, 6.1, 8.1-8.6, 9, 11)
Additional teaching material (slides, articles, videos) will be made available on AulaWeb.

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Second semester.

Class schedule

ORGANIZATION DESIGN AND BEHAVIOUR A

EXAMS

EXAM DESCRIPTION

The exam is written. For attending students, the assessment includes midterm tests, individual and group activities, and a final written exam. Non-attending students will take a single final written exam.

ASSESSMENT METHODS

The purpose of the assessment is to verify:
- understanding theoretical knowledge and its application to organizational situations;
- the ability to analyze organizational problems and propose solutions;
- the ability to communicate clearly with appropriate technical language.
The written test may include both closed-ended questions, which test knowledge of basic notions and require direct and concise answers, and open-ended questions, which require argumentation and practical examples.

Attending students may also be assessed on the basis of activities carried out during the course, such as intermediate written tests, short individual or group papers, or other documented contributions. In such cases, the final assessment takes into account both the results achieved in these activities and the written exam test.

Non-attending students take a written test structured on the same skills, with questions that require both theoretical exposition and application to examples or organizational situations.

FURTHER INFORMATION

Working students and students with DSA certification, disabilities or other special educational needs are advised to contact the teacher of their division at the beginning of the course, in order to agree on specific teaching and exam methods that, in compliance with the teaching objectives, take into account individual learning methods.