This curricular unit intends that students understand the concept of organization, outstanding the characteristics of different organizational theories, namely the classical theories, the human relations school, the systemic theory and the contingency theory. Furthermore, it will be developed and analyzed the competencies that contribute to the efficiency of the corporate manager. Being aware of the problems related with individual performance and corporate productivity, it will be analyzed several theories of motivation, emphasizing the communication processes, occupational stress and main guidelines about the interpersonal relationship. The role of the group in organizations and the importance of teamwork are also an important knowledge area to be developed, presenting an evolution of the scientific study ob the leadership phenomenon, highlighting the main points of the most significant research in this field.
OBJECTIVES AND LEARNING OUTCOMES
a) Provide understanding of the reasons that led to the analysis of organizations on a scientific and rational basis
b) Realize the importance of the human element as crucial explanatory basis of the internal functioning of organizations and describe organizations as social systems
c) Understanding the motivational process, know the key concepts of motivational theories and the organizational stress issues
d) Provide knowledge of theoretical concepts to be able to analyze the functioning of groups
e) Understand the importance of effective communication for individual development and organizational success
f) Provide understanding about leadership issues
COMPETENCES TO DEVELOP
a) Proceed to make a diagnosis of the organizational climate
b) Improve the motivational levels of organizational staff
c) Improve communication processes
d) Intervene in the management of conflicts
e) Lead and motivate multidisciplinary teams
f) Develop effective listening skills, negotiating, persuading and arguing
g) Develop a communication and expression consistent with professional practice, including the processes of negotiation and communication at the individual, groups, and organizations
h) Reflect and act critically, understanding its position and function in the organization' structure
Programme
1. Understanding organizations. The contribution of different approaches for the need to understand the importance of human behavior in organizational contexts.
2. Robert Katz`s triple competence: technical, interpersonal and strategic.
3. Human motivation: Motivational theories of the content (Maslow; ERG de Alderfer; MccLelland, Herzberg) and of the process (Locke e Latham; Vroom).
4. Occupational Stress: Definitions and approaches of stress concept. Theoretical models of occupational stress. Antecedents and causes of occupational stress. Sources of stress; individual characteristics; distress and eustress; coping and savoring; stress consequences.
5. Communication`s importance within the organizational context. Verbal and non-verbal communication; Porter communicational attitudes. Morton Deutsch communicational models.
6. Conflict and main guidelines for interpersonal relationships. Different types of conflicts: The emotional detachment and the superordinate goal technical.
7. The leadership process: leadership and chieftaincy concepts; Kurt Lewin and Blake e Mouton models. The Multiplex Model: his contribution for the conduction of work meeting.
8. Groups within organizations and the importance of teamwork.
Demonstration of the syllabus coherence with the curricular unit's learning objectives
The study of the different schools aims to understand the importance of human behavior in organizational contexts. The focus on the development of interpersonal skills leads to topics related to motivation, communication processes, conflict management, teamwork as well as occupational stress. The main models of leadership of work teams are studied.
CUNHA, M. P. [et al.];Manual de Comportamento Organizacional e Gestão, Editora RH, Lda, 2016. ISBN: 978-972-8871-58-1
Supplementary Bibliography
GONÇALVES, S.;Psicossociologia do Trabalho e das Organizações. Princípios e Práticas, Pactor, 2014. ISBN: 978-989-693-030-1
SCHEIN, E.;Psicologia Organizacional, Prentice-Hall do Brasil Lda, 1982
VALA, J., [et.al.];Psicologia Social das Organizações, Celta Editora, 1994
FERREIRA, J.M., NEVES, J. & CAETANO, A.;Manual de psicossociologia das organizações, McGraw-Hill, 2011
PARREIRA, A.;Os processos de liderança nas equipas de trabalho, Plátano, 1989
PARREIRA, A.;Comunicação e motivação nos grupos e reuniões de trabalho, Plátano, 1989
CUNHA, M. P. [et al.];Manual de Comportamento Organizacional e Gestão, Editora RH, Lda, 2007
Learning Methods
It is intended to encourage students to participate actively in classes and in the ongoing process of (voluntary) continuous assessment, developing their critical skills and their skills for effective personal study. Preference will be given to active methods, notably through the use of case studies, group work, and role-playing. Wherever possible, the theoretical approach to the topics will make use of students' different personal and professional experiences, establishing a direct relationship with the labour market. With the aim of enhancing learning, audiovisual methods may also be used.
Assessment Components
Avaliação distribuída com exame final
Assessment Components
Description
Type
Time (hours)
Conclusion Date
Attendance (estimated)
Lessons
30
Participação Presencial
3
Study
6
Study
68
Total:
107
Continuous Assessment
Individual written test: 2 (35% +35%)
Miniteste: 1 (20%)
Elearning activity: 1 (10%)
In accordance with regulation of the degree course:
1. The effective presence of the students in class will be object of registration and, if the number of fouls per student exceeds 30% of the total number of contact sessions planned for each curricular unit, will be automatically transferred to the final evaluation of the regular season.
2. In the written tests and evaluation elements referred to in paragraph 1 (b)) and paragraph 2) of Art. 39 is required to obtain a minimum of 7.5 (seven-point-five) values.
3. If the student lacks or obtain a rating less than 7.5 values in tests or evaluation elements referred to above, will be automatically transferred to the final evaluation of the regular season.
4. If the student lacks or obtain a rating less than 7.5 values in the second written test (held on the same date of the written test end of regular season) may require registration for assessment at the time of appeal.
Final Exam
An individual written test: one (100%)
Demonstration of the coherence between the teaching methodologies and the learning outcomes
This curricular Unit aims to promote the development of interpersonal skills, and the use of case studies, role-playing and group work are the more adjusted to the development of these skills.