教育組織行為學(xué)

1、OrganizationalOrganizationalBehavior in EducationBehavior in Education教育組織行為學(xué)能力訓(xùn)練能力訓(xùn)練 Lecturer Lecturer 黃萍 Lecture One:Capability Training 一、一、 Capability (一一) 學(xué)術(shù)研究能力學(xué)術(shù)研究能力 (二二) 運(yùn)用能力運(yùn)用能力1、批判性批判性閱讀閱讀 1 1、發(fā)現(xiàn)問題、發(fā)現(xiàn)問題2 2、批判性、批判性思考思考 2 2、分析問題、分析問題3 3、批判性、批判性陳述陳述 3 3、解決問題、解決問題4 4、批判性、批判性寫作寫作(三三) 學(xué)習(xí)理念：挑戰(zhàn)權(quán)威學(xué)

2、習(xí)理念：挑戰(zhàn)權(quán)威(Authority)Lecture One:Capability Training -Group Presentation（一）（一） 小組小組 Presentation展示要求展示要求1、成員構(gòu)成：、成員構(gòu)成：6 6人一組，其中至少一人可用英語陳述人一組，其中至少一人可用英語陳述2、工作內(nèi)容：、工作內(nèi)容： 案例選擇案例選擇 文獻(xiàn)回顧與梳理文獻(xiàn)回顧與梳理 發(fā)現(xiàn)問題與不足發(fā)現(xiàn)問題與不足 提出解決問題的方案及理論依據(jù)提出解決問題的方案及理論依據(jù) 提交大綱與老師討論提交大綱與老師討論 完成完成PPtPPt 小組陳述小組陳述3030分鐘并提交分鐘并提交PPtPPt 答問答問 Lect

3、ure One:Capability Training -Group Presentation（二）（二） 小組小組 Presentation操作程序操作程序1 1、小組、小組 PresentationPresentation將從將從1010月月9 9日開始（周四日開始（周四 的課）的課） 2 2、小組、小組 Present 30Present 30分鐘，答問分鐘，答問1515分鐘分鐘 3 3、老師評(píng)述、老師評(píng)述2525分鐘，分鐘，1010分鐘答問分鐘答問 4 4、檢查、指導(dǎo)下一組的大綱、檢查、指導(dǎo)下一組的大綱1010分鐘分鐘Lecture One:Capability Training -

4、Power Point（一）團(tuán)隊(duì)合作意識(shí)（一）團(tuán)隊(duì)合作意識(shí)（二）（二）PPt的格式要求的格式要求1、格式統(tǒng)一格式統(tǒng)一 2 2、突出關(guān)鍵內(nèi)容突出關(guān)鍵內(nèi)容3 3、字體、字號(hào)統(tǒng)一字體、字號(hào)統(tǒng)一Lecture One:Capability Training - Power Point（三）（三）PPtPPt的構(gòu)成的構(gòu)成 1 1、題目題目 2 2、小組成員小組成員 3 3、內(nèi)容簡(jiǎn)介及誰將闡述那一部分內(nèi)容簡(jiǎn)介及誰將闡述那一部分 4 4、詳細(xì)陳述各部分詳細(xì)陳述各部分 5 5、總結(jié)并致謝總結(jié)并致謝Lecture One:Capability Training - Assessment EssayEssay（6

5、0%60%） PresentationPresentation（20%20%） Group Discussion Group Discussion （10%10%） QuestioningQuestioning（5%5%） 出勤（出勤（5%5%）Lecture Two:Case study2 Evaluation-Group PrsentationRequirments of Evaluation1.Clarity- Confidence, interest and enthusiasm of presenters. - Presenters speak clearly and can eas

6、ily be heard. - Presentation is well rehearsed, not read from notes. - Presenters maintain eye contact with audience. - Presenters have positive body language.Lecture TwoCase study2 Requirments of Evaluation2. Content- Presentation includes a concise introduction and summary of topic. - Presenters p

7、rovide comprehensive answers to questions and support these with relevant theoretical conceptsrelevant theoretical concepts. Lecture Two Case study2 Requirments of Evaluation2. Content- Presentation includes a clear conclusion. -Presenters able to answer questions raised during and after presentatio

8、n. - Degree of creativity shown in presentation. - Use of resources other than textbook.Lecture TwoCase study2 Requirments of Evaluation3. Format and structure- PPt and other visual aids are clear and neat (eg.large font,etc). - Time management of presenters. -Overall organisation,consistency, flow

9、and effectiveness of presentationLecture TwoCase study2 Relevant Theroretical Concepts 1. Attitudes and Management (1) Attitudes are evaluative statements either favorable or unfavorable - concerning objects, people, or events. -cognitive component -affective component (emotion or feeling) -behavior

10、al component (intention) Lecture TwoCase study2 Relevant Theroretical Concepts(2) Types of Attitudes- Job Satisfaction - Job Involvement - Organization CommitmentLecture TwoCase study2 Relevant Theroretical Concepts(3) The A-B Relationship Attitudes- Behavior 1.The degree of affects to result(s) 2.S

11、ocity and Group 3.Self perception What is your believe? Mental Accounting?Lecture Two Case study2 Relevant Theroretical Concepts2.Attribution and ManagementInside outside (1). Self-serving Bias (2). Fundamental Attribution Error (3). Actor-observer DifferenceLecture Three Case study3: Requirments of

12、 a successful presentationWhat did you do before you come into this classroom? 1. Read the case carefully2. Listen to the presentation with questions ？Lecture Three Case study3: Relevant Theroretical ConceptsAbilities Intellectual abilities see Intelligence quotient (IQ) copies Physical abilities Em

13、otion quotient (EQ)Lecture Three Case study3: Relevant Theroretical ConceptsDeveloping abilities Famly become Learning from School self Socity abilitiesLecture Three Case study3: Relevant Theroretical Concepts Conpetency and ManagementCompetencyCompetencyAbilitiesAbilitiesQualified Qualified JobJobD

14、escriptionDescriptionLecture Three Case study3: Relevant Theroretical ConceptsConpetency and Management 20 Factors 6 CategoriesLecture Three Case study3: Team work Groups assessassess Group presentationLecture Four Case study5: Relevant Theroretical Concepts Work groups compare with Work teams Goal

15、Synergy Accountability SkillsShare informationNeutral (sometimes negative)Individual Random and variedCollective performancePositiveIndividual and mutualcomplementaryLecture Four Case study5: Relevant Theroretical Concepts Types of Teams Problem solving Self-managedProblem solving Self-managed Virtu

16、al Virtual Cross-functionalCross-functional ?TechnologyTechnologyLecture Four Case study5: Relevant Theroretical Concepts Team effectivenessWork designAutonomySkill varietyTask identity Task significanceCompositionAbilityPersonalityRoles &diversitySize FlexibilityPreference for teamworkContextAd

17、equate resourcesLeadershipPerformance evaluation & rewardsProcessCommon purposeSpecific goalsTeam efficacyConflictSocial loafingLecture Four Case study5: Relevant Theroretical ConceptsKey Roles on Teams Organizer: provides structure Producer: provides direction&follow-through Controller: exa

18、mines details & enforces rules Maintainer: fights external battlesLecture Four Case study5: Relevant Theroretical ConceptsKey Roles on Teams Adviser: encouranges the search for more information Linker: coordinates & integrates Creator: initiates creative ideas Promoter: champions ideas after

19、 theyre initiated Assessor: offers insightful analysis of optionsLecture Four Case study5: Team workGroups assessassess Group presentationLecture Five Case study6: Relevant Theroretical ConceptsCommunicating between individuales 1.Finding key issue 2.Looking for solutions 3.Communicating -languege:

20、voice, tone, words -Body language: smile, kind Case study Sichuan Normal UniversityLecture Five:How to do case studyFinding issues or problemsFinding issues or problems 1.Title 2.Headline 3.First and last sentencesSetting issueissueLecture Five: How to do case study Looking for theoretical support 1

21、.Identifying relevant theores and concepts 2.Estalelishing topic 3.Supporting topic with theores And evidencesLecture Five: How to do case studyWriting outline logical, correct, acuurate, Making PPTKey words, phrases, definitions.Notice:reading is alwys faster than speakingPresentingLecture Five:Tea

22、m work Groups assessassess Group presentationLecture Six: Case study8Foundations of Organization Structure An organization structure defines how job taske are formally divided, grouped, and coordinated.Lecture Six:Case study8Foundations of Organization Structure Six key elements for designing organization structure對(duì)工作進(jìn)行分組的基礎(chǔ)是什么？對(duì)工作進(jìn)行分組的基礎(chǔ)是什么？部門化部門化獨(dú)立工作應(yīng)細(xì)分到什么程度？獨(dú)立工作應(yīng)細(xì)分到什么程度？工作專門化工作專門化管理者可以有效地指導(dǎo)多少員工？管理者可以有效地指導(dǎo)多少員工？管理幅度管理幅度個(gè)人和群體向誰匯報(bào)工作？個(gè)人和群體向誰匯報(bào)工作？命令鏈命令鏈決策權(quán)應(yīng)在哪一級(jí)決策權(quán)應(yīng)在哪一級(jí)? ?集權(quán)與分權(quán)集權(quán)與分權(quán)用什么規(guī)章制度指導(dǎo)員工及管理層？用什么規(guī)章制度指導(dǎo)員工及管理層？ 正規(guī)化正規(guī)化Lecture Six: Group Discussion小組討論小組討論(10%)：1. 學(xué)術(shù)