Organizational Behavior Courses Research Articles

Limitations and Potential Dark Sides of Transformational Leadership: The Case of the Founder and Former CEO of Theranos

Transformational leadership is widely recognized as an effective leadership style; however, it is important to recognize its potential misuse, where it may serve a leader’s self-interests at the expense of others, both inside and outside the organization. In this article, we present an experiential exercise that uses the case of Theranos and its founder and former CEO, Elizabeth Holmes, to highlight the limitations and potential dark sides of transformational leadership. In this exercise, students watch three YouTube videos about Holmes, identify the characteristics of Holmes that match transformational leadership, and discuss issues with her leadership style. This exercise can be used in Introductory Management and Organizational Behavior courses, in-person or virtually. Students who have completed the exercise agree it is effective in teaching the concept of transformational leadership and in fostering active class engagement.

Effectiveness of using feature films in organizational behavior education: an empirical investigation

PurposeWe investigated the effectiveness of using feature films in teaching organizational behavior courses at the undergraduate level at a mid-Western university in the USA.Design/methodology/approachOur model included the impact of film analysis on self-perceived learning outcomes and cognitive and affective changes among students. Structural equation modeling using partial least squares and contemporary mediation analysis techniques were employed.FindingsFeatured film analysis positively impacted perceived learning outcomes and the cognitive and affective components of learning among students. We also found an indirect effect on cognitive and affective change, indicating that learners’ improved perceived learning outcomes deepened their learning and resulted in greater appreciation of organizational behavior theories.Practical implicationsFilms are effective pedagogical tools for teaching complex business theories and principles. We recommend that faculty members pay careful attention to selecting films for study and should design film analysis projects aligned with meaningful course learning outcomes. Appropriate films and carefully designed learning outcomes trigger cognitive changes and have a lasting influence on students beyond the semester.Originality/valueOur study is one of the few empirical studies demonstrating the effectiveness of feature films as a pedagogical tool for organizational behavior courses.

Too good to be true! Paid parental leave for 5 years

Research methodology This case study is built from secondary data such as news articles, regulations and videos. Several drafts of the case study with a teaching note were tested in the classroom setting and shared in a case writing conference. The case was revised based on feedback from students and roundtable discussions from the conference. Case overview/synopsis Mrs Hsu, the Deputy Director of the National Taxation Bureau’s Nantou County Branch in Taiwan, faced a dilemma in June 2021. One of her employees, Mrs Chiang, had requested to return to work after taking several years of parental leave since August 2017. This long absence had put a strain on colleagues, who either had to cover for her or work with temporary replacements. While Mrs Chiang’s actions were legal and protected by her government employee role, her decision to take another leave immediately after receiving a COVID-19 vaccine raised eyebrows. Her peers accused her of using her frontline worker status to gain early vaccine access and other work benefits. Mrs Hsu, upon reviewing Mrs Chiang’s employment history, pondered her next steps concerning Mrs Chiang’s new leave request. Complexity academic level This case would be appropriate for a course in Human Resource Management, Organizational Behavior or Gender, Family and Work, especially with the topic of Employment Rights/Legal Protections (in HR), and/or Justice and Ethics (in OB).

Iteratively-Designed Exit Tickets Enhances Student Learning

What strategies can instructors use to simultaneously scaffold learning and promote reflective practice when assessing learning? This article describes one instructional team’s experience with designing and experimenting with Exit Ticket assignments to advance self-authorship and self-insight. Over several iterations of the same organizational behavior course, we varied the timing and sequencing of Exit Ticket assignments and removed instructor-led elements, like guided discussion prompts. We present findings across seven semesters that demonstrate improved student performance on Exit Ticket assignments and a Critical Self-Reflection essay. Our study demonstrates the impact of this small, yet powerful assessment technique in in-person and online instruction.

So, Why Do Students Perform Better in Gamified Courses? Understanding Motivational Styles in Educational Gamification

Research on gamification’s effects in educational environments has been a growing domain in recent years. As research has demonstrated the power of gamified systems to effectively motivate learners in educational settings, it has also become clear that not all individuals are motivated in the same way, or to the same extent, by the same gamified system. Patterns in individuals’ attitudes and behaviors in online gaming are commonly known as player types. Nearly all player-type models were developed in online gaming settings, though they are sometimes applied to educational environments. Because online gaming and educational gamification are different in important ways, player-type models developed in online gaming are not optimal tools for describing the individuals’ motivations in education or prescribing best practices for educational gamification design. In this paper we address this gap by presenting a motivational-style model developed in a gamified educational setting. Using principal component analysis on motivational data taken from gamified Organizational Behavior courses, we define a two-factor space including the following motivational dimensions: (1) social versus individual motivators and (2) utility versus accomplishment motivators. Within this space, we describe four motivational profiles: Citizen—being motivated by social assignments like group work and peer review; Pragmatist—being motivated by completing traditional assignments and exams; Gamer—being motivated by game elements that show one’s progress compared to their peers and provide social reinforcing feedback; and Achiever—being motivated by improving one’s individual progress in a course. We also suggest best practices for designing educational gamification experiences optimized for students from each motivational type.

The paradox of keeping education afloat during troubled times: a case of Kilkaari-Bachpan Ki

Learning outcomes After completing the case, the students shall be able to do the following:▪ explain the key features and roles associated with non-governmental organizations (NGOs; comprehension);▪ describe major activities/programs run by Kilkaari-Bachpan Ki (knowledge);▪ describe the challenges faced by not-for-profit, non-governmental and voluntary organizations operating at a local level (knowledge);▪ developing TOWS matrix for Kilkaari’s strengths, weaknesses, threats and opportunities to provide strategies for making the necessary change (analysis);▪ explain the change management strategies used by Kilkaari during COVID-19 using Kurt Lewin’s model (analysis); and▪ develop recommendations for the problems faced by Kilkaari (evaluation). Case overview/synopsis As a result of the global COVID-19 pandemic, the entire world was left in shambles. The epidemic has had a profound impact on the way organizations used to function. It compelled all sectors and companies to change their working methods and move closer to virtual conceptions. Organizations that were able to adapt to the new environment have thrived, while the rest have struggled and continue to struggle. In today’s world, embracing virtual scenarios is more about perseverance and consistency than it is about making a conscious decision. Organizations such as NGOs have limited financial and non-financial means to adapt to such changes, and some of them were unable to suffice during the tough times.Despite this, the current case study focuses on the NGOs’ path during the pandemic: Kilkaari-Bachpan Ki. The NGO’s primary objective is to provide underprivileged children with free access to education. The current scenario illustrates how the Kilkaarians (team members of Kilkaari) modified their behavior in response to the crisis. To be used in an organizational behavior course, the case is intended for management students. Kurt Lewin’s model of change, which includes unfreezing, mobility and refreezing, can be understood by students. For this research, the authors use a case-study approach to explore how the organization responded when faced with a crisis. Complexity academic level This case is suitable for undergraduate students learning organizational behavior course, strategic management and also relevant to social work courses (social entrepreneurship/NGOs). Supplementary materials Teaching notes are available for educators only. Subject code CSS 6: Human resource management.

The use of a flipped classroom and experiential learning in an undergraduate management course

PurposeThis paper reflects on a semester-long psychology and organizational behaviour course in an Indonesian business school. The course applied a flipped classroom (FC) approach combined with an experiential learning (EL) project that empowered students to work closely with local communities.Design/methodology/approachThis study compares students' final scores from an FC and EL class with students from other classes who used the traditional lecture method. Focus group interviews were conducted to gain insight into the students' experience.FindingsThe study results show that FC-EL students achieved higher final scores than traditional-learning students. The majority of students also reported having positive views regarding the approach, with a minority opposing the learning method. The students' projects were successfully implemented, empowered local communities and fostered reflexivity in the students.Research limitations/implicationsThe school has yet to implement FC and EL as course delivery methods in other courses. Therefore, the positive outcomes achieved in this study were obtained from only a single course.Originality/valueThe course combined flipped classroom and experiential learning methods.

Argument not optional: The language of alternatives and recommendations in the case analysis genre

The case analysis is a common assignment in business courses that requires students to use their disciplinary knowledge to identify a company's problems and propose logical recommendations to solve them (Gardner, 2012; Nathan, 2013). When writing the recommendations section of a case analysis, students are often required to discuss alternatives to their preferred recommendation as part of their argument for it. Despite the central importance of the recommendations section in case analysis writing, there is limited research on how to effectively help students write it. In this paper, we use SFL-based genre analysis to analyze how effectively students incorporated and rejected alternatives in a case proposal assignment in an Organizational Behavior (OB) course at an American university's branch campus in the Middle East. Unlike other research that focuses only on exemplar or successful student writing (e.g., Nathan, 2016; Nesi & Gardner, 2012; Szenes, 2017, 2021), we show a range of representative text patterns, from students who neglected to take a position on a preferred recommendation, to students who effectively supported a clear position. Our analysis has implications for a range of genres where students need to maintain a consistent stance while arguing for a preferred solution among alternatives.

Understanding the Process: Using In-Class Data to Reflect on a Decision-Making Exercise

Decision-making is a critical topic in any management and organizational behavior course. Navigating and understanding the various processes and influences on decision-making, however, can be complicated. This article revises and expands on a common “employee ranking” format activity. It uses in-class student data to systematically debrief individual and group decision-making processes to facilitate learning. This simple activity uses minimal resources, clarifies (often highly nuanced) decision-making discussions, and puts specific focus on psychosocial concepts and processes. Instructors can use the provided templates and supplements to customize the activity information. We also include a downloadable tabulation sheet to automate the analysis of the student data in real time.

The relationship between student motivation and academic performance: the mediating role of online learning behavior

PurposeThis paper aims to use a quantitative approach to explore the role of online learning behavior in students’ academic performance during the COVID-19 pandemic. Specifically, the authors probe its mediating effect in the relationship between student motivation (extrinsic and intrinsic) and academic performance in a blended learning context.Design/methodology/approachSurvey data were collected from 148 students taking an organizational behavior course at one Chinese university. The data were paired and analyzed through regression analysis.FindingsThe results show that students should actively engage in online learning behavior to maximize the effects of blended learning. Extrinsic motivation was found to positively influence academic performance both directly and indirectly through online learning behavior, while intrinsic motivation affected academic performance only indirectly.Originality/valueThrough paired data on extrinsic and intrinsic motivation, online learning behavior and academic performance, this study provides a more nuanced understanding of how online learning behavior affects the focal relationship, and it advances research on the mechanisms underlying the focal relationship. Practitioners should enhance students’ online learning behavior to boost blended learning effects during the COVID-19 pandemic.

Fury and Honor in the Palace: Faith Integration in Organizational Behavior Using the Book of Esther

This paper provides an example of discipline-specific biblical faith integration in an Organizational Behavior course through a series of eight faith-integration exercises and a final integrative assignment based on a single book of the Bible, Esther. This approach encourages students to have meaningful dialogue about important biblical concepts as applied to business and management, thus raising their moral and biblical consciences and contributing to their whole-person development. The benefits of this approach are discussed, and the faith-integration assignments and sample responses are included.

Decision‐making challenges: Group dynamics and boundary spanning in the CyberStrike game

AbstractMultirole online games offer advantages for learning in business schools, as students process information and coordinate with others while pursuing measurable goals. Gaming environments can be complex, and the choices and timing of players’ actions may have long‐term effects on the state of the game. Team members practice communication skills as they exchange information and coordinate actions, and games provide objective feedback about their performance. Despite these advantages, integration of multiplayer online games into business courses can present technical and instructional challenges. This article introduces an online game, CyberStrike, in which student teams play roles of state or nonstate actors attempting to protect their own information systems while selectively attacking competitors’ information systems. The game can be useful in organizational behavior courses because it engages students in decision‐making processes and inter‐group dynamics that highlight relevant principles in action. As student teams try to foster cooperation within a competitive environment, consequences of their decision‐making, strategy development, and boundary‐spanning activities become apparent. Guidelines for teaching with CyberStrike are provided, along with suggestions for incorporating multirole online games into business school classes.

PENGARUH KEMAMPUAN KOGNITIF MAHASISWA MPI TERHADAP PEMAHAMAN TEORI-TEORI PERILAKU dan BUDAYA ORGANISASI

This study is about the influence of students' cognitive abilities on the understanding of behavioral theories and organizational culture in the Islamic Education Management education program class C UIN Sunan Kalijaga Yogyakarta. This study involved students in MPI C class who had attended lectures on Organizational Behavior and Culture courses. This research method using survey research with quantitative approach. Intrumen research using questionnaires that have been shared on Google Form to measure students' cognitive abilities to understand behavioral theories and organizational culture. Based on the results of the study, data obtained that cognitive ability of students influenced the understanding of organizational behavior theories and organizational culture as much as 22.3% while the remaining 77.7% influenced by other variables. There was an increase in students' cognitive abilities through the learning process of behavioral courses and organizational culture with correlations ranging from 0.48.

Reconciling COVID-19 pandemic budget deficits through furloughs and salary reductions

Theoretical basis The primary topics, in this case, align well with social processes relative to communication and decision-making, and with individual processes relative to fairness in the workplace. Research methodology The case was developed from secondary sources. The secondary sources included news reports, and university sources (i.e. e-mails, announcements, reports, town hall meetings). This descriptive case has been classroom tested in an undergraduate organizational behavior course. Case overview/synopsis On September 10, 2020, the president of Bowie State University, Dr Aminta H. Breaux, announced that the university needed to “take a number of steps, including a temporary salary reduction plan, to close the FY21 funding gap and position the university for continued budget challenges” (Exhibit 1) triggered by the economic impact of COVID-19 on the state of Maryland. Some of the faculty members’ reactions to this announcement included shock and disappointment. Reflecting on what led to the state appropriation reductions, why would faculty members be shocked by President Breaux’s announcement of temporary salary reductions? Did President Breaux make the right decision, and was it communicated appropriately? Complexity academic level This descriptive case is most appropriate for undergraduate level organizational behavior courses.

Lessons on the Resource-Based View and Generic Competitive Strategies From Kinky Boots: The Musical

Kinky Boots: The Musical is a filmed version of the London West End production that tells the story of the unlikely collaboration between Charlie Price, inheritor of a struggling family business, and Lola, a high-energy and creative drag performer, who together radically change Price & Son’s focus from men’s dress shoes to fetish footwear. The musical lends itself well to use in strategic management and organizational behavior courses as a video case or source of video clips. This article explains how strategic management instructors may use the film to discuss sustainable competitive advantage through the resource-based view and generic competitive strategies, while organizational behavior instructors may use the film to illustrate concepts such as managerial roles, diversity, conflict management, and more.

What Really Motivates You? A Data-Driven Exercise and Discussion

Why do I work? Despite instructors’ best efforts, students struggle to understand how different people answer this question differently. This exercise enables students to explore what motivates them in comparison to their peers and previous generations while reinforcing the distinction between intrinsic and extrinsic motivation. Students prioritize job reward factors, share their rankings to appreciate that people are motivated differently, and are given archival data to appreciate changes in workplace dynamics. This simple but thought-provoking exercise fosters rich discussions of intrinsic and extrinsic motivation, self- and other-awareness, changes to the nature of the workplace, and differences in demographics, including generational age cohort, gender, and job level. This exercise is suitable for management or organizational behavior courses at both the undergraduate and graduate levels, using face-to-face and online formats, and synchronous and asynchronous modalities.

Who Gets Time Off? Prioritizing Planned, Family Responsibility Leave Requests

This role play focuses on team decision making and is designed for undergraduate and graduate human resource management (HRM) and organizational behavior (OB) courses. It can also support management seminars. Working within Employee Teams, Department Teams, or Manager Teams, students decide which three of five employees will obtain family responsibility leave. For HRM courses, the exercise focuses on interpreting and applying family responsibility leave, which illustrates day-to-day personnel planning. For OB courses, the debriefing centers on comparing decision-making models and discussing how beliefs and attitudes influence decision making; it also supports exchanges about the influence of conflict, domination, and groupthink on team decision making. For both OB and HRM courses, the exercise helps students compare individual and team decisions, discuss the effects of team composition on decision making, and analyze the fairness of their decisions. Instructors can conduct the activity in class or online.

Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit

This article describes an innovative interdisciplinary collaboration between English faculty and an organizational behavior (OB) professor to scaffold case analysis writing in an upper-level OB course at an English-medium university in the Middle East. Case analysis writing is challenging for students as an academic genre or type of writing because they do not always know when to report on the case, when to explain OB concepts, and when to go beyond reporting or explaining by using analysis in support of claims. Combining the English faculty’s linguistic knowledge with the OB professor’s disciplinary knowledge, we developed visual support materials to make the valued features of case analysis writing explicit for students. We describe two sets of instructional materials that we used to help students meet genre expectations. We provide evidence from multiple data sources, including on-going analysis of student writing, that points to the effectiveness of our innovative interdisciplinary collaboration. Our findings provide evidence of the benefits of distributed responsibilities in teaching and assessing university students’ communication skills in disciplinary contexts, particularly for L2 learners.

Revisiting Dead Poets Society as a Tool for Studying Applications of Power

In organizational behavior, management, and leadership courses, the topic of power is often a focal point. However, as with many theories and concepts, students sometimes struggle to see the management and leadership applications until examples are used to highlight the theories and concepts in practice. In this article, we outline how a classic 1980s American film can be used as a teaching tool for both physical (in-person) and online courses to help students see the application of power concepts. A variety of resources are provided to help instructors incorporate the film into their classes.

Educator and dairy farmer: the psychological empowerment of entrepreneur V.G. Jayakrishnan

Theoretical basis The psychological empowerment theory of intrinsic motivation is the primary theoretical basis for the case. Other theories discussed include personality theories and transformational leadership theory. Research methodology This is a field-researched case, based on face to face interviews with V.G. Jayakrishnan. The author also visited Jayakrishnan’s institution and attended an event there. The author also relied upon archival data in the form of newspaper reports: both print and video. The case is based on events before July 31, 2017. Case overview/synopsis This case examines how entrepreneur V.G. Jayakrishnan, between 1995–2017, set up two successful, yet distinct businesses, namely, ICD (Institute for Career Development), a leading banking test prepping center in Kerala, India and JK Farms, a state-of-the-art dairy farm. Jayakrishnan’s vision and ability to think far ahead of his competition led to ICD becoming one of the most successful banking test prep centers in Kerala, India. Similarly, Jayakrishnan’s vision of scientific dairy farming allowed him to set up the state of the art JK Farms. The case allows students to examine the concepts of intrinsic motivation and transformational leadership. Complexity academic level The case can be used both at the graduate and undergraduate levels. At the graduate level, it can be used at the beginning of any leadership class to foster discussion about intrinsic motivation and transformational leadership. At the undergraduate level, it would be better positioned at the middle of the organizational behavior course after the students have discussed the chapters on motivation, leadership and personality in principal textbooks (Colquitt, LePine and Wesson, McGraw Hill, 2018).