The adaptation of organizational behavior material for instructional use in a technical management curriculum: A case study at The Johns Hopkins University G. W. C. Whiting School of Engineering.

摘要

This study investigated how Technical Management learners with technical backgrounds respond to Organizational Behavior (OB) course material. The research question was: How does a class of graduate adult learners react to the integration of Organizational Behavior material into a Technical Management curriculum?;The reaction of the learners with technical backgrounds to OB course content was very positive. An end-of-course ranking of all the class sessions by the learners revealed that the OB sessions were perceived as more valuable to the learners than the traditional course content. By my drawing on OB theory but reformatting and rephrasing it using a technical approach and conciseness, the individuals with technical backgrounds not only understood the material but actively embraced it. They were excited about the improved understanding they were gaining through their new knowledge, which would assist them in their roles as technical managers and leaders. This excitement was demonstrated by their comments during class and on feedback questionnaires, their enthusiastic participation during the OB sessions, and the extensive and effective use of OB material in their written course work.;This question was addressed by evaluating and describing learner responses to classroom sessions on OB within courses on Technical Management that were part of the Technical Management Master of Science Degree Program offered by the G.W.C. Whiting School of Engineering, The Johns Hopkins University. The population was the class in two courses, Technical Group Management and the Management of Technical Organizations. The total class population was 36 learners. Direct observation was made of all class sessions. In addition to the observations, weekly questionnaires were completed by the learners that commented on the session in qualitative terms and also provided quantitative data on the importance of the topic to them as managers and their satisfaction with the treatment of the topic. A final class evaluation in which a rank ordering of all sessions and further qualitative reflection by the learners completes the data set.