FORM

Simulating Organizational Behavior

Zi Wang

California State University San Bernardino

Introduction

Organizational behavior concepts are usually applied in various setting and manners. This paper discusses how organizational behavior was shaped into the various activities of the virtual company comprising of students as employees, by the teacher. It delves into the specific events designed by the teacher to portray this.

Event One; Creation of virtual company

In creating the virtual company, the teacher ensured that the different types and levels of communication usually in a real company are well maintained between and among the students in the virtual company. By matching the roles to be played by the students as employees, performance is optimized. This shows that the teacher plays the role of a manager of the company. This shapes the organizational behavior of a sound social system and mutual interests (Gupta, 2002).

By creating a virtual company, the students develop empowerment since they have been empowered just like employees, with the ability to make effective performance on their tasks. By structuring video groups of the students, the teacher chimes in the need to develop capacity in other another for optimum performance as well as developing mutual interest in the job. This way, the teacher has shaped the organizational behaviors by considering developing a mutual interest in the activities (Nummela, 2004).

Event two: creating legacy groups

The creation of legacy groups is a clear-cut shaping of organizational behaviors into classwork. The teacher having considered that students can be motivated differently applies legacy groups to motivate others in different ways. A legacy group in a company is the indirect force for a positive attitude towards the company. As the motivation of the students increasingly become positive, the classwork is on a rise in achieving maximum performance by the students (Schoeff, 2006).

The strategy of creating legacy groups helps in reducing negative perceptions, attitudes and developing mutual interest. The influence of the legacy group on the other students is a shaping of the organizational behaviors into the class since it will definitely sharpen, refine and exploit talents possessed by the students. This way, just like a manager, the teacher leverages authority concerning steering the organization in the right path (Gupta, 2002).

Event three: Video task groups

The values of each individual in a group are matched to ensure maximum output. Individual differences are put into consideration by the teacher and as well as balancing on gender as an ethical consideration. Matching individual abilities with tasks enhances productivity in individuated tasks in group work. As the students work as a group and individually, their unique values and expertise are harmonized in creating in order to come up with the best video capturing methods, editing, and presentation (Schoeff, 2006).

For the groups to achieve optimum productivity, the teacher worked through individual differences just like in department of a company, to ensure that the students undertake the assigned roles and tasks with the whole of selves and not merely applying their skills. This strategy is an organizational behavior aimed at reducing the perception and increasing involvement of employees. Thus, the teacher shapes organizational behavior to achieve workability (Gupta, 2002).

Event Four: Volunteers to help failing students

Volunteering is organizational behavior used to indicate one's value towards a company. The teacher is in a position of determining the values and mutual interests of the students. By seeking volunteering students to help the failing students, the teacher shapes the organizational behavior to brood future leaders to assist him in teaching the individuals. This is a strategy often applied by managers of companies (Schoeff, 2006).

Through volunteering the transfer of expertise and know-how is transmuted between the students thus framing a global mindset into them early enough. This is due to the fact that global mindset is usually learned, thus experiences can influence its growth. Through volunteering, the failing students are in a position to acquire skills and know-how hence develops a global mindset quickly. This strategy of volunteering as shaped by the teacher is usually a common organizational behavior forged by multinationals in order to churn out globally-minded experts (Nummela).

References

Gupta, A. K. (2002). Cultivating a global mindset. Academy of Management Perspectives, 16(1), 1116-126.

Nummela, N. S. (2004). A global mindset - a prerequisite for successful internationalization? Canadian Journal of Administrative sciences/Revue Canadienne des Sciences de I'Administration, 21(1), 51-64.

Schoeff, M. (2006, March 13). Workforce Management. Award-winning Company, 19.