BA302 Organizational Behavior Problem-Solving Project Guide ✓ Solved

BA302-Organizational Behavior Problem-Solving Project Guidel

Overview: You will identify a current problem or challenge that is personally relevant that Organizational Behaviors research may help resolve or progress. You will then use OB concepts and theory to create an action plan to resolve it, implement the action plan, and summarize the results of your efforts, including lessons learned.

Part 1 – Problem Identification

1) Select a problem or challenge you are encountering at work or school this semester that organizational behavior topic may be able to provide insight for solving (e.g., stress, motivation, goal-setting, creativity). You may also opt to address a personal problem, but be sure to select something you’d be comfortable sharing with the class. The entire project will be much easier and more effective if you are thoughtful with problem selection; I suggest you keep it simple, select a challenge that you can work to improve over the course of the semester, and make it relevant or interesting to you.

2) Write a 1 page summary clearly stating (1) the challenge or issue, (2) which one OB concept will help you make progress toward overcoming the challenge, and (3) a brief description on why you selected that topic, how it might relate. Format isn’t important, but be sure you clearly include these three elements for full credit.

Part 2 – Annotated Bibliography and Action Plan and Measurement

Locate and use at least four credible, external sources to find solutions to your problem. Submit an annotated bibliography that summarizes relevant findings from each source. Include web address if a website. Summaries can be in bullets or paragraph form. No fewer than 2, no more than 4 pages (Times New Roman, 12 pt font, double spaced).

1. Document a step-by-step action plan for addressing the problem or challenge selected. Action plans should incorporate and apply what you’ve learned from your personal research. Each action step should include a target due date.

2. Document at least two key quantitative metrics you can use to assess how successful your action plan proves to be in resolving the challenge. This metric should be observable and measurable.

Paper For Above Instructions

Organizational behavior (OB) encompasses a wide range of principles that can be applied to analyze and resolve various challenges encountered in work or academic environments. For the purpose of this project, I have chosen to focus on time management as the core problem I am facing in my academic life, particularly given the intense workload of my current course load and extracurricular commitments.

The challenge I am experiencing has manifested in feeling overwhelmed and unable to meet assignment deadlines, impacting both my academic performance and mental well-being. My specific challenge involves balancing competing deadlines from multiple courses while continuing to engage in extracurricular activities and maintaining some semblance of a personal life. This challenge is particularly relevant as I seek to improve my efficiency and productivity throughout the semester.

To effectively tackle this issue, I have identified the concept of self-management in organizational behavior as the primary theoretical framework for my action plan. Self-management refers to the process of taking responsibility for one’s own behavior and well-being, which encompasses skills such as goal-setting, self-monitoring, and personal accountability (Burke & Hutchins, 2007). I believe that by applying the principles of self-management, I can devise a structured approach to addressing my time management issues effectively.

My reasoning for selecting self-management as my focal theory is grounded in its practical relevance to mitigating my current challenges. The ability to set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals will allow me to break down larger tasks into smaller, manageable components, enhancing my ability to prioritize and allocate time effectively to various responsibilities. Moreover, self-monitoring will provide the necessary feedback loop to assess my progress and make adjustments where necessary to stay on track (Zimmerman, 2002).

The action plan I developed consists of the following steps:

• Step 1: Conduct a time audit - Over the next week, I will document how I spend my time on academic and non-academic activities.
• Step 2: Set SMART goals - Based on insights gained from the time audit, I will create specific goals for each course with defined deadlines for assignments and study sessions.
• Step 3: Implement a priority matrix - Using the Eisenhower Matrix, I will categorize tasks to differentiate between what is urgent and important. This will assist in prioritizing tasks that demand immediate attention (Covey, 1989).
• Step 4: Review and adjust weekly - Every Sunday night, I will review my weekly performance in meeting my objectives, adjusting my plans according to what was successful and what needs improvement.

To measure the effectiveness of my action plan in improving my time management skills, I will employ the following two key quantitative metrics:

• Metric 1: Assignment completion rate - I will track the percentage of assignments I complete on or before their designated deadlines over the semester.
• Metric 2: Time utilization percentage - I will document the proportion of my scheduled study time that I dedicate to active studying and productive work, aiming for a minimum of 80% utilization weekly.

This action plan and measurement strategy will not only help me address my current challenges but also allow me to develop sustainable habits for effective time management that will serve me throughout my academic career and beyond.

In summary, by selecting a personal challenge rooted in the principles of organizational behavior, I am harnessing theoretical concepts to devise a practical solution. By focusing on self-management, I aim to refine my skills in time management and foster a greater balance between my academic responsibilities and personal commitments.

References

• Burke, L. A., & Hutchins, H. M. (2007). Learning organization: The relationship between learning organization and job satisfaction. Journal of Management Development, 26(4), 370-391.
• Covey, S. R. (1989). The 7 habits of highly effective people: Powerful lessons in personal change. Simon and Schuster.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70.
• Schunk, D. H., & Zimmerman, B. J. (2008). Motivation and self-regulated learning: Theory, research, and applications. Routledge.
• Duckworth, A. L., & Seligman, M. E. P. (2005). Self-discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939-944.
• Boice, R. (1990). Professors as Writers: A Self-Help Guide to Productive Writing. New Forums Press.
• Hübner, R. (2016). Self-management in the workplace: A guide to greater effectiveness and productivity. Routledge.
• Schraw, G., & Hartley, K. (2001). Promoting self-regulation in the classroom. Educational Psychologist, 36(1), 37-60.
• Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
• Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.