Introduces students to the theory, algorithms, and applications of optimization. The optimization methodologies include linear programming, network optimization, dynamic programming, integer programming, non-linear programming, and heuristics. Applications to logistics, manufacturing, transportation, E-commerce, project management, and finance.

Organizational behavior (OB) is the study of how people interact in organizations. These interactions are governed by a number of factors, including the student's personal life, the personality of the student's boss or your boss's boss, a direct report, the team the student has been assigned to, or the direction that the top of the organization has given the student. OB researchers carefully monitor these dynamics within an organization, because any time there is friction, money is lost. A certain level of friction is to be expected (and often even desirable), but most of the friction that occurs within an organization is counterproductive and detrimental to the bottom line. Upon successful completion of this course, the student will be able to: Define organizational behavior (OB); Understand the current trends for organizational behavior; Explain the benefits of diversity; Describe the cross cultural challenges of the workplace; Explain how work attitudes affect workplace behavior; Name the key attributes that are relevant for performance; Explain how motivation affects performance; Describe various approaches to job design; Compare and contrast groups vs. teams; Describe and identify group development and group dynamics; Define power and recognize the sources of power; Describe and identify the factors of organizational politics; Describe the various types of conflict; Explain how to effectively manage conflict; Describe and identify negotiation strategies; Define organizational structure; Describe organizational change. (Business Administration 209)

Two leading researchers in Management, Talya Bauer and Berrin Erdogan, bring you a new Organizational Behavior textbook that bridges the gap between theory and practice with a distinct “experiential” approach.On average, a worker in the USA will change jobs 10 times in 20 years. In order to succeed in this type of career situation, individuals need to be armed with the tools necessary to be life-long learners. To that end, this book is not be about giving students all the answers to every situation they may encounter when they start their first job or as they continue up the career ladder. Instead, this book gives students the vocabulary, framework, and critical thinking skills necessary to diagnose situations, ask tough questions, evaluate the answers received, and to act in an effective and ethical manner regardless of situational characteristics.Often, students taking OB either do not understand how important knowledge of OB can be to their professional careers, or they DO understand and they want to put that knowledge into practice. Organizational Behavior by Bauer and Erdogan takes a more experiential angle to the material to meet both of those needs. The experiential approach can be incorporated in the classroom primarily through the “OB Toolbox.” This feature brings life to the concepts and allows students to not only see how the OB theories unfold, but to practice them, as well. One great example is the "OB Toolbox" here in the Leadership Chapter.Talya and Berrin's 1.1 version has an additional 14 cases for instructors to mix and match for their Organizational Behavior course. Some of the new cases included are: Nau, Goodwill Industries, Zappos.com, LinkedIn, Camden Property Trust, Steve Katzenberg, Edward Jones Investments, and Starbucks. A matrix to help instructors mix and match the cases is included in the updated Instructors Manual.In addition, discussion question have been added for each case, and the Toyota, Google, and Steve Jobs chapter opening cases have all been revised to reflect the most current information on the companies and people.

" This course in organizational economics prepares doctoral students for further study in the field. The course introduces the classic papers and some recent research. The material is organized into the following modules: boundaries of the firm, employment in organizations, decision-making in organizations, and structures and processes in organizations. Each class session covers a few leading papers. This course was joint-taught between faculty of the Massachusetts Institute of Technology and Harvard University. The Harvard course is Economics 2670 Organizational Economics."

Organizational Leadership and Change focuses on practical experience that blends theory and practice. Students reflect on prior leadership experiences and then apply lessons learned to further develop their leadership capabilities. The course requires active participation in all leadership classes and/or activities as well as short deliverables throughout the program.

Subject enhances students' ability to take effective action in complex organizational settings by providing the analytic tools needed to analyze, manage, and lead the organizations of the future. Emphasis on the importance of the organizational context in influencing which individual styles and skills are effective. Employs a wide variety of learning tools, from experiential learning to the more conventional discussion of written cases. Subject centers on three complementary perspectives on organizations: the strategic design, political, and cultural "lenses" on organizations. Restricted to first-year Sloan master's students.

Examines theory and research on the relationship of organizations to each other and to their economic, political, and social environments. Classic and contemporary approaches to complex social systems, the dynamics of inertia and change, the role of legitimacy, and the production of change as an intended or unintended consequence. Considers the relative roles of voluntarism and determinism in the pursuit of organizational agendas and in the shaping of organizational environments, for example, with respect to changing employment relationships and environmentalism. Primarily for doctoral students. The goal of this doctoral course is to familiarize students with major conceptual frameworks, debates, and developments in contemporary organization theory. This is an inter-disciplinary domain of inquiry drawing primarily from sociology, and secondarily from economics, psychology, anthropology, and political science. The course focuses on inter-organizational processes, and also addresses the economic, institutional and cultural contexts that organizations must face. This is an introduction to a vast and multifaceted domain of inquiry. Due to time limitations, this course will touch lightly on many important topics, and neglect others entirely; its design resembles more a map than an encyclopedia. Also, given the focus on theoretical matters, methodological issues will move to the background. Empirical material will be used to illustrate how knowledge is produced from a particular standpoint and trying to answer particular questions, leaving the bulk of the discussion on quantitative and qualitative procedures to seminars such as 15.347, 15.348, and the like.

The course is structured around a core of fundamental concepts concerning how we view organizations, and the application of these concepts to basic domains of action crucial for contemporary businesses: sensemaking, learning, knowing, and change. We view organizations as enacted systems, wherein humans are continually shaping the structures that influence their action in turn. In other words, we create the systems that then create us.

This class introduces the subject of innovative new product development. Topics including technology transfer, science and technology, and the innovation process are covered. Students are expected to write a 15-20 page final paper as part of the assignments for the class.

"A group of professors and graduate students from around the world has started a new university of their own online, with an unusual model that is more like a book group than a traditional course," reports the Chronicle of Higher Education.

"The new institution, called Peer2Peer University (for peer to peer), was announced last year and was originally slated to start offering courses in January. But logistical issues forced the fledgling project to delay its official opening until last week."

The paradox of success is you need to embrace failure to achieve it.
This is a paper born out of a speech I gave to 600 17 year olds on entrepreneurship during the UK’s enterprise week in November 2007. It must rank as one of the most nerve jangling speeches I’ve ever done, since owning a teenager of my own I had strong clues that they can be a cynical and challenging audience. However, setting anxiety and cynicism aside, I really wanted to share something of what it takes to successfully invent an innovative new product and commercialise it. The reason for being invited to speak at these events is you’ve supposedly done something successful and the convention is to share this success as if it was the only possible outcome of your company’s brilliance. But something about this teenage audience, over half of whom said they wanted to start their own business, made me abandon convention and share the brutal, unvarnished truth that the essential, hard earned ingredient in successful creativity and entrepreneurship is…failure.
Failure is the essential ingredient that nobody talks about or acknowledges and everyone tries desperately and understandably to avoid. But as any inventor, creative or entrepreneur knows, great ideas are not born perfect but are forged in the furnace of trial and error. As Darwin showed, this is the simple but brutal algorithm of life. This seemingly random but amazingly productive cycle of mutation and natural selection, trial and error, has produced the whole of the abundant diversity of life on earth. Niels Bohr, the Nobel Prize winning physicist said about progress in any field, “Mistakes are at the heart of progress, so our challenge as scientists, is how to make more mistakes faster”. Or as I said to my teenage audience, “you’ve spent the last few years being told not to fail by teachers and parents and yet if you really want to create anything genuinely new; you’ve got to start learning how to fail”. Pablo Picasso, who knew a thing or two about originality, had another way of putting it when he said “There’s nothing worse than a great start” having long since learned to celebrate failures and difficulties as key to finding completely new avenues of creative expression.

Pareto Analysis Technique: The primary focus is to aid students in making quick decisions while still taking into account rational action and feasibility.

How are rules made and who can influence this procedure? This unit will introduce you to the rule-making processes in of the UK Houses of Parliament in Westminster. You will examine how laws are enacted and how it is possible for unelected bodies and people to influence the content of such laws.

Introductory examination of the US law of intellectual property, with emphasis on patents and copyrights, and a brief look at trademarks and trade secrets. Comparisons made with regard to what can and cannot be protected, what rights the owner does and does not obtain, and how these rights come into being. Issues relating particularly to new information technologies highlighted. Assignments include case and statutory readings, written preparatory exercises, and student case presentations.

Concepts in calculating payroll including hourly wages, commissions, and piece work rate are explained in this series of tutorials.

The Peer 2 Peer University (P2PU) is an online community of open study groups for short university-level courses. Think of it as online book clubs for open educational resources. The P2PU helps you navigate the wealth of open education materials that are out there, creates small groups of motivated learners, and supports the design and facilitation of courses. Students and tutors get recognition for their work, and we are building pathways to formal credit as well.Currently P2PU is in a pilot phase. To begin P2PU will offer scheduled "courses" that run for 6 weeks and cover university-level topics. Each course package, organized by a course volunteer, contains the syllabus, study materials, and a schedule. Learning will take place in small groups of 8-14 students. P2PU blurs the boundaries between students and teachers. Volunteers step forward to create course outlines and facilitate the course work. In some cases they may be experts in the field, and in others, they may rely on input and advice from others who have expert knowledge. During the phase the project aims to test different styles of course structure, communication, and organization. As the project grows the goal is to become more of a platform so anyone can use P2PU to organize, design, and offer courses.

The Peer 2 Peer University announced its second round of free and open online courses today, opening sign-ups for 14 courses dealing in subject areas ranging from Physics to Transformational Art. Some of the courses were offered in the first phase of the pilot which launched last September, but seven are brand new.

This workbook forms part of the Post Graduate Certificate Module on Peer Observation.It provides resources, materials and frameworks for the undertaking of peer observations of teaching.

People and Organizations examines the historical evolution and current human and organizational contexts in which scientists, engineers and other professionals work. It outlines today's major challenges facing the management profession. The course uses interactive exercises, simulations and problems to develop critical skills in negotiations, teamwork and leadership. Students will be introduced to concepts and tools to analyze work and leadership experiences in optional undergraduate fieldwork projects.