Teacher(s)
Language
French
Prerequisites
The prerequisite(s) for this Teaching Unit (Unité d’enseignement – UE) for the programmes/courses that offer this Teaching Unit are specified at the end of this sheet.
Learning outcomes
At the end of this learning unit, the student is able to : | |
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Content
The course will present the big schools of thought in the area of organisations since the founders (Taylor, Ford, Fayol, Weber, Mayo) until the most recent perspectives (postmodern approaches, freedom-form company, lean management, agile company).
It will address a series of central concepts in the theory of organisations: the organisation and its environment, the social structure of organisations, the organisational culture, leadership, power, the decision-making processes, the control processes, and conflicts.
The questions of individual, organisational, and group identity will also be addressed. The situations of work will be analysed through the psychodynamic of work’s angle.
Finally, the processes of change within the organisations will also be studied:
- the models of change;
- the management of planned change;
- the management of resistances to change; the emerging change and the learning organisation.
It will address a series of central concepts in the theory of organisations: the organisation and its environment, the social structure of organisations, the organisational culture, leadership, power, the decision-making processes, the control processes, and conflicts.
The questions of individual, organisational, and group identity will also be addressed. The situations of work will be analysed through the psychodynamic of work’s angle.
Finally, the processes of change within the organisations will also be studied:
- the models of change;
- the management of planned change;
- the management of resistances to change; the emerging change and the learning organisation.
Teaching methods
On an educational level, the course will consist of lectures. It relies on a pedagogy of discovering concepts through studies of cases.
Group work consisting of an analysis of an organisation based on interviews is expected.
Group work consisting of an analysis of an organisation based on interviews is expected.
Evaluation methods
The assessment is in two parts. The first relates to work analyzing an organization in subgroups (25 %). The second part consists of a written exam (75%). A bonus point is awarded if the student has completed the three home works. In the event of failure in the first session, bonus points are not transferred to the second session.
In the event of unjustified failure to submit one of the two parts of the assesment, the student will receive a final mark of 0A/20 for the course at the first session. All assignments are a personal production. Students are expected to scrupulously respect the rules and the good practices when it comes to citation, referencing, and avoiding (self-)plagiarism. Students are expected to know and understand as to what these rules and practices comprise. Any failure to apply them may lead to an academic and/or disciplinary sanction for plagiarism and/or irregularity, in accordance with the general regulations for studies and examinations.
“Reusing” a personal or group assignment carried out within the framework of any other teaching unit requires a great deal of caution. Exceptionally, such an approach may be considered, provided that the student requests explicit permission from the professor or the assistant; justifies this “reuse” in the assignment, which, as a whole, must obviously constitute an original contribution to the first work; and scrupulously applies the rules of citation and referencing to any use of this assignment. Failure to comply with these rules may be considered self-plagiarism and as such constitutes an irregularity.
The use of generative AI is accepted as long as it is occasional and limited. The use of AI must be explicitly indicated and referenced. Any part of the work relying, in any way, on generative AI must be clearly identified (for example, by a footnote), specifying which generative AI tool was used, for what purpose, in what way, and to what extent. Failure to do so may constitute an irregularity.
In the event of unjustified failure to submit one of the two parts of the assesment, the student will receive a final mark of 0A/20 for the course at the first session. All assignments are a personal production. Students are expected to scrupulously respect the rules and the good practices when it comes to citation, referencing, and avoiding (self-)plagiarism. Students are expected to know and understand as to what these rules and practices comprise. Any failure to apply them may lead to an academic and/or disciplinary sanction for plagiarism and/or irregularity, in accordance with the general regulations for studies and examinations.
“Reusing” a personal or group assignment carried out within the framework of any other teaching unit requires a great deal of caution. Exceptionally, such an approach may be considered, provided that the student requests explicit permission from the professor or the assistant; justifies this “reuse” in the assignment, which, as a whole, must obviously constitute an original contribution to the first work; and scrupulously applies the rules of citation and referencing to any use of this assignment. Failure to comply with these rules may be considered self-plagiarism and as such constitutes an irregularity.
The use of generative AI is accepted as long as it is occasional and limited. The use of AI must be explicitly indicated and referenced. Any part of the work relying, in any way, on generative AI must be clearly identified (for example, by a footnote), specifying which generative AI tool was used, for what purpose, in what way, and to what extent. Failure to do so may constitute an irregularity.
Bibliography
ANACT, l’entreprise libérée, Synthèse documentaire. Mission Veille et Management. Management de l’Information, septembre 2015
Autissier, D., Moutot, J.M. (2010). Méthode de conduite du changement: diagnostic, accompagnement, pilotage. Paris, Dunod.
Bareil, C. (2004). La résistance au changement: synthèse et critique des écrits, Centre d'études en transformation des organisations, Cahier n° 04-10 - Août 2004.
Collerette, P. et Schneider, R. (2004). Le pilotage du changement: une approche stratégique et pratique. Presses de l'Université du Québec.
Bergeron, H. et alii (2016). L’enseignement de la sociologie des organisations. Entreprise et histoire, n°84, vol.3, 123-142.
Foudriat, M. (2007). Sociologie des organisations. Paris : Pearson Education
Gérard A. (2017). Le patron qui ne voulait plus être chef. Flammarion.
Getz, I et Carney, B. (2013). Liberté et cie. Quand la liberté des salarié fait le bonheur des entreprises, Flammarion.
Hatch, M. J. (2000). Théorie des organisations : de l'intérêt de perspectives multiples. De Boeck Université, Bruxelles.
Johnson, G., Scholes, K., Whittington, R., Fréry, F. (2008). Stratégique. Pearson Education France.
Hatch, M. J., & Cunliffe, A. L. (2009). Théorie des organisations: de l'intérêt de perspectives multiples. De Boeck Supérieur.
Kets de Vries, M. (2002). Les mystères du leadership. Pearson Education France, Paris.
Misset, S. (2017). Introduction à la sociologie des organisations, Armand Colin, Paris.
Morgan, G. (1999). Images de l'organisation. Québec : Presses de l'Université Laval.
Prax, J.Y (2012). Le manuel du knowledge management : mettre en réseau les hommes et les savoirs pour créer de la valeur. Dunod, Paris.
Lazega, E. (1994) . Analyse de réseaux et sociologies des organisations. Revue française de sociologie. N35-2, p. 293-320.
Reynaud les règles du jeu. L’action collective et régulation sociale. Armand Colin 1989.
Autissier, D., Moutot, J.M. (2010). Méthode de conduite du changement: diagnostic, accompagnement, pilotage. Paris, Dunod.
Bareil, C. (2004). La résistance au changement: synthèse et critique des écrits, Centre d'études en transformation des organisations, Cahier n° 04-10 - Août 2004.
Collerette, P. et Schneider, R. (2004). Le pilotage du changement: une approche stratégique et pratique. Presses de l'Université du Québec.
Bergeron, H. et alii (2016). L’enseignement de la sociologie des organisations. Entreprise et histoire, n°84, vol.3, 123-142.
Foudriat, M. (2007). Sociologie des organisations. Paris : Pearson Education
Gérard A. (2017). Le patron qui ne voulait plus être chef. Flammarion.
Getz, I et Carney, B. (2013). Liberté et cie. Quand la liberté des salarié fait le bonheur des entreprises, Flammarion.
Hatch, M. J. (2000). Théorie des organisations : de l'intérêt de perspectives multiples. De Boeck Université, Bruxelles.
Johnson, G., Scholes, K., Whittington, R., Fréry, F. (2008). Stratégique. Pearson Education France.
Hatch, M. J., & Cunliffe, A. L. (2009). Théorie des organisations: de l'intérêt de perspectives multiples. De Boeck Supérieur.
Kets de Vries, M. (2002). Les mystères du leadership. Pearson Education France, Paris.
Misset, S. (2017). Introduction à la sociologie des organisations, Armand Colin, Paris.
Morgan, G. (1999). Images de l'organisation. Québec : Presses de l'Université Laval.
Prax, J.Y (2012). Le manuel du knowledge management : mettre en réseau les hommes et les savoirs pour créer de la valeur. Dunod, Paris.
Lazega, E. (1994) . Analyse de réseaux et sociologies des organisations. Revue française de sociologie. N35-2, p. 293-320.
Reynaud les règles du jeu. L’action collective et régulation sociale. Armand Colin 1989.
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