ࡱ>  Xbjbj *Pppl3D%.wLZ%\%\%\%\%\%\%&)d\%\%q%'''Z%'Z%''r!$PIB$F%%0%$)[)$)$L|'d,S\%\%%)p y: COURSE SYLLABUS Organizational Behavior CLASS: MGT 424 SPRING 2009 Instructor: J. Andrew Morris Office Hours: T/TH 8:30-10:10 & T 3:30-5 OFFICE: SAGE Hall 2149 Phone: 437-2771 EMAIL:  HYPERLINK "mailto:Andrew.morris@csuci.edu" Andrew.morris@csuci.edu Text: Essentials of Organizational Behavior. 9th Edition. Also Instructors Notes located in your blackboard accounts under course documents. Course objectives: The purpose of the course is to provide you with an understanding of human behavior at work. By learning what influences work behavior, you will better understand what managers can do to change and modify the actions of their employees. Simply put: "Like an appreciation of art, an understanding of people at work requires not only effort, but also the ability to tolerate complexity, ambiguity, and even contradiction. In the end, a sense of what makes us individuals and what we can  and can't  do with and about it adds to our potential and simply makes life more interesting" Overall Teaching Philosophy: My view of teaching is that it is an interactive process  we not only learn from each other, but we reward each other to learn. I invite you to come see me, to express any concerns with the course work before they become "issues", and to help in developing our mutual educational interests into a truly professional relationship. Specific learning outcomes for this class include: (1) Explain how personality, emotions, values, attitudes, and perception influence behavior in organizations; (2) Apply theories and concepts of motivation to develop strategies for improving work performance and organizational effectiveness; (3) Apply theories and concepts from the behavioral sciences to develop strategies for effective teamwork; (4) Demonstrate enhanced communication, group dynamics, and presentation skills. General Professionalism/Class Policies: 1. Work is due when it is requested. Only with prior approval will late work be accepted but will always be graded at LEAST one letter grade lower than on time work. 2. While there is no mandatory class attendance policy you are expected to come to class on time. It shows respect for you, me, and 91Ƶ. Failure to attend/being late for class negatively impacts your class grade. 3. Other than earning some extra credits points for volunteer activities there is no provision made for earning extra credit in this course. Consequently, it is important that you do your best work on each exam and assignment. 4. Turn off your cell phones and/or other electronic devices. If you are using a laptop DONT surf other sites---its annoying, unprofessional and disruptive. Truth, integrity, justice, and honesty are a given part of our class. There can be no exceptions - ever. For a full discussion of what this means and the consequences of failing to comply with this students are expected to have read 91Ƶs Honor Code/Policy on Academic Honesty. 6. We exhibit appropriate demeanor, and never accept offensive, sarcastic, or belittling behavior. GRADING To enrich the role of the student in this class, I am going to try a little experiment. Within prescribed ranges, teams may decide for themselves what weights to be given to exams and group case writeups. That decision will be due 2/17/09. Consequently final grades will be based on the following criteria: Exams (Midterm & Final) Not less than 20% Not Greater than 40% Group Case Writeups Not less than 20% Not Greater than 40% Exercises 12% Group Analysis 10% Group Presentation 08% Participation 10% Total 100% EXAMS TWO TAKE-HOME examinations, covering the text, assigned readings, lecture, notes, and class discussion. will be due on the dates noted in the course outline. Exams requirements are: (A) The work is to be your own  that is, while you may reference other sources you may not work and/or discuss the question with your teammates (or any other student). Failure to comply with this rule will lead to an F in the course! (B) The exam is not to be longer than 5 typewritten pages & (C) Margins are to be 1" all around, doublespaced, 10 times roman (or similar) font. Two sample questions from previous exams are provided below. Please note the intent of the question is not just to spit back information but to demonstrate learning through application of concepts discussed in class. 1A. Using the model of group effectiveness discussed in class as support, indicate the single group structure variable which, if changed/modified, would have helped your group perform better. 1B. Describe two things (excluding playing Jenga and days off) that Dr. Morris could have done to increase the cohesiveness of your group. 1C. What was the single most important group member resource your group had -support your answer for full credit. 5. Use the hand-out Job factors to answer the following three part question: A. List the top two factors for a person with high job commitment. Why these? B. List the top two factors for a person with low job commitment. Why these? Case writeups Students working in teams of 5 or 6 will produce TWO four to five typewritten page (normal margins, doublespaced, etc.) papers. All case writeups are designed to be incidents of demonstrated application". I want the group to show me that you have mastered the materials covered by applying what has been learned. That is, I want the first part of the case writeup to reflect ways in which topics we have covered are evidenced or applicable to the case under study the more ways you can do this the better your group's grade will be. The second part of the case analysis must also include an action plan. An action plan can be thought of as specific recommendations for ways to improve the situation. While the majority of the case grade will be based on the content of the case, style also matters. The first case is a film: The Matrix. The second case is a little different. Student teams will choose a literary text (criteria include: the text should be fiction, not previously discussed in class, of reasonable length/depth, subject to my approval) and explore how the text helps enhance understanding of organizational behavior. One of the key components of the 91Ƶ mission statement is that we learn best by working and thinking across boundaries -- interdisciplinarity. Great literature has a lot to teach us about life and work since it offers innovative and powerful insights into human nature. Details for the second case include: (1) Text chosen by 4/7 try to make sure all group members are comfortable with the choice. If your group can not reach a decision, I WILL ASSIGN THE TEXT. However, many (if not most) works (great or otherwise) of literature have something to say about life and work. For example, see the Bibliography on Moral Leadership under BlackBoard course assignment. In addition, Project Gutenberg at:  HYPERLINK "http://www.gutenberg.org/wiki/Main_Page" http://www.gutenberg.org/wiki/Main_Page not only lists great books but many of them can be downloaded FOR FREE. (2) On 4/30: A 5-6 typewritten page paper in which you illustrate and discuss at least four specific and detailed ways the work you have chosen helps enhance understanding of human behavior in general and group dynamics in specific. (3) Beginning 4/30-5-7(depends on the # of groups) each group will make a 10-15 minute presentation to the class: in effect, your group now becomes the teacher. The presentation will be graded on such things as: clarity, demonstrated mastery of topics under discussion, value-added/information richness, responsiveness to questions asked, and professional appearance (both the material itself but also the presenters). The oral presentation is worth 08% of your final grade. Moreover, to ensure that each member of the group does an appropriate share of the workload, students are given the opportunity on the due date of each case to evaluate their teammates' contributions to the group. Its really quite simple: each student is to imagine (key word is imagine) that I am going to pay their group $100.00 dollars. Each student is to tell me how the $100.00 dollars is to be allocated among his or her teammates (exclude yourself in this allocation). Situations where an individual is judged considerably and consistently lower (higher) than group average didn't do their fair share and as such will not receive the same final case grade as their teammates. Further, after completion of the first case, groups will be allowed to dismiss any group member who has been assessed as a "social loafer". The consequence of this is that I will then take all the social loafers and put them into their own "special" group. Word up  avoid this problem by being a good team member. EXERCISES: Because OB is such an applied field, it is important that you be given opportunities to put into place what you have been learning thus you have been assigned 5 short exercises. All exercises are to be typewritten and, in general, 12 pages should be adequate. However, specific requirements will vary and we will cover them on a case by case basis. While 5 assignments are given you may drop the grade of the lowest exercise thus each exercise is worth 3% of your final grade. Exercise 1: 1pg illustration of a personal encounter you have had with cultural differences and what you learned from the experience (for full credit please made direct and explicit reference back to at least two of Hofstedes cultural dimensions to support your identification of cultural differences.) Exercise 2: Complete the VIA Strengths questionnaire located at: http://www.authentichappiness.sas.upenn.edu/ along with any two additional measures from the site. The test results are for your eyes only, however, please provide a 1-2 page reflection on the test results. In particular, consider how knowing these things about yourself may/could enhance your well-being and work performance Exercise 3: Complete on-line measure of EQ. An excellent choice is  HYPERLINK "http://www.queendom.com" www.queendom.com . As before the test results are for your eyes only, however, please provide a 1-2 page reflection which captures: (A) two ways in which having high EQ would improve your work performance and (2) two specific things you could do to enhance your EQ. In addition, please bring in a photograph and/or a song (in digital format) that you find to be especially emotive. Exercise 4: Provide a 1-2 page analysis of the case: It wasnt race. Please be sure to connect to issues of perception, values, attitudes, character and emotions (as appropriate) along with brief solution to the key problem noted in the case. Exercise 5: TBA Group Journal/Analyses In the summary of group activities (called group journals), I am asking you to describe your group, to explain its development, and articulate exactly what happened in the group over the course of the semester. Hopefully, by requiring you to actively and continuously monitor and note the activities of your group, you will gain new insights about your group and groups in general and further insights into your own style and way of dealings with groups. The group journal should be approximately four to five typewritten pages (use this a benchmark, not an exact requirement) and will be due on the date noted in the course outline. Please organize your journal into three sections with the greatest weight given to section one. The sections are described below: 1. What happened in your group; That is, describe your group's emergent characteristics. Most ofthe following topics should be included in this section of your journal: A: Group goals and objectives B: Cohesiveness C: Group norms D: Communication patterns (that is, who talked to who; when, etc.) E: Differentiation to include: subgroupings, status differences etc. F: Division of labor and roles (who did what and why?) G: Leadership patterns H: Conflict management 2. Describe the evolution of your group. That is, how did the characteristics of the group change over time. Also indicate why you think the characteristics of the group changed as they did. Finally, describe and explain the consequences of the group's changes over time for group productivity and satisfaction. 3. Describe and analyze your individual behavior as a member of the group and some of the consequences of group membership for your own learning and/or future as a manager. I am particularly interested in seeing you apply our discussion of individual traits to Section C. For example, changes (increases /decreases) in your emotional intelligence and/or selfmonitoring. IMPORTANT POINT TO REMEMBER:  It is absolutely imperative that you keep a running account of your group activities. In other words, write it down when it happens not at the end of the semester. Without an active journal you will have difficulty recalling what was said or how you felt in early sessions of the group and it will be almost impossible to accurately and appropriately analyze the activities of your group. Class Participation One of the objectives of this class is to train students to think more broadly and for themselves rather than training technicians who know the right response to give in a particular situation but dont know WHY its the right one. Thus I expect you to participate in class discussions by sharing your own insights and experiences, providing feedback on other students ideas, and sometimes providing alternative approaches to presented problems. In grading class participation I will look at three specific dimensions to include: (1) the quantity & (2) quality of your class comments/contributions and (3) overall classroom conduct. More on each of these dimensions follows: A: Quantity involves the extent to which you participate in classroom discussion and involve yourself in various group exercises/discussions during the semester. Obviously, being absence from class negatively impacts your performance here. B: Quality of classroom participation involves: (1) relevance does the comment bear on the subject at hand? (2) Responsiveness does the comment react in an important way to what someone else has said? (3) Importance does the contribution further our understanding of the issues at hand? Is a connection made with other cases/issues we have analyzed? C: Classroom conduct: Every class has an esprit de corps -- an overall spirit. Positive classes have students who engage in small acts of kindness, lend helping hands to fellow students, show positive emotion, and demonstrate a desire to learn and actively engage materials. A negative spirit comes about when students arrive late, leave early, complaint and/or whine about class expectations. Student behaviors that positively impact the espirt de corps of BUS/PSY 424 add value to the class and should and will be rewarded. Ultimately, class participation is a function of preparation, attitude, a willingness to actively commit yourself in front of your colleagues, and perhaps most importantly a close monitoring of your behavior to ensure appropriate and timely contributions which dont monopolize class discussion. It is a significant portion of your final grade and I encourage you to treat it as such. Please come see me if you have concerns or questions regarding my expectations on this element of your classroom performance. Extra Credit: Volunteer hours 91Ƶs mission statement indicates that we should pursue an educational experience that utilizes service learning. It is my belief that service learning projects are not only an excellent way to develop the mind but also help us grow into more complete human beings. Recent research (see for example Post and Neimarks 2007 work: Why Good Things Happen to Good People) indicates that people who give of themselves experience everything from increased life-satisfaction to enhanced physical health. In other words, helping others has been shown to bring joy to not only the one who receives but also the one who gives. Indeed, as Samuel Johnson said long away, no one helps another without also helping themselves. As a consequence, students are provided the opportunity to engage in service work over the course of the semester. Any volunteer activity is acceptable as long as it meets these four qualifications: 1. It must be work for which you are not paid; 2. The activity must not be related to something you have a financial interest in 3. The primary beneficiary of your activity must not be you, your family, or personal friends although you will of course have benefit from it. In general, while student activities (yearbook, clubs, etc.) are often not for pay they can/do enhance your resume and thus may not pass the primary beneficiary test. 4. The activity should pass the mom test - that is, you would not be ashamed to tell someone whose opinion you value highly of the activity you performed. There are lots of options available to you for example: check your blackboard account for a list of volunteer agencies and/or To find volunteer opportunities in Ventura County try: 1.  HYPERLINK "http://www.VolunteerVenturaCounty.org" http://www.VolunteerVenturaCounty.org 2. Enter your zip code, area of interest and/or keyword 3. Click search to view volunteer opportunities in your community that meets your interest and time availability 4. You may also perform an expanded search for volunteer opportunities only available on weekdays or weekends or by your age group. Moreover, our office of Service Learning has a list of agencies in need of volunteers. Students who engage in service projects can earn +.2 pts for each hour of service (10 hours max) up to a total of 2 pts TOWARDS YOUR FINAL GRADE IN THE CLASS potentially the difference between +/-. However, credit for the service work must also follow these requirements: (a) On 5/7/09, you will turn in evidence of having engaged in service learning. That evidence need only be: what you did, when you did it, total number of hours worked and a contact person with telephone number (if you have it). (b) A 1-3 page typewritten paper in which you answer the following questions: A. Why did you choose this(these) community service opportunity(ies)? After completing your work, what do you believe you gained or learned from this(these) experience(s)? In what ways (if any) did the activities you engaged in help enhance your understanding of business management. If none why none? Do you believe that universities should require community service? Explain? As a society, are we better off having organizations encourage community service from its workers? Are their any negative consequences of these requirements? Disabilities Statement: Students who have disabilities or special needs and require accommodations in order to have equal access to classrooms MUST register with the designated staff member in Student Affairs in order for 91Ƶ to better accommodate special needs. Students are required to provide documentation of a disability when accommodations are requested COURSE OUTLINE AND ASSIGNMENTS DATEDATETOPICASSISGMENT1/20Overview of classChapter 11/22Individual-level factors: Crosscultural issuesChapter 151/27Exercise 1: 1/29Attitudes & ValuesChapter 2 Readings (under e-reserves): #1-Values 2/3Groups formed 2/5Evolutionary & Positive Psychology 2/10Personality Chapter 3; Exercise 2 2/12Character & Emotions Chapter 7 Readings: #2-Character2/17Emotional & Social Intelligence Group Grade allocation due on 2/17 Readings: #3 & 4 -- Goleman & Leading by Feel2/19Exercise 3: 2/24PerceptionChapter 42/26Exercise 4: 3/3MotivationChapter 53/5Application of motivation theoryChapter 63/101ST GROUP CASE DUE3/121ST EXAM DUE3-17Groups Return Exams; 3-19Groups Chapter 83-24/26Spring Break3-31Chavez Holiday 4/2Group effectivenessChapter 94/7Diversity in groups Notes; Text for case 2 chosen 4/9Conflict Chapter 134/14Cooperation Exercise 5: TBA; In-Class Exercise 4/16CommunicationChapter 104/21Group Decision Making 4/23Power, & Organizational Politics Chapter 12 4/28Change Chapter 16; Readings#54/302nd Group Case Due Group Presentation5/5Group Presentation5/7Review, Wrap-UpGroup Analysis Due Group Presentation -- if needed 5-12FINAL EXAM: Due not later than 12:01pm 36ABCo   1 2 > ? 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