Management and Organizational Behavior MAN 6156 MSA Program or by Permission. Office Eglin Education Center, Bldg. 251, Rm 127

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1 Course: Class Credits: Professor: Management and Organizational Behavior MAN 6156 MSA Program or by Permission Fully online with Desire2Learn software 3 semester hours Dr. Marian C. Schultz mschultz@uwf.edu Office Eglin Education Center, Bldg. 251, Rm 127 Hours: By appointment Work phone: Home Phone: Fax Textbook: Organizational Behavior Nelson & Quick (2006) Thomson/Southwestern Publishers (ISBN: ). Course: Appreciation and understanding of the field of organizational behavior and its application in managing human and other resources. Emphasizes understanding individual behavior (motivation, self-awareness, leadership, etc.) and group dynamics (decision-making, group development and work) Conflict, climate, learning styles, power, stress, process/content, human rights and quality are also discussed. This course may not be taken for credit by students having credit for INP Permission is required. The course is intended to assist students in understanding the field of organizational behavior and its applications in managing corporate resources. It emphasizes both individual behavior and group dynamics through experiential and other appropriate designs. This course is designed to teach perspectives and practicing managers the major behavioral theories and concepts at work in an organizational setting. A primary course objective is to teach students the complex behavioral dynamics of individuals and groups in organizations.

2 Student Learning Outcomes: 1. Analyze the origins of organizational behavior, including processes and their consequences. Teaching Format: 2. Distinguish the various theories of leadership, comparing and contrasting them, showing similarities, and differences. 3. Apply the major theoretical approaches to motivation in designing reward systems that tie reward to performance in varied organizational settings. 4. Examine group dynamics and power and influence in organizations, and explain how they are all interrelated. 5. Formulate how the process of perception influences the management processes and contributes to individual differences. 6. Classify the various means of managing conflict, power, and political action in an organization. 7. Explain and analyze the issues relating to management ethics and social responsibility. Describe and assess the processes of individual and group decision making, illustrating when each should be used in the context of Organization Learning. 8. Diagnose the effectiveness of a work team and prescribe ways for increasing group effectiveness within the context of Organization Learning. 9. Propose and evaluate a plan for implementing and evaluating changes within an organization. 11.Formulate and assess the key issues in organizational behavior from a strategic, international, and Organization Learning perspectives. The course will consist primarily of experiential course work, discussions on the forum, virtual team work, chat rooms, and mini discussions online. Students will be organized into teams so as to simulate real life work situations. The experiential work focuses on both individuals and group learning concepts. As graduate students, it is expected that you share in the learning process. The students are responsible for reading all assigned materials. Overall, students are encouraged to analyze situations relying on more than one perspective, thereby enhancing their potential for managing the issue at hand. Emphasis will be placed on interpreting and intermingling concepts and theories presented so as to develop stronger diagnostic skills. Students will learn how to incorporate concepts of conflict resolution, power, leadership, communication, motivation, stress and change into the management of human resources. Students will gain additional insight into responding to various learning styles and cultural differences.

3 Special Needs Assistance: Students with special needs must inform the instructor within the first week of the course term of any personal circumstances that may require special consideration in meeting course requirements or adhering to course policies. Students with special needs who require specific examination-related or other course-related accommodations should contact Barbara Fitzpatrick, Director of Student Disability Resource Center, (850) Student Disability Resource Center will provide the student with a letter for the instructor that will specify any recommended accommodations. Make-up Policy: All exams and assignments are expected to be completed by the predetermined date set by the professor. If there is a personal emergency, the student must contact the professor as soon as possible to coordinate a make-up for any exam or assignment. Make-up exams will cover the same material as the regularly scheduled exam, but will be taken during final exam week or at the discretion of the professor. The specific format will be at the discretion of the professor. Academic Conduct Policy: As members of the University of West Florida, we commit ourselves to honesty. As we strive for excellence in performance, integrity both personal and institutional is our most precious asset. Honesty in our academic work is vital, and we will not knowingly act in ways to erode that integrity. Accordingly, we pledge not to cheat, nor to tolerate cheating, nor to plagiarize the work of others. We pledge to share community resources in ways that are responsible and that comply with established policies of fairness. Cooperation and competition are means to high achievement and are encouraged. Indeed, cooperation is expected unless our directive is to individual performance. We will compete constructively and professionally for the purpose of stimulating high performance standards. Finally, we accept adherence to this set of expectations for academic conduct as a condition of membership in the UWF academic community. Plagiarism: UWF is committed to maintaining and upholding intellectual integrity. The faculty, departments, divisions, or campuses of the University may impose sanctions on students who commit the following academic integrity violations: cheating, plagiarism, and other related acts. Sanctions may include a failing grade on the assignment, a failing grade for the course, suspension, or dismissal from the University. Plagiarism, which is the uncredited use of another's words or ideas, includes the act of submitting a paper that you didn't write. To avoid plagiarism, follow these guidelines:

4 If you use someone else's words, be sure to put quotation marks around them so as to assign full credit to the source. If you paraphrase someone else's words or use their ideas in your own words, again, be sure to provide full credit to the source. Graded Assignments Graded Items Midterm Exam 30% Final Exam 30% Focused Team Research Paper 10% 15 pages, DS, 12 font, 15 references minimum Assignment Portfolio 10% Team work on experiential activities Personal Assessment (3-4 pages) 10% Opinion paper: Analysis of your self assessments Participation and Contribution 10% Participation on the discussion board questions Total 100% Class participation includes interaction in the virtual classroom and timely completion of course materials. Class participation at the graduate level is an important component of the educational experience. Students are expected to participate in classroom discussion by logging on to the virtual classroom. Superior participation grades will be given to active students, those that exchange ideas in a thoughtful manner that reflect preparation as well as personal opinion, while exercising the courtesies due others Research paper with APA format (behavioral topic to be assigned by professor) A A B B B C C C D D D- Below F

5 Research: APA format Typed (15pages of text); 12 font, double-spaced Professional appearance for final copy Complete References & Citations Items to be integrated into the text: purpose, statement of problem review of literature, minimum of 15 sources discussion of findings, summary of research Chapters Chapter (typed in orange) Individual Assignments ( you assignments are often self assessments; (typed in green) The you assignments do not need to be submitted. They will be used as the foundation to compile the personal assessment due from each student at the end of the term. Experiential activity relies on team effort. the team experiential work should be submitted to the dropbox full credit received unless otherwise informed) Questions posted to the Discussion Board will be posted new each week. Each week starts on Monday and ends on Sunday evening. Exams Scheduled online; the exam will be open for a few optional days. Do not wait until the last minute since you may experience problems and will create more stress for yourself than necessary Schedule of Modules: For easy reference the modules are color coded. Be sure to clearly label all assignments by Team name and logo. If you have any questions, don t hesitate to ask. Each week I will post a discussion question or article to the discussion board. Each new week of work will start on Monday morning and continue until the following Sunday evening. Since the idea behind the discussion board is to exchange ideas, do not wait until Sunday night when no one can appreciate your comments. Module 1 Course Introduction (1/7) Create a logo and team name; post it to the discussion board Post Brief Introduction on the discussion board along with your Keirsey Bates ( Form your teams and inform the professor so private discussion boards can be set up

6 Module 2 Chapter 1 Behavior and Opportunity (1/14) Identify today s challenges Describe today s workforce roles Define the diagnostic approach Define Organizational Behavior You. 1.1 p. 16 (Individual) Chapter 2 - Challenges for Managers Diagnose dimensions of cultural differences Ethical dilemmas Discuss the impact of gender, race, age, and physical disabilities in the workplace Identify how some dimensions of personality influence behavior within organizations Experiential Exercise 2-1: International Orientation p. 68 Experiential Exercise 2.2: Ethical dilemmas p. 70 Module 3 (1/21) Chapter 3 Personality, Perception and Attribution Value diversity Theories of personality Personality characteristics and their influences on behavior Social perception Attribution process You 3.1: p. 86 You 3.2 p. 88 Experiential Exercise 3.1 MBTI Types, p. 108 Chapter 4 Attitudes, Values and Ethics ABC Model of attitude Locus of control Persuasion Instrumental and terminal values Massey s value system You 4.1 p. 121 You 4.2 p. 131 Experiential Exercise 4.1 Chinese, Italian and American Values p. 142 Module 4 (1/28) Chapter 5 Motivation at Work Needs Achievement, power and affiliation Motivation Two factor theory Cultural differences in motivation

7 Module 5(2/4) Chapter 6 Learning and Performance Management Learning, Reinforcement, punishment, extinction Classical and operant conditioning Positive and negative consequences of behavior Individual and team oriented reward systems Describe strategies for managing teams effectively You 6.1 p. 188 (The Tinker Toy Exercise) For this module each individual may choose to use a family team, neighbor team, social team, friend/coworker team, or any other team you can encourage into helping out. After conducting the activity, consider several different questions. Read the questions posted under handouts. This is a unique exercise. I would like to have each individual conduct this exercise. Please discuss with your team members which materials you will agree to use. Each person should conduct the exercise with identical rules, number of participants, and restrictions. After the individual completes the exercise, the team will compare the results. For example, team 1 will decide that they would like to use oreo cookies for stacking items. Each member will go out and gather a group of 5 individuals and conduct the exercise in an identical fashion as their other team members and then submit the results for team discussion. What are you trying to discover? Compare the idea of how the leadership in your subject teams emerged, how the communication developed, what worked and what did not, what was the final height and which individual team won. Therefore I should receive one final analysis from each team which will summarize the individual results and present an overview. (3-4 pages) You 7.1 p. 215 You 7.2 p. 229 Module 6 Chapter 8 Communication (2/11) Distinguish between defensive and nondefensive communication Reflective listening skills Describe ICT Module 7 Chapter 9 Work Teams and Groups (2/18) Team and group membership Group dynamics and formation Task and maintenance functions Empowerment You 9.1 p. 292 You 9.2 p. 301 Module 8 *MIDTERM EXAMINATION SCHEDULED as MODULE 8* (2/25)

8 Module 9 Chapter 10 Decision Making by Individuals and Groups (3/3) Bounded Rationality Groupthink Group decision making Experiential Team work (NOT in the book): The Nasa Exercise After completing the individual ranking for this exercise, work virtually in the chat room or private discussion board to formulate a group/team ranking and then submit a request for the expert s rankings. Finally, use the expert ranking, individual ranking and team ranking to develop some insight into the effectiveness of the team. Who persuaded the team to make the most changes? Which individuals moved their choices closest to which other individual s choices? Experiential Exercise 10.1 p. 347 You p. 325 You 10.2 p. 320 Module 10 Chapter 11 Power and Political Behavior (3/10) Interpersonal and intergroup sources of power Power analysis; theory of power Ethical uses of power You 11.2 p. 373 Module 11 Spring Break: Although you will much work to complete, try to find some time (3/17) throughout this week to relax. There will be no discussion board questions Module 12 Chapter 12 Leadership and Followership (3/24) Leadership and followership Contingency theory of leadership Situational leadership model Transformational, transactional and charismatic leaders Experiential 12.1 p. 413 You 12.1 p. 392 You 12.2 p. 408 Module 13 Chapter 13 Conflict and Negotiation (3/31) Functional and dysfunctional conflict Techniques for managing conflict Styles of conflict management You 13.2 p. 444 Module 14 Chapter 14 Jobs and the Design of Work (4/7) Discuss traditional approaches to job design Compare Japanese, German and Scandinavian approach to work Identify five contemporary issues in the design of work

9 Individually complete experiential 14.1 on p. 486 You 14.1 p. 470 Chapter 15 Organizational Design and Structure Define differentiation and integration as organizational design processes Identify six basic design dimensions of an organization Describe contextual variables for an organization Identify four forces that reshape organizations Experiential Exercise. This will be a tough requirement, but here is how it will go. On page 524 the exercise build a castle is our primary goal which is adjusted for the virtual classroom. This week each team will discuss on their private discussion board and create a basic castle design. You may use powerpoint or any other program that can be opened by your classmates to create this drawing. Each team can coordinate their efforts as you choose to create a single marketable castle drawing. Each team will author one single paragraph intended to sell their castle to potential consumers. Each team will also list their goal statement. The castle (as well as the paragraph sales pitch) Each team will receive an individual memo (not to be shared outside of your team) before beginning the exercise. At the end of the exercise, each team will post the drawing, sales pitch, goal statement. I will post the individual memos that were delivered to each team. The following week we will discuss how the memos impacted the various products. Module 15 Chapter 18 Managing Change (4/14) Incremental change Strategic change and change agents Resistance to change Lewin s change model You 18.1 p. 609 Experiential Exercise 18.1 p. 628 Module 16 (4/21) Final Exam to be available during this week Professor (photo) Dr. Marian Schultz holds an Associate degree and a Bachelor s degree from the University of Detroit-Mercy, a Master s degree from Pepperdine University, and a Doctorate from the University of Southern California. She has taught various business courses for The University of Hawaii, Chaminade University and Hawaii Pacific University while living in Hawaii. While in San Antonio she taught in the Marketing and Management Department for The University of Texas at San Antonio, and later at St. Mary s University School of Business and Administration. In addition to her teaching, she is also actively involved in consulting work to include Pace Foods of San Antonio (known for their taco & picante sauce), The Winning Edge, 149 th Tactical Fighter Group of the Texas Air National Guard, First City Bank, Eglin AFB, Eglin

10 Supervisory Group, and Health America. Dr. Schultz currently holds professional memberships in the Academy of Management, American Educational Research Association, and the American Society for Training and Development, The Council on Employee Responsibilities and Rights, The Association of Management, The Economic and Business Historical Society, The Association of Business Communication, The Association of Business Research, and The Atlantic Economic Society. She has presented her research regionally, nationally and internationally. Her publications and research include such topics as Stress, Comparable Worth, Crisis Management, Diversity Issues, Leadership, Gender Diversity, Human Factors, Humorology, Online Education, and Power. She joined the Management faculty of The University of West Florida as an Associate Professor in the fall of 1989 and received tenure in 1993.