Organizational Behavior

Transcription

1 Organizational Behavior Monday and Wednesday, 2:00 3:20; Thompson 197 Alan Krause Office Hours McIntyre 111D Mon., Wed., & Fri & Monday 3:30-4:30 (253) & by appointment Course Description: Organizational Behavior studies two things: 1) the behavior of individuals in and around organizations, and 2) the behavior of organizations themselves. This course breaks the study of Organizational Behavior into four segments: individuals, leaders, groups, and organizations. In each segment, you will learn what scholars have discovered about organizational behavior and apply those ideas in practical situations. This class borrows heavily from Psychology, investigating concepts of identity, motivation, and learning. The class also borrows heavily from Sociology, investigating concepts of culture, power, and legitimacy. Course Goals: Understand how individuals, teams, and organizations operate in complex settings. Critically evaluate and assess the findings of scholars of organizational behavior. Write clearly and succinctly. Course Expectations: 1. Class time will combine lecture, discussion, and activities that harness course readings. Prior to each class, I expect you will complete reading and writing assignments. 2. I expect honesty and academic integrity from you in all aspects of class. Please review The University of Puget Sound's standards for Academic Integrity and the Student Integrity Code in the Logger student handbook ( ). 3. I am committed to creating an inclusive learning environment. Please notify me if aspects of this course create disability-related barriers to your participation. 4. Cell phones and PDA's must be turned off during class. Laptops and tablets may only be used for note taking. No web browsing, , or other social media in class. 1

2 A Note on Classroom Emergency Response Guidance: Please review university emergency preparedness and response procedures posted at There is a link on the university home page. Familiarize yourself with hall exit doors and the designated gathering area for your class building. If building evacuation becomes necessary (e.g. earthquake), meet your instructor at the designated gathering area (on the south side of Thompson, in the parking lot) so he can account for your presence. Then wait for further instructions. Do not return to the building or classroom until advised by a university emergency response representative. If confronted by an act of violence, be prepared to make quick decisions to protect your safety. Flee the area by running away from the source of danger if you can safely do so. If this is not possible, shelter in place by securing classroom or lab doors and windows, closing blinds, and turning off room lights. Stay low, away from doors and windows, and as close to the interior hallway walls as possible. Wait for further instructions. Texts & Materials We will read numerous articles, cases, and textbook chapters. Unless otherwise noted, download all readings from the Puget Sound Library website as follows: 1) Click on Databases A-Z ; 2) Find Business Source Complete ; 3) Input the author s name and the article s title; 4) Click Search; 5) Find the correct article; 6) Click PDF Full Text 7) Print article. We will also read one book: Coaching, Evoking Excellence in Others, Flaherty, James, Elsevier 2010, Burlington, MA. You can purchase this book in many places, including the University bookstore or Amazon.com (about $30). You will need this book by 9/24. Assignments Evaluation and Grading You will earn points through papers (80%), leading class (10%), and class participation (10%). The table below lists each assignment and the points for each assignment. The text following the table describes each assignment. You will receive instruction for each assignment in class. 1. Paper 1: The Individual 2. Paper 2: Mentoring 3. Paper 3: Groups 4. Paper 4: Organizational Recommendation Presentation of Organizational Recommendation 5. Individual Discussion Leader 6. Group Discussion Leader 7. Course participation Total ,000 Worried about grades? Need help? , call, or stop by my office. 2

3 1. Individual Paper (September 7) Prepare a 4 page paper (single-spaced/2,000 words). Assess the value of the concepts about the individual that we have studied that you found most interesting, analyze these concepts in depth, describe how they increase your self-understanding, and outline what they enable you to envision for your future career. 2. Mentoring Paper (October 10) (You will mentor a client prior to writing this paper.) Prepare a 4 page paper (single-spaced/2,000 words). Describe the mentoring concepts that you used with your client and assess their value in relation to the outcomes of your mentoring. If you were to mentor a new client, would you use the same approach? 3. Groups Paper (October 29) Prepare a 2 page paper (single-spaced/1,000 words). Identify the concepts of group management that you used with your teams group the past two weeks while preparing your group to lead class. Assess the practical value of those concepts in your group. Conclude by describing how you will approach group projects going forward. 4. Organizational Recommendation (December 3)(prepare in groups of 3-4 students) a. Paper - Prepare a 5-10 page group paper (single-spaced/2,500 to 5,000 words) that recommends a specific organizational change at the University of Puget Sound: 1) identify a specific area for change; 2) contrast Puget Sound as it is today with the new organization that you propose; 3) describe how the University will effect the change you propose. b. Presentation Prepare a minute group presentation that describes your recommendation. You will present your recommendation to University administrators that work in the area in which you recommend change. A 10 minute question and answer session will follow each presentation. 5. Individual Discussion Leader Each of you will lead one class discussion. Sign up for your leadership date on the first day of class. Read the material for the class you will lead, prepare your ideas for class, and meet with me at least 5 days prior to the class you will lead. After we meet, you will send an to your classmates describing what they should prepare for class. 6. Group Discussion Leader Each of you will lead a second class as a member of a group. Sign up for your group leadership date on the first day of class. Read the material, meet with your group to prepare ideas for class, and meet with me at least 5 days prior to the class that your group will lead. After we meet, you will send an to your classmates describing what they should prepare for class. 3

4 7. Participation I ve designed this course to stimulate your individual thinking and critical analysis. Your participation score will reflect three things: 1) your attendance (whether you are present and alert); 2) your preparation (whether you have read the material); and 3) your insight (whether you bring good comments or questions to class discussion). Students with a valid reason for missing class will receive credit for attendance. All students who miss class may earn credit for preparation and insight by writing a 500 word discussion of the day s readings. Grade penalties: All assignments are due at the beginning of class. Assignments handed-in after the beginning of class will be penalized 10%. An additional 10% penalty will be assessed every 24-hours. Students who fail to attend presentations will earn a zero on the presentation. I will award grades based on points earned. Use the following schedule to translate point totals into letter grades. Grade Percentage Points A A B B B C C C D D D F Under 60 under 600 Want to Earn a Good Grade? Concerned about your grade? Want help writing papers? Just ask. I am available to help you. In addition, the writing center will help you create, improve, and polish a paper. Visit the Puget Sound Center for Writing, Learning and Teaching in Howarth Hall, 105 or Also, the Harvard University writing center webpage has loads of helpful information: Want help with something else? Just ask. 4

5 # Wk Date Topic Reading Writing & Discussion Questions 1 1M 8/27 Introduction Managing Oneself, Drucker (1999) What should you do to manage yourself? Assess Drucker s advice. What do you find valuable? Apply Drucker s advice to yourself, does it hold true? Apply this advice to your future? What do you see? 2 1W 8/29 Individual - Identity 3 2M 9/3 Individual - Personality 4 2W 9/5 Individual - Emotional Intelligence & Motivation 5 3M 9/10 Individual - Learning & Change 6 3W 9/12 Individual Job Visioning 7 4M 9/17 Individual Paper Composing the Reflected Best-Self Portrait, Roberts et al. (2005) Organizational Behavior, Hitt et al., Chapter 5 (Packet) Temperament and Personality Assessments, Nina Abrams (2011) Info on Gregorc s Style Delineator What Makes a Leader, Goleman (1998) Organizational Behavior, Hitt et al., Chapter 6 (Packet) Organizational Behavior, Hitt et al., Chapter 4 (Packet) Teaching Smart People How to Learn, Argyris, (1991) The Paradox of Excellence, DeLong & DeLong (2011) What Should I do with my Life?, Bronson (2003) What Should I do with my Life Now?, Bronson (2009) What Brain Science Tells Us About How to Excel, Hallowell (2010) No reading Write Paper Understanding of Individuals What is individual identity? Why is it important? What is your individual identity as a student? As someone building a career? What benefit comes from identifying and measuring characteristics of personality? What did you learn about your own personality? What do you consider to be the strengths of your personality? What do you consider to be the weaknesses of your personality? What is emotional intelligence? Give a specific example of when you demonstrated your emotional intelligence (or lack thereof). What would have happened if you had not (or had) demonstrated emotional intelligence? How do individuals learn? What prevents individuals from learning? Give an example of when these obstacles prevented you from learning. How can you overcome these obstacles to learning? What advice do Bronson and Hallowell give on how to plan your career? Assess Bronson and Hallowell s advice. What parts do you find valuable? What parts do you question? Why? Apply Bronson and Hallowell s advice on your career. What career plans would you make if you followed it? Writing: prepare a 4 page paper (single-spaced). Assess the value of the concepts about individuals that we have studied, describe how they increase your selfunderstanding, and outline what they allow you to envision for your future career. 5

6 8 4W 9/19 Mentoring Mentoring in Business 9 5M 9/24 Mentoring Coaching in the Workplace 10 5W 9/26 Mentoring Coaching M 10/1 Mentoring - Coaching W 10/3 Mentoring Coaching M 10/8 Mentoring The Wonderful and The Terrible 14 7W 10/10 Mentoring Paper What Coaches Can Do for You, Coutu & Kauffman (2009) Why Mentoring Matters in a Hypercompetitive World, DeLong & DeLong (2008) Becoming the Boss, Hill (2007) Developing Sustainable Leaders Through Coaching and Compassion, Boyatzis et al. (2006) Managing Away Bad Habits, Waldrop & Butler (2000) Identify coaching client Coaching: Evoking Excellence in Others, Flaherty (2010) Chapters 1-5 (pages 1-59) Meet with coaching client Coaching: Evoking Excellence in Others, Flaherty (2010) Chapters 6-9 (pages ) Meet with coaching client Coaching: Evoking Excellence in Others, Flaherty (2010) Chapters (pages ) Meet with coaching client Moments of Greatness, Quinn (2005) Confessions of a Trusted Counselor, Nadler (2005) Meet with coaching client No Reading Discuss Coaching Papers What role does coaching play in the workplace? Who should you look to for coaching in your career? Who should you expect to coach in your career? What challenges do managers face? What are the benefits of coaching others in a business setting? How should managers go about coaching in a business setting? How do coaches approach clients? What should coaches be aware of when beginning to work with new clients? What should coaches do to work effectively with clients? How do coaches know whether their early engagement with a client is effective? How do coaches assess clients? How do coaches create profound engagement and enrollment with clients? How do coaches help clients reach their goals? What can derail a coaching program? Answer both from the coach s point of view and the client s point of view. What challenges prevent the change clients seek? What can coaches do to help clients address these challenges? What qualities do coaches need to develop in themselves? What attitude should coaches bring into coaching? What rewards can coaching bring to the coach? What challenges can coaching raise for the coach? Writing: Prepare a 4 page paper (single-spaced). Describe the coaching concepts that you used with your client and assess their value in relation to the outcomes of your coaching. If you were to begin coaching a new client today, would you use the same approach? 8M 10/15 MIDTERM No Class Midterm Grades Calculated 6

7 BREAK 15 8W 10/17 Group Work & Group Dynamics 16 9M 10/22 Group Identity & Motivation Developmental Sequence in Small Groups, Tuckman (1965) Laying the Foundation for Successful Team Performance Trajectories, Mathieu & Rapp (2009) Motivating Individuals and Groups at Work: A Social Identity Perspective on Leadership and Group Performance, Ellemers et al. (2004) 8 Ways to Build Collaborative Teams, Gratton & Erickson (2007) What should you expect when working in a group? How can you prepare a group to be successful? Reflect on your experience working in a team or group. Which of your experiences support the claims in these articles? Which experiences contradict the claims in these articles? How can you apply the concepts in these articles in your next group/team project? What is social identity? How does it compare to individual identity? How does it influence group motivation and group performance? How can you use these concepts in your own group? 17 9W 10/24 Group Emotional Intelligence Make your Good Team Great, Ross (2008) Building the Emotional Intelligence of Groups, Druskat & Wolff (2001) What is team emotional intelligence? How is it similar to or different from an individual s emotional intelligence? What factors impede team emotional intelligence? What circumstances prevent teams from developing emotional intelligence? 18 10M 10/29 Groups Paper No Reading Discuss Groups Papers Write a 2 page paper (single-spaced). Identify the concepts of team management that you used with your teams during the past two weeks. Assess the practical value of those concepts in your team. Conclude by describing how you will approach teams going forward W 10/31 Organizational Structure & Design 20 11M 11/5 Organizational Politics & Diversity Changing the Role of Top Management, Ghoshal & Bartlett (1995) The Progress Principle Optimizing Inner Work Life to Create Value, Amabile & Kramer (2012) Informal Networks: The Company Behind the Chart, Krackhardt & Hanson (1993) Making Differences Matter: A New Paradigm for Managing Diversity, Thomas & Ely (1996) What is organizational structure? How does it influence organizational performance? How can managers change organizational structure? What drives organizational politics? Define organizational diversity? How can organizational politics & diversity improve performance? How can they detract from performance? 21 11W 11/7 Organizational What is an Organization s Culture, Christensen & Shu Define organizational culture. Where does organizational 7

8 Culture & Motivation 22 12M 11/12 Power & Legitimacy 23 12W 11/14 Organizational Learning 24 13M 11/19 Organizational Change (2006) What it Means to Work Here, Erickson & Gratton (2007) Management as Symbolic Action: The Creation and Maintenance of Organizational Paradigms, Pfeffer (1981) Is Yours a Learning Organization, Garvin et al Deep Smarts, Leonard & Swap (2004) Leading Change, Kotter W 11/21 Travel Day No Class No Class culture come from? How does organizational culture change an organization? Why does Pfeffer argue that management is symbolic? What is legitimacy? How does legitimacy change a manager s role? What is organizational learning? How is it similar to and different from individual learning? What prevents organizations from learning? What facilitates organizational learning? What is organizational change? Why is organizational change difficult? Why is it important? What facilitates organizational change? How is organizational change similar or different from individual change? 25 14M 11/26 Organizational Sensemaking The Collapse of Sensemaking in Organizations: The Mann Gulch Disaster, Weick (1993) What is sensemaking? How does it influence organizational behavior? Why did sensemaking collapse in Mann Gulch? What lessons can managers learn from this story? 26 14W 11/28 Paper Session No Reading: Discuss Organizational Recommendations Bring Draft of Organizational Recommendation to Class 27 15M 12/3 Presentation Skills How to Pitch a Brilliant Idea, Elsbach (2003) Executive Summary of Organizational Recommendation Due What makes a successful presentation? What three types of presenter are most successful? How can you apply these ideas in your presentation? 28 15W 12/5 Organizational Recommendation 12/12 4PM- 6PM Final Exam Period Present Organizational Recommendations to University of Puget Sound Administrators Present Organizational Recommendations to University of Puget Sound Administrators Write a 5-10 page group paper (single-spaced) that recommends a specific organizational change to the University of Puget Sound. Identify a specific area for change. Contrast Puget Sound as it is today with the new organization that you propose. Describe how the University will effect the change you propose. Use course concepts throughout your paper. 8