The University of Texas at Dallas Global Leadership Executive MBA Program. OB 6301: Organizational Behavior Spring 2007: January 8 March 25, 2007

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1 The University of Texas at Dallas Global Leadership Executive MBA Program OB 6301: Organizational Behavior Spring 2007: January 8 March 25, 2007 Professor Contact Information Anne M. Ferrante Phone: (972) Fax: (972) Use Blackboard James K. Harvey Phone: (972) Use Blackboard Course Description This course addresses the human behavior and organizational concepts that affect personal and organizational leadership. Student Learning Objectives/Outcomes To learn about individual processes and behavior such as personality, ethics, motivation, learning, performance management, communication, and group dynamics To learn managerial and leadership issues of decision making and power, and the organizational issues of teamwork, culture, and change management. To develop critical thinking and analysis skills to critique business situations from an organizational behavior point of view. Articles: Cases: Listed by Week Due Listed by Week Due Schedule of Assignments Week 1: Organizations in Society Dates: January 8 January 14 Lecture: Values Based Management Retreat Session: Corporate Social Responsibility and Ethics in Organizations Team Assignment: Case vignette presentations Course Syllabus Page 1

2 Week 2: Values, Personality and Motivation Dates: January 15 January 21 Lectures: Organization in Society Values and Personality Motivation Hallowell, E., The Human Moment at Work, Harvard Business Review, January, Herzberg, F., One More Time: How Do You Motivate Employees?, Harvard Business Review, January, Livingston, S., Pygmalion in Management, Harvard Business Review, January, January, Motivation: The Not So Secret Ingredient of High Performance. Harvard Business School, Discussion Individual Responses to two of the following questions Forum posted to Discussion Forum by January 21 Hertzberg states there are three general philosophies of people management. What philosophy and why is the most prevalent in today s organizations? How does Livingston s Manager as Pygmalion concept support or detract from Hertzberg s theory of motivation Hallowell states that technology is here to stay yet he warns of the disappearing human moment at work. How critical are human moments to a high performance workplace? Plan Ahead: Team case analysis and webconference presentation Week 3: Management and Leadership Dates: January 22 January 28 Buckingham, M., What Great Managers Do, Harvard Business Review, March 2005 Course Syllabus Page 2

3 Goffee, R. and Jones, G., Why Should Anyone Be Led by You?, Harvard Business Review, Sept.-Oct., Goleman, D., What Makes a Leader, Harvard Business Review, January, 2004 Zaleznik, A, Managers and Leaders: Are They Different? Harvard Business Review, March April, 1992 Assignment: Case: Due Date: Team Case Question Write Up and Webconference Presentation Instructions posted under Course Materials Rob Parson at Morgan Stanley (A) Write up and presentation posted to the Digital Drop Box no later than 9:00 pm, Friday, January 26, 2007 Webconference: Saturday, January 27, 2007 Teams 1 4 9:00 am Teams :00 am Peer Evaluation: Submitted Saturday, January 27th Week 4: Workforce Demographics Dates: January 29 February 4 Conger, J., How Gen X Managers Manage, Strategy and Business, First Quarter, Issue 10, 1998 Dychtwald, K., Erickson, T., Morrison B., It s Time to Retire Retirement, January, Stauffer, D., Motivation across Generations, Harvard Management Update, March, 2003 Raelin, J., Finding Meaning in the Organization, MIT Sloan Management Review, Spring, 2006 Employer Attitudes Towards Older Workers, Center for Retirement Research, Boston College, July, Discussion Forum: Individual Responses to the following questions Course Syllabus Page 3

4 posted to Discussion Forum by February 4 How does generational differences and workforce diversity create opportunities and challenges within organizations? What actions should companies take to address the challenge of changing demographics? What criteria would a manager use to determine if he/she needed to adjust his/her style in order to deal with direct reports who were from different generations? Plan Ahead: Team case analysis and webconference presentation Week 5: Teamwork and Collaboration Dates: February 5 February 11 Katzenbach, J. and Smith, D., The Discipline of Teams Harvard Business Review, July, 2005 Polzer, J., Leading Teams, Harvard Business Review, February, 2003 Majchrzak, A, Malhotra, A, Stamps, J. and Lipnack, J., Can Absence Make the Team Grow Stronger, Harvard Business Review, May, Manville, B., Agres, C., What Makes a Virtual Organization Work?, Harvard Business Review, October, Assignment: Case: Due Date: Team Case Question Write Up and Webconference Presentation The Leo Burnett Company Assignment instructions posted under Course Materials Write up and presentation posted to the Digital Drop Box no later than 9:00 pm, Friday, February 9, 2007 Webconference: Saturday, February 10 th, 2007 Teams 5-8 9:00 am Teams :00 am Peer Evaluation: Submitted February 10 th, 2007 Course Syllabus Page 4

5 Weeks 6 and 7: Power and Influence Dates: February 12 February 25 Cone, J., How to Change a Mind: Yours and Others, Interaction Associates White Paper, March, 2005 Conger, J., The Necessary Art of Persuasion, Harvard Business Review, May-June, 1998 Hill, Linda, Power and Dynamics in Organizations, Harvard Business Review, March, McClelland, D and Bernham, D, Power is the Great Motivator, Harvard Business Review, January, Assignment: Case: Individual Case Analysis Write Up Instructions posted under Course Materials Cory Robinson at Sprint Due Date: Posted to the Digital Drop Box by February 25 Weeks 8-10: Organizational Culture and Change Management Dates: February 26 March 25 Beer, M and Nohria, N., Cracking the Code of Change, Harvard Business Review, May June, 2000 Beer, M, Eisenstat, R., and Spector, B., Why Change Programs Do Not Produce Change, Harvard Business Review, Nov. Dec Charan, R., Conquering a Culture of Indecision, Harvard Business Review, January, 2006 Greiner, L., Evolution and Revolution as Organizations Grow, Harvard Business Review, May, Neilsen, G, Paternack, B and Van Nuys, K., Passive Aggressive Organization, Harvard Business Review, October, RO510E Course Syllabus Page 5

6 Roberto, M. and Levesque, L., The Art of Making Change Initiatives Stick, MIT Sloan Management Review, Summer, Assignment: Case: Team Case Analysis and Write Up Assignment instructions posted under Course Materials Artic Timber (A) and (B) Due Date: Posted to the Digital Drop Box no later than March 25 Peer Evaluation: Due March 25 Course Evaluation: Due March 25 Grading Policy and Evaluation Preparation and Participation at Retreat Session 10 % Discussion Forums Two at 10% each 20 % Individual Case Analysis 20 % Team Webconference Written Responses and Presentation 30 % Two at 15% each Final Team Case Analysis 20 % Written Assignments Evaluation of written assignments and project papers will be based on thoughtful, analytical, well-constructed responses demonstrating knowledge of the topic by citing examples of the key concepts present in the readings or cases. A ---Excellent: Understanding of all key issues; no important analytical errors or omissions; concise, very well written and organized, makes appropriate use of charts and tables. B---Good: Understanding of most issues; only a few important issues not discussed; few analytical errors; well-written and well-organized, makes appropriate use of charts and tables. C---Adequate: Understanding of many issues, but not all important aspects covered; various analytical errors; excessive case recitation unsupported by analysis; poorly written or organized, makes inappropriate use of charts and tables. Course Syllabus Page 6

7 Webconference Team Discussions and Presentations Evaluation of webconference presentations and discussions will be based on demonstration of knowledge of the organizational behavior theories, concepts and issues. Responses should be based on and reference the text, readings or other sources of independent research. During the discussion each team is expected to add value by questioning, exploring or challenging at least one other team s presentation. A Excellent analysis and presentation --- Clear and concise answer to the question and provides one or more key concepts or evidence from the text, readings or other outside sources to support presentation. Immediately and effectively responds to questions, provides specific answers and defends points if challenged by other team members. Presentation slides are clear, concise and well organized. During webconference, team members ask questions or provide evidence that adds value to the other team s presentation or topic. B Good analysis and presentation: Clearly answers the question and provides at least one key concept or supporting evidence from the text or readings to support presentation. Responds to questions with an answer that clarifies or defends points made by others. Presentations slides address key information and are generally organized to support the presentation. Team members ask questions or provide evidence that adds some value to the other team s presentation or topic. C Adequate: Answers the question, but provides no key concepts or evidence from the text, readings or other outside sources to support presentation. Presentation slides do not wholly support the presentation. Team members respond to questions generally and provide adequate answers, which may or may not add clarity or defend points made by others. Members do not ask questions or provide evidence that adds value to the other team s presentation or topic. Discussion Forum Participation Students are expected to post responses that reflect content knowledge, analytical skills and add value to the discussion topic. Grades for discussions forum participation will be based on the quality of the response. A: Excellent contribution --- Insightful; key points and ideas set tone of other contributions. B: Good contributions --- Used key points and issues to add value to the overall discussion thread. C: Acceptable contribution --- Contribution was on topic; built on other s ideas. D: Unacceptable contribution --- Contribution did not add value. Course Syllabus Page 7

8 F: No posting Course & Instructor Policies Format for Written Assignments Written assignments should be Word documents (no html formats) that are: Double-spaced, 12 pt. Arial or Times New Roman font Citations properly formatted in MLA style Clearly identified by author or team o For an individual assignment, the student name needs to be on the first page of the document AND as part of the document name, i.e. Jonessocres.doc when it is submitted. o For a team assignment, the team number and names of team participants on the first page AND the team number as part of the document name i.e. Team2MNCs.doc when it is posted o There is no need for a separate cover pages Submission Assignments should be posted on Blackboard (Bb) within the course area by the due date. Assignments are submitted to the Digital Drop Box under Tools tab. Be sure to use the SEND command to submit to the Drop Box. Do not use ADD command to post. Late Assignments If you need to miss an assignment deadline, you must pre-notify the instructor and course manager before the deadline. You should provide the reason for missing the deadline and an alternative date for submitting the assignment. The instructor and course manager must approve the extension and the new deadline. If you do not pre-notify the instructor, the instructor may determine the appropriate grade deduction for the assignment. Retreats: Attendance at the retreat is a course requirement. Missing the retreat is grade affecting. Evaluations: Peer Evaluation Students need to complete a peer evaluation for each team assignment. The peer evaluation is an electronic document whose link is located on Blackboard (Bb) in the course area under the Information button. Students allocate 100 points among the team members to reflect the level of contribution made by each team member on a specific assignment. Course Syllabus Page 8

9 Course Evaluation The completion of a course evaluation is a course requirement. Students need to complete a course evaluation form which is an electronic document whose link is located on Blackboard (Bb) in the course area under the Information button. Students who do not submit a course evaluation by the due date will receive an incomplete grade for the course. Course Syllabus Page 9