Pre-assignment - MG 622, Organizational Behavior and Development - Summer 2015 Before our first class on June 22, 2015 please complete the following three assignments: 1. Read Chapter 1 & 2 from the text: Robbins, Stephen P. and Judge, Timothy A., (2013), Organizational Behavior, 15e, Prentice Hall 2. Review the case incident "Case Incident 2 Era of the Disposable Worker" (p. 35) and be prepared to hand in the questions on p.35-36 in class. 3. Review the case incident "Case Incident 1 The Flynn Effect" (p. 63) and be prepared to hand in the questions on p.63 in class.
MG 622 - ORGANIZATIONAL BEHAVIOR AND DEVELOPMENT SUMMER 2015 SYLLABUS COURSE DESCRIPTION: The study of the structure, individual and group behavior, and the development of organizations. (3 cr.) PREREQUISITE: MG 521 or equivalent INSTRUCTOR: Don Miller MA PE, Don.Miller@avila.edu, 913-940-7293 (cell) CLASS MEETING: Monday, 6:00 p.m. 10:00 p.m., COURSE OUTCOMES: 1. Students will examine several theories of the behavior of the individual within the institutional structure of the modern firm. How employees perceive the firm s reward/punishment rules structure will be considered for its affect on employee behavior. 2. The assimilative nature of acceptance into the firm s social structure will be discussed with respect to the reinforcing of employee behavior. Adaptation of employee values to the firm s goals and objectives will be treated. 3. Students will consider conflicts between the individual employee's system of values and beliefs and those of the firm, both formal and informal. 4. Models of individual and group decision-making will be examined within the framework of developing decision-making skills to further the organizations formal and informal goals. COURSE MEANS: The course consists of three major areas of emphasis, theory, practice and application. Development of organizational behavior theory will be text based, amplified through lecture, class discussions and exercises. Current practices in organizational behavior will be examined through case studies/exercises, outside presenters, video presentations and in class discussion. It is anticipated that students and instructor will share responsibility for bringing first hand experiences into the class discussion. TEXT: Robbins, Stephen P., (2013), Organizational Behavior. Fifteenth Edition. Prentice Hall AVILA UNIVERSITY SCHOOL OF BUSINESS OUTCOMES SUPPORTED BY BU 661: Demonstrate the ability to communicate professionally in an organizational setting via written, oral and technological means. Attendance Classes missed without prior arrangements with instructor will result in a 10% reduction in grade per class missed. Attendance at the first class is mandatory. 2
COURSE SCHEDULE - MG 622 - SUMMER 2015 June 22 - Session 1 Introductions - Class Syllabus, Instructor, Class Members Develop expectations on class participation In class exercise: The Keirsey Temperament Sorter, Team Selection, Learner/Teacher Assignments June 29 - Session 2 Chapter 1, What is Organizational Behavior Chapter 2, Diversity in Organizations Develop grading consensus, Class Participation July 6 - Session 3 Chapter 3, Attitudes and Job Satisfaction Chapter 5, Personality and Values, Age and Attitude Video Chapter 6, Perception and Individual Decision July 13 - Session 4 Chapter 7, Motivation Concepts Learner/Teacher - #1 Hierarchy of Needs, - McClelland's Theory of Needs (pp. 203-208), #2 Self- Determination Theory - Goal Setting Theory (pp. 208-215), #3,Self-Efficacy Theory & Reinforcement Theory (pp. 215-219), #4 Equity Theory & Expectancy Theory (pp. 219-226) Chapter 8, Motivation: From Concepts to Applications Learner/Teacher - #5 The Job Characteristics Model & How Can Jobs Be Redesigned (pp. 240-245), #6 Alternative Work Arrangements, - Linking Employee Involvement Programs (pp. 245-252), #7 What to Pay: Establishing a Pay Structure - (pp. 252-257), #8 Flexible Benefits: Developing a Benefits Package Intrinsic Rewards: Employee Recognition Programs (pp. 257 261) July 20 - Session 5 Developmental Assessment #1 (Chapters 1 3 & 5-8) Chapter 9, Foundations of Group Behavior Learner/Teacher #9 Defining & Classifying Groups An Alternative Model for Temporary Groups with Deadlines (pp. 272-276), Learner/Teacher #10 Group Properties: Roles & Norms (pp. 277-284), #11 Group Properties: Status, Size, Cohesiveness & Diversity (pp. 285-290), Learner/Teacher #12 Group Decision Making (pp. 290-296) Chapter 10, Understanding Work Teams Learner/Teacher - #13 Why have Teams Become So Popular Context: What Factors Determine Whether Teams are Successful (pp. 308 315), Learner/Teacher - #14 Team Composition Team Processes (pp. 315 323) 3
July 27 - Session 6 Chapter 11, Communications Learner/Teacher - #15 Functions of Communication - Interpersonal Communication (pp. 336-342), #16 Organizational Communication (p. 342 350), #17 Choice of Communication Channel Global Implications (pp. 350-357): Chapter 12, Leadership Learner/Teacher - #18 What is Leadership, Trait & Behavior Theories (pp. 368 372), #19 Contingency Theories Leader-Member Exchange (LMX) Theory (pp. 372 379), #20 Charismatic Leadership and Transformation Leadership (pp. 379 385) Chapter 13, Power and Politics Learner/Teacher - # 21 Definition of Power, through Power Tactics (pp. 412-420) Video The Power of Vision" August 3 - Session 7 Developmental Assessment #2 (Chapters 9-13) Chapter 14, Conflict and Negotiation Chapter 15, Foundations of Organization Structure August 10 - Session 8 Chapter 16, Organizational Culture/ Video: Excerpts from In Search of Excellence, Entrepreneurs and others Learner/Teacher - #22 Creating & Sustaining Culture and How Employees Learn Culture (pp. 519 525) Team Presentations #1, #2 August 17 - Session 9 Team Presentations, #3 & 4 Developmental Assessment #3 (Chapters 14 16) 4
EVALUATION Developmental Assessments Developmental Assessments will be conducted in class. Each will include the following steps. 1. Individual Assessment 2. Group Assessment (Group members will meet in class immediately after completing the individual assessment and develop a consensual answer to the questions on the individual assessment.) 3. Grading and feedback The Developmental Assessments (DA) will cover assignments for the chapters shown in the syllabus. They will often cover readings that have not yet been covered in class. Make up DAs are highly discouraged. However, if circumstances warrant, the student will take a computer generated Individual DA prior to the schedule DA date. The Individual DA grade will be substituted for the Team DA. Class Participation Students are expected to attend class and participate in discussions. A Behaviorally Anchored Rating Scale (BARS) will be used to evaluate participation a minimum of 3 times during the semester. All class participation points will be determined by the final BARS. Fifty percent of the participation grade will be determined by the instructor s BARS and 50% will be determined by a team peer evaluation. Team BARS will be developed during the 2nd class period. A copy of the instructor s BARS will be distributed during the first class meeting. Self Study Self Study points will be available for submitting written discussions to the "Questions for Review" at the end of each chapter. Each question will be worth 1/50 of the total Self -Study points. No more than 5 questions can be submitted from any one chapter. A total of 50 questions can be submitted at any time during the semester. Learner/Teacher Each student will instruct the class in one topic. Evaluation will be based on the criteria stated on the "Learner/Teacher" evaluation form. Remember that everyone in the class will have read the assignment so you can focus on learning experiences. Presentations should be 15 to 20 minutes long Team Presentations Each team will make a 45-minute presentation. The purpose of the presentation is to apply concepts from the course to a video case. The presentation will be assessed on the basis of its overall educational value and impact. Grading will be based in part on the instructor's assessment and in part on the class member's assessment. Each member of the group will receive the same grade. Attendance All students are required to attend the first class. Absences will be permitted only with previous arrangements with the instructor. All other absences will result in a grade of 0 for participation and work due on the date of the class missed. 5
Grading Group consensus processes during the second class will determine how each of the course assignments will be weighted in determining final grades. There are two constraints. The first is that no graded activity may count for less than 5% of the final grade. The second is that Self Study may not be worth more than 10% of the final grade. Class Participation Self Study (10% Max) Learner/Teacher Developmental Assessment 1 (Individual) (Group) Developmental Assessment 2 (Individual) (Group) Developmental Assessment 3 (Individual) (Group) Team Presentation Total 100% Grade appeals may be made in writing by the team or individuals in cases where they believe they have been graded incorrectly. The instructor will respond to appeals by the next class period. The grade appeal policy for the course grade is available from the Academic Dean's office. The Avila University policy concerning cheating and plagiarism will be strictly followed in this course. 6