employee-employer contract will be examined within the context of the students' own work lives and careers.

Course OB 6305-501: Foundations of Work Behavior Professor Dr. David L. Ford, Jr. Term Spring Semester 2009 Meetings Tuesdays, 7:00 9:45 pm, SOM 2.803 Professor s Contact Information Office Phone 972/883-2015 Other Phone 972/883-6112 (Teaching Assistant) Office Location SOM 4.201 Email Address mzad@utdallas.edu Office Hours Mon., Tues. 4:00 6:00 pm Other Information General Course Information Pre-requisites, Corequisites, & other OB 6301, Organizational Behavior restrictions This course is designed as an advanced elective for those who wish to know more about the determinants of individual behavior, performance and effectiveness in today's work organizations. The content will focus on the basic psychological processes of work motivation, job performance, absenteeism, turnover, and organizational stress associated with careers in organizations, within the context of the "new" employeeemployer psychological contract. As organizations reshape themselves to survive and compete in a global economy, the familiar employeeemployer contract has been broken. The drastically changing world of work demands a new social contract -- one that says we are all selfemployed whether we work inside or outside of organizations. This new Course Description employee-employer contract will be examined within the context of the students' own work lives and careers. The course itself will be conducted in a seminar-type format and each student will be expected to be a discussion leader for one of the class sessions. First-rate participation from all will be expected. My role will be to serve as a "facilitator" of discussion and to frame the discussion, as needed, around key issues. Beyond that, the class itself will determine its specific agenda for discussion and learning and will engage one another in constructive dialogue. Learning Outcomes 1. Students will learn to analyze the characteristics of the new psychological contract between employer and employee and assess the nature of their own psychological contract with their respective employers. 2. Students will evaluate the similarities and differences between protean and boundaryless careers and be able to apply the concepts to their own professional careers. 3. Students will understand what it takes to combine/integrate different

fields, disciplines, cultures, and concepts to create a large number of extraordinary new ideas the Medici Effect by examining the intersection of ideas within their own class project teams and developing an innovative team project. Hall, Douglas T. (2002). Careers In and Out of Organizations. Thousand Oaks, CA: Sage Publications. (H) Required Texts & Materials Harrington, Brad & Hall, Douglas T. (2007). Career Management & Work-Life Integration. Thousand Oaks, CA: Sage Publications (HH) Inscape Publishing (2000). Role Behavior Analysis Instrument (purchase at Off-Campus Bookstore). Suggested Texts, Readings, & Materials Canfield, J. (2005). The Success Principles. New York: Harper Collins Publishers. (C) Wall Street Journal Assignments & Academic Calendar [Topics, Reading Assignments, Due Dates, Exam Dates] Introduction to the Course and Getting Acquainted 1/13 Explanation of course objectives and requirements; Motivation/Career Exercise (Handout); sign up for discussion leader dates; formation of project groups. 1/20 NO CLASS INAUGURATION VIEWING Catch Inauguration activities on TV tonight, if any 1/27 Understanding the New Career Read: Chapter 1 (HH); Reserve Reading #1 2/03 Self Assessment and Development Read: Chapters 2, & 3 (HH) 2/10 Finding Ideal Work Read: Chapter 4 (HH); Reserve Readings #16 & #17 2/17 Career Development Strategies Read: Chapter 5 (HH); Video: C and the Box Work and Family Issues 2/24 Read: Chapter 6 (HH); Reserve Reading #9 Benchmarking Report Due Today 3/03 Workplace Flexibility Read Chapter 7 (HH); Reserve Reading #15 3/10 Career Development within the Lifespan Read: Chapter 8 (HH); Reserve Readings #7 & #12 3/17 NO CLASS SPRING BREAK 3/24 3/31 Careers and the Psychological Contract: Issues, Alternatives & Measures Read: Chapters 1 & 2 (H); Reserve Reading #11 Career Decision Making and Learning Stages Read: Chapters 3 & 4 (H); Reserve Readings # 4 & #14

Career Effectiveness and Adaptability 4/07 Read: Chapters 3 & 7 (H); Reserve Readings # 3, #6; Role Behavior Analysis Instrument (bring to class) 4/14 Protean & Boundaryless Career Identity and Life Roles Read: Chapters 6, 8, & ( (H); Reserve Readings # 5 & #10 4/21 Strategic, Self-Directed, and Spiritual Careers Read: Chapters 10 & 11 (H); Reserve Readings #8 & #13 4/24 Oral Project Reports; Written Group Project Papers Due 5/04 Final Exam Fox and Hound 1. D. Feldman (2000). The Dilbert syndrome: How employee cynicism about ineffective management is changing the nature of careers in organizations. American Behavioral Scientist, 43 (8), 1286-1300. 2. Arthur, M. B., Khapova, S., & Wilderom, C. (2005). Career success in a boundaryless career world. Journal of Organizational Behavior, 26, 177-202. 3. Sullivan, S. E. (1999). The changing nature of careers: A review and research agenda. Journal of Management, 25 (3), 457-484. 4. Mainiero, L. A. & Sullivan, S. E. (2005). Kaleidoscope careers: An alternate explanation for the opt-out revolution. Academy of Management Executive, 19 (1), 106-123. 5. Hall, D. T. (1996). Protean careers of the 21 st century. Academy of Management Executive, 10, 8-15. 6. Granrose, C. S. & Baccili, P. (2006). Do psychological contracts include boundaryless or protean careers? Career Development International, 11 (2), 163-182. Reserve Readings 7. Desmette, D. & Gailard, M. (2008). When a worker becomes an older worker : The effects of age-related social identity on attitudes towards retirement and work. Career Development International, 13 (2), 168-185. 8. Agarwala, T. (2008). Factors influencing career choice of management students in India. Career Development International, 13 (4), 362-376. 9. Lapierre, L. M. et al. (2008). Family-supportive organization perceptions, multiple dimensions of work-family conflict, and employee satisfaction: A test of model across five samples. Journal of Vocational Behavior, 73, 92-106. 10. Briscoe, J. P., Hall, D. T., & DeMuth, R. (2006). Protean and boundaryless careers: An empirical exploration. Journal of Vocational Behavior, 69 (1), 30-47.

11. Porter, L., Pearce, J., Tripoli, A., & Lewis, K. (1998). Differential perceptions of employers inducements: Implications for psychological contracts. Journal of Organizational Behavior, 19, 769-782. 12. Zappala, S., Depolo, M., Fraccaroli, F., Guglielmi, D., & Sarchielli, G. (2008). Postponing job retirement? Psychosocial influences on the preference for early or late retirement. Career Development International, 13 (2), 150-167. 13. Gentry, W., Weber, T., & Sadri, G. (2008). Examining careerrelated mentoring and managerial performance across cultures: A multilevel analysis. Journal of Vocational Behavior, 72, 241-253. 14. Terjesen, S. (2005). Senior women managers transition to entrepreneurship: Leveraging embedded career capital. Career Development International, 10 (3), 246-259. 15. Baruch, Y. (2004). Transforming careers: From linear to multidirectional career paths. Career Development International, 9 (1), 58-73. 16. Segers, J., Inceoglu, I., Vloeberghs, D., Bartram, D., & Hendricks, E. (2008). Protean and boundaryless careers: A study on potential motivators. Journal of Vocational Behavior, 73, 212-230. 17. De Vos, A. & Soens, N. (2008). Protean attitude and career success: The mediating role of self management. Journal of Vocational Behavior, 73, 449-456.. Course Policies Grading (credit) Criteria Make-up Exams Extra Credit Late Work Group project Paper and Oral Presentation 50% (Due April 28, 2009) Class Participation and Class Discussion Leader 25% Job Search Benchmarking Report 25% (Due Feb. 24, 2009) 100% N/A TBD Not accepted without proper excuse Discussion Leader Assignment Note: Each student will select a contemporary article from the recent (2006, 2007, 2008) business literature (e.g., Wall Street Journal, Time, Newsweek, Business Week, Fast Company Magazine, Fortune Magazine, Working Woman, Essence Magazine, Black Enterprise Magazine, Hispanic Business,

Special Assignments etc.) that relates to the course material. The student will prepare a 1-2 page written summary of the article and provide copies of the summary (and article if possible) for the other class members and instructor on the night for which he or she has signed up to be discussion leader. The student will provide a brief oral summary of the article and its relationship to the assigned readings for that evening. In addition to summarizing the article, the discussion leader should address the following issues: 1. What are the key issues raised by the assigned readings for that evening and what information in the summarized article also relates to the assigned reading, if any? 2. What events from your own personal work experiences or those of a close personal friend relate to the assigned readings? The role of the class in responding to the discussion leaders is the following: 1. Pose questions of the discussion leaders that raise issues of a paradoxical, ethical, or controversial nature. 2. Develop "pro" arguments to support the assigned readings. 3. Develop "con" arguments to counter the points made in the assigned readings. Job Search Benchmarking Report Assignment This two-part assignment is rather simple but will require some forethought and self-reflection to complete. First, think back over the course of your career and the times you have conducted a search for a new or different job. Identify, if you can, two successful job searches, i.e., the outcomes were pretty close to what you were searching for, and two unsuccessful job searches, i.e., you did not get any offers or the job you desired, or the offers you received were not exactly what you wanted. Compare and contrast the successful and unsuccessful job searches and then identify four lessons that you have learned about conducting job searches. Next, benchmark your job search process with two other students of your choosing either in this class or a different class. What things do they do that are different as well as similar to your search process? In your write-up, please develop a 4-6 page paper that discusses the lessons learned from comparing your successful and unsuccessful job searches. Also, the paper should summarize the similarities and differences in your approach to job search and that of your two benchmark students. The paper should be typewritten and double-spaced.

Group Project Instructions The project is to culminate in a 15-20 page paper of near publishable quality that applies the ideas and readings covered in this course to some problem, case, organization, issue, or other topic of interest to you. You should attempt, if possible, to cover additional literature beyond what is on the assignment syllabus. You will be expected to include references to the course readings and discussion-leader topics in your paper. The project should show evidence of familiarity with the research in the area of work attitudes and behavior, especially as it relates to organizational commitment, job involvement, psychological ownership, and career success, in light of the redefined employer-employee relationship or social contract. Any of the major topics covered during the course, as well as others you might suggest, can be a relevant basis for the project. It will be up to you as project groups to determine what kind of project you will undertake. The project itself could take a variety of forms: 1. A case study of a particular organization or company that has recently had morale problems as a result of reorganization, downsizing, etc. 2. A major literature review concerning some aspect or topic of the course. 3. Development of a skit or role play exercise that highlights a particular issue of concern to you. 4. An empirical study whereby you either run an experimental study or develop a survey questionnaire and administer it, collect and analyze the data. 5. A theoretical analysis whereby you attempt to develop a model or theory concerning careers, workplace commitment, or other topic. Or, you might indicate how existing theories need to be changed or modified to be more applicable to certain diverse groups of workers (e.g., immigrant workers imported for work in the U.S.). The paper should be typewritten and double-spaced. Attach appendices as needed. Grading will be based on: Writing Style (30%), References to the Literature (20%), and Content (50%). Class Attendance Quality, not quantity, is operant for class and group participation. It is expected that the reading and exercises assigned for each class be thought provoking tools to generate discussion. Class sessions assume you have read the material and completed the exercises. Consequently, you will only be able to participate if you have read and completed the assignments before class. Class attendance is not taken after the first week and the instructor is aware of frequent travel requirements of some employees which might preclude class attendance sometime. Nonetheless, where possible, students should schedule their business-related travel around scheduled class dates and

should alert their team members if they will be absent from class. Classroom Citizenship Field Trip Policies You will be assigned to a class team which will serve as the primary vehicle for class discussion of the lectures and exercises as well as the self assessments. You will be allocated class time most weeks to meet with your teammates to share information about the week s assignments. The team should arrive at a consensus, if possible, concerning the issues in the exercises, assessments, or cases. Teams will be called on at random to present to the rest of the class their conclusions from their discussions. Therefore, your full involvement and participation in these team discussions is important. N/A The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. Student Conduct and Discipline The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or off campus, or whether civil or criminal penalties are also imposed for such conduct. The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. Academic Integrity Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission as one s own work or material that is not one s own. As a general rule, scholastic dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject to disciplinary proceedings. Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university s policy on plagiarism (see general catalog for details). This course will use the resources of turnitin.com, which searches the web for possible plagiarism and is over 90% effective.

Email Use Withdrawal from Class The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts. The administration of this institution has set deadlines for withdrawal of any collegelevel courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled. Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university s Handbook of Operating Procedures. Student Grievance Procedures In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called the respondent ). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grades Disability Services As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.

The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, notetaking, or mobility assistance. It is the student s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated. Religious Holy Days Off-Campus Instruction and Course Activities The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee. Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at http://www.utdallas.edu/businessaffairs/travel_risk_activities.htm. Additional information is available from the office of the school dean. These descriptions and timelines are subject to change at the discretion of the Professor.