Course:
Management and Organizational Behavior
MAN 6156 MSA Program or by Permission
Class
Fully online with Desire2Learn software
Credits:
3 semester hours
Professor:
Dr. Marian C. Schultz
Email: [email protected]
Office
Eglin Education Center, Bldg. 251, Rm 127
Hours:
By appointment
Work phone: 678-3727
Home Phone: 897-3115
Fax 897-3130
Textbook:
Organizational Behavior Nelson & Quick (2006)
Thomson/Southwestern Publishers (ISBN: 0-324-32241-0).
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 6397. 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.
Student Learning Outcomes:
1. Analyze the origins of organizational behavior, including processes and their
consequences.
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.
Teaching Format:
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.
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,
[email protected], (850) 474-2387. 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:
•
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)
93-100
90-92
88-89
83-87
80-82
78-79
73-77
70-72
68-69
63-67
60-62
Below
A
AB+
B
BC+
C
CD+
D
DF
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 Objectives (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
(1/7)
Course Introduction
Create a logo and team name; post it to the discussion board
Post Brief Introduction on the discussion board along with your
Keirsey Bates (http://www.keirsey.com/cgi-bin/newkts.cgi).
Form your teams and inform the professor so private discussion
boards can be set up
Module 2
(1/14)
Chapter 1 – Behavior and Opportunity
Objectives
• 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
Objectives
• 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
Objectives
• 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
Objectives
• 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
Objectives
• Needs Achievement, power and affiliation
• Motivation
• Two factor theory
• Cultural differences in motivation
Module 5(2/4)
Chapter 6 – Learning and Performance Management
Objectives
• 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
(2/11)
Module 7
(2/18)
Chapter 8 – Communication
Objectives
• Distinguish between defensive and nondefensive communication
• Reflective listening skills
• Describe ICT
Chapter 9 – Work Teams and Groups
Objectives
• 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)
Module 9
(3/3)
Chapter 10 – Decision Making by Individuals and Groups
Objectives
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. 10.1 p. 325
You 10.2 p. 320
Module 10
(3/10)
Chapter 11 – Power and Political Behavior
Objectives
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
(3/24)
Chapter 12 – Leadership and Followership
Objectives
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
(3/31)
Chapter 13 – Conflict and Negotiation
Objectives
Functional and dysfunctional conflict
Techniques for managing conflict
Styles of conflict management
You 13.2 p. 444
Module 14
(4/7)
Chapter 14 – Jobs and the Design of Work
Objectives
• Discuss traditional approaches to job design
• Compare Japanese, German and Scandinavian approach to work
• Identify five contemporary issues in the design of work
•
•
Individually complete experiential 14.1 on p. 486
You 14.1 p. 470
Chapter 15 – Organizational Design and Structure
Objectives
• 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
(4/14)
Chapter 18 – Managing Change
Objectives
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, 149th
Tactical Fighter Group of the Texas Air National Guard, First City Bank, Eglin AFB, Eglin
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.