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COURSE SYLLABUS – Fall 2005 BA 3361 – Honors Organizational Behavior

Instructor: Office: Phone: email: Office Hours: TA: Dr. Laurie Ziegler 4.210 972-883-2847 WebCT internal email only

Course Information
Required Materials: 1. Organizational Behavior: Emerging Realities for the Workplace Revolution, 3rd edition, McShane & VonGlinow, 2003. 2. Name placard – to display each class period 3. WebCT access 4. Textbook website 5. Scantrons 882 E Bring your textbook, name placard, and assignments to class each meeting. Turn off all cell phones, beepers, laptops, etc. during class. You may take notes on your laptop only. If you use the laptop for other purposes you will be asked to leave the classroom. Course Communication: This course is suppleme nted by WebCT. Use WebCT e mail to contact us. We will not respond to emails sent to our external accounts. Updates to the course will be communicated to you via the WebCT discussion board and calendar. If you would like to talk with us in person, please make an appointment to meet during our office hours. If you are unable to meet during designated office hours, we can arrange an alternative time. Important Notice: Although you will be contacting me through WebCT only, I am required to notify you of a new university policy. Beginning August 1, 2004, faculty are not required to answer student emails unless from a UTD email account. U.T. Dallas provides each student with a free email account that is to be used in all communication with university personnel. This allows the university to maintain a high degree of confidence in the identity of all individuals corresponding and the security of the transmitted information. Course Format: This course will be conducted using a seminar/interactive format. The material will be presented by the instructor as a basis for discussions rather than as lectures, per se. It is your responsibility to read and complete all material prior to the class sessions and to bring up any questions/comments/issues you may have during class discussions.

Objectives of the Course: 1. To develop an understanding of concepts, research, and theories in the study of human behavior in organizations. 2. To introduce the student to primary research and the applicatio n of associated theories to individual, group, and organizational- level behavior. Emphasis will be placed on the application of this information to the business environment. 3. To provide cases, examples, and exercises that will help students incorporate contemporary knowledge of organizations into their thinking and behavior. 4. To create an awareness of the relationships that diversity and ethics have on organizations and on organizational behavior concepts. 5. To help foster improved competency in several critical management skills. 6. To help prepare students to transfer this knowledge to real- life settings. Student Obligations and Expectations: Active participation is necessary for us to have a successful semester; therefore each student is expected to come to class having read and prepared the assigned material. You will not do well in the course if your attendance is poor or if you are not prepared. If you do not fully understand the key concepts, please ask me questions during class or via the WebCT discussion board. I expect that you will be honest and ethical in all matters related to this course. Plagiarism or cheating will not be tolerated. If you suspect someone is cheating on an exam or on other course assignments, please let me know. It is your responsibility to help maintain the integrity of this course. Please see the section on scholastic dishonesty and sexual harassment later in this syllabus. You will respect your classmates and me at all times. Please respect your classmates by turning off cell phones and beepers before class. Also, laptop usage during class for any reason other than note taking is prohibited since it may be distracting to your fellow students. I recognize that this class is comprised of individuals with various backgrounds, needs, interests, and learning styles; therefore, contact me if you have questions about or concerns with any aspect of the course. Additional obligations, expectations and suggestions are listed under the title: How to Succeed in this Course. Teacher Obligations and Expectations: I will be prepared for class, respond to your questions and comments regarding the course material, and actively encourage your desire to learn. I will provide feedback in a timely manner. I will discuss your performance with you in an effort to help you better understand the material. I will do my best to address any

misunderstandings you may have, but I will not tolerate disrespectful behavior at any time. I will use a variety of methods to engage your intellect. They include lectures, PowerPoint slides, videos, music, classroom discussions, and simulations. I will create a learning environment within which each of you has the ability to succeed. This detailed syllabus provides you with a guide that can help maximize your understanding of the course content and enhance your performance. Additionally, I will be organized in my presentations, provide learning tips throughout the semester, and post helpful ideas on the WebCT discussion board. I will be respectful, honest, and ethical in all matters related to this course. If I offend you in any way, it is completely unintentional. Please let me know if I do so.

Student Assessment
Course Breakdown: Attendance and Participation Case Assignments and Self- Assessments Quizzes Interactive Activities Field Trips Team Paper 15% 15% 20% 10% 15% 25%

Attendance : Attendance is crucial for several reasons: 1. You must be in class to complete the in-class written assignments and to submit your homework. 2. The textbook is used as a supplement to the material presented in class. You will be at a substantial disadvantage in learning the material if your attendance is poor. 3. You will learn some useful information. 4. It is graded. You may miss two classes without penalty. Each additional class missed will result in a 5 point deduction from your final grade. If you must come to class late, please do so quietly. If you need to leave class early, please get my approval at the beginning of the session. Participation: In an honors course it is imperative that you participate in course activities. Participation may take a variety of forms. You may actively participate in class discussions both as a member of the entire class or in small group discussions. You may find material that is relevant to the course (e.g. a news report, movie) and summarize it for your classmates or give the summary to me and I can incorporate into that day’s discussions. You may attend outside course-related activities and give me an oral summary or present it to the

class. The purpose is not to make you talk for talking’s sake but to meaningfully engage you in the material. Assignments: The following are basic criteria for the format of the case analyses: 1) typed or word-processed; 2) double-spaced; 3) standard fo nts (e.g., 12 pt) and margins; 4) well-organized and grammatically correct; 5) identified alphabetically by last name then first name, the course number and section - placed in the upper right-hand corner of your paper; 6) contain a descriptive title; and 7) approximately 2 pages in length. Staple pages together. Do not use paper clips or attach your pages in any way other than with a staple. Hand written, late or assignments sent as email will not be accepted and you will not receive credit. I recommend that you retain a copy of your assignments. More important information: For cases that are not completely contained in the textbook, you need to get onto the textbook website to read the cases: . Thoroughly and insightfully, answer the case questions found in your textbook. First, write out the question then answer them in paragraph format. Avoid the overuse of bulletins or lists. Feel free to create charts, graphs, etc. to illustrate your ideas. Integrate into your answer relevant organizational behavior concepts. Do not limit yourself to the chapter from which the cases are drawn or to the textbook. You may find additional information to support your ideas in journals, newspapers, etc. If you use outside materials, document them in the body of the paper and provide a reference list using any standard citation style. Evaluation (in addition to the above criteria): • • • A (90-100) ---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 (80-89) ---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 (70-79) ---Adequate: Understanding of many issues, but no t all important aspects covered; various analytical errors; excessive case recitation unsupported by analysis; poorly written or organized, makes inappropriate use of charts and table. D (below 60-69) ---Inadequate: Poor quality in all areas. 0---Handwritten or in other ways does not follow the criteria listed above.

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Assessments Self-discovery is integral to the development of your management skills. The selfassessments provided in your textbook and on the course website will give you some insight into how and why you feel, think, and behave the way you do. They will give you a foundation for managing your own and others’ behaviors. It is expected that you will complete all of the assigned self-assessment exercises including scoring the assessments.

You may either photocopy the self-assessments or recreate them on a word processor. Just make sure that you are neat – if I can’t read them, you will not receive credit. There are no right or wrong answers. It is important that you answer the assessments truthfully. That is, answer them as you are - not as you wish to be. On days when both cases and self-assessments are due, staple the self-assessment to the back page of the case analysis. Self-assessments will be evaluated as follows: 100 – all portions of the self-assessment are completed 75- portions of the self-assessment are missing 0 – the self-assessment was not turned in, was inadequate, or was incomprehe nsible Submit case analysis and assessments in class. They should be typed or photocopied, neat, and stapled together in the order: case, self-assessment. Put your first then last name in the upper right hand corner followed by the date the assignment is due. Interactive Activity: Each team is responsible for leading a discussion, group exercise, or other interactive activity during one class session. Activities should engage the entire class and should last approximately 30 – 40 minutes. You may choose to bring in a guest speaker. What a great idea! If you do so, please inform me well in advance so I know how much time to allot to the speaker and can find out specifics about the speaker and the topic. It is often difficult to obtain speakers; therefore, if you do know someone who is willing to talk to our class they do not need to speak on that day’s topic. At the end of the class session, students will provide the instructor a numerical evaluation of that day’s activity. Provide a number as well as your reasoning for the assessment. I will take these into account when assigning a grade. Presentations will be assessed based on relevance to the course material, quality of resources used, presentation style, audience engagement, persuasiveness of the material, creativity, and adherence to the time limit. Quizzes: You will have five quizzes that will demonstrate your knowledge of the material. Quizzes will be multiple choice with four options. Questions asked analyze your definitional, conceptual and applied knowledge. Quizzes will cover: Chapters 1 -3 Chapters 4-6 Chapters 7-9 Chapters 10-12 Chapters 13-15 Field Trips : Participate in at least two field trips. These may include activities designated by the instructor or activities of your own choice if you are unable to attend the course designated activities. If you choose your own activity please notify the class via WebCT in advance of your attendance. In that way, classmates may be able to join you. The field trips will be more meaningful if they are experienced within a cohort environment. You will write a summary of your field trip experience guided by the context of your class experience. Analyses will be graded based on the material’s relevance to the class. You should incorporation textbook and any outside resources you may use to support

your ideas. If you use outside materials, document them in the body of the paper and provide a reference list using any standard citation style. Team Paper: Film Analysis See Appendix A Re-grading Policy: If you do not think that your grade adequately reflects the quality of your work, please let us know but be advised that the assignment will be re-graded and that there is a possibility that the current grade may be lowered as well increased. All requests for grade reviews must be made within one week after the grades are posted on WebCT and a reason for the re-evaluation must be stated. Send a WebCT email to me if you want me to re-evaluate your work. We will retain your homework assignments for one week after they are due. You may pick them up from your TA. Final Grade Calculation: 97 and above 92 to 96.99 89 to 91.99 87 to 88.99 82 to 86.99 79 to 81.99 77 to 78.99 72 to 76.99 69 to 71.99 67 to 68.99 62 to 66.99 59 to 61.99 Below 59 A+ A AB+ B BC+ C CD+ D DF

Posting Grades: Each student is responsible for checking the status of his/her assignments posted on the class web site. Any discrepancies must be brought to the attention of the instructor no later than one week after the information has been posted to the site. No changes in the posting will be considered after this date. Cheating and Sexual Harassment: Students are expected to be above reproach in all scholastic activities. Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the possibility of fa ilure in the course and dismissal from the university. You may also be asked to verify your identification during examinations and class projects. Although I believe in the inherent honesty of people, experience dictates that policies on cheating must be strictly enforced. I strongly encourage you to let me know if you suspect that cheating is taking place. Scholastic dishonesty harms the individual, the course, and the integrity of the university. You may obtain information about your rights and obligations regarding scholastic dishonesty at:

Students are expected to treat one another with respect and dignity at all times. You may obtain a copy of your rights and obligations regarding sexual harassment at: Withdrawal Policy: There has been a significant change in the undergraduate drop policy effective Fall 2004. Withdrawal from a class after the 12th class day is a formal procedure which you must initiate. I cannot do it for you. If you stop attending the class and do not officially withdraw, you will receive a performance grade, usually an "F." Please familiarize yourself with the withdrawal policy.

How to Succeed in this Course
Read me! • Come to class. In class, I expand on some of the ideas and add other supplemental information. I expect that you will read the chapter and have a general understanding of the material prior to our discussing it. If you do not read the material before class and/or do not attend class regularly you will have a very difficult time making a satisfactory grade. • Manage role conflict. If you must choose between reading and attending class (I know life can get hectic) then it is best that you scan the text briefly to familiarize yourself with the topic and then come to class. • Complete all homework assignments. These assignments will enhance your knowledge. Some will be collected for credit – all are important for your learning. • Take responsibility. Check your records on a weekly basis and notify your instructor or teaching assistant immediately if there are discrepencies. Regularly check the cour se WebCT site for email, discussions, and calendar notifications. • Be proactive. There is an internet connection to the textbook's Web site. From this site you can access an interactive study guide, links to additional OB sites, and up-to-date news articles linked to the text. • Focus. You should be able to recognize definitions, descriptions, and applications of the key terms. Pay particular attention to material presented in class that is not covered in the book. This includes the examples and anecdotes I provide. Highlight them in your notes. • Take good notes. Reread your notes shortly after you leave class and at least once more before you attend the next class. You will be surprised (or maybe not) at how easy it is to think you understand something discussed in class, but then you forget it by the next class meeting. Make outlines of your notes and readings. • Get help when needed. If you need help with note taking or test taking skills, contact the Student Counseling Center. If you need help in writing the term paper, contact the Student Learning Center. • Listen. Pay attention to the questions other class members ask. Do not engage in conversations with classmates unless we are doing a group exercis e. • Contribute actively to group exercises. Free-riding hurts not only you but also your group. • Form study groups. You can learn from each other. One person’s weakness is

another’s strength. You will also benefit from other students’ perspectives. Don’t cram. As hard as it is not to, try not to cram! Start gathering your materials and study early to yourself plenty of time to do a good job. Be careful! The scantron grading machine counts answers wrong if it perceives that two or more answers were give n. Therefore, completely erase answers yo u change then print the letter corresponding to your answer to the right of the question number on the scantron. I will not change grades due to this error once the scantrons are returned to you. Come to class with an open mind and willingness to learn. Organizational Behavior is full of many interesting concepts. Whether or not you are working or have a career, OB will apply to your daily life. Schedule *


Syllabus; Icebreaker; Team Assignment

8/31 Readings: Introduction to Organizational Behavior Chapter 1

9/7 Readings :

Individual Behavior, Values, and Personality Chapter 2 Case: BusinessWeek Online: After Enron: The Ideal Corporation pg. 69 Identifying Your Self-Monitoring Personality pg. 71


9/14 Readings:

Perception and Learning in Organizations Chapter 3 Case: BusinessWeek Online: No Way to Treat a Lady pg. 105 Assessing Your General Self-Efficacy pg. 107


Workplace Emotions and Attitudes; Motivation in the Workplace Readings: Chapters 4 & 5 Case: BusinessWeek Online: CEO Coaches pg. 167


School Commitment Scale pg. 135

9/21 Reading: Chapter 6: Applied Performance Practices


Applied Performance Practices cont.; Work-Related Stress and Stress Management Chapters 6 & 7 Case: BusinessWeek Online: Rethinking the Rat Race pg. 229

Readings :

10/5 Readings:

Decision Making and Creativity Chapter 8 Case: BusinessWeek Online: The Art of Brainstorming pg. 257


Foundations of Team Dynamics; Developing High Performance Teams Chapters 9, 10 Case: BusinessWeek Online: The New Teamwork pg. 320 Team Roles Preference Scale pg. 292



10/19 Reading

Chapter 11: Communicating in Teams and Organizations Case: BusinessWeek Online: Watch What You Put in That Office Email Power and Influence in the Workplace Chapter 12 Case: BusinessWeek Online: A Whistle Blower Rocks an Industry pg. 382

10/26 Readings:

Self-Assessment: Active Skills Listening Inventory pg. 353 NOTE: Some of copies of this book incorrectly say in Appendix B that students have high scores if they score 10 or above on each sub-scales and above 50 points for the total. This should say above 6 points on the subscales and above 30 points on the total score.

11/2 Readings:

Conflict and Negotiation in the Workplace Chapter 13 Case: Conflict in Close Quarters pg. 410 The Dutch Test for Conflict Handling pg. 413


11/9 Readings:

Leadership in Organizational Settings Chapter 14 Case: BusinessWeek Online: Staying On Top pg. 439 Leaderships Dimensions Instrument pg. 440 Due in class Organizational Culture Chapter 16 Corporate Culture Preference Scale pg. 499

Self-Assessment : Extra Credit: 11/16 Reading: Self-Assessment:

________________________________________________________________________ Course Wrap-up 11/23 * Chapters should be read and assignments completed prior to attending class. This syllabus is flexible and may be adapted to meet the dynamics of the course. If we have not completed all of the material by the exam date, the schedule will be adjusted. The exam dates are fixed.

Appendix A Team Term Project: Film Film is a powerful learning medium. Film offers a multi-sensory experience that enables the viewer to understand abstract concepts and theories while seeing them put into practice. Many films have organizational themes or contexts that make them uniquely effective in illustrating management issues. Through analyzing a film, you will see how various concepts are interrelated and, often, interdependent.

Viewers use their own unique perceptual lens when they experience a film. They also have a variety of responses, emotional and cognitive, to film. The use of film for this assignment has the following learning functions: Film as Case Study – A “good” film presents material much more forcefully than a written case. This film is actually a video case. It will help you develop your analytic skills because you will apply the material you have learned. Film as Meaning – Visual and auditory elements of film provide meaning to theories and concepts that are not provided in written or spoken formats. Film as Experience – The film you choose may evoke strong feelings. You may use film to experience other cultures, other organizational roles, etc. Film as Time - You may also view a film and its remake to note changes over time. You can view film information at . Steps to Completing Your Analysis In approximately ten typewritten pages your team will submit a film analysis. Your goals are to develop a deeper understanding about course concepts; learn how they interrelate; apply the concepts; and demonstrate that learning to me. 1. Submit the film title and a brief description (4-6 bullets) of the concepts you will cover under Assignments: Film Description by 10/4/05. This will help you in your goal-setting endeavors for this project and will provide me the opportunity to review the films. Your choices are not set in stone. You may change the topic (your film) and the concepts as you gain more knowledge about course concepts. Please keep in mind if you change the topic at a later date I may not have the opportunity to review the film. 2. Before viewing , write down the concepts identified in step 1 and any additional concepts you wish to analyze. You may adjust these as you view the film. 3. View the film taking note of the concept(s) you are using to analyze the film. Think about how the film relates to your own experiences or newsworthy topics. Incorporate these into your paper. 4. Research these concepts. Don’t rely exclusively on your textbook. You should also access journals, magazines, newspapers, books, etc. to supplement your analysis. Particular emphasis is placed on academic, refereed publications. The quality of your external resources is vital to the quality of your paper. You should not rely on internet sources unless you are accessing full text journal and news articles. Check with the UTD Library SOM Liaisons for help with resources. The SOM liaisons are Loreen Phillips at 972-883-2126 ( and Hillary Campbell at 972-883-2959 (

5. Guidelines: The paper should be approximately 10 pages in length (excluding appendices), numbered pages, single-spaced containing standard fonts and margins. (Page 1). All assignments must have a cover sheet containing: Your team name Team member names in alphabetical order Date submitted Unique Title: e.g. Ocean’s 11 Revisited: Influence, Ideas, and Idiots Over Time Outline with Page Numbers 6. Film Information (Page 2): Write the name of the film, the director, producer, the main actors, a nd the year of release. Then, in one good paragraph, retell the plot. Do not relate all of the details. Just condense the main story line into 5 – 8 sentences. 7. Introduction (Page 3): Tell me why you are interested in the research you conducted. Build your case. Provide a thesis statement and tell me “what you are going to tell me” in the rest of the paper. 8. Write the body of you paper incorporating outside resources properly cited (APA, MLA). 9. Conclusion: Include a brief summary of you paper; limitations of your research and the resources used; and directions for further study. 10. Reference List: Alphabetized using APA or MLA format. 11. Appendices Peer Evaluations
For the team paper, students must complete a peer evaluation via a word document on the appropriate WebCt assignment link. Students allocate 100% among all team members that reflects each student’s specific role in the project and the level of contribution made to the overall assignment. For example, in a five person team, if everyone’s contribution is substantially equal, then each member receives 20%. If you believe that a team member did not adequately contribute, provide a reason for the reduced evaluation. In the event a team member fails to contribute adequately to the team project, his/her grade will be lowered from the team grade. Individual grades will also be lowered by two points for each 24 hour period the peer evaluation is late so please provide these on time. Peer evaluations are kept strictly confidential. I will provide general feedback to any poor performing members. Use the following format for your submission

Team name: Individual Names in Alpha Order* Name 2 Name 3 etc.

Paper Title: Rating Person 1 Rating Person 2 Self-Rating *

Role Person 1 Role Person 2 Your Role

Feedback: I am interested in learning about your team dynamics, provide a brief description. The team paper and peer evaluations are due by November 16, 2005. Assignment Submission Instructions: Submit your assignments as MS Word documents titled with your individual/team name and .doc extension, with no spaces or special characters. Papers will be submitted through the appropriate Assignment tool on the course site. See the Assignments icon under the Evaluation tool. Please refer to the Help menu or the WebCT Student Guide for more information about this tool. After your submission is graded, you may click each assignment’s “Graded” link to check the results. Choose one student to submit your team paper.