BUS541A: Organizational Behavior

Credit hours 3 hrs.

Term and year Fall 2019
Delivery Mode On-Ground Tuesdays, 6-8:30 pm, UHB 2021
Instructor: Nathan L. Steele, Ph.D.
Office: UHB 4063
Office Hours: T 4-5pm, R 4:30-5:30pm, and by appt.
Phone: 217-206-7928
Email: nathan.steele@uis.edu (email is your preferable first option to contact me)
Fax: 217-206-7543

Course Description
Examination of impacts of individuals, groups, and structural attributes on behavior within
organizations. Topics include historical development of management theory, perception, motivation,
group dynamics, power and politics, decision making, ethical issues as they relate to leadership and the
administration of employees, and organizational change and development. Major emphasis is placed on
the application and synthesis of key concepts in designing and maintaining effective and sustainable
work environments.

Course Objectives
Upon completion of the course, students will:
 Encourage students to become critical readers of the business and practitioner literatures.
 Promote students to examine their own behavior and beliefs about organizations as well as the
opportunity to compare and contrast them with the theories and observations of others.
 Provide opportunities for students to apply organizational theories to real-world managerial
problems.

Learning Outcomes
1. Introduce modern forms of organizational structure (e.g., networked, flat, flexible, team-based,
global, etc.) that are readily distinguishable from traditional organizational forms.
2. Enable students to gain an understanding about changes in employment relationships including
a shift from long term to short term relationships, and a shift from vertical internal career
ladders to lateral, cross-company careers.
3. Provide opportunities for students to observe, interpret, and analyze organizational behavior
from strategic, cultural, and political perspectives.
4. Provide students with both conceptual and experiential information about team process and
dynamics, including the nature of team effectiveness, the impact of team composition on
effectiveness, and how to improve team processes.

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5. Provide students with a background in the theory and practice of leadership. This includes
understanding what motivates people, basic leadership theory, and sources of personal
leadership.
6. Enable students to appreciate the roles of employee personal and cultural values and how they
impact perceptual processes and behavioral outcomes.
7. Introduce the concepts of planned organizational change and cross-cultural learning.

Prerequisites
Completion of all foundation coursework and completion or concurrent enrollment in BUS 500. Peoria
Cohort students must complete all prerequisites prior to enrolling in this course.

UIS Academic Integrity Policy

I support the UIS policy on Academic Integrity, which states, in part: “Academic integrity is at the heart
of the university’s commitment to academic excellence. The UIS community strives to communicate and
support clear standards of integrity, so that undergraduate and graduate students can internalize those
standards and carry them forward in their personal and professional lives. Living a life with integrity
prepares students to assume leadership roles in their communities as well as in their chosen profession.
Alumni can be proud of their education and the larger society will benefit from the University’s
contribution to the development of ethical leaders. Violations of academic integrity demean the
violator, degrade the learning process, deflate the meaning of grades, discredit the accomplishments of
past and present students, and tarnish the reputation of the university for all its members.”
Academic sanctions range from a warning to expulsion from the university, depending on the severity of
your violation and your history of violations. Whatever the sanction, I will file a report of academic
dishonesty to the Office of the Provost.
You are responsible for understanding and complying with the UIS Academic Integrity Policy available at
http://www.uis.edu/academicintegrity .

Academic Accommodations
If you are a student with a documented temporary or ongoing disability in need of academic
accommodations, please contact the Office of Disability Services at 217-206-6666.
Disabilities may include, but are not limited to: Psychological, Health, Learning, Sensory, Mobility, ADHD,
TBI and Asperger’s syndrome. In some cases, accommodations are also available for shorter term
disabling conditions such as severe medical situations. Accommodations are based upon underlying
medical and cognitive conditions and may include, but are not limited to: extended time for tests and
quizzes, distraction free environment for tests and quizzes, a note taker, interpreter and FM devices.
Students who have made a request for an academic accommodation that has been reviewed and
approved by the ODS will receive an accommodation letter which should be provided by the student to
the instructor as soon as possible, preferably the first week of class.
For assistance in seeking academic accommodations please contact the UIS Office of Disability Services
(ODS) in the Human Resources Building, Room 80, phone number 217-206-6666.

Inclement Weather
On rare occasions, the university cancels classes because of inclement weather.  If circumstances are
harsh and the university decides to cancel, an announcement should be made by 6 a.m. or 3 p.m.  Check
the UIS website or listen to WUIS 91.9 FM for the latest information.  Road conditions can vary greatly
within the UIS region, some students have longer drives than others, and some drivers are more skilled

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at dealing with inclement weather than are others.  Please do not drive if you conclude that the weather
makes it dangerous for you to do so, but please let me know of your decision.

Required Texts
Pfeffer, Jeffrey (2007). What Were They Thinking? Harvard Business School Press: Boston, MS.
Cialdini, Robert. (2006). Influence: The Psychology of Persuasion. Collins Business Essentials: New York,
NY.
Harvard Business School Publishing Custom Coursepack available online (link provided through
Blackboard)
Supplemental Readings are listed in the course schedule and discussed extensively on Blackboard. These
readings are not optional, and you will be responsible for reading all of them prior to their assigned class
session. Note that some of the readings will be your responsibility to find and download through EBSCO
as described below. The remainder have been collected and posted temporarily to Blackboard to assist
the class.
NOTE: Most readings have relatively considerate copyright permission, however readings demarcated
with a “**” and bold text in the course schedule are from sources that do not allow reprint or
distribution for multiples and so you will need to access this content as .pdf files (to print or save or
both) available through the EBSCOHost Business Source Complete available from the UIS Libraries at
http://libguides.uis.edu/az.php under the “B” listings (last one). Searching for the article will be easiest if
you accurately type in several words from the title and select “TI” (title) as your search term (these
authors have produced many articles and it may be more difficult to search by author).

Course Requirements
Attendance & Participation: Active, value-added participation by all class members is key to achieving
the objectives of this course. Regular attendance of all students is essential for facilitating class
discussion. Each student brings expertise in different areas and different experiences to the class.
When you are absent, the class as a whole suffers, and so regular attendance is expected. Attendance
alone, however, does not necessarily connote participation. Thus, students are expected to actively and
constructively contribute to class discussion. This cannot be accomplished without having read the
assigned materials in advance of class sessions. Please clear all absences with the professor and
members of your team prior to missing class. At the instructor’s discretion, excessive absences will
result in receiving a grade of “incomplete” or “no credit.”
Ethical Conduct: MBA students are expected to conduct themselves with high standards of academic
integrity. These standards include respect for others, truthfulness, and ensuring credit is given where
credit is due, whether this is written work, oral presentations, or testing situations. The guidelines
pertaining to collaboration with others on tests, quizzes, and written work may vary by assignment; if
you are in doubt whether collaboration in a given instance is allowable, clear this in advance with the
professor. The standards of academic integrity are applicable in both individual and team assignments.
Violations and any compromise of these standards may result in penalties of loss of academic credit for
the course, including mandatory withdrawal from the course.
Use of Blackboard Course Management System: Log onto http://bb.uis.edu/ to utilize Blackboard for
this course. Blackboard is a useful tool for sharing information, facilitating class discussion, and
communicating between team members. It allows the sharing of electronic files in a workspace
accessible through the Internet. Lecture notes, handouts, and assignments will all be posted to
Blackboard. Students may also use blackboard to send email to others in the course. Please note that
announcements to the class will be frequently posted between class sessions on blackboard so please
check for new announcements regularly.

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Deliverables: To successfully pass this course, students must complete every deliverable and receive a
passing grade in each evaluation area. Students may not selectively omit any deliverables and receive a
passing grade for this course.

Methods of Evaluation
1. Group Analysis 1 (Details in Schedule)
2. Group Analysis 2 (Details in Schedule)
3. Readings Presentation: As a component to promote both the larger class understanding of the
readings as well as individuals’ leadership and presentation skills, each individual in the class will be
presenting; N.B. It is your responsibility to coordinate your presentation on the date of that reading’s
class session, inability to do so will result in an automatic deduction of one letter grade (10%). This will
involve: 1) synopsizing the major highlights of the article, 2) integrating it within the context of the
course and topics of consideration, and 3) guiding class discussion of the topics, especially as they
interrelate with the course and professional experiences. These presentations will be no longer than 20
minutes and no shorter than 5 minutes, but will vary given the variation in page length and reading
complexity; failure to adhere to the minimum and maximum times allotted will result in an automatic
deduction of one letter grade (10%). A spreadsheet tying presenters to their assigned readings is
available on Blackboard (bb.uis.edu). You may utilize Powerpoint slides (generally around 5-10, but as
many as are needed) or visual aids to assist your presentation, you are not required to use these visual
aids.
4. Comprehensive Final Examination (Details in Schedule)
5. Individual Participation: Twenty percent of your total grade will be based on your individual class
contribution grade. The grade you receive for your contribution grade will be primarily based on the
instructor’s observation of your activities in class, and very importantly case discussions (online) and the
products thereof. It is important to prepare yourself for group discussion of the cases and articles by
reading them thoroughly before their assigned class session. Beyond case discussion participation
(which cannot be made-up as there is no way to recapture these discussions post-hoc and they are very
flexibly available to you online), you are encouraged to participate actively in class discussions in a
manner that adds value to the discussion and increases your own learning and the learning of others.

Grading
Each student will be evaluated on five grading components. These components include the following:
Percent of
Assignment Due date
grade

1. Group Analysis 1 15% 10/22

2. Group Analysis 2 15% 11/26

Date of Class (see
3. Readings Presentation(s) 20%
Blackboard)
12/3-12/12 In Class
4. Comprehensive Final Examination 30%
Portion on 12/3
5. Individual Class Contribution/ 20%
Online Case Analyses & Discussion

Grades will be calculated as follows:

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 Percentage
Grade Points
A 93 and above Please note that all assignments should be submitted on the date
A- 90 – 92 specified. Late assignments will be graded at the instructor’s
convenience and you may not receive your grade information at the
B+ 88 – 89
same time as the rest of the class. Late assignments are also subject to
B 83 – 87 a grade reduction at the instructor’s discretion.
B- 80 – 82
C+ 78 – 79

Course Notes:
1. The content of this syllabus should be considered tentative only. The instructor reserves the right to alter this
syllabus as deemed appropriate to advance the learning needs of the class. Adequate advance notice will be
given for any date or requirements changes.
2. The College of Business and Management offers a wide range of programs to prepare students for challenging
careers and positions of leadership in private and public sector organizations. Like the campus, the college is
committed to addressing the needs of both traditional and nontraditional learners, reflecting diversity in both
the curriculum and campus community. The College encourages its faculty to develop innovative approaches
to fulfilling these institutional missions. By creating a personal, interactive, student-centered environment,
the college prepares traditional and nontraditional students for careers and positions of leadership in
corporate, government, and nonprofit organizations.
3. Consistent with UIS' primary mission of excellence in teaching and learning, the College pursues the following,
recognizing our campus mandate to serve the higher education needs of the central Illinois region. (1) Placing
the highest priority on excellence in teaching and learning through the continuous enhancement of the
curriculum and its delivery; the development of professional competencies, attitudes, and ethics; and
attention to the effects of increasing globalization, technological advancements, and diversity in workplaces.
(2) Supporting faculty development and intellectual contributions through the scholarship of discovery,
integration, application, and teaching, emphasizing both applied and instructional contributions. (3)
Recognizing a responsibility to our campus, and local, academic, and professional communities, encouraging
outreach and service to promote a sense of personal, public, and social responsibility.

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Course Calendar
8/27 ORIENTATION Week 1

9/3-10/1 Weeks 2-6

Section 1: OB, Culture, & Motivation
Lecture Topics:
Why OB? What’s OB?
Human behavior as social
The Hawthorne experiments
Relationships & Feedback Effects
Trust
Culture
Organizational culture
Motivation
Classic reinforcement theory
Extrinsic vs. intrinsic motivation
Modern motivation theories

Cases for Analysis and Possibly Online Discussion:

SAS Institute A: A Different Approach to Incentives and People Management Practices in the Software
Industry
SAS Institute B: The Decision to Go Public
Harrah’s Entertainment, Inc.: Rewarding Our People

Readings:

(TEXT)
Pfeffer, Jeffrey (2007). What Were They Thinking? Harvard Business School Press: Boston, MS.
Part I: People-Centered Strategies

(Blackboard Article)
Drucker, P. F (1999). Knowledge worker productivity: The biggest challenge. California Management
Review, 41(2), 79-94.

(Blackboard Article)
Rieger, Bradley J. (Oct 1995). Lessons in productivity and people. Training & Development, 49(10), 56-58.

(Blackboard Article)
Pfeffer, J. & Veiga, J. F. (1999). Putting people first for organizational success. Academy of Management
Executive, 13(2), 37-48.

(Blackboard Article)
Truss, Catherine, et al. (Jan 1997). Soft and hard models of human resource management: A reappraisal.
Journal of Management Studies, 34(1), 53-73.

(Blackboard Article)

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Hofstede, Geert, & Bond, Michael-Harris (1988). The Confucius connection: From cultural roots to
economic growth. Organizational Dynamics, 16(4), 5-21.

(TEXT)
Pfeffer, Jeffrey (2007). What Were They Thinking? Harvard Business School Press: Boston, MS.
--Part II: Creating Effective Workplaces

(Blackboard Article)
Hope, Jeremy & Fraser, Robin (2003). New Ways of Setting Rewards: The beyond budgeting model.
California Management Review, 45(4), 104-119.

(TEXT)
Pfeffer, Jeffrey (May 1998). Six dangerous myths about pay. Harvard Business Review,110-119. (NOTE:
This article is in the Custom Coursepack)

(Blackboard Article)
Lepper, M.R., Greene, D. & Nisbett, R.E. (1973). Undermining children's intrinsic interest with extrinsic
rewards: A test of the "overjustification" hypothesis. Journal of Personality and Social Psychology, 28,
129-137.

(Blackboard Article)
Haynes, V. D., & Birnbaum M. (2008). D.C. Tries Cash as a Motivator in School. The Washington Post,
8/22/2008.

(Blackboard Article)
Turque, Bill (2010). D.C. Students Respond to Cash Awards, Harvard Study Shows. The Washington Post,
4/10/2010.

(Blackboard Article)
Buhler, Patricia M. (Dec 2003). Managing in the new millennium. Supervision, 64(12), 20-22.

(Blackboard Article)
Greenberg, Jerald & McCarty, Claire L. (August 1990). The interpersonal aspects of procedural justice: A
new perspective on pay fairness. Labor Law Journal, 41(8), 580-586.

**Herzberg, Frederick (Jan 2003/1968). One more time: How do you motivate employees? Harvard
Business Review, 81(1), 86-96.

(Blackboard Article)
Seay Jr., Raleigh F. (Jan 2008). Contemporary issues in compensation. Community Banker, 17(1), 36-37.

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Group Analysis Assignment 1:
Your group will write up a brief paper analyzing (and drawing conclusions about; e.g., analysis of flaws
with suggestions to improve, analysis of successes using theory to explain the successes, etc.) the
culture and/or motivational framework of either one of your current (or past) organizations or an
organization of your choosing (cultures are relatively apparent through various media available online
for many organizations, including but not limited to Mission Statements and company histories). This
analysis will focally utilize and cite the readings of this course section as well as any novel resources your
group locates of either specific analysis within the industry/field you are analyzing, or general theory as
it relates to the specific problem(s) you are analyzing. If you choose to do an organizational culture
analysis, examine in particular the relationship of the purported/spoken culture of the organization and
the manifested/actual culture, as well as comparing and contrasting with the suggestions of the authors
we have read. If you choose to do a motivational framework analysis, be sure to analyze in terms of the
apparent goals of the framework (compensation, merit pay, bonuses, shareholder concern, job
enrichment, training opportunities, advancement opportunities, etc.) and the actual or likely long term
results of the framework You may find it difficult to disentangle the culture and motivational framework
of an organization as we most often motivate what we value. You do not have to make the analysis
exclusively one or the other, but papers that try to accommodate full analysis of both in the space
limitation often ramble and fail to strongly analyze in toto. The analysis body will be no more than five
pages in length, double-spaced, with 1-inch margins on all sides, formatted in APA style (using the guides
provided to you and any other resources you acquire) and using APA style citations of sources (again,
see the supplemental materials) and an APA style Reference list. Times New Roman size 12 font or Arial
size 11 are the only acceptable fonts for this summary. Any additional materials (e.g., flowcharts,
reference list, cover sheet) will not be counted toward the page count of the body (and so will not result
in lower credit). You do not need to construct an abstract for this project.

This assignment will be tentatively due to be turned in to Blackboard by 11:59pm on 10/22

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10/8-11/5 Weeks 7-11
Section 2: Groups, Teams, and Creativity
Lecture Topics:

Groups
Group Formation
Intragroup Dynamics
Teams as a special case of groups
Groupthink
Hidden Profiles
Conformity
Social loafing
Brainstorming
Cross-functional teams
Virtual teams

Cases for Analysis and Possibly Online Discussion:

Mount Everest—1996
Henry Tam and the MGI Team
(Possibly) Managing Creativity at Shanghai Tang
(Possibly) Managing Global Team: Greg James at Sun Microsystems, Inc.

Readings:

(Blackboard Article)
Goncalo, Jack A., Polman, Evan G., & Maslach, Christina (2010). Can confidence come too soon?
Collective efficacy, conflict and group performance over time. Organizational Behavior and Human
Decision Processes, 113, 13-24.

(Blackboard Article)
Warren, Danielle E. (2003). Constructive and destructive deviance in organizations. Academy of
Management Review, 28(4), 622-632.

(Blackboard Article)
Ahlstrom, David & Wang, Linda C. (2007). Groupthink and the innovator's dilemma: France's sudden and
shocking defeat in 1940. Academy of Management Proceedings, 1-7.

(Blackboard Article)
Dimitroff, Robert D., Schmidt, Lu Ann & Bond, Timothy (Jun 2005) Organizational behavior and disaster:
A study of conflict at NASA. Project Management Journal, 36(2), 28-38

(Blackboard Article)
Whyte, Glen (1998). Recasting Janis’s groupthink model: The key role of collective efficacy in decision
fiascoes. Organizational Behavior and Human Decision Processes, 73(2/3), 185-209.

(Blackboard Article)
Mulrine, Anna (May 2008). To battle groupthink the army trains a skeptics corps. U.S. News & World
Report, 144(15), 30-32

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(Blackboard Article)
Greitemeyer, T., Schulz-Hardt, S., Brodbeck, F. C., & Frey, D. (2006). Information sampling and group
decision making: The effects of an advocacy decision procedure and task experience. Journal of
Experimental Psychology: Applied, 12(1), 31-42.

(Blackboard Article)
Oxley, N. L., Dzindolet, M. T., & Paulus, P. B. (1996). The effects of facilitators on the performance of
brainstorming groups. Journal of Social Behavior and Personality, 11(4) 633-646.

**Amabile, Teresa M. (Sep 1998). How to kill creativity. Harvard Business Review, 76(5), 76-87.

(Blackboard Article)
Westphal, James D. & Stern, Ithai (Jun 2006). The other pathway to the boardroom: Interpersonal
influence behavior as a substitute for elite credentials and majority status in obtaining board
appointments. Administrative Science Quarterly, 51(2), 169-204.
-Focus on Introduction 169-179 and Discussion 193-199

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Group Analysis Assignment 2
Your group will write up a brief paper analyzing (and concluding something about via the course and
available literature, as before) your choice from the topics available below:

The formation, membership, and dynamics of a group or team to which one of you belong (this need not
be restricted to professional organizational groups and teams as the same dynamics exist in and
influence the formation of even casual and interest based groups) or on which you can find sufficient
information to analyze.

Or

You may choose from one of the historical incidents (or one of which you know besides these) below
and analyze it in terms of group formation, decision making, dynamics, and specifically groupthink (or
you may propose a group to analyze if you are aware of one):

Nixon’s Administration and associates and its involvement in and response to the Watergate break-in.

Reagan’s Administration and associates and its involvement in and response to the Iran-Contra scandal.

John F. Kennedy’s Administration and associates and its involvement in and response to the Bay of Pigs
disaster.

The analysis body will be no more than five pages in length, double-spaced, with 1-inch margins on all
sides, formatted in APA style (using the guides provided to you and any other resources you acquire)
and using APA style citations of sources (again, see the supplemental materials) and an APA style
Reference list. Times New Roman size 12 font or Arial size 11 are the only acceptable fonts for this
analysis. Any additional materials (e.g., flowcharts, reference list, cover sheet) will not be counted
toward the page count of the body (and so will not result in lower credit).

This assignment will be tentatively due to be turned in to Blackboard by 11:59pm on 11/26

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11/12-12/3 Weeks 12-15
Section 3: Leadership, Decision Making, and Ethics
Lecture Topics:

Influence
Reciprocity
Commitment and Consistency
Social Proof
Liking
Authority
Scarcity
Leadership
Classic leadership theories
Contemporary leadership theories
Functions of a leader in learning and perception
Decision making
Measurement of outcomes
Self-Presentation
Impression Management and Self-Monitoring
Heuristics in self-presentation
Ethical considerations in managing

Cases for Analysis and Possibly Online Discussion:

Rebecca S. Halstead: Steadfast Leadership
Mekong Capital: Building a Culture of Leadership in Vietnam
(Possibly) Tata: Leadership With Trust
(Possibly) Rob Parson at Morgan Stanley

Readings:

(TEXT)
Cialdini, Robert. (2007). Influence: The Psychology of Persuasion. Collins Business Essentials: New York,
NY.

(TEXT)
Pfeffer, Jeffrey (2007). What Were They Thinking? Harvard Business School Press: Boston, MS. Part III:
Power Play, & Part IV: Measures of Success

(Blackboard)
Rubenstein, Herb (Apr 2005). The evolution of leadership in the workplace. Vision, 9(2), 41-49.
-You do not need to focus on “The Leadership Course” pp45-48, but don’t miss the last two
sections from “Leader Evolution or Employee Revolution” (p. 48) through the conclusion of the
article.

**Cuddy, Amy J., Kohut, Matthew, & Neffinger, John (Jul/Aug 2013). Connect, then lead. Harvard
Business Review, 91(7), 54-61.

**Gigerenzer, Gerd (Feb 2006). Follow the leader. Harvard Business Review, 84(2), 58-59.

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**Goleman, Daniel, & Boyatzis, Richard (Sep 2008) Social Intelligence and the Biology of Leadership.
Harvard Business Review, 86(9), 74-81.

**MacMillan, Whitney (Jun 2006) The power of social capital. Harvard Management Update, 11(6), 3-5.

(Blackboard)
Deloitte LLC (Apr 2008) Deloitte 2008 Ethics & Workplace Survey Finds Transparency by Leadership
Makes a Positive Impact on Employee Productivity. External press release.

**Graham, Ginger L. (Apr 2002). If you want honesty, break some rules. Harvard Business Review, 80(4),
42-47.

(Blackboard Article)
Prentice, Robert A. (2007). Ethical decision making: More needed than good intentions. Financial
Analysts Journal, 63(6), 17-30.

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12/3 Week 15 Wrap-Up and In Class Portion of Final Exam, likely rolled out via Blackboard as
alternative based upon time remaining; roll out still 4/30, 2.5 hrs. still given to complete)

Take Home Essay Portion of Final Examination DUE by 11:59pm 12/12 - TAKE HOME - Questions
Disseminated 12/2

The Final Examination will be half cumulative multiple-choice taken either in our last class session (12/3)
or online based on time remaining, and half take home essay. A list of essay questions will be provided
from which you will choose one to answer in no more than 3 double spaced pages. You will be given a
choice of which essay you wish to answer. All of the notes you’ve taken in class will be allowed during
both portions of the examination as will all texts and articles and internet access. Be aware that the
amount of reading material in this course is extensive to the point that lack of preparation will not be
made up for by hurriedly searching through the readings while you take the examination. The notes
allowance has been made in order to assist you in organizing your thoughts and references prior to the
examination itself (i.e., you may want to make some consolidated notes from your larger bevy of class
notes to assist yourself both with the examination as well as finding information later in life).

You will be provided one and approximately one and a half weeks to complete the take home portion of
this examination, beginning immediately on 12/2 (Monday), and expected to be turned in via
Blackboard no later than 11:59pm 12/12 (Thursday). Beginning at 12:01am, a one letter grade
deduction per 24 hour cycle will be implemented (i.e., a test turned in at 12:01am will earn a maximum
of an 90% A-, by 12:01am the following day, a maximum of an 80% B- and so forth) and late submission
may result in the assignment of an "Incomplete" to be substituted with the earned letter at my
convenience.

You will be expected to cite (in-line APA style, no references required) relevant papers from class (for
which Reference lists will not be needed) content as well as those you researched on your own (for
which Reference lists will be needed) for class in the examination much as you did in your group
analyses. APA citation style is the expected format. Please re-familiarize yourselves with this standard
from the supplemental guides I have made available prior to attempting the exam. This final
examination is an INDIVIDUAL assignment and so you should NOT work collaboratively on this
assignment. ANYONE caught cheating on this examination will be immediately failed in this course and
likely expelled from the program.

Specific instructions will be given to you regarding exam file format, further specifications (font, margin,
etc.), as well as qualification of late submissions.

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