Mendoza College of Business P 574 631of7236

Mendoza College Business

204 Mendoza College of Business E info.mendoza@nd.edu
Management & Organization
Notre Dame, IN 46556-5602 Notre Dame, IN 46556
jason.colquitt@nd.edu

MGTO 70105 - Leading People and Teams

Fall 2020
July 1, 2011
Professor Jason Colquitt
Office 363A Mendoza
John Doe
Office Hours By appointment
Email 3019 Council Oak Drive
jason.colquitt@nd.edu
South Bend, Indiana 46628

Section 1: Tuesdays & Thursdays, L061 Mendoza, 8:00-9:45am

Dear Mr. Doe,
https://notredame.zoom.us/j/95488527337?pwd=NCtuVStQMzJ5UmtwN1F0RWNnOVY5dz09

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https://notredame.zoom.us/j/91652485960?pwd=OVRVTTNFRERnR0d3SG9OcGJnVURiUT09
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Sakai
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Overview and Objectives
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This course provides

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that field is focused
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and behaviors in the workplace. Organizational behavior is a “micro” field
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et netus et malesuada famesIn ac addition to organizational
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psychology, social
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The course
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both practical and actionable and that are supported by organizational behavior
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research.
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fashion. That integrative perspective is important because the attitudes and behaviors of
an individual employee are not caused by any one thing. Rather, they are caused by a
combination of factors—including his or her personality, incentive system, job tasks,
work environment, manager, and organizational culture. After this course, you should be
able to:
Sincerely,
1. Apply organizational behavior concepts and theories to help solve problems and
challenges
Jane Smith in the workplace
2. Understand how to gather data relevant to problems and challenges in the
workplace
3. See how to use your own data—and findings from scientific studies—as a
supplement to the experience and intuition that guides decisions
4. Understand the larger combinations of factors that influence employee attitudes and
behaviors

Readings

The readings for the course will be uploaded to Sakai as the term progresses. They are
a combination of research translations and practitioner-oriented pieces in Harvard
Business Review-type outlets, and research articles from scholarly journals. For
scholarly journal articles, you should focus on broad takeaways and general details. You
will not be expected to delve “into the weeds” of those articles the way a PhD audience
might. There is no required textbook for the course. That said, some of the content will
be based in my organizational behavior textbook: Colquitt, LePine, and Wesson’s
Organizational Behavior: Improving Performance and Commitment in the Workplace.
This textbook is published by McGraw-Hill and is now in its seventh edition. If you have
a deeper interest in this subject matter, earlier editions can be purchased very
inexpensively on Amazon.

Course Grading

Your course grade will be based on the following:

Principles Exam 50 points

Team Research Case 50 points
Integrative Exam 80 points
Engagement 20 points

Final grades for the course will be based on the following cutoffs:

186 - 200 points (93-100%) A

180 - 185 points (90-92.9%) A-
174 - 179 points (87-89.9%) B+
166 - 173 points (83-86.9%) B
160 - 165 points (80-82.9%) B-
154 - 159 points (77-79.9%) C+
146 - 153 points (73-76.9%) C
140 - 145 points (70-72.9%) C-
Class Schedule

Date Topics

10/13 Course Introduction

Specific Principles

10/15 Surround Yourself with the Right Personalities

10/20 Design Efficient and Culture-Consistent Rewards

10/22 Craft Jobs to Be Intrinsically Motivating

10/27 Cultivate Positive Emotions Day to Day

10/29 Become a More Solid Leader

11/3 Become a More Inspirational Leader

11/5 Principles Exam

Integrative Topics

11/10 Data Collection and Analysis

11/12 Case: Google’s Project Oxygen

11/17 Fostering Creativity

11/19 Guest Speaker

11/24 Integrative Exam

Principles Exam (taken 11/5)

The Principles Exam will be based on the lecture slides and readings in the Specific
Principles section of the course. It will be “open notes” and will be taken through Sakai
during the class meeting time. It will have both multiple choice and short essay
questions. Short essay questions will typically require around six sentences for
answers. Example questions that illustrate those two formats will be provided in class.

Team Research Case (due by 11:59pm on 11/22)

The Team Research Case will be inspired by the Google’s Project Oxygen case. As will
be discussed in class, that case discusses Google’s internal research project to
determine “whether managers matter.” Your team will focus on one organization that
you have deep familiarity with. You will then draw on content and methods from the
course to determine how you would tackle that same research question. Note that you
should not merely retrace Google’s steps, as described in the case. Instead, you should
apply what you’ve learned in the course to design your approach. More details will be
provided in class.

Integrative Exam (taken 11/24)

The Integrative Exam will ask you to apply the content in the lecture slides in an
integrative fashion to a particular organizational challenge. It will be “open notes” and
will be taken through Sakai during the class meeting time. Note that the exam will be
cumulative, meaning that it will cover content from both the Specific Principles section of
the course and the Integrative Topics section of the course. That said, no readings will
be covered on the exam. You will only apply the content in the lecture slides—no
reference to any particular reading will be needed. An example question that illustrates
the format will be provided in class.

Engagement (data gathered during finals week)

Engagement points will be a sum of two components:

Attendance and Participation (10 points)

At the end of the term, I will assess each student on the five questions below. I will also
collect a self-assessment on the five questions through Qualtrics, to inform my own
assessment. Note that I will take virus-related challenges into account with such ratings,
given the challenges involved in prolonged Zoom participation.

 Strongly Disagree Disagree Neutral Agree Strongly Agree

1 2 3 4 5

1. The student’s attendance (in class or on Zoom) was among the best in the class.
2. The student appeared to listen in an attentive manner during lectures.
3. The student was quick to answer questions when posed during lectures.
4. The student injected his/her own questions during lectures.
5. The student provided his/her own comments and perspectives during lectures.

Contribution to Team Research Case (10 points)

At the end of the term, I will gather peer assessments of the five questions below. Those
assessments will inform my point allocation.

Strongly Disagree Disagree Neutral Agree Strongly Agree

1 2 3 4 5

1. This team member consistently attended project meetings and responded to

project-related communications.
2. This team member provided ideas and insights that had a positive effect on the
quality of our project.
3. This team member completed his/her portions of the project conscientiously and to
the best of his/her ability.
4. This team member made working on the project more enjoyable.
5. This team member was an asset to the team.