How people in organizations think and behave. Focuses on how leadership and motivation affect individuals and teams in the workplace and a global business context. Prerequisites: BSAD 010 or BSAD 020 or EC 011 or EC 012 with a minimum grade of C-, or Instructor permission; Business Administration, Computer Science & Information Systems, Engineering Management, Dietetics, Nutrition & Food Sciences major; Business Administration minor, Sports Management minor or Instructor permission; minimum Junior standing.
Prereqs enforced by the system: BSAD 010 or BSAD 020 or EC 011 or EC 012 with a minimum grade of C-; BSAD, CSIS, EMGT, DNFS majors and BSAD and SMGT minors or Instructor Permission. For permission email email@example.com; Minimum junior standing; Open to Degree and CDE Students.
In an increasingly globalized and competitive business environment, an organization’s people can be a valuable source of sustained competitive advantage. How employees are treated, managed, and led matters: It affects their happiness, sense of fulfillment, health, and overall well-being; it also affects employees’ work motivation, commitment, job performance, and other behaviors that have non-trivial consequences for an organization’s well-being. Managers need to develop and apply leadership and other organizational behavior skills to be effective, and the same is true for most other organizational members because the traditional lines between ‘manager’ and ‘employee’ are increasingly blurry, and sometimes barely visible: Work is increasingly performed through employees who operate autonomously and/or on self-directed work teams, and through participatory approaches that are somewhat “indifferent” to hierarchical reporting lines that often span departmental, divisional and even organizational boundaries. This course is about people in organizations. Emphasis is placed on understanding how the decisions and behaviors of team members, managers and leaders shape and influence—for better or for worse—the motivation, attitudes and performance of other employees. Course material is derived from decades of rigorous scholarly research, empirically-supported theories, established ‘best practices’, and recent insights from innovative work in the organizational behavior and management disciplines (and, in some cases, from their disciplinary ‘siblings’ like human resource management, organizational development, and applied social psychology). The material in this course is firmly grounded in an evidenced-based philosophy of practice that is reflected in the concepts, theories, and frameworks covered (and not covered!) in each class, and in the accompanying considerations of their application and use in practice. In-class exercises and other course activities provide opportunities for students to apply course material to improve their self- and other-awareness, and inform their efforts to be mindful and intentional about how they lead and interact with others in work and non-work contexts. The course content and its delivery is designed to help students develop a foundation on which they can build a valuable set of interpersonal skills—if, and only if, they’re determined to do so. For most people, achieving meaningful improvements in collaboration, leadership or other relational skills is hard work, and it requires ongoing practice and a long-term commitment to continuous self-improvement and growth. Most people who've invested significant time and energy doing so will tell you that it’s definitely worth it. The capstone experience in this course occurs through students working in teams to apply material from all three units to a case involving multiple employment relationships in a complex organizational context. Teams will need to apply their collaboration skills to effectively plan, coordinate, and conduct thoughtful analyses of the case, and develop an approach to present their work in a manner that demonstrates a deep understanding of course material and ability to apply it. These activities are designed to foster students’ teamwork, leadership, critical thinking, and presentation skills. Unit 1 - Employees: Intro to OB; Job Performance & Work Behaviors; Psychological Needs, Employment Relationships & Trust; Organizational Commitment & Withdrawal; Job Satisfaction & Job Characteristics; Organizational Justice & Perceived Fairness Unit 2 - Teamwork: Teamwork Competencies, Team Types, Size & Stages of Development; Team Cohesion & Norms, Member Roles, & Contracts; Team Composition: Diversity, Cultural Values & Cognitive Styles; Self/Other-Awareness & The Big 5 Personality Traits; Team Decision Making & Meeting Skills; Giving & Receiving Feedback, Active Listening & Conflict Management Unit 3 - Leadership: Traits & Characteristics of Effective Leaders; Leader Behaviors, Leadership Styles & Decision Making; Expectancy Theory, Rewards & Goal Setting; Transactional, Transformational & Strengths-Based Leadership; Implicit Leadership Beliefs & Gender; Organizational Change & Culture
Colquitt, Lepine, & Wesson. (2018). Organizational Behavior: Improving Performance and Commitment in the Workplace (6th Edition). New York, NY: McGraw-Hill. ISBN-13: 9781260157918; or, eISBN-13: 9781260157949; or, ISBN-10: 1260157911. The 6th Edition of the book is required for this course (McGraw Hill’s “Connect Plus” is NOT required). Students are welcome to use hardbound, loose-leaf, or digital versions that use the same pagination, provided you purchase the correct edition for the book as exactly titled above.
The final nature and percentages of all graded deliverables are subject to change prior to the first class meeting, but major changes are unlikely. Information about all graded activities will be described in advance during class and via Blackboard. 55% Tests 1 (15%), 2 (15%), & 3 (25%) 15% Pre-class Quizzes 30% Team Case Analysis Presentation 10% Individual Grade 20% Team Grade (weighted by TMC Score) Tests Test 1 = 15%, Test 2 = 15%, & Test 3 = 25% (55% in total). A description of the content and format of each test will be posted to Blackboard a week or more in advance. For each test, the applicable material is limited to the associated Unit unless otherwise indicated (i.e., Test 2 covers Unit 2 material). Team Case Analysis Presentation (TCAP) The TCAP is worth 30% of the course grade, with 10% based on an Individual Grade assigned to each student based on his or her presentation performance, and 20% based on a Team Grade assigned to all team members based on the analyses and aspects of the presentation for which the team is accountable (e.g., quality of slides, coordination). The initial Team Grade assigned by the professor will ultimately be weighted by each student’s TMC Score (see below). The Team Challenges shown on the schedule during the class meeting that follows Test 1 and Test 2 are designed to develop the critical thinking and case analysis skills that teams will need to conduct sophisticated analyses of the content of their choice across three inter-related cases for their TCAP. In fact, teams will already be quite familiar with the central case for the TCAP (case 3) even before reading it, as the characters, events, and scenarios involved build on cases 1 and 2 used in each Team Challenge. All requirements and instructions or the TCAP will be posted on Backboard in advance, and it will included detailed grading criteria that provides clear guidance about what individual presenters and teams need to do to achieve a high grade. Individual students and teams are also invited to reserve a time slot during one or more of the Optional Presentation-Feedback Sessions to receive specific feedback pertaining to the grading criteria. Team Member Contribution (TMC) Score To account for potential differences in the contributions and conduct across team members toward the TCAP, all students’ team-based grades on the TCAP (20% of the course grade) will be weighted by their Team Member Contribution (TMC) Score. Given the nature of the scoring and weighting process , this plays out in predictable ways, and students receive the grades they deserve. Those who do their fair share of the work and behave like good team members should ultimately receive the same team grade that the professor initially assigned. Slackers and horrible team members, however, are penalized heavily, and other team members who end up doing more than their fair share of the work to make up for a slacker are rewarded accordingly.
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