Career Development and Lifestyle Planning · Web viewDate Organizational Behavior Read Robbins and Judge, chapter 1 Date Leadership and Diversity Read Robbins and Judge, chapters

Organizational Behavior 3 Credits

BU.141.320.xx Class Day/Time & Start/End date

SemesterClass Location

InstructorFull Name

Contact InformationPhone Number: (###)###-####E-mail Address:

Office HoursDay/s Times

Required Texts: Robbins, S. P., & Judge, T. A. (2011). Organizational Behavior, 14th Edition. Upper Saddle

River, NJ: Pearson/ Prentice Hall.

Articles and Chapters available through Blackboard:Amason, A., Thompson, K., & Schwartz, W, & Harrison, A. (1995, Autumn). Conflict: An important dimension in successful management teams. Organization Dynamics, 23.Goleman, D. (2000, March-April). Leadership that gets results. Harvard Business Review

ROO204.Greiner, L. E. (1998). Evolution and revolution as organizations grow. Cambridge MA:

Harvard Business School Publishing.Herzberg, F. (1968, January-February). One more time: How do you motivate employees?

Cambridge. MA: Harvard Business School Publishing.Janis, I. L. (1971, November). Groupthink: The desperate drive for consensus at any cost.

Psychology Today.Kanter, R. M. (1979, July-August). Power failure in management circuits. Cambridge, MA:

Harvard Business School Publishing.Kotter, J. (1999). What leaders really do. In John Kotter on what leaders really

do. Boston: Harvard Business Review, 1999. Kotter, J. (1996). Transforming organizations: Why firms fail. In Leading Change.

Cambridge, MA: Harvard Business School Publishing Lawler, E. (2008, June). Why are we losing all our good people? Harvard Business Review.McGregor, D. M. (1957). The human side of enterprise. Management Review (the American

Management Association)Schein, Edgar H. (1990, Feb.). Organizational culture. American Psychologist, Vol. 45, No.

2, pp. 109-119.Senge, P. (1990). The art and practice of the learning organization. In The Fifth Discipline.

New York, NY: Doubleday.

Blackboard SiteA Blackboard course site is set up for this course. Each student is expected to check the site throughout the semester as Blackboard will be the primary venue for outside classroom communications between the instructors and the students. Students can access the course site at https://blackboard.jhu.edu. Support for Blackboard is available at 1-866-669-6138.

Course EvaluationAs a research and learning community, the Carey Business School is committed to continuous improvement. The faculty strongly encourages students to provide complete and honest feedback for this course. Please take this activity seriously because we depend on your feedback to help us improve so you and your colleagues will benefit. Information on how to complete the evaluation will be provided towards the end of the course.

Disability ServicesJohns Hopkins University and the Carey Business School are committed to making all academic programs, support services, and facilities accessible. To determine eligibility for accommodations, please contact the Carey Disability Services Office at time of admission and allow at least four weeks prior to the beginning of the first class meeting. Students should contact Rachel Hall in the Disability Services office by phone at 410-234-9243, by fax at 443-529-1552, or email: [email protected].

mailto:[email protected]

https://blackboard.jhu.edu/

BU.141.320.xx - Organizational Behavior –Instructor’s Name- Page 3 of 15

Important Academic Policies and Services Honor Code Statement of Diversity and Inclusion Tutoring Carey Writing Center Inclement Weather Policy

Students are strongly encouraged to consult the Johns Hopkins Carey Business School Student Handbook and Academic Catalog and the School website http://carey.jhu.edu/syllabus_policies for detailed information regarding the above items.

Course DescriptionThis course addresses individual and group behavior within organizations, from the standpoint of leadership. It is designed to help students better understand their own motivation and style of work so that they may interact with and better manage others effectively. Students consider how personality, motivation, communication, group dynamics, power, conflict, and organizational structure and culture affect productivity and job satisfaction. Through interactive class discussions, case studies, and projects, the class examines research findings, real world situations, and the practical implications of the theories that manage individuals and groups. A particular emphasis is on leading change in organizations.

Course OverviewOrganizational behavior (OB) is defined as an interdisciplinary field of study “that investigates the impact that individuals, groups, and structure have on behavior within organizations, for the purpose of applying such knowledge toward improving an organization’s effectiveness” (Robbins and Judge, 2011). Organizational leaders today are faced with a number of challenges and opportunities to apply OB concepts in response to economic pressures and globalization, managing workforce diversity, improving customer service and people skills, stimulating innovation and change, coping with “temporariness,” working in networked organizations, helping employees balance work-life conflicts, creating a positive environment, and improving ethical behavior. Students in this course examine each of these challenges and explore opportunities that lead to positive organizational outcomes.

Student Learning Objectives for This CourseAll Carey graduates are expected to demonstrate competence on four Learning Goals, operationalized in eight Learning Objectives. These learning goals and objectives are supported by the courses Carey offers. For a complete list of Carey learning goals and objectives, please refer to the website http://carey.jhu.edu/LearningAtCarey/LGO/index.html.

The learning objectives for this course are: 1. leadership theories as they relate to OB and organizational effectiveness 2. individual attributes and behaviors as they relate to groups and organizations3. the impact that work groups, teams, structure and culture have on organizational outcomes4. theories about individual motivation and work style as these relate to managing and leading

others5. theories about power dynamics and conflict management as these relate to managing and

leading others6. research-based strategic approaches to specific organizational challenges and issues

(especially transitions and change)

Attendance Policy Students are expected to attend all class sessions. If you must miss a class, you are nevertheless responsible for all information covered. Failure to attend two or more class sessions will likely impact your final grade; if you must miss a class, you should inform the instructor in advance. Out of respect to your classmates and instructor, you should plan to arrive on time in this course, and to be courteous and respectful in all class interactions. You should turn off cell phones and laptops in class unless they are needed for a group project.

http://carey.jhu.edu/LearningAtCarey/LGO/index.html

http://carey.jhu.edu/syllabus_policies


Assignments

Class Participation (15%): Classes are designed to be interactive; you are expected to prepare all readings and assignments and to participate actively in class discussions and exercises.

On Deck Team Presentations 1 & 2 (20%): You will be assigned a team and each team will be assigned two essays to present to the class. Each member of the team should contribute, roughly 3-4 minutes. The goal is to teach the class about the essay you are assigned. Teams will be evaluated on their understanding of the article; their ability to relate it to the readings in the textbook; their ability to work together as a team, dividing up the content of the presentation equitably and logically; and their ability to engage the audience. Individuals will be evaluated on their preparation, contribution to the team effort, and individual presentation skills (see the rubric on group presentations on p. 12).

Quiz 1 (10%) There will be a short objective assessment of student mastery of course readings related to personality, individual attributes, and leadership theories (20 questions).

Quiz 2 (10%) There will be a short objective assessment of student mastery of course readings related to motivation, group dynamics, and work teams.

Film analysis (15%) You are to write a coherent, unified, will developed essay analyzing the film 12 Angry Men and what it has to say about the relationship between leadership, motivation, team and group dynamics (especially groupthink), power, and conflict management (4 pages).

Team Presentation: Organizational Case Study (10%) Teams will be asked to choose an organization undergoing a significant change and to analyze it and make recommendations based on the theories of organizational behavior and case studies we have reviewed in this course.

Final Case Analysis (20%) Each team member will then assemble the information gathered by the team in presenting its case, and write a 6-page analysis of the case in terms of organizational behavior.

Assessment of student workThe following percentages apply to the assignments; for specifics on how the assessments will be done, refer to the rubrics for writing and individual and team presentations on pages 8-12.

Assignment Learning Outcomes WeightAttendance and participation in class discussions 1-5 15%On deck presentation 1 4 10%On deck presentation 2 6 10%Quiz 1 1 & 2 10%Quiz 2 3 & 4 10%Film Analysis 1-5 15%Team Presentation 1-6 10%Case Analysis 1-6 20%

Important notes about grading policy:The grade for good performance in a course will be a B+/B. The grade of A- will only be awarded for excellent performance. The grade of A will be reserved for those who demonstrate extraordinarily excellent performance. *The grades of D+, D, and D- are not awarded at the graduate level. Grade appeals will ONLY be considered in the case of a documented clerical error.

Class Schedule and Assignments


Date Organizational BehaviorRead Robbins and Judge, chapter 1

Date Leadership and Diversity Read Robbins and Judge, chapters 12, 2, and Appendix A; Articles by Kotter, “What Leaders Really Do,” and Goleman, “Leadership that Gets Results.”Quiz 1: Robbins and Judge, chapters 12, 1 & 2; Appendix A; Kotter & Goleman articles.

Date Attitudes, Emotions, and Personality Read Robbins and Judge, chapters 3-5. In class self-assessmentMyers Briggs.

Date MotivationRead Robbins and Judge, chapters 7 & 8; articles by McGregor, “The HumanSide of Enterprise,” and Herzberg, “One More Time: How Do You MotivateEmployees?” On deck presentations 1.

Date Groups and Teams Read Robbins and Judge, chapters 9 & 10.

Quiz 2, Robbins and Judge chapters 3-5, 7-10; Herzberg and McGregor articles. In class exercise on team decision making.

Date Power, Conflict, and NegotiationRead Robbins and Judge, chapters 13 & 14. Article, Amason et. al. (“Conflict: AnImportant Dimension in Successful Management Teams”). View Film: 12 Angry Men

Date Organizational Structure and Culture Read Robbins and Judge, chapters 15 & 16. Article by Schein, “Organizational Culture.” Film Analysis due

Date Contemporary Leadership Challenges and Change ManagementRead Robbins and Judge, chapters 13 & 19. Read Articles by Kotter, “Transforming Organizations: Why Firms Fail”; Senge, “The Art and Practice of the LearningOrganization”; and Greiner, “Evolution and Revolution as Organizations Grow.” On deck presentations 2.

Date Human Resource Policies and PracticesRead Robbins and Judge, chapter 17. Case Study: “Why are we losing all our Good people?” Teams prepare for final case analysis.

Date Team Presentations Final Written Case Analysis due Saturday, April 9

Academic Writing: Checklist

Writing Process

1. Are you certain you understand what is expected on the assignment? Have you asked your instructor for clarification on anything you don't understand?

2. Who is your audience? What are the purpose and scope of your essay?


3. Have you scheduled adequate time to plan, research, write, and revise your paper?

4. Did you conduct a preliminary review of what's available on your topic?

5. Have you used an outline to see logical relationships between the parts of your essay?

Topic and Thesis

1. Is your topic too narrow or too broad for the scope of the assignment?

2. Have you adequately distinguished between your topic (your general area of interest) and your thesis (your central idea and attitude about that topic)?

3. Have you expressed your thesis clearly in the introduction to your paper?

4. Is your thesis reflected in the title of your paper?

Organization

1. Does your introductory paragraph establish the significance of your topic and provide necessary background?

2. Does your introduction articulate the thesis of your paper? Suggest subtopics and the order in which they will be developed in the body of your paper? Or is there a research question that suggests the material you will cover and your approach to it?

3. Are the subtopics related logically to the thesis?

4. Are the subtopics different, yet related to each other?

5. Does your conclusion restate your thesis in a fresh way? Answer a question posed in the beginning? Suggest an appropriate action?

Paragraph Structure

1. Does each paragraph have a single central topic, stated or implied?

2. Is each paragraph well developed? (Have you provided enough reasons, examples, facts, definitions, etc., to support the topic sentence?)

3. Is each paragraph unified? (Do all sentences clearly relate to one topic?)

4. Is each paragraph coherent? (Does each sentence relate to the ones before and after it in a logical way? Are there appropriate transitions?)

Mechanics (Grammar, Punctuation, etc.)

1. Have you proofread your sentences carefully to detect and correct errors in• sentence completeness (fragments, run-ons)?• subject/verb agreement?


• pronoun reference (be sure all pronouns have only one antecedent)?• modifiers (adjective/ adverb form; misplaced and dangling modifiers)?• verb tense ?• punctuation ?

2. Where appropriate, have you• eliminated unnecessary words?• varied your syntax, sentence length, and word choice?• put parallel thoughts into parallel form?• checked to see that comparisons are worded logically?• preferred active to passive verb forms?

3. Have you checked your words to be sure that they are• correctly spelled and used? Have you consulted a dictionary? Thesaurus? • appropriate? (Avoid inappropriate slang, trite expressions and clichés.)

4. Have you used the proper format? Is your paper• typed, double spaced with 1½-inch margins, in 12-point font, with page numbers and name on all pages? • in line with APA style for quotes, footnotes, list of references, etc.?

Information Sources

1. Have you properly attributed all quotes and paraphrases of other's work?

2. Have you checked your sources to see that they are sufficiently numerous, authoritative, various, relevant, and timely?

Evaluating Academic Writing

Criteria for Grading:A. Assignment (parameters, instructions, purpose) (25%)M Mechanics (grammar, style, usage, format) (25%)O Organization (thesis, introduction, body, conclusion, paragraphing, transitions) (25%)T Thought (analysis, research, content, creativity, logic) (25%)

Characteristics of the "Excellent" Paper (A) [exceeds expectations]

A • The paper topic addresses the purpose of the assignment, and the paper itself follows instructions regarding length, number of sources, etc.

M • Sentences are complete and varied in length and structure• Format follows appropriate guidelines (MLA, APA, instructor's own)• Usage is correct and language is appropriate and unbiased (gender, culture)• Punctuation, spelling, capitalization, etc., are correct

O • The paper is logically organized, with an introduction, body and conclusion• Writer has clearly articulated his/her thesis or controlling idea • Paragraphs are coherent, well developed, and unified around a single topic• Transitions are logical, signaled by connecting language.

T • Paper demonstrates in-depth knowledge of subject


• Controlling idea (thesis) is fully supported with evidence, reasons, quotes, etc.• Conclusions follow from the information presented• Writer shows ability to think critically and creatively• Sources of information are examined critically and weighed against other sources

Characteristics of the “Good” Paper (B)

A • Response to the assignment is focused and coherent• The paper topic addresses the purpose of the assignment• The paper follows instructions regarding length, number of sources, format, etc.

M • Sentences are clear, complete, and varied in structure• Format follows appropriate guidelines (MLA, APA, instructor’s own)• Usage is generally correct and language is appropriate• Punctuation, spelling, capitalization, etc., are generally correct

O • The paper is generally focused, with an introduction, body, and conclusion• Writer has clearly articulated his/her thesis or controlling idea• Paragraphs are coherent, well developed, and unified around a single topic• Transitions are logical, signaled by connecting language

T • Paper demonstrates knowledge of subject• Controlling idea (thesis) is supported with evidence, reasons, quotes, etc.• Conclusions follow from the information presented• Writer shows some ability to think critically and creatively• Sources of information are examined critically and weighed against other sources

Characteristics of the "Adequate" Paper (C)

A • Choice of topic may show lack of care in considering assignment's scope and purpose• Student has not adequately considered the audience (s) for which he/she is writing • Student does not follow instructions in all regards. Paper may be too short or long; it may not incorporate enough sources, etc.

M • Occasional grammar errors appear (e.g. fragments, subject/verb agreement)• There is little variety or sophistication in the length and structure of sentences• Writing is occasionally wordy and unclear• Format may be inconsistent or does not fully follow academic guidelines• Other errors appear (in usage and word choice, spelling, capitalization, punctuation…)

O • Organization is not always logical; introduction, body, or conclusion may be incomplete • Student attempts to provide coherence and unity but is not always successful

• Controlling idea is unfocused and only partially developed; thesis is too narrow/ broad• Paper occasionally skips around without adequate transitions

T • Knowledge of subject is adequate but not deep• Controlling idea is supported but not extensively• Conclusions are incomplete or do not follow directly from the information presented• Information sources are flawed or accepted uncritically• Approach to subject lacks creativity, mastery

Characteristics of the “Poor” Paper (D)

A • Choice of topic strays from the prescribed scope and purpose of the assignment• Student has not adequately considered the audience (s) for which he/she is writing • Student does not follow instructions. Paper may be too short or long; it


may not incorporate enough sources, and so forth)

M • Several grammar errors appear (e.g. fragments, subject/verb agreement)• There is little variety in the length and structure of sentences• Writing is often wordy and unclear• Format does not fully follow academic guidelines• Several errors appear (in usage and word choice, spelling, capitalization, punctuation…)

O • Organization is not logical; introduction, body, or conclusion may be incomplete• Paragraphs lack coherence and unity• Controlling idea is unfocused and not developed; thesis is too narrow/ broad• Paper skips around without adequate transitions

T • Knowledge of subject is inadequate• Controlling idea is not adequately supported • Conclusions are incomplete or do not follow directly from the information presented• Information sources are flawed or accepted uncritically• Approach to subject lacks creativity, mastery

Characteristics of the "Unsatisfactory" Paper (F)

A • Paper fails to follow instructions; little is written• Little or no consideration is given to the assignment's purpose, scope, or audience

M • Major grammar errors are common (fragments, agreement, pronoun reference…)• Sentence length and structure lack variety and clarity • Format is sloppy; does not follow academic guidelines• Writing is wordy and unclear• There are frequent errors in usage, word choice, spelling, punctuation, etc.

O • Essay is disorganized and poorly developed• Thesis is poorly defined, too narrow, or altogether absent• Paragraphs do not stick with a single topic; they lack coherence and unity

T • Knowledge of subject is shallow• Controlling idea is not supported• Conclusions are missing or do not follow from the information presented• Student makes little effort to consider critically the sources of his/her information, if he/she has any

Criteria adapted from Academic Writing: Student Checklist, and Archbald, D.A. (1991). Authentic assessment: Principles, practices, and issues. School Psychology Quarterly, 6. p. 284.


On-Deck Presentation Evaluation Form

Disagree Agree

1. The thesis/research question was clear. 1 2 3 4 5

2. There was a clear issue and argument. 1 2 3 4 5

3. The presenter provided sufficient background. 1 2 3 4 5

4. The speaker’s introduction was effective. 1 2 3 4 5

5. The conclusion was effective. 1 2 3 4 5

6. Speaker’s position was supported by reasons. 1 2 3 4 5

7. Position was supported by evidence. 1 2 3 4 5

8. Information sources were identified. 1 2 3 4 5

9. Credibility of sources was established. 1 2 3 4 5

10. Presenter used effective transitions. 1 2 3 4 5

11. The speaker made good use of time 1 2 3 4 5

12. Presenter made good use of A/V. 1 2 3 4 5

13. Presenter effectively engaged the audience. 1 2 3 4 5

14. Pronunciation was easy to follow. 1 2 3 4 5

15. Volume and pacing were effective. 1 2 3 4 5

Comments:


Team Presentation Evaluation Form

disagree agreeThe Team

1. made good use of A/V 1 2 3 4 5

2. made good use of time 1 2 3 4 5

3. coordinated with one another 1 2 3 4 5

4. made the material clear and comprehensible 1 2 3 4 5

5. involved the audience 1 2 3 4 5

6. left time for questions and answered them well 1 2 3 4 5

The Presenter(s)

7. was well prepared and organized 1 2 3 4 5

8. effectively engaged the audience 1 2 3 4 5

9. pronounced words clearly and articulately 1 2 3 4 5

10. spoke with effective volume and pacing 1 2 3 4 5

11. kept my interest. 1 2 3 4 5

12. did not use distracting gestures 1 2 3 4 5

Overall score (out of 5):

Team _______

Individual _______


APA Manuscript Style: Checklist

Paper and Font

8 1/2 x 11 white paper

Font is 12 point Courier or Times Roman and the same font is used throughout the paper

Bolding and underlining are not used

Page Elements

Margins: One inch on all sides (top, bottom, left, right).

Spacing: The entire paper is double-spaced, including the title page, abstract, body, references, appendixes, footnotes, tables, and figure captions. Extra spaces are not added between paragraphs.

Page numbering begins with the title page. The short title and page number appear one inch from the right edge of the paper on the first line of every page (1/2 inch from the top margin). Figure pages that are not embedded are not numbered.

Paragraphs: Each paragraph is indented 5-7 spaces. The only exceptions are the abstract and paragraphs within block quotations. Paragraphs should be more than one sentence, but less than a page.

Bullets are not be used within the narrative. See Seriation APA 3.33, page 115.

Headings: Three levels of headings will suffice for most papers. See APA 3.32, page 114. (see next page for example)

The First Level, Centered with Uppercase and Lowercase Typing

Second Level, Flush-Left, Italicized, Uppercase and Lowercase Side Heading

Third level, indented, italicized, lowercase paragraph heading ending with a period.

Title Page

The Title Page is page 1.

The Running head (the first 50 characters of the title) should be typed flush left in uppercase letters following the words “Running head:” It appears on the line below the short title and page number. Running heads should not exceed 50 characters, including punctuation and spacing.

Paper Title: Uppercase and lowercase letters are used. The title is centered on the page. The recommended length for a title is 10-12 words.

Author: Uppercase and lowercase letters are used; the author’s name is centered on the line following the title.

Affiliation: Uppercase and lowercase letters are used; the affiliation is centered on the line following the author.

See sample page under Manuscript Preparation, APA 5.15, and 5.29, pages 296 & 306.


Abstract

The abstract, if required, is page 2.

The heading “Abstract” is centered on the first line.

The abstract (not indented) begins on the line following the Abstract heading.

The abstract does not exceed 120 words.

All numbers in the abstract (except those beginning a sentence) are typed as digits rather than words.

The abstract is a brief, comprehensive summary of the contents of the paper. A good abstract is accurate, self-contained, concise, non-evaluative, and coherent.

Body

The body of the paper begins on page 3 (or page 2 if no abstract is required).

The title of the paper (in uppercase and lowercase letters) is centered on the first line below the short title and page number.

The introduction (which is not labeled) begins on the line following the paper title.

Punctuation and Numbering

Use the last serial comma (e.g., in a series, place a comma before “and”).

All numbers 10 and above are expressed in figures (e.g., 15) with the exception of numbers beginning a sentence; they are expressed in words.

All numbers below ten are expressed in words (e.g., four). An exception to this rule is numbers that represent time, dates, ages (4 hours, 3 weeks, 7 years old) and numbers that represent parts of manuscripts (Part 3, Table 2, pages 4-9).

Quotations and In-text Citations

All material that is not the author’s own and is not common knowledge is cited.

All direct quotations are enclosed in quotation marks and are cited. The citation includes the author(s) last name(s), the year of publication and the page or paragraph number.

Direct quotations of 40 words or less are indicated by quotation marks at the beginning and end of the quotation.

Direct quotations of 40 or more words are in block format (indented 5 spaces from the left margin) and without quotation marks.

In-text citations provide:

o Author’s last name (sometimes in a signal phrase),

o Last names for multiple authors of a single document are joined with an o ampersand (&)


o the year of publication (n.d., for “no date,” is used when the year ofo publication is not available;

o a page number in parentheses for direct quotations and paraphrases. Theo abbreviation for page is “p.” For electronic sources, include a paragraph o number or combine a section description with a paragraph number: (¶7) o or (para. 7) or (Conclusions section, ¶ 4).

Example: (Doe, 2006, p.3)(Doe & Smith, 2006, p.3)(Doe, n.d., p.3)(Doe, 2006, para. 7)

Consult APA 3.94 – 3.103, pages 207-214 for formatting in-text citations when there are more than 2 authors, when the author is a company, when no author is credited and other variants.

Reference Page

All sources included in the reference section are cited in the body of the paper.

All in-text citations (with the exception of personal communications, which are not retrievable) appear on the reference page.

The heading “References” is centered on the first line.

Reference entries are double spaced, as is the rest of the manuscript.

References (with hanging indent) are arranged alphabetically by the last names of first authors. Entire reference page is double-spaced.

All references include author(s), year of publication, title, and publishing data

All author’s names are inverted and first initials are used rather than first names. e.g.: Jane Doe becomes Doe, J.

The titles and subtitles of books are italicized; only the first word of the title and the subtitle (and all proper nouns) are capitalized. Example:

Doe, J. (2006).The art of writing well: A guide for writing in APA style. Boston:

o Great Books Publishing.

The names of periodicals and volume numbers are italicized. The names of periodicals are capitalized as you would capitalize them normally. e.g.:

o Doe, J. (2006). The challenge of writing well. Writing Review, (42)1.

The names of Web pages or the titles of sections are italicized and only the first word of the title and subtitle (and all proper nouns) are capitalized. e.g.:

Doe, J. (2006). Writing well made easy: A writer’s guide. Retrieved April 5,

2006, from http://writing.well.com


See References APA 4.01- 4.16, pages 215-281.

Copyright Statement

Unless explicitly allowed by the instructor, course materials, class discussions, and examinations are created for and expected to be used by class participants only. The recording and rebroadcasting of such material, by any means, is forbidden. Violations are subject to sanctions under the Honor Code.

Documents

Career Development and Lifestyle Planning · Web viewDate Organizational Behavior Read Robbins and Judge, chapter 1 Date Leadership and Diversity Read Robbins and Judge, chapters