Penn State Erie, The Behrend College
Course Syllabus – Fall 2011
B ADM 512 – Managing Effective Organizations
Section 001: M 6:00 p.m. – 8:45 p.m., 105 Burke
Section 002: M 9:15 a.m. – 12:00 p.m., 105 Burke
Instructor:
Office:
Phone:
E-mail:
Office Hours:
Required Texts:
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Jim Fairbank, Ph.D., Associate Professor of Management
225 Burke
814-898-6232
JFF108@PSU.EDU
T&W 8:00 – 11:00 a.m. and 1:00 – 3:00 p.m.
Greenberg, Gerald. 2010. Managing Behavior in Organizations, 5th. Ed. Boston:
Prentice Hall. ISBN 978-0-13-199238-2.
Baker, H. Eugene III, and Steven K. Paulson. 2007. Experiential Exercise in
Organization Theory and Design, 2nd. Ed. Thompson/South-Western (Cengage). ISBN
0-324-36010-x.
Fairbank, Jim (ed.). 2011. B ADM 512: Managing Effective Organizations. Pearson
Custom Course Pack ID 349649. ISBN 1-256-071668.
Course Catalog Description. Understanding the critical and changing role of management in
contemporary organizations.
Course Objectives. The objective of this course is to provide MBA students with a
comprehensive understanding of the challenges confronting managers of contemporary
organizations and a knowledge of the tools and techniques available to help them confront those
challenges in dynamic workplace settings. The course will conclude with an examination of the
POLC framework, a system that emphasizes the four essential functions of management –
Planning, Organizing, Leading, and Controlling – as an ongoing process of interrelated activities.
That framework will encompass and synthesize topics covered throughout the semester.
Prerequisite. B ADM 502.
Course Design and Method of Instruction. This course is designed to follow a modified seminar
format. That means that it will be rich in discussion and lean in terms of lectures. I expect
students to actively engage in dialog rather than passively acquire concepts presented to them for
their consumption. In effect, I expect that students will take ownership for their learning by
assuming responsibility for the process that I will help facilitate. Energetic student participation
is both expected and required. It is imperative that each student read carefully the assignments
for each class prior to attending that day’s session, think critically about the material, and
prepare to discuss it in an open forum.
The course is divided into three modules focusing on major sets of management issues:
managing individual behavior, managing the behavior of groups and teams, and managing
organizational processes.
Course Policies and Expectations. Managing contemporary organizations requires a
multidisciplinary skill set. Professionalism must be at a consistent high level, and I expect that
level of professionalism from each student. If a student must miss a class I expect to be
informed in advance unless that situation is an emergency. In such an event, I should be notified
of the circumstances as soon as it is practical to do so.
It is the policy of the Penn State Behrend MBA program that students will receive an “F” if they
miss more than three class sessions. You should notify me in advance if you anticipate being
absent, or contact me as soon as possible after the fact in the event of an emergency absence.
Course Requirements and Grading.
Class discussions (10 @ 4 points):
Written case analyses (9 @ 5 points):
Applied organizational analysis:
40 points
45 points
15 points
Total:
100 points
Each class will revolve around discussion of the assigned text chapter and associated managerial
issues, and in most cases an experiential exercise often in a group format. As a point of
departure, I will provide a set of discussion questions for each chapter. We are likely to discuss
other questions and pursue emerging avenues of discussion as they present themselves.
Accordingly, I have provided those discussion questions to “prime” your thinking, not to limit it
to just a few topics, theories, etc. To be able to discuss course content in an informed manner
requires some thought, and students will be recognized to the extent that they demonstrate both
their preparation and a willingness to engage in the discussion. The value that each student
brings to every discussion will be evaluated as follows:
4 points:
3 points:
2 points:
1 point:
0 points:
Excellent participation; value added to the overall learning experience;
ability to demonstrate critical thinking; well-prepared and eager to
contribute to the overall learning experience. In short: discussion leader.
Satisfactory participation; adequately prepared and able and willing to
contribute to the class learning experience. In short: contributing
participant.
Substandard participation; present but unable or unwilling to engage
meaningfully in the discussion. In short: reluctant participant.
Non-participation; present but silent. In short: attendee.
Absent from class (for whatever reason).
Please be advised that only those students who are truly engaged in the course should expect to
earn “4”s consistently. Points will be awarded based on one’s individual contribution to the
course and its learning objectives, both in terms of quality and quantity (quality trumps
quantity). Consistently earning scores of less than 3 points will make it impossible for you to
earn an acceptable grade for the course. University-approved absences should of course be
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communicated to me in advance when possible for consideration. To calculate discussion
grades, I will use each student’s 10 highest scores from our class discussion sessions.
Written case analyses are due each of the nine class sessions for which a case is assigned (three
cases per module). They are intended to enable students to demonstrate their ability to apply
relevant and appropriate management concepts to actual management problems. Your written
case analyses are not to exceed two pages in length, and will be evaluated on the basis of how
they demonstrate your ability to analyze management situations. They are not intended to be
simple summaries of the case; “book reports” are not suitable for MBA courses. Case analyses
that receive full credit will be accurate, insightful, and well-written. If your case analyses meet
those criteria, they will earn you 5 points for their excellence. If they are solid, meaning welldone and meeting acceptable standards of graduate-level work, they will earn you 4 points. If
your case analyses come up short on one or more of those criteria, the highest grade you can
expect to achieve is 2-3 points. If they are carelessly written, superficially crafted, demonstrate
little or no insight, or “random”, they will earn you a maximum of 1 point. Failure to submit a
case analysis on time will earn you 0 points. Consistently earning scores of less than 4 points
will make it impossible for you to achieve an acceptable grade for the course. Each student must
submit case analyses for each of the nine cases assigned throughout the semester.
I expect case analyses to follow a structure that is proven and well suited to management-level
reports. Students are expected to apply relevant concepts and material from previous class
sessions as well as their own thinking, and follow the format presented in the Case Analysis
Form that follows each case. Please be advised that the case assignments do not follow chapter
material in lock-step, so you cannot rely solely on previous class discussion(s) to perform your
analyses. From time to time I might require a different presentation of your findings, and I will
announce any such requirements in class in advance of the assignment. Case analyses are
expected to be independently performed and written by each student, and thus I do not allow
collaboration. Please refer to the section titled Academic Integrity below.
The applied organizational analysis will allow each of you to independently explore aspects of
management as they apply to a real organization (perhaps your own) experiencing some sort of
problem(s) or issue(s) that you studied during the semester. It will require you to demonstrate
your ability to apply course material to real situations confronting managers. You will have
significant latitude in the organization you choose, and a good starting point for your research if
you do not have an organization in mind would be BusinessWeek, The Wall Street Journal, or a
similar reputable periodical that covers businesses. Alternatively, there are sources that cover
not-for-profits, government agencies, and other types of organizations. Selecting an organization
and uncovering sufficient specifics will be more challenging to those of you who do not have
significant working experience, so I will be happy to work with you in your selection. We will
discuss this assignment in class early in the semester.
Your applied organizational analysis is not to exceed five pages in length, and should follow the
format that follows:
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Description of the situation (1 page, maximum);
3
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•
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Identification and analysis of the problem;
Diagnosis of the cause(s) of the problem;
Formulation of alternative approaches to solve the problem;
Selection and defense of the alternative approach you recommend; and
Discussion of implementation issues that must be addressed to ensure success.
As you can see, this is a very structured format, and one that is effective. I will not accept any
report that is simply descriptive; your work must be analytical and prescriptive, with viable
alternatives presented as possible solutions to real problems and issues. Your applied
organizational analysis is due to me in hard copy by 5:00 p.m., Thursday, December 15. I will
evaluate them and have your course grade calculated and entered on eLion as soon as possible
thereafter.
Evaluation: Approximate point breakdown for final grading:
90-100:
80-89:
70-79:
60-69:
Below 60:
A
B
C
D
F
Because Penn State’s grading system incorporates pluses (“+”) and minuses (“-“) in grade
calculations, scores at the top and bottom of those ranges will be assigned those values. The
instructor reserves the right to adjust grades up (i.e., in students’ favor), but will never adjust the
scale up (i.e., to students’ detriment). No extra credit work will be assigned or accepted in
consideration of earning a higher grade.
Academic Integrity. Academic integrity is defined as the pursuit of scholarly activity free from
fraud and deception, and is a major educational objective of Penn State Erie. Academic
dishonesty includes, but is not limited to, cheating, plagiarizing, misrepresentation, forgery,
fabrication of information or citations, facilitating acts of academic dishonesty by others, having
unauthorized possession of examinations, reproducing or distributing copies of examinations,
submitting the work of others or work accomplished previously without prior permission of the
instructor, or tampering with the academic work of others. Of course, all group project work is
collaborative by design and is therefore acceptable academic behavior.
This course will be conducted according to the highest standards of academic integrity. Any
violations of the above policy will be considered a serious offense, and appropriate action will be
taken. In other words, I will deal with cheating or fraud of any kind as severely as the University
allows. At a minimum, I will recommend to the Registrar that students receive a grade of “F” for
the course. Students who are unfamiliar with precisely what constitutes cheating or fraud should
consult the following web site: http://www.pserie.psu.edu/faculty/academics/integrity.htm. I
take possible violations of academic integrity very seriously and I have initiated the expulsion
process on more than one student in the past. Please do not test my tolerance.
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Course Outline / Schedule / Reading Assignments. Reading assignments are from the Greenberg
text (indicating assigned chapter). Please make sure to bring the Baker and Paulson text with
you each class session. Cases for analysis are contained in the custom course pack.
Session
Date
Assignment
1
8/22
Overview of the course
Ch. 1 – Introduction to Organizational Behavior
Module I – Managing Individual Behavior
2
8/29
Case – TGIF
Ch. 3 -- Psychological Processes
3
9/12
Case – The Grayson Chemical Company
Ch. 4 – Coping with Organizational Life
4
9/19
Ch. 5 – Dealing With Attitudes and Feelings
5
9/26
Case – The NOGO Railroad
Ch. 6 – Motivating People to Work
Module II – Managing Group and Team Behavior
6
10/3
Ch. 7 – Interpersonal Behavior
7
10/10
Case – The Old Family Bank
Ch. 8 – Communicating in Organizations
8
10/17
Case – The Sundale Club
Ch. 9 – Managing Groups and Work Teams
9
10/24
Carter Racing (* we will discuss how to prepare *)
Ch. 10 – Decision Making
10
10/31
Case – The Space Electronics Company
Ch. 11 – Leadership
Module III – Managing Organizational Processes
11
11/7
Case – Tucker Knox Corporation
Ch. 12 – Creating the Culture
12
11/14
Ch. 13 – Designing Effective Organizations
5
13
11/28
Case – The Exley Chemical Company
Ch. 14 – Managing Organizational Change
14
12/5
Case – The Bob Knowlton Case
Synthesizing it all (* we will discuss in class *)
University Policy on Nondiscrimination
The University’s nondiscrimination policy is aimed at creating an inclusive and
supportive campus climate for all faculty, staff, and students regardless of their
age, ancestry, color, disability or handicap, national origin, religious creed, sex,
sexual orientation, or veteran status. I concur fully with that policy and
incorporate it in my classroom and in my relationship with my students. If you
believe that a classmate or I have violated that policy, please bring it to my
immediate attention.
Career Development Center
The Career Development Center (CDC) can assist students with the process of
career and life planning through a full range of programs and services. You may
schedule appointments with the CDC staff to discuss issues including interests,
skills, values, and goal setting, as well as how to find career information,
internships, full-time jobs, and graduate schools. You are encouraged to utilize
the services of the CDC every year from your first semester to graduation.
CDC Location:
CDC Phone:
CDC Web Site:
First Floor – Reed Building
898-6164
http://pennstatebehrend.psu.edu/cdc
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