DIVISION OF BUSINESS
TENTATIVE COURSE OUTLINE: FALL SEMESTER 4320. Virtual Campus. 19 August to 2 November 2013
Instructor:
Office:
Office Phone:
Home Phone:
Email:
Course Web Site:
Office Hours:
Class Hours:
Class Location:
Alesia (Lisa) Stanley, Adjunct Faculty
Virtual Campus
808 499-9192 Call or TEXT me Here FIRST
N/A
Please use email system on Blackboard; Alesia.stanley@wayland.wbu.edu
(for personal issues)
IM on Blackboard: Alesia Stanley http://www.wbu.edu
Monday – Thursday & Sunday evenings Available BB IM CHAT
8 PM – 10PM HST
Virtual Campus
Holiday Schedule Labor Day – 2 Sep 2013
DESCRIPTION: Ethical dimensions of goals and values of organizations and managers, perspectives on corporate social responsibility, influence of government, history, and culture on organizations, effective management roles, dynamics of informal groups, and understanding and working with people.
PREREQUISITE(s): MGMT 3304 or consent of division.
.
TEXTBOOK:
BOOK AUTHOR ED YEAR PUBLISHER ISBN#
Organizational Behavior Andre Rae 1 2009 Pearson 0-131-85495x
OUTCOME COMPETENCIES:
Upon completion of this course the student should be able to:
 Describe the competencies necessary for managerial effectiveness
 Identify how personalities and attitudes affect behavior and organizational commitment
 Describe motivation and the motivational process
 Explain the concepts of stress and the stressors that affect organizational performance
 Describe the basic characteristics of groups, including informal groups
 Identify the different styles of conflict handling and different negotiation strategies
 Identify the essentials of effective leadership; assess the limitations on a leader’s impact
 Discuss how interpersonal communication affect relationships among employees
 Explain the basic concepts for making ethical decisions
 Explain how organizational cultures are formed, sustained, and change
 Analyze OB concepts through exploration, discussion, and research
 Evaluate OB concepts through exploration, discussion, and research

 Synthesize OB concepts through exploration, discussion, and research
 Demonstrate a high level of OB competency through discussion, research, inquiry, and reflection
COURSE REQUIREMENTS AND EVALUATION: The grading scale is as follows:
Discussion Questions
Practical Application
LinkedIn
80 points
40 points
20 points
Parts I, II, III, and IV
Parts I, II, III, IV, and Course Reflection
Post during Parts I, II, III, and IV on the website
Quiz
Final Project
Total Points
20 points
40 points
200 points
Parts I, II, III, IV, and Exit
Individual Project (NO RESEARCH PAPER)
90% A Grade
80% B Grade
70% C Grade
60% D Grade
50% F Grade
Incompletes must be discussed with and approved by Instructor on a case by case basis.
ATTENDANCE POLICY: Each student should login at least 2 times each week to keep current with the class work and to check the announcement board for messages or notices. Please refer to the latest WBU Academic Catalog for specific attendance details. The University expects students to actively participate in the online course. The Blackboard software effectively measures participation. There are no scheduled class meetings. All information pertaining to this course is on the virtual campus website. If you must be absent or cannot logon please notify the Instructor or IT support as applicable.
ACADEMIC HONESTY: This class will adhere to zero tolerance for using someone else’s work as your own. Students are responsible for reading, understanding, obeying, and respecting all academic policies, with added emphasis being placed upon academic progress policies, appearing in the Wayland Baptist University Academic Catalog applicable to their curriculum and/or program of study
DISABILITY STATEMENT: It is university policy that no otherwise qualified disabled person be excused from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University.
Students should inform the instructor of existing disabilities at the first class meeting.
COURSE OUTLINE/CALENDAR. The textbook is divided into five parts and we will follow this format for the entire course. Each part will have a two-week timeframe. In this notion, you have ample time to complete each learning activity. The assignments are due on the date posted and late work will be penalized 5 points for lateness. I understand that life happens so if you have a life situation, be sure to let the Instructor know ASAP. You will want to contact the Instructor at alesia.stanley@wayland.wbu.edu
or call/text 808 292-6964 if life happens.
COURSE WORK OVERVIEW

Part I. Chapters 1 - 8.
Timeframe: Two Weeks TBD
Items Due: Discussion Question: Bb Location_ Discussion Board
Part II. Chapters 9 - 10. Groups Dates TBD
Timeframe: Two Weeks
Items Due: Discussion Question: Bb Location_ Discussion Board
Part III. Chapter 11- 14. Leadership Dates TBD
Timeframe: Two Weeks
Items Due: Discussion Question: Bb Location_ Discussion Board
Part IV. Chapters 15 - 18. The Organization Dates TBD
Timeframe: Two Weeks
Items Due: Discussion Question: Bb Location_ Discussion Board
Part V. Chapter 19. Beyond The Textbook
Time Frame: Week 9
Item Due:
Quiz Test Link
Independent Study: Work on Final Project Due Dates TBD
Timeframe: Weeks 10 of the course
Note: Use Assignment Link for Final Project
Item Due: Final Project – Due (TBD) (Upload via Assignment Link)
Syllabus dates may change at the discretion of instructor.
Final Project due last week of class. Date TBD.

Discussion Questions (20 points each)(Total of 80 points)
For Parts I, II, III, and IV discussion questions will be posted by the instructor. Using the Socratic method for teaching and learning, discussion questions are used to engage and stimulate a scholarly discussion among all learners.
Discussion question responses will be posted on the Discussion Board.
Due to the fact that this is a 400-level course, responses should reflect higher order thinking and take us beyond the textbook. We will all read from the textbook as the basis of our understanding however the Internet has a wealth of information on the topics so we can extend and enhance our learning of the different topics. In this case exploration is encouraged and required.
You will have two weeks to adequately prepare your discussion question responses. The responses should be qualitative which means I’m not looking for a specific word count, however, this is a 400-level course which means that you will take a cross-discipline approach with your responses. This means that you will consider past learning from your academic program in which to fully develop your responses.
Review Anderson and Krathwohl's Taxonomy to better understand higher-ordered thinking and then prepare your responses. The 20--point grading scale for the DQs will be partially used based on this taxonomy.
Note the following:
Type the response in MS Word and then copy/paste onto the Blackboard discussion board and comply with the following format. Do not submit as an attachment.
Read each part in its entirety then select a specific chapter in which you wish to further investigate on a deeper level.
Provide a rationale for the chapter you have selected.
Inquiry. Design 2 – 3 questions to guide your research. These questions should be included at the beginning of your post. The questions should be fully developed (do not design yes/ no questions as they do not add value). Your questions should reflect critical and analytical thinking. Visit www.criticalthinking.org
to consider the elements of critical thinking.
Analysis: Dissect the chapter you have selected and identity OB concepts and discuss them. Refer to Bloom’s
Taxonomy on what it means to analyze. In this section you will want to identify several concepts from the textbook reading and/ or research as it relates to the topic of discussion. You can summarize the chapter(s) but not regurgitate the textbook as we all have read the material. You want to introduce new material or fill in the gaps from the textbook reading. The textbook is a good start but at the 400-level you are responsible for conducting personal research. Refer to the WBU online library for scholarly articles. Do not use Wikipedia or similar resources.
Evaluation: What are the pros/cons of the concepts presented within the chapter you selected? See Bloom’s
Taxonomy on what it means to evaluate.
Application. In your workplace experiences, how have the OB concepts been effectively or ineffectively applied?
What recommendations would you suggest for the application of this OB concept? How are at least three companies applying this concept? Do not use the examples used in reading. Conduct additional research and find more examples.

Include at least 3 URLs/ web sites to take us beyond the textbook and to provide virtual exploration. Content can include YouTube videos, links to podcasts, articles, and SharePoint presentations.
Include APA 6 th edition as the editorial style for in-text citation and references. At the end of the posting simply provide a reference list .
Respond to 2 -3 of your co-learners.
Quiz 20 Points
At the end of Parts I, II, III, and IV a quiz will be available on Blackboard. The quiz will assess your knowledge of the concepts explored during Parts I, II, III, and IV. An overall quiz will be presented at the end of the course.
Practical Application: Fortune 500 (40) Points
The Fortune 500 List shows a list of profitable companies throughout the industries. In additional to selecting a company to analyze for the final project, students will select four companies to study OB to gain a broader interdisciplinary perspective. Scenarios and mini-case studies will be utilized to explore the selected companies on the recent Fortune 500 Listing.
Wikis (Final Project Forum) No Points
Wiki is a tool that allows for learners to share, contribute, and collaborate. In Bb we will use Wikis for communicating ideas and progress for the final project submission. On a weekly basis each learner will provide a status update of research efforts and findings about the company under study. Co-learners and the facilitator will contribute to the wiki by adding comments and asking questions as appropriate.
LinkedIn: Organizational Behavior Competencies (20 Points)
Each learner will be required to join LinkedIn using www.linked.com
and join the discussion forum moderated by the facilitator. As the study of organizational behavior extends beyond the classroom, we will use LinkedIn as a space to showcase our thoughts in a professional environment. Other students from the WBU online OB classes will be invited to participate in our discussion. Professional behavior will be demonstrated within the LinkedIn forum. Additionally each student will be required to join another OB forum on LinkedIn. Organizational behavior should be studied and explored with like minded professionals.
Literature on organizational behavior explores 7 competencies:
Part I
 Self Competency
 Emotional Intelligence Competency
Part II
 Communication Competency
(LinkedIn Web Site)
(LinkedIn Web Site )
 Diversity Competency
Part III
 Teams
 Change
(LinkedIn Web Site )
(LinkedIn Web Site)

 Followership
Part IV
(LinkedIn Web Site)
 Ethics
 Across Cultures
(LinkedIn Web Site)
(LinkedIn Web Site)
Parts I, II, III, and IV will explore competencies in an informal manner. Podcasts are provided for each competency and should be viewed in conjunction with personal research in order for you to participate in the discussion forum.
Part I will be a general overview of all competencies with a focus on self
Part II will explore communications and diversity competencies
Part III will explore teams and across cultures competencies
Part IV will explore ethics and change competencies
A discussion board forum will be established by the facilitator and each learner will post to the thread.
Final Project (40 Points)
The final project is cumulative and covers all chapters of the textbook and additional references you have accessed over the past few weeks. Not all learning takes place in the classroom so we will step outside of the classroom to further explore organizational behavior.
Task:
Select a company to research its overall organizational behavior. You will select a company from the
Fortune 500 2012 listing. Preferably you will want to select a company within an online presence as you will be asked to share the URL so we can virtually visit the organization. We will discuss the Final project throughout the course. A sample project will be posted.
Visit: www.money.cnn.com/magazines/fortune/fortune500 and select a company of your choice for the final project.
Use the table of contents from our textbook to extract the overall organizational behavior of the organization.
Use the competencies as applicable to extract organizational behavior issues.
Submit as a MS Office Power Point presentation with 20 – 25 slides with speaker notes.
You will dissect the organizational behavior components of company you have selected. The focus of this project will be an in-depth analysis, evaluation, and synthesis of organizational behavior concepts. A good starting point is to use the table of contents from the textbook to extract relevant concepts. Additionally you will want to understand Anderson and Krathwohl's Taxonomy 2000 which is a framework for higher-ordered thinking.
More reading on this taxonomy will be posted within the course materials folder for your review.
Submit via the Assignment link.

*A discussion board forum will be posted in Week 1 to talk more about the final project
 During the course you will submit a status of your project so that the final week is not too overwhelming.
 A personal wiki will be created for each learner to provide a weekly status of the final project and to address concerns and questions.
Teaching Philosophy(Condensed version)
My online teaching philosophy is deeply inspired by Garrison,
Anderson, and Archer’s Community of Inquiry because the educational experience is the core of why we are here as adult learners. I value emotional presence because no longer should a learner feel or believe that he/she is learning in isolation which is why I have included LinkedIn as part of our interaction with technology and each other. Learning can be a social experience if we are open to purposeful collaboration. I use wikis and blogs as a means of purposeful interaction to stimulate social presence. Blackboard Instant Messenger and
Skype are additional communication tools for online interaction.
The discussion board becomes the heart and soul the Community because it is here that we display our scholarly work which often lends itself to additional postings on the wikis and blogs. My teaching presence is visible throughout different dimensions of Black Board. You will find that not all teachable moments occur in the discussion forum which is why you are encouraged to move beyond the textbook and learn to use accessory tools such as YouTube and Slideshare for example. My goal is to engage and challenge the adult learner who wants to experience learning on a continuum.