I. ASCRC General Education Form (revised 1/27/11)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
III. Language
VII: Social Sciences
X
(submit
III Exception: Symbolic Systems * VIII: Ethics & Human Values
separate forms
IV: Expressive Arts
IX: American & European
if requesting
V: Literary & Artistic Studies
X: Indigenous & Global
more than one
VI: Historical & Cultural Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Management
Course #
MGMT 340S, now
BMGT 340S
Course Title
Management and Organizational Behavior
Prerequisite
Junior standing in business
Credits
3
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Fengru Li
Phone / Email Fengru.Li@business.umt.edu
Program Chair Klaus Uhlenbruck
Dean
Larry Gianchetta
III. Type of request
New
One-time Only
Renew X
Reason for Gen Ed inclusion, change or deletion
Date
Change
Remove
BMGT 340S is at the core of Social
Science education as it describes
and analyzes human social
organization and interaction — in a
business environment. However,
concepts and theories presented are
of generally applicable (for details
please see below).
Description of change
No change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
An intensive examination of the fundamentals of management and organization supported by
the application of behavioral science principles to the management of people in organizations.
This course is designed to provide students with some of the basic distinctions and concepts
necessary for understanding and applying various theories of behavior to organizational
settings. The focus of the class is to maintain an emphasis on applying theories from
organizational research to realistic and relevant problems faced by practicing managers,
organizational leaders, and employees. Once students have experienced applying these theories
to actual problems they can readily see their strengths and weaknesses, and perhaps more
importantly recognize that no single theory is appropriate for all situations. Topics include:
leadership, motivation, conflict management, personality, teamwork, emotions, group
dynamics, etc.
It should also be noted that this course has been a General Education course for several years.
In addition, this course already plays a vital role on the campus as it is part of the curriculum
for many programs. These programs include: Recreation Management, Communication
Studies, Health and Human Performance, Environmental Studies, and Non-profit
Administration.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Students study and learn the behaviors of
1. systematically study individuals,
individuals and groups in a variety of
groups, or social institutions
organizational environments. The course
utilizes management case studies in order to
illustrate these behaviors in real world
contexts. In addition, students interact with
each other in a variety of exercises in order
to learn firsthand about individual and group
behavior.
Students are required to apply relevant
2. analyze individuals, groups, or
theories, concepts, and ideas to analyze
social problems and structures
individual, group, and organization
behaviors within a variety of contexts. This
includes writing analyses using the various
tools provided in the class.
The course relies heavily on theories that
3. give considerable attention
to ways in which conclusions and have been developed through a variety of
methodologies. Many of these
generalizations are developed and research
theories are also used in a variety of other
justified as well as the methods of social science domains such as sociology,
data collection and analysis
organizational communications, and
psychology.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. Students taking courses in the
Social Sciences Perspective will be
able to: Describe the nature,
structure, and historical
development of human behavior,
organizations, social phenomena,
and/or relationships
2. use theory in explaining these
individual, group, or social
phenomena; and/or
3. understand, assess, and evaluate
how conclusions and
generalizations are justified based
on data
Students are introduced to a variety of
theories, concepts, and ideas that are derived
from many domains (i.e., social psychology,
psychology, organizational
communications). The content of the course
crosses from individual behavior to group
behavior to organization behavior and
explores the relationships both within and
between these contexts.
Students engage in a variety of activities
such as case analyses, experiential exercises,
and group and individual activities such as
classroom discussions that require the
students to apply the theories, concepts and
ideas learned in the course to real world
situations. For example, students are
required to apply a variety of leadership
theories (i.e., transformational leadership,
contingency theories, leader-memberexchange theories, etc.) to analyze the
behaviors of constituents in a case study.
Although students are not required to gather
primary data for this course, they are
required to analyze the data provided in case
studies or observed behavioral data in
classroom exercises to make conclusions
and generalizations.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
At the 300 level, juniors in business can better understand the context in which the concepts
addressed above are applied.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
MGMT. 340S Management and Organizational Behavior
Fall 2011
Dr. Fengru Li
Section 1 MW 8:10-9:30a.m. GBB 122
Section 2 MW 9:40-11:00a.m. GBB 122
Section 3 MW 12:40-2:00p.m. GBB L09
Office Hours: MW 2:10-3:30 p.m. GBB 304 (or by appointment or stop by)
E-Mail: Fengru.li@business.umt.edu
http://www.business.umt.edu/faculty/li/
Course Overview
Management and Organizational Behavior (Mgmt. 340) is an entry level course and
introduces you to the basic concepts and practices of managing the human side of businesses.
Major subjects to be covered include:
 Basic elements of OB and strategic approach
 Workforce diversities, OB in a globalized economies and challenges to OB
professionals
 Social learning and perception, Emotional Intelligence, Personalities, Attitudes, and
Stress management
 Motivations, Team building, communication and Leadership
 Leadership and management – philosophies and practices
 Conflict, Negotiation
 Groups, Teams, Decision making
 Organizational culture and change
Course Goals
1. To expose you to the most influential theories and practices of organizational behavior.
2. To enrich your OB knowledge by reading, discussing of assigned materials and
observing global and domestic business activities, challenges, solutions and trends.
3. To strengthen your teamwork skills in problem-solving and interpersonal
communication skills by conducting case studies and presenting your analysis in class.
Required textbook:
Hitt, Miller & Colella (2011) Organizational Behavior. 3rd Ed. John Wiley & Sons, Inc.
ISBN978-0-470-52853-2.
Available at UM Bookstore. One copy is on UM Library
Reserve (2hour)
E-copy is available www.wiley.com/college/hitt; www.wiley.com/college/sc/currency
Required supplemental readings will be either on Moodle or distributed in class.
Suggested/Optional Reading List (go to last page):
Course Assignments and Evaluation: total 100 points
A
A–
93 and above
90 to 92
B+
B
B–
87 to 89
83 to 86
80 to 82
C + 77 to 79
C 73 to 76
C – 70 to 72
Grades: 100 points total
Class Discussion & Attendance …………………………………….. 25 points (1pt/day)
3 Exams plus an optional final
…………………………... 60 (20 pts/each)
Intensive Negotiation: 12/2 Friday 8:10-noon
…………………… 15 points
 If you have schedule conflict, I advise you to either take a different 340 class, or opt for the
literature research writing project. Missing this Negotiation project on will result in an
“F” for the course, unless you've opted for the literature research project (I need your written
request by 9/26). It replaces classes on 12/5 & 12/7 . This is the only hands-on
experience for conflict management and business negotiation. Also, once you are paired up for
the two rounds negotiations, I cannot drop you without an adverse impact on your classmates
whom I have paired you up with.
Important Notes:
 Bonus: 2% of the semester’s total grade will be awarded to you, if you have zero
absence with no tardiness or early out during this semester.
 No extra credit because there will be a bonus question in each of first 3 exams.
 No make-up exam regardless of excuses because you may take the final optional
comprehensive exam to replace the lowest scored exam or missed one.
 Each exam has 20 multiple choice questions plus a bonus question. Exams 1,2,and 3
are taken in class. Optional final is online via Moodle during the Final’s Week and is a
comprehensive exam with 20 multiple-choice questions from the materials covered
through the entire semester, not necessarily from the first 3 exams.
 Class participation: you earn 1 point for each day you attend the class and participate.
Any tardiness (over 5 minutes) or early leave will earn you partial credit for that day.
TENTATIVE SCHEDULE ** Subjective to changes depending on class progress.
Assigned readings to be done before class**
WK 1 Course Orientation, Ch.1
8/29
Course Orientation; Introduction to on line research via Wall Street Journal
8/31 Lecture Ch.1, Movie and discussion “The Business of Paradigms”
WK 2 Ch. 2: Diversity
9/5
Labor Day. No class
9/7
Lecture on diversity and globalization
WK 3 Ch. 2 continued
9/12 Lecture, video “Innovation, Diversity and Wealth”
9/14 Lecture and discussion
WK 4 Ch.3 Globalization
9/19 lecture & discussion
9/21 Lecture and Discussion: - E-Res HBR (2006) “Managing Multicultural Teams”
WK 5 Exam #1
9/26 Q&A for study session. Exam#1 (all materials prior to 9/26)
9/28 Ch. 4. Perceptions, Attribution, Social Learning
(Reminder: written request due today if you opt for research instead of 12/2
Negotiation)
WK 6 Ch.4 continued
10/3 lecture, discussion; debriefing Exam.#1
10/5 Lecture and discussion
WK 7 Ch. 5 Personality, Emotional Intelligence, Attitudes
10/10 Lecture; Video: “Emotional Intelligence”
10/12 Lecture and discussion
WK 8 Ch. 6 Motivation & Performance
10/17 Lecture; Discussion: E-Res HBR (2006) “Managing Middlescence”
10/19 Lecture and Discussion
WK 9 Exam#2 Ch.6 continued, (all materials after Exam#1)
10/24 Lecture and discussion E-Res HBR (2008) “Employee Motivation”;
10/26
Q&A for study session. Exam#2
WK 10 Ch.8 Leadership and Ch. 10 Decision Making
10/31
Lecture and Discussion
11/2
Lecture and Discussion E-Res HBR (2009) “Why Good Leaders Make Bad Decisions”
Debrief exam#2
WK 11 Ch. 9 pp.343-358 Overcoming Barriers to Effective Communication
11/7
Lecture and application
11/9
Lecture and application
WK 12 Ch. 10 Conflict and Negotiation
11/14
Training video: The Power of Influence, discussion
11/16
Lecture and discussion
WK 13 Ch. 10 Conflict and Negotiation continued
11/21
Training video: Getting to Yes without Giving in.
11/23
No Class. Students Travel Day
WK 14 Ch.10 Conflict and Negotiation continued; Exam#3
11/28 training; Assigning roles for weekend negotiation cases
(Be there to collect your assignments. Failing to collect your assignment leads to “0”
in negotiation)
11/30 Q&A for study session. Exam#3
12/2 Fri. Required Intensive Negotiation Project 8:10am -Noon, room 122 or 123. It
replaces week 15 classes
WK15 Replaced by 12/2 4-hour Intensive Negotiation
12/5 and 12/7 No classes (replaced by 12/2 Negotiation project)
WK 16 FINALS WEEK
12/12 Mon. 7:00a.m. – 9:00a.m.
On line Optional Comprehensive Exam to replace any lowest scored or missed exam. This 2hour time frame is open for all three sections but with 20-minute test-taking time only.
UM Email Policy
As of 1 July 2007, faculty may only communicate with students regarding academic issues via
official UM email accounts. Accordingly, to receive a response, students must use their
GrizMail accounts (netid@grizmail.umt.edu or fname.lname@umontana.edu). Email from
non-UM accounts may be flagged as spam and deleted without further response. Due to
security issues, confidential information (including grades and course performance) will not be
discussed via email.
Suggested/Optional Reading List
1. Scott, Susan. (2004). Fierce Conversations. Berkley Books, NY. ($15 new, $5
Amazon.com)
This trade book is an instrumental guide to tackling your toughest challenges and enriching
relationships with everyone important to your success and happiness. While no single
conversation is guaranteed to change the trajectory of a career, a company, a relationship or a
life – any single conversation can.
2. Cialdini, Robert B. (2009) Influence: Science and Practice, 5th Ed. New York: Harper
Collins College Publishers. ($22.95 new, $8 Amazon.com.)
This book was on the U.S. Business School Deans Must-read List in 2004 . It is widely read
among lawyers. The author, a social psychologist professor at the University of Arizona, has
been a renowned speaker for Executive Business Seminars in domestic and international
arenas. The writing is based on solid scientific research in fields such as chemistry, physics,
biology, psychology and sociology. The power of influence, skills of persuasion and the
underlying rationales are illustrated with ample examples. You will use the six social influence
theories from the book to understand organizational behaviors.
3. Fisher, Roger; Ury William, & Patton Bruce (1992). Getting to Yes: Negotiating
Agreement Without Giving In, 2nd Ed. NY: Penguin Books.
This skill-oriented book is built on win-win principles. It was first developed from the Harvard
Negotiation Program in 1981 (1st edition), revised in 1991, and adopted by many countries with
sales of 3,000 copies a week every week since 1992. I've been using it since 1998 for
MBA645, Business Negotiations. The authors are educators, lawyers and international
consultants. You will use this book to conduct business negotiations and conflict resolution
simulations on December 3 (a.k.a. Intensive Negotiation)
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.