MG6100: Leadership and Organizational Behavior
CRN 20617
Spring 2011
Instructor:
Emmett E. Perry, Ph.D.
Classroom: Conway Room 204
Office: Conway 328
Class Dates: Mondays & Saturday (1/29) Class
Times: 5:45 – 9:45 PM, 8-12 AM on Saturday.
Office Hours: Wednesday before class, and by appointment
Email: emmett.perry@rockhurst.edu
Telephone: 816 501 4088 (o)
913 620 0597 (c)
Course Description. This course increases students’ awareness of organizational
processes and practices, including leadership, management, motivation, morale, group
dynamics, interpersonal communications, conflict, and group problem-solving. The
course provides conceptual insights and behavioral skills needed for successful
leadership of continuous improvement in individual, team, and organizational
performance.
Required Texts / Resources.
1. The Leadership Challenge. 4th Ed. (2002). Kouzes & Posner. ISBN: 0-7879-5678-3.
Jossey-Bass Publishing. (LC) *Please note that we will be using the 4th edition...the
3d edition will not be used.*
2. The Owner’s Manual for Personality at Work. (2001). Howard, P.J. & Howard, J.M.
Marietta, GA: Bard Press. (PAW) ISBN 1885167-45-8 [PROVIDED BY INSTRUCTOR as PDF IF
YOU PREFER –This book is recently out of print.]
3. On-line “Personality at Work” instrument. This required instrument will be discussed
in detail during class #1. The cost is $ 55.00.
Optional Resources.
1. A supplemental organizational behavior text is suggested for student’s use—
especially in preparation of the individual paper. The instructor has several that are
available to loan out.
2. Let Your Life Speak: Listening for the Voice of Vocation. Parker J. Palmer. JosseyBass. 2000. ISBN 0-7879-4735-0
Learning Objectives.
1. Assess student’s own behavioral characteristics relevant to personal and
organizational success. (MBA Program Learning Goal 1, Leadership)
2. Effectively contribute to and lead team-based activities. (MBA Program Learning Goal
1, Leadership)
3. Effectively communicate in oral, written, and presentational contexts. (MBA Program
Learning Goal 6, Communication)
4. Analyze organizational performance in several key Leadership and Organizational
Behavior areas. These L.O.B. concepts may include: leadership, motivation, diversity,
ethical behavior, power/politics, communication, stress management, change
management, conflict management, and teams. (MBA Program Learning Goals
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1(Leadership); 2(Ethical Behavior and Corporate Social Responsibility); and 5
(Informational Analysis and Application)).
5. Recommend managerial processes/actions for improving organizational performance
within varying task environments. Specifically, managerial actions refer to behavioral
issues that often fall under the umbrella of performance management (e.g., motivation,
job design, power, etc.). (MBA Program Learning Goal 1, Leadership)
Learning Activities
(& Assessment Methods)
- On-line personality inventory (WorkPlace Big Five)
- Learning journals
- Prompt attendance & active participation in class
activities / assignments
- Team Project:
- Goals, roles, ground rules
- Metrics & timing milestones
- Final project
- Team presentation
- Individual Research Paper
Corresponding MBA
Program Learning
Objectives
1
1, 3 ,4
1, 2, 3, 4
1, 2, 3, 4, 5
1, 3, 4, 5
Competencies Expected of ALL Incoming Students.
Students in this course should have the ability to use (and have daily access to) CTE, the
Internet, Rockhurst email, Adobe Acrobat Reader (can be downloaded free), Microsoft
Word and Power Point.
Attendance Policy. Attendance is of great importance for MBA courses. University
policy requires attendance at seven or eight of the sessions for successful completion of
an eight-week MBA course, with exceptions only for absences involving University
sanctioned events for which an e-mail/memo is received from a University sponsor. A
single unexcused absence will result in a letter grade decrement. Two absences
will result in a failing grade.
Evaluation. Successful completion of this course requires teamwork within your team.
Peer evaluations are conducted at the end of the course. These evaluations are relied
upon to assist in evaluating your performance as a team member and in assigning
grades.
a. Grading centers around the following components1:
1) 40%. Active participation and prompt attendance in all course activities and
assignments, including submission of learning journals demonstrating students’ ability
to assess their own behavioral characteristics relevant to personal and organizational
success and to effectively communicate in oral and written contexts. Evaluation of your
in-class contributions to peers learning [as evidenced by your preparation and
engagement during team activities/discussions] will be assessed using peer
evaluations.
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Students must be present in class to submit all graded requirements. Electronic submission is rarely permitted.
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2) 10%. Team facilitated exercises. Team facilitated activities provide opportunity
for members to contribution to the team—and to the class as a whole. (See appendix for
additional details.)
3) 25%. Individual paper that demonstrates students’ ability to analyze an
organizational behavior related issue, to develop an intervention, apply the remedy and
analyze results. (see below for additional details)
4) 25%. Successful completion of a team service project and presentation
demonstrating students’ ability to effectively contribute to and lead team-based activities,
and to effectively present the results of those activities:
- Team Charter Exercise (Written summary is provided to the instructor)
- Azimuth Check Exercise (Summary may or may not be collected)
- Final team project.
- Presentation of Team Service Project.
Evaluation of TSP performance includes assessment by peers of individual contributions
as well as the feedback you gather from recipient(s).
b. Grading summary.
Points
93-100
87-92
80-86
73-79
<73
Grade
A
B+
B
C
F
Description
Superior academic performance at the graduate level.
Above average academic performance at the graduate level.
Average academic performance at the graduate level.
Below average, but passing academic performance.
Academic performance of poor quality, unacceptable for credit.
“Superior” academic performance is required to earn an “A” in this course; it consists of
intellectually rigorous analysis, concise articulation of insights, teamwork and
demonstrated application of concepts covered in the course. As such, “superior”
academic performance typically exceeds the level of performance demonstrated by most
students in graduate courses.
Professionalism of Assignments. All assignments should be submitted as though
they are being submitted to an employer (e.g., neat, stapled, unfolded, typed on white
paper, free of typographical and grammatical errors).
Student Contact Information: RU official policy: “Student contact information must be
kept current in order to receive important notices from Rockhurst University. Your
contact information is online via your BannerWeb account. Please check your local
address, local phone number, and emergency contact information on BannerWeb and
revise as needed. All important University notices will be sent only to your RU email
address. Please check your RU email account in addition to any other email accounts
you may have. Accounts are activated at the Computer Services Help Desk (Conway
413).”
Academic Honesty Policy. Plagiarism and cheating will not be tolerated. The
Rockhurst University Catalog provides examples of academic dishonesty and outlines
the procedures, penalties, and due process accorded students involved in academic
dishonesty. All infractions will be immediately referred to the Dean's office. In your
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research paper, make sure you provide citations for all ideas and information that are not
your own.
ADA Statement. RU official policy: “Rockhurst University is committed to providing
reasonable accommodations for students with disabilities. Please contact Sandy
Waddell, Director, Access Office (Massman Hall Room 7, (816) 501-4689,
sandy.waddell@rockhurst.edu) to provide documentation and request accommodations.
If accommodations have already been approved by the Access Office, please
communicate with the instructor of this course regarding these arrangements by the
second week of class in order to coordinate receipt of services.”
Student Contact Information. Student contact information must be kept current in
order to receive important notices from Rockhurst University. Your contact information is
online via your BannerWeb account. Please check your local address, local phone
number and emergency contact information on BannerWeb and revise as needed. All
important University notices will be sent only to your RU email address. Please check
your RU email account in addition to any other email accounts you may have. Accounts
are activated at the Computer Services Help Desk (Conway 413).
Course Schedule.
Class
#
Date
Assignments (for
THIS
Class Period)
Focus
*** Attendance REQUIRED for this session.***
Course overview. Introduction of concepts:
Leadership and Organizational Behavior in
work settings.
1
1/24
Personality—and overview.
Personality – the foundations of personal
leadership and behavior in organizations.
Leader’s self awareness provides the basis
for interpersonal interactions
1/29
Sat
9 Sept 2002.
- Read Eyes of the Wrong Prize:
Leadership Lapses That Fueled Wall
Street’s Fall. 17 Sept 2008 Wharton
Publishing
Designate teams. Teams: Complete Arctic
Survival exercise. Distribute Team Charter
Exercise (see due date below)
2
- Read M.B.A. Programs Home ‘Soft
Skills’ WSJ 12 Feb 2007.
- Read Playing Well With Others WSJ
OB: Theme: Perception and Attribution
4
- Begin Journal after class. Include
reactions to preparations for/and
reactions to exercises we did in this
class as well as preparations for next
class.
- Take the Personality Inventory on
line by NOON Thursday (27th).
- AFTER completing on-line
inventory read chapters: 1-7 in PAW
- Read Chs. 1-2 LC.
- Read Is Your Investing Personality
in Your DNA? USA Today 4 Apr 09
- Learning journal due before class.
- Bring Bio-Summary and Needs
Assessment to next class.
3
1/31
Modeling the Way Finding your own voice
and setting the example. Commitments # 1
and 2.
State of the World Forum.
Related OB discussion of: values
identification and conflict.
Inspiring a Shared Vision. Commitments # 3
and 4.
4
5
2/7
2/14
Related OB discussion of: vision/goals and
motivation.
Challenge the process – Leaders and making
changes in the workplace. Commitments # 5
and 6.
Related OB discussion of: organizational
change. (Tallahassee Democrat)
Enable others to act: Fostering collaboration
and strengthening others.
Commitments # 7 and 8.
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2/21
Related OB discussion of: delegation and/or
Interdependence
Mid-course “Azimuth Check” an in-class
exercise
Encourage the heart: Recognizing
contributions and celebrating values and
victories. Commitments # 9 and 10.
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8
2/28
- Read Chs 3-4 LC.
- Read: Stephen Covey Interviews
… Muhammad Yunus 4-10 Sept 2000
And, “Leadership is everyone’s business”
- Team 1 develops/facilitates
exercise.
- NO Learning journal due for today.
- Read chs. 5-6 LC
- Read Working With Emotional
Intelligence USQA Weekend 2-4 Oct 1998.
- Read The Art of Motivation: Nucor.
Business Week. May 1, 2006
- Team 2 develops/facilitates
exercise
- Team Charter Exercise due tonight.
- TSP update due in this class. Learning journal due noon Mon.
- Read chs. 7-8 LC.
- Read ch 11 PAW.
- Team 3 facilitates discussion…
focused on Tallahassee Democrat,
“an update (see me for tape)”
- Learning journal due noon Mon.
- Read chs. 9-10 LC.
- Read. Who’s Got the Monkey? HBR
Dec 1999.
- Team 4 facilitates discussion
focused on today’s theme.
- Team 5 develops/facilitates
exercise around delegation.
- Learning journal due noon Mon.
- Read chs. 11-12 LC.
- Individual Volunteers Facilitate
Discussion
- Team 6 develops/facilitates
exercise around today’s class theme.
- Learning journal due noon Mon.
Related OB discussion of: performance,
motivation through compensation.
SPRING BREAK… Week of 7 – 11 March.
- Paper copy of presentations due
Team Presentations
noon on day of class.
- Read ch. 13 LC (Quiz).
Course Wrap-up
- Provide electronic copy after the
&
3/14
presentation (to incorporate
End of Course Survey
clarifications) by end of this week.
- Bring Peer ratings to final class.
- Individual paper due by this class.
- NO journal is due.
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Appendix 1. Details of Evaluated Products
1. Individual Journals: Journals are a primary way of making sense of what we are thinking
and learning as we are exposed to new information. The quote, “How do I know what I think until
I hear what I say” suggests that the speaker could only make sense of his thinking by talking out
loud. In journals we struggle to find words to describe what we are thinking—what we think we
have learned. This can be work! But, the process helps our understanding and so, this is an
important course requirement.
General Guidelines:
1. Review the prompting questions (see 2. below) as you reflect on what was done in class.
Consider their appropriateness based on what the two class sessions discussed—and what you
found of interest. These questions are only guideline—intended primarily for those that are not
sure what to discuss. (Hopefully this discomfort will quickly depart—and you will take the
journals in directions that are driven by what you deem interesting and important.) You may orient
your comments on any part of our class(es)—you decide based on what is important for you. You
are not required to respond to each question—for each class—unless you did a self- assessment.
Self-assessments are found in readings and sometimes assigned by the instructor. For assessments,
reflect on insights that raise personal self-awareness or on implications for you at work.
2. What should I say in my journal? This is not intended to be a hard question. Simply
reflect on this weeks’ class(es) with the following questions in mind—then, make your additions
to the journal.
- a. What did I learn that was a surprise, new, or giving new insight?
- b. What bit of information is of value in my future—something I should remember?
(Why is it of value?)
- c. What piece of info did I learn that I should/will apply at work, or as I work with my
team?
- d. What did the self-assessment(s) tell me about myself that I did not previously know—
what are the implications for me in the future? (This question is required ONLY if you
took some form of self assessment as part of your preparations for the class.)
Specific Submission Guidelines:
- Submissions must be in an email message format.
- After the first submission, “reply” to the instructor’s earlier reply.
- Always includes previous journal submissions with each submission.
- Single space your email
- Number your journal to correspond with the “Journal #” found in the Class Schedule
(see syllabus)
- Length should never exceeds ½ page (single-space 8 ½ X 11 equivalent)
- Journals are due each week by ________________. (fill in after discussion during
session #1)
Grading: My primary concern is that you work on the journal as a matter of habit and that you
give time to reflect on what you are finding that you would like to keep for future use. Journals
are generally graded as meeting, or not meeting expectations. The minimal requirement, IF you
did not identify for yourself points to focus on, is to simply respond to the 3/4 questions above (a –
c (sometimes d). If, in my email reply, I comment with the acronym, “SLAR” this is to suggest
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that your journal “seems to lack adequate reflection.” If this is repeatedly noted (a pattern
emerges), you will not receive full credit for your journal. As the instructor, I sometimes feel like
an intruder as I read journals. Nevertheless, I do ask for your personal reflections, and, as students
often ask questions in the journal and I try to give feedback when appropriate.
Summary: Journals are not difficult to do, but developing the routine of reflecting and taking
time to record your thoughts can be a challenge. They can be a powerful tool that will help you
make sense of your experience in this class and I challenge you to accept the assignment as an
important opportunity!
2. Individual Paper.
The primary purpose of the individual paper is to allow members the opportunity to
analyze a particular issue of personal interest that is related to organizational behavior.
The intent is that the process of analysis will reveal new perspectives on the problem and
optimally provide the basis to approach the issue from a new perspective in order to
solve it.
The structure of the paper is flexible based on the problem you seek to study. At
minimum though it should clearly articulate the problem, describe current assumptions
you are making, provide an analysis of the factors bearing on the problem and then a
summary of the approach you took to gain new perspectives. As this course is “LOB”
referring to an appropriate text is a good place to start.
Outstanding papers will provide thoughtful analysis and effectively summarize the
learning that the endeavor facilitated. Overall length should not exceed 10 pages, but at
to accomplish that which is described above, I suspect that at least 5 pages will be
required.
3. Team Facilitated Exercises.
The purposes of team facilitated exercise/discussion are: 1) to allow students, as
part of a team, to work together to develop an exercise to apply some small part of the
topics of class; 2) to provide opportunities for team members to get to know each other
better and to facilitate teambuilding; 3) to provide opportunities for students to take
ownership of their learning experience by selected aspects of the material that were of
particular interest.
The exercise and discussion is NOT intended to be a comprehensive
recapitulation of the entire reading/preparation assignment(s). Rather, be selective
and oriented exclusively around topics of interest to the team and/or selected
members. Student should use their own experiences and creativity to communicate the
points they wish to make through the conduct of the exercise points.
Plan on approximately 30 minutes for your effort –but presentations can go longer
if needed. This is likely to be the case in the discussion of the Tallahassee Democrat
and “small wins” case study.
4. Team Service Project (TSP) and Presentation.
The team service project is an integral component of the course. And, there
are many reasons why it is so important. First, it provides a context for members to
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apply insights gained during the course to issues they encounter while working on a
team with a real set of objectives. It also provides a basis for members to observe and
evaluate behaviors they see on their team in the context of concepts considered in the
course. Third, it allows members to undergo an intentional process of team
establishment—one where you will reflect on the actual process while going through it.
Next, because teams are conducting real work outside of the classroom, the experiences
are more likely to be representative of issues faced in other work environments. Finally,
it allows each student the opportunity to develop a fuller understanding of service and
leading in ways consistent with out Catholic and Jesuit traditions.
There are several cornerstone criteria that much be reflected in each TSP.
1) TSPs have value for the participants. If a team member assesses the project
as not having merit—find another project.
2.) TSPs must have value for recipients. That is, your efforts must have a
tangible-positive impact on human recipient(s). This rules out Impersonal recipients like
organizations—and the conduct of projects like fundraisers, or recycling projects. This
is partly assessed through the feedback forms you give to your recipient.
3.) Projects must be challenging yet achievable in the constraints of our
semester. That is, the scope of the project should constitute a “stretch” but that stretch is
within the constraints of the shore-duration course.
4.) Projects must be an “intact whole.” That is, they must recognize a particular
project, develop a plan to secure resources and perform the work, perform the work, and
then develop a presentation to describe the work.
5.) Members must NOT incur any personal expense during this project. If
resources are required, teams must procure them through other means/methods.
Team presentations will be evaluated by the entire class based on a number of
features. First, teams should clearly describe the process of project selection and what
was learned through the process. Second, they must convey why the project had value
both for the members, as well as for the recipients of your labors. Third, it will be explicit
and thorough in assessing what was learned about establishing an effective work team.
Outstanding presentations reflect projects that are were of high valuable for
recipients of the team’s labors as well as for team members themselves. Insightful
observations from individual team members into valuable lessons learned are
appropriate and helpful to me to assess the project’s value. To some extent then, the
presentation includes an individual focus as well as a collective focus.
Your work need not have been entirely successful! That is, ambitious projects that
do not necessarily achieve all of their aims and are not necessarily failures. Rather, the
pursuit of ambitious goals is to be encouraged—but, the best goals are both worthwhile
and achievable. Evaluation of such projects will be viewed for what was learned—vs.
what was accomplished.
Finally, outstanding presentations are well rehearsed and reflect a high degree of
professionalism. Though presentations are given to classmates, teams should view their
presentations as if it were to the “board of directors” of one of the organizations that
might have sponsored their work.
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The TSP Presentation Rubric represents a distillation of the discussion provided
above.
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Appendix 2. Team Service Project Feedback Form
Instructions for student use. Students should use the electronic version on these two pages. Add
appropriate addresses, give (or send) copies to the recipient(s) and others as appropriate. Ensure that
their feedback is submitted in a timely way—it is used for course grade evaluations. See the
instructor for envelopes if needed.
--------------------------------
Date
Address for:
Recipient or Other Stakeholders
Dear Mr. or Ms…
The purpose of this letter is twofold. First, I would like to thank you for allowing my students to
interact with you in order to conduct a Team Service Project as part of their coursework requirements. As
the student team likely explained, the intent for the project was for students to use the project as a work
setting which would allow them to learn more about effective teamwork. Our school’s Catholic and Jesuit
mission and vision recognize the importance of service to others, and your support of this team has allowed
them to fulfill part of that mission!
The second purpose of this note is to ask you to assist me in evaluating their efforts. Completing
the attached form allows you to assess the team’s work and it will provide me with feedback I need to better
evaluate their work. It will also assist teams in the future as they pursue similar projects.
Feel free to make additional copies of the attached evaluation form if you would like others to
provide their assessment. Please use the enclosed envelope to return your survey or, you may simply send
it to me by email (see address below.)
Again, thank you again for allowing us to work with you. If you have any questions or if I can assist
you further please do not hesitate to call me at 816 501 4088, or email me at emmett.perry@rockhurst.edu.
Emmett E. Perry, Jr.
Assistant Professor of Management
Helzberg School of Management
Rockhurst University
1100 Rockhurst Road
Kansas City, MO 64110
emmett.perry@rockhurst.edu
Team Service Project (TSP) Feedback Form
Date: ___________
Team Members: _________________________________________________
[Please provide names of team members that you interacted with.]
Project Summary: [Please summarize what the team achieved.]
Please Evaluate the Team’s Efforts Using the Following Questions. (please provide numbered
response to each question)
1 strongly disagree – 5 strongly agree
The team interacted professional with me.
_____
The product/service was of high quality.
_____
The team’s planning appeared to be comprehensive
_____
The team established and met timelines commitments to you.
_____
1 very low – 5 very high
The TSP had value for me.
_____
1 little significance – 5 major significance
Assess the project’s significance.
_____
Please provide any additional comments you would like to (you can also use the back of this form).
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