BUS MGT 706-001 – MANAGING IN A DYNAMIC ENVIRONMENT
University of Wisconsin-Milwaukee – Spring 2016
January 26 – May 10, 2016
Tuesday 5:30 – 8:10 PM, LUB TBD
Instructor:
Sheila Bernhardt, MLS
Email: bernhars@uwm.edu
Phone: (262) 707-3186 (cell)
Office hours: Available by phone between 8 a.m. and 10 p.m.
Required Reading:
Books:
Essentials of Organizational Behavior: An Evidence-Based
Approach, 2016, by Scandura, Terry A., (SAGE, Publications, Inc.).
Text and student resources available at:
https://us.sagepub.com/en-us/nam/product/scandura)
Endurance: Shackleton’s Incredible Voyage, 1959, by Alfred
Lansing, (Carroll & Graf Publishers). (Note: any publication date is
acceptable)
Harvard Business Publishing Case Studies and Articles:
1. Virtu, Virtue, and Success
2. Thomas Green: Power, Office Politics, and a Career in Crisis
3. Brussels and Bradshaw
4. R.L. Wolfe: Implementing Self-Directed Teams
5. Get the Vision Right
6. Leaders as Decision Architects
7. How Leaders Spark and Sustain Change
8. How Managers become Leaders
9. Where Will We Find Tomorrow’s Leaders
Find Harvard Business Publishing Case Studies at:
https://cb.hbsp.harvard.edu/cbmp/access/43802916
Additional articles will be made available to students throughout
the course and distributed via D2L.
Course Description:
In a globalized business environment, companies of all types and in all industries are under
constant and increasing pressure to enhance their organizational effectiveness and
competitiveness. The general topic of Organizational Behavior is a field of study that
investigates a large number of aspects contributing to a firm’s effectiveness on an individual,
group and structural level. Issues discussed are wide-ranging and include attitudes and job
BUS MGT 706 Fall 2015 Bernhardt
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satisfaction, decision-making and employee motivation, group behavior and communication,
leadership, power and politics, organizational structures, cultures and organizational change.
Theoretical concepts will be made tangible through class discussions, brief lectures and case
studies. The course is designed to be highly interactive thus encouraging students to contribute
their own professional experiences, viewpoints and observations during class.
Course Objectives:
1. To impart the general theoretical underpinnings of individual and group behavior within
organizations.
2. To help students to become more aware of their own roles they assume in teams, and
potentially change the way they think and act as managers.
3. To increase the participants’ skill in identifying motives and in discriminating between
different behavioral and attitudinal mechanisms that affect members of organizations.
4. To enhance the students’ ability in identifying and opportunities and possibilities for change
in their present or future organizations.
5. To cultivate the students’ critical thinking, decision-making, communication and teamworking skills.
Expected Workload:
This is a three-credit course, so the expected time commitment is approximately 148 hours in
total. In addition to approximately 38 hours of expected class time, students are expected on
average to invest the remaining time in reading the textbook, articles and case studies (60
hours), preparing and taking quizzes (10 hours), preparing the group project and presentation
(30 hours), elaborating individual answers to one case study (3 hours), studying and preparing
the final presentation and paper (7 hours). Please note that the individual time investment will
vary by student.
Attendance:
It is critical that students are present and actively participating during class. Therefore, more
than one absence will have an impact on the student’s grade.
For the second absence and each additional absence the student’s grade will be reduced by
10%. If the student knows that he or she is going to miss more than one class session (e.g.
travel for work) the student may contact the instructor in advance and develop a mutually
agreeable plan of course work that is equal to the work performed in class. If the student
completes the work according to the agreed upon plan, the student’s grade will not be reduced.
Grade Components:
BUS MGT 706 Fall 2015 Bernhardt
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In Class Participation: Students are strongly encouraged to contribute actively to discussion
during class and to share their personal and professional experiences and observations that are
relevant to the issues discussed throughout the term. Preparation for class (readings/research)
is essential to the learning experience for the student and fellow students. In class participation
demonstrates that the students have read and understand the concepts of the learning
materials. Additionally, students learn from each other’s perspectives, experiences and insights.
Therefore, if a student does not participate in discussion, all other grade components will be
negatively impacted by their lack of discussion.
Individual Case Study – Brussels and Bradshaw: Students will submit an individual
written analysis for one case study according to the Course Schedule below. The case study
should not exceed 3 typewritten pages. The analysis must: a) briefly summarize key issue(s) in
the case, b) analyze these issues, using facts from the case, lessons from the readings and
discussion, c) make specific recommendations for how you would address the situation (bulk of
the analysis), and d) provide a rationale or justification for your recommendations. Creative and
reflective thinking are encouraged. Use the rubric in D2L as a guide to the quality of your
analysis.
Group Project Wiki and Presentation: Organizations of all types and of all industries are
under continuous pressure to change or modify many aspects of their “organizational behavior”.
This need for change has been accelerated significantly through globalization, rapid
development of new technologies, changes in legislation or public finances and many other
factors. This background sets the stage for the proposed team project for this class.
Groups will be formed during the first week of class and the group members will select one
specific organization or industry to analyze. The Course Schedule outlines other class sessions
when group work is performed during class. The in-class time is designed to allow the students
to collaborate and develop strategies for the next week’s work. It is expected that group work
will occur outside of the classroom as well.
The deliverables of this project consist of creating a Wiki and a presentation that will be
delivered during the last class. The final project due date is listed in the Course Schedule. After
the group presentation, fellow students are allowed 5 minutes for questions and discussion.
Peer reviews will help ensure fair allocation of a group’s project grade to its members. In
making peer reviews, focus on issues that directly relate to group’s success (e.g., level of
contribution, quality of contribution, degree to which the person was instrumental to group
success, supportiveness of individuals to group members). The peer review form will be
available on D2L. Each student’s grade for the group project will be considered in light of the
group members’ peer review. The results of the peer review will not be distributed, in order to
encourage unbiased ratings and maintain confidentiality.
Book Report: Students will read the book Endurance: Shackleton’s Incredible Voyage,
authored by Alfred Lansing. Each student will select a specific Organizational Behavior topic to
analyze.
BUS MGT 706 Fall 2015 Bernhardt
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The student will create a PPT that summarizes their research, findings and analysis of the topic.
The PPT may also be used to present their topic to fellow students. Documents will be posted
to D2L Dropbox before the beginning of class when the assignment is due.
The students will sign up for one of the topics from the list below. I strongly encourage
students to select a topic that is of great interest to them. I am open to topics not listed.
However, you are required to obtain my approval before performing an analysis of a topic not
on the list below.
Topics: 1) Emerging Leadership, 2) Team Development, 3) Crisis Leadership, 4) Emotional
Intelligence, 5) Servant Leadership, 6) Motivation and Job Satisfaction, 7) Decision Making, 8)
Diversity and Individual Differences, 9) Emotions and Moods, 10) Leadership Vision, 11)
Communicating Leadership, 12) Organizational Structure.
1. The PPT (objective analysis) will include the following:
a. APA format, meaning the inclusion of in-text citations and a work cited slide. You will
select a style for your PPT slides that you deem professional. You may use pictures,
videos, etc. to enhance your presentation.
b. A summary of your topic and why that topic is interesting to you.
c. Your objective analysis (critical thinking) section will include: 1) 5 or more quotes from
Endurance, 2) 5 quotes or more (paraphrases) from Scandura to support your analysis,
3) 5 or more additional outside sources.
d. A summary of the lessons learned will include: 1) 2 or more of the most important
lessons learned, 2) a brief summary of why/how to apply these lessons to a
contemporary situation, provide one example.
2. The student’s 5 minute in-class presentation will demonstrate:
a. A deep understanding of the topic, including multiple perspectives from topic experts.
b. Ability to articulate the complexities of the topic (e.g. when and where the topic is
relevant or skills required to perform the topic).
c. Ability to add new insights to the topic. What new information did you learn during your
research of the topic?
d. Ability to apply the topic to a new situation.
Grade Table
Graded Component
In Class Participation
Individual Case Study B&B
Group Project Peer Score
Group Project Wiki and
Presentation
Book Report - Shackleton
Total
Percent
20
20
20
20
20
100
BUS MGT 706 Fall 2015 Bernhardt
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Course Grade Scale:
A
94-100%
B
A90-93%
BB+ 88-89%
C+
84-87%
80-83%
78-79%
C
74-77%
C- 70-73%
D+ 68-69%
D 64-67%
D- 60-63%
F <60%
Course Schedule
Week Date
1
Tuesday
01/26/2016
In-class Topics
Introductions and overview of syllabus
and class format.
Learning Objectives:
1. Define the concept of
Organizational Behavior (OB).
2. Define leadership.
3. Understand the differences
between leadership and
management.
2
Tuesday
02/02/2016
Tuesday
02/09/2016
Read D2L Article: Servant
Leadership: Its Origins,
Development, and Application
in Organizations.
Create a visual diagram depicting your
understanding of Organizational
Behavior.
Read D2L Linked Article:
Concept Map – Wikipedia
Overview
Overview of group project and group
assignments.
D2L Leadership Development –
Section 1: Introduction
Read chapter 3 – Individual
Differences.
Group project work time.
3
Assignments required prior
to class
Read chapters:
1 – What is Organizational
Behavior?
and 2 – Leadership: Core
Concepts.
Learning Objectives:
1. Define the various aspects of
individual influences on the role
of leadership (e.g. personality,
mood).
4. Understand the role of the
leader when dealing with
individuality.
5. Understand various leadership
theories.
2. Differentiate ethical, authentic
and servant leadership.
As a whole class - Practice Sample
Case Study - Virtue
Learning Objectives:
BUS MGT 706 Fall 2015 Bernhardt
Read HBR Case: Virtu, Virtue,
and Success.
D2L Leadership Development:
Leadership - Section 2: Self
Read chapter 4 – Attitudes and
Job Satisfaction.
Read D2L Article: Crisis
5
4
5
Tuesday
02/16/2016
D2L
Tuesday
02/23/2016
1. Understand attitudes and
implications of attitudes.
2. Define job satisfaction and
understand the role it plays in
job performances.
3. Explain the importance of selfevaluation/assessment and the
role it plays in the development
of your own leadership skills.
In Groups - Movie Case Study (12
Angry Men).
Learning Objectives:
1. Define perception and
understand the sources that
influence it.
2. Understand the internal and
external influence of
perception.
3. Identify leadership
characteristics required to
recognize and respond to
perceptions.
Tuesday
03/01/2016
Read chapter 5 - Perceptions
Read D2L Articles:
The Dark Side of Leadership.
Bases of Social Power and the
Power Interaction Model of
Interpersonal Influence
View the Video 12 Angry Men
D2L: Group Movie Case Study
In Groups Brussels and Bradshaw Case
discussion.
Read chapter 6 – Individual
Decision Making.
Learning Objectives:
1. Understand the importance and
complexity of decision-making
and the role it plays in defining
leadership.
2. Identify decisionmaking/leadership traps.
Read HBR Article: Leaders as
Decision Architects
Read HBR Case Study:
Brussels and Bradshaw.
Create a visual diagram depicting your
understanding of Organizational
Behavior.
6
Leadership: a view from the
executive suite.
Group project work time.
Learning Objectives:
1. Define motivation.
2. Understand motivation as a
driver of individual behaviors.
3. Identify how leaders use
motivation to drive effective
BUS MGT 706 Fall 2015 Bernhardt
Post Brussels and Bradshaw
Individual Paper to D2L
(before class) and bring a hard
copy of your Brussels and
Bradshaw Individual paper to
class.
Read chapters:
7 – Motivation: Core Concepts
and 8 – Motivation: Learning
and Rewards.
D2L: Scholarly Article – New
Perspective
6
7
Tuesday
03/08/2016
Note: No
Classes on
03/15/2016
8
Tuesday
03/22/2016
behaviors.
4. Understand the role and limits
of rewards and money as
motivators.
Learning Objectives:
1. Understand the differences
between groups and teams.
2. Identify the stages of Team
Development.
3. Understand the differences
between leadership decisionmaking and team-decision
making.
4. Identify behavioral drivers of
team effectiveness.
In Groups - Movie assessment and
Team Presentation (Remember the
Titans 113 minutes).
Learning Objectives:
1. Identify the sources of conflict
within an organization.
2. Understand the role conflict
plays in team effectiveness and
decision-making.
3. Explain the role of leadership
and negotiation in driving
effective team behaviors.
D2L Leadership Development –
Section 3: Leader
Read chapter 9 – Group
Processes and Teams.
Read chapter 10 – Managing
Conflict and Negotiation.
Read Article: It doesn’t take a
Wizard to Build a Better Boss
View the Video Remember the
Titans
D2L Leadership Development:
Leadership – Section 4:
Functional Leader
Create a visual diagram depicting your
understanding of Organizational
Behavior.
9
10
Tuesday
03/29/2016
Tuesday
In Groups - Discuss HBS case: Thomas
Green: Power, Office Politics, and a
Career in Crisis.
Learning Objectives:
1. Identify the components of the
communication channel.
2. Understand how and when to
use various communication
modes.
3. Identify the role emotional
intelligence plays in team
communications.
Group project work time.
BUS MGT 706 Fall 2015 Bernhardt
Read chapter 11Organizational Communication.
Read HRB Case Study: Thomas
Green.
Read chapter 12 – Cross-
7
04/05/2016
In Group - Discuss HBS case: R.L.
Wolfe case.
Learning Objectives:
1. Understand the importance of
cross-cultural awareness.
Cultural Differences and
Adjustments.
Read D2L Article: A Flexible
Organizational Structure as a
way of Knowledge
Management in SMEs.
Read HBR Case Study: R.L.
Wolfe.
D2L: Scholarly Article –
Argumentative
11
Tuesday
04/12/2016
Shackleton Presentations.
Post to D2L Dropbox –
Book Report – Endurance:
Shackleton’s Incredible Voyage
Read HBR Articles:
Get the Vision Right and
Where will we find tomorrow’s
leaders
12
13
Tuesday
04/19/2016
Tuesday
04/26/2016
Group project work time.
Learning Objectives:
1. Identify the relationship
between organizational change
and stress.
2. Differentiate individual stress
and organizational stressors.
3. Understand the
interventions/remedies for
mediating stress.
4. Define organizational culture
and its role in driving
organizational behavior.
5. Understand the leader’s role in
driving culture and cultural
changes.
Group project work time.
Learning Objectives:
1. Define organizational change,
its components and resistance
BUS MGT 706 Fall 2015 Bernhardt
Read chapter 13 & 14– Stress
in the Context of
Organizational Change,
Organizational Culture.
Read HBR Articles:
How leaders Spark and Sustain
Change and
How leaders become Managers
D2L: Scholarly Article –
Barriers and Opportunities
Read chapter 15 - Leading
Change.
D2L Leadership Development:
Leadership – Section 5:
8
to change.
2. Understand the role that
planned-change plays in
organizational effectiveness.
3. Identify the role of leadership
in organizational change.
Visionary Leader and Final
Reflection
Create a visual diagram depicting your
understanding of Organizational
Behavior.
14
15
Tuesday
05/03/2016
Tuesday
05/10/2016
Group Presentations and final
comments.
Peer Review and Course Evaluations.
Group Presentations and final
comments.
UNIVERSITY POLICIES
Statement of Academic Misconduct
Chapter UWS 14, entitled “Student Academic Disciplinary Procedures,” of the
Wisconsin Administrative Code contains rules enacted by the University of Wisconsin
Board of Regents that apply to all University of Wisconsin–Milwaukee students. Section
14.01 states, “The Board of Regents administrators, faculty, academic staff and students of the
University of Wisconsin System believe that academic honesty and integrity are fundamental to
the mission of higher education and of the University of Wisconsin System. The University has a
responsibility to promote academic honesty and integrity and to develop procedures to deal
effectively with instances of academic dishonesty. Students who violate these standards must
be confronted and must accept the consequences of their actions.” For further information
please visit: http://www4.uwm.edu/acad_aff/policy/academicmisconduct.cfm
Statements of Sexual Harassment
Sexual harassment is reprehensible and will not be tolerated by the University. It subverts the
mission of the University and threatens the careers, educational experience, and wellbeing of
students, faculty, and staff. The University will not tolerate behavior between or among
members of the University community which creates an unacceptable working environment.
For more information please visit: http://www4.uwm.edu/secu/docs/other/S47.pdf
Discriminatory Conduct
The University of Wisconsin -Milwaukee remains steadfastly committed to the principles of
academic freedom. This commitment requires an equally strong obligation to foster respect for
the dignity and worth of each individual. Without this respect, the principles of academic
BUS MGT 706 Fall 2015 Bernhardt
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freedom become meaningless. Moreover, relationships such as student faculty and employeesupervisor have inherent power differences that compromise some persons’ ability to protect
their own rights. Therefore, this University must provide an environment that respects the value
of each individual and which does not tolerate discriminatory conduct of any kind. For more
information please visit: http://www4.uwm.edu/secu/docs/other/S47.pdf
University Policies Regarding Change of Registration/Adding and Dropping or
Withdrawal from Classes
After initial registration, students have the opportunity to modify their class schedule by adding,
dropping or withdrawing from classes during specific periods prior to the start of the semester.
Such changes can be made without financial penalty until shortly before the start of the term
(or before the start of a particular summer session). However, significant financial penalties can
apply for changes made beyond the appropriate deadline, and some departments have unique
deadlines and approval requirements governing how and when students may add and drop
particular courses. Some academic programs also require their students to obtain specific
approval for adding or dropping courses. Consult the most recent Schedule of Classes for dates,
deadlines and procedures or contact the Business School Undergraduate Student Services
office.
University Policies Regarding Repeating Courses
Unless a restriction is stated in the Schedule of Classes, undergraduates may repeat any course
only once. Under exceptional circumstances, one more repeat may be allowed following
approval of a written appeal to the advising office of the student's school or college. Except in
the case of courses with variable content (which may be repeated for credit as often as
permitted for that particular course, as specified in UWM Bulletins), both grades earned for
repeated courses will appear on the student's academic record, but only the higher grade will
be calculated into the grade point average. Students illegally repeating courses will be dropped,
and “WR” will be assigned to the course on the student’s academic record.
Students who took a course as a repeat prior to Fall 1988 are entitled to one additional
enrollment. Transfer students who did not previously take a course at UWM are entitled to one
repeat at UWM of a course taken at a previous institution.
In courses of limited enrollment, qualified students who have not taken the course previously
have priority. It is generally advisable for any student to consult an advisor before registering to
repeat a course.
University Policies Regarding Incompletes
An Incomplete may be given to a student who has carried a subject successfully until near the
end of the semester but, because of illness or other unusual and substantiated cause beyond
that student's control, has been unable to take or complete the final examination or to complete
some limited amount of term work. An Incomplete is not given unless the student proves to the
instructor that s/he was prevented from completing course requirements for just cause as
indicated above.
BUS MGT 706 Fall 2015 Bernhardt
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A course marked Incomplete must be completed during the next succeeding semester,
excluding summer sessions and UWinteriM. If the student does not remove the
Incomplete during this period, the report of "I" will lapse to "F".
For further information please visit: http://www4.uwm.edu/secu/docs/other/S31.pdf
University Change of Grade Policy and procedures
The following is from UWM Faculty Document No. 1927, May 12, 1994, entitled
“Policies on Grading and Grade Records”. Grade or Record Changes. Instructors may not
change a semester grade after the grade sheet has been submitted to the Registrar except for
an inadvertent error in determining or recording the grade. Any change in a student’s grade or
record, including retroactive change to drop, withdrawal, or incomplete, must receive the
approval of the Dean of the School or College in which the student was enrolled at the time the
course was taken. For more information please visit:
http://www4.uwm.edu/secu/docs/other/S28.htm
Special Accommodations
If special accommodations are needed in order to meet any of the requirements of the course,
please contact the professor as soon as possible. For complete information please visit:
http://www4.uwm.edu/sac/SACltr.pdf.
Students will be allowed to complete examinations or other requirements that are missed
because of a religious observance. For complete information please visit:
http://www4.uwm.edu/secu/docs/other/S1.5.htm
FOR A COMPLETE LIST OF UNIVERSITY POLICIES AND GUIDELINES PLEASE VISIT:
http://www4.uwm.edu/secu/SyllabusLinks.pdf
BUS MGT 706 Fall 2015 Bernhardt
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