1 RUTGERS BUSINESS SCHOOL MBA Fall, 2018 Organizational Behavior Hybrid 2018 9 22 620 585 61 Room 1144 Syllabus Version 1 _____________________________________________________________________________ Learning Facilitator: Dr. Emilio DeLia Email: edelia@business.rutgers.edu ; Phone: 973-697-5285; Office Hours (In person days): 5-6PM Room 2149 COURSE PURPOSE Throughout your business careers, you will be confronted with problems and opportunities which have people as the key ingredient. Fortunately, much excellent science has described how to solve people centered challenges and, importantly, how to leverage human characteristics and tendencies to provide greater advantage to your business. This body of science is called Organizational Behavior (OB). OB deals with how individuals, groups, and organizations can act and interact to either impede or impel business success. There is no need for you to navigate blindly when many useful and proven strategies and tactics have been charted by OB. This course is designed to help you develop and enhance skills and competencies in managing organizational issues. You learn not only what to do but why it will work by learning the OB concepts and theories about people and organizations. The goals of this course are for you to improve management of yourself, others, groups and organizations and to be able to recognize, diagnose, and address the problems and opportunities people present. COURSE DESCRIPTION Organizational Behavior: Explores human dynamics by examining the role of management and learning styles in the effective functioning of organizations. Topics include personality types, motivation, cognition and learning, communication, team development, and leadership. Through class discussions, case analyses, simulations, and group projects, students learn critical managerial skills such as communication, decision making, conflict resolution, and team building. COURSE LEARNING GOALS This course has been designed to support all learning goals of the RBS Master of Business Administration Program including: 1. Communication Skills Learning Goal : You will be able to more effectively perform managerial communication both orally and in writing in a way that demonstrates understanding of your audience’s needs. 2. Business Knowledge Learning Goal: You will be able to demonstrate knowledge of best managerial practices in dealing with people centered business issues. 3. Critical Thinking Skills Learning Goal: You will be able to understand complex people centered business situations and provide solutions to improve current business practices. 2 4. Ethics Learning Goal: You will be better able to judge ethical implications of situations to make better business decisions in both domestic and international business contexts. . COURSE STRUCTURE The course is structured in two dimensions: topics and learning techniques. The first dimension, Topics, focuses on your skills to develop. Prevalent and pressing management and leadership challenges are the vehicles to explore key OB discoveries and to apply OB theories and researched practices to solve those issues. Your ability to apply OB knowledge becomes a foundation for self-management and management of other individuals, groups, and organizations. Course Topic Questions 1. How can I develop the skills to be capable of managing and leading myself and others? 2. How do I create an organization culture that brings superior results? 3. How can I motivate people to achieve high performance? 4. How can I and my groups make better decisions? 4. How do I lead my team so that we can have high impact and be high performing? 6. How do I lead my people to collaborate and have conflict that helps our performance, resolving or negotiating any unproductive conflict? 7. How do I navigate the perils and opportunities associated with change to make my organization successfully change? 8. How do I use power, leadership, persuasion and influence to expand my impact and my opportunities? The second dimension is learning techniques which span reflective learning to action learning, and individual learning to group learning. Learning will happen through assigned readings of the text book; the review and analysis of cases; online and in person lectures; online and in person discussions; assessments that examine your own relevant beliefs, preferences and behaviors; team exercises and team project work interactions; and the development of an individual report and a team report. You can learn when you complete the readings and assignments, participate constructively in discussions, and put attention and energy into developing your and your teams’ reports. HYBRID STRUCTURE This course is delivered through a hybrid structure. Hybrid format involves both online lectures, supported by other student self-managed learning material being delivered via online means, and classes convening in person to reinforce learning gaps, do individual and group exercises where face to face interaction helps the learning process and conduct assessments. Half of the planned course time is therefore done virtually by students based upon instructions from the instructor and half is done in person in the classroom. Hybrid courses are inherently designed to provide greater self- managed control and responsibility to the students. Greater student selfmanagement occurs in a couple of ways. First, since lectures and other learning materials are online and available, students choose the time they will attend to course materials. Deadlines are established for assignments to be completed independently by students which enable the instructor to assess the students’ self-study learning and augment the learning achieved through 3 self-study, for example, online discussion in which all students participate. Additionally, since students are assumed to have gained a level of knowledge and mastery of the material through their self-managed learning, students are asked to play more active roles in the in-person class discussions and exercises, for example, leading a case discussion. Students taking this hybrid course must be able to perform high levels of self-direction and management. This course implements the hybrid structure by having weeks when an in-person class occurs and weeks of exclusive online work and interaction when no in-person class occurs. Each week in the class begins on Friday and ends on the next Thursday, except for the first week of the semester which is scheduled to accommodate the start of semester on September 4. The first week of this semester starts on the day each student chooses to begin to study for this course but no later than September 4, and ends on Thursday, September 6 with no in person. The second week starts normally on Friday September 7 ends on Thursday, September 13 with the class meeting in person for the first time. Because this course gets off to a fast start, it is recommended that you get the text and case books ASAP so that you can complete the work of the first two weeks in a timely fashion. All subsequent weeks start on Friday and end on Thursday and follow the same alternating pattern of one week online and in person and one week exclusively online through to the end of the course which occurs in week 14. One additional exception is week 13 which starts November 20 and ends on December 3 because of the intervening Thanksgiving week. There is no final test for this course. The preparation, study and activity assignments for each week are detailed below in the Course Schedule sub-section of this syllabus. Very important to note, in Blackboard (BB) there will be a folder for each week with will start with a list of all To Do’s and due dates in that week. Also included in the folder are links to all assignments. All students should become very familiar with BB and review each weeks To Do list to be able to manage their study and assignment activity. COURSE POLICIES Academic Integrity: I do NOT tolerate cheating. Students are responsible for understanding the RU Academic Integrity Policy (http://academicintegrity.rutgers.edu/files/documents/AI_Policy_2013.pdf). I will strongly enforce this Policy and pursue all violations. On all examinations and assignments, students must sign the RU Honor Pledge, which states, “On my honor, I have neither received nor given any unauthorized assistance on this examination or assignment.” . I will screen your written projects through SafeAssign, plagiarism detection service that compare the work against a large database of past work. Don’t let cheating destroy your hard-earned opportunity to learn. See business.rutgers.edu/ai for more details. Syllabus: While every attempt is made to include all course information on this syllabus, some changes may be necessary. Any changes will be announced. Students are responsible for abiding by the terms contained in this syllabus. All assignments are to be delivered by the due date or points will be deducted from the grade. Class Participation: You are expected to engage with the learning material outlined in a timely, thorough, and thoughtful manner; and are encouraged to reflect on your own 4 work experiences as you read material for this course. Most of the assignments will require that you provide evidence of understanding through your ability to conceptualize, integrate and apply key concepts to different situations. Email Communications with Professor: Email is the good method for quick responses. However, it is essential that you put the class and your last name in the subject line of the email (e.g. Online MBA OB – Your Name). I will normally respond within 48 hours. Course Communications: At all times, course communications with fellow students and the professor are to be professional and courteous. You are expected to proof read all your written communications, including discussion posts, assignments and emails. Online Resources: All students should check Blackboard (Bb) and their Rutgers email account every few days for announcements. Responsibility for Learning: You are responsible for your learning in this course. As the professor, I will introduce you to new information, provide examples and demonstrations to facilitate understanding, and will be available to help you with both the content and processes explored during the course. It is your responsibility to master the material and processes through critical thinking, active participation and consistent practice. Note: Rutgers University welcomes students with disabilities into all of the University's educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation: https://ods.rutgers.edu/students/documentation-guidelines. If the documentation supports your request for reasonable accommodations, your campus's disability services office will provide you with a Letter of Accommodations. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. To begin this process, please complete the Registration form on the ODS web site at: https://ods.rutgers.edu/students/registration-form. Rutgers University welcomes students with disabilities into all of the University's educational programs. In order to receive consideration for reasonable accommodations, a student with a disability must contact the appropriate disability services office at the campus where you are officially enrolled, participate in an intake interview, and provide documentation: https://ods.rutgers.edu/students/documentation-guidelines. If the documentation supports your request for reasonable accommodations, your campus’s disability services office will provide you with a Letter of Accommodations. Please share this letter with your instructors and discuss the accommodations with them as early in your courses as possible. To begin this process, please complete the Registration form on the ODS web site at: https://ods.rutgers.edu/students/registration-form. HONOR CODE PLEDGE and SYLLABUS AGREEMENT There is a University-wide policy on academic integrity, which will be followed. Every student is expected to abide by the university’s honor pledge. .The honor pledge applies to all assignments. Students need to acknowledge that they have read and understood Academic Integrity at Rutgers University: Go to the link below review the policy and sign and submit the attached document at the end of the syllabus. http://academicintegrity.rutgers.edu/ 5 Additionally, students must review, understand and agree to the requirements stated in this syllabus. Both the Honor Pledge and he Syllabus Agreement are accomplished by completing and submitting the form below which can be found in electronical form and submitted on Bb in the Honor Code Pledge folder. Please sign and submit by due date via Blackboard in the HONOR CODE PLEDGE folder. If form is not submitted, 5 points will be deducted from your final participation grade *This must be done electronically, therefore, you must have a digital copy of the Honor Pledge in order to upload it to Blackboard. You may either: Print this page, complete, sign, scan, and then upload to Blackboard. OR Take a picture of the completed Honor Pledge and then upload the file to Blackboard. _________________________________________ Acknowledgement of Academic Integrity at Rutgers University and Syllabus Agreement 33:620:585:61 Organizational Behavior Fall, 2018 I have read the University-wide policy on academic integrity, understand its implications, have sought clarification of those parts that were unclear to me, and will abide by it. Further, on my honor, I will not receive nor give any unauthorized assistance on any assignment in this course. I have read the syllabus to this course, understand its requirements, have sought clarification of those parts that were unclear to me, and agree to abide by it. Student Name (Please Print): ___________________________________________________________________ Student RUID: ____________________________________________________________________ Student Signature: _________________________________________________Date_______________ EVALUATION AND GRADING Grades will be made based upon: Discussion Posts 20% Personal Case Report 20% In Class Participation 15% o 2 Points deducted for not providing feedback on peer Personal Case Report o 5 points deducted if Honor Code Pledge and Syllabus Agreement is not submitted Team Case Presentation 20%* Team Project 25% o Progress Report 5% 6 o Presentation 20%* Absences; minus 4 points each after first excused absence (3 late’s = one absence) *Team member feedback on individuals’ contributions will be solicited, and factored into the individual’s grade. Course Grades Course grades will be determined according to the scales below. Periodically, grades for completed assignments will be posted to BB throughout the term so you may track your progress. There is no grading curve for this class or the required deliverables. There is no predetermined grade distribution. There is no rounding up to achieve a next higher grade. FINAL GRADE DETERMINATION: PERCENT GRADE PERCENT GRADE 94-100% A 77-79.99% C+ 90-93.99% A- 73-76.99% C 87-89.99% B+ 70 – 72.99% C- 83-86.99% B 60-69.99% D 80 - 82.99% B- 0-59.99% F If you have any questions about your grades during the semester, please contact me. It is your responsibility to do so throughout the semester rather than waiting until final course grades are submitted. COURSE MATERIALS. TEXTBOOK: Managing Organizational Behavior: What Great Managers Know and Do, 2nd Edition; Authors: Baldwin, Bommer and Rubin; ISBN is 9780073530406 CASE Book: All cases for team case reports will be sourced from Cases in Management and Organizational Behavior: Volume 2 Author: Teri C. Tompkins; ISBN is 0130894648. Both the textbook and case book can be purchased new from the books store and both new and used online. If you buy used, ensure that you are buying the correct edition for the textbook and volume for the case book. Other editions or volumes will not contain the content used in this course. COURSE LEARNING and EVALUATION ELEMENTS. Note: Examples of excellent student submittals for the following assignments can be seen in the Course Documents Folder on BB: Case Discussion Post, Chapter Discussion Post, Personal Case 7 Report, Team Case Presentation, and the Team Project Poster Presentation. It is in your interest to review these examples in order to better understand what is expected by the course facilitator. 20% DISCUSSION POSTS The purpose of these weekly assignments is for you to demonstrate your understanding of key concepts about the topic or pertinent material, and to apply those concepts. Generally, for weeks in which we are dealing with an OB topic, you will be given material and questions about which you will post in Thread in that week’s BB Forum. For weeks in which we will be having Team Case Analysis, you will post about each case in their respective Threads in that week’s BB Forums. Team members do not post on any case in the week in which they are presenting. You will be expected to provide one original and substantive post to each Thread. Each post will be evaluated according to criteria such as: 1) demonstrates knowledge of the reading; 2) thesis is clear; 3) provides solid evidence; 4) understands significance of the topic; 5) extends topic to new area; 6) raises relevant questions about topic. To summarize the high points about posts: • This is not an opinion course. Rather, it is a course based on critical thinking. Posts that are simply rehashes of the case or just statements of opinion without support do not meet the requirements. It is expected that you will make cogent arguments supported by course material. • If you use outside sources that have web links, these should be imbedded as active links in your post as you explain and review them so we can directly link from your post to the article. • Your posts should be no more or less than 200 to 300 words • To receive credit the posts must be submitted by the due date and time. • You are encouraged to read other student’s posts. Your point grade is based on the quality (not the volume) of your analysis, recommendations and any relevant external source data/information citations and that within 200 to 300 words the post accurately applies relevant course material, that you show original thought, and that the post is well written, that is, has a thesis and develops arguments supporting the thesis in a rational manner. Grading follows this scale: • Below 12: Did not meet minimal expectations for the posts • 12: Met minimal expectations for the posts • 15: Met acceptable expectations for the posts • 18: Exceeded expectations for the posts • 20: Far exceeded expectations for the posts. 20 % PERSONAL CASE REPORT. Please refer to Personal Case Report Guidelines in Course Documents on BB for a complete explanation of this course element. The report must be submitted through BB Assignments section, by the date and time listed in your syllabus. Instructions for submitting your report is posted on BB. BB will electronically check for plagiarism. 8 15% IN-CLASS EXERCISE AND DISCUSSION PARTICIPATION You are expected to come to class fully prepared to engage in the class discussion or participate in exercises. The syllabus and Weekly Do To’s indicate the material that you will be assigned to prepare. In organizations where more work is done in teams, an important part of a person's contribution is the way he or she interacts with others. Speech acts such as presenting, commenting, critiquing, and persuading require understanding the issues as well as having effective skills. Participation concerns both quality and quantity. Following is the grading and a description of how your class participation will be evaluated. 90-100 Exemplar Contributor. Contributions in class and group discussions reflect thorough preparation and excellent critical thinking. Ideas offered are substantive and original, providing excellent insights and direction for the discussion. Arguments, when presented, are very well substantiated and very persuasive. If this person were not a member, the quality of the discussions would be diminished considerably. 80 – 89 Very Good Contributor. Contributions in class and group discussions reflect good preparation. Ideas offered are substantive, providing good insights and direction for the discussion. Arguments, when presented, are well substantiated and persuasive. If this person were not a member, the quality of the discussions would be noticeably diminished. 70 –79 Good Contributor. Contributions in class and group discussions reflect satisfactory preparation. Ideas offered provide factual details, provide generally useful insights, add to an ongoing line of analysis but do not offer a new direction for the discussion. Few arguments are presented, and are minimally substantiated and persuasive. If this person were not a member, the quality of the discussions would be diminished somewhat. Adequate Contributor. Participant joins in discussion, but in a limited way.in class and group discussions. His/her contributions reflect adequate preparation. Ideas offered are seldom substantive, providing few, if any, insights, and not in a constructive direction for the discussion. Integrative comments and effective arguments are absent. If this person were not a member, the quality of the discussions would not be affected. Unsatisfactory Contributor: Participant does not contribute to the discussion or when doing so makes inappropriate or off-topic comments that very seldom link to other concepts, or participation is inconsistent with conventional netiquette. Comments reflect poorly conceived, unoriginal thinking, supported by no substantiation and persuasion. Demonstrates no preparation: no understanding of case or topic, and has no notion of their implications 20% TEAM CASE ANALYSIS. An important component of the course is conducting case analyses. To learn more about how to do your case analysis, please refer to Guide to Team Case Analysis in Course Document folder on BB. A team will be assigned to lead each case discussion. The case discussion session will be comprised of two parts. In the first part, the team is to engage the class is active discussion of the case by asking questions about the case and how it illustrates chapter material, and interacting with students to deepen their thinking and learning. The second is a no more than 5 slide presentation of the team’s view of the case. The team will provide in the appropriate Discussion Forum by the date indicated in the BB TO Do’s, questions about their case which will be used by classmates to post about the case 9 Teams should plan at least one discussion with the learning facilitator as they prepare this assignment in order to understand important elements in the case as how to structure a productive class discussion. The team’s case analysis will be submitted in two ways by the date and time as listed in your syllabus. First, your team’s PowerPoint presentation must be submitted as a ppt or pdf file through Blackboard Assignments section. Secondly, the list of questions used to engage the class and the PPT presentation in printed form is to be given to the professor at the time the presentation. Your team will have 40 minutes for its case discussion. The presentation will be assessed according to the following rubric: Team Case ANALYSIS and DISCUSSION Assessment Sheet Team______________________________ Date __________________ Case: ___________________________________________ Points Achieved: ___________ Points Component Class Discussion: Ability to engage class in discussion of key points and questions/issues in case and application of course material (Total = 65 points) Provided classmates key questions about case for them to discuss in their posts and asked relevant thought provoking question for in-class discussion Assessment: Questions engaged classmates to contribute to the discussion with thoughtful, original insights. Elicited class participation in summarizing the case and describing the Problem/Opportunity and its causes Assessment: Quality and accuracy of the class discussion in summarizing the case, describing the Problem/Opportunity, and its causes Elicited class case discussion which identified relevant course material and applied it to case Assessment: Completeness and accuracy of the class discussion identifying relevant course material and applying the material to the case. Elicited class participation in formulating relevant responsive solutions and actions Assessment: Completeness and accuracy of the class discussion formulating relevant responsive solutions and actions which were grounded in relevant course material. Engaged students in discussion which elicited critical thinking and diverse viewpoints Assessment: The degree to which the team’s interaction with the class led to critical thinking in the discussion through explanations and elaborations which diverse views into the meaning of the case. Presentation of Team’s View of the Case (Total = 30 points) Problem/Opportunity Description: 1 Slide What is the problem/opportunity and why is this important? 10 15 15 15 10 10 10 How does the organization/leader define the problem/opportunity? How does your group define the problem/opportunity if differently? What are its causes? Assessment: Quality and accuracy of the team’s description of the Problem/Opportunity of the case and answering questions raised in the rubric. Problem/Opportunity Integration of Course Content 1-2 Slides 10 Which course topics are most relevant for understanding the problem/opportunity, and provide an organizing framework to “make sense” of the symptoms and causes? How? What specific theories or frameworks from our course inform your analysis? How do they apply? Assessment: Completeness and accuracy of the team’s selection of course topics and theories or frameworks which are relevant to the case. Recommended Solutions 1-2 Slides 10 Identify 2-3 recommendations for the organization to resolve or address the problem/opportunity which incorporate course content. In your solution, be specific about the actions that should be taken, rather than rely on broad prescriptions such as, "stronger leadership," "better communication," or "do more research." Integrate course concepts into your solution. What factors in the organization would be supportive of or facilitate the success of your solutions, and what obstacles might there be? Assessment: The relevancy, feasibility, completeness and accuracy of the team’s proposed recommendations. Stayed within specified time and slide limits 5 25% TEAM PROJECT: Progress Report and Presentation. Please refer to Groups Project Description in Course Documents on BB for a complete explanation of this course element. The progress report will be submitted by one member of your team through Blackboard according to the instructions provided. You must do it this way so that I can turn around comments to you asap so you can reflect changes in your final report presentation. The project report presentation must be submitted in two ways by the date and time as listed in your syllabus. First, your group’s PowerPoint presentation or image of its poster must be submitted through Blackboard by only one member of your team through Blackboard according to the instruction provided. Second, your presentation as a poster will be brought to class to the session on which it will be presented. I will seek input from team members to ensure that everyone contributed to efforts for the Team Case Review and the Team Project through a feedback device posted on BB in the Course Information folder. All students you will submit the form after the completion of each team and group assignment and will be. Negative feedback can result in from 1 to 10 points deducted from the team grade for an individual member depending on its severity and consistency of team member feedback. 11 COURSE SCHEDULE Week#; Start & End Date; In-Person Date; Topic Question &Week’s Assignments . Week 1 Online Only Student Determined Start Date but no later than 9/4 ending 9/6 How can I develop the skills to be capable of managing and leading myself and others? 1. Read entire Chapter 1 and view all online lecture chunks. Closely study “Manage What” Numbers 1, 2, 3 & 4 and their debriefs at end of chapter Closely examine Manager's Tool Kits 1.1 & 1.2 ; Tables 1.1, 1.2, & 1.3; Figure 1. 1 and Management Live 1.1, 1.2, 1.3 & 1.4. 2. Do the following Essential Managerial Assessments: http://www.mhhe.com/business/management/buildyourmanagementskills/updated_flash/topic5a/quiz.html 3. Write and submit your discussion post answering the following questions: Identify two situations, in which you personally are involved or were recently involved, which would be more fully understood by applying to them the OB topics from the course, Which two of the eight main OB topics could be applied to each of the two situations? Explain your reasons for selecting the two topics for each situation. ________________________________________________________________ Week 2 Online and In Person 9/7-9/13 In person- 9/13 How do I create a culture in my organization which brings superior results? 1. Complete Management Culture Self Assessments at http://www.mhhe.com/business/management/buildyourmanagementskills/updated_flash/topic3a/quiz.html 2. Read entire Chapter 13 and view online lecture chunks Closely study “Manage What” Numbers 1,2, 3 & 4 and their debriefs Closely examine Manager's Tool Kits 13.1, 13.3 & 13.4 ; Table 13.2 and Management Live 13.5 & 13.6 3. Write and submit your discussion post about the A Selfish Request in Japan Case in the Case book 4. Submit Honor Code Pledge And Syllabus Agreement. See Honor Code Pledge folder. In-person Activities - Instructor led lecture including introducing OB and reviewing student questions about the Syllabus - Instructor led class discussion of the A Selfish Request in Japan Case - Management Exercise: Select teams and cases for presentation. See appendix for instructions. __________________________________________________________________________ Week 3 Online Only 9/14-9/20 How do I lead my team so that we can have high impact and be high performing? 1. Read Chapter 10 and view online lecture chunks including all videos. Closely examine the 5 Manager's Tool Kits Presented Digest the contrasts shown in the chapter’s 7 Tables 2. Take the “Am I a Team Player” Assessment on BlackBoard 3. View video about teams at W.L.Gore: https://www.youtube.com/watch?v=cogPHPNN5g0 .Write and submit your discussion posts about the Gore Case at the end of the chapter. 12 4. TEAMS 1 & 2 - In a reply to the appropriate thread for your case within the forum, post list of questions classmates can respond to in their posts about the case by COB Thursday ____________________________________________________________________________ Week 4 Online and In Person 9/21-9/27 In person- 9/27 1, Read and prepare for in class discussion of the Computer Services Team at AVIONICS Case 2. Submit discussion posts on cases In-person Activities - Team 1 led class discussion of the Computer Services Team at AVIONICS Case - Team 2 led class discussion of the Groupware Fiasco Case - Instructor led discussion on Teams - Team exercise on Norms Formation ____________________________________________________________________________ Week 5 Online Only 9/28-10/4 How do I lead my people to collaborate and have conflict that helps our performance, resolving or negotiating any unproductive conflict? 1. Take the Conflict Management Assessment http://www.mhhe.com/business/management/buildyourmanagementskills/updated_flash/topic17a/quiz.html Take the Active Listening Inventory 2. Read entire Chapter 11 and view online lecture chunks including all videos. Closely study “Manage What” Numbers 1, 2 & 4 and their debriefs Closely examine Manager's Tool Kits 11.1 & 11.3 ; Tables 11.1, 11.4, 11.5, 11.6, 11.7 & 11.8 ; Figure 11. 1 and Management Live 11.1 & 11.3. 3. Read Chapter 5: Introduction & Active listening sections only. Closely study and examine: Manager's Tool Kits 5.4 and Table 5.5 4. View the video about IDEO and study the IDEO Selects for Collaborative Leaders case provided on BlackBoard formulating your answers to the questions. 5. Write and submit your discussion posts about the IDEO case. 6. TEAM 3 &4 - In a reply to the appropriate thread for your case within the forum, post list of questions classmates can respond to in their posts about the case by COB Thursday. 7. Submit Personal Case Proposal . _________________________________________________________________________ Week 6 Online and In Person 10/5-10/11 In person- 10/11 1, Read and prepare for in class discussion of the Cost and Schedule Team at AVIONICS Case and the Negotiating Work Hours Case. 2. Teams come to class with ideas about the team project client organizations and the OB topics that apply. 3. Submit discussion posts on cases. In-person Activities - Team 3 led class discussion of the Cost and Schedule Team at AVIONICS Case - Team 4 led class discussion of the Negotiating Work Hours Case - Instructor led discussion on Collaboration. - Team exercise on Collaboration, Conflict and Negotiation: Formulating alternatives for Team Project 13 ___________________________________________________________________ Week 7 Online Only 10/12-10/18 How can I motivate people to achieve high performance? 1. Read entire Chapter 6 and view online lecture chunks including all videos. Closely consider both parts of the first case, Ritz-Carlton and the last case, MGM Grand. Study “Manage What” Numbers 1, 2 & 5 and their debriefs Closely examine Manager's Tool Kits 6.2 & Management Live 6.3 2. Read Chapter 7 sections: Performance Management: The Day to Day Work of Great Managers, Setting Expectations and Evaluating Performance, Dealing with the Problem Employee and Managing, the Star Employee, Manage What 7.2 and debrief, Manager’s Tool Kits 7.2 & 7.3 and Management Live 7.1, and Table 7.1 only 4.a. Do the following Personal Assessments: http://www.humanmetrics.com/cgi-win/JTypes2.asp MBTI http://similarminds.com/maslow.html Maslow Hierarchy of Needs 4.b..Do the following Essential Managerial Assessments on Motivation and Theory X and Y: http://www.mindtools.com/pages/article/newTMM_67.htm Take the “Theory X and Y” Assessment on BlackBoard 5. Write and submit your discussion posts addressing this question, “Given the results of my Maslow Hierarchy of Needs and MBTI, what is the best way for me or others to motivate me?” 6. TEAMS 5 & 6 - In a reply to the appropriate thread for your case within the forum, post list of questions classmates can respond to in their posts about the case by COB Thursday ____________________________________________________________________________ Week 8 Online and In Person 10/19-10/25 In person- 10/25 1, Read and prepare for in class discussion of Changing Quotas Case 2. Submit discussion posts on cases. In-person Activities - Team 5 led class discussion of the Richard Prichard and the Federal Triad Programs Case - Team 6 led class discussion of the Changing Quotas Case - Instructor led discussion on employee engagement including Motivation and Performance Star Employee and Manager Video. - Class exercise on Motivation ____________________________________________________________________________ Week 9 Online Only 10/26 -11/1 How can I and my groups make better decisions? 1. Complete CNN quiz online at: http://money.cnn.com/quizzes/2006/fortune/decisions/index.html 2. Read entire Chapter 3 and view online lecture chunks including all videos. Study “Manage What” Numbers 1, 3 & 4 and their debriefs Closely examine the 4 Manager's Tool Kits Presented Review Tables 3.1, 3.2 to see tools for evaluating alternatives 3. Read Chapter 4, the Moral Intensity Sub-section, Table 4.1 and Management Live 4.1 only 4. Do the following Essential Managerial Assessments on Decision Making: http://www.mindtools.com/pages/article/newTED_79.htm 14 5. Write your discussion post Decision-Making and accounting for emotions, biases, and physical conditions posted on BB. 6. Submit your team’s Project Progress Report to BB. Only one member of each team should submit Team Progress Report). 7. TEAM 7 - In a reply to the appropriate thread for your case within the forum, post list of questions classmates can respond to in their posts about the case by COB Thursday ___________________________________________________________________________ Week 10 Online and In Person 11/2-11/8 In person- 11/8 1, Read and prepare for in class discussion of the Branch Manager Case. 2. Submit discussion posts on cases 3. Submit your draft Personal Case Report to your peer reviewers. In-person Activities - Team 7 let class discussion of the Angry Branch Manager Case - Instructor led discussion on Decision Making including the Decision Making Pearson Edited video - Team exercise on Decision Making: Deciding about Henry's Situations __________________________________________________________________________ Week 11 Online Only 11/9-11/15 How do I navigate the perils and opportunities associated with change to successfully make my organization change? 1. Read entire Chapter 14 and view online lecture chunks including all videos. Closely study the Indiana Bureau of Motor Vehicle Case at the beginning and end of the chapter and formulate your answers to the questions. Closely study “Manage What” Numbers 1,2, 3 & 4 and their debriefs Closely examine Manager's Tool Kits 14.1, 14.2 & 14.3 ; Tables 14.2, 14.3, & 14.4 ; Figure 14. 6and Management Live 14.2, 14.3, & 14.4. 2. Do the following Essential Managerial Assessments on Change Management: http://www.mindtools.com/pages/article/newPPM_56.htm 4. TEAMS 8 & 9 - In a reply to the appropriate thread for your case within the forum, post list of questions classmates can respond to in their posts about the case by COB Thursday 5. Provide draft of Personal Case to two Student Peer Reviewers. ___________________________________________________________________________ Week 12 Online and In Person 11/16-11/20 In person- 11/20 How do I use power, influence and persuasion to expand my impact and my opportunities? 1. Read entire Chapter 8 and view only three online lecture chunks including Introduction, and Segment 82 and 83. Study “Manage What” Numbers 1, 2 & 3 and their debriefs Closely examine Manager's Tool Kits8.1 & Table 8.1 2. Read and prepare for in class discussion of the Leading TQM in Panama Case and The Safety Memo Case 3. Submit discussion posts on cases 4. Student Peer Reviewers provide feedback to student authors. In-person Activities - Team 8 led class discussion of the Leading TQM in Panama Case. 15 - Team 9 led class discussion of The Safety Memo Case. - Instructor led discussions on change, influence and persuasion - Class exercise on Change, Influence and Persuasion: Leading the Safety Change Program using influence and persuasion. ____________________________________________________________________________ Week 13 Online Only 11/21-11/29 How do I use power, influence and persuasion to expand my impact and my opportunities? Continued 1. Only view two online lecture chunks including Segment 84 and Segment 85. 2. Read Chapter 5, Creating Persuasive and Sticky Messages, Choosing Your Communications Medium and Active Listening Sub-sections, Manager’s Tool Kits 5.2 & 5.3 and Management Live 5.1 only. Complete Active Listening Inventory at: http://www.mhhe.com/business/management/buildyourmanagementskills/updated_flash/topic13b/quiz.html Complete influence skills assessment at: https://www.mindtools.com/pages/article/influencing-skills-quiz.htm. 3. Submit your Personal Case Report .__________________________________________________________________________ Week 14 Online and In Person 11/30 12/6 In person- 12/6 Team Project Poster Presentations 1, All teams submit Project Poster Presentation In Person Activities 1. Team members present Team Project Poster Presentation 2. Debrief Team Project Presentations and Course
