Organizational Behavior
MGMT 350
Spring 2015
I. INSTRUCTOR AND CONTACT INFORMATION
Instructor: Les Ledger
Phone: 254-519-5437
Email: l.ledger@tamuct.edu
Messages: Please use Blackboard Messages for
contacting Les Ledger.
Office Secretary:
Mrs. Christine Garza 254-519-5437
a. Method of Instruction: This course utilizes the TAMUCT/Tarleton Blackboard platform. You will
use your University ID (UID) and the 6-digit University PIN to logon to this system. Students will
access all course materials (except textbook), assignments, student-instructor and studentstudent communication, activities, quizzes, and resource links via the Course web site. Online
learning requires students to be very self-disciplined, be sure you understand and are prepared
to comply with all required class assignments and deadlines. The Course Outline in this Syllabus
shows the basic schedule for the semester.
b. Student/Professor Email: Your instructor is readily accessible through Messages, which are
checked daily. Il get back to you within 24 hours during the week and within 36 hours on the
weekend. I can also be reached by phone by calling Christine Garza our office secretary (254519-5437), who will put me in touch with you. We can also schedule a call if you send a Message
with your phone number and request that I call you back.
c. UNILERT - UNILERT is an emergency notification service that gives Texas A&M UniversityCentral Texas the ability to communicate important health and safety emergency information
quickly via email and text message. By enrolling in UNILERT, university officials can quickly pass
on safety-related information, regardless of your location. Please enroll at
http://TAMUCT.org/UNILERT.
1
II. COURSE INFORMATION
Course Overview and Description: Organizational Behavior is a field of study that investigates the
impact that individuals, groups and structure have on behavior within organizations, for the purpose of
applying such knowledge toward improving an organization’s effectiveness.
Student Learning Outcomes:
Students completing this course will be able to understand the importance of taking a systematic
approach to the study of individual and group behavior in organizational settings. They shall analyze,
synthesize, comprehend, and explain all components of the OB model and its relationship to the
successful operation of modern organizations. An extensive study of the principles of psychology,
sociology, and social psychology will allow students to be more effective members of organizations to
which they might belong now or in the future.
At the close of the semester, students will be able:
1. To identify the factors that impact individual and group behavior in organizations and how
organizations manage their environments.
2. To analyze, describe, and manage attitudes and behavior in organizations.
3. To improve and change individual, group, and organizational behavior to attain individual, group,
and organizational goals.
4. To analyze organizational behavior at three levels: the individual, the group, and the organization
as a whole.
5. To use the tools of organizational behavior to increase individual, team, and organizational
effectiveness.
Specific Learning Objectives for each text chapter are included as Appendix A to this Syllabus.
Required Reading and Textbook(s):
TEXT:
McShane, Steven L., Von Glinow, Mary Ann (2014). Organizational Behavior,
(7th ed.). New York: McGraw-Hill Irwin ISBN 9781259280634 or 1259280632
(These are equivalent). Hardcover text with Connect Plus;
2
Connect Plus is required for this course. If the access code is not included
with your text you can purchase it by accessing the link below.
http://connect.mheducation.com/class/j-fry-mgmt-350-fall-14
You can purchase the e-book version of the text from CourseSmart ISBN
9780077862589 at:
http://www.coursesmart.com/organizational-behavior-6th-edition/mcshanesteven-von-glinow-mary/dp/0077324536
A student of this institution is not under any obligation to purchase a textbook
from a university-affiliated bookstore. The same textbook may also be
available from an independent retailer, including an online retailer.
REFERENCE:
American Psychological Association. (2009).
Publication Manual of American Psychological .
Association (6th ed.). Washington, D.C
III. COURSE REQUIREMENTS
a. Introductory Biography : This discussion forum is a required Introductory Biography
Statement (200 words) posted by all students to include: a recent picture (optional), your
major, where you are in your studies, a summary of work experience, aspirations for future
career and some personal tidbit like family or hobbies. Evaluation criteria for this forum will be
clear writing, and inclusion of all required elements. This Introductory Forum will help orient
everyone to the “community” of our class and let you begin thinking about how management
fits in to your career aspirations.
No late submissions will be accepted.
b. Exams: There will be four required exams testing students’ knowledge of the key frameworks,
terms, and concepts included in the assigned text chapters. Exams will be grouped as follows,
and are not cumulative:




Exam 1 will cover chapters
Exam 2 will cover chapters
Exam 3 will cover chapters
Exam 4 will cover chapters
1-4
14,5,6,7
8-11
12,13,15
For help in how to prepare for objective exams see:
http://www.swccd.edu/~asc/lrnglinks/tests_obj.html
http://www.lib.uoguelph.ca/assistance/learning_services/handouts/multiple_choice_exams.cfm
3
Most exams will be available over a 72 hour period online (e.g., Saturdauy 12:05 a.m. – Monday,
11:59 p.m.), although there are exceptions for eight week courses so be sure and check your
Blackboard Schedule of Assignments and Tests for the actual exam dates. Exams will be timed
and once started, must be completed at that time. There will be no make-ups for missed
exams unless there is a documented medical emergency.
Reviewing the Chapter PowerPoint presentations, and using the Publisher Supplemental
Materials and self quizzes are good ways to prepare for each Exam.
c.
LearnSmart Assignments: The required Connect portion of the course has “Learn-Smart”
applications for each assigned chapter of the text. The Learn-Smart activities challenge your
mastery of the content in each chapter, and provide prompts for additional study if needed.
Finishing these activities will ensure your better understanding of the content and help prepare
you for each Exam. For more on the benefits of LearnSmart see Appendix C.
Completing each chapter’s Learn-Smart activity will be worth14 points. If you only complete
part of the activity you will only be given partial credit for the portion of the assignment that you
completed. For example, if you only complete one half of an assignment, it will cost 7 points.
average.
You must complete each LearnSmart activity by its due date to get full credit. Although
you can continue working on the activity after the due date you will receive no credit for this
late work.
d. Mgmt 350 Case Study: Organizational Culture: After chapter 14, you will have learned
about organizational culture. The purpose of the Organizational Culture Case Study Project is
to explore the organizational culture of a “real life” company. Using the information you have
gleaned from Chapter 14 and class materials, perform a cultural analysis of an organization of
your choice.
Select an organization and do secondary research, using TAMU-CT library data bases and
other resources, to study the organization’s culture. The organization you select should be a
Fortune 500 company that has enough written about it in the business press (e.g., Business
Week, Fortune, Forbes, The Wall Street Journal) for you to do an adequate cultural analysis.
You will produce a 5-10 page written report (excluding cover sheet, references and any figures,
tables or appendices). Your case analysis should provide:
1. A description of the elements of the company’s culture in terms of artifacts, shared values,
and shared assumptions (worth 30% of the grade). Use Exhibit 14.1 page 407 as a guide for
this section.
2. Your assessment of the relationship between the organization’s culture and company
performance, including the effects of cultural strength, fit or alignment with its environment, and
adaptive culture (worth 30% of the grade). Use Exhibit 14.3 page 413 as a guide for this
section.
4
3. How it works to socialize its employees to fit the organization’s culture (worth 30% of the
grade). Use Exhibit 14.6 Page 422 as a guide for this section.
4. Be sure and include at least ten references, which must be cited in the body of your
paper (worth 10% of the grade).
All work should be proofread, free of grammatical errors, include proper citations and be in
accordance with American Psychological Association (APA) standards.
For information on APA standards and correct citation formats consult the APA Publication
Manual, and/or link to the following sources:
http://www.tarleton.edu/library/userhelp/APA_format_bib.pdf
http://www.library.cornell.edu/newhelp/res_strategy/citing/apa.html
http://www.lesley.edu/library/guides/citation/apa_citation_format.pdf
For Internet citations - http://owl.english.purdue.edu/owl/resource/560/10/
http://www.writinghelp-central.com/apa-citation-internet.html
A sample paper using APA style guidelines can be reviewed at:
http://www.dianahacker.com/pdfs/Hacker-Shaw-APA.pdf
Referencing multiple pages from the same organization’s web site only count as one
citation (e.g., Apple.com). When using more than one page from the same company, provide
a URL that links to the home page or entry page for the document. Also, if there isn't a date
available for the document use (n.d.) for no date. All references must be cited in the body of
your paper
Sample “A” Projects are posted in the Culture Project Resources under Course Content.
Also posted are videos that go into more detail on how to write your culture project.
You may not do your project on Apple, Google, McDonalds, Nike, Southwest Airlines,
Starbucks, or Wal Mart (40% penalty if you do).
Submit this assignment through the Assignments Course link. The due date for the
Organizational Culture Case Study is in the Schedule of Assignments and Tests. The entire
Case Study will be submitted in one doc or docx file.
Late submission of the Case Study will result in a grade reduction of 10% for each day it
is late (maximum of 30 %) and will not be accepted beyond three (3) days from the due
date.
e. Critical Thinking Discussion Question: You will not be able to view the other students'
comments until you post yours.
5
1. You are required to post three messages to receive credit for this forum: one opening point
of 150 to 200 words and two counterpoints of 100 to 200 words each. Be succinct, and not
repetitive with what others have written. Brevity and originality improve dialogue. Opening
declarations in new threads on a topic relevant to this forum style are called points. (As in,
"You make a good point.") A useful critique of a point is called a counterpoint (also sometimes
called a rejoinder or a peer review).
2. Each of your posts to the forum should be 1-2 well written and proofread paragraphs per
question. Do not use any attachments, cut and paste your questions/responses directly in to a
forum message. Be sure to restate the question you are answering.
3. In this type of forum make your points sufficiently provocative to elicit counterpoints from
others. You want what you write to impact people enough so they will consider and engage it
actively with counterpoints. If what you write does not provoke reactions from others you will
lack opportunities to further and refine your position.
4. Your postings/insights on the discussion topic should be based on the following.
a. Application of text concepts;
b. Ability to articulate assigned analysis clearly; and
c. integration of student colleagues’ contributions and insights leading the discussion
to a deeper level of understanding.
5. IMPORTANT!!! To post to the forum, click on the “reply” button to the last post on the
forum – this will allow all to follow the “Thread” of the discussion. If you post using a “create
message” button, it will break the thread and make it impossible for all to follow what has been
said previously!! The first person to post should hit “reply” to my “Begin Postings” message,
and if everyone continues to hit reply, the thread will work fine!
f.
Management Competency Journal: Each chapter in the text has cases and self-assessment
exercises. In this course you are required to prepare a journal in which you record what you
have learned from completing each of the assigned cases and exercises. The Management
Competency Journal is where you should demonstrate that you have mastered and can apply
course concepts. It is not enough to just list your answers.
For “Case Studies,” read the case and then answer the questions at the end of the case. Be
sure and apply the relevant course concepts as appropriate. Be sure to apply chapter
concepts/models and also include the Case Questions in bold along with your answers.
For “Exercises” be sure that you discuss what you have learned about you. You are not
required to duplicate or copy each exercise, just read and comply with the instructions for that
particular exercise. Be sure to apply chapter concepts/models and give your score for
each exercise as part of your discussion.
Again, a well thought out and complete response to each case/self-assessment applies
6
concepts/models from the text to fully support your analysis. Expected length for responses
is 1-2 complete paragraphs per question.
Submit this assignment through the Assignments Course link. DO NOT email any assignments
to me unless specifically instructed to do so. The due date for the Organizational Culture Case
Study will be posted in the Schedule of Assignments and Tests.
The entire Management Competency Journal will be submitted in one doc or docx file at
the end of the semester. See the Schedule of Assignments and Tests for the due date.
The cover sheet will contain the following information: 1) “My Journal,” 2) student’s name, 3)
course title and designator (e.g., Organizational Behavior and Administration, MGMT350), 4)
instructor’s title and name, university name, and due date.
No late Submissions will be accepted for the Management Competency Journal.
The assigned cases and self-assessments that will comprise your Management Competency
Journal are:
Case – Improving Health By Getting Lean
Self-Assessment – Are You Introverted or Extroverted?
Self-Assessment – How Much Does Work Define Your
Self-Concept?
Chapter 4
Case - Rough Seas On the Link650
Chapter 14 Case – Hilton’s Transformation
Chapter 5
Self-Assessment – Need Strength Questionnaire
Chapter 6
Self-Assessment – What Is Your Attitude Toward Money?
Chapter 7
Self-Assessment – Measuring Your Creative Personality
Chapter 8
Case – ARBRECORP LTEE
Chapter 9
Self-Assessment 9.6 – Are You an Active Listener?
Chapter 10 Case 10.2 – Resonus Corporation
Chapter 11 Self-Assessment – What is Your Preferred Conflict
Handling Style?
Chapter 12 Case – A Window On Life
Chapter 13 Case – Merritt’s Bakery
Chapter 15 Self-Assessment – Are You Tolerant of Change?
Chapter 1
Chapter 2
Chapter 3
Formatting Instructions:
1) Include all cases and self-assessments in one .doc or .docx document
2) Include your name as Header
3) Identify the Chapter number and Title for each of the cases and self-assessments
4) Restate the question you are answering
5) Bold the questions; Single space the questions and your responses; double space
between paragraphs and questions
7
IV. PROFESSIONAL WRITING AND COMMUNICATION STANDARDS
a. Course Standards: Professional level writing and communication are critical skills in the
business world. This standard should be displayed in all assignments for this class. All
communications, both to the Professor and student colleagues should be kept professional,
including Discussion Board postings and email correspondence. For written assignments, all
work should be proofread, free of grammatical errors, include proper citations and be in
accordance with American Psychological Association (APA) standards.
b. Tutoring: Tutoring is available to all TAMUCT students, both on-campus and online. Subjects
tutored include Accounting, Finance, Statistics, Mathematics, and Writing (APA). Tutors are
available at the Tutoring Center in Founder's Hall, Room 204, and also in the Library in the
North Building. Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for
tutor schedules and contact info. If you have questions or if you're interested in becoming a
tutor, contact Academic Support Programs at 254-519-5830 or by
emailing gnichols@ct.tamus.edu.
Tutor.com is an online tutoring platform that enables TAMU-CT students to log-in and receive
FREE online tutoring and writing support. This tool provides tutoring in Mathematics, Writing,
Career Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. Chat live with
a tutor 24/7 for any subject on your computer. To access Tutor.com, click
on www.tutor.com/tamuct.
c.
Library Services: Information Literacy focuses on research skills which prepare individuals
to live and work in an information-centered society. Library research skills are another critical
tool in the business world, and will be required for this class in conjunction with Management
Portfolio Project. Librarians will work with students in the development of critical reasoning,
ethical use of information, and the appropriate use of secondary research techniques. Help
may include, yet is not limited to: exploration of information resources such as library
collections and services, identification of subject databases and scholarly journals, and
execution of effective search strategies. Library Resources are outlined and accessed at.
http://www.tarleton.edu/centraltexas/departments/library/
The TAMUCT librarians are available to assist distance learning students doing research via
email and chat sessions; consult the library link provided here or the library link on the course
home page to access these services.
8
GRADING POINTS AND
POLICIES:
Points
Activity
Introductory Biography
Exams 4 @ 75
LearnSmart Assignments 15
@14
Org Culture Project
Critical Thinking Discussion
Forum
Management Competency
Journal
10
300
210
300
30
150
100 %
TOTAL
NOTE #1: There is NO EXTRA CREDIT assignments available for this course
unless specifically assigned by the instructor.
NOTE #2: Requests for Incomplete Grades: Incompletes will only be given in emergency or
other extreme circumstances. Any request for an incomplete grade in this course must be
approved by the professor prior to the last week of classes. Where possible, requests should
be submitted in written form and must include an address and/or telephone number where you
may be contacted throughout the following semester. Tarleton State University uses the grade
of ‘K’ on transcripts and grade reports to identify incomplete grades.
NOTE#3: Questions concerning one’s grade on a particular task (e.g., test, case) This should
be resolved within one week after receiving the graded material. There
will be no reviewing of previously graded material at the end of the semester.
NOTE #4: How to calculate your grade.
TO
LETTERGRADE
A
B
C
D
F
FROM
900
800
700
600
Below
1000
899
799
699
600
a. Grading Policy: Minimum points required for a specific course grade are noted on the above
table.
9
b. Posting of Grades: Grades for Exams will be posted the day after the availability period has
expired. Grades for Discussion Forums, and short Written Assignments will be posted by the
Monday following the due date. Grades for longer Written Assignments will be posted one
week from the due date. See note #1 for how to compute and track your grade progress.
V.
a.
TECHNOLOGY REQUIREMENTS AND SUPPORT
Blackboard Competency and Computer/Internet Access: This course will use the new
TAMU-CT Blackboard Learn learning management system for class communications, content
distribution, and assessments.



Logon to https://tamuct.blackboard.com to access the course.
Username: Your MyCT username (xx123 or everything before the "@" in your MyCT email address)
Initial password: Your MyCT password
For this course, you will need reliable and frequent access to a computer and to the Internet.
You will also need a headset with a microphone or speakers and a microphone to be able to
listen to online resources and conduct other activities in the course. If you do not have frequent
and reliable access to a computer with Internet connection, please consider dropping this
course or contact me (your email and phone number) to discuss your situation.
Blackboard supports the most common operating systems:
PC: Windows 8, Windows 7, Windows Vista
Mac: Mac OS X Mavericks
NOTE: Computers using Windows XP, Windows 8 RT and OS X 10.6 or lower are NO longer
supported
b.
Computer compatibility: Check browser and computer compatibility by following the
“Browser Check” link on the TAMU-CT Blackboard logon page.
(https://tamuct.blackboard.com) This is a CRITICAL step as these settings are important for
when you take an exam or submit an assignment.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student Orientation
under My Courses tab. Click on that link and study the materials in this orientation course. The
new Blackboard is a brand-new interface and you will have to come up to speed with it really
quickly. This orientation course will help you get there. There is also a link to Blackboard Help
from inside the course on the left-hand menu bar. The first week of the course includes
activities and assignments that will help you get up to speed with navigation, sending and
receiving messages and discussion posts, and submitting an assignment. Your ability to
function within the Blackboard system will facilitate your success in this course.
Technology issues are not an excuse for missing a course requirement. Make sure your
computer is configured correctly and address issues well in advance of deadlines.
10
c.
Technology Issues & Troubleshooting:
For technological or computer issues, students should contact Help Desk Central. 24 hours a
day, 7 days a week:
Email: helpdesk@tamu.edu
Phone: (254) 519-5466
Web Chat: http://hdc.tamu.edu
When calling for support please let your support technician know you are a TAMUCT student.
VI.
COURSE AND UNIVERSITY POLICIES/PROCEDURES
Academic Integrity: Texas A&M University - Central Texas expects all students to maintain
high standards of personal and scholarly conduct. Students found responsible of academic
dishonesty are subject to disciplinary action. Academic dishonesty includes, but is not limited
to, cheating on an examination or other academic work, plagiarism, collusion, and the abuse of
resource materials. The faculty member is responsible for initiating action for each case of
academic dishonesty and report the incident to the Associate Director of Student Conduct.
More information can be found at
http://www.tamuct.edu/departments/studentconduct/facultyresources.php.
Disability Support Services: If you have or believe you have a disability and wish to selfidentify, you can do so by providing documentation to the Disability Support Coordinator.
Students are encouraged to seek information about accommodations to help assure success
in their courses. Please contact Vanessa Snyder at (254) 501-5836 or visit Founder's Hall 114.
Additional information can be found at
http://www.tamuct.edu/departments/disabilitysupport/index.php.
Tutoring: Tutoring is available to all TAMUCT students, both on-campus and online. Subjects
tutored include Accounting, Finance, Statistics, Mathematics, and Writing (APA). Tutors are
available at the Tutoring Center in Founder's Hall, Room 204, and also in the Library in the
North Building. Visit www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for tutor
schedules and contact info. If you have questions, need to schedule a tutoring session, or if
you're interested in becoming a tutor, contact Academic Support Programs at 254-501-5830 or
by emailing tutoring@ct.tamus.edu.
Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online
tutoring platform that enables TAMU-CT students to log-in and receive FREE online tutoring
and writing support. This tool provides tutoring in Mathematics, Writing, Career Writing,
Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, log into
your Blackboard account and click "Online Tutoring."
Drop Policy: If you discover that you need to drop this class, you must go to the Records
Office and ask for the necessary paperwork. Professors cannot drop students; this is always
the responsibility of the student. Be sure to keep up with Registrar’s Office deadlines for
11
withdrawing from this course, should your progress fall significantly behind. The record’s office
will give a deadline for which the form must be returned, completed, and signed. Once you
return the signed form to the records office and wait 24 hours, you must go into Duck Trax and
confirm that you are no longer enrolled. If you are still enrolled, FOLLOW-UP with the records
office immediately. Should you miss the deadline or fail to follow the procedure, you will
receive an F in the course. Incompletes will be given in this class ONLY if a significant portion
of the course has been completed and there is a documented medical or family emergency
warranting the incomplete.
VIII. COURSE OUTLINE AND CALENDAR
Initial Course Outline (See Blackboard Calendar for the official schedule for official
assignment and test and due dates):
Class/
Unit
Subject
Activities
Assignments
** Denotes Journal Assignment
1.
Intro/Syllabus The Field of
Chap 1
Organizational
Behavior
Read Syllabus
Case: Improving heath by Getting
lean.**
2
Chap 2
Self Assessment: Are You
Extraverted or Introverted?**
Individual Behavior,
Values, & Personality
Introductory Bio Statement Due
3
Chap 3
Perceptions &
Learning in
Organizations
Self Assessments: Does Work
Define Your Self-Concept?**
4
Chap 4
Workplace Emotions,
Attitudes, and Stress
Case: Rough Seas on the Link650**
Exam 1 Chap 1-4
Begin search for organization to
Study for culture project
5
Chap 14
Organization Culture
Case: Hilton’s Transformation**
6
Chap 5
Employee Motivation
Self Assessment: Need Strength
Questionnaire**
7
Chap 6
Applied Performance
Practices
Self Assessment: What is Your
Attitude Toward Money?**
12
8
Chap 7
Decision Making &
Creativity
Self Assessment: Measure Your
Creative Personality**
Exam 2 Chap 14, 5, 6, 7
Organization Culture Project Due
9
Chap 8
Team Dynamics
Case: ARBRECORP LTEE**
10
Ch 9
Communication In
Teams and
Organizations
Self Assessment: Are You an Active
Listener?**
11
Chap 10
Power & Influence
Case: Resonus Corp**
12
Chap 11
Conflict and Negotiation Self Assessment: What is Your
Preferred Conflict Handling Style?**
Exam 3 Chap 8-11
13
Ch 12
Leadership in
Organizations
Case: A Window on Life**
14
Ch 13
Organizational
Structure
Case: Merritt’s Bakery**
15
Ch 15
Organization Change
Self Assessment: Are You Tolerant
of Change?**
Exam 4 Ch 12,13,15
16
Submit Management Competency
Journal
This Syllabus is subject to change by the Professor. Should changes be made, they will be
announced via the course Blackboard web site.
13
Appendix A
MGMT 350 Student Learning Outcomes by Text Chapter
On completing the learning activities for each chapter students will be able to do the following:
Chapter 1: Define organizational behavior and organizations, and discuss the importance of this field
of inquiry; Diagram an organization from an open systems perspective; Define intellectual capital and
describe the organizational learning perspective of organizational effectiveness; Diagnose the extent
to which an organization or one of its work units applies high performance work practices; Explain
how the stakeholder perspective emphasizes the importance of values, ethics, and corporate social
responsibility; Summarize the five types of individual behavior in organizations; Debate the
organizational opportunities and challenges of globalization, workforce diversity, and virtual work;
Discuss how employment relationships are changing, and explain why these changes are occurring;
Discuss the anchors on which organizational behavior knowledge is based.
Chapter 2: Describe the four factors that directly influence voluntary individual behavior and
Performance; Define personality and discuss what determines an individual’s personality
characteristics; Summarize the “big five” personality traits in the five‐factor model and discuss their
in1luence on organizational behavior; Describe self‐concept in terms of self‐enhancement, self‐
veri1ication, and self‐evaluation; Explain how social identity theory relates to a person’s self‐concept;
Distinguish personal, shared, espoused, and enacted values, and explain why values congruence is
important; Summarize five values commonly studied across cultures; Explain how moral intensity,
ethical sensitivity, and the situation in1luence ethical behavior.
Chapter 3: Outline the perceptual process; Explain how social identity and stereotyping influence the
perceptual process; Describe the attribution process and two attribution errors; Summarize the self‐
fulfilling prophecy process; Explain how halo, primacy, recency, and false‐consensus effects bias our
perceptions; Discuss three ways to improve social perception, with speci1ic application to
organizational situations; Describe the A‐B‐C model of behavior modi1ication and the four
contingencies of reinforcement; Describe the three features of social learning theory; Outline the
elements of organizational learning and ways to improve each element.
Chapter 4: Explain how emotions and cognition (conscious reasoning) influence attitudes and
Behavior; Identify the conditions that require and the problems associated with emotional labor;
Describe the four dimensions of emotional intelligence; Summarize the consequences of job
dissatisfaction in terms of the exit‐voice‐loyalty neglect model; Discuss the effects of job satisfaction
on job performance and customer service; Distinguish affective and continuance commitment, and
discuss their influences on employee behavior; Describe 1ive strategies to increase organizational
(affective) commitment; Define stress and describe the stress experience; Explain why a stressor
might produce different stress levels in two people; Identify five ways to manage workplace stress.
Chapter 5: Diagram and discuss the relationship between human drives, needs, and behavior;
Summarize Maslow’s needs hierarchy and discuss Maslow’s contribution to the field of Motivation;
Summarize McClelland’s learned needs theory, including the three needs he studied; Describe four‐
drive theory and discuss its implications for motivating employees; Diagram the expectancy theory
14
model and discuss its practical implications for motivating employees; Describe the characteristics of
effective goal setting and feedback; Summarize equity theory and describe how to improve
procedural justice; Identify the factors that influence procedural justice, as well as the consequences
of procedural justice.
Chapter 6: Discuss the advantages and disadvantages of the four reward objectives; Identify several
team‐ and organizational‐level performance‐based rewards; Describe five ways to improve reward
effectiveness; Discuss the advantages and disadvantages of job specialization; Diagram the job
characteristics model of job design; Identify three strategies to improve employee motivation through
job design; Define empowerment and identify strategies to support empowerment; Describe the five
elements of self‐leadership; Identify speci1ic personal and work environment influences on self‐
leadership.
Chapter 7: Describe the six stages in the rational choice decision process; Explain why people have
dif1iculty identifying problems and opportunities; Explain why people do not follow the rational choice
model when evaluating alternative choices; Describe three ways in which emotions influence the
selection of alternatives; Outline how intuition operates; Describe four causes of escalation of
commitment; Describe four benefits of employee involvement in decision making; Identify four
contingencies that affect the optimal level of employee involvement; Outline the four steps in the
creative process; Describe the characteristics of employees and the workplace that support creativity.
Chapter 8: Define teams and discuss their benefits and limitations; Explain why people are motivated
to join informal groups; Diagram the team effectiveness model; Discuss how task characteristics,
team size, and team composition influence team effectiveness. Summarize the team development
process; Discuss how team norms develop, and how they may be altered; List six factors that
influence team cohesion; Describe the three foundations of trust in teams and other interpersonal
relationships; Discuss the characteristics and factors required for success of self‐directed teams and
virtual teams; Identify four constraints on team decision making; Discuss the advantages and
disadvantages of four structures that potentially improve team
decision making.
Chapter 9: Explain why communication is important in organizations; Diagram the communication
process and identify four ways to improve this process; Discuss problems with communicating
through electronic mail; Identify two ways in which nonverbal communication differs from verbal
communication; Appraise the appropriateness of a communication medium for a particular situation
based on social acceptance and media richness factors; Identify four common communication
barriers; Discuss the degree to which men and women communicate differently; Outline the key
strategies for getting your message across and engaging in active listening; Summarize three
communication strategies in organizational hierarchies; Debate the benefits and limitations of the
organizational grapevine.
Chapter 10: Define power and countervailing power; Describe the five sources of power in
organizations; Explain how information relates to power in organizations; Discuss the four
contingencies of power; Summarize the effects of power on the power holder’s own performance and
well‐being; Summarize the eight types of in1luence tactics; Discuss three contingencies to consider
15
when deciding which in1luence tactic to use; Distinguish influence from organizational politics;
Describe the organizational conditions and personal characteristics that support
organizational politics; Identify ways to minimize organizational politics.
Chapter 11: Debate the positive and negative consequences of conflict in the workplace; Distinguish
constructive conflict from relationship conflict; Describe three strategies for minimizing relationship
conflict during constructive‐conflict episodes; Diagram the conflict process model; Identify six
structural sources of conflict in organizations; Outline the five conflict‐handling styles and discuss the
circumstances in which each would be most appropriate; Summarize six structural approaches to
managing conflict; Outline four situational influences on negotiations; Describe four skills of effective
negotiators; Compare and contrast the three types of third‐party dispute resolution.
Chapter 12: Define leadership and shared leadership; List the main competencies of effective leaders
and discuss the limitations of the competency perspective of leadership; Describe the people‐oriented
and task‐oriented leadership styles; Outline the path‐goal theory of leadership; Summarize leadership
substitutes theory; Distinguish transformational leadership from transactional and charismatic
leadership; Describe the four elements of transformational leadership; Describe the implicit leadership
perspective; Discuss similarities and differences in the leadership styles of women and men.
Chapter 13: Describe three types of coordination in organizational structures; Justify the optimal span
of control in a given situation; Discuss the advantages and disadvantages of centralization and
formalization; Distinguish organic from mechanistic organizational structures; Identify and evaluate
the six pure types of departmentalization; Describe three variations of divisional structure and explain
which one should be adopted in a particular situation; Diagram the matrix structure and discuss its
advantages and disadvantages; Compare and contrast network structures with other forms of
departmentalization; Identify four characteristics of external environments and discuss the preferred
organizational structure for each environment; Summarize the influence of organizational size,
technology, and strategy on organizational structure.
Chapter 14: Describe the elements of organizational culture; Discuss the importance of organizational
subcultures; List four categories of artifacts through which corporate culture is deciphered; Identify
three functions of organizational culture; Discuss the conditions under which organizational culture
strength improves organizational performance; Compare and contrast four strategies for merging
organizational cultures; Identify the four strategies for changing or strengthening an organization’s
culture; Apply attraction‐selection‐attrition theory to explain how organizational culture strengthens;
Describe the stages of organizational socialization; Explain how realistic job previews assist the
socialization process.
Chapter 15: Describe the elements of Lewin’s force field analysis model; Outline six reasons why
people resist organizational change; Discuss six strategies for minimizing resistance to change;
Outline the conditions for effectively diffusing change from a pilot project; Describe the action
research approach to organizational change; Outline the “Four‐D” model of appreciative inquiry and
explain how this approach differs from action research; Explain how parallel learning structures assist
the change process; Discuss three ethical issues in organizational change.
16
APPENDIX B: Required Connect Materials for the Course:
What you need: You will be required to have materials from McGraw-Hill Education which include
the textbook content and CONNECT (which houses Learnsmart, your adaptive online study tool).
Where and How to Get It: Student Options for Purchasing AND Registering Into the Course
1. Bookstore: Your bookstore has this package which includes the print book and the Connect
Code. (The Connect code you will need to access the online study modules is included in the
package.) To register you follow the same steps as below but you enter your code.
OR:
2. Online: All DIGITAL. You can purchase Connect or Connect Plus (no print book, Ebook and
access to all the Connect/Learnsmart content) directly from the course website.
 Go to Blackboard and click on the LearnSmart Chapter Assignments tab. The first time you
link to a LearnSmart Connect Assignments within your course web site, it will request an
access code. If you purchased one of the packages that includes Connect, the access code
will have come with your text. If the access code was not included with your text you
can purchase it the first time you link from within Bb to a LearnSmart Assignment.
 Click the “Register Now” Button.
 Enter your email address.
 Enter your access code, select “Buy Online” iif you don’t have an access code.
 Complete the registration form, click “Submit”
EXAMPLE:
SUPPORT:
If you need any Technical Support (forgotten password, wrong code, etc)
please contact McGraw-Hill Education Customer Experience Group at
(800) 331-5094
(Please be sure to get your case number for future reference if you call the CXG line.)
FAQs: http://www.connectstudentsuccess.com/
17
APPENDIX C: LearnSmart Benefits
Also see: http://learnsmartadvantage.com/students/benefits/
The market-leading adaptive study tool proven to improve grades and designed to maximize
productivity and efficiency in learning
 Helps convert knowledge to long-term memory through deliberate practice
 Prioritizes key learning objectives to ensure that every minute spent studying is valuable
Everyone learns differently, but when it comes to school, we all have similar goals: to get
better grades and retain more knowledge. That’s why we created the LearnSmart Advantage
suite of products – the most widely used adaptive education tools available today.
LearnSmart Advantage was designed to help students like you make the most effective use of
your study time and achieve academic success. Available in a wide array of subject areas, the
suite of adaptive learning products helps you get a baseline understanding of what you know –
and what you don’t – and then builds a personalized plan for success.
BOOST GRADES
Studies have proven that LearnSmart, the engine that powers all LearnSmart Advantage
products, is effective in boosting students’ grades at least one letter, almost regardless of the
starting point. It’s the smartest way to get from B to A.
MAXIMIZE STUDY TIME
An at-a-glance view of strengths and weaknesses helps students gauge progress, pinpoint
problem areas and guide their efforts moving forward. With LearnSmart Advantage you’ll know
what you know and what you don’t – ensuring that your time spent studying is the most
efficient and productive time possible.
IMPROVE MEMORY RECALL
By providing interactive content at crucial points in the learning process, the LearnSmart
Advantage platform recharges key concepts right before you’re about to forget them. It simply
never lets students forget.
INCREASE RETENTION
By keeping students engaged and instructors aware, LearnSmart Advantage forges a strong
connection between student and teacher that helps significantly improve retention and pass
rates.
18