DIVISION OF BUSINESS
TENTATIVE COURSE OUTLINE:
Dear Prospective WBU Learner,
Thank you for reviewing the OB4320 course outline as you consider Summer Enrollment. My 9-week course
has been refined to reflect the schedule of the working adult learner. I understand that time is a limited
resource which is why each module is scheduled with a two-week timeframe. With this schedule design you
will have more than enough time to read the chapters, conduct research, and prepare your responses. Most
of our work is conducted on the Blackboard Discussion Board so it is important that your post is thorough
so we can exchange ideas and perspectives. No, this is not a course where you answer questions and never
engage with the Community.
You bought the textbook so we will definitely use it, however, the Internet has an abundance of information
and personal research is required. The return on investment with personal research is that you move beyond
the textbook and hopefully broaden your thinking.
My approach to the discussion question portion of the course is that you select a chapter from the reading
based upon your own quest for knowledge within a specific topic. You know what you want and need to
learn so why not take the opportunity to embark upon a personal journey during these nine weeks?
The Practical Application portion of the course requires the use of the Fortune 500 2013 Listing. You will
select a portfolio of companies to study from an OB perspective. Organizational Behavior is not to be
studied in isolation so we look through a wide lens to include: management, sociology, psychology,
economics, anthropology, politics, technology, and communication. This means that research has breadth
and depth.
The final project is based on your desire to learn more about a specific company so again, these nine weeks
can be used to study specifics within the realm of organizational behavior. The final project is a MS Power
Point presentation with speaker notes instead of a research paper. MS Office Suite is the industry standard
software and you will want to demonstrate proficiency. Keep in mind that decision-making today takes place
at a fast pace which means you may have to communicate using a presentation rather than a point-paper.
I hope you are excited to learn about OB and not just to check a block to complete the degree program. OB
can be studied broadly and applied to any organization. Regardless of your current position, you will find
that OB is interesting when approached from different perspectives. This class requires interaction and is
not a correspondence course. I look forward to meeting you this Summer.
Sincerely,
Alesia Stanley
Dr. Alesia Stanley
Instructor:
Office:
Office Phone:
Home Phone:
Email:
Alesia (Lisa) Stanley, Adjunct Faculty
Virtual Campus
808 499-9192 Call or TEXT me Here FIRST
N/A
Please use email system on Blackboard; Alesia.stanley@wayland.wbu.edu (for
personal issues)
IM on Blackboard: Alesia Stanley
Course Web Site:
Office Hours:
Class Hours:
Class Location:
http://www.wbu.edu
Monday – Thursday & Sunday evenings Available BB IM CHAT
8 PM – 10PM HST
Virtual Campus
Holiday Schedule
DESCRIPTION: Ethical dimensions of goals and values of organizations and managers, perspectives on corporate social
responsibility, influence of government, history, and culture on organizations, effective management roles, dynamics of
informal groups, and understanding and working with people.
PREREQUISITE(s): MGMT 3304 or consent of division.
.
TEXTBOOK:
BOOK
AUTHOR
Organizational Behavior
Andre Rae
ED YEAR PUBLISHER
1
2009
Pearson
OUTCOME COMPETENCIES:
Upon completion of this course the student should be able to:
 Describe the competencies necessary for managerial effectiveness
 Identify how personalities and attitudes affect behavior and organizational commitment
 Describe motivation and the motivational process
 Explain the concepts of stress and the stressors that affect organizational performance
 Describe the basic characteristics of groups, including informal groups
 Identify the different styles of conflict handling and different negotiation strategies
 Identify the essentials of effective leadership; assess the limitations on a leader’s impact
 Discuss how interpersonal communication affect relationships among employees
 Explain the basic concepts for making ethical decisions
 Explain how organizational cultures are formed, sustained, and change
 Analyze OB concepts through exploration, discussion, and research
ISBN#
0-131-85495x
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Evaluate OB concepts through exploration, discussion, and research
Synthesize OB concepts through exploration, discussion, and research
Demonstrate a high level of OB competency through discussion, research, inquiry, and reflection
COURSE REQUIREMENTS AND EVALUATION: The grading scale is as follows:
Discussion Questions
Practical Application
Quiz
Final Project
Total Points
90%
80%
70%
60%
50%
100 points
40 points
20 points
40 points
200 points
Parts I, II, III, IV, and V
Parts I, II, III, IV, and Course Reflection
Parts I, II, III, IV, and Exit
Individual Project (NO RESEARCH PAPER)
A Grade
B Grade
C Grade
D Grade
F Grade
Incompletes must be discussed with and approved by Instructor on a case by case basis.
ATTENDANCE POLICY: Each student should login at least 2 times each week to keep current with the class work and to check
the announcement board for messages or notices. Please refer to the latest WBU Academic Catalog for specific attendance
details. The University expects students to actively participate in the online course. The Blackboard software effectively
measures participation. There are no scheduled class meetings. All information pertaining to this course is on the virtual
campus website. If you must be absent or cannot logon please notify the Instructor or IT support as applicable.
ACADEMIC HONESTY: This class will adhere to zero tolerance for using someone else’s work as your own. Students are
responsible for reading, understanding, obeying, and respecting all academic policies, with added emphasis being placed
upon academic progress policies, appearing in the Wayland Baptist University Academic Catalog applicable to their curriculum
and/or program of study
DISABILITY STATEMENT: It is university policy that no otherwise qualified disabled person be excused from participation
in, be denied the benefits of, or be subject to discrimination under any educational program or activity in the University.
Students should inform the instructor of existing disabilities at the first class meeting.
COURSE OUTLINE/CALENDAR. The textbook is divided into five parts and we will follow this format for the entire course. Each
part will have a two-week timeframe. In this notion, you have ample time to complete each learning activity. The assignments are
due on the date posted and late work will be penalized 5 points for lateness. I understand that life happens so if you have a life
situation, be sure to let the Instructor know ASAP. You will want to contact the Instructor at Lstan2k@aol.com /call/text 808 4999192 if life happens.
COURSE WORK OVERVIEW
Part I. Chapters 1 - 8.
Timeframe: Two Weeks TBD
Items Due: Discussion Question:
Blackboard Discussion Board
Part II. Chapters 9 - 10. Groups Dates TBD
Timeframe: Two Weeks
Items Due: Discussion Question:
Blackboard Discussion Board
Part III. Chapter 11- 14. Leadership
Dates TBD
Timeframe: Two Weeks
Items Due: Discussion Question:
Blackboard Discussion Board
Part IV. Chapters 15 - 18. The Organization Dates TBD
Timeframe: Two Weeks
Items Due: Discussion Question:
Blackboard Discussion Board
Part V. Chapter 19. Beyond The Textbook
Time Frame: Week 9
Item Due:
Quiz
Test Link
Independent Study: Work on Final Project Due Dates TBD
Timeframe: Weeks 10 of the course
Note: Use Assignment Link for Final Project
Item Due: Final Project – Due (TBD) (Upload via Assignment Link)
Syllabus dates may change at the discretion of instructor.
Discussion Questions
For Parts I, II, III, and IV discussion questions will be posted by the instructor. Using the Socratic method for teaching
and learning, discussion questions are used to engage and stimulate a scholarly discussion among all learners. The
goal is to move beyond the textbook which means online research is required.
Thinking Broadly Concepts: As you approach the reading of our textbook and conduct research, consider the study of
OB through a broad lens to include the following concepts:
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Culture
Communication
Management
Politics
Economics
Anthropology
Psychology
Sociology
Technology
Discussion question responses will be posted on the Discussion Board.
Due to the fact that this is a 400-level course, responses should reflect higher order thinking and take us beyond the
textbook. We will all read from the textbook as the basis of our understanding however the Internet has a wealth of
information on the topics so we can extend and enhance our learning of the different topics. In this case exploration
is encouraged and required.
You will have two weeks to adequately prepare your discussion question responses. The responses should be
qualitative which means I’m not looking for a specific word count, however, this is a 400-level course which means
that you will take a cross-discipline approach with your responses. This means that you will consider past learning
from your academic program in which to fully develop your responses.
Review Anderson and Krathwohl's Taxonomy to better understand higher-ordered thinking and then prepare your
responses. The 20--point grading scale for the DQs will be partially used based on this taxonomy.
Additional discussion topics include:
OB Competencies:
Self Awareness
Emotional Intelligence
Communication
Diversity
Ethics
Across Cultures
Teams
Change
Practical Application: Fortune 500 (40) Points
The Fortune 500 List shows a list of profitable companies throughout the industries. In additional to selecting a
company to analyze for the final project, students will select two companies to study OB to gain a broader
interdisciplinary perspective. Scenarios and mini-case studies will be utilized to explore the selected companies on
the recent Fortune 500 Listing.
Final Project (40 Points)
The final project is cumulative and covers all chapters of the textbook and additional references you have
accessed over the past few weeks. Not all learning takes place in the classroom so we will step outside of
the classroom to further explore organizational behavior.
Task:
Select a company to research its overall organizational behavior. You will select a company from the
Fortune 500 2013 listing. Preferably you will want to select a company within an online presence as you will
be asked to share the URL so we can virtually visit the organization. We will discuss the Final project
throughout the course. A sample project will be posted.
Visit: www.money.cnn.com/magazines/fortune/fortune500 and select a company of your choice for the final
project.
Use the table of contents from our textbook to extract the overall organizational behavior of the
organization.
Use the competencies as applicable to extract organizational behavior issues.
Submit as a MS Office Power Point presentation with 20 – 25 slides with speaker notes.
Teaching Philosophy(Condensed version)
My online teaching philosophy is deeply inspired by Garrison,
Anderson, and Archer’s Community of Inquiry because the
educational experience is the core of why we are here as adult
learners. I value emotional presence because no longer should a
learner feel or believe that he/she is learning in isolation
which is why I have included LinkedIn as part of our interaction
with technology and each other. Learning can be a social
experience if we are open to purposeful collaboration. I use
wikis and blogs as a means of purposeful interaction to
stimulate social presence. Blackboard Instant Messenger and
Skype are additional communication tools for online interaction.
The discussion board becomes the heart and soul the Community
because it is here that we display our scholarly work which
often lends itself to additional postings on the wikis and
blogs. My teaching presence is visible throughout different
dimensions of Black Board. You will find that not all teachable
moments occur in the discussion forum which is why you are
encouraged to move beyond the textbook and learn to use
accessory tools such as YouTube and Slideshare for example. My
goal is to engage and challenge the adult learner who wants to
experience learning on a continuum.