University of Wisconsin-Whitewater
Curriculum Proposal Form #3
New Course
Effective Term:
2147 (Fall 2014)
Subject Area - Course Number: 741
Cross-listing:
(See Note #1 below)
Course Title: (Limited to 65 characters)
Organizational Behavior
25-Character Abbreviation:
Organizational Behavior
Sponsor(s):
Louise Tourigny
Department(s):
Management
College(s):
Business and Economics
Consultation took place:
NA
Programs Affected:
Yes (list departments and attach consultation sheet)
Departments:
Master of Business Administration
Is paperwork complete for those programs? (Use "Form 2" for Catalog & Academic Report updates)
NA
Yes
Prerequisites:
will be at future meeting
NA
Grade Basis:
Conventional Letter
S/NC or Pass/Fail
Course will be offered:
Part of Load
On Campus
Above Load
Off Campus - Location American Family
College:
Business and Economics
Instructor:
Louise Tourigny
Dept/Area(s): Management
Note: If the course is dual-listed, instructor must be a member of Grad Faculty.
Check if the Course is to Meet Any of the Following:
Technological Literacy Requirement
Diversity
Writing Requirement
General Education Option: Select one:
Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in
providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.
Credit/Contact Hours: (per semester)
Total lab hours:
Number of credits:
NA Total lecture hours:
3
Total contact hours:
40
120
Can course be taken more than once for credit? (Repeatability)
No
Yes
If "Yes", answer the following questions:
No of times in major:
No of times in degree:
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No of credits in major:
No of credits in degree:
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Proposal Information: (Procedures for form #3)
Course justification: Organizational Behavior provides the essential foundations students need to
understand individual differences and group processes that impact organizational performance.
Budgetary impact: The course MANGEMNT 741 (3u), Organizational Behavior, replaces
MANGEMNT 721 (2u), Organizational Behavior, the budgetary impact is primarily administrative.
Course description: (50 word limit)
Organizational Behavior is the study of many factors that impact how individuals and groups act, think,
feel, and respond to work and organizations, and how organizations in turn respond to their environments.
It provides a set of tools for understanding, analyzing and predicting individual and group behavior in
organizations, and offers managers means to improve, enhance, or change organizational behavior such
that individuals, groups, and the whole organization can achieve their goals.
If dual listed, list graduate level requirements for the following: (course offered at undergraduate
level only)
1. Content (e.g., What are additional presentation/project requirements?)
Graduate students are requested to do an integrative term project that focuses on an
organizational problem encountered in the workplace. They have to develop a research
project and conduct surveys in the workplace.
2. Intensity (e.g., How are the processes and standards of evaluation different for graduates and
undergraduates? )
Graduate students are requested to make presentations of research articles.
They are evaluated on the basis of intellectual inquiry and capabilities of developing a
research project.
3. Self-Directed (e.g., How are research expectations differ for graduates and undergraduates?)
The research projects involve a thorough investigation in the workplace using survey
instruments and in-depth analysis of the collected data using systematic qualitative and/or
quantitative data analysis.
Course objectives and tentative course syllabus:
See below
Bibliography: (Key or essential references only. Normally the bibliography should be no more than one or two
pages in length.) * The bibliography is used to build the course and not as a list of assigned readings to students.
Bandura, A. (1977). Social learning theory. Upper Saddle River, NJ: Prentice Hall.
Barrick, M.R. & Mount, M.K. (1991). The Big Five Personality Dimensions and Job Performance: A
Meta-Analysis. Personnel Psychology, 44, 1-26.
Bass, B.M. (1990). Bass and Stogdill’s Handbook of Leadership: Theory, Research, and Managerial
Applications, 3rd ed. New York: Free Press.
Brief, A.P., & Aldag, R.J. (1977). The intrinsic-extrinsic dichotomy: Toward conceptual clarity. Academy
of Management Review, 2, 496-499.
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Brockner, J. (1988). Self-esteem at work. Lexington, MA: Lexington Books.
Carson, R.C. (1989). Personality. Annual Review of Psychology, 40, 227-248.
George, J.M. (1992). The role of personality in organizational life: Issues and evidence. Journal of
Management, 18, 185-213.
Goleman, D. (1994). Emotional intelligence. New York: Bantam Books.
Goodman, P.S. (1986). Designing effective work groups. San Francisco: Jossey-Bass.
Greenberg, J. & Colquitt, J.A. (2005). Handbook of organizational justice. Mahwah, NJ: Erlbaum.
Hackett, R.D., & Bycio, P. (1996). An evaluation of employee absenteeism as a coping mechanism among
hospital nurses. Journal of Occupational and Organizational Psychology, 69, 327-338.
Hackman, J.R., & Oldham, G.R. (1976). Motivation through the design of work: Test of a theory.
Organizational and Human Performance, 16, 250-279.
Halbesleben J.R.B., & Bowler, Wm. M. (2007). Emotional exhaustion and job performance: The
mediating role of motivation. Journal of Applied Psychology, 92, 93-106.
Iaffaldano, M.T., & Muchinsky, P.M. (1985). Job satisfaction and performance: A meta-analysis.
Psychological Bulletin, 97, 251-273.
Jackson, S., & Schuler, R. (1985). A meta-analysis and conceptual critique of research on role ambiguity
and role conflict in work settings. Organizational Behavior and Human Decision Processes, 36, 16-78.
Janis, I. L. (1982). Victims of groupthink. 2nd ed. Boston, MA: Houghton Mifflin.
Johns, G. (2010). Presenteeism in the workplace: A review and research agenda. Journal of
Organizational Behavior, 31, 519-542.
Johns, G. (2011). Attendance dynamics at work: The antecedents and correlates of presenteeism,
absenteeism, and productivity loss. Journal of Occupational Health Psychology, 16(4).
Jones, G.R. (1983). Psychological orientation and the process of organizational socialization: An
interactionist perspective. Academy of Management Review, 8, 464-474.
Judge, T.A.,. Thoresen, C.J., Bono, J.E., & Patton, G.K. (2001). The job satisfaction-job performance
relationship: A qualitative and quantitative review. Psychological Bulletin (2001): 376-407.
Latham, G.P., & Budworth, M.H. (2006). The study of work motivation in the 20 th century. In L.L.
Koppes (Eds.), Historical perspectives in industrial and organizational psychology. Hillsdale, NJ:
Laurence Erlbaum Associates Inc.
Lazarus, R.S., & Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer.
Luthans, F., & Kreitner, R. (1985). Organizational behavior modification and beyond. Glenview, IL:
Scott, Forestman.
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McClelland, D.C. (1985). How motives, skills, and values determine what people do. American
Psychologist, 40, 812-825.
Mintzberg, H. (1963). The nature of managerial work. New York: Harper and Row.
Mobley, W.H. (1977). Intermediate linkages in the relationship between job satisfaction and employee
turnover. Journal of Applied Psychology, 62, 237-240.
Organ, D.W. (1988). Organizational citizenship behavior: The good soldier syndrome. Lexington, MA:
Lexington Books.
Rokeach, M. (1973). The nature of human values. New York: Free Press.
Salancik, G.R., & Pfeffer, J. (1978). A social information processing approach to job attitudes and task
design. Administrative Science Quarterly, 23, 224-253.
Tuckman B.W., & Jensen, M.C. (1977). Stages of Small Group Development. Group and Organizational
Studies, 2, 419-427.
Vroom, V. H. (1964). Work and motivation. New York: Wiley.
Warren, D.E. (2003). Constructive and destructive deviance in organizations. Academy of Management
Review, 4, 622-632.
Winter, D.G. (1973). The power motive. New York: Free Press.
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning
environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with
University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation,
Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the
“Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and
the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures
(UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures" (UWS Chapter 17).
Course Objectives and tentative course syllabus with mandatory information (paste syllabus below):
Course syllabus follows
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Course Syllabus
Organizational Behavior
Management 741
Fall 2014
Instructor: Louise Tourigny
Office: Hyland Hall 4509
Office hours: M-W from 1:00 to 2:00 p.m. and from 3:30 to 5:00 p.m.
E-mail contact hours: Thursday from 9:00 a.m. to 5:00 p.m.
Phone number: (262) 472-5735
Course description
Organizational behavior refers to the systematic study of the factors that affect how individuals and groups
behave in organizations and how organizations respond to their environments. It focuses on attitudes and
behaviors of individuals and groups. The purpose of organizational behavior is to learn how to predict,
explain and manage the behavior of others in organizational settings.
Prerequisites: There are no prerequisites for this course.
Course objectives
The course is divided in three specific parts: individual, group and organizational levels of analysis.
Students will acquire knowledge and develop insights on the factors that impact several organizationally
relevant job attitudes such as job satisfaction, organizational commitment, job involvement, work
engagement, and related behavioral outcomes, including organizational citizenship behavior, workplace
deviance, withdrawal behavior, and job performance.
Textbook:
Hellriegel, D., & Slocum, J.W. (2010). Organizational Behavior, 13th ed. South-Western College
Publications. Available at the bookstore.
Course assignments
1.
Development of a research project: Students do have to select a problem in an
organization and develop a model for analyzing the problem. The work involves
developing a survey instrument and administering the survey with a group of students,
employees, or managers in an organization. Students do have to submit a report and
make a presentation based on the results.
2.
Presentation of a research article: Students have to select a research article based
on a chapter of their choice and to make a professional presentation of the article in
class.
3.
Case presentation: Students do have to present an integrative case in class and to
submit a report using a systematic case study method.
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Grading system: Grades are generated by D2L with an A starting at 92%.
Grade distribution:
Research project
Research article
Case presentation
Total
50%
30%
20%
100%
"The UW System standard for work required per credit is that students are expected to invest at least 3 hours of
combined in-class and out-of-class work per week for each academic unit (credit) of coursework; thus, a 3-credit
course will typically require a minimum of 9 hours of work per week (144 hrs./semester)."
Weekly outline
Week Chapter
1
Chapter 1
Topics
Learning about organizational
behavior
Individual and organizational ethics
Chapter 2
2
3
Chapter 3
Chapter 4
4
Chapter 5
5
Chapter 6
Chapter 7
6
7
Chapter 8
Chapter 9
8
9
Chapter 12
Chapter 13
10
Chapter 14
Chapter 16
11
12
13
Understanding individual differences
Perceptions and attributions
Presentations of articles
Learning concepts to improve
performance
Motivating employees
Motivation: Goal setting and rewards
programs
Presentations of articles
Workplace stress and aggression
Interpersonal communication
Presentations of articles
Developing and leading teams
Managing conflicts and negotiating
effectively
Managerial decision making
Cultivating organizational culture
Presentations of articles
Organization Design
Managing organizational change
Integrative cases
Research project
Chapter 15
Chapter 17
Presentations in class
Presentations in class
Note to the outline: Depending on the instructor, specific readings should be assigned each week
following a logical progression
Cases from Harvard Business School should be used along with other cases picked from various
sources and/or textbooks. The textbook offers several integrative cases that can be used for the
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presentations in class. Students have to submit their selection of cases for approval before the
presentation date.
University Policies
The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning
environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with
University policies regarding Special Accommodations, Academic Misconduct, Religious Beliefs Accommodation,
Discrimination and Absence for University Sponsored Events (for details please refer to the Schedule of Classes; the
“Rights and Responsibilities” section of the Undergraduate Catalog; the Academic Requirements and Policies and
the Facilities and Services sections of the Graduate Catalog; and the “Student Academic Disciplinary Procedures
(UWS Chapter 14); and the “Student Nonacademic Disciplinary Procedures") (UWS Chapter 17).
Attendance Policy
Students are expected to actively participate in class and to be present on the date of their
presentations. Students must notify the instructor by e-mail at least 4 hours before the class
meeting of their absence and inquire about alternative assignments.
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