updated 1/14/13
Instructor: William Ross, Ph.D.
Office: 418-D Wimberly Hall
Office Hours: 1:00 p.m.–2:00 p.m. MW; 10:00 a.m.–10:45 a.m. TuTh; 3:45 – 4:15 TuTh, and by appointment.
Phone:
Fax:
E-Mail:
(608) 785-8450 (if I'm in a meeting, please leave a message)
(608) 785-8549 wross@uwlax.edu
Web Page: http://www.uwlax.edu/faculty/ross/
Desire2Learn: https://uwlax.courses.wisconsin.edu/ (contains this syllabus, fill-in-the-blank or condensed versions of PowerPoint files, cases and class readings plus a few other useful class documents – to logon click “logon” and for your user name, please enter the first part of your CAMPUS e-mail address. Your default password is your student ID number).
Class Times: Section 004: 11:00 a.m.- 12:25 p.m. TuTh, 226 Wimberly Hall (a.k.a. “North Hall”)
Section 005: 2:15 p.m.- 3:40 p.m. TuTh, 226 Wimberly Hall (a.k.a. “North Hall”)
You may attend either section except on exam days or when you are giving a presentation.
Objectives: 1.
Text:
2.
3.
To explore selected issues in management and organizational behavior.
These topics will be examined from both researchers' and practitioners' viewpoints.
To prepare you for graduate studies in management or a related field.
To help you become an informed manager.
Robins, S. P., & Judge, T. A. (2011). Organizational Behavior, Fourteenth Edition.
Upper Saddle River, NJ: Pearson/Prentice-Hall.
Overview of the Course:
Did you know that many organizations succeed because of intangible qualities, such as "teamwork” and
“organizational commitment”? Other businesses fail in spite of great products, financial resources, and technically knowledgeable staff, due to "people problems." Similarly, some managers make poor decisions because they fail to consider the changing environment in which they work; a new product introduced by a competitor, or a new regulation can fundamentally alter a company’s profitability. Others make wise and ethical decisions as they consider such factors.
This course is designed to provide information and insight in dealing with human behavior and management principles in modern organizations. Although the course focus is the business enterprise, many of the general management principles also apply to nonprofit, volunteer, sports, and government organizations.
The emphasis is on historical, psychological, and organizational influences on individual and group behavior. These topics will be examined from researcher's perspectives (to prepare you for graduate school if that is your goal) and from practitioner's perspectives (so that you can better manage corporations and nonprofit organizations).
In this course, we will examine how organizations function and why they function effectively or ineffectively. We will be concerned with several levels of organizational behavior (OB):
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1. Self--How do people behave in organizations? To what extent is such behavior due to personality factors?
2. Others--How do other people behave in workgroups? How does their behavior affect you? Why?
3. Groups--How do groups work? What makes them function effectively? How do they interact with other groups? How can intergroup conflict be managed?
4. Organizations--How should organizations be designed? (This field is often called "Organizational
Theory"--OT). How do different environmental factors affect the functioning of the organization? How can poorly designed and functioning organizations be changed? (called
"Organizational Development"--OD).
This course encompasses several "cognitive" (rational, technical, and intellectual) elements. Therefore you will read to understand these elements. However, the course also encompasses several "affective"
(emotional) elements. These are difficult to teach by reading about them. Therefore, we will sometimes use some experiential exercises, cases, presentations, and role-playing situations to examine these elements.
Course Requirements:
1. Attendance. What is the simplest way to learn the material – and improve your course grade?
Come to class! I expect you to attend class regularly.
2. Competitive Case Presentations.
Assume that you (and a partner) are from a consulting firm and are being considered by a client to help solve an organizational behavior-type problem. You and your partner will work together to create one unified presentation for the client. Your team and another, competing consulting firm will each take turns describing the THREE key problems as you see them (there may be more, but you must pick the three that you see as most important) and outlining the recommended solutions to the three key problems. Your analysis and solutions
MUST relate the case to information from the textbook and the course; that is, you must go beyond simple “common sense” solutions and you should show that you understand and can apply course concepts and theories.
In some instances, you may need to “read ahead” a bit so that you can apply (and explain to the class) concepts from the chapter we are about to cover as well as concepts from chapters we have already covered in previous classes. After each consulting team gives their presentation, the “client(s)” will speedily select a “winner,” identifying reasons for their decision.
There is no written report to hand in to the professor for this assignment, but some consultants find it advantageous to create and distribute a handout to the class, draw a diagram on the board, put an outline on the visualizer, or create a short PowerPoint presentation summarizing their key points.
You will each give two presentations as a “consultant” and you will hear one case as a “client.”
These three competitive case presentations are 5% each and thus constitute a total of 15% of your course grade.
Some cases come from an out-of-print book by Cohen, Fink, Gadon, & Willits, Effective Behavior in Organizations. Homewood, IL: Irwin. One copy should be on reserve. This book has longer,
“meatier” cases than those found in your textbook, and are well-suited for this type of presentation.
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3.
4.
5.
Article (case) Presentation. Each class member will either: (a) present an assigned article (often from a popular business magazine like Business Week relating to a case study) as a starting point
(available via the databases of Murphy Library), or (b) debate another student on an assigned topic
(often with pages in the text given for basic background information. Additional research will be required.
Each presentation should last 10-12 minutes. The article presentations should involve the class in some way (don’t simply read to the class for 10 minutes). Also, do not show long video clips for your presentation. The presentation constitutes 10% of your grade.
Exams. Three in-class exams, given at the beginning of the class day, each constitute 25% of your course grade. Thus, the three exams constitute 75% of your grade.
OPTIONAL EXTRA-CREDIT PAPER.
Because the course is not writing emphasis, there is NO term paper requirement for this class.
There is, however, an extra-credit term paper option (see information on the following pages for details).
If you choose to complete this assignment, you must submit a 6-10 page typed paper on this topic.
I will grade the paper and will offer extra credit for the course based upon your paper grade: F or
D = 0.5%, C=+1%, BC=+2%, B=+3%, AB=+3.5%, A=+4%. This could make the difference in your course grade, particularly if you do badly on one of the examinations (however, if you wait until after the second exam to start this assignment you probably won’t have sufficient time to complete it).
Your optional extra-credit paper will be due (by both e-mail and a “hard copy”) on Tuesday,
April 2, 2013 at the beginning of class.
For your extra-credit paper assignment, you must read one of the following “popular management” books (While a few are written by ‘academics’ most are written by business consultants). Then write a 6-10 page typed report (1.5 or double-spaced, 1-inch margins) relating the book to the course (note that you may have to ‘read ahead’ in your textbook to see how some books relate to some course topics). FIND YOUR BOOK EARLY: These books are NOT on reserve but may be available via inter-library loan and/or may be available for purchase at a bookstore. Your paper is due as both hard copy and via e-mail on Tuesday, April 2 nd at the beginning of class.
You may organize your paper in one of two ways (don’t feel you have to cover every topic mentioned in the book in your report; after all, you only have 6-10 pages):
Approach #1: (a) summary followed by (b) analysis, considering the same topics within each section; include a brief overview and conclusion.
Approach #2: organized by topic. Topic “a:” summary and analysis, topic “b:” summary and analysis, etc. and including a brief overview and conclusion.
Either approach is fine. However, the summary should only be about 1/3 rd of the book.
The other 2/3rds should be analyzing the book. Is it consistent with the textbook? Is it consistent with scientific research? (You should read and cite some scientific studies). Is the book just repackaged ‘common sense’? Piercing and keen insights? Muddy thinking? Worthwhile advice?
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Remember: Reading and taking notes on your chosen book is the easy (and smaller) part of the assignment. The harder part is writing a paper relating the book to the scientific literature in
Organizational Behavior, which will require additional research, thought, and organization.
For the extra-credit paper assignment, you must read and write about one of the following:
Abrashoff, D. M. (2012). It’s Your Ship: Management Techniques from the Best… Business Plus, 240 pp.
Alboher, M. (2012). Encore Career Handbook: How to make a living…in the second half of life. Workman.
Amigoni, Michael, & Gurvis, Sandra (2009). Managing the Telecommuting Employee. Adams. 336 pp.
Anderson, Dave (2011).
How to run your business ‘by the book’.
Wiley. 252 pages.
Anderson, Donald L. (2009). Organizational development: The process of leading organizational change.
Bacal, Robert (2011). Performance Management, Second ed. CWL Books/McGraw-Hill. 256 pp.
Bartow, S. L. (2011). Leadership Secrets for Healthcare: Developing Self-Leadership in Others. 222 pp.
Bolden, Richard, Gosling, J., Hawkins, B., & Taylor, S. (2011). Exploring Leadership. Oxford. 256 pp.
Boudreau, John, & Jesuthasan, R. (2011). Transformative HR. SF: Jossey-Bass. 288 pp.
Bouffard, William (2012).
Puttin’ Cologne on the Rickshaw: A Guide to Dysfunctional Management.
Bremer, M. (2012). Organizational Culture Change: Unleashing your Organization’s Potential. Kikker.
Cheung-Judge, M., & Holbeche, L. (2011).
Organization Development: A Practitioner’s Guide.
Kogan.
Cloke, K., & Goldsmith, J. (2011). Resolving conflict at work, third ed. San Francisco: Jossey-Bass. 399 pp.
Coleman, J., Gulati, D, & Segovia, W (2011).
Passion & Purpose…
Harvard Business Review Press 320 pp.
Colin, Larry (2012). Family, Inc. Read How You Want (RHYW) Books, 320 pp.
Demars, Nan (2011). You’ve got to be kidding! How to keep your job without losing your integrity.
Diamond, Stuart (2010). Getting More. Crown Business. 399 pp.
Ellis, Lee (2012). Leading with Honor: Leadership lessons from the Hanoi Hilton. Freedom Star. 256 pp.
Feldhahn, Shaunti (2012). For Women Only: What you need to know about how men think at work.
Fergusson, Edward M. (2005). Jihad the Jerk at Work. Dunkeld House. 452 pp.
Flaaten, Rosemary (2010). A Woman and her Workplace: Building Healthy Relationships. Beacon Hill.
Goldman, Alan (2009). Transforming Toxic Leaders. Stanford, CA: Stanford Business Books.
Goldstein, Jeffrey, Hazy, James K., & Lichtenstein, Ben B. (2010). Complexity [theory] and the nexus of leadership. Leveraging nonlinear science to create innovation. Palgrave MacMillan. 224 pp.
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Groysberg, Boris, & Slind, Michael (2012). Talk, Inc. Harvard Business Review Press.
Harris, P. R. (2012). Developing High Performance Leaders. Routledge. 352 pp.
Hayzlett, J. (2012). Running the Gauntlet: Essential Business Lessons to Lead… McGraw-Hill. 256 pp.
Hesselbein, Frances & Goldsmith, Marshall (Eds., 2009). The Organization of the Future 2: Visions,
Strategies, & Insights on Managing in a New Era. Wiley. Twenty-six authors offer ideas.
Kalm, D. P. (2012). Career Savvy: Keeping and Transforming Your Job. Createspace Independent. 258 pp.
Kotter, J. & Cohen, D. (2012). The Heart of Change: Real-Life Stories… Harvard Business Review. 224 pp.
Labovitz, G. & Rosansky, V. (2012). Rapid Realignment: How to quickly integrate people, … McGraw-Hill.
Langer, Arthur M. (2010). Information Technology and Organizational Learning: Managing Behavioral
Change through Technology and Education, Second Edition. CRC Press.
Latham, Gary. (2011). Work Motivation: History, Theory, and Practice. Sage. 456 pp.
Latting, J. & Ramsey, V. (2009). Reframing Change: How to Deal with Workplace Dynamics… Praeger .
Lencioni, P. (2006). Silos, Politics, and Turf Wars: A Leadership Fable… Jossey-Bass. 224 pp.
Lewis, S., Passmore, J & Cantore, S. (2012). Appreciative Inquiry for Change Management. Kogan 232 pp.
Ludwig, Tim & Houmanfar, R. (Oct. 2012). Understanding Complexity in Organizations Routledge, 264.
Magretta, J. (2012) What Management Is: Why it works and why its everyone’s business. Free Press 256 pp.
Mannix, E. & Neale, M. (2012).
Looking back, moving forward…team-based research.
Emerald, 408 pp.
Martin, Roger (2010). Artistry Unleashed: A Guide to Pursuing Great Performance in Work & Life. 232 pp.
Meig, H. (2001). The Social Psychology of Expertise. Psychology Press. 224 pp.
Mintzberg, Henry (2009). Managing. Berrett-Koehler. Based on interviews with managers.
Morgan, Jacob (2012). The Collaborative Organzation. McGraw-Hill. 304 pp.
Morris, Michael H., Pryor, Christopher, & Schindehutte, Minet (2012). Entrepreneurship as Experience.
Notter, Jamie, & Grant, M. (2011). Humanize: How People-Centric Organizations Succeed… Que. 288 pp.
Oakes, K., & Galagan, P. (Eds., 2011). The executive guide to integrated talent management. ASTD.
Oshry, Barry (2012). Seeing Systems: Unlocking the Mysteries of Organizational Life. RHYW 424 pp.
Overbeck, Jennifer, Mannix, E., & Neale, M. (2011). Negotiation and groups. Emerald. 259 pages.
Pearson, J. (2012). Mastering the Management Buckets, Large Print Ed. Read How You Want. 396 pp.
Pittinsky, Todd (2012). Us Plus Them: Tapping the Positive Power of Difference. HBR Press, 272 pages.
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Pollard, C. W. (2006). Serving Two Masters? HarperCollins. An executive at ServiceMaster looks back…
Reina, Dennis (2012) Rebuilding Trust in the Workplace. RHYW Press, 264 pages.
Richards, G. (2011). Warehouse management. Kogan. 352 pages.
Romero, Steven (2011). Eliminating ‘us’ and ‘them’: Making IT and business one. Apress. 264 pages.
Ruminski, Elesha L. (Ed., 2011). Communicative Understanding of Women’s Leadership Development:
From Ceilings of Glass to Labyrinth Paths. Lexington Books. 242 pp.
Scumanci, Dondi (2008) Designed for success: The ten commandments for women in the workplace. Strang.
Shearhouse, Susan H. (2011). Conflict 101: A manager’s guide to resolving problems...
AMACOM. 272 pp.
Silvoso, E. (2012). Anointed for Business, Large-print edition. Read How You Want. 492 pp.
Stringham, S. (2012). Strategic Leadership…Leading and Managing Change on the Edge of Chaos. 276 pp.
Tobutt, C. (2011). Alcohol at work: Managing alcohol problems & issues in the workplace. Gower. 266 pp.
Ulrich, Dave, et al. (2012). HR from the outside in. McGraw-Hill. 272 pp.
Vischer, Phil (2006). Me, Myself, & Bob. Nashville: Nelson. 260 pages.
Wong, K., & Rae, S. (2011). Business for the Common Good. Inter-Varsity Press. 288 pp.
Wortman, J. & Ford, J. (2013). Hijacked by your Brain: How to Free Yourself when Stress Takes Over.
Your extra-credit paper grade will be based upon the following criteria:
(A)
(D)
Adequate (but not excessive) summary.................................
Outside research (referencing articles, books, cases, theories, or
10%
(B) Clearly stating your position on all the important issues ........... 10%
(C) Quality of arguments (logic, etc.) ....................................... 40% research) I expect TEN or more references for each paper......... 20%
(E) Addressing opposing arguments (if any)................................ 10%
(F) Style (e.g., are the sentences clear?), grammar (e.g., do you know when to use "there," "their," and "they're"?), reference page, misc. 10%
-----
100%
Helpful extra-credit paper suggestions:
Papers should have at least ten different references. All ten references should be cited within the text at least once as you use them. The general rule is, "if you borrow an idea or research finding, then cite the source, even if it is not a direct quote." For example, suppose I cited a study showing that most supervisors divide their subordinates into "ingroup" and "outgroup" members. I might write:
"It has been demonstrated that leaders do not treat all of their workers alike: research shows that most supervisors divide their subordinates into ingroup and outgroup members (Dansereau,
Cashman, and Graen, 1973). Other work suggests that, (1) taking OB courses in college (Jones,
1990) and (2) working quickly toward a clearly-stated objective (Forrest, 1992) are also important for good leader-member relations."
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Note that these were not direct quotes, but I cited the sources where I got my ideas. That way the reader knew which ideas were borrowed from which sources.
The works you cite should also appear at the end of your paper in a reference list. All works in the reference list should also be cited in the paper. Thus, I do NOT want to see a vague "Bibliography"--
I want to know which ideas in the paper go with each source.
Examples of references:
(1) For a book--
Jones, G. (1999). I was a miserable failure before I took Organizational Behavior: Just look at me now!
Atlanta: New Publishers.
(2) For journal articles--
Dansereau, F., Cashman, J. & Graen, G. (1973). Instrumentality theory and equity as complementary approaches in predicting the relationship of leadership and turnover among managers.
Organizational Behavior and Human Performance, 10, 184-200.
Forrest, N. B. (January 16, 2011). My motto for success: "Get there firstest with the mostest." Journal of
Vague Generalizations, 14, 128-131.
Note that the underlined number is the volume number; the other numbers are page numbers. So 14, 128-
131 means "volume 14, pages 128-131."
(3) For internet sources--
Use the internet web address in the location where you would put the publisher of a printed document.
U.S. Meaningless Lists staff (2009). 2009 Top Undergraduate Basketweaving Programs.
U.S. Meaningless Lists. http://www4.usnews.com/usmlists/edu/college/cat12mk.htm.
Accessed: Feb. 4, 2013 via ABI-Inform Database.
At least three of your references should come from "scholarly" sources (e.g., scholarly books, journals such as Organizational Behavior and Human Decision Processes, Academy of Management
Journal, or Journal of Applied Psychology) rather than "popular" sources (e.g., Fortune, Business
Week). This will help you develop your skills at finding applications for research as well as helping you keep up with the latest developments in this scientific field.
Papers without adequate references will be penalized. The reason for this policy is to insure that you adequately understand the literature on the topics you discuss, and to keep your paper from sounding like a "paraphrase" of only one or two sources. Remember to start researching your paper today!
Papers are to be completed individually and responses should be typed. Use 1" margins and either double-space the paper or use single-spaced block-paragraph style.
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Guidelines for grading papers:
As you write your paper, please consider the following:
"F" papers tend to have the following characteristics:
1. The papers are dishonest and/or simply copy huge chunks of material.
2.
3.
They ignore key points of discussion and readings.
The author hasn't got a clue as to what the topic even means (e.g., I once had a student whose paper on "management science" was poor because he did not bother to discover that there was a difference between modern "management science" a la
4.
5.
6.
MGT 395, and Frederick Taylor’s "scientific management" of the 1910s!)
They are "fluff" and haven't attempted to consider the scientific literature.
The papers contain serious factual errors.
They were written the night before and read like a sloppy "first draft" rather than a polished, formal paper.
"D" papers tend to have the following characteristics:
1.
2.
3.
Despite obvious effort, the author is "way off" in understanding the material.
The paper simply uses description; there is no analysis.
The paper contains factual errors.
"C" papers tend to have the following characteristics:
1. The formal paper correctly answers questions, but makes little attempt to integrate
2. ideas into a coherent whole (thesis) through use of a logical, structured format with clear introduction, middle, and conclusion to the paper.
The formal paper does not show me where the author stands on the issue. (However,
3.
4.
4. note that you cannot claim "your own experience" as one of your ten sources as one student tried to do many years ago.)
The formal paper is well structured and integrated, but examples and evidence to support the thesis are missing, incorrect, unscientific, or irrelevant.
The formal paper is well structured and integrated, but does not address, then refute, any counterarguments (if appropriate for that topic).
"B" papers tend to have the following characteristics:
1. The formal paper is well written and appropriately considers the issues raised above.
However, the quality is not sufficient to give it an "A."
2.
3.
Course concepts and vocabulary are not sufficiently integrated into the paper.
Other important perspectives and/or issues are insufficiently explored, as relevant to the topic.
There are minor problems with technical aspects of the paper (citations, grammar, spelling, etc.).
"A" papers tend to have the following characteristics:
1. They fulfill all of the technical requirements of the assignment, including the use of
2.
3.
4. ten or more published sources, all cited appropriately within the paper.
New concepts and vocabulary are used appropriately and are well-integrated.
Other perspectives (and counterarguments, if appropriate) are addressed.
New and/or interesting connections between the course and library research of the
5.
6. scientific literature are made; excellent use of scientific management literature.
Personal perspectives are briefly incorporated into the paper where appropriate.
Use scientific evidence appropriately.
Such papers are interesting (and perhaps even creative) and are of very high quality.
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Course Grading Policy:
To summarize, your grade equals
+
+
(.25 x points from Mid-Term Exam #1)
(.25 x points from Mid-Term Exam #2)
(.25 x points from Final Exam)
+
+
+
(.15 x points from Three Competitive Case Presentations – 5 % each)
(.10 x points from the article presentation/debate)
-----
100%
Extra Credit if you choose to write the extra term paper, described above (up to 4%).
Letter grades for each exam, etc. will be assigned in the following manner:
●First, I will find the scores of the top 5% of the class plus a perfect score.
●Second, I will take the average of these top scores (at the end of the semester, I will use the sum
of these averages as the reference point for calculating course grades).
●Third, I will find the following cutoffs:
92% of the average will be the lower cutoff for an "A"
89% of the average will be the lower cutoff for an "AB"
82% of the average will be the lower cutoff for a "B"
79% of the average will be the lower cutoff for a "BC"
70% of the average will be the lower cutoff for a "C"
65% of the average will be the lower cutoff for a "D"
Scores lower than 65% will be considered failing ("F").
Also, scores lower than 60% of the total possible points (e.g., 120 out of 200) will be considered failing, regardless of the "curve." So there is an absolute minimum number of points needed to pass the course. Note: There is no rounding upward. The grade you earn is the grade you get.
Example:
The test had 40 items. The top scores (three out of fifty-eight enrolled) were 40, 39, and 37.
Kristine made a 36, Boris made a 31, and Dudly made a 26. What grade did each make?
The mean of the top scores was 38.67
The lower cutoff for an A = (.92 x 38.67) = 35.6
The lower cutoff for an AB =(.89 x 38.67) = 34.4
The lower cutoff for a B = (.82 x 38.67) = 31.7
The lower cutoff for a BC =(.79 x 38.67) = 30.6
The lower cutoff for a C = (.70 x 38.67) = 27.1
The lower cutoff for a D = (.65 x 38.67) = 25.1
-Kristine earned an "A" and was thrilled ("I got an A!")
-Boris made an "BC" and was irritated with the UW-L Faculty Senate for imposing such an
Ill-defined grade on him ("What's this BC stuff? Is it a B or is it a C? I can't deal with this
Ambiguity!")
-Dudly made a "D", whereupon he dropped out of college and joined a flea-infested commune full
of UW-Madison hippie dropouts from the late 1970s; he spends his days making tie-died socks
and standing at street corners shouting advice to people who are already far happier than he.
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Advantages of this grading system:
1. Your score is not compared to any arbitrary number of points. This solves the problem of a test that is too hard for the entire class.
2. In a larger class, you are not compared to the top student but rather to the top 5% of the students in the class. This reduces the likelihood that one "superstar" will alter the curve so much that a reasonable grade is beyond the reach of the mere mortal.
3.
There are no fixed percentages of "A"s, "B"s, etc. It is possible for everyone who works very hard to get an "A."
What happens if I miss one of my presentations?
First, let me encourage you to attend and give your presentations as scheduled. The classes are pretty tightly packed with information and activities. Therefore the semester runs more smoothly if everyone “sticks to the schedule”. One semester, a student simply ignored his competitive case presentations; he inconvenienced the others who were involved in the presentation and he got a zero for his case presentation grades.
If you know in advance that you will have to miss your presentation, then ask a class member to swap presentation dates with you. If the class member agrees, then send me (and anyone else involved in the presentation) an e-mail notifying me of that switch.
If you did not know in advance that you would miss your presentation (e.g., you were sick), contact me as soon as possible (via e-mail is fine; don’t come to school if you are ill). If there is an opening I may schedule you to give another presentation at a later date. However, if no such opportunity exists, you can make up the points you would otherwise lose by writing the
OPTIONAL EXTRA-CREDIT PAPER, (described above).
Special Requests and Reasonable Accommodation
If you have any concerns about any course requirements or feel that you need special accommodation, please see me. For example, if you have a bona fide religious practice (e.g., a holy day) that conflicts with a course requirement, please see me during the first three weeks of school and we will make appropriate mutually-agreed-upon alternative arrangements. Note that you will still be expected to fully complete all course requirements. Religious holidays likely to affect many UW-L students are noted in the course outline for your reference; this acknowledgement does not constitute the ‘establishment’ of any particular religion by the instructor, UW-L, or by the State of Wisconsin.
Any student with a documented disability (e.g., physical, psychiatric, learning, vision, or hearing, etc.) who needs to arrange reasonable accommodations must contact both the instructor and Disability
Resources Services, 165 Murphy Library Building at the beginning of the semester. Students currently using Disability Resource Services will have a copy of a contract that verifies that they are qualified students with disabilities who have documentation on file in the Disability Resource Service office. If you have a diagnosed disability you are urged to visit the staff at the Disabilities Resource Services. If, due to your handicap or disability, you need to make special arrangements (e.g., extra time for taking an exam, hiring a note-taker, etc.) please inform both Disabilities Resource Services and inform me during the first three weeks of school. We will make appropriate, mutually-agreed-upon arrangements. Note that you will still be expected to complete all course requirements.
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MGT 308 relates to many of the College of Business Administration (CBA) Learning Outcomes:
Student Learning Objectives:
By the end of the semester, I hope that you acquire a knowledge base and set of tools that allow you to analyze organizational issues both in your personal and professional life, as well as the enthusiasm and desire to use them. Students who successfully complete this course should be able to:

Understand the basic principles and major theories of management and organizational behavior, as well as how to apply these principles and theories to real-world situations.

Recognize the importance of, and challenges to, ethics, and social responsibility in organizations.

Develop an awareness of individual strengths and areas for growth for enhanced personal and managerial effectiveness.

Advance your research, case analysis, report-writing, presentation and public speaking skills.

Appreciate the nature of teamwork and value the diversity that exists when working in teams.
Additionally, this course should aid in your achievement of the learning outcomes for the College of
Business Administration. The following are the abbreviated learning outcomes for all of the CBA undergraduate degree programs:

Communication - the ability to convey information and ideas effectively. MGT 308 provides opportunities to communicate via oral presentations and written assignments.

Decision Making and Critical Thinking – the ability to evaluate alternatives and understand the ramifications of those alternatives within a given business context. Case analyses and other assignments provide you with these opportunities.

Global Context of Business – the ability to integrate global perspectives in business decisions. We will discuss this in class. Your textbook also devotes one section of each chapter to a global perspective of the relevant topics.

Major Competency - proficiency in the primary functional area of study. This course can help you become a more thoughtful manager.

Social Responsibility - the ability to consider the effects of business decisions on the entire social system. In this course, we will discuss business ethics and corporate social responsibility. Ethical issues are also raised in each chapter of the textbook.
For a full statement of CBA undergraduate learning outcomes visit: http://www.uwlax.edu/ba/undergrad/uccgoals.htm
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Course Reading List (Spring, 2013, MGT 308, Tu & Th)
Topic ___ ____Reading Assignment Date
Jan. 29 Tu Course overview; History of Management Thought
Jan. 31 Th History of Management Thought
Feb. 5 Tu The manager as a person: Attitudes, & Job Satisfaction
Ch. 1
Ch. 1
Ch. 3
*Additional Reading: “Mr. Edens Profits from Watching his Workers”
at Electronic Banking System, Inc. (from Jones & George
Management, seventh edition,
Presented by: pp. 69 – 70). See D2L.
Feb. 7 Th The manager as a person: Emotions & Moods
Contemporary
Ch. 3-4
# Competitive Case Presentation: “Dissatisfaction at the Blair Co.”
Consultants: vs.
Clients:
;
**Debate: Is Emotional Intelligence a useful concept for managers to understand? (pp. 113 – 120)
Yes =
No =
Feb. 12 Tu The manager as a person: Personality & Values
*Additional Reading: Wiltermuth, S. S. & Tiedens, L. Z. (Sept., 2011).
“Incidental anger and the desire to evaluate.” Organizational Behavior &
Human Decision Processes, vol. 116, no. 1, pp. 55-65. Available from
Elsevier ScienceDirect via Murphy Library databases. Direct link: http://libweb.uwlax.edu:2113/science/article/pii/S0749597811000483
Presented by:
**Debate: Are traits powerful predictors of behavior? (p. 158)
YES =
NO =
Ch. 4-5
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Feb. 14 Th The manager as a person: Personality, Values, and Ethics
# Competitive Case Presentation: “Ed, an Eager New Lawyer”
Consultants: vs.
Clients:
;
Ch. 5
*Additional Reading: Davis, K.L. (April 30, 2010). Executive Session:
David Green, founder of Oklahoma City-based Hobby Lobby. [Oklahoma
City] Journal Record. Available via ABI-Inform. Link: https://libweb.uwlax.edu/login?url=http://proquest.umi.com/pqdweb?did=20
26783941&sid=1&Fmt=1&clientId=3845&RQT=309&VName=PQD
Presented by:
Feb. 19 Tu Multicultural and Global Work Environments
** Debate: Diversity Training (as conducted by most U.S. businesses)
Is a waste of time because it is ineffective. (pp. 56 – 59, 64).
AGREE =
DISAGREE =
Ch. 5 & 2
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Feb. 21 Th Multicultural and Global Work Environments; Decision Making
# Competitive Case Presentation: “The Road to Hell…”
Consultants: vs.
Clients:
;
Feb. 22 George Washington’s Birthday
Feb. 26 Tu The manager as an individual Decision Maker; ethics
# Competitive Case Presentation: “Dilemma at the Den”
Consultants:
Client:
vs.
;
Ch. 5, 2, 6
Ch. 6
Feb. 28 Th The manager as an individual Decision Maker: Time Management
Also see PowerPoint file on “Ethics & Corporate Social Responsibility” [D2L]
Mar. 5 Tu ***EXAM #1 (Chapters 1 – 6, plus additional readings)***
Mar. 7 Th Motivation Concepts & Applications
# A Challenge for Mr. Walsh
Consultants: vs.
Client:
;
**Debate:
Herzberg’s Two-Factor Theory is still useful and relevant (pp. 207-209).
AGREE =
DISAGREE =
March 10 Sun. Daylight Savings Time Begins
Mar. 12 Tu Foundations of Group Behavior
[
# Competitive Case Presentation: “Full Speed Ahead”
Note: for this one, everyone needs to agree in advance on who the client is: The man (Weber), the group(s), the professor]
Consultants: vs.
Client:
;
*Additional Reading: Leonard, B. (2011). Managing Virtual Teams.
HRMagazine , 56(6), 38-42. Link via EbscoHost Business Source: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.asp
x?direct=true&db=buh&AN=61867506&site=ehost-live
Presented by:
Ch. 6
Ch. 7 & 8
Ch. 9
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Mar. 14 Th Effective Groups & Teams
# Competitive Case Presentation: “Robert Knowlton”
Consultants: vs.
Client:
;
Ch. 9 & 10
March 19 & 21 Spring Break – No Class!
March 25-Apr. 2 Passover
Mar. 26 Tu Group Decision Making; Groupthink
**Debate: Sports Teams are good models for workplace teams (p. 322)
AGREE =
DISAGREE =
Mar. 28 Th Organizational Communication
Ch. 9 & 10
Ch. 11
# Competitive Case Presentation: “And we wonder why…” [version 2.1]
Consultants:
Clients:
vs.
;
March 29 Fri. Last day to drop the course
April 2 Tu Optional Extra-Credit Term Paper is due at the beginning of the class period.
Apr. 2 Tu Leadership
#Competitive Case Presentation: “Arctic Mining Consultants”
Consultants: vs.
Client:
Apr. 4 Th Leadership
;
*Additional Reading on “Servant-Leadership.”
Mayer, D. M., Bardes, M., & Piccolo, R. F. (2008). Do servant-leaders help satisfy follower needs? An organizational justice perspective. European
Journal of Work & Organizational Psychology , 17(2), 180-197. doi:
10.1080/13594320701743558. Available via Ebscohost Business Premier at: https://libweb.uwlax.edu/login?url=http://search.ebscohost.com/login.aspx?dire
ct=true&db=buh&AN=31579766&login.asp&site=ehost-live
Presented by:
April 7 Sun. Easter
April 9 Tu ***EXAM #2 (Chapters 7 – 12, plus additional readings)***
Ch. 12
Ch. 12
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April 11 Th National Convention for Undergraduate Research (NCUR) – No class.
April 16 Tu Organizational Power & Politics; Managing Organizational Conflict Ch. 13 - 14
# Competitive Case presentation: “Kingstown Company”
Consultants: vs.
Clients:
;
April 18 Th Planning & Organizational Structure
# Competitive Case Presentation: “L.E.S., Inc.”
Consultants: vs.
Client:
;
*Additional Reading: “GlaxoSmithKline’s New Product Structure”
[see D2L]. Also see: Hannon, David (Jan. 18, 2007). “GSK’s consumer unit leverages technology in global sourcing.” Purchasing, 136, (1), p. 29. https://libweb.uwlax.edu/login?url=http://proquest.umi.com/pqdweb?did=12
02718791&sid=4&Fmt=3&clientId=3845&RQT=309&VName=PQD
Presented by:
April 23 Tu Predicting and Reducing Absenteeism and Turnover
April 25 Th Organizational Culture
# Competitive Case Presentation: “Borderline Catering & Restaurant”
Consultants: (Team 1) vs.
(Team 2);
Clients:
April 30 Tu Human Resource Management
#Competitive Case Presentation: “An Administrative Mess in Montana”
Consultants: (Team 1) vs.
Clients:
(Team 2);
*Additional Reading: Yam, O. B., & Kruger, A. N. (2010). Strength-based
Performance appraisal and goal setting. Human Resource Management Review,
21, (2), 137 – 147. Murphy Library EbscHost Business Source link: http://libweb.uwlax.edu:2068/ehost/detail?sid=86f62cc8-1b59-48c5-87bb-
1090d2b464b8%40sessionmgr113&vid=3&hid=112
Presented by:
Ch. 15
---
Ch. 16
Ch. 17
16

May 2 Th Human Resource Management
# Competitive Case Presentation: “Union formation(?) among Disgruntled Nurses”
Consultants: vs.
Ch. 17
Clients:
;
May 7 Tu Organizational Change
# Competitive Case Presentation: “Devon School”
Consultants: vs.
Ch. 18
Client:
;
May 9 Th
Just in time for the final exam: “Stress” and other topics
#Competitive Case Presentation: “Brady Co. Training Program.”
Consultants: vs.
Client:
***EXAM #3 (Chapters 13 – 17, plus additional readings)***
Section 004 (11:00x): Friday, May 17 th
Section 005 (2:15x): Thursday, May 16
Ch. 18
, 8:00 a.m – 9:45 p.m., 226 Wimberly Hall th , 4:45 p.m. – 6:45 p.m., 226 Wimberly Hall
May 12 Sun.
May 28 Tues.
Note:
Commencement; also Mother’s Day.
Grades may (or may not) be available in WINGS on the UW-L website.
Widely-celebrated holidays and religious days are included for your planning convenience (if applicable to you) and do not imply endorsement by the State of Wisconsin, the University of Wisconsin System, UW-L, or any subunits thereof.
17

Name
Article Presentation or
Debate Presentation
_ Competitive Case Presentations: _
Consultant #1 Consultant #2 Client
18