UNIVERSITY OF SAN DIEGO
SCHOOL OF BUSINESS ADMINISTRATION
TIPS 303- Spring 2005
ORGANIZATION CONCEPTS AND TECHNIQUES
Dr. Phillip L. Hunsaker
Phone: 260-4870
Office number: OH 319
Fax: (619) 260-4891
Section 1: MW 11.05-12.30 AM in OH 130
E-mail: philmail@sandiego.edu
Office Hours: MW 9:30-11:00 AM;
12:30-1:00 PM; 7:00-7:30 PM
COURSE DESCRIPTION
This course provides concepts and skills for building effective work relationships with
individuals and groups in organizations. Applications include dealing productively with people
with different values, norms, and cultural expectations through self and other awareness, and
appropriate interpersonal skills. Skill development includes building trust and open
communications through active listening and feedback; raising and resolving conflict through
goal setting and negotiating; leadership effectiveness through empowering, persuading,
politicking, and coaching; and developing collaborative teams through team building and
meeting management.
In addition to traditional conceptual learning through textbooks and lectures, teaching
technology includes personal skill assessment inventories, behavioral skill training, role-plays,
and experiential exercises. Learning is primarily accomplished by experimenting with new
behaviors and receiving feedback from others in small group exercises.
COURSE OBJECTIVES
The overall goal of this course is for students to develop the behavioral skills to effectively
manage themselves and their relationships with others in organizations. Three types of learning
are necessary to achieve this goal: increased awareness of interpersonal dynamics, understanding
of behavioral models and concepts, and effective application of appropriate behavioral skills.
Specific objectives for students completing this course include:
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Awareness of your own interpersonal styles and how they differ from others.
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Ability to apply knowledge of style differences productively with diverse others.
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Appreciate the significance of interpersonal competence in organizational and personal
life.
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Ability to communicate effectively.
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Skill proficiency in goal setting, problem solving, conflict resolution, negotiations, team
work, motivation, leadership, meeting management, and politics.
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TEXTBOOKS:
Alessandra, A.J. & Hunsaker, P.L., Communicating at Work (Simon & Schuster, 1993).
Robbins, Stephen P.& Hunsaker, Phillip L., Training In Interpersonal Skills, Third Edition
(Prentice-Hall, 2003).
Ancona, D., T. Kochan, M. Scully, J. Van Maanen, and D. E. Westney, Module 3: Making
Teams Work; Module 5: Influencing Team Process from Managing for the Future:
Organizational Behavior & Process, Third Edition (South-Western, 2005). [Ancona]
Note: These modules can be found in the bookstore under GSBA 501. You only need the two
modules, not the whole book
STUDENT PERFORMANCE EVALUATION
Students will be evaluated on three learning dimensions: 1) concept mastery, 2) contribution to
learning, and 3) teaming – completing and presenting team projects. The weights for these
components are described below.
Evaluation Factors
Weights
Concept Mastery
1. Midterm Exam
2. Final Exam
15%
15%
30%
Contribution to Learning
1. Attendance & contributions to learning
2. Preparation (Quizzes)
3. Building a supportive learning climate and coaching others
10%
10%
10%
Teaming
Service Project
Organization Research Project
Team Development Plan
15%
15%
10%
30%
40%
Team Grade Allocation Process
Teams will receive an overall grade for each project based on content and presentation quality.
If all team members contributed equally, they can all accept the same overall grade. To avoid
social loafing and reward individual team members fairly, the overall grades can be distributed
differentially among members based on each member’s relative quantity and quality of input to
the project.
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If a team wants to adjust grades based on differential contributions, up to 15 points can be
redistributed among members. If points are awarded to some team members, they must be
detracted from others, so that the total additions and subtractions equal zero. For example, a team
with five members might request to redistribute its team grade by allocating points as follows:
Member #1: +10; Member #2: -2; Member #3: - 2; Member #4: - 2; Member #5: - 4. Then if the
team receives a grade of 90 on the project, it would be distributed to members as:
Member #1: 100; Member #2: 88; Member #3: 88; Member #4: 88; Member #5: 86.
A statement of how the team project grades are to be allocated, signed by all team members
should be submitted with each project. If the team cannot reach a consensus, then members
should submit signed arguments for their differing positions.
To obtain maximum contributions from all team members and avoid misunderstandings at the
end of projects, teams should decide as early as possible on:
1. The criteria for evaluating member contributions,
2. How and when the criteria will be applied to determine individual grade allocations.
3. A feedback process for letting everyone know how they are doing throughout the project
so that members can meet team expectations and there are not any last minute surprises.
Grading Scale
It is expected that all USD upper division students will achieve a high level of academic
performance and will be valuable contributors to their classes. According to USD grading
policies, grade points will be assigned as follows. However, no forced curve distribution is
required in the business school. The primary purposes of grades are to provide feedback to
students and differentiate levels of performance.
All grading components will be evaluated on a point scale from 0 to 100. Course letter grades
will be based on the weighted average of all grading components. Letter grades will be based on
the following point ranges:
A+ [100-98]
B+ [89-87]
C+ [79-77]
D+ [69-67]
F [59 -0]
A [97-94]
B [86-84]
C [76-74]
D [66-64]
A- [93-90]
B- [83-80]
C- [73-70]
D- [63-60]
CONCEPT MASTERY
Your mastery of the concepts covered in this course will be evaluated on two multiple-choice
exams. The first will be given half way through the semester and will cover the readings and
lectures up to that point. The second will be given on the final examination day at the end of the
course. The exams are worth 15% each towards your course grade.
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PARTICIPATION AND SKILL APPLICATION
Participation Requirements.
Because of the experiential nature of the learning process in this course, it is important to be
present, prepared and participate fully in all class sessions. If this does not happen, not only will
students miss opportunities for personal learning, but they will also penalize classmates by being
unable to contribute to their learning. There are three participation factors to be considered.
1) Attendance and Contribution to Learning: If you are not in class, you cannot
participate in the discussions, exercises, or feedback. Not only do you miss the opportunity to
practice skills and receive feedback necessary for you own self-development, but you will also
deprive others of your inputs to their learning. Consequently, attending all classes is required
unless you receive advanced permission from the instructor for emergencies.
It doesn’t make much difference if you are present and understand the concepts and skills
if you do not apply them. Consequently, you will be evaluated on your contributions to learning
in class exercises and discussions. The criteria for evaluating skill proficiency are the behavioral
checklists found in the text. Effort and learning will be evaluated by quantity and quality of
contributions.
2) Preparation: It is important to always read and prepare all assignments before the
relevant classes. If you do not have a conceptual understanding of the skills to be practiced
during the class session, you will not be able to participate and receive feedback yourself, and
you will not be able to provide meaningful feedback to your classmates. It is impossible to
demonstrate skills in role-plays that you don’t understand, so you will probably receive negative
feedback and evaluations from peers. Also, it is potentially damaging to others if you provide
them with erroneous feedback on their performances because you do not understand the rating
criteria.
Your preparation will be evaluated by short quizzes at the start of each class. Quizzes
will be collected after 10 minutes. There are no make ups or extended times for students who
miss a class or arrive late. Your lowest quiz score will be dropped when calculating your
average score for the quiz grade.
3) Building a Supportive Learning Climate and Coaching Others. Skill development
is dependent upon a supportive class climate and the quality of feedback and coaching received
from other students. Consequently, students will be given feedback and evaluated by their peers
on their contributions to helping others learn to improve their skills in both their learning teams
and class sessions. On-going feedback will be provided at the end of the class exercises and
completion of team projects. Final feedback and evaluation will take place the last day of class
before the final.
TEAM PROJECTS
Three team projects required for this course are described below. The first is to develop a plan
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for effective teamwork throughout the semester. The second consists of providing a community
service. The third involves researching and reporting about a current organization success or
failure brought about by the correct or incorrect application of organizational skills covered in
this course. Although research, presentation, and writing skills are necessary for success in these
projects, so are the team skills of building a supportive climate, coaching others, and learning
from the experience through process observation.
You will be assigned to permanent learning teams for these assignments. All members
should contribute as equally as possible on these team assignments, e.g., participate in all
planning meetings, share equal work loads, and be involved in project presentations.
As explained in the Team Grade Allocation Process section above, team project grades
can be shared equally by all members or distributed according to members’ evaluation of
differential individual contributions. In addition, members’ contributions to building a supportive
climate, coaching others, and contributing to team learning will be evaluated by peers on the last
day of class.
A. Team Development Plan
Purpose
The purposes of this paper are to jump-start your work together as a learning team, to help you
avoid common problems, and to help continual improvement of your team throughout the
course. By answering and discussing the issues presented in the following questions, you should
be able to enhance your team performance, member satisfaction, and learning.
Content and Structure
Answer the team development questions from the Handbook in Module 3: Making Teams Work
[Ancona]. Follow the suggestions in the Handbook for exploring your team and answering the
questions.





Who are we?
What do we want to accomplish?
How can we organize ourselves to meet our goals?
What will we operate?
How can we continuously learn and improve?
Evaluation
Grades for this project are based on the depth, thoroughness, and quality of your answers to
the above questions. You may also be asked to make a brief summary presentation of your team
composition, goals, and action plan to the class.
B. Team Service Project
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Objectives
a. To apply organizational and interpersonal skills in a meaningful project.
b. To learn about, experience and analyze teamwork.
c. To provide service to the community.
Instructions
Teams are to determine a community service project consisting of a charitable activity that
provides a product or service to the needy. These projects should involve face-to-face
interactions with the people being served as opposed to independent activities such as or
painting buildings. Past projects have included preparing and serving meals at Rachel's
Women's Shelter or Father Joe's Food Kitchen, assembling and distributing sack lunches to
homeless people, taking orphan children on field trips, helping homeless clients at the (ECS)
Episcopal Community Services Friend-to Friend Clubhouse clean and organize their facility,
and tutoring disadvantages children in after-school programs. More ideas for community
service activities can be found at www.volunteersandiego.org., www.communityservice.org,
www.sannet.gov.com, Volunteer San Diego: 858-636-4130, or by contacting service
agencies such as Episcopal Community Services directly.
Although some class meeting time may be devoted to planning this assignment, teams
will need to spend time together outside of class to meet with agencies and conduct their service.
The final product of this project is a presentation to the class about your service project and what
you learned from doing it.
During the planning and implementation of the project, members should observe and
keep a journal of the team processes and individual behaviors. These observations should be
shared to provide individual feedback and improve on-going team processes. After the project is
completed, the team should reflect about what they learned about their team process, member
behaviors, and how to improve for the next project. At the end of your service project
presentation to the class, present a short summary of your team process analysis.
Note: Please check out the audio-visual equipment you plan to use prior to your presentation.
Presentation Structure
The 25-minute team presentations should be organized as follows:
1. An explanation of the service project:
- What you did
- Why it was important
- The results of the project – what difference did it make?
- What you learned about community service.
2. What you learned about your team
- Each of the members,
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Your teamwork process,
How can plan to improve for next project.
3. A few minutes should be left at the end for questions.
Evaluation
Grades for this project are based on the team's oral report to the class about the service
project and their team process. Criteria include both content and process considerations:
1. Content:
a. Thoroughness of coverage of the project’s content and importance
b. Thoroughness of analysis of the team’s process and action plan
c. Thoroughness of explanations about what was learned about both service projects
and team process
2. Process
a. Quality of presentation: e.g., speaking to class versus reading, engaging style, etc.
b. Quality and creativity of visuals: e.g., power points, photos, videos, charts, etc
c. Effective use of time.
C. Organization Research Project
Topic: A current organization success or failure brought about by the correct or incorrect
application of interpersonal skills
Objectives
1. To learn about the consequences of organizational skill applications
2. To analyze and develop teamwork skills.
Instructions and Format
Pick an organization that has recently (over the last two years) experienced failure or success due
to its correct or incorrect application of organizational skills. There are plenty of incidents of
failing to apply ethical guideposts, for example, with organizations such as WorldCom, Enron,
Arthur Anderson, Peregrine, Red Cross, etc. On the other hand, South West Airlines and Jet Blue
Airlines provide examples of organizations that have recently been praised for their success in
applying organizational skills and principles. Recent events at other airlines can serve as
examples of the downsides. Research and report on:
1. The organization’s background
a. History, mission and strategic plan
b. Stakeholders: all who are impacted by the organization
2. The negative or positive situation the organization is experiencing
a. What happened
b. The participants and their roles
c. Why it happened: values, motives, behaviors
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3. Consequences to all stakeholders (past, present, future)
4. How similar situations can be prevented or promoted in the future.
5. What lessons class members should take away from your presentation.
Presentation Structure
1. Each team will have 25 minutes for their presentation.
2. Creative presentations are more interesting and impactful than “talking heads” reports.
Past teams have role-played jury trials of accused corporate wrong-doers, done skits of
talk show investigations, provided videos portraying the positive or negative behaviors,
and involved the class in speculating on consequences of current organizational
practices, etc.
3. Leave a few minutes for questions.
Evaluation
Criteria include:
1. Thoroughness of coverage of the five report headings.
2. Quality of presentation: e.g., speaking to class versus reading, engaging style, etc.
3. Creativity: e.g., power points, videos, charts, skits, etc.
4. Effective use of time.
DUE DATES
Learning Team Development Plan
Midterm Exam
Service Project Presentations
Organization Research Project Presentations
Final Exam
February 28
March 16
April 4
May 9
May 18
GBA 501: Class Schedule – Section #1
Unless otherwise indicated, assignments are all listed as chapter numbers from Training In
Interpersonal Skills [TIPS] and Communicating at Work [CAW]. The modules from Managing
for the Future are indicated by [Ancona].Complete all readings, but only the assigned exercises,
before coming to class. Always bring TIPS to class.
Date
Topics
Jan. 31
Introduction
Assignments
TIPS - 1
Activities__________________
Introduction to course
[Week 1]
Feb. 2
Clarifying Expectations TIPS - 7
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Team Formation
____________________________________________________________________________
Feb. 7
Self-Management www.franklincovey.com/missionbuilder Mission Statements
[Week 2]
Feb. 9
Self-awareness
TIPS - 2
Self-assessments
Soliciting Feedback
Murder Mystery
__________________________________________________________________________
Feb. 14
Communicating
TIPS – 3 & CAW - 1,9,10
Sending exercises
[Week 3]
Feb. 16
Listening
TIPS – 4 & CAW - 5,6
Receiving exercises
______________________________________________________________________________
Feb. 21
Feedback
TIPS – 5 & CAW - 7; T-5
Feedback Exercises
[Week 4]
Feb. 23
Non Verbal
CAW -11,12,13
Non-verbal exercises
______________________________________________________________________________
Feb. 28
Team Building
TIPS - 13
Team Development Plan Due
[Week 5]
Mar. 2
Team Process
Ancona - Module 5 Fishbowl process observation
_____________________________________________________________________________
Mar. 7
Goal Setting
TIPS - 6
Role plays & exercises
[Week 6]
Mar. 9
Empowering
TIPS - 8
Role plays & exercises
_____________________________________________________________________________
Mar. 14
Behavioral Styles
CAW -2,3,4
Lecture & discussion
[Week 8]
Mar. 16
MIDTERM EXAM
Mar. 21 & 23 SPRING BREAK
Mar. 28
[Week 9]
Mar. 30
Running Meetings
TIPS 14 & CAW-15,16
April 4
Team Service Project Presentations
Meetings fishbowl execise
Team preparation time for service projects presentations
Team presentation order = first to last
[Week 10]
April 6
Politicking
TIPS - 9
Personal power exercise
_____________________________________________________________________________
April 11
Persuading
TIPS - 10
Debates
[Week 11]
April 13
Leadership
TIPS - 11
Don’t topple the tower
April 18
Managing Change
TIPS – 12
Change exercises
Values
Values Handout
Alligator River
[Week 12]
April 20
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April 25
Interpersonal Conflict
TIPS – 10
Used car negotiation
[Week 13]
April 27
Inter-group Conflict
WAMAYC
______________________________________________________________________________
May 2
Trust Building
Trust Handout
Trust exercises
[Week 14]
May 4
Integration
TIPS - 17
Integration role play
______________________________________________________________________________
May 9
Team Organization Presentations
Presentation order = last to first
[Week 15]
May 11
Continue Presentations
_____________________________________________________________________________
May 16
Honorable Closure
Team Feedback
[Week 16]
Peer evaluations
May 18
FINAL EXAM
11:00 AM –1:00 PM
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