BMGT 364 Managing People and Organizations
Course Syllabus (Fall 2012)
Professor:
Office:
Office Phone:
Mobile Phone:
Email:
Office Hours:
Nicole M. Coomber, PhD
4521 Van Munching Hall
301.405.3908
240.464.8341
nmcoomber@rhsmith.umd.edu
Tuesday 6-7pm, Wednesday 11-noon
Class Dates & Times
Monday & Wednesday: 9:30-10:45am (0101), Tuesday 7:00-9:40pm (0701)
Course Description & Objectives
BMGT 364 addresses contemporary management challenges stemming from changing organizational
structures, complex environmental conditions, new technological developments and increasingly diverse
workforces. This course serves as an introduction to selected aspects of human behavior in
organizations. It is part of a larger body of knowledge often known as “organizational behavior” (OB). This
course is designed to help students develop their own understanding, abilities and skills required to
effectively manage organizations and people in organization. All of the topics selected are the most
critical ones that every manager and future leader needs to know.
After successfully completing this course, students should be able to:
• Learn key concepts and theories in OB.
• Learn how to apply those concepts and theories to understanding and critically analyzing various
individual, interpersonal, group, and organizational management processes.
• Enhance students’ self-awareness of their own strengths and weaknesses in acting effectively in
organizations and encourage them to continually develop their strengths and improve their
weaknesses.
• Learn and improve various skills that may help them behave effectively in organizations, including
critical thinking, interpersonal skills, and oral and written communication skills.
Method of Instruction
To achieve the goals established above, the course meetings will combine short lectures, class
discussions, case analyses, individual and group exercises, and simulations. Classes are designed to be
highly interactive and provide you with the opportunity to apply key concepts. Educational research shows
that students that engage in simulations retain about 75 percent of the instructional content. Simulations
engage learners in meaningful experiences that allow the participant to apply learning to real decision
making situations.
This course is also designed in ways to provide you with several major opportunities to reflect and assess
your own skills, styles, and abilities by utilizing a number of diagnostic instruments, such as a 360-degree
leadership assessment procedure and an emotional intelligence test.
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Course Web Page
The web site for the course is available through Blackboard (Blackboard Web Site:
http://bb.rhsmith.umd.edu). The web page contains a copy of the syllabus, articles for reading, and the
slides for each class (posted after each class under the section called “Course Documents”). Please
verify that your e-mail address in Blackboard is correct. If I need to contact you during the semester, I will
use the e-mail address on record in Blackboard. I will bring copies of the class slides to class, but will post
assignments and other materials to Blackboard periodically.
Attendance, Class Participation, and Format
The class format relies heavily on discussion and participation by students. Thus, class attendance and
active participation are critical for learning as an individual and as a group. For success in the course,
students are expected to take a high level of responsibility for their own learning and that of others. In
order to achieve the learning goals, students MUST come to class meetings prepared to participate in
class discussions, debates, and problem solving tasks. Students are held responsible for:
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On-time attendance in class
Active participation in class discussions (offering ideas that expand the scope of the class
discussion and/or build on others’ contributions)
On-time completion of all assessment tools, papers, and projects
Active participation in all small group activities and exercises during class
Preparing exercises, cases etc. prior to each class
Fostering a climate of respect for both, other class members and instructors (no cell phones, no
crossword puzzles, no laptops etc.).
Note that new material (not listed in the syllabus) may be covered during class meetings and you are
responsible for anything that is covered during class periods. If, for a legitimate reason, you find that
you will be late for a class or will have to miss a class, you should phone or email prior to the
class period to inform the professor.
Classroom Guidelines & Laptop Policy
In an effort to create a classroom environment that remains conducive to learning please abide to the
following:
1. The use of laptops is not permitted in this class. Handouts will be posted on Blackboard in advance
for students who wish to take notes.
2. Turn off all cell phones – if you forget, turn it off quickly. Please do not take any calls in the
classroom. If you are expecting an important call, sit by an exit and step outside to take it.
3. Put away all newspapers, crossword puzzles, books, and other materials not related to our class –
keeping your attention on the lecture helps you when it comes to the exam.
4. No electronic media are allowed during lectures (i.e. no MP3 players, etc.)
5. Avoid side conversations, texting, and eating during class.
6. Treat your fellow students and professor with respect by being polite and considerate.
7. Avoid coming to class late, and leaving early. Arriving late to class causes a distraction and hurts the
quality of instruction in the class. I understand that tires go flat and other unforeseeable things
happen that can cause the occasional tardiness. However, chronic lateness is unacceptable, and it
will impact your grade
Additional Class Policies
1. Accommodations and Special Needs
All known student disabilities will be accommodated as needed. If you have a documented
condition (e.g., learning or physical disability, pregnancy, etc) or a religious holiday that requires
accommodation, or are scheduled to represent the university as a member of a travelling team
(band, athletics, gemstone, etc.), please provide documentation to me within the first 2 weeks of
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class so that we can determine appropriate actions. UMD policies on attendance, absences and
religious holidays can be found on the web:
http://faculty.umd.edu/teach/attend_student.html#religious.
2. Inclement Weather Policy or National/State/City Emergencies
In the event of inclement weather (snow, ice, tornadoes) or other emergencies (security), you should
check the campus web site http://www.rhsmith.umd.edu/weatherinfo.aspx or call 301-405-9565
to learn whether the campus is open or closed. You can also listen to the radio or TV for University
of Maryland at College Park closing announcements. Classes will always be held unless the
university has cancelled classes. Check the course Blackboard website for any announcements
about inclement weather and class cancellations. If you feel the weather poses too much of a threat
for you to attend class, use your best and safest judgment. If you are unable to attend class, please
email or phone the professor to inform her that you will not be in class. Similarly, in the event of a
city/state/national emergency, please follow the same instructions.
3. Academic Honesty
The University’s Code of Academic Integrity is designed to ensure that the principles of academic
honesty and integrity are upheld. All students are expected to adhere to this Code. The Smith School
does not tolerate academic dishonesty. All acts of academic dishonesty will be dealt with in
accordance with the provisions of this code. Please visit the following website for more information
on the University's Code of Academic Integrity: http://www.studenthonorcouncil.umd.edu/code.html
Plagiarism (see code above for definition) is not condoned or allowed in any way. You will be asked
to certify compliance with the Code of Academic Integrity on each assignment/case/exam turned in by
writing out and signing the following pledge: "I pledge on my honor that I have not given or received
any unauthorized assistance on this exam/assignment."
Specific activities that constitute academic dishonesty in this course include: (1) copying text/article
passages verbatim or paraphrasing those passages in papers without referencing the original source
(including from the internet); (2) consulting with others who are familiar with the assignments or cases
before they are due; (3) sharing role play information with others when explicitly forbidden; (4)
working with others on individual assignment (5) sharing information on quizzes, and (6) working with
non-team members on team assignments.
4. Citation Guide
Use APA style guidelines to cite reference materials. Below are some examples.
Academic Articles:
Takeuchi, R., Tesluk, P.E., Yun, S., & Lepak, D. (2005). An integrative view of international
experiences: An empirical examination. Academy of Management Journal, 48, 85-100.
Magazines and Newspapers:
Schlender, B. (2000, May 1). The odd couple: Fortune, 141 (9), pp. 106-110,
114,116,120,122,124,126.
Books:
Welch, J. (2005). Winning. New York: HarperCollins.
Internet Cites:
GartnerGroup (2000). Telecommuting trends. The Gartner Report. Retrieved 3/21/00, from
http://www.businesswire.com
Download articles directly form the library
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Go to the online portal for UM libraries at http://www.lib.umd.edu/ and click on the Research Port.
You’ll need to click on your campus affiliation (University of Maryland, College Park) and choose the
login for Students, Faculty and Staff.
Once you have logged in, click on the Journals tab. In the area under “by journal name,” type in the
journal name (e.g., Harvard Business Review), and click on find journal. Business Source Complete
has all issues dating to 1922, click on this and (after clicking on “login for Students, Faculty and Staff
once more) you will have access to all published issues of HBR, broken down by year.
Once in, you will need to use a copy of the readings (available on the course schedule) to find the
year and month in which each article was published, and then either download or print each article
out.
Course Readings & Materials:
(1) Text Book:
Nelson, D. L., & Quick, J. C. 2013. Organizational Behavior. CENGAGE Learning, Mason, OH.
(2) Course Materials:
Details regarding how to register and pay will be provided in class.
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Columbia’s Final Mission Case (Harvard Business School, 9-304-090). You need to read this case
BEFORE the class (otherwise, you will waste your time). This case can be purchased individually by
visiting the following link: http://cb.hbsp.harvard.edu/cb/access/13569276 ($3.95)
"
Everest Leadership and Team Simulation ($12.50)
Course Topics, Class Schedule, and Assignments:
Date
Tue
9/4
9/11
9/18
9/25
Topics
Session 1
Course Overview
Session 2
Introduction to OB
Session 3
Perception and
Perceptual Devices
Session 4
Perceptual Errors and
Consequences
Session 5
Developing Effective
Teams (I)
Session 6
Developing Effective
Teams (II)
Session 7
Leadership (I)
Session 8
Leadership (II)
Readings and Preparations
Read: None
Read: Chapter 1
Read: Chapter 3: p.46-53 / Schrank, R.
“Two women, three men on a raft”
Assignments Due
Classmate Survey
(in-class)
None
None
(Blackboard)
Read: Columbia’s Final Mission Case
(Harvard Business School, 9-304-090)
Case-Analysis (I)
Read: Chapter 9: p.142-146
None
Read: Chapter 9: p.136-157
Team Building
Activity Report
Read: Chapter 12, p.192-198
None
Read: Chapter 12, p.198-209
None
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Date
Tue
10/2
10/9
10/16
10/23
Topics
Readings and Preparations
Session 9
Everest Leadership and
Team Simulation (Part 1)
Session 10
Everest Leadership and
Team Simulation (Part 2)
Read: None
None
Read: None
Session 11
Effective Team Decision
Making
Session 12
Motivation I
Session 13
Motivation II
Session 14
Mid-term Exam Review
Session 15
Midterm Exam
Session 16
Assessment Day
Session 17
Individual Difference I:
Personality
Read: Chapter 10: p.168-175
Group Project
Proposal & Online evaluation (I)
None
10/30
Session 18
Individual Difference II:
Emotional Intelligence
& Other Traits
Session 19
Conflict Resolution &
Negotiation
Read: Chapter 5
Read: “Hausser Foods Case”, HBS case.
11/20
Session 20
Organizational
Structure
Session 21
Informal Network
Session 22
Organizational
Culture
VIDEO LECTURE
WILL BE POSTED TO
BLACKBOARD
Session 23
Teamwork Day
Team Reflective
Report
None
(Blackboard)
None
Please use this time to take your 360degree online assessment!
Read: Chapter 3: p.36-46
Complete: MBTI Test
(http://www.humanmetrics.com/cgiwin/JTypes2.asp) – print and bring the
results to class
Read: Chapter 4: p.64-66 / Goleman
(2001). Primal leadership. Harvard
Business Review (Blackboard)
None
Read: Chapter 13
Team Project
Update & On-line
evaluation (II)
Prepare write-up
for Missing Time
case (Assignments
Tab)
Personal
Reflection Journal
11/6
11/13
Assignments Due
Read: Chapter 15 / “Missing Time,” Case,
North Western University (Blackboard)
Please take your
360-degree Online Assessment by
this week!
None
Read: Krackhardt & Hanson, “Informal networks: The
company” (Blackboard)
Read: Chapter 16 / “The Zappos Way of Managing”, Inc., 5/1/2009.
Link: http://www.inc.com/magazine/20090501/the-zappos-way-ofmanaging.html
None
5
Date
T/Th
Topics
Readings and Preparations
Session 24
Organizational Change –
12/11
12/18
7-9:40pm
None
‘Rheeform’ in Washington, D.C.”, Rethinking
Schools, Link:
http://www.rethinkingschools.org/special_rep
orts/rheeform.shtml
11/27
12/4
Read: Chapter 18 / Kotter, “Leading
Change” / “The proving grounds: School
Assignments Due
Session 25
Values & Ethics
Session 27
Team Presentations
(Peer Assessments)
Session 28
Team Presentations
(Peer Assessments)
Session 29
Team Presentations,
Final Exam Review, &
Course Conclusion
Read: Chapter 4: p.66-72
Read: None
Three groups presents Team Projects
Group Project
Report
Group Project
Report
Read: None
Three groups presents Team Projects
Group Project
Report
Read: None
Two groups present Team Projects
ALL GROUP
PROJECT
REPORTS DUE
TODAY
None
SESSION 30
FINAL EXAM
Course Grading Policy
Final grades will be based on a percentage of possible points earned. Specifically, the breakdown for final
grading is:
Percent
97-100%
93-96.99%
90-92.99%
87-89.99%
83-86.99%
80-82.99%
77-79.99%
73-76.99%
70-72.99%
60-69.99%
Less than 60%
Grade
A+
A
AB+
B
BC+
C
CD
F
This course will adhere to the R.H. Smith School of Business Undergraduate Grade Distribution
Guidelines (November 19, 2010), which state that, “The Smith School of Business offers rigorous,
academically-challenging courses and provides meaningful feedback on student performance to
facilitate learning. Transparency and consistency in grading are important elements that ensure
the integrity of the curriculum. The Smith School recommends a class-average of approximately
3.10 as a target grade point average for 300 –level BMGT core courses.” These guidelines aim to
help maintain high academic rigor and to manage student expectations regarding course grading.
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There are opportunities provided to help you succeed in this course (In-Class assignments, simulations
etc.). However, you must take these assignments seriously throughout the semester as they are
challenging. The exams are particularly challenging.
It is always disappointing to hear from students at the end of the semester who did not take full advantage
of the in-class assignments, as they are the best way to increase your grade. Do not be one of them! All
choices have consequences – even ‘right’ ones – so skipping class/studying less to meet other legitimate
life needs does not excuse you from getting the grade you earn in this class. Given the high admission
standards of the Smith School, I expect students to accept the consequences of their choices with the
maturity of seasoned students.
The instructor will not discuss or consider any grade changes at the end of the semester (regardless of
special circumstances, catastrophes, improvement, good intentions, needs, desires, etc), so please put
your effort into this class throughout the semester and/or accept the consequences of your choices.
Course Assignments
Evaluation of student performance will be based on the following components
Individual Assignments (70%)
• Mid-term Exam (20%)
• Final Exam (20%)
• Self-assessments & personal journal (15%)
• Class participation (15%)
• Research Participation (bonus points)
Team Assignments (30%)
• Everest Leadership and Team Simulation (10%)
• Team Project (20%), includes written report (30%), presentation (50%) and peer ratings
(affects your team grade by + & - 20%)
1. Mid-term Exam (20%) and Final Exam (20%)
The exams are designed to assess students’ ability to understand, integrate and apply various OB
concepts and practices. The exams will consist of multiple-choice questions, short answer questions,
and/or short responses to mini-cases and will cover key points from those prior sessions noted on the
Class Schedule. The exams consist of more than just text banked questions written by the textbook
author and as a result the exams will cover lecture material, video cases, and other required course
readings.
2. Self-assessments & personal journal (15%)
To help students attain greater self-awareness, the course requires them to participate in various
assessment activities, including a 360-degree feedback survey. A completion of these assessments
will give you 30% of the total credits in the individual assignment. All details about these assessments
will be provided in class.
Using these assessment data and insights gained from class exercises, students will be asked to
identify their strengths and development needs and will develop Personal Journal to address the
areas they desire to improve. This journal should: (a) summarize your assessment feedback (both
self and peer), (b) analyze and discuss the key areas of strengths and weaknesses, and (c) develop a
concrete action plan to continue to develop your strengths and overcome your weaknesses. Be
specific, yet concise. Also be sure to draw on the course concepts as the guidance for your selfanalysis and to use concrete examples informed by the assessment data, your course experiences,
and personal experiences. Additional details and grading criteria will be provided in class. Personal
Journal will determine 70% of your grade in your individual assignment.
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3. Class participation (15%)
Students are expected to attend class prepared to participate in class discussion and exercises,
answer and ask questions, and actively listen to each other. You should note that simply coming to
class does not merit full credit. The class is designed to be highly interactive, so there will be ample
opportunity for participation. Class participation will be evaluated into two dimensions: 1) active
engagement (50%), and 2) quality of contribution to the class discussion (50%). Indicators of active
engagement may include regular class attendance, taking initiatives or risks of bringing up relevant
questions and issues, active participation of class discussion and class exercise, and timely
completion of small class assignments. Indicators of quality of contribution include: making highly
relevant and useful comments during the class discussion, excellent performance in class exercises,
and high-quality completion of the small class assignments.
4. Research Participation (bonus up to 3%)
In this course, about 3% of your grade will be assigned as bonus points by your participation in
research projects throughout the semester. You will earn points (1%) for every hour of research in
which you participate (up to 3 hours). For example, you can earn full credit by participating in one 3hour study, or one 2-hour and one 1-hour study, or three 1-hour studies, depending on what studies
are available and which ones you are interested in. However, if you participate in less than 3 hours of
research, you will not earn the full 3% points.
You may choose which combination of studies you prefer, so long as they total 3 hours. However,
please be aware that the configuration of available studies (i.e., 3-hour, 2-hour, and 1-hour studies)
varies by semester. For example, in a given semester, there could be two 3-hour studies, or four or
five 1-hour studies or some other configuration from which to choose. If you are unwilling to
participate in any of the available studies, you will never be forced to participate in any specific
research study. Information about the available studies and procedures for enrolling in them will be
posted on Blackboard (course document folder).
5. Everest Leadership and Team Simulation (10%)
Simulations train pilots, soldiers and doctors – professions in which hands-on learning is critical.
Simulations can also be used in business to engage learners in meaningful experiences that apply
learning to real decision-making situations. Students may forget what they read from the textbook and
hear from the lecture, but few forget a simulation-based experience because they inject realism,
enthusiasm and interactivity into education. Interaction is a necessary and fundamental mechanism
for knowledge acquisition and the development of both cognitive and physical skills
Simulations go beyond reading and talking about what the executives should have done in a case
study and create a mechanism to give the students more real-life experience in decision-making,
teamwork and problem solving. Simulations reinforce the power of experiential learning. It is one thing
for students to review a case and say, “This is what I would do.” However, as research has shown,
people often say one thing and do another when faced with a real situation. With a simulation, we can
put people in an exercise, see how they behave and then give them feedback so they can assess the
consequences of their actions and reflect on how they might improve.
The Everest simulation presents an engaging setting in which you will explore aspects of leadership
and team dynamics using a team ascent of Mount Everest as the backdrop.
10% of your grade will be determined based on the performance achieved (50%) and on your brief
reflective report (50%) in which your team discuss the lessons learned from the simulation
experiences.
6. Team Project (20%)
Increasingly, organizations rely on teams to perform key functions. Thus how to be an effective
team member is increasingly important in modern organizations. To develop and practice group
skills, students will have extensive opportunities to work as a group during the entire semester.
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Students will be randomly assigned to teams (5-6 people / based on the rule of maximum diversity
in terms of major, gender, and ethnicity) at the early stage of this course. Many class exercises and
smaller assignments will be given to work as teams over the course of the semester. The major task
of the groups will be the completion of a team project.
As a team of OB consultants, each team will select a real-world organization, perform thorough
analyses of either the entire organization or some specific aspects or parts of the organization, and
generate useful recommendations for the organization. Then, groups will be responsible for a 12
page professional report (70%) and a 20 minute presentation (30%). Not only the content of the
team project but also the ways of reporting and presentation will be evaluated and graded. In
addition to developing team skills, the other important purposes of team projects include: 1)
integration of what we have learned in the course into a thorough analysis of a real-world
organizations, and 2) development of professional reporting skills and professional presentation
skills. Detailed directions and guidelines will be provided.
After completing a team project, peer appraisals by ALL teammates must be completed (on-line) in
order for the team project to be graded. The peer appraisal will determine up to plus or minus 20%
of your team assignment grade. Additional details and grading criteria will be provided in class.
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