Organizational Behavior MGMT 350 Fall 2015 Instructor: Les Ledger Phone: 254-­‐519-­‐5437 Email: l.ledger@tamuct.edu Messages: Please use Blackboard Messages Office Secretary: Mrs. Christine Garza 254-­‐519-­‐5437 Method of Instruction: This course is that utilizes the TAMUCT Blackboard platform. This is an online course taught through the Texas A&M University-­‐Central Texas Blackboard Learn System. You will use the Blackboard username and password communicated to you separately to logon to this system. The website is: http://tamuct.blackboard.com The Course Outline in this Syllabus shows the basic schedule for the semester. Student/Professor Email: I am readily accessible through Messages, which I check often. I will get back to you within 24 hours during the week and within 36 hours on the weekend. I can also be reached by phone by calling Christine Garza our office secretary (254-­‐519-­‐5437), who will put me in touch with you. We can also schedule a call if you send a Message with your phone number and request that I call you back. UNILERT -­‐ Emergency Warning System for Texas A&M University – Central Texas UNILERT is an emergency notification service that gives Texas A&M University-­‐Central Texas the ability to communicate health and safety emergency information quickly via email, text message, and social media. All students are automatically enrolled in UNILERT through their myCT email account. Connect at www.TAMUCT.edu/UNILERT to change where you receive your alerts or to opt out. By staying enrolled in UNILERT, university II. COURSE INFORMATION Course Overview and Description: Organizational Behavior is a field of study that investigates the impact that individuals, groups and structure have on behavior within organizations, for the purpose of applying such knowledge toward improving an organization’s effectiveness. Student Learning Outcomes: Students completing this course will be able to understand the importance of taking a systematic approach to the study of individual and group behavior in organizational settings. They shall analyze, synthesize, comprehend, and explain all components of the OB model and its relationship to the successful operation of modern organizations. An extensive study of the principles of psychology, sociology, and social psychology will allow students to be more effective members of organizations to which they might belong now or in the future. At the close of the semester, students will be able: 1. To identify the factors that impact individual and group behavior in organizations and how organizations manage their environments. 2. To analyze, describe, and manage attitudes and behavior in organizations. 3. To improve and change individual, group, and organizational behavior to attain individual, group, and organizational goals. 4. To analyze organizational behavior at three levels: the individual, the group, and the organization as a whole. 5. To use the tools of organizational behavior to increase individual, team, and organizational effectiveness. 1 Specific Learning Objectives for each text chapter are included as Appendix A to this Syllabus. Required Reading and Textbook(s): McShane, Steven L., Von Glinow, Mary Ann (2014). Organizational Behavior, (7th ed.). New York: McGraw-­‐Hill Irwin ISBN 9781259280634 or 1259280632 (These are equivalent) – Hardcover text with Connect Plus; Connect Plus is required for this course. If the access code is not included with your text you can purchase it by accessing the link below. http://connect.mheducation.com/class/j-­‐fry-­‐mgmt-­‐350-­‐fall-­‐14 You can purchase the e-­‐book version of the text from CourseSmart -­‐ ISBN 9780077862589 at: http://www.coursesmart.com/organizational-­‐behavior-­‐6th-­‐edition/mcshane-­‐steven-­‐von-­‐glinow-­‐
mary/dp/0077324536 A student of this institution is not under any obligation to purchase a textbook from a university-­‐affiliated book store. The same textbook may also be available from an independent retailer, including an online retailer. REFERENCE: American Psychological Association. (2009). Publication Manual of American Psychological . Association (6th ed.). Washington, D.C Course Requirements: Introductory Biography (1 percent): This discussion forum is a required Introductory Biography Statement (2-­‐3 paragraphs) posted by all students to include: a recent picture (optional), your major, where you are in your studies, a summary of work experience, aspirations for future career and some personal tidbit like family or hobbies. Evaluation criteria for this forum will be clear writing, and inclusion of all required elements. This Introductory Forum will help orient everyone to the “community” of our class, and let you begin thinking about how management fits in to your career aspirations. No late submissions will be accepted. Exams (30 percent): There will be four required exams testing students’ knowledge of the key frameworks, terms, and concepts included in the assigned text chapters. Exams will be grouped as follows, and are not cumulative: Exam 1 will cover chapters 1-­‐4 Exam 2 will cover chapters 14,5,6,7 Exam 3 will cover chapters 8-­‐11 Exam 4 will cover chapters 12,13,15 For help in how to prepare for objective exams see: http://www.swccd.edu/~asc/lrnglinks/tests_obj.html http://www.lib.uoguelph.ca/assistance/learning_services/handouts/multiple_choice_exams.cfm Most exams will be available over a 72-­‐hour period online (e.g., Friday 8:00 a.m. – Sunday, 11:59 p.m.), although there are exceptions for eight week courses so be sure and check your Blackboard Exam Link for the actual exam dates. Exams will be timed and once started, must be completed at that time. There will be no make-­‐ups for 2 missed exams unless there is a documented medical emergency. Reviewing the Chapter PowerPoint presentations, and using the Publisher Supplemental Materials and self quizzes are good ways to prepare for each Exam. LearnSmart Assignments (21% of your grade): The required Connect portion of the course has “Learn-­‐Smart” applications for each assigned chapter of the text. The Learn-­‐Smart activities challenge your mastery of the content in each chapter, and provide prompts for additional study if needed. Finishing these activities will ensure your better understanding of the content and help prepare you for each Exam. For more on the benefits of LearnSmart see Appendix C. Completing each chapter’s Learn-­‐Smart activity will be worth 1.4 percent of your grade or a total of 21% overall. If you only complete part of the activity you will only be given partial credit for the portion of the assignment that you completed. For example, if you only complete one half of an assignment, it will cost .7 points on your final average. You must complete each LearnSmart activity by its due date to get full credit. Although you can continue working on the activity after the due date you will receive no credit for this extra work. To compute the total percentage of your grade you earned through the LearnSmart activities, take the overall average of your 15 chapter scores and then multiply this number by .21 Mgmt 350 Case Study: Organizational Culture (30 %). After chapter 14, you will have learned about organizational culture. The purpose of the Organizational Culture Case Study Project is to explore the organizational culture of a “real life” company. Using the information you have gleaned from Chapter 14 and class materials, perform a cultural analysis of an organization of your choice. Select an organization and do secondary research, using TAMU-­‐CT library data bases and other resources, to study the organization’s culture. The organization you select should be a Fortune 500 company that has enough written about it in the business press (e.g., Business Week, Fortune, Forbes, The Wall Street Journal) for you to do an adequate cultural analysis. You will produce a 5-­‐10 page written report (excluding cover sheet, references and any figures, tables or appendices). Your case analysis should provide: 1. A description of the elements of the company’s culture in terms of artifacts, shared values, and shared assumptions (worth 30% of the grade). Use Exhibit 14.1 page 407 as a guide for this section. 2. Your assessment of the relationship between the organization’s culture and company performance, including the effects of cultural strength, fit or alignment with its environment, and adaptive culture (worth 30% of the grade). Use Exhibit 14.3 page 413 as a guide for this section. 3. How it works to socialize its employees to fit the organization’s culture (worth 30% of the grade). Use Exhibit 14.6 Page 422 as a guide for this section. 4. Be sure and include at least ten references, which must be cited in the body of your paper (worth 10% of the grade). All work should be proofread, free of grammatical errors, include proper citations and be in accordance with American Psychological Association (APA) standards. For information on APA standards and correct citation formats consult the APA Publication Manual, and/or link to 3 the following sources: http://www.library.cornell.edu/newhelp/res_strategy/citing/apa.html http://www.lesley.edu/library/guides/citation/apa_citation_format.pdf For Internet citations -­‐ http://owl.english.purdue.edu/owl/resource/560/10/ http://www.writinghelp-­‐central.com/apa-­‐citation-­‐internet.html A sample paper using APA style guidelines can be reviewed at: http://www.dianahacker.com/pdfs/Hacker-­‐Shaw-­‐APA.pdf Referencing multiple pages from the same organization’s web site only count as one citation (e.g., Apple.com). When using more than one page from the same company, provide a URL that links to the home page or entry page for the document. Also, if there isn't a date available for the document use (n.d.) for no date. All references must be cited in the body of your paper Sample “A” Projects are posted in the Culture Project Resources under Course Content. Also posted are videos that go into more detail on how to write your culture project. You may not do your project on the Apple, Google, McDonalds, Nike, Southwest Airlines, Starbucks, or Wal Mart (40% penalty if you do). Submit this assignment through the Assignments Course link. The due date for the Organizational Culture Case Study will be posted in the Assignments Course Link. The entire Case Study will be submitted in one .doc or .docx file. Late submission of the Case Study will result in a grade reduction of 10% for each day it is late (maximum of 30 %) and will not be accepted beyond three (3) days from the due date. Critical Thinking Discussion Question (3%): You will not be able to view the other students' comments until you post yours: 1. You are required to post three messages to receive credit for this forum: one opening point of 150 to 200 words and two counterpoints of 100 to 200 words each. Be succinct, and not repetitive with what others have written. Brevity and originality improve dialogue. Opening declarations in new threads on a topic relevant to this forum style are called points. (As in, "You make a good point.") A useful critique of a point is called a counterpoint (also sometimes called a rejoinder or a peer review). 2. Each of your posts to the forum should be 1-­‐2 well written and proofread paragraphs per question. Do not use any attachments, cut and paste your questions/responses directly in to a forum message. Be sure to restate the question you are answering. 3. In this type of forum make your points sufficiently provocative to elicit counterpoints from others. You want what you write to impact people enough so they will consider and engage it actively with counterpoints. If what you write does not provoke reactions from others you will lack opportunities to further and refine your position. 4. Your postings/insights on the discussion topic should be based on the following. a. Application of text concepts; b. Ability to articulate assigned analysis clearly; and c. Integration of student colleagues’ contributions and insights leading the discussion to a deeper level of understanding. 5. IMPORTANT!!! To post to the forum, click on the “reply” button to the last post on the forum – 4 this will allow all to follow the “Thread” of the discussion. If you post using a “create message” button, it will break the thread and make it impossible for all to follow what has been said previously!! The first person to post should hit “reply” to my “Begin Postings” message, and if everyone continues to hit reply, the thread will work fine! Management Competency (15 Percent): Each chapter in the text has cases and self-­‐assessment exercises. In this course you are required to prepare a journal in which you record what you have learned from completing each of the assigned cases and exercises. The Management Competency Journal is where you should demonstrate that you have mastered and can apply course concepts. It is not enough to just list your answers. For “Case Studies,” read the case and then answer the questions at the end of the case be sure and apply the relevant course concepts as appropriate. Be sure to apply chapter concepts/models and also include the Case Questions in bold along with your answers. For “Exercises” be sure that you discuss what you have learned about you. You are not required to duplicate or copy each exercise, just read and comply with the instructions for that particular exercise. Be sure to apply chapter concepts/models and give your score for each exercise as part of your discussion. Again, a well thought out and complete response to each case/self-­‐assessment applies concepts/models from the text to fully support your analysis. Expected length for responses is 1-­‐2 complete paragraphs per question. Submit this assignment through the Assignments Course link. DO NOT email any assignments to me unless specifically instructed to do so. The due date for the Organizational Culture Case Study will be posted in the Assignments Course Link. The entire Management Competency Journal will be submitted in one Doc or Docx file at the end of the semester. See the assignment course link for the due date. The cover sheet will contain the following information: 1) “My Journal,” 2) student’s name, 3) course title and designator (e.g., Organizational Behavior and Administration, MGMT350), 4) instructor’s title and name, university name, and due date. No late Submissions will be accepted for the Management Competency Journal. The assigned cases and self-­‐
assessments that will comprise your Management Competency Journal are: Chapter 1 Case – Improving Health By Getting Lean Chapter 2 Self-­‐Assessment – Are You Introverted or Extroverted? Chapter 3 Self-­‐Assessment – How Much Does Work Define Your Self-­‐Concept? Chapter 4 Case -­‐ Rough Seas On the Link650 Chapter 14 Case – Hilton’s Transformation Chapter 5 Self-­‐Assessment – Need Strength Questionnaire Chapter 6 Self-­‐Assessment – What Is Your Attitude Toward Money? Chapter 7 Self-­‐Assessment – Measuring Your Creative Personality Chapter 8 Case – ARBRECORP LTEE Chapter 9 Self-­‐Assessment 9.6 – Are You an Active Listener? Chapter 10 Case 10.2 – Resonus Corporation Chapter 11 Self-­‐Assessment – What is Your Preferred Conflict Handling Style? Chapter 12 Case – A Window On Life Chapter 13 Case – Merritt’s Bakery Chapter 15 Self-­‐Assessment – Are You Tolerant of Change? 5 Formatting Instructions: Include all cases and self-­‐assessments in one .doc or. docx document Include your name as Header Identify the Chapter number and Title for each of the cases and self-­‐assessments Restate the question you are answering Bold the questions; Single space the questions and your responses; double space between paragraphs and questions Professional Writing And Communication Standards: Course Standards: Professional level writing and communication are critical skills in the business world. This standard should be displayed in all assignments for this class. All communications, both to the Professor and student colleagues should be kept professional, including Discussion Board postings and email correspondence. For written assignments, all work should be proofread, free of grammatical errors, include proper citations and be in accordance with American Psychological Association (APA) standards. Tutoring. Tutoring is available to all TAMUCT students, both on-­‐campus and online. Subjects tutored include Accounting, Finance, Statistics, Mathematics, and Writing (APA). Tutors are available at the Tutoring Center in Warrior Hall, Suite 111. Visit www.tamuct.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and contact information. If you have questions, need to schedule a tutoring session, or if you are interested in becoming a tutor, contact Academic Support Programs at 254-­‐501-­‐5836 or by emailing c.garza@tamuct.edu Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online tutoring platform that enables TAMUCT students to log-­‐in and receive FREE online tutoring and writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, click on http://www.tamuct.edu/departments/academicsupport/tutoring.php. University Library. The University Library provides many services in support of research across campus and at a distance. We offer over 200 electronic databases containing approximately 250,000 eBooks and 82,000 journals, in addition to the 72,000 items in our print collection, which can be mailed to students who live more than 50 miles from campus. Research guides for each subject taught at TAMUCT are available through our website to help students navigate these resources. On-­‐campus, the library offers technology including cameras, laptops, microphones, webcams, and digital sound recorders. Research assistance from a librarian is also available twenty-­‐four hours a day through our online chat service, and at the reference desk when the library is open. Research sessions can be scheduled for more comprehensive assistance, and may take place on Skype or in-­‐person at the library. Assistance may cover many topics, including how to find articles in peer-­‐reviewed journals, how to cite resources, and how to piece together research for written assignments. Our 27,000-­‐square-­‐foot facility on the TAMUCT main campus includes student lounges, private study rooms, group work spaces, computer labs, family areas suitable for all ages, and many other features. Services such as interlibrary loan, TexShare, binding, and laminating are available. The library frequently offers workshops, tours, readings, and other events. For more information, please visit our homepage: http://www.tamuct.edu/departments/library/index.php 6 Grading Points and Policies: Percentage of each assignment as it contributes to your final grade: Activity Pts & % of Final Grade Introductory Biography 1% Exams (4@ 7.5% each) 30% LearnSmart Assignments 21% Org Culture Project 30% Critical Thinking Discussion Forum 3% Management Competency Journal 15 % T O T A L 100 % NOTE #1: There is NO EXTRA CREDIT assignments available for this course unless specifically assigned by the instructor. NOTE #2: Requests for Incomplete Grades: Incompletes will only be given in emergency or other extreme circumstances. Any request for an incomplete grade in this course must be approved by the professor prior to the last week of classes. Where possible, requests should be submitted in written form and must include an address and/or telephone number where you may be contacted throughout the following semester. Tarleton State University uses the grade of ‘K’ on transcripts and grade reports to identify incomplete grades. NOTE#3: Questions concerning one’s grade on a particular task (e.g., test, case) Should be resolved within one week after receiving the graded material. There will be no reviewing of previously graded material at the end of the semester. NOTE #4: How to calculate your grade. Grade book is not available for this course. To calculate your final grade take your score on each assignment, multiply it by its percentage contribution to your overall grade and then total them. This will give you your final average. Course Grades are assigned as follows: TO
LETTERGRADE
EQUALS
FROM
==
90 %
100 %
“A”
==
80%
89%
“B”
==
70%
79%
“C”
==
60%
69%
“D”
==
60%
“F”
Below
Grading Policy: Minimum points required for a specific course grade are noted on the above table. Posting of Grades: Grades for Exams will be posted the day after the availability period has expired. Grades for Discussion Forums, and short Written Assignments will be posted by the Monday following the due date. Grades for longer Written Assignments will be posted one week from the due date. See note #1 for how to compute and track your grade progress. Technology Requirements and Support: 7 Blackboard Competency and Computer/Internet Access: This course will use the new TAMU-­‐CT Blackboard Learn learning management system for class communications, content distribution, and assessments. Logon to https://tamuct.blackboard.com to access the course. Username: Your MyCT username (xx123 or everything before the "@" in your MyCT e-­‐mail address) Initial password: Your MyCT password Check browser and computer compatibility by using the “Test Your Browser” button, found in the “Check Your Browser” module on your Blackboard dashboard, once you have logged in. Technology Support. For technology issues, students should contact Help Desk Central. 24 hours a day, 7 days a week: Email: helpdesk@tamu.edu Phone: (254) 519-­‐5466 Web Chat: http://hdc.tamu.edu When calling for support please let your support technician know you are a TAMUCT student. For issues related to course content and requirements, contact your instructor. Technology issues are not an excuse for missing a course requirement – make sure your computer is configured correctly and address issues well in advance of deadlines. Course and University Policies/Procedures: Drop Policy. If you discover that you need to drop this class, you must go to the Records Office and ask for the necessary paperwork. Professors cannot drop students; this is always the responsibility of the student. The record’s office will provide a deadline for which the form must be returned, completed and signed. Once you return the signed form to the records office and wait 24 hours, you must go into Warrior Web and confirm that you are no longer enrolled. Should you still be enrolled, FOLLOW-­‐UP with the records office immediately? You are to attend class until the procedure is complete to avoid penalty for absence. Should you miss the deadline or fail to follow the procedure, you will receive an F in the course. Academic Integrity. Texas A&M University -­‐Central Texas values the integrity of the academic enterprise and strives for the highest standards of academic conduct. A&M-­‐Central Texas expects its students, faculty, and staff to support the adherence to high standards of personal and scholarly conduct to preserve the honor and integrity of the creative community. Academic integrity is defined as a commitment to honesty, trust, fairness, respect, and responsibility. Any deviation by students from this expectation may result in a failing grade for the assignment and potentially a failing grade for the course. Academic misconduct is any act that improperly affects a true and honest evaluation of a student’s academic performance and includes, but is not limited to, cheating on an examination or other academic work, plagiarism and improper citation of sources, using another student’s work, collusion, and the abuse of resource materials. All academic misconduct concerns will be reported to the university’s Office of Student Conduct. Ignorance of the university’s standards and expectations is never an excuse to act with a lack of integrity. When in doubt on collaboration, citation, or any issue, please contact your instructor before taking a course of action. Disability Support and Access Services. At Texas A&M University – Central Texas, we value an inclusive learning environment where every student has an equal chance to succeed and has the right to an education that is barrier-­‐
free. The Office of Disability Support and Access is responsible for ensuring that students with a disability enjoy equal access to the University's programs, services and activities. Some aspects of this course or the way the course is taught may present barriers to learning due to a disability. If you feel this is the case, please contact Disability Support and Access at (254) 501-­‐5831 in Warrior Hall, Ste. 212. For more information, please visit their 8 website at www.tamuct/disabilitysupport. Any information you provide is private and confidential and will be treated as such. Tutoring. Tutoring is available to all TAMUCT students, both on-­‐campus and online. Subjects tutored include Accounting, Finance, Statistics, Mathematics, and Writing (APA). Tutors are available at the Tutoring Center in Warrior Hall, Suite 111. Visit www.tamuct.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and contact information. If you have questions, need to schedule a tutoring session, or if you are interested in becoming a tutor, contact Academic Support Programs at 254-­‐501-­‐5836 or by emailing c.garza@tamuct.edu Chat live with a tutor 24/7 for almost any subject on your computer! Tutor.com is an online tutoring platform that enables TAMUCT students to log-­‐in and receive FREE online tutoring and writing support. This tool provides tutoring in Mathematics, Writing, Career Writing, Chemistry, Physics, Biology, Spanish, Calculus, and Statistics. To access Tutor.com, click on http://www.tamuct.edu/departments/academicsupport/tutoring.php. University Library. The University Library provides many services in support of research across campus and at a distance. We offer over 200 electronic databases containing approximately 250,000 eBooks and 82,000 journals, in addition to the 72,000 items in our print collection, which can be mailed to students who live more than 50 miles from campus. Research guides for each subject taught at TAMUCT are available through our website to help students navigate these resources. On-­‐campus, the library offers technology including cameras, laptops, microphones, webcams, and digital sound recorders. Research assistance from a librarian is also available twenty-­‐four hours a day through our online chat service, and at the reference desk when the library is open. Research sessions can be scheduled for more comprehensive assistance, and may take place on Skype or in-­‐person at the library. Assistance may cover many topics, including how to find articles in peer-­‐reviewed journals, how to cite resources, and how to piece together research for written assignments. Our 27,000-­‐square-­‐foot facility on the TAMUCT main campus includes student lounges, private study rooms, group work spaces, computer labs, family areas suitable for all ages, and many other features. Services such as interlibrary loan, TexShare, binding, and laminating are available. The library frequently offers workshops, tours, readings, and other events. For more information, please visit our homepage: http://www.tamuct.edu/departments/library/index.php Course Outline and Calendar: (See Blackboard Calendar for the official schedule for official assignment and test and due dates): Unit Class/ Activities Subject Assignments ** Denotes Journal Assignment 1. Intro/Syllabus Chap 1 The Field of Organizational Behavior Read Syllabus Case: Improving heath by Getting lean.** 2 Chap 2 Individual Behavior, Values, & Personality Self Assessment: Are You Extraverted or Introverted?** Introductory Bio Statement Due 3 Chap 3 Perceptions & Learning in Organizations Self Assessments: Does Work Define Your Self-­‐
Concept?** 9 4 Chap 4 Workplace Emotions, Attitudes, and Stress Case: Rough Seas on the Link650** Exam 1 Chap 1-­‐4 Begin search for organization to Study for culture project 5 Chap 14 Organization Culture Case: Hilton’s Transformation** 6 Chap 5 Employee Motivation Self Assessment: Need Strength Questionnaire** 7 Chap 6 Applied Performance Practices Self Assessment: What is Your Attitude Toward Money?** 8 Chap 7 Decision Making & Creativity Self Assessment: Measure Your Creative Personality** Exam 2 Chap 14, 5, 6, 7 Organization Culture Project Due 9 Chap 8 Team Dynamics Case: ARBRECORP LTEE** 10 Ch 9 Communication In Teams and Organizations Self Assessment: Are You an Active Listener?** 11 Chap 10 Power & Influence Case: Resonus Corp** 12 Chap 11 Conflict and Negotiation Self Assessment: What is Your Preferred Conflict Handling Style?** Exam 3 Chap 8-­‐11 13 Ch 12 Leadership in Organizations Case: A Window on Life** 14 Ch 13 Organizational Structure Case: Merritt’s Bakery** 15 Ch 15 Organization Change Self Assessment: Are You Tolerant of Change?** Exam 4 Ch 12,13,15 16 Submit Management Competency Journal This Syllabus is subject to change by the Professor. Should changes be made, they will be announced via the course Blackboard web site. 10 Appendix A MGMT 350 Student Learning Outcomes by Text Chapter On completing the learning activities for each chapter students will be able to do the following: Chapter 1: Define organizational behavior and organizations, and discuss the importance of this field of inquiry; Diagram an organization from an open systems perspective; Define intellectual capital and describe the organizational learning perspective of organizational effectiveness; Diagnose the extent to which an organization or one of its work units applies high performance work practices; Explain how the stakeholder perspective emphasizes the importance of values, ethics, and corporate social responsibility; Summarize the five types of individual behavior in organizations; Debate the organizational opportunities and challenges of globalization, workforce diversity, and virtual work; Discuss how employment relationships are changing, and explain why these changes are occurring; Discuss the anchors on which organizational behavior knowledge is based. Chapter 2: Describe the four factors that directly influence voluntary individual behavior and Performance; Define personality and discuss what determines an individual’s personality characteristics; Summarize the “big five” personality traits in the five-­‐factor model and discuss their in1luence on organizational behavior; Describe self-­‐
concept in terms of self-­‐enhancement, self-­‐veri1ication, and self-­‐evaluation; Explain how social identity theory relates to a person’s self-­‐concept; Distinguish personal, shared, espoused, and enacted values, and explain why values congruence is important; Summarize five values commonly studied across cultures; Explain how moral intensity, ethical sensitivity, and the situation in1luence ethical behavior. Chapter 3: Outline the perceptual process; Explain how social identity and stereotyping influence the perceptual process; Describe the attribution process and two attribution errors; Summarize the self-­‐fulfilling prophecy process; Explain how halo, primacy, recency, and false-­‐consensus effects bias our perceptions; Discuss three ways to improve social perception, with speci1ic application to organizational situations; Describe the A-­‐B-­‐C m odel of behavior modi1ication and the four contingencies of reinforcement; Describe the three features of social learning theory; Outline the elements of organizational learning and ways to improve each element. Chapter 4: Explain how emotions and cognition (conscious reasoning) influence attitudes and Behavior; Identify the conditions that require and the problems associated with emotional labor; Describe the four dimensions of emotional intelligence; Summarize the consequences of job dissatisfaction in terms of the exit-­‐voice-­‐loyalty neglect model; Discuss the effects of job satisfaction on job performance and customer service; Distinguish affective and continuance commitment, and discuss their influences on employee behavior; Describe 1ive strategies to increase organizational (affective) commitment; Define stress and describe the stress experience; Explain why a stressor might produce different stress levels in two people; Identify five ways to manage workplace stress. Chapter 5: Diagram and discuss the relationship between human drives, needs, and behavior; Summarize Maslow’s needs hierarchy and discuss Maslow’s contribution to the field of Motivation; Summarize McClelland’s learned needs theory, including the three needs he studied; Describe four-­‐drive theory and discuss its implications for motivating employees; Diagram the expectancy theory model and discuss its practical implications for motivating employees; Describe the characteristics of effective goal setting and feedback; Summarize equity theory and describe how to improve procedural justice; Identify the factors that influence procedural justice, as well as the consequences of procedural justice. Chapter 6: Discuss the advantages and disadvantages of the four reward objectives; Identify several team-­‐ and organizational-­‐level performance-­‐based rewards; Describe five ways to improve reward effectiveness; Discuss the advantages and disadvantages of job specialization; Diagram the job characteristics model of job design; Identify three strategies to improve employee motivation through job design; Define empowerment and identify strategies to support empowerment; Describe the five elements of self-­‐leadership; Identify speci1ic personal and work environment influences on self-­‐leadership. 11 Chapter 7: Describe the six stages in the rational choice decision process; Explain why people have dif1iculty identifying problems and opportunities; Explain why people do not follow the rational choice model when evaluating alternative choices; Describe three ways in which emotions influence the selection of alternatives; Outline how intuition operates; Describe four causes of escalation of commitment; Describe four benefits of employee involvement in decision making; Identify four contingencies that affect the optimal level of employee involvement; Outline the four steps in the creative process; Describe the characteristics of employees and the workplace that support creativity. Chapter 8: Define teams and discuss their benefits and limitations; Explain why people are motivated to join informal groups; Diagram the team effectiveness model; Discuss how task characteristics, team size, and team composition influence team effectiveness. Summarize the team development process; Discuss how team norms develop, and how they may be altered; List six factors that influence team cohesion; Describe the three foundations of trust in teams and other interpersonal relationships; Discuss the characteristics and factors required for success of self-­‐directed teams and virtual teams; Identify four constraints on team decision making; Discuss the advantages and disadvantages of four structures that potentially improve team decision making. Chapter 9: Explain why communication is important in organizations; Diagram the communication process and identify four ways to improve this process; Discuss problems with communicating through electronic mail; Identify two ways in which nonverbal communication differs from verbal communication; Appraise the appropriateness of a communication medium for a particular situation based on social acceptance and media richness factors; Identify four common communication barriers; Discuss the degree to which men and women communicate differently; Outline the key strategies for getting your message across and engaging in active listening; Summarize three communication strategies in organizational hierarchies; Debate the benefits and limitations of the organizational grapevine. Chapter 10: Define power and countervailing power; Describe the five sources of power in organizations; Explain how information relates to power in organizations; Discuss the four contingencies of power; Summarize the effects of power on the power holder’s own performance and well-­‐being; Summarize the eight types of in1luence tactics; Discuss three contingencies to consider when deciding which in1luence tactic to use; Distinguish influence from organizational politics; Describe the organizational conditions and personal characteristics that support organizational politics; Identify ways to minimize organizational politics. Chapter 11: Debate the positive and negative consequences of conflict in the workplace; Distinguish constructive conflict from relationship conflict; Describe three strategies for minimizing relationship conflict during constructive-­‐conflict episodes; Diagram the conflict process model; Identify six structural sources of conflict in organizations; Outline the five conflict-­‐handling styles and discuss the circumstances in which each would be most appropriate; Summarize six structural approaches to managing conflict; Outline four situational influences on negotiations; Describe four skills of effective negotiators; Compare and contrast the three types of third-­‐party dispute resolution. Chapter 12: Define leadership and shared leadership; List the main competencies of effective leaders and discuss the limitations of the competency perspective of leadership; Describe the people-­‐oriented and task-­‐oriented leadership styles; Outline the path-­‐goal theory of leadership; Summarize leadership substitutes theory; Distinguish transformational leadership from transactional and charismatic leadership; Describe the four elements of transformational leadership; Describe the implicit leadership perspective; Discuss similarities and differences in the leadership styles of women and men. Chapter 13: Describe three types of coordination in organizational structures; Justify the optimal span of control in a given situation; Discuss the advantages and disadvantages of centralization and formalization; Distinguish organic from mechanistic organizational structures; Identify and evaluate the six pure types of departmentalization; Describe three variations of divisional structure and explain which one should be adopted in a particular situation; Diagram the matrix structure and discuss its advantages and disadvantages; Compare and contrast network 12 structures with other forms of departmentalization; Identify four characteristics of external environments and discuss the preferred organizational structure for each environment; Summarize the influence of organizational size, technology, and strategy on organizational structure. Chapter 14: Describe the elements of organizational culture; Discuss the importance of organizational subcultures; List four categories of artifacts through which corporate culture is deciphered; Identify three functions of organizational culture; Discuss the conditions under which organizational culture strength improves organizational performance; Compare and contrast four strategies for merging organizational cultures; Identify the four strategies for changing or strengthening an organization’s culture; Apply attraction-­‐selection-­‐attrition theory to explain how organizational culture strengthens; Describe the stages of organizational socialization; Explain how realistic job previews assist the socialization process. Chapter 15: Describe the elements of Lewin’s force field analysis model; Outline six reasons why people resist organizational change; Discuss six strategies for minimizing resistance to change; Outline the conditions for effectively diffusing change from a pilot project; Describe the action research approach to organizational change; Outline the “Four-­‐D” model of appreciative inquiry and explain how this approach differs from action research; Explain how parallel learning structures assist the change process; Discuss three ethical issues in organizational change. APPENDIX B: Required Connect Materials for the Course What you need: You will be required to have materials from McGraw-­‐Hill Education, which include the textbook content and CONNECT (which houses Learnsmart, your adaptive online study tool). Where and How to Get It: Student Options for Purchasing AND Registering Into the Course Bookstore: Your bookstore has this package which includes the print book and the Connect Code. (The Connect code you will need to access the online study modules is included in the package.) To register you follow the same steps as below but you enter your code. OR: Online: All DIGITAL. You can purchase Connect or Connect Plus (no print book, Ebook and access to all the Connect/Learnsmart content) directly from the course website. Go to Blackboard and click on the LearnSmart Chapter Assignments tab. The first time you link to a LearnSmart Connect Assignments within your course web site, it will request an access code. If you purchased one of the packages that includes Connect, the access code will have come with your text. If the access code was not included with your text you can purchase it the first time you link from within Bb to a LearnSmart Assignment. Click the “Register Now” Button. Enter your email address. Enter your access code, select “Buy Online” iif you don’t have an access code. Complete the registration form, click “Submit” 13 EXAMPLE: SUPPORT: If you need any Technical Support (forgotten password, wrong code, etc) please contact McGraw-­‐Hill Education Customer Experience Group at (800) 331-­‐5094 (Please be sure to get your case number for future reference if you call the CXG line.) FAQs: http://www.connectstudentsuccess.com/ APPENDIX C: LearnSmart Benefits Also see: http://learnsmartadvantage.com/students/benefits/ The market-­‐leading adaptive study tool proven to improve grades and designed to maximize productivity and efficiency in learning Helps convert knowledge to long-­‐term memory through deliberate practice Prioritizes key learning objectives to ensure that every minute spent studying is valuable Everyone learns differently, but when it comes to school, we all have similar goals: to get better grades and retain more knowledge. That’s why we created the LearnSmart Advantage suite of products – the most widely used adaptive education tools available today. LearnSmart Advantage was designed to help students like you make the most effective use of your study time and achieve academic success. Available in a wide array of subject areas, the suite of adaptive learning products helps you get a baseline understanding of what you know – and what you don’t – and then builds a personalized plan for success. BOOST GRADES: Studies have proven that LearnSmart, the engine that powers all LearnSmart Advantage products, is effective in boosting students’ grades at least one letter, almost regardless of the starting point. It’s the smartest way to get from B to A. MAXIMIZE STUDY TIME: An at-­‐a-­‐glance view of strengths and weaknesses helps students gauge progress, pinpoint problem areas and guide their efforts moving forward. With LearnSmart Advantage you’ll know what you know and what you don’t – ensuring that your time spent studying is the most efficient and productive time possible. IMPROVE MEMORY RECALL: By providing interactive content at crucial points in the learning process, the LearnSmart Advantage platform recharges key concepts right before you’re about to forget them. It simply never lets students forget. INCREASE RETENTION: By keeping students engaged and instructors aware, LearnSmart Advantage forges a strong connection between student and teacher that helps significantly improve retention and pass rates. 14