MANA 6100 Organizational Behavior Syllabus, Final Version
Fall 2014
Instructor: Moira J. Kelly
Phone: 262-679-6529
Office Hours: After class sessions, and other times and place by mutual agreement
E-mail Address: moira.kelly@marquette.edu; kellyconsulting@wi.rr.com (this email will get to me faster
than the MU address.)
I will respond to all email and phone messages within 24 hours. D2L is the only place online for course
management materials, postings, drop-box, and notices. Students can use Marquette Outlook mail, or
other email providers such as yahoo, g-mail, and the like should the student prefer.
Textbook: Essentials of Organizational Behavior by Stephen P. Robbins and Timothy A. Judge, 12 th
Edition, Pearson. This book is available from the bookstore and online in various sites.
We will also use several case studies from the Harvard Business School. You must first register on the site
before you can download the cases. To obtain the first six case studies, go to the following site for
purchase: https://cb.hbsp.harvard.edu/cbmp/access/28086918
COURSE OBJECTIVES
The field of Organizational Behavior is concerned with people, and how they interact within work
organizations. As such, we will focus on "people problems" in organizations. This course is designed to
provide students with a broad exposure to topics and issues of importance to managers of organizations.
We will look at and analyze the intersection of the administrative process and the organization in attaining
goals in various environments. We will discuss determinants of group and organizational performance, with
consideration given to the intergroup processes, complex processes, and the behavioral consequences of
organizational structure. The course is designed to look at theory of organizational behavior as well as
applications to current events, analysis of specific business models, and the acquisition of related skills to
be effective in organizational situations.
This course will aim to provide students with the ability to:
 develop an understanding of the psychological and sociological theories that help explain behavior
and functioning of organizations
 relate these theories to everyday organizational life to help prepare you for your careers in
organizations
 diagnose issues in organizations and develop practical, effective recommendations to resolve those
issues
CLASS STRUCTURE
There will be four segments to each class.
Segment 1: Reviews of assigned chapters, with lecture highlights on the most important elements.
This may be augmented by PowerPoint presentation or other audio-visual means.
Segment 2: Entire class group discussion on how organizational behavior is manifested in current
events. Students will be required to bring in at least one example of an OB topic that is relevant in current
events and be prepared to briefly describe the example and explain its relevance to the topic of the week.
Examples can be drawn from legitimate news sources in print, broadcast, or digital media and may cover
stories about local, national, or international situations in governmental or business applications (including
sports and entertainment businesses).
Segment 3: Case study discussion. Students will be divided into 3 groups. One student will be the
discussion leader for each group. The 3 groups will discuss and analyze the case study assigned to that
class session, and the group leader will present a summary of the discussion to the entire class at the end of
the segment.
Segment 4: Skills Acquisition. Each class session will have a specific skill that is important to the
success of any one working with organizational issues. Examples include but are not limited to
understanding listening styles to improve communication, enhancing negotiation abilities, and resolving
coworker disputes. In this segment, the class will have the opportunity to learn or improve these vital
business skills that are relevant to applying organizational behavior knowledge to specific situations.
CLASS POLICIES
1. Come to class prepared for each of the four segments in each class.
2. You cannot participate if you are not present. This is a condensed semester and missing even one class is
missing a lot of participation. Missing more than one class is unacceptable except for an extreme
emergency. If you do not think you can attend the sessions of this class, you might consider whether you
should take the course in another semester’s offerings. You should let me know ahead of time if you will
not be able to attend all or part of one class. Given the nature of the course layout, it is very difficult to
make up a lost session. One realistic impact to consider will be a reduction in points for participation. (See
the section on participation points below)
3. Class participation is critical if this course is to succeed and if you want to maximize your grade points.
Class participation means quality of your interaction, not just quantity.
4. We will all respect opinions that differ from our own.
5. Please inform me as soon as possible if you have any conditions that may limit or affect your ability to
participate in this course so that we can make necessary arrangements. You may also contact the Office of
Student Educational Services (OSES), in AMU 317 (414-288-3270) for more information (see also:
http://www.marquette.edu/oses/).
6. Cell/smart phone use and personal work on laptops or tablets is allowed only during class breaks. Please
silence your personal technology so that it is not disruptive to others.
GRADES AND ASSESSMENTS
Please submit your work to the D2L drop box. You will be receiving your points on a “collect as you go”
basis. If you want to discuss any component of your graded assignments, you must do so within one week
of receiving the points or accept the points in their entirety. All written assignments are subject to
submission to a plagiarism detection service such as ‘Turnitin’.
Written work will be evaluated using these criteria:
1.
Content: comprehensive, appropriate, original, quality work.
2.
Organization: coherent and logical.
3.
References: References used are clearly documented.
4.
Writing: Appropriate grammar, spelling, etc.
Assignment
Maximum total points
Class participation
Discussion Leader
Individual Case Study Write-ups
Group Case Exercise
Corporate Policy/Procedure
Application of Org Behavior to Movies
TOTAL
Maximum 25 pts per class
Leading one case discussion
2 of your choosing at 50 pts each
All members of team get same pts
See detailed notes
See detailed notes
200
100
100
200
200
200
1000
CLASS PARTICIPATION
Classroom participation includes attendance; frequency, accuracy and insight regarding contributions;
working cooperatively with fellow students, preparation for class discussions; reading, understanding and
completing assignments and actively engaging in skills acquisition activities. After each class I will do a
general overall evaluation of the session and assign each student between 25 and 0 points for the session
as follows:
a. The student was not present, or was not at all engaged. (0)
b. The student seemed aware of what was going on and did not participate beyond basic responses
to discussion and/or activities. (10)
c. The student was prepared in the context of the material of the text and readings and did
participate at least once in the class discussion; the student followed instructions for skill
acquisition activities and offered limited commentary about them. (15)
d. The student was quite well prepared in terms of the material, and stated multiple points or
positions in an articulate manner; the student had relevant commentary about skills acquisition
exercises. (20)
e. The student was not only well-prepared in terms of the case and the theoretical material of the
course, but also integrated comments of his or her fellow students and sometimes led the
discussion; the student made insightful commentary about skills acquisition exercises and
demonstrated clear understanding as to how the skills acquisition exercises are linked to other
class events, readings and discussions. (25)
I will share class participation points with each student individually each class session for the week before.
MAXIMUM POINTS: 200
CASE DISCUSSION LEADER
Each student will be responsible for leading a small group in a discussion about one of the case studies.
Preparation will include:
Summary of the situation
Clear discussion of the theoretical foundation(s) of the issue
Outline of the issues both from the class and the case that you expect to cover
Method you’ll use to involve the whole group in the discussion
We will determine the case assignments in the first week of class. Students will be graded on the
presentation of the case summary, leading the group in an engaging discussion that brings out the key
points, and an outline of the issues intended to be discussed in the facilitation. I will observe how you
interact with your group. A one-page outline of your plan for the facilitation will be turned in before you
start, and you will also submit a self-reflection and analysis of your work, which is due no later than the
start of the following class session. You will receive your points total within two weeks of the session you
lead.
MAXIMUM POINTS: 100
INDIVIDUAL CASE STUDY ANALYSIS
You will pick 2 of the case studies we are using and will write up an analysis of these two cases. Please
follow the Written Case Analysis Format that will be posted on D2L. You will receive your points totals
within two weeks of the time you submit each analysis.
MAXIMUM POINTS: 100 (50 for each case maximum)
GROUP CASE EXERCISE
There will be one group case exercise that will use one of the HBS studies. The class will be divided into
three or four teams, depending on final class size. This is a timed activity and each group must complete a
Written Case Analysis and a presentation it will give of its findings. The presentation itself will not occur
during the timed activity, but will be done the following week. You will receive your points totals soon after
the last class. Each group will be scored as one unit. In other words, one person in a group will receive the
same number of points as all others in that group. Of the maximum 200 points, a maximum of 150 points
will be given for the written analysis of the case, and a maximum of 50 points will be given for the group
presentation the following week.
MAXIMUM POINTS: 200
SAMPLE POLICY AND PROCEDURE
In this assignment, you’ll be asked to draft a policy and its procedure for an organization. These procedures
are what you would suggest to help the organization become more effective, based on the principles we
cover in the class and that are outlined in the text. Each policy and procedure must contain the following
elements:
1.
2.
3.
4.
5.
6.
why this is needed (policy)
organizational values you want to reinforce (policy)
definition of terms (procedure)
assignment of responsibilities (procedure)
the procedure or process itself
how exactly will it work
what might go wrong
how you’ll adapt for changes, if needed
how it relates to other procedures
the training materials or other communication pieces that will introduce this to employees.
It is critical that you do NOT replicate any procedures from current or past employers, since that would be
plagiarism. You may refer to them for what a procedure looks like, but do not use them in any other form.
The purpose of the exercise is to have you try your hand at actually creating company policy and
procedures and to think through each of those steps.
Topic areas for sample procedures:
Reporting ethical issues
Reducing employee tardiness
Establishing an employee attitude survey
Rewarding employee loyalty and initiative
Resolving internal conflict (employee-to-employee disputes)
Creating a communications procedure for internal company news and issues
How to select leaders for work teams
Creating flexible work schedules
Insuring that job performance reviews are completed
Bringing new hires into the organization
Reducing workplace stress
You will receive your points total within two weeks from the time the policy and procedure is turned in.
MAXIMUM POINTS: 200
MOVIE ANALYSIS
You will select a movie from an established list and will write an analysis from the perspective of
organizational behavior, focusing on the theories covered in class and the implications of your findings for
other organizations. In a way, this is a cumulative “final” for the class. You will need to analyze the film and
draw implications from it. You should assess the various aspects of organizational behavior, as discussed in
class and the text, which are found in the movie. The focus is on the integration of concepts from the class,
not on a review of the movie itself. The following list shows the kind of topics that could be addressed.
Please note this is not an all-inclusive list, and not all topics will be in every movie.
General overview of culture/team/organization portrayed in the movie
Organization of team or organization, including work design and group structure
Team development and interaction issues (selection, development, and roles)
Individual issues (personality, ability, and values)
Leadership style(s) used
Decision-making style or technique used
Use of informal and formal power
Conflict resolution techniques
Motivational factors – rewards and recognition
Value of creativity, innovation, and diversity
Experience with change and how it was handled
Training, learning, and education used and their value
Synthesis of organizational behavior topics
Lessons learned by the student
Potential future applications in other organizations
I anticipate that the written paper will be approximately 10-15 pages long. You will receive your points
totals soon after the last class.
MOVIES SELECTION LIST
Das Boot
Working Girl
The Great Escape
Lord of the Flies
Wizard of Oz
Wall Street
Star Wars- The Empire Strikes
Back
Apollo 13
How to Succeed in Business
Without Really Trying
Gladiator
All the President’s Men
Lord of the Rings
Toy Story
Henry the 5th (Branagh version)
The Bridge on the River Kwai
A Bug’s Life
Chicken Run
12 Angry Men
Glory
The Firm
West Side Story
Stalag 17
Boiler Room
MAXIMUM POINTS: 200
GRADING SYSTEM
I will use the following grading system (outlined below) in setting grades from the grades I assign for the
assignments. Therefore, if you average 93-100% you will receive an A in this class, even if everyone in the
class is in this range.
93 – 100 A
88 – 92.99 AB
83 – 87.99 B
78 – 82.99 BC
73 – 77.99 C
below 73 F
ATTENDANCE
The Marquette University Graduate School of Management considers regular class attendance an
important component of the learning process. Students are expected to attend scheduled class meetings;
excessive absences may have adverse consequences, ranging from a lowered course grade to forced
withdrawal from the course. Excessive absence is generally defined as missing more than 10-15 percent of
the regularly scheduled class time. Because of the nature of the unique scheduling for this course, it is
extremely difficult to “make up” any lost class. There is a significant amount of participation in each class,
as well as information necessary for successful completion of assignments.
In the event of bad weather, the Office of the Provost makes the decision to cancel classes. Please look for
official announcements about the status of the University.
COLLEGE OF BUSINESS ADMINISTRATION MISSION AND ASSESSMENT
The fundamental mission of the College of Business Administration is to provide a quality education
grounded in Catholic, Jesuit intellectual values. Students are expected to learn how to function effectively
in a diverse and global economy so that they may develop into ethical and socially responsible global
leaders and responsible members of their organizations and communities. As one of many methods of
assuring that the goals of our educational mission are successfully met, the college regularly and
systematically engages in the assessment of these competencies.
Students in the Bachelor of Science in Business Administration program are assessed on their ability to
reason ethically, communicate effectively, analyze critically, and understand local, national and global
business and cultural issues. Students in our MBA programs are also assessed on their competency to
communicate effectively, reason ethically and apply critical thinking, as well as their capacity to
comprehend the global strategic issues of firms and perform fundamental activities of business managers.
Students in our other graduate programs are assessed on specific competencies related to their disciplines.
Assessment takes place each semester in all programs and settings using quantifiable measures; that
information is gathered and analyzed information to help continuously improve the educational process.
The College of Business Administration is dedicated to successfully providing a quality education for all
students. Assessment is the continuous improvement process of evaluating our success. More information
on assessment can be found at (http://www.marquette.edu/assessment/) or in the assurance of learning
tabs under http://business.marquette.edu/academics/assurance-of-learning-graduate
The College’s MBA program learning goals are:
i.
Perform the fundamental activities of business
ii.
Communicate effectively in business settings
iii.
Comprehend global strategic issues of a corporation
iv.
Apply ethical reasoning to business situations
Each undergraduate major also has a unique program goal and associated learning outcomes that must be
assessed each semester. In addition, graduate programs other than the MBA program have their own
program goals and associated outcomes also assessed each semester. Please contact your department
chair, the Executive Associate Dean, the various graduate program directors, or Noreen Lephardt in the
Economics Department, the faculty representative to the University’s Assessment Committee, for more on
our assessment process and how this might be discussed as part of your course syllabus.
STATEMENT ON ACEDEMIC INTEGRITY
We, the scholars of Marquette University, recognize the importance of personal integrity in all aspects of
life and work. We commit ourselves to truthfulness, honor, and responsibility by which we earn the respect
of others. We support the development of good character in our academic community, and commit to
uphold the highest standards of academic integrity as an important aspect of personal integrity. Our
commitment obliges us as students, faculty, and staff to conduct ourselves according to the Marquette
University Honor Code set forth below. We do this in pursuit of Marquette University’s mission, which is
the search for truth, the discovery and sharing of knowledge, the fostering of personal and professional
excellence, the promotion of a life of faith, and the development of leadership expressed in service to
others.
Students are asked to commit to academic integrity through the following honor pledge.
I recognize the importance of personal integrity in all aspects of life and work. I commit myself to
truthfulness, honor, and responsibility, by which I earn the respect of others. I support the development
of good character, and commit myself to uphold the highest standards of academic integrity as an
important aspect of personal integrity. My commitment obliges me to conduct myself according to the
Marquette University Honor Code.
The honor code obliges students:
1. To fully observe the rules governing exams and assignments regarding resource material, electronic
aids, copying, collaborating with others, or engaging in any other behavior that subverts the
purpose of the exam or assignment and the directions of the instructor.
2. To turn in work done specifically for the paper or assignment, and not to borrow work either from
other students, or from assignments for other courses.
3. To give full and proper credit to sources and references, and to acknowledge the contributions and
ideas of others relevant to academic work.
4. To report circumstances that may compromise academic honesty, such as inattentive proctoring or
premature posting of answers.
5. To complete individual assignments individually, and neither to accept nor give unauthorized help.
6. To accurately represent their academic achievements, which may include their grade point
average, degree, honors, etc., in transcripts, in interviews, in professional organizations, on
resumes and in the workplace.
7. To report any observed breaches of this honor code and academic honesty.
Academic integrity is a matter of great importance to the entire Marquette community and as such the
honor code obliges others on campus as well.
The honor code obliges instructors:
1. To monitor and design exams and assignments so that honest students will not be disadvantaged
by other students who might choose to cheat if given the opportunity.
2. To report circumstances that may compromise academic honesty, such as inattentive proctoring or
premature posting of answers.
3. To follow all published procedures regarding cases of academic misconduct.
4. To report any observed breaches of this honor code and academic honesty.
The honor code obliges researchers:
1. To give full and proper credit to sources and references, and to acknowledge the contributions and
ideas of others relevant to research.
2. To conduct research experiments according to professional standards of objectivity
conscientiousness, reliability and transparency.
3. To conduct all experiments according to professional ethical standards, and, when applicable, to
submit all proposed investigations to the relevant oversight bodies.
4. To provide sufficient documentation of research methodology so that other researchers in the field
may replicate work.
5. To observe all duties required by copyright and patent regulations.
6. To follow all published procedures regarding cases of personal and academic misconduct.
7. To report any observed breaches of this honor code and academic honesty.
The honor code obliges staff:
1. To interpret procedures and regulations in the spirit of furthering the highest standards of personal
and academic integrity.
2. To report circumstances that may compromise academic honesty, such as inattentive proctoring or
premature posting of answers.
3. To follow through on reporting, punishment, and record-keeping on all incidents of personal and
academic misconduct.
4. To follow all published procedures regarding cases of personal and academic misconduct.
5. To report any observed breaches of this honor code and academic honesty.
Students caught cheating on a written assignment will at a minimum receive a zero for that assignment
and, depending on the nature of the infraction, the student may be subject to further action taken by the
University. The Dean’s Office has the authority to assign a failing grade for cheating. Academic dishonesty
or “cheating” refers to any attempt to gain an advantage that is not available to other students, or an
attempt to give another student such an advantage.
Plagiarism is often a less obvious form of cheating, but is as serious. Plagiarism, in general, is representing
the work of another person as your own. The most obvious form of plagiarism is directly using another
person’s text without quotations or making reference to the original work. However, plagiarism also
includes representing another’s ideas as one’s own, even if they are reworded, without making reference
to the original source from which those ideas come. Quoting work and making reference to another’s work
in the correct form is not always easy to do. When in doubt, always try to make reference to a source from
which the ideas or quotes have come. An attempt to do this, even if it is not in an established format, is a
good safeguard against being accused of plagiarism. This summary of plagiarism and cheating (paragraph
above)was listed in Prof. Cotton’s syllabus for another MANA 6100 course and I thought it exactly stated
my own views.
EMERGENCY PLANS
Every Marquette University campus building has emergency shelter and evacuation plans. Please
familiarize yourself with the plans of each building in which you take classes or attend meetings. Make sure
to note the routes to the lowest level of the buildings for shelter during inclement weather, as well as exits
from the buildings in the event of fire or other emergency.
CLASS SCHEDULE
August 23 2014
Introduction and Why We Study Organizational Behavior
Readings: Robbins & Judge, Chapters 1 -3
Topics: Introduction, Diversity, Attitude, Job Satisfaction
HBS #1 Case Study Martha Rinaldi: Should She Stay Or Should She Go?
August 30, 2014 No Class Because of Labor Day Weekend
September 6, 2014
Readings: Robbins & Judge, Chapters 4-6
Topics: Emotion, Moods, Personality, Values, Perception, Decision-Making
HBS #2 Case Study Jamie Turner at MLI, Inc.
September 13, 2014
Readings: Robbins & Judge, Chapters 7-9
Topics: Motivation, Group Behavior,
HBS #3 Case Study Robin Ash and Printzlof Press
September 20, 2014
Readings: Robbins & Judge, Chapters 10-12
Topics: Teams, Communication, Leadership
HBS #4 Case Study Ron Ventura at Mitchell Memorial
September 27, 2014
Readings: Robbins & Judge, Chapters 13-14
Topics: Power, Politics, Conflict, Negotiation
HBS # 5 Case Study Kay Sunderland: Making the Grade at Attain Learning
Policy/ Procedure Paper Due
October 4, 2014
Readings: Robbins & Judge, Chapters 15-16
Topics: Organizational Structure; Organizational Culture
HBS #6 Case Study Rebuilding a Global Team: Tariq Khan at Tek
October 11, 2014
Group Exercise Event with customized case study
October 18, 2014
Readings: Robbins & Judge, Chapter 17
Topics: Change , Stress
Group Exercise Event Presentations
Movie Analysis Paper Due
WRITTEN CASE ANALYSIS FORMAT*
* * * Read this carefully!* * *
The format below should be used for your case analyses. Some cases require specific questions to be
addressed for the future, while other cases are in the format of a retrospective look at the situation. For
cases in which some of the incidents may have already occurred, consider what alternatives could have
been considered or what might have caused the situation to have turned out differently (i.e., more
successfully). In either case (retrospective or future-oriented), there is a general model that is typically
followed. For this class, you will be required to utilize this approach, making sure that issues raised in
the specific case are fully considered and integrated.
A. Identify the core problems. You must first separate cause from effect by showing how the problem
has led to the specific symptoms. For example, if in the case employee turnover is high and absenteeism
is increasing, are these problems? Is it possible that poor working conditions and low pay are
undermining morale and dissatisfaction?• Might these factors, in turn, contribute to employee turnover
and absenteeism, making them the actual core problems? Attempting to map the suspected causal linkage
strengthens your analysis and allows you to identify solutions that may effectively overcome the
problem(s). Make sure to clearly and succinctly state what you believe to be the core problem(s) in each
case. This is the most important part of the case analysis. and should be adequately addressed. Failure to
be clear about what you believe to be the core problem(s) will result in a loss of points.
B. Develop alternative solutions. Please specify three potential solutions. Do not evaluate these
solutions at this stage; rather, briefly discuss what each would entail. You will evaluate each potential
solution at a later stage.
C. Specify the decision criteria (benchmarks) by which each solution will be judged. No organization
can implement everything at the same time. In reality, some criteria will be more important than others.
You need to clearly distinguish what the relevant factors are that managers must consider when
evaluating each alternative. For example, is cost a factor (in almost every situation, cost will be a factor)?
What about speed or timeliness, problem resolution, sufficient authority to implement, or possible
unintended, detrimental consequences? Is the alternative viable (sufficient, feasible, and realistic?). Do
not gloss over this section, as this is the most important criteria for determining the solution to be
recommended.
D. Choose action (preferred solution) after comparing the solutions with the decision criteria. Each
alternative should be compared to the same benchmarks. This means that each and every solution must
be subjected to the scrutiny of each and every decision criteria you identify. Then, after you have
carefully thought through each alternative, summarize your discussion in this section.
E. Develop an action plan. This does not need to be extensive; rather, briefly describe what is to be
done, who is to do it, when will the specific steps be taken, and how the plan will be implemented. How
will the people get what they need to implement your solution (e.g., human and financial resources,
additional space, authorization, power, training)? Why hasn't the organization already done what you
have recommended?
F. Discuss how the organization can evaluate the effectiveness of your solution. Again, this does not
need to be a lengthy discussion. Briefly describe how one will be able to tell if the problem has been
resolved. When and how should this be measured? Will this solution potentially lead to new problems in
the future? How will these problems be forestalled?
Make sure to provide an introduction and a conclusion in all case analyses. The introductions should
clearly state the objectives of the analysis and what you will accomplish. The conclusion should
demonstrate how your objectives were met. A full and complete reference list of ALL sources cited must be
provided at the end of each paper.
HELPFUL HINTS FOR WRITTEN CASE ANALYSES
AND BUSINESS WRITING IN GENERAL*
1.
The strongest papers integrate material from course concepts, tools, and readings to the greatest
extent possible. This is the foundation for a strong argument and is usually more credible than one's own
opinion.
2.
Since we are all familiar with the case, it is unnecessary to repeat case facts. Instead, case facts
should be used to support your arguments or alternatives and to provide justification for what you are
suggesting.
3.
Be sure to show how your solution resolves the main problem(s) you have identified. It is important
to clearly link the solutions you propose to the specific issues raised throughout the paper.
4.
Please eliminate pat phrases, such as "talk is cheap" or "this is as good as it gets." These types of
phrases add no value to business writing and only detract from the message you are trying to convey.
Instead, use specific words with concrete meanings and avoid buzzwords.
5.
Do not use sexist language; do use care to avoid spelling, grammatical, and punctuation errors.
Incomplete and run-on sentences do not communicate your ideas clearly or in a persuasive manner.
6.
Use tentative or soft tones. It is better to use such phrases as "x will likely cause z" or "this may
affect that," rather than "this will result in that," since it is unlikely that you can guarantee what the end
results of different actions will be.
7.
Solid business writing includes proper writing styles, including introductory and summary
paragraphs, citations (when appropriate), and transitions between one section and another. An
introduction is always necessary to tell readers about the specific objectives of the paper. Make sure to use
phrases such as, "This paper will .... " or "This paper will examine the issues related to HP's employee
dissatisfaction and propose ....” A final paragraph should also be included that summarizes how the paper
met those objectives (e.g., "This paper addressed the core problems that led to XYZ experiencing ...” ).
8.
Avoid using the word "feel" in any form of professional business writing. Use of the word "feel" is
appropriate only when the sentence expresses an emotion. ("I feel sad.") Use the words "believe" or
"think" when something cognitive is being expressed. We rarely "feel" that people should do something.
More correctly, we "believe" or "think" that people, companies, and others should do something. Adjust
your writing accordingly.
9.
Make sure to put page numbers on all but the first page.
10.
It is absolutely critical that you cite work and ideas that are not uniquely your own. Without proper
citations, you are plagiarizing someone else's work. Please use APA style for in-text citations and for
formatting your reference list. The library has a citation manual for your reference, or you may purchase
one in most bookstores. A handout is also available in D2L and from your instructor.
11.
Limit the text of your write-up to no more than 6double-spaced, type-written pages, with no more
than one-inch margins on the top, bottom and both sides. Please use a normal or typical 12-point font
(nothing fancy) to maintain consistency and avoid manipulation of page length. Cases should be submitted
electronically, but must be in Microsoft Word format, and must not exceed the requirements listed herein.
12.
Please put your name on the last page of the document so I do not know whose paper is being
graded until the end of the analysis.
Failure to adhere to these guidelines can result in a reduction in overall points for the assignment.
*The Format and Helpful Hints were originally obtained from a class taught by Dr. Bonnie O’Neill.