course syllabus
b l e n d e d
m o d e l
instructor version
evening classes
Organizational
Behavior
MGT 320
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Cover
about
expectations
resources
course
overview
learning
outcomes
Benedictine Hallmarks 2011-2012
STABILITY  STEWARDSHIP
IDEA
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course syllabus
Addresses the educational
needs of adult students by
developing and providing
engaging, relevant and
accelerated programs.
blended model
MGT 320
Enhances scholarship,
leadership skills, social
responsibility, and promotes
life-long learning.
Provides high-quality, easily
accessible educational
opportunities for adult
learners.
Enables adults to earn
specific undergraduate and
graduate degrees while
maintaining their personal and
professional commitments.
Organizational Behavior
instructor version
Develops new degree and
non-degree programs that
address the expressed needs of
the professional community.
content links index
about this document
about Moser College
about blended learning
hallmarks of a Benedictine education
student expectations
attendance policy
financial aid
submission of work
library resources
services for students with disabilities
Academic Honesty Policy
APA formatting and style
netiquette
course overview
required textbooks
grading scale
IDEA objectives
IDEA description
learning outcomes
course schedule
Moser College Mission
Statement: Moser College
embodies the values of respect,
excellence, collaboration, and
professionalism. We are
committed to delivering
innovative and dynamic
programs designed for adult
students who are dedicated to
enhancing their professional,
local, and global communities.
Moser College Vision
Statement: To be one of the
premier university colleges in
the nation.
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience
Discipline  Humility  Stewardship  Hospitality  Community
Benedictine
University
home
about
expectations
Margaret and Harold Moser Center
1832 Centre Point Circle
Naperville, IL 60563
resources
course
overview
learning
outcomes
Phone: (630)schedule
829-6289&
IDEA
sessions
Fax: (630) 829-1375
moser college mission and vision
2
Content Links
Organizational Behavior | MGT 320
About Your Program at Benedictine University – Moser College
About This Document
This is a hypermedia document – it has been built to mimic navigation on the
web. This document can also be viewed as a presentation or it can be printed
like a traditional document. We use this sort of document because it allows for
navigation links (hyperlinks) to text, graphics, audio/video, and the web. This
type of document also allows you to navigate in a nontraditional, nonlinear way
– by following the page links you are not bound to read or flip through the
document in any sort of order. This is yet another example of Moser College’s
commitment to advancements in technology and blended learning.
About Moser College
The Moser College of Adult & Professional Studies delivers its curricular
programs in a specifically designed structure deliberately oriented for working,
adult learners. The Moser College is committed to providing a learning
environment which extends beyond the classroom and is designed specifically
to meet the needs of its students and their employers by bringing a quality
educational experience without requiring the student to relocate or travel
extensively beyond their home area. Benedictine University's Moser College of
Adult & Professional Studies is fully accredited by the Higher Learning
Commission of the North Central Association of Colleges and Schools*.
* web path
Benedictine Univ
Academic Programs
Moser College
About Blended Learning
Blended learning is the integration of different learning environments: mainly the
online format with the face-to-face format, but may also include mobile learning.
Blended learning, also referred to as hybrid learning, relies on both the advantages
of digital/technology innovation and the methods of face-to-face instruction. At
Moser College, we use blended learning by combining asynchronous online
classroom sessions with a face-to-face classroom environment. We alternate
between the online session and the face-to-face session in 5-week courses, with
the A session being face-to-face and the B session being online.
hallmarks of a Benedictine Education:
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
3
About
Organizational Behavior | MGT 320
The Ten Hallmarks of a Benedictine Education
A Benedictine Education
Based on the Rules of Saint Benedict, a Benedictine
Education is based on the Benedictine Wisdom
Tradition that sets as its goals the transformation of the
Human mind AND Heart and has at its foundation “The
Ten Hallmarks of a Benedictine Education”.
The Ten Hallmarks
Each academic year Moser College will be celebrating
two of the Hallmarks. This academic year 2011-2012,
the Hallmarks Stability and Stewardship have been
chosen. The ten hallmarks are:
1. Love of Christ and Neighbor
2. Prayer: a Life marked by liturgy, lection and
Mindfulness
3. Stability: commitment to the daily life of this place,
its heritage and tradition
4. Conversatio: the way of formation and
transformation
5. Obedience: a commitment to listening and
consequent action
6. Discipline: a way toward learning and freedom
7. Humility: knowledge of self in relation to God,
others and creation
8. Stewardship: responsible use of creation, culture
and the arts
9. Hospitality: openness to others
10. Community: call to serve the common good
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Portrait (1926) by Herman Nieg
(1849–1928); Heiligenkreuz Abbey, Austria
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outcomes
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
4
Hallmarks
Organizational Behavior | MGT 320
Student Expectations
Expectations of Students
In order to get the maximum use of the time available, it is expected that you
will:
•
Read the material to be covered in the class and complete required
assignments prior to attending the class/session;
•
Arrive/login to class/session prepared to participate actively;
•
Be prepared to actively participate in the collaborative activities of each
class/session; and
•
Always feel free to seek additional help from the instructor when the need
arises.
Attendance Policy
Students may not miss more than 25% of the live classroom sessions. Doing so
will result in an F for the course.
financial aid information
Submission of Work
All assignments are to be submitted into Desire 2 Learn (D2L) unless otherwise noted by instructor.
Assignments must be submitted by due date. Any assigned work submitted late for any unexcused
reason will receive a lowered grade. Please refer to your instructor’s late work policy located in D2L.
In the event that you miss an examination for due cause, arrangements must be made with the
instructor for a make-up examination. Important criteria concerning the submission of work:
•
Make-up examinations may differ from the original class examination.
•
Per University policy, assignments cannot be accepted by an instructor after the last day of the course.
•
Only discussions threads posted by 11:59 pm CST on the due date will count for grading purposes.
information concerning netiquette:
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
5
Expectations
Organizational Behavior | MGT 320
Financial Aid Information
Applying for Financial Aid
A college education is one of the largest financial investments a family will make. We believe that an education
from Benedictine University will provide valuable returns throughout a student's lifetime. The Office of Financial
Aid is dedicated to helping students and their families make a Benedictine University education affordable. We
view the process of financing an education as a partnership. Although the student and his/her family have primary
responsibility for meeting college costs, Benedictine University, as well as the federal and state governments have
a variety of financial aid programs available to students who need financial assistance.
Types of Financial Aid
Benedictine University's Office of Financial Aid administers a variety of federal, state
and institutional programs of student financial assistance. All financial aid recipients
must maintain satisfactory academic progress in accordance with the published,
"Satisfactory Academic Progress Policy for Financial Aid Recipients.“
•
After completing the financial aid application process, the student will receive a
financial aid award notification letter. The award letter will include the
program(s) that the student is eligible to receive and the award amount(s).
•
Grants/Scholarships - Grants and scholarships are considered to be gift
assistance. This means the awards do not have to be repaid.
•
Loans - Loans are considered to be a form of self-help assistance. Loan programs
provide funds for educational purposes and are paid back with interest.
•
Employment - Part-time jobs on campus are available to students through the
University and Federal Work-Study program. Students working on campus
receive a bi-weekly paycheck.
•
Applying for Financial Aid – All students applying for financial aid are asked to
complete the Free Application for Federal Student Aid (FAFSA).
FAFSA – Free Application for Federal Student Aid
The FAFSA is required for all federal, state (Illinois residents) and Benedictine University need-based assistance.
It should be completed as soon as possible after January 1st. Applying online with FAFSA on the Web at
www.fafsa.gov is faster and easier than using a paper FAFSA. Have your completed U.S. Federal Income Tax
returns readily available when completing the FAFSA. Include Benedictine University's school code:
001767 so the results of your FAFSA application will automatically be sent to our financial aid office. Sign you
FAFSA with a Federal Student Aid PIN. Apply for a PIN at www.pin.ed.gov. If you are providing parent
information, one parent must also sign you FAFSA.
home
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course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
6
Financial Aid
Organizational Behavior | MGT 320
About Netiquette
What is Netiquette?
"Netiquette" stands for "Internet Etiquette", and refers to the set of practices which help to make the online
experiences pleasant for all involved. As you might expect, netiquette, like other forms of etiquette, is about
courtesy, manners, codes of behavior, protocols and respect. Netiquette primarily focuses on how we interact with
one another online, by being aware of: our use of language, others’ cultural background, conventional norms, and
other behaviors. Below you will find guidelines concerning the basics of online interaction. If it isn’t something you
would say or do in the face-to-face classroom, it is probably inappropriate in the online class as well.
Netiquette Basics
1. Follow the Golden Rule (“One should treat others as one would like others to treat oneself”)
2. Be ethical, fair, tolerant and mindful of others – avoid stereotyping, judgment and prejudice
3. Know the boundaries of particular cyberspaces – what is acceptable in a text or chatroom with friends may
not be appropriate in a classroom or in an online conversation with an instructor
4. Respect the time of others by: 1) using descriptive subject lines, 2) resizing images for the web, 3) providing
links instead of copying and pasting content, 5) using white space by inserting blank lines between paragraphs
and headers and 6) limiting your use of attachments
5. Copy the minimum number of people – it is tempting to send “email” or “message blasts” because it is easier
for the poster, but it is not easier for the reader
Inappropriate Online Usage
1. Avoid “flaming” – flaming is sending offensive, insulting or criticizing messages. This happens more often
online then in face-to-face interaction, because there is an illusion of anonymity.
2. Flaming is neither productive nor appropriate for the learning environment
3. Always avoid flaming when it comes to content and opinions, but also avoid it when it comes to grammar,
punctuation and spelling corrections
4. Avoid using CAPS if possible and never type messages in ALL CAPS – this is considered yelling and is often
seen as a form of aggression
5. Use emoticons ( :) , :( , :-) ) sparingly and avoid the use of JK, BRB, LOL and other text language
Confidentiality and Privacy
1.
2.
3.
4.
Email, messaging and posting are forms of written record and are just as permanent as a letter or document
Do not publicize your own or others’ personal information (such as email, phone numbers, last names etc.)
Respect copyright and cite any and all sources
Do not expect that your communications are private, instead assume all communications are public
For more information please review Netiquette by Virginia Shea
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
7
Netiquette
Organizational Behavior | MGT 320
Resources for Success
Benedictine’s Library Resources
Benedictine University Libraries strive to provide the resources for all of your academic and research
needs. Providing access to over 120 databases, 200,000 books and eBooks, and helpful librarians 7
days a week, we are here to assist you in person and online.
The primary mission of the Benedictine University Library is to provide library resources and services
that support the Benedictine University community and meet its academic and research needs. To
support our mission, the Library has made provisions for all students to gain access to important
academic resources through the Benedictine Library Website. As you begin your academic journey
please take note of these key concepts that will affect that access:
•
Entry into academic databases and most Library resources must be made through the Benedictine
Library Website at www.ben.edu/library
•
Within one week of your official enrollment your patron information will be automatically entered
into the library system, where once entered, you will be able to check out books and access
databases
•
When off-campus you will be prompted by authentication software (a proxy server) to provide
your Library ID number and last name to access article databases and request books. This software
proxy server confirms that you are a current Benedictine University student and thus allowed
access
•
Your Library ID number is a combination of the Benedictine Library prefix 2281100 and your
seven-digit student ID number (also called your “b” number). Thus 2281100XXXXXXX is
the Library ID number with X’s being the seven digit student number. This number is prominently
located just below the barcode on your Benedictine ID card
•
For further information on any aspect of Library resources and access please call or write the
Benedictine Library Reference Desk at 630-829-6057 or libref@ben.edu. Please take note of
Library hours and staff directory located on the Library Website under About the Library and feel
free to contact us about any concern or need you might have
additional resources for student success:
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
8
Library
Organizational Behavior | MGT 320
Resources for Success
University Academic Honesty Policy
The search for truth and the dissemination of knowledge are the central missions of a university.
Benedictine University pursues these missions in an environment guided by our Roman Catholic
tradition and our Benedictine Heritage. Integrity and honesty are therefore expected of all University
students. Actions such as cheating, plagiarism, collusion, fabrication, forgery, falsification,
destruction, multiple submission, solicitation, and misrepresentation are violations of these
expectations and constitute unacceptable behavior in the University community.
To access the complete Academic Honesty Policy, which includes student responsibility, responsibility
and authority of faculty, violations, reporting and communicating, responsibilities of the provost,
appeals, composition of the academic appeals board, procedures of the academic appeals board, and
records, please select the following link: www.ben.edu/ahp
APA Formatting and Style
All course assignments must use APA citation and formatting. This is a
mandatory requirement for all assignments, including discussions, if a
publication or other work is being referenced. For more information on
APA, please see the APA Style section at the website of the American
Psychological Association, linked here: www.apa.org/
APA resources for students: www.apa.org/about/students.aspx
Services for Students with Disabilities
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990
prohibit discrimination against individuals with disabilities by standing provision of reasonable
accommodations to make programs and activities accessible to qualified individuals with disabilities.
If you have a documented learning, psychological, or physical disability, you may be eligible for
reasonable academic accommodations or services. To request accommodations or services, please
contact the Student Success Center, Krasa Center - 012A, 630-829-6340. All students are expected to
fulfill essential course requirements. The University will not waive any essential skill or requirement
of a course or degree program.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
9
Other Resources
Organizational Behavior | MGT 320
Individual Development and Educational Assessment
IDEA Objectives
•
Acquiring skills in working with others as a member of a team.
•
Developing creative capacities (writing, inventing, designing,
performing in art, music, drama, etc.)
•
Gaining a broader understanding and appreciation of intellectual/
cultural activity (music, science, literature, etc.)
•
Developing skill in expressing oneself orally or in writing.
•
Learning how to find and use resources for answering questions or
solving problems.
•
Developing a clearer understanding of, and commitment to, personal
values.
•
Learning to analyze and critically evaluate ideas, arguments, and
points of view.
•
Acquiring an interest in learning more by asking questions and
seeking answers.
IDEA Description
The IDEA student survey focuses on the instructor’s learning objectives for the course and on the
progress each student made toward achieving those objectives. By answering thoughtfully and
honestly, your ratings and comments will be much more helpful – to the instructor, the department
chair, and the dean of the college. As students, you should also know that student ratings and
comments have been used to help evaluate courses and to improve the educational experience at
Benedictine University. The appropriate standard of conduct with respect to student surveys is
thoughtful comments and constructive criticism – respectfully communicated.
A Focus on Learning
“The IDEA Student Ratings system looks at instruction in terms of its endgame. Rather than
emphasizing teaching style or personality, the IDEA system focuses on student learning and the
methods used to facilitate it.” – from the IDEA website: www.theideacenter.org/node/5
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IDEA
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
10
IDEA
Organizational Behavior | MGT 320
Faculty Evening Course Overview
Course Description
Overview of organizational structures and group dynamics. Examines job satisfaction, motivation,
performance evaluation, decision-making and goal setting
Course Materials
Required Textbook and Materials
Griffin, R. W. & Moorhead, G. (2014). Organizational Behavior: Managing People and Organizations
(11th ed.). Mason OH: Cengage
9781133626695
Technological Computer Requirements
Students in the Blended program will need: High-speed Internet access; a sound card and speakers;
Windows XP (minimum)/Windows 7 (recommended) or Mac OS X 10.5 or higher; and Firefox 3.6 or
higher. It is also highly recommended that students have access to a microphone or webcam for
optional audio/videoconferencing.
Discussion Forum Guidelines
The Course Grading Scale
A
=
4.00
90 - 100%
EXCELLENT
B
=
3.00
80 – 89%
GOOD
C
=
2.00
70 – 79%
SATISFACTORY
D
=
1.00
60 – 69%
PASS
F
=
0.00
BELOW 60%
FAIL
I
=
INC
INCOMPLETE
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To receive a minimum passing grade, students must
make a post to each discussion question for that
week by day 4 of each week and respond to at least
two other postings by the end of the week. Individual
Posts are worth up to 5 points and the total
Response Posts are worth up to 5 points total. Each
discussion will total up to 10 points.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
11
Course Overview
Organizational Behavior | MGT 320
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
Learning
Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts.
1A
5-Evaluating
Explain and Illustrate PBL
IDEA 3 Objective: Learning to Apply
Course Material ( to improve
thinking, problem solving, and
decisions)
PBL Orientation (Steps 1-6)
Introduce PBL Step 1
PBL will
total 100
pts.
Hallmark: Discipline: Subjecting
oneself toward learning and freedom
1B
2A
2B
5-Evaluating
Identify the functions that
comprise the management
process and relate them to
the organizational behavior
IDEA 12 Objective: Acquiring an
interest in learning more by asking
questions and seeking answers.
Group Discussion:
10pts
5-Evaluating
Formulate and explain key
dimensions of diversity.
IDEA 5 Objective: Acquiring skills in
working with others as a member of
a team.
Group Assignment
20pts
6-Creating
Categorize the nature of
individual motivation
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Discussion Post and two
Response Posts on D2L
10 pts.
5-Evaluating
Assess individual attitudes in
organizations and explain
how they affect behavior.
IDEA 11 Objective: Learning to
Analyze
Individual Assignment
20pts
4-Analyze
Explain common causes of
workplace stress.
IDEA 12 Objective: Acquiring an
interest in learning more by asking
questions and seeking answers.
Group Discussion:
10pts
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to
analyze
Quiz 1 – covering chapters 1-4
30 pts.
5-Evaluating
Relate motivation and
employee performance.
IDEA 10 Objective: Developing a
clearer understanding of, and
commitment to, personal values
Group Assignment
20pts
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to
Analyze
PBL step 2
4-Anaylze
Differentiate the types of
groups commonly found in
organizations.
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Discussion Post and two
Response Posts on D2L
10 pts.
5 - Evaluating
Relate the nature of
creativity to the decision
making and problem solving
processes.
IDEA 9 Objective: Learning how to
find and use resources for
answering questions or solving
problems
Individual Assignment
20pts
about Bloom’s Taxonomy
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
12
Learning Outcomes
Organizational Behavior | MGT 320
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts
3A
5 - Evaluating
Explain the communication
process.
IDEA 3 Objective: Learning to Apply
Course Material ( to improve
thinking, problem solving, and
decisions)
Group Discussion:
10pts
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to
analyze
Quiz 1 – covering chapters 5-7
30 pts.
4-Anaylze
Illustrate contemporary
situational theories of
leadership.
IDEA 2 Objective: Learning
fundamental principles
Group Assignment
20pts
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to
Analyze
PBL step 3
6-Creating
Assess the affect of politics
within organizations.
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Discussion Post and two
Response Posts on D2L
10 pts.
6-Creating
Assess the power of politics
within organizations.
IDEA 11 Objective: Learning to
Analyze
Individual Assignment
20pts
4-Analyzing
Explain the purpose of
organizational structure.
IDEA 9 Objective: Learning how to
find and use resources for answering
questions or solving problems
Group Discussion:
10pts
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to
analyze
Quiz 1 – covering chapters 11-13
30
pts.
5-Evaluating
Illustrate and explain the
common forms and causes of
conflict.
IDEA 9 Objective: Learning how to
find and use resources for answering
questions or solving problems
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to
Analyze
PBL step 4
6-Creating
Summarize the types of
organization design.
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Discussion Post and two
Response Posts on D2L
10
pts.
4-Analyzing
Relate strategy and
structural affect on
organization design
IDEA 3 Objective: Learning to apply
course material
Individual Assignment
20pts
3B
4A
4B
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Group Assignment
learning
outcomes
IDEA
20pts
schedule &
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
13
Learning Outcomes
Organizational Behavior | MGT 320
Faculty Evening Course Outcomes Based in Bloom’s Taxonomy
Wk
Bloom’s
Level
Learning Objective
Benedictine Hallmark
and/or IDEA Objective
Assignment
Pts
5A
5 - Evaluating
Explain organization culture
and explain how it affects
employee behavior.
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Group Discussion:
10pts
5 - Evaluating
Assess your knowledge.
IDEA 11 Objective: Learning to
analyze
Quiz 1 – covering chapters 15-16
30
pts.
6-Creating
Design a organizational
culture
IDEA 6 Objective: Developing
creative capacities.
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to
Analyze
PBL step 5
6-Creating
Assess the importance of the
planning process of
organization change
IDEA 4 Objective: Developing
specific skills, competencies and
points of view
Discussion Post and two
Response Posts on D2L
10
pts.
5 - Evaluating
Explain and Illustrate PBL
IDEA 11 Objective: Learning to
Analyze
PBL Project
100pts
5B
20pts
Group Assignment
Total Points for the Course
Discussion Questions
10 pts. ea. x 5
= 50 pts.
10% of the total points
Individual Assignments
20 pts. ea. x 4
= 80 pts.
20% of the total points
Quizzes
30 pts. ea. x 4
= 120 pts.
Team Assignments
20 pts. ea. x 5
= 100 pts.
20% of the total points
Group Assessments
10 pts. ea. x 5
= 50 pts.
10% of the total points
PBL project/presentation
100 pts. x 1
= 100 pts.
30% of the total points
Total Points for the Course
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10% of the total points
= 500 pts.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
14
Learning Outcomes
Organizational Behavior | MGT 320
Faculty Evening Course Schedule
Session
Loc.
Class Title
Assignments
01 A
F2F
What is Organizational
Behavior?
No pre-class reading assignment for session 1A
• Introduce PBL & Topic “ Netflix case”
• Review Ch. 1 & 2 of Textbook
• Group Discuss: Managerial Functions
• Group Assignment: Stereotypes p.57
01 B
online
Behaviors, Motivation,
and Goal Setting
•
•
•
•
Read Ch. 3 &4 of Textbook
Individual Assignment: Personality Traits p.84
PBL Step 1:Introduce PBL & Topic “ Netflix case”
Weekly discussion posts
02 A
F2F
Employee Performance
and Stress Management
•
•
•
•
•
Quiz #1 covering Chapters 1-4
Review Ch. 5 , 6, & 7 of Textbook
Group Discuss: Workplace Stress
Group Assignment: Compensation as a Motivator pp.172-173
PBL Step 2 :Motivation
02 B
online
Decision Making and
Teams
•
•
•
Read Ch. 8,9, & 10 of Textbook
Individual Assignment: Keep it or Close it?pp.229-230
Weekly discussion posts
03 A
F2F
Communication and
Leadership
•
•
•
•
•
Quiz #2 covering Chapters 5-7
Review Ch. 11,12, & 13 of Textbook
Group Discuss: Communication Process
Group Assignment: Understanding Leadership Substitutes pp.367368
PBL Step 3: Team Work
03 B
online
Power and Politics
•
•
•
Read Ch. 14 of Textbook
Individual Assignment: Power p.398-400
Weekly discussion posts
04 A
F2F
Conflict in Organizations
and Organizational
Structure
•
•
•
•
•
Quiz #3 covering Chapters 11-13
Review Ch. 15 & 16 of Textbook
Group Discuss: Structure
Group Assignment: Conflict p.423
PBL Step 4: Communication
04 B
online
Organizational Design
•
•
•
Read Ch. 17 of Textbook
Individual Assignment: Flight pp. 457-459
Weekly discussion posts
05 A
F2F
Organizational Culture
•
•
•
•
•
Quiz #4 covering Chapters 15-16
Review Ch. 18 of Textbook
Group Discuss: Symbols and Stories
Group Assignment: Culture p.518
PBL Step 5: Organizational Change
05 B
online
Organizational Change
and Development
•
•
•
Read Ch. 19 of textbook
Weekly discussion posts
PBL Step 6: Prepare & Submit Recommendation
Culmination of Steps 1-6
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
15
Course Schedule
Organizational Behavior | MGT 320
Faculty Evening Session 1A
Learning Objectives
By the end of the week the learner should be able to:
1. Examine the major organizational behavior trends and their effects on the workplace.
2. Define values and explain the ways they affect organizational behaviors.
3. Discuss how managerial functions relate to OB.
4. Summarize Cultural Stereotypes.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Multimedia (suggested materials)
Review the publishers website at cengage.com to
illustrate additional material that will help students with
organization behavior concepts and techniques.
Review Video Camp Bow Wow and Case In the company
Hounds. Answer case questions 1-4 on pg. 24
In Class Assignment (suggested activity)
Reading: Instructor will Review Chapters 1 & 2 pp.1-59
Group Discussion/Mini-Lecture: Summary of Chapters 1 &
2
Group Discussion: Managerial Functions In Chapter 1 of
the text, the authors talk about basic managerial functions
of planning, organizing, leading, and controlling applied to
human, financial, physical and information resources.
Discuss each of these areas and give an example of how
Organizational Behavior is integrated into the function.
Please do not use the same examples as in the text book.
GROUP ACTIVITIES
Use the in-class assignments as learning tools. Break the
class off into teams and then have them teach the teacher
and the fellow classmates by facilitating a discussing on their
answers. Provide help when needed. Ensure every student
participates in these team and class activities.
Group Assignment: Stereotypes: In groups of 4 – 5
students, have the students complete the exercise on
page 54 of the text titled “Understanding Your Own
Stereotypes about Others”.
At the conclusion of the small group discussion, please
bring the class together to share what was learned by
the activity.
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PROBLEM or PROJECT BASED LEARNING
Step 1: Introduce the Problem
Introduce the concept of PBL and illustrate its strengths.
For additional help on this topic please see the hyperlink
in D2L that goes into great detail on the PBL concept.
This week you will start working on your final project which
is due at the end session 5 B No submission is
necessary for this week.
**During week 1 you will need to walk the students
through the process. Each week you will have less of a
role and shift the responsibility to them until the last week
where students are responsible for completing the entire
process themselves. Ensure each week that you coach
through the methodology so they will have minimal
difficulties during week 5 when they’re on there own.
Have them use the following steps to help their thought
process. This methodology will help bring consistency to
their decision making process. They will use this the last
week when they write their PBL project.
1. Define the problem (must be well defined)
2. Brainstorm for possible solutions
3. Decide on the best solution
4 .Implement the selected solution
5. Observe to ensure your solution and
implementation corrected the problem. If not, go back
to step 1 and start again.
PBL Project Step 1
Research and Review the history of Netflix.
Netflix CEO Reed Hastings has employed your team as
consultants to assess the company’s overall situation and
recommend a set of actions to improve the company’s
future prospects.
course
overview
learning
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
16
Session 1A
Organizational Behavior | MGT 320
Faculty Evening Session 1B
Learning Objectives
By the end of the week the learner should be able to:
1. Examine different behaviors and attitudes in organizations.
2. Discuss motivation theories.
3. Summarize personality traits.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
I am motivated by…
How are you motivated? What theory in
Chapter 4 would you equate your motivation with?
The initial post must be made mid week, and the
response posts must be made prior to the start of the “A
week”
Reading Assignment (due before “A” week)
Reading: Ch. 3 & 4 pp.60-116
Written Assignment (due before “A” week)
Personality Traits
For your written assignment, read the case below: Building
Managerial Skills (page 84 in your text book). Read the
exercise and complete the Exercise Task through developing
the five questions for each of the three job applicants. Then
conclude by responding to the three questions at the end.
Note: you will not engage in an interview in this assignment.
Use APA formatting (cover page, in-text citations, and a
Reference page). Your paper should be 2-3 pages.
PROBLEM or PROJECT BASED LEARNING
Step 1: Introduce the Problem
Individual Behaviors
Prepare a 3-5 page report to Netflix CEO Reed Hastings
outlining the 2-3 top priority issues that Netflix management
needs to address and the actions you think Hastings should
initiate to address these issues and steer Netflix into a
commanding leadership position in the movie rental industry.
Your report should contain detailed and convincing reasons in
support of each one of your recommendations. It is imperative
that the support offered for each of your recommendation be
based on analysis-based conclusions drawn from application
of the concepts and analytical tools discussed in Chapters.
What individual differences, personality traits, and attitudes
might contribute to a reasonable person-job fit for the position
of DVD inspector at a Netflix warehouse?
What steps might Netflix take to improve the attitudes of their
workers?
What might the company do in terms of work design?
In terms of employee involvement?
In terms of flexible work arrangements?
Submit your paper in the drop box in APA format and include
at least three sources.
GROUP ACTIVITIES
Team Assignment or Activity
Review this weeks concepts and prepare for Quiz #1 on
Chapters 1-4 facilitated in class 2A by encouraging students
to complete the chapter quizzes found on the student
companion website.
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Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
17
Session 1B
Organizational Behavior | MGT 320
Faculty Evening Session 2A
Learning Objectives
By the end of the week the learner should be able to:
1. Identify strategies to improve employee motivation through job design.
2. Discuss strategies to minimize stress in the workplace.
3. Summarize motivators through compensation
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
Compensation as a Motivator In groups of 4 – 5 students,
have the students complete the exercise on page 172 of
the text titled “Using Compensation to Motivate Workers”.
At the conclusion of the small group discussion, please
bring the class together to share what was learned by the
activity.
Consult the issue of Fortune containing the latest annual
"100 Best Companies to Work For" (usually a late-January
or early-February issue), or else go to www.fortune.com to
access the list, and identify at least five compensation
incentives and work practices that these companies use to
enhance employee motivation and reward them for good
strategic and financial performance. You should identify
compensation methods and work practices that are
different from those cited in your text book
Reading Assignment (due before “A” week)
Reading: Chapters 5, 6, & 7 pp.121-197
In Class Assessment (suggested activity)
Group Discussion: Workplace Stress
Does your current or previous job have effective measures
for employees to cope with stress in the workplace? If so,
describe the measures. If your workplace does not or you
have not had a job, describe what an effective workplace
plan might include to help employees cope with stress on
the job. Ensure every student participates in these team
and class activities.
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PROBLEM or PROJECT BASED LEARNING
Step 2
Motivation
In a 3-5 page essay assess what perspectives on motivation
are reflected in the fact that the work of DVD inspectors at
Netflix warehouses is carefully timed?
Which type of motivational process seems to be most
important at these facilities-needs based, process based, or
learning based?
In your opinion, which of these processes would be the most
effective in improving performance?
Would OB mod be very helpful? Why or why not?
Submit your paper in the drop box in APA format and include
at least three sources.
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
18
Session 2A
Organizational Behavior | MGT 320
Faculty Evening Session 2B
Learning Objectives
By the end of the week the learner should be able to:
1. Examine teams in organizations.
2. Discuss the definition of groups.
3. Summarize a strategic discussion making process
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Written Assignment (optional)
Discussion Question
Go to voki.com and create your character and respond.
Our definition of a group is somewhat broad. In this
discussion, would you classify each the following
collections of people a group? Explain why or why not. For
your response post, question your classmates' answers
•70,000 people at a football game
•People in an elevator
•People on an escalator
•Employees of Apple
Keep it of Close it?
For your written assignment read the case below: Building
Managerial Skills (page 229-230 in your text book). Working
alone, complete the exercise task. Complete questions 2-5.
Your task is to decide to either close the Smallville plant or
keep it open. Either way you decide you will need to develop
a list of factors for your decision and justify your reasoning.
Use APA formatting (cover page, in-text citations, and a
Reference page). Your paper should be 2-3 pages and submit
via D2L drop box
Please make your initial post by midweek, and respond to
at least one other students' post by the end of the week
Multimedia (suggested materials)
Create a face book for your team and continue developing a
computer-based presentation of your PBL project experience
via phone conference, skype, chat room, face book etc
Reading Assignment (due before “A” week)
Reading: Chapters 8, 9, & 10 pp.205-284
GROUP ACTIVITIES
Team Assignment or Activity
Review this weeks concepts and prepare for Quiz #2 on
Chapters 5-7 facilitated in class 3A by encouraging students
to complete the chapter quizzes found on the student
companion website.
home
about
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course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
19
Session 2B
Organizational Behavior | MGT 320
Faculty Evening Session 3A
Learning Objectives
By the end of the week the learner should be able to:
1. Compare and contrast leadership theories and motivations.
2. Discuss the communication process in organizations.
3. Summarize leadership styles in organizations.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
Create a business blog for your Netflix. Develop at least 6
blog topics and post at least 3 engaging and relevant blog
entries. Students can use free sites such as Bloggers or
Word press to create and host the company blogs
In Class Assignment (suggested activity)
Reading: Chapters 11, 12, & 13 pp.291-364
Study Group In Class Assignments
Group Discussion/Mini-Lecture: Summary of Chapters
Chapters 11, 12, & 13
In Class Activity (suggested activity)
Group Discussion: Communication Process
How is communication in organizations an individual process
as well as an organizational process? Give an example of
a communication process in an organization. Ensure every
student participates in these team and class activities.
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1. Group Assignment: Big Box
In groups of 4 – 5 students, have the students complete the
exercise on Understanding Leadership Substitutes pp.367368. At the conclusion of the small group discussion, please
bring the class together to share what was learned by the
activity.
PROBLEM or PROJECT BASED LEARNING
PBL: Step 3
Team Work
According to the Netflix Reference Guide on Our Freedom
& Responsibility Culture, "Freedom and Responsibility
applies to our salaried employees. Our hourly employees
are important but have more structured roles."
In a 3-5 page essay, explain why teamwork is not an
optimal form of organization in a Netflix warehouse.
Suggest ways in which team-oriented ideas might
nevertheless be used to enhance motivation and
productivity among Netflix's hourly employees?
Submit your paper in the drop box in APA format and
include at least two sources..
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
20
Session 3A
Organizational Behavior | MGT 320
Faculty Evening Session 3B
Learning Objectives
By the end of the week the learner should be able to:
1. Discuss politics and political behavior in organizations.
2. Describe the types and uses of power in organizations.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
Visit the website voki.com and create a virtual character
and post your response in D2L .
Politics
Why are company/organizational politics important to a
manager?
Please make your initial post by midweek, and respond to
at least one other students' post by the end of the week
Written Assignment (due before “A” week)
Power
For your assignment, read the case below: Building
Managerial Skills (page 398 in your text book). Working
alone, complete the exercise task. Complete questions 1-4.
Use APA formatting (cover page, in-text citations, and a
Reference page). Your paper should be 2-3 pages
Reading Assignment (due before “A” week)
Reading: Chapters 14 p. 371-394
GROUP ACTIVITIES
Team Assignment or Activity
Review this weeks concepts and prepare for Quiz #3 on
Chapters 11-13 facilitated in class 4A by encouraging
students to complete the chapter quizzes found on the
student companion website.
home
about
expectations
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course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
21
Session 3B
Organizational Behavior | MGT 320
Faculty Evening Session 4A
Learning Objectives
By the end of the week the learner should be able to:
1. Examine conflict in organizations.
2. Summarize organizational structures in companies
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Multimedia (suggested materials)
Students will work in teams to create a website to support
and promote Netflix business. WWW.Weebly.com allows
the students to create their site for free.
In Class Assignment (suggested activity)
Reading: Chapters 15 & 16
Study Group In Class Assignments
Group Discussion/Mini-Lecture: Summary of Chapters 15 &
16 pp. 401-451
Group Discussion: Structure
What is the purpose of organization structure? What would an
organization be like without a structure?
PROBLEM or PROJECT BASED LEARNING
PBL Step 4:
Communication
Netflix communicates with its customers primarily by
means of technology. You, however, have been called in
as a consultant and asked to recommend ways of
improving this communication process by integrating the
human factor a little more fully.. In a 3-5 page essay
Recommend some ways of improving each element in the
process-source, encoding and decoding, etc.-from this
perspective.
Submit your paper in the drop box in APA format and
include at least two sources
In Class Activity (suggested activity)
Group Assignment: Conflict
In groups of 4 – 5 students, have the students complete the
Building Managerial Skills activity on page 423 of the text. At
the conclusion of the small groups discussion, please bring
the class together to share what was learned by the activity.
home
about
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resources
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
22
Session 4A
Organizational Behavior | MGT 320
Faculty Evening Session 4B
Learning Objectives
By the end of the week the learner should be able to:
1. Examine how strategy and the structural imperatives combine to affect organization design.
2. Discuss design differences in distinct types of organizations.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
Design Differences
How do small organizations and large organizations
differ in design? Use examples of both a small and
large organization as an illustration of your description.
Please make your initial post by midweek, and respond to
at least one other students' post by the end of the week
Written Assignment (due before “A” week)
Flight
For your assignment, read the case: “Code sharing the
Wealth (pages 457-459 in your text book). Complete
questions 1-4. Use APA formatting (cover page, in-text
citations, and a Reference page). Your paper should be 2-3
pages
Reading Assignment (due before “A” week)
Reading: Chapters 17 p.457-484
GROUP ACTIVITIES
Team Assignment or Activity
Review this weeks concepts and prepare for Quiz #4 on
Chapters 15-16 facilitated in class 5A by encouraging
students to complete the chapter quizzes found on the
student companion website.
home
about
expectations
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course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
23
Session 4B
Organizational Behavior | MGT 320
Faculty Evening Session 5A
Learning Objectives
By the end of the week the learner should be able to:
1. Define organization culture and explain how it affects employee behavior.
2. Describe how to create organization culture.
3. Discuss the important elements of managing the organizational culture.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
GROUP ACTIVITIES
Multimedia (suggested materials)
Team Assignment or Activity (use organically)
Group Assignment: Culture
In groups of 4 – 5 students, have the students complete
the exercise on page 518 of the text called Building
Managerial Skills. At the conclusion of the small group
discussion, please bring the class together to share what
was learned by the activity.
Using Google Scholar or your university library's access to
EBSCO, Lexis- Nexis, or other databases, search for recent
articles in business publications on "culture change." Give
examples of three companies that have recently undergone
culture-change initiatives. What are the key features of each
company's culture-change program? What results did
management achieve at each company?
In Class Assignment (suggested activity)
Reading: Chapters 18 p.491-515
Group Discussion/Mini-Lecture: Summary of Chapter 18
Group Discussion: Symbols and Stories
Describe how organizations use symbols and stories to
communication values and beliefs. Give some examples
that you are familiar with. Ensure every student
participates in these team and class activities.
PROBLEM or PROJECT BASED LEARNING
PBL Step 5:
Organizational Change
You have completed 80% of your PBL Project. Your final
PBL analysis should be a minimum of 10 pages in length
and reference at least five sources. Additionally, it should
include a cover page, table of contents and separate
reference page.
In a 3-5 page essay explain what ways have each of the
following been forces for change at Netflix: people,
technology, and competition?
Apply the continuous process change model to Netflix's
strategy in one of two periods in its history: (1) the period
from its founding through its successful competition with
Blockbuster ; or (2) the period beginning with the Wal-Mart
challenge and running up to the present What were the
important forces for change facing Netflix?
What problems did Netflix face?
By what process did it solve these problems?
Who was the principle change agent and what steps did
he take?
How were necessary changes implemented.
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course
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IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
24
Session 5A
Organizational Behavior | MGT 320
Faculty Evening Session 5B
Learning Objectives
By the end of the week the learner should be able to:
1. Describe the process of planned organization change.
2. Explain resistance to change.
Activities, Assignments and Assessments
INDIVIDUAL ACTIVITIES
Discussion Question
Is Change Important?
Why is it important for organizations to change? Use a real
company that has gone through change as an example.
Please make your initial post by midweek, and respond to
at least one other students' post by the end of the week
Reading Assignment (due before “A” week)
Reading: Chapters 19 pp.521-548
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PROBLEM or PROJECT BASED LEARNING
PBL Step 6:
Conclusion & Final Recommendations
Reflect on Netflix's current state on the company (2011).
What controversy has Netflix caused lately?
In your opinion, what will Netflix face in the coming years?
What forces are driving change in the movie rental industry?
Are the combined impacts of these driving forces likely to be
favorable or unfavorable in term of their effects on competitive
intensity and future industry profitability?
What does your strategic group map of this industry look like?
How attractively is Netflix positioned on the map? Why?
What key factors will determine a company’s success in the
movie rental industry in the next 3-5 years?
course
overview
learning
outcomes
IDEA
schedule &
sessions
Love of Christ and Neighbor  Prayer  Stability  Conversatio  Obedience  Discipline  Humility  Stewardship  Hospitality  Community
25
Session 5B