MGTK 350-120 Organizational Behavior
January 19, 2016 – May 11, 2016
16 Week Online Course
INSTRUCTOR AND CONTACT INFORMATION
Instructor:
Julia Berrios
Adjunct Faculty at Texas A&M University - Central Texas
Phone:
cell phone (only text): 254-350-0475
Email:
j.berrios@tamuct.edu
Office Hours:
online and by appointment only
Access to
Blackboard:
https://tamuct.blackboard.com
College of Business Administration Department Information:
COBA Department Main Phone Number: 254‐519‐5437
COBA Department Main Email: cobainfo@tamuct.edu
COBA Department Main Fax#: 254‐501‐5825
I am accessible through Blackboard Message, which I check several times a day during the week and usually
once a day on weekends. I will try to get back to you within 24 hours during the week and within 36 hours
during the weekend. Do not use my TAMUCT email for course related matters. If your concern needs my
immediate attention, please text me and you will receive an immediate reply.
Please provide in the subject line of each Blackboard Message the course information “MGTK 350-120” so that
I can identify your class. If you text me on my cell phone, please mention the same information in your text.
Please practice good communication skills. Remember that Blackboard communication and Blackboard
Messages are communication in proper format. We will practice formal business communication emails so that
you will develop good habits. Start out every Blackboard Message and discussion post with the name of the
person you are addressing and close with your name. Utilize spelling and grammar check to help you write
better.
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 officials can quickly pass on safety‐related information, regardless of your location.
COURSE INFORMATION
Method of Instruction:
This course is a 100% online course and uses TAMUCT’s Blackboard system (Bb), which can be
accessed at http://tamuct.blackboard.com. You will use your University ID (UID) and the 6-digit
University PIN to logon to this system. Once you are in BB, there is tab on the left labeled “Online
Learning” that will have additional BB resources if you are unfamiliar with BB. Though no specific
knowledge is required as a prerequisite to this course, it will be essential that you have a familiarity with
the use of Power Point, Microsoft Word, the Internet, and attaching documents at a minimum. You will
access all course materials (except textbook), assignments, student-instructor and student-student
communication, activities, quizzes, and resource links via the Course web site. Online learning requires
students to be very self-disciplined, be sure you understand and are prepared to comply with all
required class assignments and deadlines. The Course Outline in this Syllabus shows the basic
schedule for the semester.
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.
Catalog Description:
This course provides a comprehensive analysis of the behavior of people at work in all types of
organizations. Topics include fundamentals of organizational behavior: values, ethics, motivation, group
dynamics, individual differences, attitudes, decision-making, conflict, power, change, stress, leadership,
rewarding behavior, communication, and organizational structure. Prerequisites: MGTK 301 and GBK
301 or GBK 312.
Course Objective:
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 to:
 Identify the factors that impact individual and group behavior in organizations and how
organizations manage their environments.
 Analyze, describe, and manage attitudes and behavior in organizations.
 Improve and change individual, group, and organizational behavior to attain individual, group,
and organizational goals.
 Analyze organizational behavior at three levels: the individual, the group, and the organization
as a whole.
 Use the tools of organizational behavior to increase individual, team, and organizational
effectiveness.
Specific Learning Objectives for each text chapter are included as Appendix A to this Syllabus.
Required Reading and Textbook:
Organizational Behavior, 7th Edition
McShane, Steven L., Von Glinow, Mary Ann (2014)
New York: McGraw-Hill Irwin
Hardcover text with Connect Plus
©2014, ISBN-13 9781259280634
Publication Manual of the American Psychological Association, 6th Edition
American Psychological Association
Softcover, 272 pages
©2010, ISBN-13 978-1433805615
COURSE REQUIREMENTS
Course Activities
Introductory Biography (1%):
This discussion forum is 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 organizational behavior fits in to your career aspirations. Be sure to respond to at least 2
peers. No late submissions will be accepted
Exams (30%):
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
The exams will be available online, so be sure and check your Blackboard Exam Link for the exam
dates. Exams will be timed and once started, must be completed at that time. Further, no exam may be
taken more than one time in an effort to improve the score achieved. There will be no make-ups for
missed exams unless there is a documented medical emergency. Any exam not made up as
approved and arranged by the professor will be scored as a zero.
Reviewing the Chapter PowerPoint presentations, and using the Publisher Supplemental Materials and
self-quizzes are good ways to prepare for each Exam.
For further help in preparing for multiple-choice exams see: http://www.lib.uoguelph.ca/getassistance/studying/exam-prep/multiple-choice-exams
LearnSmart Assignments (15%):
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 1.0 percent of your grade or a total of 15%
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
0.5 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.
MGTK 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 TAMUCT’s library databases 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. DO NOT RECYLCLE PAPERS
FROM OTHER COURSES!!!!! This should be an original paper that YOU write!
You will produce a 5-10 page written report (excluding cover sheet, references and any figures, tables
or appendices). Your case analysis should provide:
 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 399 as a guide for this
section.
 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 405 as a guide for this section.
 How it works to socialize its employees to fit the organization’s culture (worth 30% of the grade).
Use Exhibit 14.6 Page 416 as a guide for this section.
 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 submitted for grading shall be of collegiate quality, language, depth and organization. All work
should be proofread, free of grammatical errors, include proper citations and be in accordance with
The Publication Manual of the American Psychological Association, 6th ed..
For information on APA standards and correct citation formats consult the APA Publication Manual,
and/or link to the following sources:
http://www.apastyle.org/learn/index.aspx
https://owl.english.purdue.edu/owl/resource/560/01/
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 Questions (9%):
You will not be able to view the other students' comments until you post yours. There will be a total
of 3 Discussion Questions.
You are required to post three messages per discussion to receive credit for each 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).
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 into a forum message. Be
sure to restate the question you are answering.
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.
Your postings/insights on the discussion topic should be based on the following.
 Application of text concepts;
 Ability to articulate assigned analysis clearly; and
 Integration of student colleagues’ contributions and insights leading the discussion to a deeper
level of understanding.
IMPORTANT!!! To post to the forum, click on the “reply” button to the last post on the forum – 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 Journal (15%):
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, MGTK350), 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
Chapter 2
Chapter 3
Chapter 4
Chapter 14
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter 15
Case - Improving Health By Getting Lean
Self-Assessment – Are You Introverted or Extroverted?
Self-Assessment – How Much Does Work Define Your Self-Concept?
Case - Rough Seas On the Link650
Case – Hilton’s Transformation
Self-Assessment – Need Strength Questionnaire
Self-Assessment – What Is Your Attitude Toward Money?
Self-Assessment – Measuring Your Creative Personality
Case - ARBRECORP LTEE
Self-Assessment – Are You an Active Listener?
Case – Resonus Corporation
Self-Assessment – What is Your Preferred Conflict Handling Style?
Case - A Window On Life
Case – Merritt’s Bakery
Self-Assessment – Are You Tolerant of Change?
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.
The University Writing Center
The University Writing Center at Texas A&M University-Central Texas is a free workspace open to all
TAMUCT students. The UWC is located in 416 Warrior Hall. The center is open 11am-6pm MondayThursday during the spring semester. Students may work independently in the UWC by checking out a
laptop that runs Microsoft Office suite and connects to WIFI, or by consulting our resources on writing,
including all of the relevant style guides. Students may also arrange a one-on-one session with a
trained and experienced writing tutor. Tutorials can be arranged by visiting the UWC. Tutors are
prepared to help writers of all levels and abilities at any stage of the writing process. Sessions typically
last between 20-30 minutes. While tutors will not write, edit, or grade papers, they will help students
develop more effective invention and revision strategies.
Grading Points and Policies
Percentage of each assignment as it contributes to your final grade:
Activity
Points & % of Final Grade
Introductory Biography
Exams (4@ 7.5% each)
LearnSmart Assignments (15@ 1% each)
Org Culture Project
Critical Thinking Discussion Forum
(3@ 3% each)
1%
30%
15%
30%
9%
Management Competency Journal
15 %
TOTAL
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.
NOTE #3: Questions concerning one’s grade on a particular task (e.g., test, case) This should be
resolved within one week after receiving the graded material. There will not be reviewing of previously
graded material at the end of the semester.
NOTE #4: How to calculate your grade
Gradebook 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.
NOTE #5: Late Submissions/Resubmissions
You have a period of 7 days each week to complete and submit the weekly assignments. Make sure to
plan your time wisely and avoid last minute submissions since no late assignments will be accepted. All
assignments must be turned in by the due date unless an extension has been granted. EXTENSIONS
ON ASSIGNMENTS WILL BE CONSIDERED ONLY IF THEY ARE REQUESTED AT LEAST 48
HOURS BEFORE THE DUE DATE OF THE ASSIGNMENT UNDER QUESTION. After the fact
extension will not be granted, so if you are sick and you know you will not be able to take a test or
submit an assignment on the set due date, make sure to contact me at least 48 hours in advance.
Course Grades are assigned as follows:
LETTERGRADE
“A”
“B”
“C”
“D”
“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.
Evaluation of Work:
A: Performance is excellent and stands out due to sharp insight into material and discussion of many
sides of an issue. Submitted work is well articulated and logically and clearly written. “A” work indicates
an example for others to follow.
B: Performance is above the minimum requirements with an insight into the material at a level
considered to be good to very good. Submitted work is of high quality. A “B” is considered a high grade
and recognition for solid work.
C: Performance satisfies only the minimum requirements and displays little or no initiative. Insight into
the material is satisfactory and an acceptable understanding of all basic concepts was communicated.
A student receiving a “C” has met the requirements, including course deadlines.
D: Quality and quantity of work is below average and barely acceptable. “D” work is passing by a slim
margin.
F: Quality and quantity of work is unacceptable and does not warrant a passing of this course.
TECHNOLOGY REQUIREMENTS AND SUPPORT
Blackboard Competency and Computer/Internet Access: This course will use the new TAMUCT
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 email
address)
Initial password: Your MyCT password
For this course, you will need reliable and frequent access to a computer and to the Internet. You will also
need a headset with a microphone or speakers and a microphone to be able to listen to online resources and
conduct other activities in the course. If you do not have frequent and reliable access to a computer with
Internet connection, please consider dropping this course or contact me (your email and phone number) to
discuss your situation.
Blackboard supports the most common operating systems:
PC: Windows 8, Windows 7, Windows Vista
Mac: Mac OS X Mavericks
NOTE: Computers using Windows XP, Windows 8 RT and OS X 10.6 or lower are NO longer supported
Computer compatibility: Check browser and computer compatibility by following the “Browser Check” link
on the TAMUCT Blackboard logon page. (https://tamuct.blackboard.com) This is a CRITICAL step as these
settings are important for when you take an exam or submit an assignment.
Upon logging on to Blackboard Learn, you will see a link to Blackboard Student Orientation under My Courses
tab. Click on that link and study the materials in this orientation course. The new Blackboard is a brand-new
interface and you will have to come up to speed with it really quickly. This orientation course will help you get
there. There is also a link to Blackboard Help from inside the course on the left-hand menu bar. The first week
of the course includes activities and assignments that will help you get up to speed with navigation, sending
and receiving messages and discussion posts, and submitting an assignment. Your ability to function within
the Blackboard system will facilitate your success in this course.
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.
Technology Issues & Troubleshooting:
For technological or computer 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.
COURSE AND UNIVERSITY PROCEDURES AND POLICIES
Academic Integrity
Texas A&M University -Central Texas expects all students to maintain high standards of personal and
scholarly conduct. Students found responsible of academic dishonesty are subject to disciplinary action.
Academic dishonesty includes, but is not limited to, cheating on an examination or other academic work,
plagiarism, collusion, and the abuse of resource materials. The faculty member is responsible for initiating
action for each case of academic dishonesty and report the incident to the Associate Director of Student
Conduct. More information can be found at
http://www.tamuct.edu/departments/studentconduct/facultyresources.php.
Disability Support 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 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 Founder's Hall, Room 204, and also in the Library in the North Building. Visit
www.ct.tamus.edu/AcademicSupport and click "Tutoring Support" for tutor schedules and contact info. If
you have questions, need to schedule a tutoring session, or if you're interested in becoming a tutor, contact
Academic Support Programs at 254-501-5830 or by emailing tutoring@ct.tamus.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, log into your Blackboard account and click "Online
Tutoring."
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.
Be sure to keep up with Registrar’s Office deadlines for withdrawing from this course, should your
progress fall significantly behind. The record’s office will give 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. If you are still enrolled,
FOLLOW-UP with the records office immediately. Should you miss the deadline or fail to follow the
procedure, you will receive an F in the course.
Incompletes will be given in this class ONLY if a significant portion of the course has been completed and
there is a documented medical or family emergency warranting the incomplete.
POLICIES AND EXPECTATIONS
Changes to Syllabus
A syllabus serves as an instructional and study planning document for both faculty and students. Although
every effort will be taken to complete the semester according to the syllabus, it may become necessary to
make certain changes to better facilitate the academic environment. In such an event, changes will be
announced in class and students will receive written notice within one week of the change decision.
Changes may be made within the last two weeks of the semester only in exceptional circumstances.
The Operation of the Online Course and Being an Online Student
Online learning requires students to be very self-disciplined, be sure you understand and are prepared to
comply with all required class assignments and deadlines. For this course, the weekly tasks and
assignments are posted in each week’s individual tab that will be made available Sunday night and will be
due by Sunday night at midnight.
What You Can Expect of Me
You can expect that I will create a respectful learning environment where all of us can express our thoughts
and ask questions. While we do not have to agree with each other, we will do so in respectful ways. I
expect to learn from you as we spend the next 16 weeks together! I will be available to answer your
questions and help you be successful in this course.
COURSE SCHEDULE
Like all schedules the following is tentative. If changes are necessary, they will be announced on Blackboard.
It is your responsibility to learn of any changes announced by your instructor.
WEEK
DATES
CHAPTER
TOPIC
ASSIGNMENTS
1
The Field of
Organizational Behavior
read syllabus, discussion board
introductory biography, LearnSmart
assignment chapter 1, journal assignment
case: Improving heath by getting lean
2
Individual Behavior,
Values, & Personality
LearnSmart assignment chapter 2, journal
assignment self-assessment:Are You
Extraverted or Introverted?
3
Perceptions & Learning
in Organizations
LearnSmart assignment chapter 3, journal
assignment self-assessment: Does Work
Define Your Self‐Concept?
4
Workplace Emotions,
Attitudes, and Stress
LearnSmart assignment chapter 4, exam 1
(chapters 1-4), journal assignment case:
Rough Seas on the Link650, begin search
for organization to study for culture project
14
Organization Culture
LearnSmart assignment chapter 14,
discussion #1, journal assignment case:
Hilton’s Transformation
5
Employee Motivation
LearnSmart assignment chapter 5, journal
assignment self-assessment: Need
Strength Questionnaire
19-Jan-16
1
24-Jan-16
25-Jan-16
2
31-Jan-16
1-Feb-16
3
7-Feb-16
8-Feb-16
4
14-Feb-16
15-Feb-16
5
21-Feb-16
22-Feb-16
6
28-Feb-16
29-Feb-16
7
6
Applied Performance
Practices
LearnSmart assignment chapter 6, journal
assignment self-assessment: What is Your
Attitude Toward Money?
7
Decision Making &
Creativity
LearnSmart assignment chapter 7, exam 2
(chapters 14,5-7) journal assignment selfassessment: Measure Your Creative
Personality
6-Mar-16
7-Mar-16
8
13-Mar-16
Spring Break: March 14th-18th
21-Mar-16
9
8
Team Dynamics
LearnSmart assignment chapter 8,
discussion #2, journal assignment case:
ARBRECORP LTEE
9
Communication In
Teams and
Organizations
LearnSmart assignment chapter 9, journal
assignment self-assessment: Are You an
Active Listener?,
Organization Culture Project
10
Power & Influence
LearnSmart assignment chapter 10,
journal assignment case: Resonus Corp
11
Conflict and Negotiation
LearnSmart assignment chapter 11, exam
3 (chapters 8-11), journal assignment selfassessment: What is Your Preferred
Conflict Handling Style?
12
Leadership in
Organizations
LearnSmart assignment chapter 12,
discussion #3, journal assignment case: A
Window on Life
13
Organizational Structure
LearnSmart assignment chapter 13,
journal assignment case: Merritt’s Bakery
Organization Change
LearnSmart assignment chapter 15, exam
4 (chapters 12,13,15), journal assignment
self-assessment: Are You Tolerant of
Change?
27-Mar-16
28-Mar-16
10
3-Apr-16
4-Apr-16
11
10-Apr-16
11-Apr-16
12
17-Apr-16
18-Apr-16
13
24-Apr-16
25-Apr-16
14
1-May-16
2-May-16
15
15
8-May-16
9-May-16
16
Management Competency Journal due 10 May 2016
10-May-16
Important Dates:
Friday, January 22nd - Spring 2016 Graduation Applications Due
Wednesday and Thursday, May 11th and 12th – Last Class Days for 16 Week and 2nd 8 Week courses
Saturday, May 16th – Graduation – Time and Location TBD
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 model 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.
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 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
1. 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:
2. 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” if you don’t have an access code.
 Complete the registration form, click “Submit”
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.