SYLLABUS
BSNS 6210 - Organizational
Behavior (MBA)
Semester I, 2003 - 04
Mondays
Location: AU Campus
Professor: Dr.
Doyle J. Lucas
Office: Hardacre
Hall Room 114
Anderson University
Office Hours: By
Appointment
Telephone -
Work: (765) 641 - 4367
Home (765) 642 - 5738
Fax (765) 641 - 4356
Email: djlucas@anderson.edu
Course
Description:
Organizational
behavior is a field of study in business that has grown out of the traditional
social sciences. It is a field that
strives to understand, explain, predict, and influence or change human behavior
as it occurs within an organizational context.
It is a field of study that focuses on observable behaviors and internal
mental states. Organizational behavior
studies the behavior of people both as individuals and as members of groups and
organizations; it also analyzes the attitudes and behaviors of groups and
organizations per se. Through the
systematic study of these attitudes and behaviors we may progress to the point
of being able to (1) predict the behavior
of others; (2) explain why a particular behavior occurs; and (3) through
predictions and explanation, influence individual, group and organizational
behavioral outcomes.
Required Texts:
Champoux, Joseph E. (2003). Organizational Behavior: Essential Tenets.
2nd Edition
Thompson South-Western
Publishing, ISBN: 0-324-11489-3
Morris,
Tom (1997). If Aristotle Ran General
Motors. Henry Holt & Co., New
York.
ISBN: 0-8050-5252-6
Course Format
Organizational
Behavior is experiential, applied, and integrative in its design. Through a series of cases, in-class
exercises, and discussion, students are provided opportunity to experience and
apply the macro and micro issues relevant within this broader course topic.
Particular
emphasis of this course is not on facts and figures, but on your ability to
diagnose problems and develop options for greater organizational effectiveness
as an organizational leader.
Course Evaluation: Examinations
Two
examinations, each worth 25% of the final grade, will be given on the dates
indicated on the course schedule. Tests
may be take home, essay, case, objective or subjective in their structure. The tests will typically include information
covered in class and information found in the required text. When given cases or essay questions the
student will be expected to integrate relevant material from their reading and
in class participation within their answers.
A grade of zero will be recorded for all students who miss an exam without
prior notification of the professor.
If a student has a legitimate reason for not taking the exam on the
scheduled date, and that students notifies the professor prior to the
exam, the student may take a make-up exam composed solely at the discretion of
the professor.
Course Evaluation: Mid-term Paper
At the
end of the fourth week, students will be assigned a mid-term class paper. The topic will be announced on that
date. The paper will be due on October
6, 2003. The paper is to be typed,
double-spaced, and 3-4 pages in length.
The paper is worth 15% of the final grade.
Course Evaluation: Case Study
During
the course of the semester each student will be presented a problem from an
organization through the vehicle of a comprehensive case. The task for the student will be to apply
the following diagnostic model to the case:
1. Define the major problem in
organizational behavior and management terms;
2. If the information is incomplete--which
it is likely to be--make realistic assumptions;
3. Summarize the probable causes of the
problem;
4. Consider the cost and benefits of
each solution;
5. Choose a solution and describe how you
would implement that solution; and,
6. Make sure your solution is efficient, feasible, ethical,
legally defensible, and can be defended in a debate situation.
You will
be expected to integrate the concepts discussed in class into your proposed
solutions. This will necessitate
considering individual, group, and organizational factors and implications when
completing your analysis. The case is
to be typed, double-spaced, and turned in for evaluation. It is due on November 24, 2003. This case analysis is worth 15% of your
final grade.
Course Evaluation: Book Review
Students
will be required to read If Aristotle Ran General Motors by Tom Morris
and complete a book review. This review
will be due on December 1, 2003. The
book review should address the following issues:
• What is the thesis of the book?
• That being, what are the most important themes presented;
or, what does the author wish you to believe or practice as a result of reading
this work?
• What did you learn from the book and how might you expect
to apply this in your current work setting?
• How would you evaluate the work of this author? Please give examples or reasons to justify
your critique.
The book
review should be typed, double-spaced and 4-6 pages in length. This report will be worth 15% of the final
grade.
Course Evaluation: Journalizing
Students
will be required to submit a weekly journal entry. The journal entry should address two issues; a written response
to the critical thinking questions assigned for that week, and, a personal
evaluation of one's "life in the MBA program."
Critical
Thinking Question--For each week’s topic there is a corresponding question that
I’d like you to think about and write a response to. These questions are provided on the last page of this
syllabus. Please word process,
double-spaced and be prepared to include your response in our conversation
about the topic in class that evening.
Life in
the MBA program--how are you adjusting to and dealing with the MBA
experience? Are you finding the
program, and this class in particular, beneficial to your personal and
professional goals? How are the demands
and expectations of home or work adding additional pressure on you MBA
experience; or vice versa?
The
weekly journal entry should not exceed two pages in length. Please give a balance in your writing to
both of the issues identified above.
The journal is worth 5% of the final grade.
Course Evaluation: Participation
While
the professor will present much of the material for this class this course will
not be taught solely by the traditional lecture method. Class attendance and student participation
is, therefore, considered vital to the learning experience of the student. While the instructor understands the unique
needs, responsibilities, and schedules of adult students, students will be
expected to meet and participate in simulations, cases, exercises, and class
experiences.
Grade Composition
Examinations 50%
Case
Proposal 15%
Mid-term
Paper 15%
Book
Review 15%
Journal 5%
Final Grades
Final
grades will be assigned on the following scale:
A 94 - 100
A- 90 - 93
B+ 87 - 89
B 83 - 86
B- 80 - 82
C+ 77 - 79
C 70 - 76
D 60 - 69
F 0
- 59
Course Schedule
Date Topic Text
Chapter Assignments
Aug 25 M Intro to Organization Behavior 1,2
Sept 1 M Labor Day Holiday – No Class Meeting
8
M Ability/Personality/MBTI 4,5 Journal
15
M Perception 5,6 Journal
22 M Motivation 7 Journal
29 M Motivation 8 Journal
Oct 6 M Rewards 9 Journal, Paper
MID TERM PAPER DUE
16 TH EXAM
1 Exam
20 M Group Behavior 10, 14 Journal
27 M Negotiation/ Conflict Management 11 Journal
Nov 3 M Power/ Politics 15 Journal
10 M Leadership 12
Journal
17 M Leadership 12 Journal
24
M Organizational Communication 13 Journal, Case
CASE ANALYSIS DUE
Dec 1 M Organizational Design/Structure 17,
18 Journal,
Book
BOOK REVIEW DUE Review
8 M EXAM
2 Exam
Weekly Critical Thinking Questions
“Heredity
determines personality.” (a) Build an
argument to support this statement. (b)
Build an argument against this statement.
How might the
differences in the experiences of employees and their managers affect their
perceptions of the employees’ work productivity and their comments?
Can an individual be too motivated, so that his or
her performance declines as a result of excessive effort?
It’s an indisputable fact that there has been an
explosive increase in the difference between the average U.S. worker’s income
and those of senior executives. In 1980
the average CEO made 42 times the average blue-collar worker’s pay. In 1990 it was 85 times. In 2000 it had risen to 531 times. What are the implications of this trend for
motivation in organizations?
“Performance can’t be measured, so any effort to link
pay with performance is a fantasy.
Differences in performance are often caused by the system, which means
the organization ends up rewarding the circumstances. It’s the same thing as rewarding the weather forecaster for a
pleasant day.” Do you agree or disagree
with this statement? Support your
position.
What effect, if any, do you expect that workforce
diversity has on a group’s performance and satisfaction?
Do you think competition and conflict are
different? Explain.
“Politics isn’t inherently bad. It’s merely a way to get things accomplished
within organizations.” Do you agree or
disagree? Defend your position.
Can leadership effectiveness be taught/learned? Explain.
Is there an ethical problem if leaders focus more on
looking like a leader than actually being one?
Discuss.
Why do you think so many people are poor listeners?
What effect, is any, do you think the Internet will have on the development of future employees’ interpersonal skills?