Syllabus MGT5371 S12

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MGT5371: Organizational Behavior SPRING 2012 Dr. Claudia Cogliser Phone: 806-834-2147 Office: BA330 E-mail: claudia.cogliser@ttu.edu Office Hours: Tue/Thu 12:30 - 1:00 pm (office hours held in classroom); other times by appointment Class Webpage: http://www.cogliser.com Username: management Password: student Required Texts: Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San Francisco: Jossey-Bass. Pink, D. (2011). Drive: The surprising truth about what motivates us. Ne
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  MGT5371: Organizational BehaviorSPRING 2012Dr. Claudia Cogliser Phone: 806-834-2147Office: BA330 E-mail: claudia.cogliser@ttu.edu    Office Hours: Tue/Thu 12:30 - 1:00 pm (office hours held in classroom); other times by appointmentClass Webpage: http://www.cogliser.com Username: management Password: student Required Texts: Lencioni, P. (2002). The five dysfunctions of a team: A leadership fable. San Francisco: Jossey-Bass.Pink, D. (2011). Drive: The surprising truth about what motivates us. New York: Riverhead Books.Other readings available on class webpage.Course Description: This course covers management of individual, interpersonal, group, and intergroup relations. Groupexercises, reflective assignments, and individual assessment exercises are included to enhance your learning andclassroom discussion. Through service learning, a reciprocal learning dynamic takes knowledge from the course material,synthesizes it with what you can gain from your experience in the community and applies it in work and life settings. Thecombination of academic and experiential learning is designed to generate a richer understanding of your world. Aftercompleting this course, you should be able to:    Identify/define basic terms and concepts which are needed for advanced courses in management    Apply the principles of organizational behavior to practical problems in the workplace    Identify the major themes that influence a person‟s self  -concept and workplace behavior    Gain insight into your own management styles, their effects on others, and their overall effectiveness    Explain the role that synergy and creativity play in group problem-solving along with problems that teams face    Recognize barriers to interpersonal cooperation and the actions that can be taken to overcome them    Consider the meaning of civic participation and its effects on both students and the community served    Understand how firms and communities can partner to promote community well-being and employee engagementLearning objectives will be assessed through reflection papers, video reflections, panel discussions, groupprojects/presentations, peer evaluations, and social media-based deliverables.Schedule:   Topic Assignment (to be completed by the date to the left) 1 1/19Introduction; Teams Formed; Agencies selected (contacted immediately and on-site group meetingorganized for 1/26) 2 1/24Perception Roberson & Kulik, Stereotype Threat at WorkRogers & Farson, Active Listening 3 1/26GROUP MEETING ON SITE AT AGENCIESOnline Survey completed    4 1/31PersonalityStatus report from agency meeting Due Sutton, Building the Civilized Workplace Babcock & Laschever, Women Don‟t Ask     5 2/2ConflictReflection Paper #1 Due Five Dysfunctions, Introduction through Part 2Eisenhardt, Kahwajy, & Bourgeois, How Management TeamsCan Have a Good Fight 6 2/7Teams Five Dysfunctions, Part 3 through Part 4 7 2/9Teams Five Dysfunctions, The Model through the end of the book 8 2/14 Reflection Paper #2 DueGroup Midterm Presentations (see presentation order below) 9 2/16Motivation Drive, Introduction through Part 1 10 2/21Motivation1 st Peer Evaluations Due Drive, Part 2Kerr, On the Folly of Rewarding A While Hoping for BWyld, Does Money Buy More Happiness on the Job?   11 2/23Decision-makingVideo Reflection DueThompson, Improving the Creativity of Organizational WorkGroupsLeonard & Straus, Putting Your Company‟s Whole Brain to Work   12 2/28Decision-making Vroom, Leadership and the Decision-Making Process 13 3/1AttitudesBook critique due Bennett, Cultivating Intercultural CompetenceSubtle Bias and Covert Prejudice in the Workplace(Orderfrom Harvard Business School Publishing)Howe & Strauss, The Next 20 Years   14 3/6Group Final Presentations2 nd Peer Evaluations duePresentation Schedule:Section 001  Social Media postingscomplete Team A1 9:30 - 10:00Team B1 10:05- 10:35Team C1 10:40 - 11:10Team D1 11:15 - 11:45Team E1 11:50 - 12:20Section 002Team A2 1:00  – 1:30Team B2 1:35  – 2:05Team C2 2:10  – 2:40Team D2 2:45  – 3:15Team E2 3:20  – 3:50Course RequirementsTo reap benefits of a real-world application, each class will be divided into teams of 4 to 6 members. Each team will spendtime with a Lubbock non-profit organization (whose goals are to provide services in an underserved population inLubbock) to develop and implement a project/program that serves that organization/community. The organization shouldhave as its audience and purpose one of the following: environmental sustainability, child welfare, poverty, homelessness,senior well-being, or healthcare. Each team member should plan on a minimum 10 to 15 hours at the agency as well aswith the community it serves to gain an adequate understanding of the needs the organization and its community face todevelop a feasible, relevant and beneficial project that does not duplicate existing programs. Each student is required tocomplete the Student Activity Release Form distributed on the first day of class. If a student does not desire to completethe service learning project, they may complete an alternate assignment described below (decide by end of first class).  Graded Components :Hot seats (2 @ 7 points each); 14 pointsAgency meeting status report; 7 pointsPeer evaluations (2 @ 7 points each); 14 pointsReflection papers  – written (2 @ 7 points each); 14 pointsReflection video (1 @ 7 points); 7 pointsOn-time attendance (14 @ 2 points each); 24 pointsPersonal assessment Survey; 3 pointsProject presentation #1; 14 pointsProject presentation #2; 21 pointsSocial Media Assignment; 14 pointsBook critique; 14 pointsTOTAL = 146 POINTS Grading scale: 7 - excellent6 - very good5 - good4 - average, needs improvement3 - mediocre2 - marginal, minimal effort shown1 - poor, unacceptable0 - not completed* 1 level deduction per day for late work Payoff Matrix :A = 131 to 146 pointsB = 117 to 130 pointsC = 102 to 116 pointsD = 88 to 101 pointsF < 88 points  GRADED COMPONENTS *Note: All assignments are to be submitted to Blackboard. If you are unfamiliar with Blackboard  , please speak with amember of your group. Two Hot Seat discussions  : During each class period, 2 to 6 students will be randomly selected to act as a panel ofexperts on course material (with each student serving on two Hot Seat panels during the semester). The “hot seat” topicwill derive from assigned readings/assignments of the day but may also be “holdovers” from topics previously discussed. It is your responsibility to be ready to take the Hot Seat at any time and to demonstrate adequateorga nizational and managerial performance. The Hot Seat format will vary from day to day. To receive an “Excellent” grade on the Hot Seat, you need to know your material and you need to deliver when called on to do so. You need to bealert and ready to act effectively and persuasively to show you have the requisite knowledge of course material. I willassign each Hot Seat participant a grade immediately following the Hot Seat period. Agency meeting status report  : After the team meets with a representative of their agency, the team is to prepare a one-page status report including the following: name and address of agency site; date and time team met with agency; placemeeting occurred; name, email, and phone number of agency contact; brief description of discussion and meetingoutcome; names of all team members in attendance (please indicate each team members who were on time and stayedthrough entire meeting). Team Project Peer Evaluation  : To encourage team member accountability and avoid social loafing, confidential peerevaluations will be conducted at two points in time during the term. If you are uncomfortable with having team membersevaluate your contribution via peer evaluations, I suggest you consider taking this course from another instructor.Each team member will evaluate other team members (including themselves) based on team members‟ contributions to the project on a 7-point scale.Your peer evaluation score will be calculated by taking the average of the scores your team members assign you(the scores you give yourself will not be used in calculating your grade) at two points in time. Reflection papers and Reflection video  : A benefit of service learning derives from the opportunity to reflect on your  experiences throughout the term. These written and video reflection activities connect your team and agencyexperiences to the organizational behavior concepts you have read and discussed in class. Further, these reflectivenarratives and videos are specifically designed to (a) challenge your perspectives, (b) explore biases and stereotypesregarding underserved communities and the role that organizations play in supporting the communities in which theyoperate, (c) explore, alter, or clarify your personal values, and (d) give you a way to vent emotionally about what youhave experienced during the class and project activities.You are required to submit electronically three reflections during the semester (due dates are indicated on theschedule). Two reflections will be written; one will be created in video format.Written papers are to be one page, single- spaced, 1” margins, Times New Roman 12 -point font. Type your Rnumber, reflection paper #, date, and section in a header).YOUR NAME SHOULD NOT APPEAR ANYWHERE INTHE PAPER),CONVERT ALL PAPERS TO .PDF FILES. THE FILE NAME MUST BE IN THIS FORMAT:RYYYYYYYY_REFLECTION1.PDF OR RYYYYYYYY_REFLECTION2.PDF (WHERE RYYYYYYYY REFERS TOYOUR R NUMBER). Please cite any material not your own in a in a footer (MLA or APA format).Video reflections should be 4 minutes long and can be created with the Flip video cameras provided to each groupor with another video camera that provides a format that can be viewed on an Apple MacBook Pro (my computer;Windows media file video formats will not be accepted).VIDEOS ARE TO BE NAMED AS FOLLOWS:RYYYYYYYY.XXX (THE XXX WILL REFER TO WHATEVER FORMAT YOU USE FOR THE VIDEO. PLEASE DO NOT ACTUALLY USE “XXX” AS THE EXTENSION OF YOUR FILENAME) .Please read the Reflection Guidelines at the end of this syllabus and write your papers and create your videosaccordingly for the content that should be included. Most important  – these reflections are an integration of yourexperiences with the project and your group with course material (and not just a common sense stream ofconsciousness).Reflections must be submitted electronically as discussed in class by the beginning of the class in which they aredue. If you miss class for a previously-excused reason or for an unexcused absence, your paper or video is still due electronically prior to class. Excuses such as “my internet was down this morning” or “my computer hard drivecrashed” or even “my alarm did not go off this morning” will not be accepted.  Please state your name at the beginning of your video reflection. Attendance  : On time attendance is required, expected, and important for this. You will receive 2 points for each class forwhere you attend on time and do not leave early. Personal Assessment survey  : A link on the course website will be available by the second class meeting for a requiredsurvey. The survey is due by class time onthe date indicated on the syllabus (1 point deduction for each day late).  Project Presentations  :Your first presentation should include (submit an electronic copy of your presentation to Blackboard  :A description of your agency and the community it serves.Information on what you propose to do for the agency. Each person‟s role in your project.  Brief videos of the agency and your project embedded in your PowerPoint presentation (including the communityserved as permitted by the agency).Your presentation should be no longer than 10 minutes (with a couple minutes at the end for questions).Your final presentation should include (submit an electronic copy of your presentation to Blackboard  :Information on the agency you chose and the community it serves.Information on how you developed your proposal and implemented your project.Description of your project (its goals, purpose, etc.) and how you believe it will/has benefited the community.Stories of what your team experienced/learned about organizational behavior during the project, highlightingsurprises or unexpected happenings. Please make this interesting! It is critical that you link experiences withcourse material in an insightful fashion. Specific course material should be included.Explanations of what you have learned about organizational behavior from your service learning project or howyou can demonstrate organizational behavior principles through examples from your project.Videos of the agency and your project embedded in your PowerPoint presentation.Presentations are to run 20 minutes, followed by a Q & A segment (the length of which is determined by audience interest in the subject matter, the number of questions generated by the audience, and the length of the team‟s answers to questions). As a general rule of thumb, the Q & A portion should last no longer than 10 minutes, buttimes may vary depending on audience interest. It is important for each team to plan how to manage the Q & Aperiod. Your grade will be adjusted downward if your presentation has not generated lively discussion amongaudience members. Total time of presentation may not exceed 30 minutes. Please look over the grading rubricat the end of this syllabus to make sure you are aware of how your presentation will be evaluated for a grade.All group members are NOT REQUIRED to speak during presentations. Social Media Assignment     – Your team must create an online community that utilizes at least two types of social media tobrand, bring awareness to, and promote your social learning project. Social media options include (but are not limitedto) Facebook, Tumblr, Twitter, Google+, LinkedIn, Flickr, and YouTube. Invite all team members to join (along with Dr.C). Each team member should post engaging updates, videos, and pictures regarding your team project. Use tags suchas Texas Tech University, Rawls College of Business, Service Learning, and the name of your agency to bring online  attention to your service project. Some ways of assessing whether your social media choices are effective involveasking these types of questions: Is your network sharing your messaging and content? Are they clicking on links? Arethey discussing your content with you and with others? Are you asking questions and are they providing answers? Arethey asking questions and are you providing answers? Are you having any real dialogue on social media or do you feellike you're talking to a wall? Use social media to share your ideas, your creations, your social circles, and yourinfluence. All team members are to be involved in posting, tweeting, blogging (or however you plan to promote yourproject). You will be graded on how engaging your posts are, how frequent you post, the amount of traffic you generate, and similar types of criteria (as compared with other students). You will need to figure out the best way to “invite” or “friend” me so that I can join y our online community (and thus assess your performance). Frequent communication withDr. Cogliser about expectations would be a good idea. Book critique  : Turn in a three-page single-spaced critique of one of the books listed below. Please note that this is a bookcritique and not a book report (which is more of a summary of the book).Valuable Points: The first section of your critique should identify key points that you think will be valuable to you inthe years to come and discuss them in the language of organizational behavior models and concepts that wereaddressed during the semester. Be very specific in terms of how you might apply these principles to your futurecareer. I want to emphasize that you make sure that the points you raise are integrated with the conceptualorganizational behavior principles discussed in class. Highlight the organizational behavior topics with subheadingsin this section.Less/Non Valuable Points: Identify what parts, if any, of the book were a waste of your time to read  – or areas thatyou do not think the principles outlined in the book would apply to your future career (in terms of what you havelearned about organizational behavior). Make sure to provide a thorough justification for both the points youconsider to be valuable to you in your work life as well as those you felt were less so.Book Rating: Conclude your review with an overall rating of the book on a scale of 1 to 10 (ten being the best) and justify your response carefully and succinctly.For consistency, please make sure to put your R# at the top of the paper in a header (R#, name of book, Book, date, section); please use 1” margins (header at ½”), single spacing, and Times New Roman 12 -point font. Book options (first come, first served; sign up with Dr. Cogliser, no more than one student per book)    The New How, Nilofer Merchant    Collaborative Intelligence: Using Teams to Solve Hard Problems, J. Richard Hackman    Why Great Leaders Don't Take Yes for an Answer, Michael A. Roberto    What the Dog Saw: And Other Adventures, Malcolm Gladwell    Thinking, Fast and Slow, Daniel Kahneman    Rapid Problem Solving with Post-it Notes, David Straker    Predictably Irrational, Dan Ariely    Gamestorming, Dave Gray, Sunni Brown, and James Macanufo    The Progress Principle: Using Small Wins to Ignite Joy, Engagement, & Creativity at Work, Teresa Amabile    Disciplined Dreaming, Josh Linkner    Weird Ideas that Work, Robert L. Sutton    Good Boss, Bad Boss, Robert L. Sutton    Bozo Sapiens: Why to Err is Human, Michael Kaplan and Ellen Kaplan    Serious Play: How the World's Best Companies Stimulate to Innovate, Michael Schrage    Delivering Happiness: A Path to Profits, Passion, And Purpose, Tony Hsieh    The Blame Game, Ben Dattner and Darren Dahl    The Way We're Working Isn't Working, Tony Schwartz    The Orange Revolution: How One Great Team Can Transform an Entire Org, Adrian Gostick and Chester Elton    Shine: Using Brain Science to Get the Best From Your People, Ned Hallowell    The Drama-Free Office, Jim Warner and Kaley Klemp    Y in the Workplace: Managing the Me First Generation, Nicole A. Lipkin and April J. Perrymore    Not Everyone Gets a Trophy: How to Manage Generation Y, Bruce Tulgan    The Great Workplace: How to Build it, How to Keep it, and Why it Matters, Michael Burchell and Jennifer Robin    The M-Factor: How the Millennial Generation is Rocking the Workplace, Lynne C. Lancaster and David Stillman    The Carrot Principle, Adrian Gostick and Chester Elton    The Power of Intuition, Gary Klein    Group Genius: The Creative Power of Collaboration, Keith Sawyer    The Go Point: How to Get Off the Fence, Michael Useem    Hard Goals: The Secret to Getting from Where You Are to Where You Want to Be, Mark Murphy    The Great Game of Business, Jack Stack    Think Twice: Harnessing the Power of Counterintuition, Michael Mauboussin    Flash Foresight: See the Invisible to do the Impossible, Daniel Burrus and John David Mann    Thinkertoys: A Handbook of Creative Thinking Techniques, Michael Michalko
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