MANA6A32 Organizational Behavior and Management

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1MANA6A32 Organizational Behavior and Management(Spring 2016)Instructor: D. Tony Kong, Ph.D.Email: [email protected]Class time: Tue/Thu 1-2:30PM (Section 1) or Tue/Thu 2:30-4PM (Section 2)Classroom: CBB 310Office hours: Tue/Thu 10-12pm or by appointmentCourse website: BlackboardCOURSE OVERVIEWThis course is very interactive and you will engage in experiential learning. The main goal ofthis course is to help you become a more effective, ethical, and engaging employee, coworker,and (potential) manager by systematically understanding and analyzing behaviors inorganizations. We will discuss various issues central to a critical understanding oforganizational behavior and management. You will be familiar with major concepts oforganizational behavior and management, the determinants and implications of variousbehaviors in organizations, and various methods of improving organizational effectiveness.You will know more about yourself through self-assessments and learn to apply yourknowledge to practice through case analysis, exercises, and a group project.COURSE MATERIALS
Course readings listed in the syllabusBusiness cases and exercisesHarvard Business School exercise(purchase it via
2RULES FOR GRADINGThe quality of your written assignments, presentations, class participation, etc. is amatter left to the course instructor’s subjective judgment. If you have a question aboutthe instructor’s feedback, please ask. However, the instructor’s decision on your lettergrade is FINAL. See below for the grading scale.If there are unusual or idiosyncratic circumstances that might prevent you fromperforming well in this course, such as chronic or acute illness, sudden death in yourfamily, mental disabilities, and so forth, please inform me at the beginning of thesemester, or as soon as the circumstances occur. In terms of disabilities, reasonableaccommodations will be made for students with verifiable disabilities. You mustcommunicate any problem to me as soon as possible. I will do everything in my powerto tackle the problem fairly and quickly. However, retroactive excuses are notacceptable to me. You are not allowed to bring up ameliorating circumstances to justifyyour poor performance at the end of the semester (particularly after knowing yourcourse/letter grade). There are additional resources that can support you in your effortsto meet course requirements(
Letter Grade
Final Score
3EVALUATION FOR COURSE GRADEYou are expected to submit your assignments punctually and responsibly. The grading policiesdescribed below are intended to symbolize the activities that help you achieve the learninggoals.
Class participation (16%)Reading summary (10%)Group paper and peer evaluation (23%)Group presentation (10%)Post-negotiation questionnaire (1%)Final exam (40%)
1. Class Participation (16%)Being on time and responsible is important. The class has strict attendance policy. I expecteveryone to be on time or a little earlier for the class. If you absolutely have to miss a session orbe late for a session, you must give me prior notice (via e-mail, to [email protected]) at least1 hour before the start of class. If you do not provide such notice (except for emergency), youwill get zero participation score for the session. For each session, you will be graded on a 4-point scale:0— you are absent1— you attend the session but do not speak up (i.e., make no contribution) or maketrivial contributions (e.g., chitchats) in class discussions2— you attend the session and make some contributions to class discussions3— you attend the session and make significant contributions to class discussionsThe quality of your contributions to class discussions is judged by the instructor based on therelevance, insightfulness, and elaboration of your discussions. Note that the quality of yourcontributions is not a perfect linear function of the frequency of your talking.Tardiness will be penalized. If you arrive at a session late without prior notice, I will deduct 1point (on the 4-point scale) for your class participation score for the session. If you are shy anduncomfortable to speak out in class, I suggest that you should take advantage of this class as anopportunity to challenge yourself.You are supposed to display professional courtesy and respect to your classmates and theinstructor. As part of professional courtesy,

You are expected to remain in the classroom for the duration of the classes unless anurgent need arises or a prior arrangement has been made with the instructor.You are expected to not use laptops, PDAs, or other electronic devices in the classroomunless you have obtained the instructor’s consent for activities directly related to the

4classes. Accessing emails or the Internet during the classes is prohibited, as they candistract other students and the instructor. You are expected to keep your mobile phones and pagers turned off or have them set onsilent/vibrate during the classes. Answering phones or pagers during the classes inprohibited, except for an emergency.2. Reading Summary (10%)Before each session, you must submit a Word document with a summary of all three readingsfor that session (about 100-200 words for each reading) to Blackboard (the respective folder foreach session). Although it takes time, your reading summary will help you better prepare forclass discussions and the final exam. Your reading summary for each session will be gradedbased on their overall quality (0 = fail, 1 = pass, 2 = good). Failure to submit the summary forany session on time will automatically lead to a deduction of 1% of your course grade.3. Group Paper and Peer Evaluation (23%)You will work in groups of two or three to prepare a max. 15-page (including your references,footnotes or endnotes, appendices, etc.), double-spaced paper (Times New Roman, font size 12,Word document only) on a specific real-life case pertaining to any of the topics discussed inclass. A cover page is unnecessary. You may use any citation style (e.g., American PsychologicalAssociation (APA) style), but once you choose one, stick to it throughout the entire paper.You may incorporate anything covered or not covered in the course into your analysis.However, you must do systematic research and provide focused and in-depth analysis. Toproduce a good research paper, you need to provide good logic/argument and find empiricaldata, legal evidence, news coverage, interviews, site visits, etc. to support your argument. Thisassignment also provides a good opportunity for you to practice your teamwork skills.Your group paper will be judged based on four equally important criteria: critical analysis(25%), comprehension (25%), clarity (25%), and professionalism (25%).

Critical analysis: Demonstrate your thoughtful, sophisticated, and insightful analysis, asopposed to superficial analysis with no nuanceComprehension: Demonstrate your comprehension of the course materials and classdiscussionsClarity: Demonstrate your clarity, coherence, and organization of your explanationswith specific examples or data supporting your argumentProfessionalism: Demonstrate your professional writing skills, including good grammarand correct spellings, along with appropriate citations in the main text and the reference

5list. Failure to include appropriate citations may lead to plagiarism. Very poor or sloppywriting will automatically receive a failing score on this criterion.Plagiarism from online sources, peers’ work, your previous work, and so forth is strictlyprohibited. If you borrow ideas from others or yourself (yourselves), provide appropriatecitations. Academic integrity is a serious matter. I take this matter seriously and expect that youdo too. I encourage you to refer to related university policies or ask me if you have questionsabout academic integrity in this course. If you are suspected for plagiarism, you will be given achance for an explanation.The group paper is due by March 3, 2016. One of your group members should submit it toBlackboard (the folder for the group paper). Your file should be named as “GroupPaper_Group#”, where # is your group number.In order to prevent social loafing, you will be given an opportunity to rate each group member’scontribution to this group paper. Accordingly, your final grade for the group paper is the sumof the score of the group paper given by the instructor (20%) and the average score of yourgroup members’ evaluations of your contributions (3%).4. Group Presentation (10%)You and your group members will make a group presentation (20 minutes) regarding yourgroup paper. Every one of your group has to speak during the group presentation but you allwill receive the same score for the presentation. The grading of the presentation will mainlyfocus on the following equally important criteria: organization, knowledge, communicationaids, critical analysis, and stage presence. Organization: Your presentation is consistently clear, concise, and well-organized.Points are easy to follow because of the organization. Transitions between sections aresmooth and coordinated.

Comprehension: You display an excellent grasp of the course materials. Youdemonstrate excellent mastery of contents, applications, and implications. Yourdiscussion is focused and in-depth.Communication aids: Your presentation is simple, clear, easy to interpret, and easy to

read. The slides, if any, are well-coordinated with contents, well-designed, and usedvery effectively. Your presentation is a good example of how to prepare and use goodvisual or/and audio aids. Critical analysis: Your analysis is clear and concise with major points emphasized andinsights provided. Your analysis also includes clear recommendations and logicalconclusions.6

Stage presence: You appear confident and at ease. You use notes (if any) well, have goodeye contact with the audience, and display appropriate gestures.
An excellent presentation provides concise and useful information to your peers in class aboutyour analysis and what you have learned from your analysis. You should demonstrate yourability to apply your knowledge and present your ideas/analysis clearly, and wheneverpossible, provide prescriptive advice and suggestions to your peers. You may incorporatemulti-media to make your presentation creative and engaging, such as video clips, audio clips,website demonstration, role-play, etc.5. Post-negotiation questionnaire (1%)For one of the negotiation exercises, you must complete an online, post-negotiationquestionnaire regarding your negotiation experience by 11pm of the day. You will receive 1% ofyour grade only if you punctually and responsibly complete the required questionnaire.6. Final Exam (40%)The final exam will cover everything (course readings, lecture slides, discussions, exercises,etc.). The details will be discussed later.7COURSE SCHEDULE
Assignment Due
Introduction and traits
Reading summary (Session 2), before class
Judgment and decision making
Reading summary (Session 3), before class
Trust, fairness, and ethics
Reading summary (Session 4), before class
Leadership theories
Reading summary (Session 5), before class
Power and influence
Reading summary (Session 6), before class
Case analysis – Part 1
Case analysis – Part 2
Distributive negotiation
Reading summary (Session 9), before class
Integrative negotiation
Reading summary (Session 10), before class
Multiparty negotiation
Reading summary (Session 11), before classPost-neg. questionnaire, after class (by 11pm)
Team dynamics
Reading summary (Session 12), before class
Organizational culture
Reading summary (Session 13), before class
Group presentation – Part 1
Group paper, before classPeer evaluation, in class
Group presentation – Part 2
Final exam
8COURSE READINGSSESSION 1. INTRODUCTION AND TRAITS1. Buss, D.M. (1996). Social adaptation and five major factors of personality. In J.S. Wiggins(Ed.), The five-factor model of personality: Theoretical perspectives (pp.180-207). New York:Guilford. Goleman, D. (2004). What makes a leader? Harvard Business Review, 82, 82-91. Maccoby, M. (2000). Narcissistic leaders: The incredible pros, the inevitable cons.Harvard Business Review, 78, 68-77. 2. MOTIVATION4. Kohn, A. (1993). Why incentive plans cannot work. Harvard Business Review, 71, 54-63. Nohria, N., Groysberg, B., & Lee, L.E. (2008). Employee motivation: A powerful newmodel. Harvard Business Review, 86, 78-84. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitionsand new directions. Contemporary Educational Psychology, 25, 54-67.,d.cGcSESSION 3. JUDGMENT AND DECISION MAKING7. Bazerman, M. H., & Chugh, D. (2006). Decisions without blinders. Harvard BusinessReview, 84, 88-97. (course reserve)8. Fiske, S.T. (2010). Envy up, scorn down: How comparison divides us. AmericanPsychologist, 65, 698-706. Hammond, J.S., Keeney, R.L., & Raiffa, H. (1998). The hidden traps in decision making.Harvard Business Review, 76, 47-58. 4. TRUST, FAIRNESS, AND ETHICS10. Brockner, J. (2006). It’s so hard to be fair. Harvard Business Review, 84, 122-129. Haidt, J. (2012). The moral foundations of politics. In J. Haidt, The righteous mind: Whygood people are divided by politics and religion (Chapter 7). Pantheon Books.,d.eWE12. Hurley, R. F. (2006). The decision to trust. Harvard Business Review, 84, 55-62. 5. LEADERSHIP THEORIES13. Bass, B. M. (1990). From transactional to transformational leadership: Learning to sharethe vision. Organizational Dynamics, 18, 19-31. Hackman, J.R. (2010). What is this thing called leadership? In N. Nohria & R. Khurana(Eds.), Handbook of leadership theory and practice: A Harvard Business School CentennialColloquium (Chapter 4). Boston: Harvard Business Press. Hughes, R. L., Ginnett, R. C., & Curphy, G. J. (1998). Contingency theories of leadership.In G. R. Hickman (Ed.), Leading organizations: Perspectives for a new era (pp. 141-157).Thousand Oaks, CA: Sage. (course reserve)SESSION 6. POWER AND INFLUENCE16. Cuddy, A. J., Kohut, M., & Neffinger, J. (2013). Connect, then lead. Harvard BusinessReview, 91, 54-61.,%20then%20lead.pdf17. Magee, J.C., Gruenfeld, D.H., Keltner, D.J., & Galinsky, A.D. (2005). Leadership and thepsychology of power. In D.M. Messick & R.M. Kramer (Eds.), The psychology of leadership:New perspectives and research (pp. 275-293). Mahwah, NJ: Lawrence Erlbaum Associates. Yukl, G. (2004). Use power effectively. In E. A. Locke (Ed.), Handbook of principles oforganizational behavior (pp. 242-247). Malden, MA: Blackwell. 9. DISTRIBUTIVE NEGOTIATION19. Adler, R.S. (2007). Negotiating with liars. Sloan Management Review, 48, 69-74. Lewicki, R.J., Bruce, B., Saunders, D.M., & Tasa, K. (2010). Essentials of negotiation.Chapter 2 (Strategy and tactics of distributive bargaining). McGraw-Hill. Wheeler, M. (2002). Negotiation analysis: An introduction. Harvard Business SchoolPublishing 9-801-156. 10. INTEGRATIVE NEGOTIATION22. Lax, D.A., & Sebenius, J.K. (1986). Interests: The measure of negotiation. NegotiationJournal, 2, 73-92. (course reserve)23. Sebenius, J. (2000). Dealmaking essentials: Creating and claiming value for the longterm. Harvard Business School Publishing 1-800-443.,d.eWE24. Ury, W. L., Brett, J. M., & Goldberg, S. B. (1993). Three approaches to resolving disputes:Interests, rights, and power (Chapter 1, pp. 3-19). Cambridge, MA: PON Books.,d.cGc11SESSION 11. MULTIPARTY NEGOTIATION25. Eisenhardt, K. M., Kahwajy, J. L., & Bourgeois, L. J., III. (1997). How management teamscan have a good fight. Harvard Business Review, 75, 77-85. Elangovan, A. R. (2004). The manager as the third party: Deciding how to intervene inemployee disputes. In R. J. Lewicki, D. M. Saunders, J. W. Minton, & B. Barry (Eds.),Negotiation: Readings, exercises, and cases (4th ed., pp. 467-478). Boston, MA: McGrawHill. (course reserve)27. Susskind, L. (2004). Winning and blocking coalitions: Bring both to a crowded table.Negotiation, 7, January. 12. TEAM DYNAMICS28. Garvin, D. A., Edmondson, A. C., & Gino, F. (2008). Is yours a learning organization?Harvard Business Review, 86, 109-116. Greenberg, J. (2005). Managing behavior in organizations (4th ed.) (Chapter 9: Groupprocesses and work teams, pp. 286-321). Upper Saddle River, NJ: Prentice Hall. (coursereserve)30. Lencioni, P. M. (2003). The trouble with teamwork. Leader to Leader, 29, 35-40. 13. ORGANIZATIONAL CULTURE31. Amabile, T., Fisher, C., & Pillemer, J. (2014). IDEO’s culture of helping. HarvardBusiness Review, 92, 54-61. Chatman, J. A., & Cha, S. E. (2003). Leading by leveraging culture. California ManagementReview, 45, 20-34. Schein, E. H. (1984). Coming to a new awareness of organizational culture. SloanManagement Review, 25, 3-16.

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