SYLLABUS

&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; SYLLABUS

&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; = BSNS 4010/PSYC 3220

&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; Organizational Behavior and Theory

&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; = Three Semester Hours

&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; Spring Semester, 2007 - 08

Doyle J. Lucas, Ph. D.

T - Th Section 01: 8:30 - 9:45

Office: Hardacre Hall Rm 114

Office Hours: = &nb= sp; M &= nbsp; 11:00 - 11:50, &nbs= p; 1:00 - 1:50

&= nbsp; &nbs= p; &= nbsp; &nbs= p; T &= nbsp; 11:00 - 11:50, &nbs= p; 1:00 - 2:50

&= nbsp; &nbs= p; &= nbsp; &nbs= p; W &= nbsp; 11:00 - 11:50, &nbs= p; 1:00 - 1:50

&= nbsp; &nbs= p; &= nbsp; &nbs= p; Th &= nbsp; 11:00 - 11:50, &nbs= p; 1:00 - 1:50

&= nbsp; &nbs= p; &= nbsp; &nbs= p; F &= nbsp; 11:00 - 11:50

&= nbsp; &nbs= p; &= nbsp; &nbs= p; Other hours available by appointment.

Phone: &= nbsp; Of= fice: 641 - 4367

&= nbsp; &nbs= p; Home:= 642 - 5738

&= nbsp; &nbs= p; email= : djlucas@and= erson.edu

Course Description

&= nbsp; This course often brings together students from a variety of majors and discipli= nes including management, marketing, accounting, finance, mass communication, psychology, christian ministries, sociology, social work, as well as others. This provides us with= the opportunity for a rich interaction with each other as we discuss the workpl= ace and the elements involved within it. Virtually all of us will not only be employees but will be placed in= a position of authority or leadership and will be expected to "bring out= the best" in ourselves and those who report to us. Whether you work in a "for profit" or a "not-for-profit" organization, the principles of organizational behavior apply.

&= nbsp; Organizational Behavior refers to the attitudes and behaviors of individuals and groups wi= thin organizations. Through the systematic study of these attitudes we may be able to: predict the behavior of others; explain why a particular behavior occurs; and through prediction and explanation, influence organizational behavio= r.

Required Text:

&= nbsp; Robbins, Steven P. & Judge, Timothy A. (2007).&= nbsp; Organizational Behavior, 12^th Edition. Prentice Hall Publishing. ISBN: 0-13-243156-4

Course Format/Objectives

&= nbsp; Organizational Behavior is experiential, applied, and integrative in its design. Through a series of discussions, in-class exercises, writing assignments and group case proposals, you will = be provided opportunities to experience and apply the macro and micro issues relevant within this broader course topic.

&= nbsp;

&= nbsp; Specific Course Objectives include:

&= nbsp;

1.&n= bsp;

2.&n= bsp; &= nbsp;

3.&n= bsp; &nbs= p;

&= nbsp; Particular emphasis of this course is not on facts and figures, but on your ability to diagnose problems and develop options for greater organizational effectiven= ess as an organizational leader. = You will be expected to think about the foundational assumptions and theories behind why we exhibit various behaviors in the context of the workplace and then utilize this information to make supervisory or managerial decisions t= hat result in positive outcomes for the individual, the group, or the organizat= ion as a whole.

Course Evaluation: Exams

&= nbsp; Three examinations, worth a total of 300 points, will be given on the dates shown= on the course schedule. Tests ma= y be take-home, essay, case, objective or subjective in their structure. When given cases or essay question= s you will be expected to integrate relevant material we have discussed within yo= ur answers. You’ll need to= show this integration by citing references to your text or to our class discussi= on in your answer. A grade of ze= ro will be recorded for all students who miss an exam without prior notification of the professor. If you have a legitimate reason for not taking the exam on the scheduled date,= and you have notified me prior to the exam, you can take a make-up exam composed solely at the discretion of the professor.

Course Evaluation: Questions for Critical Thinking:

&= nbsp; Each chapter assigned in your textbook concludes with a section entitled “Questions for Critical Thinking.” As you will note in the schedule a= t the conclusion of this syllabus, you are assigned one critical thinking question for each day of our class time (with the exception of examination days). There are 21 assigned questions. You are required to submit respons= es to 20 of these. Each written res= ponse is worth up to 10 points for a total of 200 points towards the final grade. Your opinions are n= ot enough to receive full credit. Each written response must include at least two (2) references to materials from= the assigned chapter in the textbook that provides the foundation for your agreement or your disagreement with the issue presented in the question. Th= ese references/citations must include the specific page number from your text w= hich you base your own writing upon. You may work together on these assignments but each individual must submit a response for evaluation purposes.= Specific question assignments are located at the end of the syllabus= . Please note: All written work must be= Word Processed, Double Spaced.

Course Evaluation: Group Proposals and Cases<= /p>

&= nbsp; During the course of the semester each individual will be assigned to a consulting team. You will be presented w= ith a problem from a firm in the form of a case or general topic. Your team's duties will be to form= a written proposal as to how you would approach the problem situation and con= sult with the firm in order to attempt to solve the problem. You will experience the rewards and frustrations of working in groups and will be expected to integrate the con= cepts discussed in class into your solution proposals. I will provide you guidelines late= r in the semester to help in your planning.&nbs= p; These exercises will be written and turned in for evaluation on T= uesday, April 22, 2008. We will d= iscuss your group’s analysis that day in class. The case analysis is worth 200 poi= nts of your final grade.

Course Evaluation: Participation

&= nbsp; This class is designed to be interactive. I want to know what you think and believe and are willing to share w= ith me. That is very important wh= en learning about organizational behavior.&nb= sp; Class attendance is, therefore, considered vital to your learning experience and mine. You are expected to meet and participate in every class session. The class participation grade will= be assessed based upon your active involvement in the sessions through both yo= ur presence and your verbal participation.&nb= sp; After my assessment of your participation I reserve the right to adj= ust your final grade percentage by up to +/- 5%.

Grade Composition:

&= nbsp; Examinations &= nbsp; &nbs= p; &= nbsp; &nbs= p; 300 points

&= nbsp; Critical Thinking Questions &= nbsp; &nbs= p; &= nbsp; &= nbsp; 200 points

&= nbsp; Group Case Proposal = &nb= sp; = 200 points

&= nbsp; Participation &= nbsp; &nbs= p; &= nbsp; &nbs= p; +/- 5% of Final Total

Final Grades will be assigned using the following scale:

&= nbsp; A &= nbsp; =3D &= nbsp; 94 – 100 &n= bsp; = ; &n= bsp; &= nbsp; 752 – 800 points

A-&n= bsp; = ; =3D = ; 90 – 93% &n= bsp; = ; &n= bsp; = ; 720 – 751 points

B+ &= nbsp; =3D &= nbsp; 87 – 89% &n= bsp; = ; &n= bsp; = ; 696 – 719 points

B &n= bsp; =3D &= nbsp; 83 – 86% &n= bsp; = ; &n= bsp; = ; 664 – 697 points

B-&n= bsp; = ; =3D = 80 – 82% &n= bsp; = ; &n= bsp; = ; 640 – 663 points

C+ &= nbsp; =3D &= nbsp; 77 – 79% &n= bsp; = ; &n= bsp; = ; 616 – 639 points

C &n= bsp; =3D &= nbsp; 70 – 76% &n= bsp; = ; &n= bsp; = ; 560 – 615 points

D &n= bsp; =3D &= nbsp; 60 – 69% &n= bsp; = ; &n= bsp; = ; 480 – 559 points

F &n= bsp; =3D &= nbsp; 0 – 59% &n= bsp; = ; &n= bsp; = ; 479 and below points

Please note: Students who have special clinically based problems that might affect their performance in class should notify the instructor during the first week of school. Possible arrangements= can be made to work closely with the Learning Center, a tutor, or special time provided by the instructor.

&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; BSNS 4010/PSYC 3220 Organizational Behavior

&= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Course Schedule

= &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; Critical

= &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; Thinking

Date &= nbsp; &nbs= p; &= nbsp; Topic &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Assigned Reading= &= nbsp; &= nbsp; Question (Pg #)

Jan &= nbsp; 17 &= nbsp; Th &= nbsp; Intro/Overview &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Ch. 1

&= nbsp; 22 &= nbsp; T &= nbsp; Learning/Reinforcement &= nbsp; &nbs= p; &= nbsp; &= nbsp; Ch. 2 &= nbsp; 2 (pg. 66)

&= nbsp; &nbs= p; &= nbsp; &nbs= p; Kolb’s Experiential Learning Model

&= nbsp; 24 &= nbsp; Th &= nbsp; Values, Attributes, Job Satisfaction &nb= sp; = &= nbsp; Ch. 3 = &nb= sp; 4 (pg. 95)

&= nbsp; 29 &= nbsp; T &= nbsp; Personality &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; Ch. 4 &= nbsp; &nbs= p; 1 (pg. 136)

&= nbsp; 31 &= nbsp; Th &= nbsp; MBTI

Feb = 5 &= nbsp; T &= nbsp; Perception &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; Ch. 5 = &nb= sp; 1 (pg. 177)

= ; 7 &= nbsp; Th &= nbsp; Perception/Decision Making – continued &= nbsp; &= nbsp; Ch. 5 &= nbsp; &nbs= p; 3 (pg. 177)

&= nbsp; 12 &= nbsp; T &= nbsp; Basic Motivation &nb= sp; = &nb= sp; = &= nbsp; Ch. 6 &= nbsp; &nbs= p; 4 (pg. 216)

&= nbsp; 14 &= nbsp; Th &= nbsp; Work Motivation &nb= sp; = &nb= sp; = &= nbsp; Ch. 7 &= nbsp; &nbs= p; 4 (pg. 250)

&= nbsp; &nbs= p; &= nbsp; &nbs= p; McClelland’s Achievement Motivation Exercise

&= nbsp; 19 &= nbsp; T &= nbsp; Exam 1 – Chapters 1 – 7, Notes

&= nbsp; 21 &= nbsp; Th &= nbsp; Group Dynamics - “The Story” &nb= sp; = &= nbsp; Ch. 9 &= nbsp; &nbs= p; 4 (pg. 329)

&= nbsp; 26 &= nbsp; T &= nbsp; Work Teams (Groupthink) &= nbsp; &nbs= p; &= nbsp; &= nbsp; Ch. 10<= span style=3D'mso-tab-count:2'> &= nbsp; 5 (pg. 359)

&= nbsp; 28 &= nbsp; Th &= nbsp; Communication &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Ch. 11 &= nbsp; 5 (pg. 395)

Mar = 4 &= nbsp; T &= nbsp; Leadership Theory &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Ch. 12 &= nbsp; 2 (pg. 421)

&= nbsp; 6 &= nbsp; Th &n= bsp; Contemporary Leadership Issues &n= bsp; = ; &= nbsp; Ch. 13<= span style=3D'mso-tab-count:2'> &= nbsp; 4 (pg. 460)

&nb= sp; = &nb= sp; = Leadership Style Inventory

&= nbsp; 8 – 16 &nb= sp; = Spring Break

= ; 18 &= nbsp; T &= nbsp; Power &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Ch. 14 &= nbsp; 1 (pg. 495)

&= nbsp; 20 &= nbsp; Th &= nbsp; Politics &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; Ch. 14<= span style=3D'mso-tab-count:2'> &= nbsp; 2 (pg. 495)

&= nbsp; 25 &= nbsp; T &= nbsp; Exam 2 – Chapters 9 – 14, Notes

&= nbsp; 27 &= nbsp; Th &= nbsp; Conflict Management &nb= sp; = &nb= sp; = &nb= sp; Ch. 15<= span style=3D'mso-tab-count:2'> &= nbsp; 3 (pg. 530)

&nb= sp; = &nb= sp; = Conflict Handling Strategies - Exercise

Apr = 1 &= nbsp; T &= nbsp; Conflict and Negotiation &nbs= p; &= nbsp; &nbs= p; &= nbsp; Ch. 15 = ; &n= bsp; 5 (pg. 530)

&= nbsp; 3 &= nbsp; Th &= nbsp; Organizational Structure &nbs= p; &= nbsp; &nbs= p; &= nbsp; Ch. 16 = ; &n= bsp; 2 (pg. 565)

&= nbsp; 8 &= nbsp; T &= nbsp; Organizational Design/Decision Making &nb= sp; &= nbsp; Ch. 16<= span style=3D'mso-tab-count:2'> &= nbsp; 4 (pg. 565)

&= nbsp; 10 &= nbsp; Th &= nbsp; Student Learning Assessment

&= nbsp; 15 &= nbsp; T &= nbsp; Organizational Culture = &nb= sp; = &nb= sp; Ch. 17 = ; &n= bsp; 4 (pg 598)

= ; 17 &= nbsp; Th &= nbsp; Group Case Work Day – No In –class Session

&= nbsp; 22 &= nbsp; T &= nbsp; Group Case Analysis Due

&= nbsp; 24 &= nbsp; Th &= nbsp; Human Resource Policies and Practice &= nbsp; &= nbsp; Ch. 18 = ; &n= bsp; 4 (pg. 635)

&= nbsp; 29 &= nbsp; T &= nbsp; Organizational Change/Stress Mgmt. = &nb= sp; = &= nbsp; Ch. 19 &= nbsp; 5 (pg. 679) &nbs= p;

May 1 &= nbsp; Th &= nbsp; Wrap-up, Course Evaluation

&= nbsp; 5 &= nbsp; M &= nbsp; Exam 3 – Chapters 15 – 19, Notes&nbs= p; 7:40 – 9:20

&= nbsp; &nbs= p; &= nbsp; &nbs= p; All exams during finals week must be taken at the assigned time.

&= nbsp;

AU Policy on Academic Integrity

<= span style=3D'font-size:10.0pt'>Anderson University seeks to support and promote qualities of acade= mic honesty and personal integrity and regards cheating, plagiarism and all oth= er forms of academic dishonesty as serious offenses against the University community. Such offenses will= be deal with in an appropriate manner.

Cheating or academ= ic dishonesty is defined as the deception of others about one’s own work= or about the work of another. Ex= amples of cheating include but are not limited to:

= 1.&n= bsp; Submitting another’s work as one’s own or allowing another to submit one’s work as though it were his or hers.

= 2.&n= bsp; Failure to properly acknowledge authorities quoted, cited, or consulted in the prepara= tion of written work (plagiarism).

= 3.&n= bsp; The use of = a text book or notes during an examination without permission of the instructor.

= 4.&n= bsp; The getting= or giving of unauthorized help on assignments.

= 5.&n= bsp; Tampering w= ith experimental data to obtain a “desired” result or creating resu= lts for experiments not done (“dry labbing”).

= 6.&n= bsp; Tampering w= ith or destroying the work of others.

= 7.&n= bsp; Submitting substantial portions of the same academic work for credit or honors more th= an once without permission of the present instructor.

= 8.&n= bsp; Lying about= these or other academic matters.

Students who are g= uilty of such academic violations can expect to be penalized. An instructor whose definition of cheating may differ from that stated above has the responsibility and obligation to so inform the student, in writing, at the beginning of the course. Those instructors who= fail to do so have no basis for disciplinary action in instances of purported student dishonesty outside of the above provisions.

In all instances of academic dishonest, instructors are urged to discuss the incident with the student and, if necessary, refer them to the Dean of Students office for mo= re extensive counseling.

<= /span>

The course instruc= tor shall have the authority to deal with instances of academic dishonesty with= in the framework of the following guidelines.

= 1.&n= bsp; Faculty mem= bers must report any student who has violated the policy on academic integrity to the Vice President for Academic Affairs.&n= bsp; Following two such reports against a particular student, action will= be initiated under provisions of the judicial code and may lead to dismissal of the student from the University.

= 2.&n= bsp; The maximum assessable penalty for a first offense shall not exceed double the original value of the assignment plus no option to make up the work in question.

= 3.&n= bsp; Alternative courses of action may include, but are not limited to, the following:<= /o:p>

a. = Work may be redone for full or partial credit.

b. = Alternative assignments may be given for full or partial credit.

c. = Work may no= t be redone and no credit will be given for that particular assignment.

Students who, in t= he judgment of the instructor, have committed a serious action of academic dishonest are to be reported to the Vice President for Academic Affairs. Following two such reports against= a particular student, action will be initiated under provisions of the judici= al code and may lead to dismissal of the student from the University.

The student has th= e right to appeal actions under this policy through the regular channels as establi= shed by the grade appeal process.

Grounds for appeal= are:

= 1.&n= bsp; Insufficient evidence of dishonesty.

= 2.&n= bsp; Penalties assessed in excess of those allowed under the above guidelines; or

= 3.&n= bsp; Provisions = of grade appeal cited in the Student Handbook. In all instances of academic disho= nesty, instructors are urged to counsel offenders and, if necessary, refer them to= the Vice President for Academic Affairs for conversations that are more extensi= ve.

From Section 4.23 of the Faculty Hand= book (10/13/2004)

&= nbsp;