SYLLABUS

BSNS 6210 - Organizational Behavior (MBA)

Semester II, 2007 = - 08

Mondays=

Location: St. Vinc= ent Hospital./Carmel

Professor: &= nbsp; Dr. Doyle J. Lucas

Office: &nbs= p; &= nbsp; Hardacre Hall Room 114

= &nb= sp; = Anderson University

Office Hours: By Appointment

Telephone -

= &nb= sp; Work: (765) 641 - 4367<= o:p>

= &nb= sp; Home (765) 642 -= 5738

= &nb= sp; Fax &= nbsp; (765) 641 – 4356

Email: djlucas@anderson.edu

Cour= se Description:

Organizational behavior is a field of study in business that has grown out of the traditio= nal social sciences. It is a fiel= d that strives to understand, explain, predict, and influence or change human beha= vior as it occurs within an organizational context. It is a field of study that focuse= s 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 po= int 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. (2006). Organizational Beh= avior: Integrating Individuals, Groups and Organizations. 3rd Edition

&= nbsp; Thompson South-Western Publishing, ISBN: 0-324-32079-5

Morris, Tom (1997). If Aristotle R= an General Motors. Henry Holt & Co., New York.

&= nbsp; ISBN: 0-8050-5252-6 (Paperback version is also just fine)

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 effectiven= ess 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 typ= ically 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 f= or 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 t= ake 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 anno= unced on that date. The paper will = be due on February 25, 2008. 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. &= nbsp; Define the major problem in organizational behavior and management terms;

2. &= nbsp; If the information is incomplete--which it is likely to be--make realistic assumptions;

3. &= nbsp; Summarize the probable causes of the problem;

4. &= nbsp; Consider the cost and benefits of each solution;

5. &= nbsp; 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-sp= aced, and turned in for evaluation. It is due on April 14, 2008. 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 Morr= is and complete a book review. T= his review will be due on April 21, 2008. The book review should address the following issues:

• &= nbsp; What is the thesis of the book?

• &= nbsp; That being, what are the most important themes presented; or, what does the auth= or wish you to believe or practice as a result of reading this work?

• &= nbsp; What did you learn from the book and how might you expect to apply this in your current work setting?

• &= nbsp; 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 t= he final grade.

Course Evaluation: Journalizing

Students will be required to submit a weekly journal entry. The journal entry should address t= wo 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.&qu= ot;

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 th= e 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 t= he program, and this class in particular, beneficial to your personal and professional goals? How are t= he 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 writ= ing 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 stud= ents, students will be expected to meet and participate in simulations, cases, exercises, and class experiences.

Grade Composition

Examinations &= nbsp; &nbs= p; 50%

Case Proposal = ; &n= bsp; 15%

Mid-term Paper &= nbsp; 15%

Book Review &= nbsp; &nbs= p; 15%

Journal &= nbsp; &= nbsp; 5%

Final Grades

Final grades will be assigned on the following scale:

A &= nbsp; 94 - 100

A- &= nbsp; 90 - 93

B+ &= nbsp; 87 - 89

B &= nbsp; 83 - 86

B- &= nbsp; 80 - 82

C+ &= nbsp; 77 - 79

C &= nbsp; 70 - 76

D &= nbsp; 60 - 69

F &= nbsp; 0 - 59

Tentative Course Schedule=

Date&nb= sp; = &nb= sp; = Topic &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; Text Chapter &n= bsp; = ; Assignments

Jan &= nbsp; 14 &= nbsp; M &= nbsp; No Class Meeting

&= nbsp; 21 &= nbsp; M &= nbsp; Intro to Organization Behavior &= nbsp; &nbs= p; &= nbsp; 1,2

&= nbsp; 28 &n= bsp; M &= nbsp; Ability/Personality/MBTI &= nbsp; &nbs= p; = &= nbsp; 4,5 &= nbsp; &nbs= p; Journal

Feb = 4 &= nbsp; M &= nbsp; Perception &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 5,6 &= nbsp; &nbs= p; Journal

&= nbsp; 11 &= nbsp; M &= nbsp; Motivation &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 7 &= nbsp; &nbs= p; Journal

&= nbsp; 18 &= nbsp; M &= nbsp; Motivation &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 8 &= nbsp; &nbs= p; Journal

&= nbsp; 25 &= nbsp; M &= nbsp; Rewards &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &= nbsp; 9 &= nbsp; &nbs= p; Journal, Paper

&= nbsp; &nbs= p; &= nbsp; &nbs= p; MID TERM PAPER DUE

Mar = 5* &= nbsp; W &= nbsp; EXAM 1 Due = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; Exam

&= nbsp; &nbs= p; &= nbsp; &nbs= p; Group Behavior = ; &n= bsp; = ; &n= bsp; &= nbsp; 10, 14

&= nbsp;

&= nbsp; 10 &= nbsp; M &= nbsp; Spring Break – No Class Meeting

&= nbsp; 17 &= nbsp; M &= nbsp; Negotiation/ Conflict Management = &nb= sp; &= nbsp; 11 &= nbsp; &nbs= p; Journal

&= nbsp; 24 &= nbsp; M &= nbsp; MBA First Year Student Combined Session 6:30 – 8:00 PM Attendance is required.=

&= nbsp; &nbs= p; &= nbsp; &nbs= p; Location to be determined

&= nbsp; 31 &= nbsp; M &= nbsp; Power/Politics &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; 15 = ; <= /span>Journal

Apr = 7 &= nbsp; M &= nbsp; Leadership &= nbsp; &nbs= p; &= nbsp; &nbs= p; &= nbsp; &nbs= p; 12 &= nbsp; &nbs= p; Journal

&= nbsp; 14 M &= nbsp; Organizational Communication &= nbsp; &= nbsp; 13 &= nbsp; &nbs= p; Journal, Case

&= nbsp; &nbs= p; &= nbsp; &nbs= p; CASE ANALYSIS DUE

&= nbsp; 21 &= nbsp; M &= nbsp; Organizational Design/Structure &nb= sp; = &= nbsp; 17, 18 &= nbsp; Journal, Book <= /span>

&= nbsp; &nbs= p; &= nbsp; &nbs= p; BOOK REVIEW DUE = &nb= sp; = &nb= sp; = &nb= sp; = Review

&= nbsp; 28* &= nbsp; M &= nbsp; EXAM 2 Due = &nb= sp; = &= nbsp; &nbs= p; &= nbsp; &= nbsp; Exam

&= nbsp; &nbs= p; &= nbsp; &nbs= p; Wrap Up Session

* Classes on Wednesday, March 5 and Monday, April 28 are scheduled to meet from 5:00 – 8:50 PM. All other classes meet from 5:00 &= #8211; 6:50 PM.

Weekly Critical Thinking Questions<= /b>

Jan 28 &= #8211; Personality

=         &= nbsp;       “Heredity determines personality.” (a) Build an argument to support this statement. (b) Build an argument against this statement.

Feb 4 &#= 8211; Perception

=         &= nbsp;       How might the differences in the experiences of employees and their managers af= fect their perceptions of the employees’ work productivity and their comme= nts?

Feb 11 &= #8211; Motivation

&nb= sp;            =    Can an individual be too motivated, so that his or her performance declines as a result of excessive effort?

Feb 18 &= #8211; Motivation

&nb= sp;            =    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 ti= mes 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?

Feb 25 &= #8211; Rewards

&nb= sp;            =    “Performance can’t be measured, so any effort to link pay with performance is a fantasy. Differences in perfo= rmance are often caused by the system, which means the organization ends up reward= ing 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.<= /span>

Mar 17 &= #8211; Negotiation/Conflict Management

&nb= sp;            =    Do you think competition and conflict are different? Explain.

Mar 31 &= #8211; Power/Politics

&nb= sp;            =    “Politics isn’t inherently bad. It’s merely a way to get things accomplished within organizations.” Do you = agree or disagree? Defend your posi= tion.

Apr 7 &#= 8211; Leadership

&nb= sp;            =    Is there an ethical problem if leaders focus more on looking like a leader than actually being one? Discuss.<= o:p>

Apr 14 &= #8211; Organizational Communication

&nb= sp;            =    Why do you think so many people are poor listeners?

Apr 21 &= #8211; Organizational Design/Structure

        &= nbsp;       What effect, is any, do you think the Internet will have on the development of future employees’ interpersonal skills?

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.

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)