MGT304-UY/SPRING 2016
ORGANIZATIONAL BEHAVIOR
Thursdays 6:25pm-9:05pm/classroom SB402
Professor:
Office:
Telephone:
Contact:
Course Website:
Dr. Linda L. Neider
Professor, Department of Management
414 Jenkins Building
(305) 284-6123 office
email: lneider@[Link]
Follow me on Twitter: neideronthemove
Linked-In
Facebook
Access through [Link] (BlackBoard)
Faculty Abbreviated Biography
Dr. Linda L. Neider - Ph.D., M.A., M.B.A., State University of New York at Buffalo. Professor
in the Department of Management. Previous administrative roles have included Vice Dean
for Internal University Relations, Global Initiatives/Cross-Disciplinary Programs, and
Undergraduate Business, Department Chair/Department of Management (20+ years), Vice
Dean for Faculty, and Director/Ph.D. Program in Industrial Psychology. Teaching and research
interests lie in the fields of leadership, motivation, human resource management, and other
areas of organizational behavior. Her research may be viewed in a variety of journals, and
she is the co-editor of the annual series Research in Management, which is in its tenth
edition. Dr. Neider has received over two dozen outstanding teaching awards including the
University of Miami Teaching Excellence Award, the Executive MBA Outstanding Professor
Award, the School of Business Teaching Excellence Award to name a few. She is a member
of the Academy of Management, the American Psychological Association, and the American
Society for Human Resource Management.
Her consulting work with organizations
throughout the United States has focused on organizational change, attitudinal/culture
surveys, motivational/employee engagement programs, and productivity improvement
programs.
Course Overview and Objectives
MGT304 highlights research, as well as theories in the field of organizational behavior
noting specific applications for practice. In order to manage and work effectively with
others, an understanding of the causes of employee behavior, the conditions which facilitate
organizational effectiveness, and the strategies for developing appropriate action steps to
achieve organizational outcomes is a necessity. This course, through the use of cases,
experiential material, lectures, and group simulations gives an overview of such introductory
topics.
Specific course goals include the following:
To understand what causes behavior in organizational settings
To learn why particular antecedents cause behavior
To determine which antecedents are controllable and how
Course Objectives entail the areas listed below:
Interpersonal Relationships and Relationship Building: develop an understanding
of individual attributes and interpersonal skills to assist with building and
maintaining
Effective relationships with multiple stakeholders
Collaboration within Groups/Teams: learn more about the characteristics and
factors which facilitate the ability to work collaboratively with others in diverse
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groups and cross-functional teams
Leadership, Motivation, and Change Strategies: cultivate an understanding of
how to use leadership and influence tactics to effectively energize and motivate
stakeholders to accept and achieve strategic objectives
Problem Solving: through the use of cases, increase ones ability to diagnose
organizational issues/problems/challenges and develop meaningful action plans to
increase organizational effectiveness
Self-Development: expanding students understanding of their own skill sets,
their relative strengths and weaknesses as they interact with and influence others
in organizational settings
Course Materials
Textbook: Scandura; Essentials of Organizational Behavior: An Evidence-Based
Approach; ISBN#978143345659; 2016; Sage
Harvard cases (posted on BlackBoard):
A Day in the Life of Alex Sander ................................................HBS 2177/Apr2008
Lisa Benton (A).......................................................................HBS494-114/Mar1994
The Army Crew Case........................................................HBS 403-131/March 2004
HP at a Strategic Crossroad...............Asia Case Research Centre HKU418/Aug2005
Harvard readings (download through library link on BlackBoard):
1. The Unmanageable Star Performer.........................................HBR 1305X/____2013
2. Building the Emotional Intelligence of Groups..................... HBR R0103E/Mar2001
3. The Set-Up-To-Fail Syndrome.....................................................HBR 861X/Jan2002
4. Leadership Run Amok..........................................................HBR R0606D/June2006
5. Employee Motivation: Powerful New Model............................HBR R0807G/July2008
6. Why Its So Hard to Be Fair.....................................................HBR R063H/____2014
7. Analyzing Work Groups..................................................HBR 9-407-032/Aug2006
8. Managing Your Boss................................................................HBR R0501J/Jan2005
9. The Best-Performing CEOs in the World................................HBR R1001H/Jan2010
10. Leading Change.......................................................................HBR R0701J/Jan2007
11. Creating the Best Workplace of Earth...................................HBR R1305H/May2013
Evaluation Criteria
Examinations:
Exam 1............................................................................................... 100 points
Exam 2............................................................................................... 100 points
Exam 3............................................................................................... 100 points
Case Notes and Participation(6 case notes at 5 points each)......................... 35 points
Team Project.................................................................................................. 100 points
Prospectus .10 points
Peer Assessment . 5 points
Actual Team Project . 85 points
TOTAL POINTS........................................................................................................... 435 points
Examinations: May include multiple choice, true/false, short answer, and essay questions
taken from lecturer, text, readings, and cases. NO make-up examinations are given except
in cases warranted by extraordinary circumstances, and supported with documented
evidence.
Case Notes: Throughout the semester, we will be discussing a variety of cases, and it is
key to the learning process that you be prepared to offer your comments/insights when each
case is discussed. To facilitate this process, you need to turn in your case notes on the day
in which a case is discussed. Notes can be typed or hand written. Case notes are graded as
credit or not credit, and allocated points when credit is received. Each case note is
worth 5 points (after turning in six case notes, you should have a maximum of 30 points).
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Five points are allocated at the professors discretion for participation. Late cases are not
accepted (under any circumstances), and no notes can be emailed to me prior, during, or
after class. Students must be present in class when the case is discussed to
receive credit in this category. It is an honor violation for any student to turn in cased
notes for a classmate who is not present.
Team Project: Students will be responsible for completing a team project by the end of the
semester. Specific guidelines for this project are listed below. In addition, students must
complete:
(1) Project Prospectus: DUE: Class 7. This one-page prospectus should list team
members, their respective responsibilities, the organization chosen for the team
project, and a brief description of how you will collect the information necessary to
complete the project. The prospectus is worth 10 points.
(2) Peer Assessment: Every student in the class will be responsible for submitting a
confidential assessment of what they feel each member of the team contributed
towards the final project. Forms will be posted on BlackBoard (under Course
Documents) for use in completing this evaluation which is due on the last day of
class. This individual peer assessment is worth 5 points.
(3) Written Component: Your written team project is due at the end of the semester, and
is worth 85 points. The structure for the project is listed below, under Team Project
Description.
Team Project Description
Overview: Think of your team as organizational consultants. Your goal is to improve
organizational performance by helping leaders address the people issues (the OB
issues!). Students will examine an actual organization of their choice, diagnose the
problem(s), and recommend a solution(s).
The main objective of the project is to provide students with an opportunity to:
(1) Develop an in-depth understanding of an organization through case research.
(2) Develop consultancy skills in data gathering, analysis, and communication.
Two Issues: The first issue is to analyze the leadership in the organization you selected.
In addition to leadership (issue 1), the focus of the case study can be any other
organizational behavior issue of interest to students (e.g., personality, motivation, group
processes, power and politics, organizational culture). This will be issue 2. Students
should verify with the instructor for confirmation of qualified topics.
Sources: The possibilities include personal work experience, interviews with members of
an organization, questionnaires, observations of workplace behavior, analysis of
organizational documents, trade journals, academic journals, local newspapers, and the
business press (e.g., Business Week, Forbes, Fortune, Wall Street Journal). Do not,
however, use a pre-packaged case (e.g., from a textbook or casebook). If there is a
concern about the confidentiality of the selected company, it is okay to use a fictitious
name. Also, sources must be cited carefully, since plagiarism could result in a failing
grade for the course (for all group members), in addition to possible disciplinary action
by the School/University.
Paper/presentation structure:
The paper should not exceed ten pages (although
appendices and references may be added), and should consist of the following sections
presented under sub-headings:
(1) Introduction (5 points)
Why was this particular organization selected?
What was the goal in doing so?
What were the anticipated findings in relation to how leadership relates to the OB
issue? (What is your hypothesis?)
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(2) Methodology (20 points)
How did you obtain the information necessary for this project?
Why was this method chosen?
Did you use interviews (with whom)? Surveys (with whom)?
Where did you get the survey or interview questions from (a scholarly journal article
maybe)? Attach interview/surveys if used.
If you made observations, what did you look for? What days/times?
How many organizational sites did you visit?
How many and what type of employees were included (characteristics of your
sample)?
Ethical considerations? (Was participation voluntary? Could people respond
anonymously?)
(3) Organization Description and Analysis (30 points)
Based on your findings, describe the leadership (issue 1 for background).
Then, discuss the key OB issue(s) that were identified (issue 2 for examining the
hypothesis)
Use course material apply theories/concepts - to describe issues/problems
identified.
The more rigorous and insightful your analysis is, the better.
Try to use scholarly references to justify points.
How does the organization compare with others in the industry, in terms of culture
and the OB issue identified?
(4) Recommendations (20 points)
In this section, alternative action steps that relate specifically to the problems/issues
identified in the project should be discussed and weighted.
Relative advantages/disadvantages for each course of action should also be
discussed (extra reading may help with this section - try to use references to justify
points).
Finally, specific recommendations and/or implementation plan(s) with respect to how
leadership can address the problem areas identified must be described (use course
concepts and theories to justify choices).
(5) Conclusion (10 points)
Students should summarize what they learned about leadership and OB issues from
the project (insights), and draw relevant conclusions. Was the hypothesis supported
by the findings? Why/why not?
(6) Cite Sources (including the text book, plus journal articles, etc.)
(7) Appendices
Please include organizational chart, copies of surveys, interview questions, pictures
of cultural artifacts, interview transcripts, tables of survey results (e.g. mean scores),
as examples.
Honor Policy
Students are expected to be thoroughly familiar with the University of Miami
Honor Code and Policies. Cheating and/or plagiarism (of any kind) will not be
tolerated in this class. Students who are found to engage in such behavior will be
issued failing grades for the entire course.
Dates
Topic and Assignment
Class 1
January 14
Introduction/Group Assignments/Doing Research in Organizational Behavior
Read: Chapter 1; pp10-14; and Appendix (Research in Organizations)
Class 2
January 21
Class 3
January 28
Individual Attributes: Personality and Emotion (continued)
Individual Attributes: Perception
Read: Chapter 5; and pp205-212
Class 4
February 4
Individual Attributes: Perception (continued)
Case 2: The Expatriate (on BlackBoard)
Reading: 3
Class 5
February 11
EXAM 1
Class 6
February 18
Class 7
February 25
PROSPECTUS DUE (10 points)
Managing Groups: Group Processes
Read Chapter 9
Class 8
March 3
Managing Groups: Group Processes (continued)
Case 4: The Army Crew Case (order from Harvard)
Reading: 7
March 5-13
Doing Research (continued)
Individual Attributes: Personality and Emotion
Case 1: Eastchester College (hand-out)
Read: Chapter 3
Readings: 1, 2
Individual Attributes: Employee Attitudes and Motivation
Case 3: Alex Sander
Read: Chapters 4, 7, 8
Readings: 4, 5, 6
Spring Break
Class 9
March 17
Managing Groups: Understanding Conflict
Read: Chapter 10
Leadership in Organizations: Early Approaches
Class 10
March 24
EXAM 2
Leadership in Organizations: Contemporary Views
Chapter 2
Class 11
March 31
Readings: 8, 9
Cases 5, 6: Dick Spencer (on BlackBoard), Lisa Benton (order from Harvard)
Class 12
April 7
Project Day
Class 13
April 14
Class 14
April 21
EXAM 3
PROJECTS DUE
Organizational Development and Change
Case: Hewlett Packard (order from Harvard)
Read: Chapter 15
Readings: 10 , 11
Cases: (on BlackBoard under Course Documents)
1.
2.
3.
4.
5.
6.
7.
Eastchester
The Expatriate
A Day in the Life of Alex Sander HBR 2180/_____2008
The Army Crew Case HBS 403131/2004
Lisa Benton (A) HBS494114/1994
Dick Spencer
HP at a Strategic Crossroad Asia Case Research Centre HKU418/2005
Readings:
Readings on Personality and Perception:
1. The Unmanageable Star Performer..............................................HBR 1305X/____2013
2. Building the Emotional Intelligence of Groups........................... HBR R0103E/Mar2001
3. The Set-Up-To-Fail Syndrome..........................................................HBR 861X/Jan2002
Readings on Motivational Processes:
4. Leadership Run Amok...............................................................HBR R0606D/June2006
5. Employee Motivation: Powerful New Model.................................HBR R0807G/July2008
6. Why Its So Hard to Be Fair..........................................................HBR R063H/____2014
Readings on Groups, Teams:
7. Analyzing Work Groups.......................................................HBR 9-407-032/Aug2006
Readings on How to Lead/Manage:
8. Managing Your Boss......................................................................HBR R0501J/Jan2005
9. The Best-Performing CEOs in the World.....................................HBR R1001H/Jan2010
Readings on Organizational Change:
10. Leading Change.............................................................................HBR R0701J/Jan2007
11. Creating the Best Workplace of Earth.........................................HBR R1305H/May2013