MB 021.
02 – Introduction to Organizational Behavior
Semester/Year
Instructor: Rich DeJordy Office: Fulton 343
Mailbox: Fulton 430 E-mail: dejordy@[Link]
Class Meetingss: M,W,F 12:00; Fulton 115 BC phone: 617-552-2135
Office hours: Mon: 3-3:45; Wed: 10-10:45 Cell phone: 617-733-1991
& By Arrangement (until midnight)
1. Overview
Organizations are a fact of every day life. From classrooms to corporations, charitable societies
to country clubs, and car pools to choirs, we are constantly immersed in both formal and
informal organizations. This course is designed to help make sense of your own and others'
actions in these settings by introducing the fundamental concepts of organizational behavior.
Through readings from your text, lectures, experiential exercises, group projects, and both real
world and silver screen examples, by the end of the course you will be conversant with a range
of OB topics, including cognition, emotion, motivation, diversity, conflict resolution, leadership,
group dynamics, socialization, culture, communication, structure, and organizational change. In
the process you will have the opportunity to gain a better understanding of the world of business,
each other, and even themselves. And, hopefully, even have some fun in the process.
2. Course Objectives
At the end of this course, you will be able to:
• Identify the basic concepts, theories, and terms associated with organizational behavior.
• Link these concepts to the three levels of organizational analysis: individuals, teams and
groups, and within and between organizations.
• Demonstrate how these concepts are manifest in the everyday activities of various real
world organizations and appraise how they impact the effectiveness and performance of
those organizations.
• Continue to develop analytical and critical thinking skills helpful in accurately observing
and interpreting activities, diagnosing and resolving problems, and contributing to your
own and others’ development within organizational settings.
• Reflectively apply these concepts to your own activities to improve your personal
effectiveness when working in teams and organization.
3. Course Structure
The course is structured according to three common lenses, or levels, of organizational behavior:
The individual, groups & teams, and the organization as a whole. We start with the individual
and work up through group and team concepts, and finish with issues which impact the
organization as a whole. In reality, however, activities and concepts from each level impact the
other levels constantly and this separation is artificially imposed to help organization the course.
4. Course Materials
Required Texts:
Organizational Behavior: Foundations, Realities, & Challenges. 5th Edition. 2006. Nelson,
D. & Quick, J. Thomson: Southwest. ISBN 0-324-31647-X.
Difficult Conversations. 2000. Stone, D., Patton, B., & Heen, S. New York: Penguin. ISBN:
0-14-028852-X.
Getting to Yes. 2nd Edition. 1991. Fisher, R. & Ury, W. New York: Penguin.
ISBN: 0-14-015735-2.
Other Materials:
WebCT site: All students registered for this class have access to the WebCT site for this class.
This syllabus and any additional materials will be posted to the web site. Additionally, news or
changes to the schedule will be posted on the WebCT site.
5. Academic Integrity
Students are responsible for maintaining the highest standards of academic integrity in all aspects
of the course. Failure to comply with standards of academic integrity will be treated with
appropriate diligence and will have serious consequences in your academic performance in this
class and potentially your academic career at Boston College. Please familiarize yourself with
the academic integrity policies of the University and if uncertain, please bring any questions or
concerns to me before handing in an assignment or participating in other activities (such as in-
class exams and activities). Two general rules of thumb: When in doubt about using material,
make sure you cite it. When in doubt about collaborating, sharing, etc., don’t do it without
checking with me.
6. Grading
Grading of the course deliberately includes many different deliverables and incorporates both
individual and group activities. It is designed to not depend too heavily on any one activity or
assessment technique. The breakdown is:
20% Class Participation (you may move 5% to any other individual category)
15% Individual Papers (2) & Reflection Papers (3)
15% Individual Project
20% Group Work (Presentation)
15% Midterm
15% Final Exam
6.1 Class Participation
Participation is an important part of your activity in class. The ability to interact with your
colleagues effectively, to contribute to a group discussion, and to advocate an informed position
is, perhaps, the most relevant skill set you can develop in preparing for the transition into a
professional career. Your participation grade is based on your preparedness for class (including
preparing specific deliverables), a firm grasp of material covered, a willingness to seek
clarification as appropriate, and the ability to integrate concepts and multiple perspectives.
Recognizing the potential for attribution errors (a concept we will discuss in the second week) I
will grade your participation every class according to the following criteria:
Active Participation: (4 points)
• Participates regularly and voluntarily in class discussions (First third)
• Content of participation is useful and relevant to topics at hand (Second third)
• Demonstrates ability to apply and analyze course material (Final third)
Passive Participation: (2 points)
• Comes to class, but does not actively participate in class-wide discussions.
No Participation: (0 points)
• Absent from class
• Not completing un-graded assignments assigned for class
The quality of participation required for the Active Participation category will gradually increase
over the course of the semester, as indicated above. This is purposely designed to help you find
you voice both in class, and in other organizational settings. Though these are the typical grades,
other participation grades are possible in specific circumstances, but are rare.
One optional extra credit participation assignment will be available each week. This assignment
is available to upgrade one passive participation grade to active participation. Unexcused
absences (those without documentation from an appropriate University department) cannot be
“upgraded” with optional extra credit participation assignments.
Every week, I will rate overall participation by adding the three daily scores, with a max of ten.
In the case of excused absences, the grade for that week will be prorated accordingly. In
addition, I will drop one absence (or one passive participation grade in the event of perfect
attendance) for each of the three sections of class (individual, group, and organizational). You
will receive feedback on your participation grade based in response to your participation
reflection papers.
6.2 Individual Papers
There are two individual papers. First, based on your group, I will assign you to take the
concepts from a section of class (individual or organizational) and find examples of them in
other situations (movies, books, or other activities) and write a paper about them. These are
deliberately complex, multifaceted papers that draw on and integrate several concepts from our
class. These are evaluated on three criteria: a) your ability to bring in the topics, providing an
appropriate definition and a complete and accurate representation of the concept as it applies to
the specific situation, b) your analysis of the situation in light of the information and your ability
to integrate the concepts from the class into a synthesized, holistic view of the interaction of
multiple factors, and c) your ability to leverage that integrated view to make educated
propositions about different approaches to resolve whatever issues present themselves.
Second, you will write a paper reflecting on your group experience. The paper is described
under the group project but counts towards this portion of the grade.
In addition, twice during the year I ask you to reflect on your participation in class with some
specific questions, and once I ask for another reflection paper. They will be assessed based on
the thoughtfulness of your reflection, the self-awareness they demonstrate, and by how well they
integrate appropriate concepts from class.
Each of the two individual papers is worth 5%, and the three reflection papers combined are
worth 5% of the course grade, for a total of 15%.
6.3 Individual Project
Recognizing that different students have different strengths, the format of this project is up to
you. You may choose a traditional report or you may choose to produce a video report, write a
play, create your own cartoon strip, or whatever else you come up with. Past students have
created scrap books and even a board game. I encourage you to select a format for your project
that takes advantage of your particular strengths. You will pick three topics from the group
section of the class and create a project which conveys your understanding of the individual
concepts and your ability to evaluate, apply, and synthesize them in an organizational setting.
Because of the unique nature of each project, a proposal is due approximately two weeks into the
group topics section of the class, which explains the project and how it conveys the learning
objectives identified here and above. You are welcome to use a movie for the organizational
context, but the movie choice must be cleared with me.
6.4 Group Work (Presentation)
A critical part of organizational behavior is the ability to work in groups. Your group will look
at an organization that at least one of your members is involved in or familiar with from the
perspectives of at least three topics covered in class, one of which is an analysis of the ethical
considerations facing the organization as a whole, its members, or both. The other two topics
will come from materials in class at one level of analysis. The course is structured according to
the three levels of analysis, and group presentations will be the capstone of each section.
Therefore, keep in mind that the selection of your topic controls when your group will present.
Ideally, we will have two groups interested in topics for each level of analysis, but I may adjust
the schedule if required.
In addition to the presentation, every member of the group must hand in an individual paper
reflecting on their group process. Since we will have covered different topics at the time, your
reflections should focus on topics from the appropriate level of analysis. For example, the first
groups should focus on individual aspects of organizational behavior within the group such as
motivation or perception and attribution, while the second set of groups should focus on group
concepts like leadership and conflict, and the last set of groups should focus on organizational
concepts like structure or social networks. This report is the other individual paper required for
this course.
I will create six teams and attempt to introduce diversity into the teams while accommodating
your requests you have to work together as much as possible.
6.5 In Class Examinations
The midterm and final exam will both be in-class, closed book examinations and comprise both a
section of multiple choice/short answer questions and open-ended essay questions. The final will
be administered during the allocated time for this class, Thursday, May 11th at 9:00am. Both
exams will be cumulative to that point in the class and worth 15% of your final grade.
7. Absences, Emergencies, and Late Assignments
I understand that situations may arise which require you to prioritize your attendance and work
for this course against competing demands. It is your responsibility to resolve these to the best
of your ability, carefully weighing your options and the consequences of your actions, and
choosing the path with the consequences you are most ready to accept. While I will generally be
recording who is present in each class, absences (in excess of the three potentially “dropped”
above) will only affect your grade through your participation grade. However, class sessions and
activities often cover material not in the readings and all of it is fair game for the midterm and
final. I am always available to help you work through such decisions or to clarify the impact any
action you are considering may have for this class. If you miss a class for any reason, it is your
responsibility to make sure you get appropriate notes, handouts, etc. from your classmates.
If you have special circumstances, please inform your Dean who will help you in making sure
your professors are aware of the situation and taking appropriate action. I strongly encourage
you to follow this procedure, and, as such, I will require appropriate documentation from your
Dean for any such circumstance. Other excused absences, such as away games or medical
emergencies, also require documentation from the appropriate department.
In addition to absences, sometimes resolving conflicting priorities may require completing an
assignment late. Unless otherwise specified with a date and time, all assignments are due before
the beginning of class and should be submitted electronically through WebCT (always check
the DATE & TIME of the assignment on WebCT). WebCT’s timestamp is the final authority
of whether an assignment is late or not. In general, late assignments will be penalized 5 points if
they are received anytime later in the day they are due (until midnight), and five more points for
any day or part thereof after that. Since I understand that you are balancing multiple priorities, if
you give me at least 24 hours notice before it would be due, I will allow up to one calendar week
grace period for any individual assignment with only a 1 point penalty per day. This may only
be used once for each student, and cannot be used on a group presentation.
8. Classroom norms
I expect you to make your best effort to be on time for class. Coming in late is very disruptive to
the entire class. If you are unavoidably late, please wait until after class to ask your classmates
to fill you in on what is going on, because that distracts those who were on time from the current
class activity. Please keep your cell phones and any other electronic devices set to silent mode
or, even better, turned off if at all possible. If there is a situation which requires you to have a
cell phone or other device active and you have an urgent need to respond to it, please plan ahead:
sit near the back of the room, quietly leave the room to answer it, and make sure I am aware of
the situation ahead of time. (See the section above about emergencies.) Finally, we are going to
talk about a lot of issues in this class and there will be times when some of us will disagree with
each other. It is imperative that even when we disagree, we do so respectfully. I simply will not
tolerate anyone in the class treating anyone else disrespectfully in any way.
9. Course Schedule
** Note: This schedule may be changed as needed, for example to accommodate guest speakers,
group presentations, or future analysis of particularly relevant topics. Changes will be
announced in class and posted to the WebCT site.
(NQ refers to the Nelson & Quick textbook, DC refers to Difficult Conversations.)
Introduction to Organizational Behavior
DATE TOPIC Readings Deliverables
18-Jan Introduction &
Course Overview
20-Jan Organizational Behavior: Review the syllabus and 1. Introductory memo. (See
What is it and why study it? skim the chapter handout for detailed questions.)
summaries in the textbook. 2. Complete Meyers-Briggs
Come to class ready to Survey linked from WebCT
make recommendations for site by Thursday 5pm. If you
any changes you would have troubles with WebCT,
like. contact me!
23-Jan Perception & Attribution DC: Chapters 1, 2, 3, & 4. .
25-Jan Personality & Individual NQ: Chapter 3 Any requests for group
Differences assignment must be submitted
on WebCT before class today
27-Jan MBTI & Personality Gladwell: Personality Plus
Characteristics
30-Jan MBTI None
1-Feb Attitudes & Values NQ: Chapter 4
3-Feb Emotions at Work Emotions in the Workplace Group 1&2 project outline due
DC: Chapters 5, 6
6-Feb Motivation I NQ: Chapter 5
8-Feb Motivation II NQ: Chapter 6
WebCT: On the folly of
rewarding A while hoping
for B.
10-Feb Stress at Work NQ Charter 7
DC: Chapter 7
13-Feb Ethics WebCT: Business Ethics: One to two page reflection
Oxymoron or Good paper on an ethical dilemma
Business from your personal experience
WebCT: Accounting
Mental Models
15-Feb Cognition and Sensemaking WebCT Readings
DC: Chapter 8, 9
17-Feb Groups 1 & 2 Presentations Individual papers from
members of Groups 4, 5, & 6
on individual topics
20-Feb Individual concepts wrap-up Read the Google case on Come prepared to discuss the
and integration. NQ p 245 case in teams.
22-Feb Midterm
24-Feb Communication NQ: Chapter 8 Reflection paper on your
DC: Chapter 10 participation in class so far and
how it affects the in-class group
experience.
27-Feb Discuss Midterms &
Projects
1-Mar Introduction to Groups & NQ: Chapter 9
Teams
3-Mar Decision Making NQ Chapter 10 Groups 1 & 2 papers due.
DC: Chapter 11
6-Mar Spring Break – NO CLASS Project Proposals Due (ALL)
8-Mar Spring Break – NO CLASS
10-Mar Spring Break – NO CLASS
13-Mar Power & Politics NQ: Chapter 11
15-Mar Leadership (Concepts) NQ: Chapter 12
17-Mar Emotional Intelligence Goleman: What Makes a Group 3&4 Project Outlines
Leader Due
DC: Chapter 12
20-Mar Diversity NQ Chapter 2
22-Mar Conflict NQ: Chapter 13
24-Mar Conflict & Negotion Getting To Yes
27-Mar Negotiations Getting To Yes
29-Mar Negotiations Getting To Yes
31-Mar Groups 3 & 4 Presentations
3-Apr Group/Team Wrap-Up & Read case on NQ p456. Reflection paper on your
Integration Come to class prepared to participation so far, has
discuss the case in teams. changed since your last
reflection? if so, how, why, and
what has been the result.
5-Apr Organizational Structure NQ: Chapter 15
7-Apr Institutions WebCT Readings
10-Apr Organizational Culture I NQ: Chapter 16
12-Apr Organizational Culture II Group 5&6 Project Outlines
Due
14-Apr NO CLASS – Easter Break
17-Apr NO CLASS –Easter Break
19-Apr Organizational Change I NQ: Chapter 18 Individual papers about Group
process from Groups 3 & 4
21-Apr Organizational Change II: Articles TBD Individual Projects on Group
Topics due from everyone.
24-Apr Social Networks
26-Apr Work/Family Balance & NQ Chapter 17 Come to class prepared to
Career Management The Case of the Part Time discuss the Ethical Dilemma on
Partner page 239.
28-Apr Groups 5 & 6 Presentations Groups 1, 2, & 3 individual
papers on Organizational
Topics due
1-May Organizational Concepts NQ: Chapter 1. Read case
Wrap-Up and Integration on NQ p634. Come to
class prepared to discuss
the case in teams.
3-May Review for Final Individual papers about group
process from Groups 5 &6 due
by 12-May