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Course Outline (cont’d.) Course Outline

School of: Business Program: BMGT,HRMG,ITMG,OPMT,INTT

ORGB 1100ORGANIZATIONAL BEHAVIOUR

Start Date: January 4, 2010 End Date: March 11, 2011

Total Hours: 50 Total Weeks: 10 Term/Level: Winter

Course Credits: 3.0

Hours/Week: 5 Lecture: 2 Lab: 3 Shop: Seminar: Other:

Prerequisites: None is a Prerequisite for: Course No. Course Name Course No. Course Name BUSA 2100 Principles of Management

1. Course Description

Organizational Behaviour presents the study of factors that either influence or are influenced by people at work. The course will focus on macro factors such as organizational change; group factors such as team dynamics, leadership, conflict and power; and micro or individual factors such as personality, attitudes, perception and motivation.

An understanding of these topics will help students (future employees and managers) understand the behaviour or individuals and teams in organizations and how these relate to the effective operation of organizations.

2. Evaluation

Group Assignments 10

% Students must pass the average of the quizzes and final exam in order to pass the course.

Lab Cases 20 %Quizzes 20 %Final Exam 40 %Contribution 10 %TOTAL 100 %

3. Course Learning Outcomes/Competencies

Upon successful completion of the course, the student will be able to: Use contingency approach to understand organizational behaviour Apply group behaviour concepts to achieve team outcomes Illustrate the roles of perception, personality, emotions, attitudes and values Compare and contrast motivation theories Differentiate leadership styles and theories Explain the impact of power and politics in the workplace Compare and contrast negotiation styles and conflict management techniques

ORGB 1100 Winter 2011 1

Course Outline (cont’d.) Identify decision making and problem solving models Describe major elements of organizational change

4. Verification

I verify that the content of this course outline is current.

Authoring Instructor Date

I verify that this course outline has been reviewed.

Program Head/Chief Instructor Date

I verify that this course outline complies with BCIT policy.

Dean/Associate Dean Date

Note: Should changes be required to the content of this course outline, students will be given reasonable notice.


Course Outline (cont’d.)5. Instructor(s)

Angela Kelleher Office:Office Hrs.:

SE6 313As posted

Office Phone:E-Mail:

[email protected]

Debby Cleveland

Office: SE6 325 Office Phone: 604.432.8492 Office Hrs.: As posted E-mail: [email protected]

Lori Becker Office: SE6 303 Office Phone: 604.451.6787Office Hrs.: As posted E-mail [email protected]

Dawne Bringeland Office: SE6 375 Office Phone: 604.451.6820 Office Hrs.: As posted E-mail: [email protected]

6. Learning ResourcesRequired:

McShane. Canadian Organizational Behaviour (7th edition), McGraw-Hill Ryerson. ISBN 0-07-097989-8. This text is available in electronic format for those who prefer.

Online Learning Centre at www.mcgrawhill.ca/college/mcshane Handouts provided in class.

Recommended: regular reading from business publications and newspapers

7. Information for Students: Course Notes, Policies and Procedures

Assignments: Assignments must be done on an individual basis unless otherwise specified by the instructor. Late assignments will be penalized 20% per day and will not be accepted after 5 calendar days past the due date. In exceptional circumstances flexibility and discretion will be used implementing this policy, provided the instructor is advised of the circumstances before the due date of the assignment. All assignments should be handed in to your lab instructor unless otherwise advised.

Group Assignments: You will be assigned to one of 4 teams in your set. Working effectively in teams is an essential skill in the workplace, and a critical part of this course. If you encounter team issues, we encourage you to use some of the concepts from the course to address them in a timely manner. Seek the assistance of your instructor if the team is not able to resolve the issues on its own.

Makeup Tests, Exams or Quizzes: There will be no makeup tests, exams or quizzes. If you miss a test, exam or quiz, you will receive zero marks. Exceptions may be made for documented medical reasons or extenuating circumstances. In such a case, it is the responsibility of the student to inform the instructor immediately.

Ethics: BCIT assumes that all students attending the Institute will follow a high standard of ethics. Incidents of cheating or plagiarism may, therefore, result in a grade of zero for the assignment, quiz, test, exam, or project for all parties involved and/or expulsion from the course.

Attendance: The attendance policy as outlined in the current BCIT Policy 5101 will be enforced. Students are required to attend all classes. Attendance will be taken in labs and occasionally in lectures. Students who miss more than 10% of classes


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mailto:[email protected]




Course Outline (cont’d.)may be required to withdraw from the course thereby receiving a failing grade. If students are sick, a medical note is required to avoid these absences from counting towards the 10% limit.

Contribution: Active participation in labs is essential to accomplish the course objectives. All assigned reading must be done before the lab. Participation is defined as: attends all labs, consistently participates and moves class discussions forward, volunteers high quality analysis and insights or applications of course content; enables others to contribute.

Illness: A doctor’s note is required for any illness causing you to miss assignments, quizzes, tests, projects, or exam. At the discretion of the instructor, you may complete the work missed or have the work prorated.

Attempts: Students must successfully complete a course within a maximum of three attempts at the course. Students with two attempts in a single course will be allowed to repeat the course only upon special written permission from the Associate Dean. Students who have not successfully completed a course within three attempts will not be eligible to graduate from the appropriate program.

Examinations: In order to write exams, students will be required to produce photo ID at exam centres. The ID must be placed on the desk before an exam will be issued to the student and must remain in view while writing the exam for inspection by invigilators. Acceptable ID is a BCIT OneCard or two pieces of identification, one of which must be government photo ID such as a driver’s license. Please see BCIT Policy #5300 for formal invigilation procedures.

Course Outline Changes: The material or schedule specified in this course outline may be changed by the instructor. If changes are required, they will be announced in class.

8. Assignment Details

Quizzes (20%) There will be 2 quizzes given in your lab during weeks 4 and 7. Each quiz will be based on the preceding chapters and will have 30 multiple choice questions.

The final exam (40% of the course grade) will consist of multiple choice questions, written short answer questions and/or questions from a case. The final exam will be written during BCIT’s scheduled exam period.

Cases (20% of the course grade) Students are responsible for applying course concepts in 4 cases over the term. Each case has some preparatory work but most of the work is done in the lab. The mark given is based on your individual work on these cases.

Group Project (10% of the course grade) The group project consists of preparation and a brief report on the Leaders’ Forum. Details on this assignment are provided in the course package.

Contribution (10% of the course grade) See comments above.


Course Outline (cont’d.)Schedule

Week of Outcome/Material Covered Lab Activity/Assignments

Week 1 Jan 4 to 7 Introduction to Organizational Behaviour Chapters 1, 2, 4

Belbin and other Self Assessments

Week 2 Jan 10-14 Team DynamicsChapter 8

Pushing Paper Case

Week 3 Jan 17-21 Perception & LearningChapter 3

Hy Dairies Case

Week 4 Jan 24-28 Motivation Theory & ApplicationChapters 5 and 6

Quiz (Weeks 1-3)

Week 5 Jan 31 – Feb 4

Decision MakingChapter 7

Vetements Ltee Case

Week 6 Feb 7 - 11

Conflict & NegotiationChapter 11

Week 7 Feb 14-18

Power & PoliticsChapter 10

Quiz (Weeks 4-6)Leaders Forum Preparation Due

Week 8 Feb 21 – 25

LeadershipChapter 12

Leaders’ Forum Guests in Lab

Week 9 Feb 28 – Mar 4

Organizational ChangeChapter 15

Staff Sergeant’s Leadership Dilemma Case


Self Assessments – Week 1 Lab

OverviewThis activity requires that you complete a number of questionnaires or self-assessments. Several of the questionnaires focus on aspects of your individual personality traits, values and behaviours that are related to topics covered throughout the course. One of the questionnaires (referred to as “the Belbin”) examines the roles and related behaviours you may have a preference for when working in teams with others.“For more than 300 years, knowledge of the self has been considered to be at the very core of human behaviour. The ancient dictum “know thyself” has been variously attributed to Plato, Pythagoras, Thales, and Socrates”. Alfred Lord Tennyson said: “Self-reverence, self-knowledge, self-control, these three alone lead to sovereign power.” Probably the most quoted passage about the importance of self-awareness is Polonius’ advice in Hamlet: “To thine own self be true, and it must follow as the night the day, thou canst not then be false to any man.” (David Whetton and Kim Cameron, 2007)Perhaps of more interest to those who work in organizations (and those who study those who work in organizations) is the association between high levels of self-awareness and high degrees of personal effectiveness as leaders, managers and individual contributors. According to Whetton and Cameron (2007) five critical areas of self-awareness (emotional intelligence, personal values, learning style, orientation toward change and core self-evaluation) have been found to be among the most important predictors of effective managerial performance. These same areas have been found to contribute to life success, effective teamwork, competent decision making, life-long learning and development, creativity, communication competency, job satisfaction and job performance. (Allan & Waclawski, 1999; Atwater & Yammarino, 1992; Goleman, 1998; Judge et al., 2003; Parker & Kram, 1993; Sosik & Megerian, 1999).

Learning Outcomes Increase awareness of how you tend to respond or behave in certain situations. Establish a degree of comfort and trust sharing information about yourself and discussing some of

the ways in which you are similar and/or different from others in your class. Increase appreciation for the diversity of backgrounds, values, and personalities of individuals. Gain an understanding and an appreciation for the different roles that individuals take when

working with others in teams. Effectively address conflict that sometimes emerges in teams because of differences in roles. Identify ways to balance the roles within teams and thereby improve the effectiveness of the team.

Part 1 – Self Assessments- Worksheet 1 Complete and score the 8 self-assessments on the companion web-site for your textbook. Read the interpretation of your scores and record your scores on each assessment on the worksheet provided. Fill in your response on the worksheet for each of the assessments.

Part 2 – Belbin Team Process Role S – Worksheet 2 You will complete this activity in your first or second lab. Some parts may be assigned as homework. Copies of the necessary documents will be provided to you.

ORGB 1100 Winter 2011

Part 1 Self-Assessments – Worksheet 1

First Name_______________Last Name_____________________Program/Set_______

Instructions:As homework, complete the following self-assessments (questionnaires) by going to the online learning centre for the textbook. Access the online learning centre at www.mcgrawhill.ca/college/mcshane , select Canadian Organizational Behaviour 7th edition, and then select the online learning centre, student edition. Click on “choose a chapter”, select the correct chapter, and then select the correct activity/Activity number for the self-assessments. Follow the instructions and answer each question honestly. Remember, there are NO WRONG answers. (To navigate to the next questionnaire, click the “activity” box. This will return you to the page with the questionnaire you just completed and on the upper left side of the page, the menu for selecting the appropriate chapter for the next one.)Summarize your profile by filling in your scores for each questionnaire on the worksheet below. You may want to print the scoring and interpretation for each questionnaire and retain it for future reference. Bring the completed worksheet to your second lab and be prepared to discuss the results in small groups.

Self-Assessment Questionnaires:

Chapter 2 - Activity 2.6 – Dominant Values(Schwartz) Note the values where you achieved your two highest scores:

and your two lowest scores:

Chapter 2 - Activity 2.7 – Individualism/collectivism Note your score for each of the two dimensions: Individualism: ______

Collectivism: ______ Discuss how your family, nationality, cultural origins or other background factors may influence your values.

Chapter 3 - Activity 3.5 Cognitive empathyRecord your score:Low (7 - 15) ___ Moderate (16 - 25) ___ High (26-35) ____

Chapter 3 - Activity 3.6 Emotional empathyRecord your score:Low (7 - 15) ___ Moderate (16 - 25) ___ High (26-35) ____Discuss how might your scores on Activities 3.6 and 3.7 hinder (or help) your ability to work effectively in a team?


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Chapter 6 - Activity 6.3 Attitude toward MoneyRecord your score for your attitude toward money:Money as Power/Prestige Low: (4-8)___ Moderate (9-11)___ High (12-20) ___Money as Retention Time: Low (4-13)___ Moderate (14-16)___ High (17-20) ___Money as Anxiety: Low (4-8)___ Moderate (9-11)___ High (12-20) ___Money Attitude Total: Low (16-34)___ Moderate (35-40)___ High (41-60) ___On which dimension do you have the lowest score: _________________________. Discuss how your attitude toward money might impact your motivation on the job.

Chapter 7 - Activity 7.8 Decision Making StyleRecord your scores for rational ____ and intuitive ____ decision styles. Discuss how might a team utilize both of these decision making styles?

Chapter 8 - Activity 8.5 Are You a Team PlayerRecord your score: Low preference (10 – 20) ____ Moderate (21 – 39) ____ Strong (40 – 50) ____Discussion: How might a team approach members who have a low preference for working in teams?

Chapter 11 - Activity 11.4 Conflict HandlingRecord your score:Yielding: Low: (4-8)___ Moderate (9-13)___ High (14-20) ___Compromising: Low (4-10)___ Moderate (11-16)___ High (17-20) ___Forcing: Low (4-8)___ Moderate (9-14)___ High (15-20) ___Problem Solving: Low (4-10)___ Moderate (11-16)___ High (17-20) ___Avoiding: Low (4-7)___ Moderate (8-12)___ High (13-20) ___Discuss how a team might function with members who have very different/ similar conflict handling styles?


Reflection: This section is to be completed after we have discussed the various self-assessments in lab.What are your thoughts about either your scores on some of the exercises or the discussions you had in class? What information about yourself might be important to share with others who will be working with you in a team?


Part 2 Self Assessment - Belbin Team Process Roles - Worksheet 2

First Name_______________Last Name_____________________Program/Set_______

Instructions:Read the instructions on the questionnaire carefully. After completing the questionnaire, complete this worksheet.

Preferences TableTransfer the points from each of the seven sections on the questionnaire into the matrix below. For instance, if your scores in section I were a=5, c=3, and g=2, then you would enter 5 in the second column for the 'a' score, 3 in the first column for 'c' score, and 2 in the seventh column for the g' score. Transfer all the points and then add the columns vertically to arrive at your Team Process Role preferences.

CR

EA

TIN

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INV

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TIG

ATI

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CO

OR

DIN

ATI

NG

SU

PP

OR

TIN

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ALU

ATI

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IMP

LEM

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TIN

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FIN

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ING

I C/ A/ D/ B/ F/ H/ G/ E/II G/ C/ B/ F/ E/ D/ A/ H/III D/ F/ A/ E/ C/ G/ H/ B/IV E/ G/ H/ A/ B/ C/ D/ F/V H/ E/ F/ C/ D/ A/ B/ G/VI A/ H/ C/ B/ G/ E/ F/ D/VII F/ D/ G/ H/ A/ B/ E/ C/

TOTAL

Your primary Team Process Role is the Team Process Role for which you have the highest number of points. Enter the name of your primary Team Process Role and also enter the number of points. Your secondary Team Process Role is the next highest score. If you have another Team Process Role which is very close to the top two, then enter that one as the optional Team Process Role.

My primary Team Process Role is: _____________________ Points: ____________ My secondary Team Process Role is: ___________________ Points: ____________

My optional Team Process Role is: _____________________ Points: ____________


InterpretationAnswer the following questions after reading the interpretation and meaning of the Belbin team process roles. What are your thoughts about your primary and secondary roles? Do they seem to “fit” your understanding of your roles in teams? What about roles for which you have a very low score? What information about you might be important to share with others who will be working with you in a team?

Reflection: This section is to be completed AFTER you have read the material on “Balancing the Team” and completed and discussed the team summary. What is the greatest strength in your team make-up? How will this help your team?What is the greatest weakness in your team make-up? What should your team do to address this?


Leaders’ Forum Group Assignment – 10%

Overview:The Leaders’ Forum is an opportunity to have face to face conversation with business leaders during our lab time.

ObjectivesThe purpose of the project is to demonstrate that you can:

Learn from managers how OB concepts are used in the workplace Match the stories told by managers to OB concepts Present forum preparations in written form.

Topics (4 topics to be selected by each set) Motivation Teams Leadership Conflict Power Diversity

Deliverables1. Proposed guest (individual)

Due Week 5 Typed and containing the following information: the name and title of your proposed guest, a brief

description of the company of your proposed guest and why this guest would be best for your team’s topic.

2. Leaders’ Forum document (10% group grade) Due week 7 Each team will prepare one document. Bring one copy of the document for each team in your set

plus one complete document for the instructor.3. Guest interview:

During week 8 lab Each interview is 15 minutes long. Each team member will take on a different role in the four interviews (scribe, interviewer, time

keeper) Each team will/ may use the prepared Interview handouts Final exam questions will be based on the interview material


Leaders’ Forum Document - ContentGrading criteria: the document will be reviewed for completeness, conciseness, correct use of course terminology and concepts, degree of insight and reflection, specificity and detail. This document must be in report format. Each section must present enough detail to provide other teams in your set background about the guest to ensure a successful and interesting discussion.It must include:

Guest Informationo Guest Name and Position Title (may have multiple or relevant past positions)o Biography of guest – include higher education, work history, volunteer activities, etc.o A description of his/her job or role – include responsibilities, activities, size of team, etc.o Organization Name and description of their business

Topic Information. For each topic:o Definition and descriptiono Learning outcomes that relate the guest’s background to the student learningo Interview questions (5) that include follow up questions. Questions must be “open” and

should gather information that relates to OB theories in the topic list Attachments (for instructor only)

o Leaders’ Forum task list - see below o Contact info for guest (phone, email and mailing address)o Copy of confirmation letter sent to guest speaker

Each team must provide a copy of the leaders’ forum document to each of the other teams and one copy for the instructor. The instructor’s copy should include the additional information specified above. Be sure to source any material drawn from websites or other documents.

Leaders’ Forum Task ListTeam member(s) responsible for guest meeting and parkingTeam member(s) responsible for expressing gratitude to your guest on behalf of the team and walking with him/her to the parking lotTeam member(s) responsible for setting up a classroom before the event

Guest handler Asking interview questions

Asking follow-up questions

Timekeeper Scribe

Interview 1

Interview 2

Interview 3

Interview 4


CASES – 20%

During the course students, working individually and in teams, will apply organizational behaviour concepts to 4 cases. Each case is worth 5% of the grade and involves:

Individual preparatory work that must be completed prior to your lab Individual and team work done during the lab

Case 1 – Week 2 - Pushing Paper Can be Fun – Page 46 (Application of MARS Model)Case 2 – Week 3 - Hy Dairies – Page 71/72 (Application of Johari’s Window & Perception)Case 3 – Week 5 – Vetements Ltee – Page 125/126 (Application of Motivation & Rewards)Case 4 – Week 9 – The Staff Sergeant’s Leadership Dilemma – Page 302 (Application of Path Goal)

Pre – WorkBefore coming to the lab, you must read the appropriate chapter(s) and the case. You must also answer the questions that have been assigned as “pre-work”. Type your answers and print this out to hand in. This part of the worksheet will be handed in for review at the beginning of the lab. This pre-work is part of your 5% grade for the case.

Lab DiscussionDuring the lab teams will discuss assigned questions. They may be asked to present their answers to the rest of the class. Your contribution to these discussions is part of your lab contribution grade.

Individual Case AnswersAfter the class discussion, each student will be required to provide an individual written answer to one or more of the case questions. These are handed in at the end of the lab and are part of your 5% grade for the case.

Worksheets for each case follow


Last Name: ________________ First name _________________Set: _____

CASE #1 PUSHING PAPER CAN BE FUN – (5% CASE)

This worksheet is designed to help you understand and apply course concepts related to the topic of individual behaviour and results

Part of the worksheet is to be done as homework before your lab ; the rest will be completed during the lab.

Preparation (to be completed before the lab) Read Chapter 2 Read the case – P 46 Complete sections “a” and “b”

In the lab1. Discuss your answers to sections “a” and “b” with your team; be prepared to share these

with the class.2. Discuss the questions assigned to your team3. Provide an individual written answer to the assigned question(s)

a) Organizational and Personal Outcomes – What performance problems is the captain trying to address. Include both results and behaviours.

b) Goal Statement – write a statement that represents a desirable outcome in the case.


c) Discussion Questions

What has the Captain already tried or considered doing to solve the problem?Which factors in the MARS model have these focussed on?

Use the MARS Model to diagnose the possible causes of the unacceptable behaviour and to explain what the Captain should do to resolve the situation.



Case #2 - Hy Dairies ( 5% case)

This worksheet is designed to help you understand how to apply Johari’s Window to resolve problems created by perceptual errors.

Part of the worksheet is to be done as homework before your lab; the rest will be completed during the lab.

Preparation (to be completed before the lab) Read Chapter 3 Read the case – Hy Dairies, pages 71 and 72 Complete sections “a” and “b”

In the lab Discuss your answers to sections “a” and “b” with your team; be prepared to share

these with the class. Complete sections “c” and “d” after your team’s discussion.

a) Organizational and Personal Outcomes – what evidence or indication is there of effective behaviour and/or results? Of ineffective behaviour and/or results?

b) Goal Statement – Write a statement that represents a desirable outcome in this case.


c) Perceptual Errors – Identify and discuss examples of errors in perception that are made by

Syd Gilman and examples of errors in perception that are made by Rochelle. List these below.

Errors made by Syd Errors made by Rochelle

d) Select one of these errors that you feel is important; name it, define it and provide an example of behaviour that indicates this error. (Individual)

Name of Perceptual error:

Definition:

Description of behaviour:


e) Johari’s Window Team A: Draw a “Johari Window” on the white board for Syd. Where possible, label the specific content of the boxes. Use the illustration to explain the causes of the current problem between Syd and Rochelle.

Team B: Draw a “Johari Window” on the white board for Rochelle. Where possible, label the specific content of the boxes. Use the illustration to explain the causes of the current problem between Syd and Rochelle.

Team C: What actions should Rochelle take to resolve the problem? For each action, indicate whether it involves “feedback” or “disclosure”. Can you connect these actions to either of the the Johari windows on the whiteboard?

Team D: What actions should Syd take to resolve the problem? For each action, indicate whether it involves “feedback” or “disclosure”. Can you connect these actions to either of the Johari windows on the whiteboard?



CASE #3 - VETEMENTS LTEE (5%)

This worksheet is designed to help you understand how to apply monetary incentives to motivate specific behaviour. Part of the worksheet is to be done as homework before your lab; the rest will be completed during the lab.

Preparation (to be completed before the lab) Read Chapter 5 and 6 Read the case – Vetements Ltee – p 125/6 Complete sections “a” and “b”

In the lab Discuss your answers to sections “a” and “b” with your team; be prepared to share

these with the class. Discuss the questions assigned to your team Provide individual written answers to the assigned questions.

a) Organizational and Personal Outcomes – what evidence or indication is there of effective behaviour and/or results? Of ineffective behaviour and/or results?

b) Goal Statement – Write a statement that represents a desirable outcome in this case.


c) Discussion Questions

Analyze the current compensation for the Manager in terms of individual and team based components. For what is the manager being rewarded?

Analyze the current compensation for the Sales Employees in terms of individual and team based components. For what are the Sales Employees being rewarded?

Which tasks of Sales Employees are truly individual tasks that require no or minimal coordination? Which tasks of the Sales Employees require team work and cooperation?


Recommend a new compensation plan for the Sales Employees that provides better alignment between individual tasks and individual rewards and team tasks and team based rewards.

What, if any changes would you recommend to the compensation plan for the Store Manager?



Case #4 The Staff Sergeant’s Leadership Dilemma

General Instructions for Students

This worksheet is designed to help you learn and apply the Path Goal Model of leadership. You may work individually and/or in small groups. However, it is expected that everyone will write their own answer to the case questions. All work for this case will be done during the lab and handed in at the end of the lab. Consider this as good practice for your upcoming final exam. This is your last graded 5% assignment for the term.

1. Read the case on page 405 of your text.2. Review the Path Goal Leadership model in Chapter 14. 3. Answer the following questions

a) Leadership Effectiveness: What evidence is there of effective or ineffective leadership? Refer to the path goal illustration for a description of leadership effectiveness.

b) Leadership Style: According to Path-goal theory, what leadership style is now used by Donna. Name it and provide evidence to support your choice.


c) Leadership Style: According to Path-goal theory, what leadership style should Donna use. Discuss the appropriate employee and environmental contingencies to support your answer.

d) Implementing a Change in Leadership Style: Describe one action that could be taken by Donna that would demonstrate her new leadership style.


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