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COURSE SYLLABUS

BU 301 Organizational Behavior and HR

FACULTY CONTACT INFO & OFFICE HOURS:

Instructor’s name: Cindy Atchley

Phone Number: 847-372-8725 (Note: I live in Mountain Time Zone)

Blackboard Internal Messaging: Please use the Internal Messaging System in Blackboard

DAY OFFICE HOURS (CST)

Monday 6:00pm-8:00pm CT via phone

Tuesday

Wednesday 12:00pm-1:00pm CT via Elluminate

Thursday

Friday

Saturday

Sunday 10:00am-12:00pm CT via phone

COMMUNICATION WITH THE INSTRUCTOR:

Please use the internal messaging system in Blackboard or phone

GENERAL COURSE INFORMATION:

Date: September 6 – October 25, 2011

Course Number: BU 301

Course Name: Organizational Behavior

Semester Credit Hours: 3

Prerequisite(s): BU 105 Business Principles and Management

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COURSE DESCRIPTION:

This course examines the nature of organizational behavior through the study of group and inter-group relations, organizational design, and the structure and factors affecting organizational design. Topics include the external environment; the impact of technology, power and politics; and organizational change and development.

COURSE LEARNING OBJECTIVES:

1. Describe the relationship between learning and behavior modification in an organization.

2. Discuss the theory of incentive plans.

3. Explain how learning, perception, attitudes, values, and ethics affect and influence individual’s

behavior with an organization.

4. List the basic considerations to be taken in setting up work groups.

5. Describe some techniques used to effectively manage groups.

6. Explain the relationship between intergroup behavior and performance.

7. Explain the influences that an individual has on stress and stress management.

8. Describe some strategies for resolving conflict in an organization.

9. Describe the strategies that an organization can use to plan for short-term and long-term change.

REQUIRED TEXT(S):

DuBrin, A. J. (2007). Fundamentals of Organizational Behavior 4e. Australia, Canada, Mexico,

Singapore, Spain, United Kingdom, United States: Thomson South-Western.

SUPPLEMENTAL INSTRUCTIONAL MATERIALS:

PowerPoint slides, articles, links found in Blackboard each week.

CLASSROOM POLICIES:

STUDY TIME: Different students learn at different rates. However, online students should expect to

spend about 6 hours a week (over a 7 ½ week term) for each credit hour enrolled. This would include reading, researching and writing paper, doing projects, completing exercises, studying and

reflecting on the course material, as well as the time spent on the computer participating in

discussion threads, reviewing online course materials, taking tests, and uploading and downloading

materials. The time devoted to classes scheduled for other than 7½ week terms would adjust proportionately.

WRITTEN ASSIGNMENTS: Follow detailed assignment instructions including the Research Paper.

Be sure to use APA format, proper grammar, and spelling.

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DISCUSSION BOARDS: A "threaded discussion" is a discussion forum that allows one user to begin

a discussion by entering a message that can be read by other users (original post), who can then

add their own comments in response to the original message. Other users can then add their

responses to these comments. Thus, the discussion is "threaded" as one comment leads to another

and another. Unlike chat rooms and other "real-time" interaction forums, threaded discussions do not require different users to be logged on at the same time. Instead, an individual can enter and

contribute to a threaded discussion at any time, responding to a message posted a day or even

weeks earlier.

Each week, students will have assigned discussion statements or questions. Questions will be available for students’ to post their primary posting by Sunday. Each student is required to answer

each question by initiating an original response (called a primary posting). Each original post

must be a minimum of 250 words and incorporate concepts from lectures, textbooks and

supplemental readings which should be cited at the end of the posting.

From Wednesday to Sunday, each student must post secondary responses to two or more of their

colleague's posts for each discussion question with a minimum of 150 words or more by Sunday of

each week. Secondary responses should also incorporate concepts and theory from textbook and

supplemental readings. Students are expected to log on 4 times a week. Students are encouraged to

embark on collaborative discussions in addition to the required secondary postings. The Instructor will participate in these discussions as well. Assessment is via the Threaded Discussion Rubric.

IMPORTANT: The instructor reserves the right to change a threaded discussion assignment in

advance should a current event emerge that is relevant to the course material. Any changes will be

posted in the Announcement before that week’s session begins.

CLASS PARTICIPATION:

Attendance is defined as submission of assignments, exams, or discussion board posting.

Each student is expected to log on at least 3-4 times a week. This standard is a minimum

requirement. Herzing University suggests that students participate on a daily basis during the course.

Participation is measured by a student’s contribution to the virtual classroom discussion

board. A student contribution must add value to the course. A note is determined to be of

substance by containing information that supplements, contradicts, questions, or furthers discussion on a subject area contained in the course. Notes such as “me too” and “I

agree” and other notes not related to the course are not considered substantive notes for

participation. For specific guidance students are encouraged to read the statement of

expectations and evaluation rubric posted under the Discussion heading.

Performance Expectations:

All readings and review of PPTs, lectures, and supplementary materials is to be completed

before the first day of the week.

Demonstrate dependability, initiative, time-management, and organization and

prioritization skills.

Work responsibly, either independently or with a group of their peers, in the design,

implementation, and presentation of course activities.

Resolve group communication concerns and any personal/professional disagreements that

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may impede the course and its activities.

Tardiness: Discussion forums are locked the first day of the subsequent week. Missing

the opportunity to participate in the discussion will result in 0 pts being recorded for

participation. There is no making up missed participation.

Late Discussion Posts will NOT be accepted.

LATE ASSIGNMENTS: Missing the opportunity to participate in the discussion will result in 0 pts

being recorded for participation. There is no making up missed participation.

Late Written Assignments will NOT be accepted – unless prior arrangements are made with the

instructor.

SUMMARY OF WEEKLY ASSIGNMENTS/ASSESSMENTS:

Week 1 Sept 6-11

Readings: Chapters 1, 14, 15, Culture pdf. Discussions: Participate in Discussion according to guidelines and Meet

and Greet (first post due Thursday Sept 8)

Assignments: 1) Complete APA Style Quiz (due Sunday May 2) 2) Library Assignment Choose an Organizational Behavior topic of interest to

you (review the Table of Contents of this book and the Index for Ideas) for

your research paper. Choose a minimum of 10 scholarly (peer reviewed)

sources related to your topic of interest for utilization in your research

paper. It is recommended you print or save a copy of the sources so you can refer to them when writing your research paper. Create a reference

page in APA format listing these sources. The final research paper will

be 10 pages on the topic. You may find that you will need more than 10

sources. (For more details about this assignments writing style and format, please refer to classroom, week one Hands-on and/or Reflection Assignment) (due Sunday Sept 11)

Week 2

Sept 12-18 Readings: Chapters 2,3,4

Discussions: Participate in Discussion according to guidelines (first post due

Wednesday, Sept 14)

Assignments: View the Supporting Lesson Links to the Web or other Media section of this course. 1) Take the Garner's Multiple Intelligence's

Test and the VAK Learning Styles Inventory. 2) Take the Keirsey

Temperament Sorter, the Big Five Personality Test, and the Jung Typology

Test. 3) Write a reflection paper about your newly acquired knowledge from the readings and links as well as the new knowledge about yourself.

How does this knowledge relate to organizational behavior? How will this

new knowledge and understanding be reflected in the way you prepare

yourself professionally? (For more details about this assignments writing style and format, please refer to classroom, week two Hands-on and/or

Reflection Assignment) (due Sunday Sept 18)

Week 3 Readings: Chapters 6, 7

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Sept 19-25 Discussions: Participate in Discussion according to guidelines (first post due

Wednesday, Sept 21 )

Assignments: Write a reflection paper using the theories and principles of

motivation and incentives you have learned. You may want to do some further research on the topic. How will you use these theories

and principles apply to you professionally? (For more details about this

assignments writing style and format, please refer to classroom, week two

Hands-on and/or Reflection Assignment) (due Sunday Sept 25)

Week 4

Sept 26-Oct 2 Readings: Chapters 10, 11, self-directed work teams pdf

Discussions: Participate in Discussion according to guidelines (first post due

Wednesday, Sept 28)

Midterm Exam: Complete (due Sunday Oct 2)

Assignments: Write a reflection paper using the theories and principles of teamwork and leadership you have learned. Describe a situation when you

were on a team and also a situation in which you were in a leadership role.

How do these theories and principles of teamwork and leadership help with

your professional development. (For more details about this assignments writing style and format, please refer to classroom, week four Hands-on

and/or Reflection Assignment) (due Sunday Oct 2)

Week 5

Oct 3-9 Readings: Chapters 8, 12

Discussions: Participate in Discussion according to guidelines (first post due

Wednesday, Oct 5)

Assignments: Review the case problem: Do we Need This Blogger? p.

185-186 in your book and also the case problem: Infighting at

DaimlerChrysler on p. 281-282. Write a case analysis for ONE of these case problems and apply what you have learned. (For more details about

this assignments writing style and format, please refer to classroom, week

five Hands-on and/or Reflection Assignment) (due Sunday Oct 9)

Week 6

Oct 10-16 Readings: Chapters 5, 9, groups and decision making pdfs

Discussions: Participate in Discussion according to guidelines (first post due

Wednesday, Oct 12)

Assignments: Review the case problem: The Adam Aircraft Work

Group/Team on p. 208-209. Write a case analysis to apply what you have

learned. (For more details about this assignments writing style and format,

please refer to classroom, week six Hands-on and/or Reflection Assignment) (due Sunday, Oct 16)

Week 7

Oct 17-23 Readings: Chapters 13,16,17, change pdf

Discussions: Participate in Discussion according to guidelines (first post due

Wednesday, Oct 19)

Final Exam: Complete (due Sunday Oct 23)

Final Project: Submit (due Sunday Oct 23)

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Assignments: Read the Case Problem: Hard Charger Turned Soccer Mom

on p. 311-312 and the Case Problem: What to do about Louie? p. 404-405.

Write a case analysis on ONE of these cases to apply what you have

learned (For more details about this assignments writing style and format,

please refer to classroom, week seven Hands-on and/or Reflection Assignment) (due Sunday Oct 23)

Week 8

Oct 24-25 Readings: None

Assignments: None Discussions: None

Grade Scale

A 93% - 100%

A- 90% - 92%

B+ 87% - 89%

B 83% - 86%

B- 80% - 82%

C+ 76% - 79%

C 70% - 75%

D+ 66% - 69%

D 60% - 65%

F = < 59%

I Incomplete

Grade Summary Points Weight

Discussions 250 25%

Assignments 250 25%

Midterm Exam 150 15%

Final Exam 150 15%

Final Project 200 20%

Totals 1000 100%

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Item Percentage Due Date

Meet & Greet 0% Sept 9

Discussion 1 3.4% Sept 8/11

Assignment 1 3.4% Sept 11

Discussion 2 3.6% Sept 14/18

Assignment 2 3.6% Sept 18

Discussion 3 3.6% Sept 21/25

Assignment 3 3.6% Sept 25

Discussion 4 3.6% Sept 28/Oct 2

Assignment 4 3.6% Oct 2

Midterm 15% Oct 2

Discussion 5 3.6% Oct 5/9

Assignment 5 3.6% Oct 9

Discussion 6 3.6% Oct 12/16

Assignment 6 3.6% Oct 16

Discussion 7 3.6% Oct 19/23

Assignment 7 3.6% Oct 23

Final Exam 15% Oct 23

Final Project 20% Oct 23

Total 100%

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Grading Rubric for All Written Assignments

A: Superior Work B: Above

average C: Average

D: Below Average

F: Fails to meet

requirements

Intro Deliberate,

creates interest Gives

title/author if

needed Clear, concise

and specific thesis

statement

Adequately introduces

topic

Thesis statement

may be lacking

specificity.

Intro is too short –

does not

introduce topic

Thesis statement

is vague-

should be more

narrow

Some intro componen

ts missing

Thesis statement

is poor or unidentifia

ble

Thesis

missing Introduction

does not

introduce topic

Body:

Organization

Organized

throughout Logical, clear

sequence Completely

supports thesis

Exhibits critical thinking

Has consistent transitions

Proper in-text

citations

Well

organized Easy to

follow Thesis

could use

more support

(adequate but not

extended)

Majority of citations

are correct

Shows some

original thought

Has

several transitions

Majority of citations

are correct

Some org.

problems Some

gaps in flow

Not

enough thesis

support Shows

little

original thought

Some

transitions but lacking

Citations are both

correct

and incorrect

Difficult to

follow May jump

topics Does not

prove/support

thesis Citations

incorrect Very few

transitions

No

sequence Jumps

topics frequently

No in-text

citations No

transitions

Body:

Fluency

Uses excellent

vocabulary well Stays on

topic/meets

assignment Correct

tense/point of view

Attempts

higher level

vocabulary

with some success

Stays on topic/meet

s

assignment

Mostly

correct tense/poin

t of view

Both

higher and lower

vocabulary

Some tense/poin

t of view errors

Meets

assignment mostly,

but

occasionally strays

off topic

Vocabulary

is very basic and

incorrect

Some tense/pov

errors Attempts

but does

not succeed in

meting

assignment

Improper

word choices

Many tense

and point of view errors

Fails to meet

assignment

Body: Mechanics

Has sentence variety

Correct

spelling/punctuation

Writes in

scholarly style

Sentences correct but

lacking in

variety Few

spelling

errors Writes in

scholarly style

Some sentence

fragments

/run-ons/not

varied

Several preventabl

e spelling errors

Mix of

Many sentence

fragments

/run-ons Many

spelling

errors Majority of

writing is informal

Many mechanical

errors of all

types Writes

informally

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formal and

informal

writing

Conclusion Deliberate closing strategy

Does not

introduce new material

Paraphrases

thesis, but does not

merely repeat introduction

Adequate closing

Does not

introduce new

material

Re-states thesis in

same words, but

does not

completely repeat

introduction

Weak closing

Does not

introduce new

material

Merely repeats

introduction

Weak closing

Introduces

new material

Does not

refer to thesis

No formal closing

New

material introduced

Does not

refer to introduction

Appearance Neat, properly formatted

References in APA format

May have a few

formatting errors

References

mostly correct

Some improper

formatting References

incomplete

or incorrectly

formatted

Improper format in

most places

References

incomplete and

incorrectly formatted

Improper format

throughout No

reference

page

Discussion Threads Grading Rubric

Discussion Posting Guidelines and Discussion Threads Grading Rubric

Weekly Discussions are required: All online courses should have weekly discussion questions and all weekly discussions should be graded. All graded discussions will include feedback in the grade center, under instructors’ comments, to let students know what they did well, why they received the point total that they did, and what they can improve upon the next time. Number of posts: Students are required to post 3 posts spread at least 2 or more days. The initial post should be the answer to the main discussion question and the other secondary posts should be students’ interactions with their peers’ posts. Quality of posts: The initial and secondary posts should be meaningful and should promote further discussion. Please refer to the discussion threads grading rubric for more about the quality of posts. Due Dates:

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Post your initial post by Wednesday of the week (Thursday for Week 1 this term) and the other secondary posts by Sunday midnight of the week. No discussion will take place when the week is over. Number of words: All discussion questions should be meaningfully answered. Please refer to the grading rubric. The number of words of the initial post should be no less than 250 and the number of words in each of the secondary posts should be no less than 150. Discussion Grades: The discussion question is worth 36 points (3.6% of your final grade). 20 points are allocated to the initial post and 8 points for each of the secondary posts. NOTE: Week 1 is 34 points (20 for initial post and 7 each for secondary posts). Please refer to the Discussion Threads Grading Rubric for further information about discussion threads grading. Discussion Threads Grading Rubric

Discussion Threads Grading Rubric

The Academic Dishonesty policy will be strictly followed and non-compliance with the policy will result in consequences as outlined in that policy.

GRADE A B C D F

Quality of Initial Post Examples of fully developed posts may include one or more of the following points:

Examples of clearly defined posts may include one or more of the following points:

Examples of partially developed posts may include one or more of the following points:

Examples of posts that have not been developed may include one of the following points:

No discussion post submitted

Thorough use of key terms and concepts relevant to the discussion

Correct use of key terms and concepts relevant to the discussion

Minimal use of key terms and concepts relevant to the discussion

No knowledge of the key terms and concepts relevant to the discussion

Thoroughly incorporates textbook and other academic or professional resources

Correctly incorporates textbook and other academic or professional resources

Minimally incorporates textbook and other academic or professional resources

No use of textbook and other academic or professional resources

Real-life experiences fully relate to the discussion

Real-life experiences do not fully relate to the discussion

Real-life experiences do not relate to the discussion

No application of real-life experience

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Discussion Threads Grading Rubric

The Academic Dishonesty policy will be strictly followed and non-compliance with the policy will result in consequences as outlined in that policy.

GRADE A B C D F

Comprehensive demonstration of analytical and cognitive thinking skills

Demonstrates of analytical and cognitive thinking skills

Limited demonstration of analytical and cognitive thinking skills

No demonstration of analytical and cognitive thinking skills

Thorough use of current events

Correct use of current events

Minimal use of current events

No use of current events

Use of correct spelling, grammar, and punctuation with no errors

Use of correct spelling, grammar, and punctuation with minimal errors

Incorrect spelling, grammar, and punctuation with multiple errors

Incorrect spelling, grammar, and punctuation with many errors

Initial Post Deadline Mid-Week (e.g. Wednesday or Thursday, depending on the due date assigned by the Instructor)

One day after the due date assigned by the Instructor

Two days after the due date assigned by the instructor

Last day of the week (as defined by the Instructor)

No discussion posts submitted

Quality and Quantity of Secondary Posts

Examples of fully developed posts may include one or more of the following points:

Examples of clearly defined posts may include one or more of the following points:

Examples of partially developed posts may include one or more of the following points:

Examples of posts that have not been developed may include one of the following points:

No discussion posts submitted

Thorough use of key terms and concepts relevant to the discussion

Correct use of key terms and concepts relevant to the discussion

Minimal use of key terms and concepts relevant to the discussion

No knowledge of the key terms and concepts relevant to the discussion

Real-life experiences fully relate to the discussion

Real-life experiences do not fully relate to the discussion

Real-life experiences do not relate to the discussion

No application of real-life experience

Comprehensive demonstration of analytical and cognitive thinking skills

Demonstrates of analytical and cognitive thinking skills

Limited demonstration of analytical and cognitive thinking skills

No demonstration of analytical and cognitive thinking skills

Use of correct spelling, grammar, and punctuation with no errors

Use of correct spelling, grammar, and punctuation with minimal errors

Incorrect spelling, grammar, and punctuation with multiple errors

Incorrect spelling, grammar, and punctuation with many errors

Meets or exceeds the required number of secondary posts as defined by the Instructor; posts are spread out over at least 3 days (including day of initial post)

Meets the required number of secondary posts as defined by the Instructor; posts are spread out over 2 days

Did not post the required number of secondary posts as defined by the Instructor; posts are submitted on the same day, prior to the last day

Did not post the required number of secondary posts as defined by the Instructor; posts are submitted on the last day

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ACADEMIC DISHONESTY POLICY:

Original Work, Cheating, Plagiarism, and Paraphrasing

The Herzing University Catalog addresses academic dishonesty in general in the “Student Conduct”

section of the University catalog. Original Work Cheating, Plagiarism, and Paraphrasing are addressed in greater detail here.

When completing an assignment for a Herzing University course, students are expected to do

original work for the assignment and to not reuse work they may have done in previous courses or

other settings unless specific prior approval is granted by the instructor.

Cheating is defined as “the giving or receiving of aid (whether written, oral or otherwise) in order for a student to receive undeserved credit on class work, homework, tests or any other assignment

that is his or her own responsibility.”

Plagiarism violates the central core of Herzing University’s educational philosophy. It involves

stealing another person’s work and claiming it as one’s own. It occurs whenever one directly copies another person’s intellectual effort and integrates it into his/her class work without giving proper

credit to the author.

Paraphrasing is defined as "a restatement of a text or passage giving the meaning in another

form” (Webster’s New Universal Unabridged Dictionary, 1996). When one paraphrases but intentionally omits authorship of the work, this, too, is a serious violation of academic honesty.

All Herzing University students have an individual responsibility to understand what cheating,

plagiarism, and paraphrasing are. The student must also be aware that the consequences for

cheating and plagiarism, or for paraphrasing without proper attribution, are severe. Whenever you

have doubt about what constitutes cheating, plagiarism, or paraphrasing, contact your instructor. With the advent of the Internet, the potential for cheating by simply cutting and pasting information

into a paper is tempting. Be aware that these dishonest activities will not be tolerated and

instructors have access to increasingly sophisticated search engines to “test” the validity of student

work. Plagiarism, in particular, is easily traced.

Consequences and Sanctions

Herzing University will, upon finding that a student has violated its policies on Academic Dishonesty,

enact the following:

1. For the first offense the student may receive a zero on the assignment involved or a failing grade in the course. The student will be required to repeat the entire course if completion of a failed course

is needed to graduate.

2. Upon a second offense, the student may be immediately and permanently expelled from the

University.

Academic Appeal Process

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The student is directed to the “Grievance/Complaint Procedure” and “Academic Appeal for

Termination” sections of the Herzing University Catalog for information for petitioning the University

to reconsider its action.

To avoid academic dishonesty, proper references to any text and outside resources are

ALWAYS required. You should also consult the following websites and resources or APA

reference manual to comply with this requirement:

APA Overview Presentation: https://herzing.blackboard.com/modules/_199_1/APA-6th-imp.jar

Basics of APA Style: http://www.apastyle.org/

Electronic References: http://www.apastyle.org/manual/related/electronic-sources.pdf

OWL (Online Writing Laboratory): http://owl.english.purdue.edu/owl/resource/560/01/

APA Tip Sheet: 6th Edition APA Tip Sheet

AMERICANS WITH DISABILITIES ACT (ADA) POLICY:

Herzing University is committed to addressing the needs of students who meet the criteria for

special accommodations. It is the University’s policy to comply fully with federal and state laws,

including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of

1990 (ADA), regarding students with disabilities. Information concerning the University’s policies

and procedures related to a disability can be found in the Student Handbook and Academic Catalog.

Contact the Online Campus Student Services Department for a copy of the "Request for

Accommodation" documents should you have a need.

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