MAN336: Organizational BehaviorCourse Syllabus – Fall 2013, Unique ID: 04600

McCombs School of Business

Instructor: Mark BayerOffice: CBA 5.334PEmail: mark.bayer@phd.mccombs.utexas.eduOffice Hours: TUE 8:00 – 9:00 AM or by appt.Mailbox: Mailbox inside CBA 4.202Class loc/time: UTC 1.144 / T&TH 12:30 – 2:00

Course Overview

People in organizations don’t always behave the way you think they will. As a result, your ability to understand, explain, and predict human behavior within organizations is a rare and valuable skill whether you are a new employee, a middle manager, or a top level executive. This course is designed to expose you to important theories and conceptual models for analyzing, understanding, and managing human behavior within organizations. In this seminar, we will study a wide range of organizational situations and examples of human behavior, and connect them to foundational theories and effective practical management methods. We seek to answer questions such as:

Why do people behave the way they do when they are in organizations? Under what circumstances will peoples’ behavior in organizations change? How do organizations impact the behavior of individuals, formal groups (such as departments),

and informal groups (such as people from different departments who meet regularly for lunch)? Why do different groups in the same organization develop different behavioral norms?

In other management and business classes, you learn how to manage organizational information, how to analyze the accounting statements, how to make finance decisions based on quantitative economic analysis, and how to design and manage projects to a deadline. You learn all these things so that when you get out of college, you can join an organization and help it to further its mission and purpose. This course is different. In this course, you learn how to understand and deal with people, because without people, there is no such thing as “organizing”. Without people, organizations don’t exist.

The knowledge, skills, and abilities you will develop in this course will help you throughout your working life. Understanding and anticipating human attitudes and behavior in the organizational context is a useful and powerful capability, whether you are trying to participate effectively in a work group, make managerial decisions about pay and promotion, or motivate and lead an entire organization.

Course Objectives

This course is designed such that you will learn the following:

The critical factors that affect individual and interpersonal behavior within organizations, particularly those that lend insight into managing individuals for high performance.

The potential advantages and lurking dysfunctions of teamwork. You will learn the central theoretical issues surrounding teams and associated practical management advice.

Organizational practices and policies and their effects on employee engagement and performance.

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Skills in critical thinking and the analysis of organizational situations. You will exercise and develop these skills as we assess organizational problems from different perspectives.

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Materials

Required:

McShane & Von Glinow. (2012). M: Organizational Behavior, 1st Ed. New York: McGraw Hill/Irwin. ISBN-13: 978-0078029417. Available @ Univ. Co-op, and online (Amazon, etc.).

Course Packet: MAN 336 | Bayer | uid #04600. Available @ McCombs Copy Center (3rd Floor).

Course Requirements and Grading

Your grade in the course will be determined as follows:

Class Contributions 10%Quizzes (2 quizzes @ 5% each) 10%In-class Exams (2 exams @ 20% each) 40%Individual Reflection Papers (2 @ 10% each) 20%Team Project 20%

Grading is based on mastery of course material. Letter grades will be assigned as follows:

A - 93-100A- - 90-92 B+ - 87-89 B - 83-86 B- - 80-82 C+ - 77-79 C - 73-76 C- - 70-72 D+ - 67-69 D - 63-66 D- - 60-62 F - 0-59

Description of Requirements

Class Contributions (10%)

We will spend a lot of time in discussion. You are responsible for preparing to discuss each reading and case study. Insights that you generate from the readings and from your own past experiences are an important contribution to the class; others benefit from your preparation, as you benefit from theirs. Many students are intimidated by the prospect of contributing to class discussion. This anxiety is understandable, but the only way to overcome it is to be prepared (i.e., read and reflect) and then contribute frequently. The more you speak up with valuable contributions, the easier it becomes. If you familiarize yourself thoroughly with the readings, and spend time critically reflecting on them, you will succeed when you speak up. Also, keep in mind that airtime during class is a limited and valuable resource, so please use it effectively. Participation that does not add value (e.g., simply repeating facts obvious to all, etc.) is treated the same as non-participation.

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Behaviors that contribute toward effective class contribution are illuminated by the following questions:

1) Is the student in class? Clearly, absent students cannot participate and add value to class discussions. I track participation using the name cards you make during the first class. Please consistently display them during class time (as Jerry McGuire said, “Help me, help you.”).

2) Does the student listen to others’ viewpoints?3) Are the points made by the student relevant to the discussion? Do they incorporate or recognize

the contributions made by other students?4) Do comments add to understanding of the case study or concept?5) Do comments indicate some non-trivial depth of analysis?6) Does the student distinguish between different kinds of data, e.g., facts, opinions, speculative

claims, etc?7) Is the student willing to share information or analysis?8) Is the student willing to speculate or test new ideas and possible explanations, or are all

comments “safe”?9) Is the participant willing to interact with other students and engage in constructive debate?10) Does the student ask questions? Is there a sense of curiosity?11) Does the student treat others in a professional manner? Students are expected to behave in this

class with the same level of civility and professional protocol as any other business situation.

In addition to participating as an individual, you will also participate as a member of a group. There are several in-class group activities we will perform during the semester. In some cases, the output of your group will be a single decision. Other times, you will need to apply course material in an enacted exercise (e.g., a negotiation), or in analyzing a hypothetical situation. These group exercises are intended to assess your ability to work constructively together as a team, manage potential conflict and disagreement, negotiate, make decisions, and use course content in an applied fashion.

Grading of class participation will be discussed on the first day of class.

Quizzes (2 @ 5% each; total 10%)

Three quizzes will be given during the semester. The quizzes are designed to assess your recall of key concepts and your skills in drawing inferences and conclusions, given hypothetical organizational situations. Your lowest quiz score will be dropped. Please see the schedule for quiz dates.

Exams (2 @ 20% each; total 40%)

The two examinations will consist of multiple choice and short answer questions that ask you about major theoretical concepts and their application to hypothetical situations. The exam material will come from text readings, class discussions, in-class exercises, and case studies. The first test will assess your knowledge of all course material covered from the beginning of class through midterm. The second examination will cover course material from the midterm to the end of the class. You will be allowed to bring a one page note sheet on which you can write or type anything you want (both sides). Please check the course schedule for exam dates.

Individual Reflection Papers (2 @ 10% each; total 20%)

The purpose of the reflection papers is to demonstrate your understanding and applications of course material, and your ability to communicate in writing. You can do this in a critical fashion – for example, by constructively criticizing course content or the points of discussion we debate during class, in addition to examination of your own assumptions, inferences, and conclusions. You may react to

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readings or in-class exercises by asking what important insights you took from them. You should also apply course material to your own experiences and to current news events, as applicable. You should ideally seek out potential topics for your reflection papers each week.

An adequate paper (outstanding will go beyond) includes one or more of the following: A critical reaction to or analysis of a reading from one or more reading assignments. You may

write about more than one. Your reaction(s) to class discussion points and in-class exercises. What did you learn about

yourself from discussion or the exercises? About other points of view? What real-world applications do you see for what you learned? How is the material relevant to you in the near term? In the long term?

A description of something you’ve experienced, or of a current event, that relates to the material. How would you analyze the situation now that you’ve learned new conceptual material?

If you’ve been a member of an organization (e.g., part-time job, student club, fraternity, sorority, etc.), a description of or reaction to an attempt by you or others to apply recognizable practices drawn from course content. What happened? What is your analysis of the situation?

Do not worry if your position on certain course material does not “agree” with my subjective opinion (if I provide it). I am interested in evidence of critical analysis, learning, and insights you gain, no matter whether they line up with my own subjective views.

Each reflection paper you submit must be typed, double-spaced, with 1-inch margins and 12-point font. Papers are limited to 3 pages. You will be penalized for exceeding this limit. Again, the objectives of the papers are to demonstrate your comprehension of concepts, your ability to analyze situations, your skills in critically drawing inferences and conclusions, and your written communication skills. Please see the course schedule for due dates.

Team Project (20%)

Group interactions, processes, and performance are key components of organizational behavior. Because of this, a large part of the coursework will be done in teams, including in-class exercises and a team project.

You will join a team of 4 to 6 people responsible for carrying out a project. You will choose your own team members. The team will choose a topic for their project that is relevant to the study of organizational behavior. Teams that cannot come up with their own ideas can ask me for help in choosing a topic. Legitimate projects include a review of an active area of research in OB, a detailed case analysis, the impact of a current business trend, or a field project with a real organization. Other projects may be acceptable as well, subject to instructor approval.

If you choose a case analysis or a field project with a real organization, your team’s efforts should focus on the following questions: (1) What is a central issue or problem that the organization is facing? (2) What course concepts can be applied to understand why this problem/issue is occurring? And, (3) What recommendations can you offer to help improve organizational functioning?

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Team Project: Deliverables

1. By September 12th you will self-select into 4-6 person project teams. You will supply me with the names of your team members before you leave class that day.

2. Your project description is due in class on Thursday September 26th. This 1-page document (1” margins, single spaced, 12-point font) should include: the names of your team members your team name the type of project your team is proposing (field study, research report, trend analysis, case

analysis, etc.) the plan you have for collecting information necessary for the project how you plan on dividing up the work among members if a field project,

o the approach you will use to gain access to the organizationo a brief description of the problem or issue facing the organization

3. An Executive Summary is due in class on Thursday November 14th. This 1-page document (1” margins, 12-point type, single-spaced) should include: your team name a brief summary of your project findings

o if a research review, what overall conclusions have you drawn? What are the implications for practicing managers?

o if a case analysis, trend study, or field project, what are the main issues and contributing factors? Do you have recommended solutions?

4. The oral presentations will be in class on November 19th , 21st, and 26th. The order of presentations will be established by random draw. You should feel free to distribute to the class any printed material that will assist with the presentation. Each team will provide me with a copy of its PowerPoint slides or other media used for the presentation.

5. The final written report is due on the day of presentation for each team. You may deliver a hard copy of your report to me in class, or an e-copy via email. I must receive these before the end of class that day (not at midnight that night!). The report should contain a maximum of 10 double spaced pages (1 inch margins, 12 point type). You will be penalized significantly for exceeding this limit. The limit does not include appendices, which you are free to use to provide charts, figures, or other background material not necessary in the main body of your analysis. However, appendices that are not directly referenced in the main text will not be read.

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Team Project: Grading

The components of the team project/presentation grade are as follows:

Executive summary (5 points) Final written report (10 points) Presentation (5 points) Peer evaluation (provides a weighting factor for computing your individual grade

from the team’s grade)

The executive summary, final report, and presentation will be evaluated according to the following general criteria:

Clarity/organization Content/evidence of critical evaluation Written/oral communication skills (professionalism)

Your individual grade on the team project/presentation will be calculated based on your team’s grade, weighted by an evaluation of your contribution by your fellow team members. The individual peer evaluations will be anonymous and confidential (seen only by the instructor). You will assess each team member based on criteria like the following1:

Participation in team events : did the team member participate in most, if not all of the assigned team assignments?

Fair workload : did the team member take on his/her fair share of the overall workload?

Quality of work : was the quality of the team member’s work high, adequate, or inadequate (required re-working by another team member). Evaluate written work, presentation preparation, and presentation skills.

Team interaction skills : did the team member interact effectively with other members of the team? Did the member handle conflicts constructively? Did the member communicate often with other team members?

Note that the ability to lead and contribute to team efforts is critical to your future success in the workplace. As a team, you all sink or swim together. It is your personal responsibility to manage the processes and output of your team. The course material may provide you with ideas on how to manage the process and output; you may also see me for suggestions if you reach an impasse.

General Words about Teamwork and the Team Project

The issue of fairness is a concern that some students have about working in teams and about team grades. If you work harder and do better work than your peers, why should your grade be dependent on them? This view is generally a function of coming from educational environments that only ask for and measure individual performance. Your output for many of the assignments in this school will be a team product, such as a team case presentation. Team tasks should be given team rewards. This means that you not only must make a direct contribution to the development of the in-class presentation, but that you also have an obligation to make your team work effectively.

1 Peer assessment criteria may involve more than the listed items

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An infrequent problem associated with group projects is a team member who does not do his/her share of the job. You are urged not to let problems develop to the point where they become serious. Beware of excuses like: “I am too busy with urgent work - health - social - problems right now but I’ll make it up later.” It is surprising how many people who have one problem have a series of other problems. Be reasonable, but don’t be a doormat. Everyone in this class is expected to carry an equal share of the teamwork load.

I will not supervise the process any more closely than would most managers in similar circumstances (and I have been a real manager in many circumstances just like this one). Rather, you are expected to get the work done and to manage each other. You are on your honor that you will do your fair share. Teams often ignore problems wishing that they would go away. Often they don’t; they only get worse. Try to solve the problem among yourselves. If you can’t, bring it to me. If I am convinced that someone has not carried his/her fair share - for any reason - I will reduce that person’s grade as low as to 0 if I believe it is warranted.

Leadership & Ethics. In this course, leadership and ethics are covered through chapters in the textbook, additional readings, and cases. The material is reflected on all exams and in assignments.

How I teach

Given the course objectives, it is important that you understand organizational behavior beyond just the knowledge of facts. It is also crucial that you develop skills in critical thinking and analysis, synthesis of conceptual matter, and application. Listening to me talk for an hour at a time is probably not the best way to achieve these goals. As a result, the format of this course is designed intentionally for discussion, with much time devoted to in-class exercises, case study analyses, and active conceptual debate.

Since your organizational experience may be limited, I will try to create in-class activities that help you apply the theories you are learning to the real world. By using the theories and concepts in a simulated organizational situation, you will start to understand the challenges that employees, managers, and decision makers face in real organizations. Case studies are one element of this approach. I will do my best to supplement our discussion topics and case studies with exercises and thought experiments that are relevant to your world, including some topics that you already deal with, as well as some that you will encounter when you graduate and get a job.

Here are some terms, suggestions, and ideas that will help you to get ready for the class:

Theory. Organizational behavior is an interdisciplinary subject with a rich and growing body of research. New theoretical explanations for organizational behavior sprout continuously. However, theory is not truth, particularly in management and the social sciences. Theory is somebody’s best guess at explaining how, why, or when phenomena occur. Even though theory is not truth, published theory is vetted through a stringent review process by well-qualified scholars, so it deserves serious consideration. We will study many theories of behavior in organizations, but don’t be intimidated by the term “theory”. It’s okay to question others’ explanations if you have good reason to. Theory does not advance or improve unless it is questioned, tested, and refined.

Practice. Ultimately, organizational behavior theory is useless if it can’t be applied in a real organization at some point in time. In order to make theory practical, you must be willing to engage it and use it to help explain and predict your own experiences and the things you observe in the real world (e.g., things

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you read in the news, etc.). The discussion, in-class exercises, and learning journal assignments in the course are intended to provide opportunities to apply organizational behavioral theory to your past, to your present world, and to simulated representations of your future.

Critical Thinking. Critical thinking involves examining theory in terms of its logic, its rationality, and its usefulness. Always ask why. As a critical thinker, you need to actively question models and concepts for their veracity and for their alignment with your own experience and intuition. Some theories will stand up very well to this analysis, and some may not.

Study tips

Read critically. Again, as you read conceptual material for this course, don’t just accept it. Keep an open mind and challenge it. Question it. If it doesn’t make sense to you, or if you have counterexamples from your own experience, bring your criticisms and stories to class so we can all learn from your perspective. But be ready to have your own ideas and explanations questioned as well.

Reflect and look for the big ideas. Every time we complete a class, reflect on the readings for that session and the discussion points and activities we engaged in. What are the big conceptual points? What takeaways do you have? This should stimulate thoughts for a reflection paper…

Come to the exam reviews. We will review for each exam during the class that immediately precedes the test session (see schedule). These reviews are valuable and will help you prepare effectively.

McCombs Classroom Professionalism PolicyThe highest professional standards are expected of all members of the McCombs community. The collective class reputation and the value of the McCombs experience hinges on this. Faculty are expected to be professional and prepared to deliver value for each and every class session. Students are expected to be professional in all respects.

The McCombs classroom experience is enhanced when:

Students arrive on time. On time arrival ensures that classes are able to start and finish at the scheduled time. On time arrival shows respect for both fellow students and faculty and it enhances learning by reducing avoidable distractions.

Students display their name cards. This permits fellow students and faculty to learn names, enhancing opportunities for community building and evaluation of in-class contributions.

Students minimize unscheduled personal breaks. The learning environment improves when disruptions are limited.

Students are fully prepared for each class. Much of the learning in the business program takes place during classroom discussions. When students are not prepared they cannot contribute to the overall learning process. This affects not only the individual, but their peers who count on them, as well.

Students attend the class section to which they are registered. Learning is enhanced when class sizes are optimized. Limits are set to ensure a quality experience. When section hopping takes place some classes become too large and it becomes difficult to contribute. When they are too small, the breadth of experience and opinion suffers.

Students respect the views and opinions of their colleagues. Disagreement and discussion are encouraged. Intolerance for the views of others is unacceptable.

Laptops are closed and put away. When students are surfing the web, responding to e-mail, instant messaging each other, and otherwise not devoting their full attention to the topic at hand they are doing themselves and their peers a major disservice. Those around them face additional distraction.

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Fellow students cannot benefit from the insights of the students who are not engaged. Faculty office hours are spent going over class material with students who chose not to pay attention, rather than truly adding value by helping students who want a better understanding of the material or want to explore the issues in more depth. Students with real needs may not be able to obtain adequate help if faculty time is spent repeating what was said in class. There are often cases where learning is enhanced by the use of laptops in class. Faculty will let you know when it is appropriate to use them. In such cases, professional behavior is exhibited when misuse does not take place.

Phones and wireless devices are turned off. We’ve all heard the annoying ringing in the middle of a meeting. Not only is it not professional, it cuts off the flow of discussion when the search for the offender begins. When a true need to communicate with someone outside of class exists (e.g., for some medical need) please inform the professor prior to class.

Late Policy. Late assignments will not be accepted unless you make arrangements with me in advance of the due date.

Missed Classes. If you miss class, you are responsible for obtaining any notes, handouts, additional reading materials, or assignment changes from your classmates or from the website.

Academic Honesty

Academic honor, trust and integrity are fundamental to The University of Texas at Austin McCombs School of Business community. They contribute directly to the quality of your education and reach far beyond the campus to your overall standing within the business community. The University of Texas at Austin McCombs School of Business Honor System promotes academic honor, trust and integrity throughout the School of Business. I have no tolerance for acts of academic dishonesty. Such acts damage the reputation of the school and the degree and demean the honest efforts of the majority of students. The minimum penalty for an act of academic dishonesty will be a zero for that assignment or exam. The responsibilities for both students and faculty with regard to the Honor System are described http://mba.mccombs.utexas.edu/students/academics/honor/index.asp As the instructor for this course, I agree to observe all the faculty responsibilities described therein. By signing up for this course, you agreed to observe all of the student responsibilities of the Honor Code. If the application of the Honor System to this class and its assignments is unclear in any way, it is your responsibility to ask me for clarification. Students who violate University rules on scholastic dishonesty are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. You should refer to the Student Judicial Services website at http://www.utexas.edu/depts/dos/ or the General Information Catalog to access the official University policies and procedures on scholastic dishonesty as well as further elaboration on what constitutes scholastic dishonesty.

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Students with Disabilities

Upon request, the University of Texas at Austin provides appropriate academic accommodations for qualified students with disabilities. Services for Students with Disabilities (SSD) is housed in the Office of the Dean of Students, located on the fourth floor of the Student Services Building. Please do not hesitate to contact SSD at (512) 471-6259, (471-4641 TTY) VP: (512) 232-2937 or via e-mail if you have any questions. Information on how to register, downloadable forms, including guidelines for documentation, accommodation request letters, and releases of information are available online at:

http://deanofstudents.utexas.edu/ssd/index.php

Class Web Sites and Student Privacy

Web-based, password-protected class sites are available for all accredited courses taught at The University. Syllabi, handouts, assignments and other resources are types of information that may be available within these sites. Site activities could include exchanging e-mail, engaging in class discussions and chats, and exchanging files. In addition, class e-mail rosters will be a component of the sites. Students who do not want their names included in these electronic class rosters must restrict their directory information in the Office of the Registrar, Main Building, Room 1. For information on restricting directory information see:

http://www.utexas.edu/student/registrar/catalogs/gi00-01/app/app09.html

Religious Holy Days

UT Austin policy states that students must notify instructors of pending absences at least fourteen days prior to the date of observance of a religious holy day. If you must miss a class, an examination, a work assignment, or a project in order to observe a religious holy day, you will be given an opportunity to complete the missed work within a reasonable time after the absence, as long as you abide by the notification policy.

COURSE SCHEDULE **subject to changeOB = M: Organizational Behavior (textbook)CP = Course Packet

Date Topic Reading Due

Week 1

8/29 What is OB? OB: Chapter 1 (skim)

Week 2

9/03 Individual Behavior: Personality & Values OB: Chapters 2: pp. 24-44

CP: “Guidelines for case analysis”, pp. 1-2

Complete the personality questionnaire (link on Blackboard)

9/05 Individual Perception and Learning OB: Chapter 3

CP: Wolfgang Keller, pp. 6-23

Week 3

9/10 Motivation and Rewards OB: Chapter 5

CP: Lincoln Electric, pp. 24-53

9/12 Motivation and Rewards OB: Chapter 3: pp. 63-67

CP2: On the Folly of Rewarding “A” while hoping for “B”

Team Project: List of members due

Week 4

9/17 Motivation and Rewards CP: How to Kill Creativity, pp. 54-65

CP: Six Dangerous Myths about Pay, pp. 67-81

9/19 Decision Making & Ethics OB: Chapter 6

Week 5

9/24 Decision Making & Ethics CP: Values in Tension: Ethics Away From Home, pp. 83-94

CP: The Case of the MBA Hackers, pp. 3-5

QUIZ 1

9/26 Ethics & Conflict OB: Chapter 2, pp. 45-47

Vanatin Case (distributed in class)

Team Project: Project description due

Date Topic Reading Due

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Week 6

10/01 Ethics & Conflict OB: Chapter 10

CP: How Management Teams Can Have a Good Fight, pp. 95-104

10/03 Negotiations Negotiation Roles (distributed in class) REFLECTION PAPER 1 DUE BY 11:59 PM

Week 7

10/08 Topic Overflow day + Exam #1 REVIEW Bring questions!

10/10 Examination #1 Examination #1

Week 8

10/15 Managing Teams Murder Mystery Roles (distributed in class)

10/17 Managing Teams & Midpoint Eval.

Week 9

10/22 Team Project Day (no class!)

10/24 Managing Teams OB: Chapter 7

Week 10

10/29 Managing Teams (wrapup) (No reading) QUIZ 2

10/31 Power, Persuasion, & Influence OB: Chapter 9

CP: The Necessary Art of Persuasion, pp. 106-119

CP: Harnessing the Science of Persuasion, pp. 140-149

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Date Topic Reading Due

Week 11

11/05 Power, Persuasion, & Influence CP: Managing Xerox’s Multinational Development Center, pp. 121-139

11/07 Leadership & Organizational Culture OB: Chapter 11

CP: Leadership That Gets Results, pp. 150-165

Week 12

11/12 Leadership & Organizational Culture OB: Chapter 13

CP2: How Founders/Leaders Create Organizational Cultures

11/14 Organizational Culture & Design CP2: The Smile Factory: Work at Disneyland QUIZ 3

Team Project Executive Summary Due

Week 13

11/19 Team Presentations Team Project Written Report is due on the day of Team Presentation

11/21 Team Presentations Team Project Written Report is due on the day of Team Presentation

Week 14

11/26 Team Presentations Team Project Written Report is due on the day of Team Presentation

11/28 THANKSGIVING (NO CLASS!)

Week 15

12/3 Course Wrapup & Examination #2 Review Bring questions!

12/5 Examination #2 Examination #2

REFLECTION PAPER 2 DUE BY 11:59 PM