University of Puget SoundOrganizational Behavior (BUS 451A)

Spring 2006Mondays, Wednesdays, Fridays

10:00 – 10:50 a.m.McIntyre Hall, Classroom 103

Important InformationProfessor: Dr. Susan M. Stewart

School of Business and Leadership (SBL)

Office: McIntyre Hall, Room 108-B

Numbers: My Office Direct 253-879-3569 SBL Direct 253-879-3153General Information 253-879-3100 SBL Fax 253-879-3156

Office Hours: Mondays, Wednesdays, and Fridays 3:00 – 4:00 pmAll other times by appointment

Email: sstewart@ups.edu

Website: http://www2.ups.edu/sbl/stewart.shtml

Prerequisite: BUS 305 or permission of professor; or Psychology major or Communication Studies major

Support Staff: Eva McLaughlin (emclaughlin@ups.edu) or Tami Hulbert (thulbert@ups.edu)

Liaison Librarian: Donna Bachmann (bachmann@ups.edu)

*************************************************************************************Course Materials

Textbook: Hunsaker, P. (2005) Management: A Skills Approach, 2nd Edition, Pearson/Prentice Hall, ISBN: 0131441868.

Good resource: http://wps.prenhall.com/bp_hunsaker_man_2 is the companion website for this textbook. It contains quizzes and useful supplements to provide assistance for classroom and exam preparation.

Other Readings: Throughout the semester, additional readings may be assigned. These readings will be available on the Internet, provided by the professor, or will be on reserve at the library. See http://library.ups.edu/gateway/business/business.shtml for the Business Source Premier database. Also, I recommend, but do not require, a subscription to the Wall Street Journal. We will be using the Wall Street Journal, Barrons, HR Magazine, etc. as sources of current topics that relate to the course material. As a student of business, you should be reading these publications on a regular basis.

Computer: Access to a computer is necessary for completing assignments and for checking email messages from the professor and classmates (please make sure that your email address is up-to-date in the Cascade system). Computer labs are available on campus - please contact computer labs directly for hours and locations.

*************************************************************************************

Organizational Behavior – Syllabus – Page 1

User ID: _________________Password: _________________

Course DescriptionMost of the students in this course have taken BUS 305 – Principles of Management. In that course you learned about key management issues and concepts at the individual, group, and organizational levels. In this course, you will learn how to apply that knowledge by improving your management skills, using those models of behavior that we know to be successful. Repeatedly, employer surveys indicate that personal, interpersonal, and group skills are critical to the success of individuals in business. These skills can only be learned through practice and assessed through demonstration. Hence, students in this course will focus time and effort on practicing skills and analyzing behavior to better understand and perfect their abilities.

This experiential course is designed to allow you ample opportunity to practice skill building in a safe learning environment. Oral communication skills are assessed through role-plays, participation, and observations; and written skills through comprehensive writing assignments (these assignments will be flexible and allow you to develop skills in those areas in which you need the most development). I have minimized the use of traditional business cases on purpose because analyzing cases requires conceptual and analytical skills and they remove students too much from action. Since I want you to learn specific behaviors, there’s no substitute to actually practicing those behaviors. Here are a few of the areas in which we will develop effective skills: self-awareness, oral and written communications, interviewing, creative problem-solving, running effective meetings, planning and goal setting, resolving conflicts, coaching and disciplining employees, negotiating, and giving and receiving feedback.

Course ObjectivesUpon completion of this course, students will:

Learn personal, interpersonal, and group skills required for managerial success and practice them in a safe learning environment

Become familiar with various types of management/leadership skills assessments

Increase self-awareness of strengths and weaknesses through self-assessment activities and feedback from peers and the professor

Learn how to co-manage the teaching/learning process

Develop action plans for using management skills in real life situations

Understand how displaying effective management skills affect business outcomes such as productivity, motivation, leadership, problem solving, and career advancement

Enhance written and oral communication skills

Instructional Philosophy and Course Design“I hear and I forget. I see and I remember. I do and I understand.” This famous quote, attributed to Confucius, is used frequently to support the value of learning through experiences. The saying has some truth to it, but contemporary research on learning suggests a more acute rephrasing would be: “I understand best when I hear, see, and do!”

To become competent at any skill, a person needs to understand it both conceptually and behaviorally, have opportunities to practice it, get feedback on how well he or she is performing the skill and use the skill often enough so it become integrated into his or her behavioral repertoire. Hence, this course has been designed to incorporate all of these learning dimensions, and demands much from students.

Organizational Behavior – Syllabus – Page 2

I have high expectations as to your capabilities, professionalism, and commitment to self improvement! In order for you to maximize your learning experience, you will need to prepare. Your responsibilities take place before class, in class, and after class:

Before Class In Class After ClassSelf-Assessment Exercise Modeling Exercise Application QuestionsSkill Concepts Group Exercise Reinforcement ExercisesConcept Quiz Observer Rating Sheets Action PlanningBehavioral Checklist Summary Checklist

I have designed the course to maximize your interest and am committed to creating a positive learning environment in the classroom. It is divided into 3 parts and topics are organized together to assist you in learning the material. A copy of the overheads that will be used by the professor throughout the semester and other course materials are available via the class website at http://www2.ups.edu/sbl/stewart.shtml. The website is protected and the user ID and password will be given out in class. Please print and bring the overheads to each class. The purpose of these slides is to help you structure the material presented in class as well as to decrease your writing load so that you can listen and think as well as participate. Please be aware that the slides are not a substitute for attending class and studying these slides is not sufficient for performing well on exams. I will use these slides to cover the chapter very briefly, and the emphasis in class will be on the development and practice of skills. The exams, however, will require in-depth knowledge of the material in your textbook as well as understanding how to apply the information (which will be learned via class assignments and activities).

This course will make use of electronic mail and the worldwide web. I assume that you have an email account, web browsing capability, and a word processor. The computer labs on campus contain these resources if you do not have them. Please make sure your email address is up-to-date in the Cascade system. I send important email messages to the class via that system and you are responsible for obtaining all such messages.

Student ParticipationI am depending on your involvement in all aspects of the class in order to enhance it for everyone. Participation is an important component of this class. Much of your learning will take place during class discussions and activities with the professor, guest speakers, and peers. Thus, it is very important that you prepare ahead of class and participate in the discussion and demonstration of the material. I expect everyone to contribute to the class (more about this later in the syllabus). One way to plan for making contributions is to prepare questions or comments about each chapter or assignment that you want to have addressed during the class period. Formulate questions for the guest speakers based on the materials as well. Also, be willing to respond to the questions and comments of your classmates and colleagues.

Furthermore, most of you have had some kind of work or school experiences, and I strongly encourage you to volunteer comments whenever you see a connection between course material and your own experience. Don’t worry if your example seems far-removed or somehow silly; the examples are important for getting you used to applying course material to concrete situations. Your willingness to share your experiences makes the course more interesting and enjoyable for everyone. I want all students to meet other class members and guests, and to be very comfortable and involved. We all have different knowledge, skills, and experiences and we can all learn from one another! What you get out of the course is, however, ultimately up to you. If we both do our parts, this course will be a positive learning experience for all of us. Together we can make this a very delightful experience!

Organizational Behavior – Syllabus – Page 3

ExamsAssessing Your Knowledge of Management Skills

There will be 3 in-class examinations that correspond to each part of the class, as well as a comprehensive behavioral exam. The first 3 exams (each worth 50 points) will be composed of questions from your textbook, including some of the true/false questions from the Concept Quizzes and some of the Application Questions for short answer essays. These exams will be closed book with no notes allowed. The last exam (worth 100 points) will be a videotaped comprehensive “behavioral exam” to evaluate your ability to exhibit the behaviors presented throughout the term. For this exam, you will come to class during the designated Final Exam Period and will be given 5 minutes to read a brief scenario and 20 minutes to complete some task in a group. The professor will then grade these videotaped discussions using a standardized sheet of desired behaviors.

You will be asked to complete an assessment form after Exam 1 (located on the course website) to provide insights to the professor and to yourself about this exam as well as your specific methods of preparation. The form is meant to assist you in evaluating and identifying effective and ineffective study habits so that you can make any needed changes before future exams (the professor will provide assistance if necessary).

If, for a university approved reason, you cannot take an exam at the scheduled time you must give me written notice at least one week in advance so that we can make other arrangements. If the situation does not allow for advance notification (for example, emergency hospitalization), contact me as soon as possible after a missed exam. Make-up exams for non-university approved reasons are not guaranteed. Failure to take any exam at the scheduled time will result in a score of zero for that exam.

Exam 1: Communicating Interpersonal Communication (Chapter 3 & Appendix C) Creative Problem Solving (Chapter 9) Creating High Performance Teams (Chapter 14)

Exam 2: Motivating Planning and Goal Setting (Chapter 7) Developing People (Chapter 13) Motivating Others (Chapter 17)

Exam 3: Leading Evaluating and Controlling Behavior (Chapter 8) Managing Conflict & Negotiations (Chapter 10) Building a Power Base (Chapter 15)

Exam 4: Videotaped Behavioral Exam Comprehensive covering all course material

Organizational Behavior – Syllabus – Page 4

Personal Application PapersReinforcing Your Management Skill Development

You will complete 10 Personal Application Papers to further develop your present and future capabilities as managers. These papers are a key learning device for this class. They allow for individualized learning and reflection that is otherwise not possible in a class with 20 or more students. By writing these papers, you should learn to understand human and organizational behavior, and be better prepared to succeed in life and in your work. You could also think of these papers as a take home exam for each chapter covered. Sometimes students use these papers to explore issues of real personal relevance – so please note that only your professor will read the papers. They should each include:

1. A record of your Self-Assessment Exercise score, including an assessment of areas for development and improvement. Be sure to carefully examine your results and think about what they mean for you. If you do not understand the meaning of your results, be sure to ask your classmates and professor for clarification.

2. A personal assessment of your performance during the role play, including the key learning points for you from the exercise and class experiences.

3. The Observer’s assessment of your performance (if available), including a list of which of your behaviors need improvement (note if they match those highlighted in points 1 and 2 above).

4. Results from practicing one of the Reinforcement Exercises, including an analysis of your feelings, reactions, and observations.

5. Responses to the Action Plan questions, with a particular focus on tying them to personal and/or career goals. Focus on the approaches and/or means for developing those areas for improvement highlighted in points 1-4 above. Provide target dates for completion and/or acquisition of the skills, experiences, etc. and the resources required for your development.

6. Critique of class sessions on the topic addressed.

Each paper should be four to six pages in length (double-spaced, 12 point font, 1 inch margins) and are worth 25 points. Papers will be graded primarily based upon the content of what is written using the scoring method outlined below. However, issues of form, such as sentence structure and spelling, will also enter into the grading if there are multiple indicators of poor writing skills. Overall, you will be expected to turn in Personal Application Papers in a form that is professional and businesslike. This means that you need to write competently and thoroughly proofread your documents. Do not write in a conversational tone – writing is different than speaking! To promote effective writing techniques, I encourage you to visit the UPS Writing Center for assistance.

The due dates for the papers are included in the Course Outline later in this syllabus. Late papers will not be accepted. Personal Application Papers must be turned in at class on the due date. If you are unable to attend class on the day a paper is due, it may be emailed to the professor prior to the start of class. Papers turned in after it is collected in class or emailed to the professor after the start of class will receive 0 points.

Papers will be scored on a Check Plus / Check / Check Minus System. Students will score their own papers before submitting them by noting a Check Plus / Check / Check Minus on the last page of their papers. The professor will collect the papers and review them to confirm appropriate assignment of points. The professor’s score is final. Scores will be assigned on a three-tier scale as follows:

+ (=25 points): Paper is complete and the student clearly demonstrates a grasp of the key concepts and provided in-depth responses with little to no writing issues.

(=12 points): Paper is somewhat complete but indicates the student may not fullygrasp the key concepts, did not provide in-depth responses, or had moderate writing issues.

Organizational Behavior – Syllabus – Page 5

(=0 points): Did not turn it in, did not turn it in on time, or did not grasp the concepts at all.

Experts For The Day Team PresentationRole Playing Management Skills

Your team assignment in this course is an Experts For The Day presentation worth 100 points (80 points for presentation and 20 points from peer evaluations). This assignment has three major purposes. The first is for you to gain experience applying management concepts and theories to specific content and situations. The second is for you to experience the group process firsthand as you work to achieve the outcomes assigned to your team. This will give you an arena or laboratory to extensively practice the skills that we will be studying in this class. Finally, you will gain experience being an “expert” while showing how to use a skill very effectively to an audience of peers. This demonstration should resemble a professional training session for employees in an organization.

Experts For The Day team presentations will be scheduled throughout the semester and will correspond to the topics that are being discussed during that time. It is expected that all presentations last for 50 minutes (allowing time to receive feedback) and that all team members are active participants. Please arrive early for class on the day of your presentation. If you have special technology needs (e.g., want to have internet access, sound, or need a zip drive, etc.), let the professor know well in advance. Each Expert For The Day team presentation will be graded in the order presented. Team members will evaluate all other members of their team using a Peer Evaluation Form (provided on course website) to have some control over individual’s grades on this project, so loafing and free riding will be “rewarded” appropriately! Each individual’s final grade on the presentation will be a combination of the team grade provided by the professor (who will utilize the Observer Rating Sheets completed by classmates as criteria), and the average score of the peer evaluations provided by team members.

To begin, teams will form and then pick an envelope from the professor that contains their team number and the Modeling Exercise that they are assigned. This assignment will require coordination outside of class. You will need to write a script and practice the Modeling Exercise in order for it to be effective. Do NOT divide the presentation into sections and have each team member practice part of it without practicing together – this should be a true team effort and should be presented as a cohesive piece (in “one voice”). Be creative and have fun with this project!

It is imperative to the success of the presentation that team members spend time determining the main behaviors/skills that you want your classmates to learn from your session, demonstrating these behaviors/skills to your audience during your presentation (via role playing), and then summarizing what the key “take-aways” are to your audience at the end. Also, be sure to allow time to receive feedback at the end. It is only through a good presentation that the rest of the class can benefit from each team's work, especially since the class will practice the behaviors/skills demonstrated by the Experts For The Day by participating in a Group Exercise shortly thereafter.

Some of the questions you should ask as you develop your Experts For The Day team presentation are:

Did we practice the skill enough to effectively demonstrate it to our audience? Let’s be sure to reinforce the main behaviors/skills (i.e., the key “take-aways”) that we want our classmates to learn from our presentation and summarize these at the end.

Is our presentation well organized? Is the presentation as a whole cohesive? Will we keep the attention of the class? Have we remained within the allotted presentation time (50 minutes)? We may need to also

factor in time for class discussions, moving around during role play, receiving feedback, etc. Are we effectively using audio-visual aids/posters/handouts/displays/etc.?

Organizational Behavior – Syllabus – Page 6

Have we prepared enough so that we don’t have to rely on notes, and that we have good eye contact and speak at an appropriate, audible speed?

Have we “test run” the electronic equipment (if any) before our actual presentation? Have we contacted the professor with any special technological needs? Do we have a backup ready in case we encounter technical difficulties?

Have we independently completed a Peer Evaluation Form on each team member? We must remember to print these off the course website, complete them, and bring them to class on the day of our presentation!

Class ParticipationSharing Information on Management Skills

Class participation scores will be evaluated based on: 1) the quality of each student's contribution to the classroom discussion, including full and active participation in skill building exercises, 2) attendance during class discussions and team activities, and 3) classroom conduct. Class participation scores are worth a total of 200 points, and will be based on prior work/life experience, readings, lectures and class exercises.

Contributions - Students who consistently contribute to the classroom (i.e., at least once every week), advance discussions in a meaningful and productive way, and who actively participate in class activities will receive the highest grades (80-100%, depending on quality of input). Role playing will occur on a regular basis to give students a chance to practice newly learned skills in a way that cuts stress and risk for everyone involved. Students must overcome any fear of looking silly or making mistakes. Look at it this way: where would you rather look silly and make mistakes – in the classroom or on a job? In the classroom there are no real negative consequences. A sincere effort is all that is expected. Don’t forget that role playing inspires creativity by allowing for improvisation! Here are some guidelines for role playing:

1. Empathize with the role. Try to see the world as your assigned character sees it, and behave accordingly. Avoid consulting your notes during role plays.

2. Do reasonable ad-libbing, but do not add any “facts” that don’t fit the situation described. Let yourself become emotionally involved and act naturally in the unfolding scenario.

3. Stay in role. Do not jump out of role to comment on the process. That is the observer’s job, and you can too, but after the role play is finished.

4. When you are finished, listen to the observer’s feedback and reflect on your behaviors with your group.

Attendance - Class attendance is strongly encouraged. Oftentimes topics will be discussed which are not covered in the textbook and you will be responsible for this material. Since there will be examinations and other activities in class that will directly impact your grade, attendance will be critical to being successful in this course! Additionally, there is a penalty for missing classes with in-class activities. This is because your absence negatively affects your classmates’ experience. More than two absences during in-class activities will result in a large deduction from your class participation score, with a zero score given for individuals who miss more than four classes with in-class activities. Showing up after an in-class activity has begun will count as an absence, as will leaving early. Most class sessions will involve activity. The two-absence allowance should give you enough flexibility to deal with unexpected illness or emergency. If you are likely to have some regularly scheduled event during class sessions, you should take this course during a different semester. In the event that you are absent, it is your responsibility to get the course notes, handouts, etc. from another student or the class website.

Classroom Conduct - Please remember common courtesy at all times. Specifically, please: Do not talk while others are speaking, Show respect and consideration for other students, the professor, and any class visitors, Arrive before class begins,

Organizational Behavior – Syllabus – Page 7

Turn off cell phones and pagers, Treat others as you would wish to be treated, Contribute to the learning of other class members, Ask questions when you do not understand the material, the assignment, or anything else in

class. This may be accomplished by asking me (before, during, or after class), by asking other class members, or by sending me an email message.

Evaluation FormsManaging Performance

Please pay close attention to the due dates and instructions on the evaluation forms provided in this course. These evaluation forms are to be completed by students to provide feedback to themselves, to team members, as well as to the professor on several occasions throughout the course. The success of this course depends on continuous improvement – both on the part of the professor and the students. Please provide thoughtful and honest feedback (constructive criticisms) on these forms, and keep in mind that this exercise allows you to gain skills at providing/receiving performance feedback information.

GradingUnderstanding Strengths/Areas for Improvement

Grading Components: Points Points

Possible Received

Exam 1 50

Exam 2 50

Exam 3 50

Exam 4 100

Personal Application Papers (10) 250

Experts For The Day Presentation 80

Experts For The Day Peer Evaluation 20

Class Participation 200

TOTAL 800

General Comments and PoliciesAvailability of Exams, Personal Application Papers, and Team Scores - All items will be returned in class except for the last exam since this comes in at the end of the semester. If you miss a class where any items are returned, please get them from the professor at her office. Contact the professor directly for your last exam scores and final course grades.

Incomplete Grades - There will be no incompletes given out at the end of the semester. Students who feel their situation requires an incomplete at the end of the semester should speak to the professor.

Regrading Policy - Any complaints concerning grading should be called to the immediate attention of the professor in the form of a regrade request. The student should indicate the reason they believe the assignment or item should be regraded. If you believe your exam, paper, or team presentation score contains an error you must submit a written analysis containing your rationale for the error. This analysis

Organizational Behavior – Syllabus – Page 8

An absolute grading system will be used (grading will not be done on a curve). Letter grades will be determined as follows:

Grade Percentage A 94 - 100 % A- 90 - 93 % B+ 88 - 89 % B 84 - 87 %

B- 80 - 83 %C+ 78 - 79 %

C 74 - 77 % C- 70 - 73 % D+ 68 - 69 % D 64 - 67 % D- 60 - 63 % F Below 60 %

needs to be supported by as much documentation from the textbook as possible to have the highest probability of success. Simply sending a note asking the professor to ‘recheck #xx’ is insufficient. The regrade request must be given to the professor, in writing, no later than one class period after the graded exam, paper, or team presentation score are returned to students. For any regrade instance, the score on the regrade will be final.

Keys to Success for this Class - Students who are successful in this course normally do the following:

1. Ask questions. This is the most important thing you can do. Make certain you ask questions when you don't understand the concepts being presented. Also ask questions if you don't understand an assignment. If you are unclear about what is important, ask a question. If you don't ask questions, I can only assume that you understand the material and assignments. If you don’t come see me, I can’t help you be successful.

2. Work on the team project early. You should get organized and work on the team project immediately. Securing a regular meeting time may be more difficult than you think. If you put the team assignment off, you will be in the uncomfortable position of not assembling the important information you need for a successful outcome. Research, creativity, and team morale will also likely suffer.

3. Get help. You are welcome to ask the professor for help and feedback with assignments via the phone, email, or in person. Email is only useful to a point and email feedback may be fairly brief. You should follow up in person or by phone for further clarification. Make certain you are responsive to the feedback provided.

4. Think of examples. When in class or when studying, try to develop your own examples of the organizational behavior concepts. It is especially useful to think of how the class discussion applies to your assignments. Ask for feedback on your examples either in class or via email.

5. Talk to me. If something is bothering you, please let me know. I can't help you or improve the course if you don't inform me of problems.

Honesty and Honor Code - The reputation of UPS and your degree depend on the academic and ethical standards of the University. Future business leaders have a special obligation to ensure their ethical standards are beyond reproach. Anyone engaging in activities that threaten this reputation will be reported to the University authorities. These activities include, but are not limited to, representing someone else’s work as your own or allowing your work to be represented as someone else's. You are encouraged to discuss assignments with classmates or the professor as a means for improving your thinking about the topics addressed, but you are ultimately responsible for the work. You should understand the appropriate University policies in The Logger, including what qualifies as plagiarism (see The Logger on the UPS website). Furthermore, anyone wishing to report violations of the student or faculty honor code should also see The Logger for details.

Disability Accommodations - Reasonable accommodations are available for students who have a documented disability from the Disability Services Coordinator (x2692). Please notify the professor during the first week of class of any accommodations needed for the course. Late notification may cause the requested accommodations to be unavailable.

On-Campus Counseling - Counseling is available in the Counseling, Health, and Wellness Services office - please phone x1555 for an appointment if needed.

Organizational Behavior – Syllabus – Page 9

Experts For The DayTeam Contact Information

NAME MAIN PHONE CELL PHONE FAX EMAIL

1. ______________________________________________________________________________

2. ______________________________________________________________________________

3. ______________________________________________________________________________

4. ______________________________________________________________________________

Regular Team Meeting Time and Place - _____________________

Together Everyone Achieves More

Organizational Behavior – Syllabus – Page 10

Organizational Behavior (BUS 451A)Spring 2006 Semester Schedule

IntroductionDate Topic Readings Assignments

W 1-18 Overview of Course & Introductions Chapter 1 Review syllabus, textbook, and on-line materials

F 1-20 Self-Awareness: Understanding and Developing YourselfLecture/Discussions

Chapter 2(pages 20-24 &

41-47)

Information Sheet DuePick Teams/Expert Assignments

M 1-23 Self-Disclosure and Solicitation of Feedback to Know Yourself BetterGroup Exercise/Discussions

Chapter 2(pages 24-40 & 49)

Personal Application Paper 1 Due (based on Chapter 2):complete Self Assessment Questionnaires 1-5, provide Summary Sheet on pg. 49, briefly discuss your scores, and answer Application Questions on pg. 50.

CommunicatingDate Topic Readings Assignments

W 1-25 Interpersonal CommunicationKaren Zediker, Visiting Assistant ProfessorUPS Communication Studies Department

Chapter 3 &Appendix A

F 1-27 Written Communication/Email EtiquetteLecture/Discussions

AppendicesB & C

M 1-30 Interviewing SkillsAlana Jardis and Bernadette BuchananCareer Counselors, UPS CES Office

CES Handout & Chapter 13

(pages 328-330)

W 2-1 The Job InterviewExperts for the Day Presentation: Team 1

Handout(pages 561-575)

& Handout(pages 75-78)

F 2-3 Being an Interviewer and IntervieweeGroup Exercise/Discussions

Handout(page 82)

Bring a posting for a job that you are interested in applying for to class along with your resume

M 2-6 Creative Problem SolvingLecture/Discussions

Chapter 9 Personal Application Paper 2 Due(based on Chapter 3)

W 2-8 The Copying MachineExperts for the Day Presentation: Team 2

Handout(pages 312-313 &

310)

F 2-10 How to Get a DateGroup Exercise/Discussions

Handout(page 313)

M 2-13 Creating High Performance TeamsLecture/Discussions

Chapter 14(pages 350-373)

Personal Application Paper 3 Due(based on Chapter 9)

W 2-15 Assessing Team Process Through a FishbowlGroup Exercise/Discussions

Chapter 14(page 380)

Organizational Behavior – Syllabus – Page 11

F 2-17 Running Effective MeetingsNancy Nieraeth, Training SpecialistUPS Human Resource Department

Chapter 14(pages 373-377)

M 2-20 Meeting ManagementExperts for the Day Presentation: Team 3

Chapter 14(pages 383-385)

Personal Application Paper 4 Due(based on Chapter 14)

W 2-22 Exam 1 (chapters 3, 9, 14 & Appendix C)

MotivatingDate Topic Readings Assignments

F 2-24 Planning and Goal SettingAnne Clark, Manager, Franklin Covey

Chapter 7 Exam 1 Assessment Form Due

M 2-27 Setting Goals at State Bank of VermontExperts for the Day Presentation: Team 4

Handout(pages 107-109)

W 3-1 New Faculty Goals and Coaching GoalsGroup Exercise/Discussions

Handout(pages 111-114)

F 3-3 Goals for ProbationGroup Exercise/Discussions

Handout(pages 110-111 &

114)

M 3-6 Motivating OthersLecture/Discussions

Chapter 17 Personal Application Paper 5 Due(based on Chapter 7)

W 3-8 Reshaping Unacceptable BehaviorsExperts for the Day Presentation: Team 5

Chapter 17(pages 458-461)

F 3-10 Uncovering Motivational ValencesGroup Exercise/Discussions

Chapter 17(page 463)

Midcourse Evaluation Due

M 3-13 No Class – Spring Break W 3-15 No Class – Spring Break F 3-17 No Class – Spring Break M 3-20 No Class – Professor Out of TownW 3-22 Improving Motivation at Lightning Rod Steel

Group Exercise/DiscussionsChapter 17(pages 464-465)

F 3-24 Developing PeopleLecture/Discussions

Chapter 13 Personal Application Paper 6 Due(based on Chapter 17)

M 3-27 Why Is The Camera Out of Focus?Experts for the Day Presentation: Team 6

Chapter 13(pages 345-346 &

344)

W 3-29 Helping With A Peer ProblemGroup Exercise/Discussions

Chapter 13(pages 343-344)

F 3-31 Counseling and Coaching OthersTBA, Counseling PsychologistUPS Counseling, Health, & Wellness Services

Personal Application Paper 7 Due(based on Chapter 13)

M 4-3 Exam 2 (chapters 7, 13, 17)

LeadingDate Topic Readings Assignments

Organizational Behavior – Syllabus – Page 12

W 4-5 Evaluating and Controlling BehaviorLecture/Discussions

Chapter 8

F 4-7 A Difficult Performance AppraisalExperts for the Day Presentation: Team 7

Chapter 8(pages 203-204)

M 4-10 Reviewing the Resident Manager Group Exercise/Discussions

Handout (pages 93-94 & 92)

W 4-12 McDonald’s on Probation and Reining in BarryGroup Exercise/Discussions

Handout(pages 94-97)

F 4-14 Managing Conflict Part 1: Resolution TacticsCarol Bowser, Corporate Trainer & AttorneyConflict Management Strategies

Chapter 10(pages 245-254 &

257-261)

Personal Application Paper 8 Due(based on Chapter 8)

M 4-17 New Hire in Old CultureExperts for the Day Presentation: Team 8

Chapter 10(pages 262-265)

W 4-19 The Alligator River ConflictGroup Exercise/Discussions

Chapter 10(pages 271-274)

F 4-21 Managing Conflict Part 2: Negotiation TacticsCarol Bowser, Corporate Trainer & AttorneyConflict Management Strategies

Chapter 10(pages 254-257)

M 4-24 NeighborsExperts for the Day Presentation: Team 9

Handout(pages 348-350)

W 4-26 The Used Car NegotiationGroup Exercise/Discussions

Handout(pages 345-347)

F 4-28 Building a Power BaseLecture/Discussions

Chapter 15 Personal Application Paper 9 Due(based on Chapter 10)Complete University Teaching Evaluations at beginning of class

M 5-1 The Grade ChangeExperts for the Day Presentation: Team 10

Handout(pages 184-185)

W 5-3 Personal Power Strategies for Allocating ResourcesGroup Exercise/Discussions

Chapter 15(pages 414-415)

Personal Application Paper 10 Due(based on Chapter 15)Bring $1 to class

F 5-5 No Class – Reading PeriodF 5-12 Exam 3 (chapters 8, 10, 15)

Exam 4 (videotaped behavioral exam)Students will have 50 minutes to complete Exam 3 and ½ hour to complete Exam 4

8:00 – 8:50 am: students 1-11 on class list will take Exam 3 in our classroom8:00 – 8:30 am: students 12-17 on class list will take behavioral exam in a room TBA8:30 – 9:00 am: students 18-23 on class list will take behavioral exam in a room TBA

9:00 – 9:50 am: students 12-23 on class list will take Exam 3 in our classroom9:00 – 9:30 am: students 1-6 on class list will take behavioral exam in a room TBA9:30 – 10:00 am: students 7-11 on class list will take behavioral exam in a room TBA

Grades are due on May 24 and should be viewable on the Cascade system shortly thereafter.

Organizational Behavior – Syllabus – Page 13