MG 365 Organizational Behavior
S1T 2009 DL
Bennett, John E.
Senior Professor/Adjunct Professor
Ed.D. Educational LeadershipM.S. ManagementB.A. Human Resources Management
Andrews Air Force Base, Maryland
As Needed By Students
Jan 12, 2009 - Mar 8, 2009
If you purchase a used textbook, you must also obtain the code to access the online portion of the text.
Textbooks can be purchased through the MBS bookstore
Textbooks can be purchased through the Parkville Bookstore
I HIGHLY recommend you utilize the Park University Online Library System to aid you in your research for your responses to the assignments in this course. The textbook alone will not cut it, you need to use scholarly journal articles to support your work; Wikipedia and other similar sources are not considered scholarly. A new online source which Park has just made available is discussed below.
The Park University faculty, staff, and students can now use JSTOR, one of the premier databases for full-text scholarly journals in business, education, humanities, social sciences and the sciences. The link to JSTOR is on the library's webpage at www.park.edu/library. Additional sources can be found from the ProQuest and EBSCO sites.
A detailed list of subject areas can be found below. It provides access to journals from the 19th through the 21st centuries.
Subject Areas covered by JSTOR
Business, economics, finance, health care, management, marketing, and statistics
Architecture and architectural history, art and art history, classical studies, film studies, folklore, language and literature, Latin American studies, linguistics, music, performing arts, philosophy, and religion
Social Sciences: African-American studies, African studies, American Indian studies, anthropology, archaeology, Asian studies, feminist and women’s studies, health policy, history, history of science and technology, Jewish studies, Latin American studies, law, Middle East studies, philosophy, political science, public policy and administration, religion, Slavic studies, and sociology
Sciences: biology, botany, computer science, ecology, geography, geology, mathematics, nursing, and zoology
Click Here to subscribe online! http://wsjstudent.com/ Following this link and selecting Joseph Kubec, or the instructor of your section if they are listed on the dropdown menu, as your instructor will let the WSJ folks know you are enrolled as a student in this course. Delivery will start in a few days and they will bill you directly, usually within 3 or 4 weeks.
McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.Career Counseling - The Career Development Center (CDC) provides services for all stages of career development. The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email firstname.lastname@example.org or call 800-927-3024Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.Online Classroom Technical Support - For technical assistance with the Online classroom, email email@example.com or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.FAQ's for Online Students - You might find the answer to your questions here.
My educational philosophy is quite simple. Education is a never ending process that is derived from the knowledge of others. For this course, Organizational Behavior, we will engage in many lively discussions through the "Discussion Statement" threads. The basis for these discussions will come from the text and its online articles, the homework, and research projects we will work, outside sources, and each other. It is important that we respect each other and that person's right to express his or her viewpoints. Learn from the diversity of the class; learn to appreciate different cultures and beliefs. Learn from each other.
I believe that the only way to truly learn is by expanding your opportunities to learn. This is done through discussions with others and through research. Scholarly research is done by discovery. Park's online library is an exceptional resource for this discovery; please use it and other resources with which you might have access. The Internet is a great path to many reference sites, but one note of caution there are plenty of sources on the Internet which are not considered scholarly; WIKIPEDIA is one of these. I prefer you NOT use it as a scholarly reference site. Instead, find scholarly journals and use them for reference. This will greatly enhance your opportunities to learn. The Park University online library is an exceptional resource for this course.
Lastly, one of my primary philosophies and goals for this class is that we challenge ourselves to go from the comfortable to the uncomfortable for only by stepping outside our comfort zones can we truly experience life and what it has to offer and teach each of us.
Dr. John E. Bennett
Learning Outcomes: Core Learning Outcomes
All Park University courses must include a core assessment that measures the course's Core Learning Outcomes. The purpose of this assessment is to determine if expectations have been met concerning mastery of learning outcomes across all instructional modalities.
For this course, the core assessment is a Comprehensive Final Examination to be administered in all sections of MG 365. This exam is worth at least 30 percent of the student's final grade and will test students' mastery of the Core Learning Outcomes (as listed on this syllabus) through definitions, essay, and/or multiple choice questions.
This core assessment is a CLOSED BOOK, CLOSED NOTES comprehensive examination that must be administered and proctored in the classroom and may not be given as a take-home examination. Students should not have access to the exam or its questions before it is administered. The duration of the exam can be no longer than two hours.
No computers, or materials other than a writing instrument and a calculator without text functions and communication may be used for the exam; this applies to all students, regardless of whether the exam is for on-line or face-to-face students. Completion of the exam is strictly individual; students may not work in groups to complete the exam.
Link to Class RubricClass Assessment:
The final course grade will be determined using the following measurements:
Discussion Question/Statement Assignments
Participation in Classroom Discussion Threads
Research Paper Weekly Post
Mid Term Examination
Comprehensive Final Examination
The final course grade will be determined using the following measurements:
1000 - 900
900 - 800
800 - 700
700 - 600
Less than 600
1000 - 900
900 - 800
800 - 700
700 - 600
Less than 600
Graded Items: The main page for each week (when you select the weekly tab) and the main page for each assignment (when you select an assignment under the weekly tab) will identify the criterion for each week’s assignment describing the specifics of the requirements for each assignment. This information provides additional instructions for completing the assignment. Please refer to this information in addition to the information in the syllabus. All assignments are located under the Weekly Tabs in the Left hand margin of the Course Homepage.
GRADING VALUES: There are 1000 possible points in this class. Listed below are the points that are assigned to each assignment. Point totals shown are the maximum available; actual points earned will be based upon the application of the grading rubic to your post.
1. Homework: 140 Points; 14%
2. Research Project: 240 Points; 24%
B. Research Paper (due week 8, mid-week): 100 total points; (See Rubric for APA formatting and example)
3. Discussion Statements (weeks 1 – 7): 190 Points; 19%
B. Replies to Classmates: Average of 2 meaningful replies per week. Each reply is worth up to 5 points; 10 meaningful replies from all 7 weeks will earn the maximum of 50 points. Extra points are possible for exceptional responses to your peers. Short non-meaningful replies are fine to encourage your classmates, but will not count for points. Meaningful simple means that the reply has substance to it; more than just a short sentence which states you agree with the classmate. Meaningful supplies the WHY you agree or disagree. Supporting your thoughts even in the replies through references helps.
NOTE: PEER REPLIES ONLY COUNT IF MADE DURING THE WEEK OF ASSIGNMENT or DURING THE SIX DAY GRACE PERIOD. Any replies made after the 6-day grace period or after I have posted the grades for participation (whichever is later) will NOT count.
4. Mid-Term Examination. 100 Points; 10%. The mid-term is a take home exam which will cover important points from the class. It may very well include items which have not been discussed, but will be of benefit for preparing for the final examination.
5. Lessons Learned: 30 Points; 3% Discussion of top three lessons learned. I highly recommend you do this assignment in week 7 because it will help you on the final examination.
6. Final Exam: 300 POINTS; 30% The final exam will be comprised of multiple choice and/or essay questions. Use the lesson objectives above as a study guide from week to week.
6. Total: 100% or 1000 points.
7. Bonus Opportunities:
Each week’s work is due by Sunday of that week. HOWEVER, PLEASE ATTEMPT TO HAVE YOUR ORIGINAL POST FOR THE DISCUSSION STATEMENTS COMPLETED BY WEDNESDAY NIGHT AS THAT WILL ALLOW SUFFICIENT TIME FOR CLASSMATES TO POST REPLIES and to create discussion of the topics.
I provide an automatic grace period of 6 days for the ORIGINAL POST for the Homework Project, Research Project, and Discussion Statement, with the exception of week 8 assignments which are due by Sunday of week 8.
PEER REPLIES to the posts of your classmates may be posted during the original week through the end of the grace period. PLEASE REFER TO THE PREVIOUS WEEK'S POSTS DURING THE SUBSEQUENT WEEK FOR COMMENTS FROM ME AND YOUR CLASSMATES. (For example: during week 2, refer back to the week 1 threads to see if any additional comments have been made to your posts.) Grace periods beyond this automatic period may be given for unusual circumstances. Students must email the instructor to request extensions. Extensions will only be given for original postings of assignments. No points are available for missed peer replies beyond the six-day grace period!
The Basic Grading Criteria
Scoring Values Itemized: 5 4 3 2 1 - 5 being highest. For example, if your weekly discussion statement, case study, or research paper fits the "5" in each category, you should expect to see maximum points for the post. These are not points values, but are illustrations on a Likert-type scale to show you what is expected for a top scoring post versus a post that does not earn as many points.
5: Information is very organized with well-constructed paragraphs and subheadings.
4: Information is organized with well-constructed paragraphs.
3: Information is organized, but paragraphs are not well constructed.
2: The information appears to be minimally organized.
1: There is no apparent organization to the information, it rambles on.
B. Paragraph Construction:
5: All paragraphs include introductory sentence, explanations or details, and concluding sentence.
4: Most paragraphs include introductory sentence, explanations or details, and concluding sentence.
3: Paragraphs included related information but were typically not constructed well.
2: Paragraphing structure was not clear and sentences were not typically related within the paragraphs.
1: No paragraphing on the submitted paper. (This is often the case when something is place in the drop box as text and not as an attachment.)
C. Sources (within the text and reference page):
5: All sources (information and graphics) are accurately documented in the desired format.
4: All sources (information and graphics) are accurately documented, but a few are not in the desired format.
3: All sources (information and graphics) are accurately documented, but many are not in the desired format.
2: Some sources are not accurately documented.
1: No citing of reference in the text or on the reference page.
D. Quality of Information:
5: Information clearly relates to the main topic. It includes several supporting details and/or examples. Normally, cited from the text or other outside sources.
4: Information clearly relates to the main topic. It provides 2 supporting detail and/or examples from the text or other outside sources.
3: Information clearly relates to the main topic. It provides 1 supporting detail and/or example from the text or other outside sources.
2: Information has little to do with the main topic.
1: No details and/or examples are given.
E. Amount of Information [Length]:
5: All instructions are addressed; the full length requirement is met.
4: All instructions are addressed; 75% of the length requirement is met.
3: Instructions are addressed; 50% of the length requirement is met.
2: Instructions are addressed; 25% of the length requirement is met.
1: Instructions are either not followed or are minimally followed.
F. Learning Outcomes Rubric:
5: Writing assignment clearly provides sufficient and relevant information that demonstrates a synthesis and integration of the designated learning outcomes for the specific assignment. All requested information is provided.
4: Writing assignment provides sufficient, relevant information that demonstrates a synthesis and integration of the designated learning outcomes for the most aspects of the specific assignment.
3: Assignment information relevant but lacks sufficient examples and supporting detail with little synthesis of learning outcomes present.
2: Information provided is incomplete and lacks any integration or synthesis of learning outcomes.
1: Information has little or nothing to do with required assignment and the synthesis of designated outcomes.
Note: The above grading rubric applies to all postings for the term.
RUBRIC for the RESEARCH PAPER
One hundred (100) points possible; refer to the syllabus for the basic outline for the research paper. You can also research the Internet for APA, MLA, Writing Styles, etc. for further guidance.
1. FORMATING: APA Format followed (APA is preferred; however, any other approved format, i.e., MLA, Chicago, etc. is acceptable, with approval of the instructor). 10 points total.
• Title Page YES/NO 2 points
• Abstract Page YES/NO 2 points
• Body of paper YES/NO 2 points
• Summary of Paper YES/NO 2 points
• References Page YES/NO 2 points
2. Body of Paper: (50 points total).
• Title Page (4 points)
• Abstract Page (6 points) Does the abstract briefly summarize the entire paper in no more than one paragraph of 120 or less words?
• Main Points, (6 points; 2 for each main point) minimum of three main points. For example, points which illustrate those in favor (pro), points which illustrate those opposed (con), and your conclusions and opinions.
• Main Points equally discussed; (28 points) smooth transitions between points; convincing arguments made; points supported with references.
• References cited within text; properly cited. 6 points
3. Reference Page: (10 points)
Properly completed (although I am not counting off for strict APA (or other) formatting, I will be looking to see that references used within the text are cited on the reference page and consistency in how you have cited the references. Remember if the reference is used in the paper there should be a listing in the Reference Page and vice versa. Additional resources read, but not used should be listed as a Bibliography.
4. Length of overall paper. 20 points total (not counting the Title Page, Abstract Page, or Reference Page(s)):
Two points for each page. For example, a 5 page paper (minus the Title Page, Abstract Page, and Reference Pages) will receive 10 points for length. 10 pages = 20 points. Extra points MAY be given for papers that exceed 10 pages IF it is quality work. It is also possible for a paper to have less than 10 pages in the body and still receive maximum points, but this is rare.
5. Spelling and Grammar. 10 points
Rubric for the Weekly Postings
Discussion Statement, Research Project and Homework Project Threads
The following are points for your original posting in each of the topic areas. This point breakdown does not apply to Replies to Peers or Lessons Learned. This is just a guide. As I look for quality in posts it is possible to receive higher points than what would be given based solely on length of the posting. But, on the other hand, lesser points may be awarded if a portion of the work is substandard.
IN EACH POST, I EXPECT DEPTH, SUPPORTING INFORMATION, EXPLANATION OF WHY YOU THINK THE WAY YOU DO, AND CITING OF THE SUPPORTING INFORMATION AND REFERENCES SHOWN FOR EACH SUPPORTING DOCUMENT.
• 0 = Do nothing, no posting made during the course for the assignment. If you find you have missed making an original post in any of the three primary areas, go ahead and make it, then email me to let me know. Some points are better than none.
• 1 - 3 = Minimal comments, i.e. "I think this is an important topic that we should all be concerned with." Just a generic sentence that doesn't provide "meat and potatoes."
• 4 – 6 = One or two sentences with minimal comments about your opinion or the relevance of the subject.
• 7 - 9 = Two or three sentences with your viewpoints identified and briefly supported.
• 10 - 12 = One or two paragraphs with two or more sentences in each paragraph. Grammar and spell check conducted; only one or two minor errors noted. No reference information from the text or other sources posted; no supported personal viewpoints.
• 13 - 15 = One or two well written, well thought out paragraphs with two or more sentences in each paragraph. Introduction of your own viewpoints and new information from the text or other sources included. Grammar and spell check conducted; only one or two minor errors noted. Reference information from the text or other sources identified in the body of the text and/or reference listing shown, but the other has not been included. For example, you might cite the text at the bottom of your post but fail to reference the page numbers in the body of your work.
• 16 - 18 = Three or more well written, well thought out paragraphs with two or more sentences in each paragraph. Introduction of your own viewpoints and new information beyond referenced comments or quotes directly from the text and other sources such as Internet sites is included. Your thoughts supported by published research from a scholarly site – NOT Wikipedia. There are two or more minimal grammatical errors or one major error. Reference information from the text and outside material posted is included. This is practically the same entry as the 19 and 20 pointers, but reference citations may not be complete (not cited in the text or as a reference citation at the end of the posting), too many typographical errors, etc.
• 19 - 20 = Three or more well written, well thought out paragraphs with two or more sentences in each paragraph. Introduction of your own viewpoints and new information beyond other persons' comments or quotes directly from the text and other sources such as Internet sites is included. Explain WHY you think the way you do. Your thoughts must be supported by published research. Reference information from the text and outside material posted. For this grade you must have at least three well written paragraphs and have citing material from the text and/or outside references (a minimum of two references are required for the top post). References MUST be annotated. No more than two very minor spelling or grammar problem may exist, such as "you" instead of "your" which is a common error not picked up by spell check.
B. The REPLIES for DISCUSSION STATEMENTS are separate from the REPLIES for the CASE Study and RESEARCH paper weekly and final paper postings. There are 30 reply points available with each meaningful reply being worth one point. Again: the Replies to classmates are worth one point each for replies that have substance and don't just say things like, "I agree with your comments." Note: You may have just a few replies in one week and substantially more in another. There is not a minimum or maximum per week. HOWEVER, each reply MUST be meaningful. Something more than, “I agree with you statement.” The reply should state WHY you agree or disagree with the statement. Replies with references may earn bonus points. REPLIES for the Case Study and Research Project posts are worth up to 5 points each and must follow the similar criteria as shown above (i.e., must be meaningful, more than just "great post).
Each weeks' work is due by Sunday of that week; I give an automatic six-day grace period for the original Discussion Statement, Homework Project, and Research Project threads. An additional grace period for unusual circumstances may be granted.
Rubric for Peer Replies
0 = No peer replies made during the week or the 6-day grace period.
1 = Very minimal reply such as “good job” or “I agree with you.”
2 = A short paragraph agreeing or disagreeing with the original poster, but no real substance as to why you agree or disagree.
3 = A solid post which includes some personal opinions in a solid paragraph.
4 = A solid post which includes personal opinions and supporting material in two or more paragraphs.
5 = Two or more solid paragraphs which include opinions and supporting material; references cited and websites annotated to assist others in finding the same supporting information.
The course grade for students will be based on the overall average of homework and tests taken during the course in accordance with the weighting of the various requirements as stated in the syllabus.
All final exams in all School of Business and Management courses will be comprehensive and will be closed book and closed notes. They will constitute 30% of the total course grade and will not be a take-home exam. They will be completed during the test week in the period designated by the registrar or by the Proctor in the case online courses. If calculators are allowed, they will not be multifunctional electronic devices that include features such as: phones, cameras, instant messaging, pagers, and so forth. Electronic Computers will not be allowed on final exams unless an exception is made by the Dean of the School of Business and Management.
Late work beyond the six-day grace period may not receive full grade credit. No work received after the last Sunday of the term (Week 8) will be scored. Exceptions to the above may be granted based upon exceptional reasons.
Classroom Rules of Conduct:
Any classroom conduct that disrupts the learning environment, in the opinion of the instructor, will not be tolerated.
Also remember that computers make writing and revising much easier and more productive. Students must recognize though that technology can also cause problems. Printers run out of ink and hard drive crash. Students must be responsible for planning ahead and meeting deadlines in spite of technology. Be sure to save copies of your work to disk, hard drive, and print out paper copies for backup purposes. It is often better to do your work in Word and then copy and paste into the classroom, this way you can do spell check and grammar check on your work.
Welcome to Organizational Behavior (MG 365), online!
This course provides a thorough introduction to the field of organizational behavior. This course focuses on the fundamental nature of behavior with concepts and the tools needed to be a successful leader in today's global economy. This course provides the student with an understanding of the organization with an emphasis on the study of management, leadership, and their outcomes.
Academic Honesty:Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life. Park University 2008-2009 Undergraduate Catalog Page 87
Plagiarism:Plagiarism involves the use of quotations without quotation marks, the use of quotations without indication of the source, the use of another's idea without acknowledging the source, the submission of a paper, laboratory report, project, or class assignment (any portion of such) prepared by another person, or incorrect paraphrasing. Park University 2008-2009 Undergraduate Catalog Page 87
Attendance Policy:Instructors are required to maintain attendance records and to report absences via the online attendance reporting system.
Park University 2008-2009 Undergraduate Catalog Page 89-90
Disability Guidelines:Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .
Last Updated:12/27/2008 12:39:55 PM