MG365 Organizational Behavior

for S2T 2009

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Mission Statement: The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence, which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community.

Vision Statement: Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society.


MG 365 Organizational Behavior


S2T 2009 DLG


Bennett, John E.


Senior Professor/Adjunct Professor


Ed.D. Educational Leadership
M.S. Management
B.A. Human Resources Management

Office Location

Andrews Air Force Base, Maryland

Office Hours

As Needed By Students

Daytime Phone

(301) 981-0057

Other Phone

(405) 414-1972


Semester Dates

March 16, 2009 - May 10, 2009

Class Days


Class Time




Credit Hours



The Textbook for MG 365 is:

Management of Organizational Behavior: Leading Human Relations, 9/E
View Larger Cover Image
Paul H Hersey
Kenneth H Blanchard
Dewey E Johnson
Publisher: Prentice Hall
Copyright: 2008
Format: Cloth; 368 pp


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

Additional Resources:

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  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

Wall Street Journal:
The WSJ is an excellent reference for this course. It is available at most libraries, in many offices, and other places. While not required for this course, it will enhance your understanding immeasurably.  The WSJ provides exceptionally low priced, special discounted rates for students (currently 15 weeks for $29.95) that include hard copy subscriptions with the online Wall Street Journal are available to you. YOU DO NOT HAVE TO PURCHASE THIS PAPER.

Click Here to subscribe online!  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 or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information
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 or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the 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.

Course Description:
MG365(PS374) Organizational Behavior: Examines theoretical and practical perspectives and experiences in the areas of motivation and human relations; individual behavior, small group behavior, intergroup behavior, organizational effectiveness, and organizational development. Lecture, discussion and cases are used. 3:0:3 Prerequisite: MG352

Educational Philosophy:

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

  1. Illustrate what a manager can do to diagnose and improve motivation. (Application)
  2. Differentiate between leadership and management and tell when each is appropriate in an organization. (Analysis)
  3. Assess the impact of Situational Leadership methods on organizational performance (Evaluation)
  4. Analyze the types of informal and formal communication in organizations (Analysis)
  5. Examine how effective teams are part of a competitive strategy (Analysis)
  6. Evaluate the skills necessary in conducting change processes within an organization (Evaluation)

  Instructor Learning Outcomes
  1. Understand the use of technology in the leadership and management of an organization.
  2. Understand the challenges of leading an organization.
  3. Apply the various competencies and skills of a leader.
  4. Understand the use of various aspects of human behavior on the leadership of human resources and management of the organization.
  5. Understand and apply the concepts of motives, goals, and activities, and expectancy theories..
  6. Apply Maslow's Hierarchy of Needs to the leadership role.
  7. Discuss the significance of the Hawthorne Studies.
  8. Understand the application of various motivational theories to leadership and management.
  9. Describe the process of moving from Vision into Performance (VIP) as described in the text.
  10. Apply the ACHIEVE Model to various leadership and management situations.
  11. Identify various organizational theories.
  12. Identify and understand the various approaches of Situational Leadership.
  13. Understand various concepts of organizational, leadership, and managerial effectiveness.
  14. Understand the Cycle of Management by Objectives.
  15. Apply the various concepts of Situational Leadership.
  16. Understand the various behaviors exhibited by employees under the various Readiness Levels of Situational Leadership.
  17. Identify various aspects of situational leadership in application.
  18. Identify the use of various "powers" in leadership and managerial roles.
  19. Understand various techniques of changing performance readiness through behavior modification.
  20. Understand and apply techniques of Constructive Discipline.
  21. Apply analyse of problems to determine ownership.
  22. Identify the various parts of the communicative process.
  23. Understand the dynamics of barriers to the communicative process.
  24. Apply concepts of passive and active listening.
  25. Understand concepts of team building.
  26. Understand the use of the various team roles.
  27. Apply various concepts of leadership and management in business
  28. Understand and apply an appreciation of diversity in the workforce.
  29. The above learning objectives are an excellent guide for preparing for the Final Examination.
Core Assessment:

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 Rubric

Class Assessment:


The final course grade will be determined using the following measurements:

  • Homework Assignments
  • Discussion Question/Statement Assignments 
  • Participation in Classroom Discussion Threads 
  • Research Paper Weekly Post
  • Research Paper
  • Mid Term Examination
  • Comprehensive Final Examination


Letter Grades

Points Grade
1000 - 900 A
900 - 800 B
800 - 700 C
700 - 600 D
Less than 600 F



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%

A. Weekly post following given format (weeks 1 – 7): 7 weekly assignments (x) 20 points = 140 points
The Homework requires you to access various online resources and journals.  You will be asked to review an article and analyze it.  Your written analysis of the article tied with the lessons from the text will be graded.  Refer to the grading rubric below for criteria for which I will grade your post.

2. Research Project: 240 Points; 24%

Each week there is a main theme in the lesson.  The weekly research project post is for you to think of your BEST and WORST examples of leaders and/or supervisors and discuss, IN DETAIL, the attributes of each person in line with the weekly lessons.  You should use the text and other sources to support your comments.  Don't just say a leader/supervisor was good or bad because he/she did or did not communicate well.  Take material from the text and other references and support why they are good or bad.  Be DETAILED in your responses.  I expect thorough information.

These weekly posts, when done properly will form the basis of the Research Paper which is due in the 8th week.

A. Weekly Postings (weeks 1 - 7):  20 points each week [x] 7 weekly assignments) = 140 total points;


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%

A. Weekly Postings (weeks 1 - 7):  20 points each week [x] 7 weekly assignments) = 140 total points;
The Discussion Statements/Questions are posted by me.  Your assignment is to research the topic I have posted and write your thoughts using the text and other resources to support your work.  When responding to this assignment I desire you to write it as if you are the teacher and you are teaching it to first-time learners of the topic.  Do not assume the reader has a background in the area. This assignment requires you to access various online resources and journals.  Your written analysis of the article tied with the lessons from the text will be graded.  Refer to the grading rubric below for criteria for which I will grade your post.

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: 

Additional PARTICIPATION in the weekly threads can gain you bonus points. Although the assigned maximum points for Participation are 50; I reserve the option to grant bonus points for outstanding replies and discussion in the threads. The maximum bonus points for this area will be 25 for a total of 75 points available for PARTICIPATION in the threads. Remember, participation is your comments to classmates and developing discussion on the topics. Normally, you have to check posts every day or two to create discussion.
Late Submission of Course Materials:


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

All Assignments

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.

A. Organization:

   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. 


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.


• 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.

• 21+ points. Rare, but possible. This is a post that even a 20 pointer envies. This is a WOW, AWESOME post.
TOP POST of the WEEK.  At the end of each week, I will select the post that I feel was the best for the week and will recognize it in the threads and by an additonal point.

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 Submission of Course Materials:
 Weekly work must be submitted not later than Sunday midnight of each week.  

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.

Course Topic/Dates/Assignments:

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.

Each week we'll focus on two chapters in our text. You will want to follow the specific instructions in each weekly module online.
Topics Reading Exams & Projects
Week 1 Management, An Applied Behavioral Sciences Approach & Motivation and Behavior Chapters 1 and 2
Week 2 Motivating & Leadership: An Initial Perspective Chapters 3 and 4
Week 3 Leadership: Situational Approaches & Determining Effectiveness Chapters 5 and 6
Week 4 Situational Leadership & Situational Leadership, Perception, and the Impact of Power Chapters 7 and 8 Midterm Exam
Week 5 Situational Leadership: Training and Development & Situational Leader and Constructive Discipline Chapters 9 and 10
Week 6 Building Effective Relationships & Effectiveness Communication Chapters 11 and 12
Week 7 Leading Effective Teams and Implementing Situational Leadership: Managing People to Perform and for week 8:  Implementing Situational Leadership: Building Commitments & Synthesizing Management Theory: Integrating Situational Leadership with the Classics Chapters 13 and 14 and Chapters 15 & 16 for week 8 Research Paper Due
Week 8
This thread will be opened early so students may start working on it prior to the final examination. 
Implementing Situational Leadership: Building Commitments & Synthesizing Management Theory: Integrating Situational Leadership with the Classics
Chapters 15 and 16 Final Exam

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 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.

  1. The instructor may excuse absences for valid reasons, but missed work must be made up within the semester/term of enrollment.
  2. Work missed through unexcused absences must also be made up within the semester/term of enrollment, but unexcused absences may carry further penalties.
  3. In the event of two consecutive weeks of unexcused absences in a semester/term of enrollment, the student will be administratively withdrawn, resulting in a grade of "F".
  4. A "Contract for Incomplete" will not be issued to a student who has unexcused or excessive absences recorded for a course.
  5. Students receiving Military Tuition Assistance or Veterans Administration educational benefits must not exceed three unexcused absences in the semester/term of enrollment. Excessive absences will be reported to the appropriate agency and may result in a monetary penalty to the student.
  6. Report of a "F" grade (attendance or academic) resulting from excessive absence for those students who are receiving financial assistance from agencies not mentioned in item 5 above will be reported to the appropriate agency.
ONLINE NOTE: An attendance report of "P" (present) will be recorded for students who have logged in to the Online classroom at least once during each week of the term. Recording of attendance is not equivalent to participation. Participation grades will be assigned by each instructor according to the criteria in the Grading Policy section of the syllabus.

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: .


CompetencyExceeds Expectation (3)Meets Expectation (2)Does Not Meet Expectation (1)No Evidence (0)
Essay questions requiring synthesis, analysis, evaluation and application with a maximum value of 40 points  per question. Includes CLOs 1-6                                                                                                               
Nearly all organizational behavior processes are perfectly identified and related to outcomes.  Average of 35 points or more per essay question. Most organizational behavior processes are identified and related to outcomes.  Average of 25 to 35 points per essay question. Most organizational behavior processes and not correctly identified nor are they related to outcomes.  Average of 15 to 25 points per essay question. Few organizational behavior processes are recognized and none are related to outcomes.  Average of less than 15 points per essay question. 
Essay question responses demonstrate content and technical skill in  communicating.  Includes CLOs 1-6                                                                                                                                                     
Nearly all definitions and behavioral models described relate to the problem stated and lead to organizational behavior outcomes. Most definitions and behavioral models described relate to the problem stated and lead to organizational behavior outcomes. Most definitions and behavioral models described are incorrect or do not relate to the problem stated or lead to organizational behavior outcomes. Few definitions and behavioral models are correctly described and none  relate to the problem stated or lead to organizational behavior outcomes. 
Outcomes that examine recognition and use of organizational behavior descriptions, definitions, and concepts using multiple choice questions with a maximum score of 100 points.  Includes CLOs 1-6                                                        
Student demonstrates complete understanding of organizational behavior descriptions, definitions and concepts.  Score is 90 points or more. Student demonstrates   understanding of organizational behavior descriptions, definitions and concepts.  Score 70 to 89 points. Student demonstrates little   understanding of organizational behavior descriptions, definitions and concepts.  Score is 50 to 69 points. Student does not demonstrate an understanding of organizational behavior descriptions, definitions or concepts.  Score is less than 49 points. 


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Last Updated:3/5/2009 8:17:29 PM